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Process Writing Approach in Teaching Writing Descriptive Texts: Revising

After discussing the prewriting and the drafting stage, we go to the third stage. The third stage of process writing approach is revising. It deals with a process of rethinking and changing what has been written in the previous stage which is the drafting process. Once students have written a draft they can consider revision of the content and organization of their ideas. However, this is not necessarily easy for students to do. Some students have a limited understanding about what revision includes, and some lack the practice needed to go through a time-consuming and sometimes frustrating revision process. However, there are things a teacher can do to teach them the concept of revision. Among others, revising are to check the draft whether it contains a topic sentence or not, and arranging the details logically.

According to Johnson (2008), revising is the stage which a piece of writing is reshaped many times. Revising is where a writer adds parts, takes parts away, continually molds and changes. Here he/she looks for flow and structure. He/she rereads paragraphs and moves things around. At the revision stage must a writer evaluate the choice he/she made by deciding if the organization of his/her paragraphs is effective and if it is the best choice he/she could have made.

Additionally, in Library of Congress Cataloging (2007) it is stated that when revising, a writer go back over what he/she has written to make it clearer, more concise, or more organized. He, furthermore, suggest that it can be difficult to see some of the mistakes that a writer is making. So, it is important to take a little time to rejuvenate himself/herself, and then come back to his/her writing and fix it up, so that it is the best that it can be.

In relation to revising a descriptive text, the students must care of the content. Sorenson (2010) mentions the content that the writer must care of, they are: (1) the subject and the organization clearly states the topic or the thesis sentences; (2) the students follow the organization established in the topic or thesis statement. For a descriptive text, the students must care of the identification paragraph and the description paragraphs ; (3) the organizational pattern is the most effective for the subject and purpose; (4) the order of the writing best emphasizes the most important points; (5) the paragraph structure follows the organizational plan; (6) the students provides sufficient details to support the topics; (7) the students maintains unity by omitting unrelated details from the writing; (8) transitions are precise and adequate to clarify and emphasize the general classification and the description paragraphs to readers; and (9) the words and sentences are appropriate to the subject and the audience.

References

Johnson, A.P. 2008. Teaching Reading and Writing: A Guidebook for Tutoring and Remediating Students. Maryland: Rowman and Littlefield Education.

Library of Congress Cataloging. 2007. Express Review Guides: Writing. New York: Learning Express.

Sorenson, S. 2010. Webster’s New World: Students’ Writing Handbook. Canada: Wiley.

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One thought on “Process Writing Approach in Teaching Writing Descriptive Texts: Revising

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