Narrative Writing Process Analysis

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

This study followed by 6th and 4th grades students. Researchers used several methods to evaluate 4th grade students’ narrative writing development, those are oral language or the syntactic complexity by using picture series, cognitive writing process or executive function, the transcription skills, then the last is 3 writing tasks. It contrast with 6th grade that was only measured with the writing task. The result shows the 4th grade students’ ability significantly developed by using executive function (planning, translating, reviewing, revising) combined with syntactic complexity (vocabulary and grammar knowledge). In addition, their ability was adequate with 6th grade, except the transcription skills (text length and story content) because it is something about cognitive factors which influenced by age. However, the study conducted by (Torkildsen, et al 2015) The Dynamics Of Narrative Writing In Primary Grade Children: Writing Process Factors Predict Story Quality revealed different thought related to text length and story content through syntactic complexity. By assessed students’ writing process the result shows that, when students planned what they want to write through reading a short narrative text model, automatically they will have a longer text and complex story too, nevertheless there is nothing to do with students’ ages nor grades. As these article explained that, besides the appropriate technique in syntactic complexity and cognitive process to enhance students’ narrative writing, planning instruction such as reading before writing is the most influenced step towards students’ narrative writing enhancements. Thus, the next article will be explained about how far planning instruction giving an impact to students’ narrative