IDENTIFICATION OF THE PROBLEMS
Writing is not only an expression of one’s opinion but also an efficient way of interacting and communicating with others To produce a beautiful writing piece,
Effective communication hinges on both "what to say" and "how to say" it At Baria-Vung Tau Teacher Training College (BV TTC), writing assignments for final-year English majors often overlook students' experiences and interests, impacting their motivation Despite employing common pre-writing techniques like brainstorming and group discussions, students frequently struggle with generating ideas and selecting appropriate vocabulary, sentence structures, and essay organization, particularly in argumentative essays Consequently, these challenges diminish students' confidence and discourage them from practicing their writing skills, highlighting the need for more tailored and engaging writing instruction.
To enhance the writing skills of final-year English majors, it is essential to identify the specific challenges students face when composing essays, particularly argumentative essays, and develop practical solutions Incorporating samples related to assigned topics offers a promising approach, as researchers like Corbett (1965, 1971) and Purves and Purves (1986) suggest that sample essays provide students with immediate, genre-specific knowledge However, the effectiveness of using samples in writing instruction remains inconclusive, with ongoing debates about the optimal timing and methods for their integration (Eschholz, 1980) Further research is necessary to assess the true impact of sample-based teaching strategies on student writing improvement.
SIGNIFICANCE OF THE STUDY
The use of sample essays in composition classes remains a debated topic among researchers, as there is no clear consensus on their effectiveness While many instructors intuitively incorporate sample essays into teaching, the specific timing and methodology of their use are still disputed This study aimed to examine the impact of analyzing sample essays during the pre-writing stage on students' writing performance Additionally, it explored how brainstorming and group discussions as pre-writing activities influence essay quality A comparative analysis was conducted to determine which activity is more effective, following a survey that identified the common challenges faced by final-year English majors when writing argumentative essays.
This study highlights the potential challenges faced by final-year English majors at BV TTC in mastering essay writing, particularly argumentative essays Its findings provide valuable insights for composition instructors to improve teaching strategies and help students overcome these difficulties Implementing the study's recommendations can lead to more effective essay writing instruction, ultimately enhancing students' writing skills and academic performance By addressing these issues, educators can ensure students develop stronger argumentative writing abilities, contributing to their overall success in English language proficiency.
RESEARCH QUESTIONS
The study aims at answering the following questions:
(1) What are possible problems facing final-year English-majored students at BV TTC in writing essays, especially the argumentative essay?
(2) Can the use of samples related to an assigned writing topic in pre-writing stage have effects on the students’ writing ability in composing the argumentative essay?
(3) Can analyzing samples related to an assigned topic be more effective than brainstorming and group discussion, the two commonly-used techniques in pre- writing stage?
LIMITATION
This study has three unavoidable limitations Firstly, the sample size in each of the four proficiency groups was not sufficiently large to ensure representativeness Secondly, the short duration of the experiment, which lasted only six weeks, limited the ability to analyze the long-term effects of the intervention Lastly, the impact of analyzing samples related to assigned topics on students’ argumentative essay scores could not be conclusively determined Consequently, the study’s findings and recommendations are primarily applicable to final-year English-major students at BV TTC.
DELIMITATION
This study, if properly adapted, has the potential to benefit other educational institutions across Vietnam facing similar student writing challenges The findings can be applied to improve writing skills among students in various schools, making the research highly relevant and valuable for broader educational contexts in Vietnam.
METHODOLOGY
This study employed both qualitative and quantitative research methods, including surveys and writing score analysis, to explore the challenges faced by final-year English majors in essay writing at BV TTC The survey gathered insights from both teachers and students about common writing problems, particularly with argumentative essays Comparing the writing scores of control and experimental groups allowed us to assess the impact of analyzing sample essays during the pre-writing stage The findings provide a clear understanding of students' writing difficulties, support the use of sample analysis as an effective teaching strategy, and offer practical recommendations to enhance the teaching and learning of academic writing at BV TTC.
