WRITING PROBLEM AND SOLUTION PARAGRAPH TRHOUGH INTERACTIVE

WRITING PROCESS APPROACH

LESSON PLAN
Course
Grade
Number of class
Teacher
School
Time allotment
Course Description

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:
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Writing
12th
1
Sandi Ferdiansyah
Islamic High school of Banyuwangi, Indonesia
2 x 45 minutes
Genre based writing course provides a series of writing activities that
focus on making a good impression with academic writing. Further,
through this course, the students are trained to develop their writing
skill ranging from various types of paragraph that have been taught in
the previous semester to essay writing more accurately and
comprehensively.
Course Objectives
: 1. the students will be able to develop their academic writing skill
ranging from simple paragraph to complex essay writing
2. the students will be aware of lexico-grammatical resources as the
basis for building and developing students writing skill
Teaching and learning media: White board, worksheet and LCD
Activities
: activities throughout the course include brief lectures, presentation,
and discussion of assigned topics, practice, and project.
a. Blog project: the students are assigned to create a blog where they
can post their writing tasks and create interaction amongst students
for the sake of peer evaluation
A. Materials: The topics of the course include the types of paragraphs and essay writing
B. Contents
Meeting
#6

Topics
Unit 5 Argumentative writing 2: Problem and Solution paragraph

C. Teaching strategies:
Process writing approach
Cooperative learning
D. Teaching activities
Steps
(1)
Pre
activity

Lecturers activity
(2)
1. Greeting
2. Introduction
3. Checking the students
presence
4. Motivating the students to
keep practicing their English

Students activity
(3)
Paying attention and
giving response

Time
allotment
(4)
10 minutes

Teaching
media
(5)
-

Steps

Lecturers activity

(1)
(2)
Warming- 5. Guiding the students towards
up activity
the material discussed:
a. asking the students to
observe the picture
b. comparing the students
opinions with others
c. Giving the feedback and
providing the examples
d. Asking two students
(voluntarily) to join a
guessing game
6. Exploring the principles of the
Precourse contents:
writing
a. Asking the students to
make a group (4 students
in a group)
b. Distributing a text and
worksheet for the students
to discuss
The topic
The content
The linguistic
features
Cohesive device
c. Asking the students to
present the result of the
discussion
d. Giving appreciation and
feedback
Drafting

7. Starting to write:
a. Asking the students to
make a pair group
b. Asking each pair to select
a topic
c. Distributing a mind
mapping worksheet
d. Encouraging the students
to generate their ideas to
write a problem and
solution paragraphs based
on the mind-map

Time
allotment
(4)

Students activity
(3)

- Observing the
picture
- Giving opinion

2 minutes

- Paying attention

2 minutes

Teaching
media
(5)

3 minutes

- Joining the game

6 minutes
-

Making a group

2 minutes

white board

Discussing the task

with the group

8 minutes

worksheet 1
Worksheet
2

Presenting the result

of the discussion

4 minutes

Paying attention

3 minutes

Making a pair group

2 minutes

Choosing a topic

2 minute

Receiving the
worksheet
Starting to make a
writing draft

2 minute

LCD
Problem
and
solutions

Worksheet
3

13 minutes
Worksheet
4

Steps
(1)
Revising

Rewriting

Closing

Lecturers activity

Students activity

(2)
8. Reviewing through peer
review:
a. Asking the students to
give their writing draft to
the other pairs
b. Distributing the peerreview worksheet
c. Asking the students to do
peer-review based on the
worksheet

(3)

9. Finishing and polishing the

writing
a. Asking students to rewrite
the paragraph based on the
revision by the other pair
b. Asking students to polish
the writing on its writing
element such as mechanics
and spelling
c. Asking them to submit the
writing

10. closing the meetings

a. giving some conclusions
of the materials
b. asking questions to check
the students
understanding
c. requiring the students to
post their writing in their
own blog
d. leave-taking

Time
allotment
(4)

Teaching
media
(5)

Giving the writing

to other pairs

1 minute

Receiving the
worksheet
Revising (if any) the
other pairs work

1 minute
Worksheet
10 minutes 5

Writing the
paragraph

15 minutes Worksheet
6

Polishing the writing

3 minutes

Submitting the work

1 minute

Paying attention and

responding

2 minutes
1 minute

1 minute

1 minute

E. Evaluation:
1. An instrument of scoring the students writing

F. Reference:
Swales, J.M. and Feak, C.B. 2001. Academic Writing for Graduate Students: Essential
Tasks and Skills. University of Michigan: University of Michigan Press.
Zemach, D. E. and Rumisek, L. A.2005. Academic Writing: from Paragraph to Essay.
McMillan: McMillan Publishers Ltd.
Other related materials

BIODATA
Sandi Ferdiansyah currently teaches at the University of 17 Agustus 1945 Banyuwangi, East
Java-Inodnesia. He also serves as an English teacher at Islamic Senior High School in the same
region. He earned his Master of Education at the university of Islam Malang, Indonesia, in
2012. He has served as a teacher of English for nearly 5 years. He has so far been interested in
the following academic interests such as developing innovation in teaching writing, applicable
ICT for classroom use, and assessment.

