Strategies are problem-solving behaviors that writers use thoughtfully and consciously, and they are generating, organizing, visualizing, monitoring, playing with language, revising, proofreading, and evaluating. Skills are information-processing techniques that writers use automatically and unconsciously. The skills are structuring skills, mechanical skills, language skills, reference skills, handwriting skills, and computer skills (Tompkins, 2008). That is, strategies come from conscious process and skills come from unconsciousness process. So they are all necessary in writing. However, in order to be capable writers, writing strategies are indispensible. Collins (2008) stated, “Successful writers use mental procedures to control the production of writing. We call these mental procedures writing strategies.” Thus, teachers have the responsibility to teach them both strategies and skills inductively and deductively. As role models, teachers should demonstrate or show how to use those strategies and skills. At time same time, teachers should give students the explicit explanations and instructions about them.
According to Minkyu Kim, children need to learn strategies and essential skills while trying to think of a composition or writing to be good writers. His opinion is so true because capable writers are those who can take advantage of both strategies and skills. Because strategies and skills are charge in different areas and their roles are quite different in writing process, students are supposed to learn both from teachers.
References
Collins, J. (2008). Writing strategies. Graduate School of Education, University at Buffalo. Retrieved from http://gse.buffalo.edu/org/writingstrategies/index.htm
Tomkins, G. E. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
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