WRITING-RELATED TERMS
Essays
An essay is a longer piece of writing that expresses the writer’s viewpoint on a specific topic, often written by students for academic purposes or by authors for publication It is typically organized using recognized rhetorical structures to clearly communicate ideas.
An essay usually contains the following sections (Richards, Platt and Platt, 1992: 129):
1.The introduction: this presents the topic and contains the THESIS STATEMENT
2 The body: this is a series of paragraphs each with a TOPIC SENTENCE The paragraphs in the body of the essay develop and support the thesis statement
3 The conclusion: this summarizes what has been said and often presents a solution or makes a prediction.
The argumentative essay
An argumentative essay presents a clear opinion and supports it effectively by considering the audience's perspective and providing compelling evidence It strikes a balance between objectivity and emotion, utilizing controlled emotional appeals to persuade readers According to Ghaith (2001), an effective argumentative essay carefully marshals evidence to convince its audience while maintaining a nuanced tone that is neither completely objective nor fully emotional.
0.7.2.2 Organization of an argumentative essay
Davis and Liss (2006: 93) suggest the organization of an argumentative essay:
- The hook introduces the issue
Background information provides essential context by illustrating the broader scope of the issue, highlighting its historical roots and the people involved It explains the motivations and desires of those affected, emphasizing the significance of the matter and its impact on their lives Understanding this background is crucial for fully grasping the importance and relevance of the topic.
- The thesis statement clearly states the writer’s point of view about the issue
- The topic sentence in each body paragraph presents one distinct reason for the writer’s point of view stated in the thesis
- All supporting details in each paragraph must support the topic sentence These details can be facts, examples, statistics, definitions, causes and effects, quotations, anecdotes, or questions
In argumentative writing, the author typically begins by presenting an opposing viewpoint, acknowledging alternative perspectives to demonstrate balanced reasoning However, the writer often concedes certain valid points within the counter-argument, showing fairness and understanding Despite this concession, the author provides strong evidence to refute the opposing opinion, ultimately strengthening their own position This pattern of addressing counter-arguments is usually found in body paragraphs one or three, ensuring a comprehensive and persuasive discussion A well-structured conclusion synthesizes these points, reaffirming the main thesis and reinforcing the credibility of the author's argument.
- The conclusion restates the argument that appeared in the thesis
- It can end with a prediction, a warning, or other type of comment that reinforces the writer’s viewpoint
- It may state the general issue in a broader context
A refutation is the writer’s response to a counter-argument, demonstrating why the opposing view is weak and reinforcing their own position It addresses potential doubts readers may have about the writer's stance, strengthening the overall argument According to Davis and Liss (2006), refutation plays a crucial role in persuasive writing by effectively challenging opposing opinions and clarifying the writer’s perspective Incorporating strong refutations enhances the credibility of the argument and persuades the audience of its validity.
Samples
Models are "authentic texts written by experts" in specific contexts to exemplify a genre, helping students understand effective writing practices (Macbeth, 2004: 58) They can also serve as negative examples, making students aware of common mistakes to avoid (Charney & Carlson, 1995) In this study, however, the models are specially crafted by BV TTC teachers and tailored to specific topics, ensuring they provide sufficient content knowledge, are appropriate for BV TTC students' comprehension levels, and are not overly advanced to discourage learners Consequently, the researcher refers to these as purposefully designed learning models for the students.
ORGANIZATION OF THE THESIS
In addition to the introduction and the conclusion identifying and then solving the relevant problems, the thesis consists of four main chapters:
Chapter One presents a review of the literature relevant to the study
Chapter Two focuses on the methodology employed in the study, including research questions, research subjects and research procedure
Chapter Three discusses and analyzes the study’s findings
Chapter Four presents the study’s pedagogical implications and recommendations for teaching methods that can be applied at BV TTC.
DESCRIPTION OF THE ENGLISH WRITING SYLLABUS FOR FINAL-
The Information Technology - Foreign Language Department (IT-FLD) combines two distinct majors: information technology and foreign language As a result, there are two specialized English syllabi tailored to each major The applied English syllabus is exclusively designed for English-major students within the Foreign Language Section (FLS) This syllabus includes five consecutive courses in English writing, spanning five semesters, as detailed in Appendix 1.
