When writing is seen as the product, the attention is placed on the final product of writing such as the essay, the report, the story or what the product
should look like Brown, 2001. Harmer 2001 says that the writer is only interested in the aim of task and in the end of product. In other words, the
product is the main thing to be focused on rather than the process of writing itself.
On the other hand, writing also sees as a process. Harmer 2001 states that those who advocate a process approach of writing pay attention to the
various stages that any piece of writing goes through. Hyland 2009 states that writing is a creative act of discovery in which the process is as important as the
product to the writer. The process of writing includes planning, drafting, revising, and editing. And to be able to overcome these processes of writing,
people should have enough knowledge on how to generate ideas, organize them coherently, use the appropriate words and punctuation, use the right grammatical
structure and organize the sentences into a good text.
b. Basic Types of Writing
There are some basic types of writing task which are applied in the writing performances. Those tasks are categorized based on the age and the level of
competence of learners. Brown 2004 states that the category of written performance is organized from the basic one until the complex one.
The first type is imitative writing. It is the basic and fundamental type of writing performances in which learners simply imitate writing letters, words,
punctuation, and simple sentences. The learning focus on this stage is the form, while the context and meaning are secondary concerns.
The second type of the writing performance is intensive writing. It is concerned with the skills in producing appropriate vocabulary within a context,
collocations and idioms, and correct grammatical features up to the length of a sentence as important things in determining correctness and appropriateness.
However, it still focuses on the form rather than the meaning. The next type is responsive writing. The task requires learners to perform
at limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs. The focus of this level
is on the discourse level with a strong emphasis on context and meaning. In this category, the writer has mastered the fundamentals of sentences-level grammar
and is more focused on the discourse conventions that will achieve the objective of the written text.
The last category is extensive writing. It implies successful management of all the processes and strategies of writing for all purposes, up to the length of an
essay, a term of paper, a major research project report, or even a thesis. A writer focuses on organizing and developing ideas logically using supporting details to
support ideas, demonstrating syntactic and lexical variety, and engaging in the
process of multiple drafts to achieve a final product. Focus on grammatical form is limited.
c. Microskills and Macroskills of Writing
