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In teaching writing, there are some principles adapted from Brown (2007) in designing writing techniques in order to make better writing teaching and learning. 1. Sweeping. Good writing technique should incorporate practices of “good” writers. 2. Balance process and product. It is because writing is a composing process and usually requires multiple drafts before an effective product is created. 3. Account for cultural/literary backgrounds. It means that the techniques should not assume students know English rhetorical conventions. 4. Connect reading and writing. Important sights both about how they should write and about subject matter that may become the topic of their writing can be gained by reading and studying a variety of relevant types of text. 5. Provide as much authentic writing as possible. Authenticity can be achieved when the purposes for writing are clear to the students, the audience is specified overtly, and there is at least some intent to convey meaning. It can be done through sharing writing, such as publishing a class newsletter, writing letters to people outside of class, writing a script for a skit or dramatic presentation, writing a resume, or writing advertisements. 6. Frame techniques in terms of prewriting, drafting, and revising stages. Those stages can be benefit in some ways; prewriting stage encourages the generation of ideas, meanwhile the drafting and revising stages are the core of process writing. 7. Strive to offer techniques that are as interactive as possible. Interactive writing techniques focus on proposes other than compositions. Examples of activities can be done are group collaboration, brainstorming, and critiquing. 8. Sensitively apply methods of responding to and correcting students’ writing. As a student receives responses to written work, errors are rarely changed outright by the instructor; rather, they are treated through self-correction, peer-correction, and instructor-initiated comments.