Although nowadays the ability to write or the ability to write has diminished in the sense that technology has taken over book and pen. It is always being able to write that is important, being able to write with meaning that is important for learners to acquire this ability. Pasquarelli's reading and research found that after teaching learners to write using the genre-based technique, they could see distinct improvements in 3 categories: ; The written piece is aimed at a specific audience, it contains a consistent purpose throughout the written piece, and their writing is organized and coherent. Susan Lee Pasquarelli suggested that the genre-based approach to teaching writing is an effective way to teach middle school students to write. She used 8 of her students to develop a genre through a genre-based learning writing process. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay Calkins, Graves, and Weaver suggest three elements when teaching a writing program, including: The recursive stages of the writing process – planning, drafting, editing, publishing, and sharing. The conventions of English language arts – grammar, spelling and mechanics. The nature of each genre of writing. Pasquarelli suggests that by teaching one genre at a time, one could combine all three components into a combined educational process. Learners can learn to plan, write, revise, and edit as they learn a specific genre. Below is the sequence of steps in the traditional writing process and includes the elements of a writing genre. Although teaching writing on genre-based tasks has some advantages, including: it improves learners' mindset towards writing, gives clarity on the different elements of a genre and improves writing in general. Students should read an ideal piece of writing in the genre you have decided to teach. This will help them understand what the specific genre looks like. The teacher then uses the inquiry teaching method and asks the learners to examine the elements and characteristics of the genre. To do this, they access the written work, browse it and search for various elements. The teacher must now teach each learner to PLAN. Topic selection Goal setting Audience selection Writing prompts Verbal rehearsal Brainstorming and recording ideas All of these topics should be covered in a guided and independent manner Planning takes place at any stage of the writing process . Teach learners to REDUCE the article they write. Learn to practice writing by completing guided, independent practice. Editing takes place at any stage of the writing process. Teach learners to REVIEW their written article. Learners are able to revise their work to find ideas and participate in conferences. Teach as many review mini-lessons as necessary for learners to understand. Learners should work on several drafts using the techniques that have been designed for them. Revision happens at any time during the writing process. Teach learners to EDIT their writing piece. Make sure learners know how to proofread grammar errors and ask them to discuss this topic with their peers to help with the final edit. Repeat the editing mini-lessons as necessary. Editing takes place at all.