Reflective Writing 7 -Midtest Writing-

 Name              : Meillita Puan Maharani

ID Students’   : 2223200081

Class               : 4A

Course             : Academic Writing

Reflective writing 7

            One of the most significant language skills is writing. It is very important for expressing one's ideas, opinions, feelings, and attitudes. People can share their opinions, and feelings, and persuade and convert others by writing. There are several writing styles, extending from formal to informal. There are numerous explanations for why writing should be included in a second or foreign language curriculum. Writing problems in students can be caused by a variety of environments. One of the reasons for the difficulty could be the difficulty of the writing skill. According to Byrne (1988, p.4), certain psychological, linguistic, and cognitive parts make writing a complex and difficult discourse medium for most people, both in their home language and in their second language.  

In the present empirical study into the writing process and helping composition pedagogy, reasoning science and linguistic theory have played an important role. The basics of the cognitive theory of composition can be found in psychology and cognitive science. The determination of a cognitive theory is to obtain insight into the writing procedure by studying the writer's thought processes. The purpose of linguistic composition theory has typically been to deliver educators with insights into how students of varied ability levels produce writing at the sentence and paragraph levels.

            The central assumption of this theory is that a group dissertation produces knowledge. People form their sense of self based on shared beliefs and attitudes. Language is the tool for classifying and articulating a distinct individuality. As an effect, "We" as the "subject" of our shared experience is a composite entity uttered in communal language. There are four research avenues to consider: discourse communities (group talk produces meaning), sociology of science (development of forms), ethnography (concerned with the context of the language situation, and Marxist (politics of production).

Instead of focusing on the process, the product method of writing distillates the final products of the writing task. The product approach, according to Getnet (1994:9), is an orientation in which the end result of what students produce is the main focus. Formal precision and correctness in language, spelling, word use, and layout conventions, among other things. These are some of them: receiving the grammar right, taking a range of vocabulary, punctuating meaningfully, by means of the conventions of layout properly, spelling accuracy, using a range of sentence structures, linking ideas and information across sentences to develop a topic, and developing and organizing the content clearly and convincingly. To have a good writer Hedge has proposed the following steps in the process approach of writing, they are: the writers start with an overall plan in their head, they think about what they want to say and who are they writing for, and they then draft out a section of the writing and as they work on them, they constantly reviewing, revising, and editing their work.

Learners’ problem writing:

1.     Grammatical problems, students have a number of problems in their tries to write in the second language.

2.     Problems of sentence structure, sentences reproduce various syntactic (Reid, 1983).

3.     Problems of a world choice, good writing or arrangement should consist of an appropriate and varied range of vocabularies used along with suitable grammar and a varied range of sentence structures (Norish, 1983; Alamirew, 2005).

4.     Cognitive problems, the cognitive problems that students face comprise problems of punctuation, capitalization, spelling, content, and organization.

There are also causes of learners’ problems in writing are;

1.     The nature of the writing process, Writing is a problematic task because it needs grammatical skills, intellectual cognitive, and decision (purposeful and active) features (Byrne 1988, Heaton 1990). Byrne (1988: 4) divides writing difficulties into three categories: psychological, linguistic, and cognitive. Grabe and Kaplan (1996:6) believe that writing is a complex skill since it does not come easily and must be learned through constant effort and practice.

2.     Lack of practice, according to Davies (1998:25) writing is basically a creative process and good writers must learn to communicate their ideas clearly to an unseen audience.

3.     Teachers’ feedback, Zamel (1985:79) states that teachers’ feedback can be effective if teachers reply to students as genuine and interested readers rather than as judges and evaluators.