THE
PROCESS OF WRITING
Ferris
& Hedgcock (2005) pointed out six stages in writing. They are pre-writing,
drafting, responding, revising and editing, assessing, and post- writing.
Related on the cluster technique in pre-writing stage, the researcher takes all
of stages of writing as follows:
a. Pre-writing.
Activating
schemata is essential for a teacher to get students to know possible topics
that they can develop into complete writing. Activating student’s schemata can be done through pre-writing or
planning activity. This stage is geared to stimulate ideas or thoughts for the
students to get started. Pre-writing
also assists student writers in deciding what to write about so that they can
organize their thoughts.
In
this writing class, student have three main jobs such as (1) choosing a topic
that interests the students, (2) narrowing the topic chosen that fits a writing
task, and (3) collecting information and
developing ideas (Oshima & Hogue, 2006). Writing such a topic is still too
large because it may include communication problems, working habits, social
environment, and family life. Therefore, the student needs to narrow the topic.
After that, she or he needs to develop the narrow topics into supporting
details.
In
conducting this, the students are required to apply strategies for generating
ideas. There are six main techniques for generating ideas or brainstorming like
journal writing, free writing, w-h questions, listing, clustering, and
outlining. In other words, the main goals of prewriting are to help the
students organize their ideas and to train the students to plan what they are
going to write so that they can develop their ideas into completed writing.
b. Drafting.
In
drafting phase, students need to focus on the fluency of writing, not on the
grammatical accuracy. In this phase, the students are encouraged to develop
their ideas into drafts without considering the grammatical accuracy first. As
previously described, in the drafting, the grammatical accuracy will be
emphasized during the revising stage. From this, drafts are not supposed to be
perfect pertaining to grammatical accuracy in that this writing process class
is a continuous process of discovery, and promotes the fluency of ideas so that
a certain writing task that can be completed.
c. Responding.
Responding
to students writing by both the teacher and students themselves plays important
roles in the successfulness of the writing process. Responding or giving
feedback is primarily intended to see students first or second drafts. It is
suggested that the usage of the transparency projector or LCD projectors
connected with the computer so that the students can view students’ drafts.
Briefly, a responding activity is to encourage students to participate actively
in the class, get involved in an authentic communicative context, and develop
critical skills. From here, involving students in providing feedback means
empowering the students in thinking critically and participating actively in
the class in which the goal is to boost the students to write better.
d. Revising
and editing.
In
revising the drafts, the students review their work on the basis of the feed
back given in the responding stage. They are in reexamine stage of what has
been written to view how effectively they have conveyed the meanings to
readers. It is important to note that revising does not simply relating looking
at language errors but also state points to the global content and organization
of ideas so that the writer s intent is made clearer to the reader.
e. Assessing.
In
this phase, the teacher assesses the students’ writings in which the goal is to
see how well each student or each group has completed the work. In conducting
this, the teacher has two options for scoring or grading systems either
analytical on the basis of the specific aspects of writing ability or holistic
based upon the global interpretation of the effectiveness of the compositions.
f. Post-writing.
Post-writing
is any classroom activity that the teacher and students can do with the
completed writing. This may be in the form of displaying the finished writings
on boards, sharing with one another, or reading aloud. The post-writing stage
is a media of appreciating students’ writings. In other words, this is a reward
for the students who done well and encourage students to write better.
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