The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to communicate: paragraphs and essays. New York: Pearson Education Inc.

Bram, Barli. 1995. Write Well. Yogyakarta: Kanisius.

Meyers, Alan. 2005. Gateways to Academic Writing: effective sentences, paragraphs, and essay. New York: Pearson Education Inc.

Oshima, Alice and Ann Hogue. 1999. Writing Academic English. New York: Longman.

___________________________. 2006. Writing Academic English (Fourth Edition). New York: Longman.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to communicate: paragraphs and essays. New York: Pearson Education Inc.

Bram, Barli. 1995. Write Well. Yogyakarta: Kanisius.

Meyers, Alan. 2005. Gateways to Academic Writing: effective sentences, paragraphs, and essay. New York: Pearson Education Inc.

Oshima, Alice and Ann Hogue. 1999. Writing Academic English. New York: Longman.

___________________________. 2006. Writing Academic English (Fourth Edition). New York: Longman.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to communicate: paragraphs and essays. New York: Pearson Education Inc.

Bram, Barli. 1995. Write Well. Yogyakarta: Kanisius.

Meyers, Alan. 2005. Gateways to Academic Writing: effective sentences, paragraphs, and essay. New York: Pearson Education Inc.

Oshima, Alice and Ann Hogue. 1999. Writing Academic English. New York: Longman.

___________________________. 2006. Writing Academic English (Fourth Edition). New York: Longman.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to communicate: paragraphs and essays. New York: Pearson Education Inc.

Bram, Barli. 1995. Write Well. Yogyakarta: Kanisius.

Meyers, Alan. 2005. Gateways to Academic Writing: effective sentences, paragraphs, and essay. New York: Pearson Education Inc.

Oshima, Alice and Ann Hogue. 1999. Writing Academic English. New York: Longman.

___________________________. 2006. Writing Academic English (Fourth Edition). New York: Longman.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to communicate: paragraphs and essays. New York: Pearson Education Inc.

Bram, Barli. 1995. Write Well. Yogyakarta: Kanisius.

Meyers, Alan. 2005. Gateways to Academic Writing: effective sentences, paragraphs, and essay. New York: Pearson Education Inc.

Oshima, Alice and Ann Hogue. 1999. Writing Academic English. New York: Longman.

___________________________. 2006. Writing Academic English (Fourth Edition). New York: Longman.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to communicate: paragraphs and essays. New York: Pearson Education Inc.

Bram, Barli. 1995. Write Well. Yogyakarta: Kanisius.

Meyers, Alan. 2005. Gateways to Academic Writing: effective sentences, paragraphs, and essay. New York: Pearson Education Inc.

Oshima, Alice and Ann Hogue. 1999. Writing Academic English. New York: Longman.

___________________________. 2006. Writing Academic English (Fourth Edition). New York: Longman.

this course is a writing which is Applying the process of writing to create meaningful paragraph. Expressing ideational, interpersonal, textual, and logical meanings in unified whole and acceptable English paragraphs cohesively and coherently.

Recognizing the process of writing, explaining the process of writing, applying the process of writing to create a good paragraph

1. Boardman, Frydenberg.2002.  Writing to Communicate: Paragraphs to Essay. New York: Pearson education,Longman.

2. Bram. Barli.  Write Well. English Education Study Programme Sanata Dharme University. Kanisius.

3. Checkett, Gayle Feng & Laurence. 2005. The Write Stars with Readings, Paragraph to Essays. New York: Longman.

4.  McCuen, J.R. & Winkler, A.C. 2004. From Idea to Essay. USA: Longman.

5.  Oshima, A. & Hogue, A. 1999. Writing Academic English. New York: Longman.

6. Tyner, T.E. 1987. College Writing Basics: A Progressive Approach. USA: Wadsworth, Inc.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.

       2. The students are expected to be able to produce meaningful paragraphs by applying the writing process

References:

Blanchard, Karen and Christine Root. 2003. Ready to Write. USA: Longman

Boardman, Cynthia A. and Jia Frydenberg. 2002. Writing to Communicate: Paragraphs and Essays. New York: Pearson Education Inc.,

Oshima, A. and Hogue A. (2006). Writing Academic English. Fourth Edition. New York: Pearson Education Inc.

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Power Point

1. Boardman, Frydenberg.2002.  Writing to Communicate: Paragraphs to Essay. New York: Pearson education,Longman.
2. Bram. Barli.  Write Well. English Education Study Programme Sanata Dharme University. Kanisius.
3. Checkett, Gayle Feng & Laurence. 2005. The Write Stars with Readings, Paragraph to Essays. New York: Longman.
4. McCuen, J.R. & Winkler, A.C. 2004. From Idea to Essay. USA: Longman.

Oshima, A. & Hogue, A. 1999. Writing Academic English. New York: Longman

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Power Point

1. Boardman, Frydenberg.2002.  Writing to Communicate: Paragraphs to Essay. New York: Pearson education,Longman.
2. Bram. Barli.  Write Well. English Education Study Programme Sanata Dharme University. Kanisius.
3. Checkett, Gayle Feng & Laurence. 2005. The Write Stars with Readings, Paragraph to Essays. New York: Longman.
4. McCuen, J.R. & Winkler, A.C. 2004. From Idea to Essay. USA: Longman.

Oshima, A. & Hogue, A. 1999. Writing Academic English. New York: Longman

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Power Point

1. Boardman, Frydenberg.2002.  Writing to Communicate: Paragraphs to Essay. New York: Pearson education,Longman.
2. Bram. Barli.  Write Well. English Education Study Programme Sanata Dharme University. Kanisius.
3. Checkett, Gayle Feng & Laurence. 2005. The Write Stars with Readings, Paragraph to Essays. New York: Longman.
4. McCuen, J.R. & Winkler, A.C. 2004. From Idea to Essay. USA: Longman.

Oshima, A. & Hogue, A. 1999. Writing Academic English. New York: Longman

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English paragraphs. It is aimed at assisting students to write  paragraphs by following   some processes of writing. This course covers the lectures on theories covering process of writing, organization of paragraphs, unity and completeness, coherence and cohesion, sentence problems in a paragraph, and types of paragraph. Classroom activities are focused on lecturing, discussion, (pair & group work), practice and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

1. The students are expected to be able to acquire knowledge related to paragraphs and their processes and requirements.
2. The students are expected to be able to produce meaningful paragraphs by applying the writing process.

Power Point

1. Boardman, Frydenberg.2002.  Writing to Communicate: Paragraphs to Essay. New York: Pearson education,Longman.
2. Bram. Barli.  Write Well. English Education Study Programme Sanata Dharme University. Kanisius.
3. Checkett, Gayle Feng & Laurence. 2005. The Write Stars with Readings, Paragraph to Essays. New York: Longman.
4. McCuen, J.R. & Winkler, A.C. 2004. From Idea to Essay. USA: Longman.

Oshima, A. & Hogue, A. 1999. Writing Academic English. New York: Longman