Narrative Writing Process

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Writing could be seen as two different perspectives those are writing as a product and writing as a process. Precisely, writing as a product deals with the content, length, and spelling of the text, while writing as a process concerns in the transcription and revision that comes along during writing. However, the improvements made in writing skills could not be separated with the process. (Nunan, 1999 p. 274) view process of writing as a “complex, cognitive process that requires intellectual effort over the period of time”. Furthermore (Graves, 1994) mentioned the cognitive process which could enhance students’ writing skills in 5 stages, the following are pre-writing, drafting, revising, editing and publishing. All genres of writing have…show more content…
In this study, 50 homogeny respondents were divided into two groups, the first group is writing narrative text without planning situations and the other is writing narrative text in planning situations. In the planning situation, each respondent has 10 minutes to write a narrative text according to the picture series, otherwise the unplanned situation respondents which are writing the narrative task without time limitation. as the result, both fluency and complexity but not accuracy of the planning situations group has more enhance in writing instead of the unplanned situations group. Hence, planning situation brings the important role in narrative writing products. Specifically Jahan, et al conducted a study about The Effects of Planning on Writing Narrative Task Performance with Low and High EFL Proficiency, however this study would explain more extent about the impact of planned and unplanned situations in two different English proficiencies. The result revealed that, planned situations (PTP) is more beneficial for low proficiency learners to enhance their concept load, fluency and complexity through writing a narrative than in unplanned level (OLP). It is because of when low proficiency respondents’ were asked to planning before starting to write a narrative task, they tend to concern in meaning and form rather than the grammatical aspects or…show more content…
Both of these would help students to narrate their ideas or experiences narrowly. To be specific, the articles define that by using picture series and acquiring the cognitive writing process, the students were not more than just highly developed in narrative writing skills, but they would expertise to convey the logical sequence and ideas properly with less grammar and spelling errors by using planned instruction and picture sequence. However, if students did not provide at either cognitive writing process or picture series, consequently students would write the narrative text with many grammar and fluency errors in roughly. Moreover, others researchers tend to correlate between writing ability with age, gender and soon. But what we actually seen here is, there is no correlation with the students’ grades, ages, and the readers’ background knowledge towards fluency, mechanical errors, content, and text length and the word choice in narrative writing development. It would be better to enhance students’ narrative writing skills in any grades by combining between picture series technique, writing process, and writing for the wider audience, in order to see how far students’ text are good to
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