CHAPTER II LITERATURE REVIEW CONCEPTUAL FRAMEWORK
A. Literature Review
1. Writing Theories
Writing is one of the four language skills; reading, writing, listening and speaking. Like speaking, writing belongs to the productive skills. According
to Harmer 2007: 265, a productive skill is a term for speaking and writing, a skill where students have to produce language. Unlike the speaking skill
which produces a product in spoken form, writing produces a product in written form.
a. Definitions of Writing
There are many definitions of writing proposed by many experts. Brown 2001:335 says that writing is a product of thinking, drafting, and revising
processes with specialized skills. Writing is a skill that not every person grows easily; it needs entirely special sets of the competencies. In line with
Brown, Richards and Schmidt 2002: 592 mention that writing is a product of planning, drafting and reviewing and revising. Writing includes strategies,
procedures and decision-making handled by the writers while they write. According to Taylor 2009: 2 writing is an activity of bringing
knowledge, then recording and preserving it. Writing is a product of writer understanding. It can be used for making sense of experiences, to show
opinions, feeling, and any knowledge of writer. Taylor also adds that writing
can be used for preparation of speaking activities. Writing is an activity that can usefully be prepared by working in other skills such as listening, speaking
and reading Nation, 2009: 113. From many definitions proposed by the experts, it can be concluded that
writing is an activity which needs a set of processes. Otherwise, this skill also can bring out writer
’s knowledge. Moreover, writing also can be used to show feeling or thinking.
b. Writing Objectives
In doing writing, everybody has a particular objective that they want to accomplish. There are some objectives of writing proposed by experts.
According to Nation, 2009:115 a written work is usually completed for an objective and a particular target reader. The objective can be widely diverged
and determined based on their objective of writing. For example, a writer wants to write an informal letter written for a friend or a relative to inform his
and his family’s activities. While this letter is written, the writer should keep the purpose in mind by suiting the information and expression needed to the
receiver. Based on writing objectives proposed by Purves, Sofer, Takala and
Vahapassi in Nation, 2009: 115, writing activities are conducted to learn,
convey or signal, inform, convince or persuade, entertain, maintain friendly contact, store information, and help to remember information.
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