include careful writing, copying models, and doing repetitive writing movements.
Spelling should be given an appropriate amount of deliberate attention largerly separated from feedback on writing,
Teachers should provide and arrange for feedback that encourages and improves writing.
Learners should be aware of the ethnical issues involved in writing. 4 Fluency development
Learners should increase their writing speed so that they can write a very simple set of material at a reasonable speed. Fluency development
can occur through repetitive and through working with easy, familiar material.
d. Approaches to Student Writing
There are a number of different approaches to the practice of writing skills both inside and outside the classroom. The teachers need to choose the
most appropriate approach that suits to the learning goal, students’ ability and interest, and the supporting teaching and learning facilities Harmer, 2001: 257-
260. 1. Process and Product
Harmer 2007 states that in the teaching of writing teachers can either focus on the product of that writing or on the writing process itself.
When concentrating on the product, teachers are only interested in the aim of a task and in the end product.
In opposite, when the teacher focuses on the process of writing, the teacher should pay attention to the various stages such as pre-writing phrase,
editing, re-drafting and finally producing the final version of their work. In its simple form, a process approach asks students to consider the procedure
of putting together a good piece of work. One of the disadvantages of getting students to concentrate on the process of writing is that it takes time.
2. Writing and Genre In a genre approach, students study texts in the genre they are going
to write before they go on their own writing. The teachers need to give them examples to discover facts about construction and specific language use
which is common in genre. 3. Creative Writing
Creative writing suggests imaginative tasks such as writing poetries, stories, and plays. Creative writing is “a journey of self-discovery and self-
discovery promotes effective learning” Gaffied-Vile in Harmer, 2001: 259. When teachers set up imaginative writing tasks, their students frequently
strive harder than usual to produce a greater variety of correct and appropriate language than they might for more routine assignment.
4. Writing as a Cooperative Activity In language classes teachers and students can get advantages of the
existence of others to create writing as a cooperative activity. They can get
great benefit to all those involved. Individual students also found themselves saying and writing things. They might not have come up with their own and
the group’s research was broader than an individual’s normally. Cooperative writing approach is the combination of process and
genre based approach. Writing in groups, whether as a part of long process or as part of a short game-like communicative activity, can be greatly
motivating for students. 5. Using Computer
Schools which are completed with computers that can be accessed by their students give many advantages in the writing teaching and learning
process. A computer screen frequently allows students to see their writing more objectively.
e. Assessing Writing