WORKSHEET #1
MODEL OF TEXT (MOT)
2014 / 2015
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Read the following text carefully!

Extracted from:Zemach, D. E. and Rumisek, L. A (2005)

WORKSHEET #2
STRUCTURE IDENTIFICATION
2014 / 2015
Name

: ...........................................

Text type

: ..........................................

Date
: ...........................................
Time allotment : 4 minutes
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Read the text and answer the following questions!

1. What is the topic of the passage?
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2. What is the text about?
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3. What kinds of verb are used? Give 3 examples each!
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4. What kinds of tense are used? Give 2 examples each!
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5. What transitional signals are used? Give two examples!
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WORKSHEET #3
MIND MAPPING

ROBLEM AND SOLUTION

TITLE: _______________________________________________
PROBLEM:

SOLUTIONS:

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CONCLUSION:
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WORKSHEET #4
WRITING DRAFT
2014 / 2015
Name

: ...........................................

Text type

: .....................................

Date

: ...........................................

Time allotment : 13 minutes

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Instructions:
1. Write a draft of problem and solution paragraph. You may choose overcrowded
classroom, watching TV for children, or beach reclamation as the topic of your
writing.
2. Begin your paragraph with a topic sentence, a clear supporting sentences and
concluding sentence. Organize the steps in order by using an appropriate transitional
signal
3. Write your writing in the space provided.
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WORKSHEET #5
PEER ASSESSMENT (READERS RESPONSE)
2014 / 2015
Name

: ...........................................

Text type

: .....................................

Date

: ...........................................

Time allotment : 10 minutes

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1. Is the problem explained in the paragraph interesting?

(yes / no)

Write a comment about a part that is especially interesting to you

_____________________________________________________________________
_____________________________________________________________________
2. Do you understand the solution?
(yes / no)
Circle or underline any part that you do not understand, and write a comment on it!
_____________________________________________________________________
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3. Copy the topic sentence here and circle the words that tell you that this is a problem
paragraph!
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4. Copy the topic sentence here and circle the words that tell you that this is a problem
paragraph!
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5. Would you like more information about the problem or solution? ............. (yes / no)
If your answer is yes, write down what would you like to know more about!
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WORKSHEET #6
WRITING TASK 5 (POST-WRITING)
2014 / 2015
Name

: ...........................................

Text type

: .....................................

Date

: ...........................................

Time allotment : 15 minutes

==================================================================
Instructions:
1. Rewrite your problem and solution paragraph in approximately 150 words.
2. Begin your paragraph with a topic sentence, a clear supporting sentences and
concluding sentence. Organize the steps in order by using an appropriate transitional
signal
3. Write your writing in the space provided.

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Table of scoring rubrics of writing from Anderson (2003:92)

Criteria/ description of rating
Ideas and development
Extensive development of topic, strong support of main idea with details
Good development of topic, many supporting details
Adequate development of topic, listing of details
Weak development of prompt; fewer or no details
Organization
Completely organized, smooth flow with strong sequence (fulfilling the
structure of descriptive writing, identification and description)
Fairly well organized, flow and sequence evident (fairly fulfilling the
structure of descriptive writing, identification and description)
Sparsely organized, lack of sequence (weakly fulfilling the structure of
descriptive writing, identification and description)
Not organized (poorly fulfilling the structure of descriptive writing,
identification and description)
Vocabulary (lexical and functional vocabularies)
Vivid and imaginative word choice, appropriate use of vocabulary
Good word choice, meaning is clear
Fair word choice; simple words
Poor or inappropriate word choice
Sentence structure
Excellent, no errors and a variety of lengths
Adequate, few errors and some variety of lengths
Fair, choppy with no variety
Poor, many errors
Capitalization and punctuation
Error free
Very few errors (1-5)
Some errors (6-10)
Many errors (over 10)
Spelling
Error free
Very few errors (1-5)
Some errors (6-10)
Many errors (over 10)

Score
4
3
2
1
4
3
2
1

4
3
2
1
4
3
2
1
4
3
2
1
4
3
2
1