In the first semester, students focus on mastering grammar and constructing correct sentences using diverse sentence structures to effectively express their ideas The second semester introduces the process of developing paragraphs, laying the foundation for coherent writing During the third semester, students learn to write four main types of paragraphs: narrative, descriptive, expository, and argumentative By the end of the fourth semester, students are equipped to compose three fundamental essay patterns: exemplification, comparison and contrast, and classification In the final semester, students develop skills to write the remaining three essay types—process analysis, cause and effect, and argumentative essays The primary course textbook used by final-year students is "Refining Composition Skills: Rhetoric and Grammar for ESL Students" by Smalley and Ruetten (1986), which supports their advanced writing development.
LITERATURE REVIEW
THE NATURE OF WRITING
Writing transforms our thoughts into language using graphic symbols, which are organized according to specific conventions to create words and sentences These elements are then combined to form a coherent text, as described by Byrne (1988) The writing process requires conscious intellectual effort, emphasizing the active engagement needed to produce meaningful communication (White and Arndt, 1991).
Writing is a uniquely individual process, with each writer employing different approaches; however, all writers typically follow a common sequence that includes pre-writing, composing or drafting, revising, and editing (Tribble, 1996; Badger and White, 2000), ensuring a structured approach to producing quality content.
Pre-writing is a crucial planning stage that involves gathering and organizing ideas about a topic to ensure a coherent and focused approach to writing It often includes various techniques designed to help students actively engage with their assigned writing topics, thereby enhancing creativity and clarity (Kemper et al., 2000) Effective pre-writing prepares writers to develop well-structured content and improves the overall quality of their essays or articles.
Brainstorming, also known as listing or making a list, is an effective technique for quickly generating a large volume of ideas related to a specific topic Its primary goal is to create an extensive list of potential ideas or topics without any judgment or censorship, fostering creativity and comprehensive exploration (Langan, 2008) For example, when brainstorming on “The Hazards of Moviegoing,” this method helps identify various safety concerns and potential risks associated with watching movies in theaters or at home, ensuring all relevant points are considered for thorough analysis.
Traffic is bad between my house and theater Noisy patrons
Don’t want to run into Jeremy
Hard to be on diet Kids running in aisles I’m crowded into seats between strangers who push me off armrests Not enough parking
Parking lot needs to be expanded Too many previews
Can’t pause or fast-forward as you can with a DVD Long lines
High ticket prices Too many temptations at snack stand Commercials for food on the screen Can prepare healthy snacks for myself at home Tubs of popcorn with butter
Hugh chocolate bars Candy has always been my downfall Movie may be sold out
People who’ve seen movie before talk along with actors and give away plot twists
People coughing and sneezing Icky stuff on floor
Teenagers yelling and showing off
Clustering, also known as webbing, diagramming, or mapping, is an effective brainstorming technique that helps generate ideas visually Instead of listing words or phrases, writers create a visual map using lines, arrows, and circles to illustrate the relationships between ideas This method encourages a clearer understanding of connections and promotes creative thinking during the writing process (Langan, 2008).
Clustering for the topic “The Hazards of Moviegoing” (Langan, 2008: 30):
Traffic getting to the theater
Freewriting involves quickly jotting down rough sentences or phrases about a potential topic without concern for grammar, spelling, or sentence structure According to Langan (2008), it means capturing every idea that comes to mind in a free-flowing manner The primary goal is to write continuously for about ten minutes, focusing on generating ideas without editing or self-censorship This technique helps overcome writer's block and stimulates creative thinking, making it a valuable tool for brainstorming and exploring new concepts.
Freewriting for the topic “The Hazards of Moviegoing” (Langan, 2008: 27):
I find it increasingly frustrating to watch movies despite my love for films, mainly due to the inconvenient experience at cinemas The traffic to Cinema Six is terrible, with limited parking that creates constant search and frustration, often ending with a spot too close to the screen for comfort Once inside, the overpowering smell of popcorn and the tempting aroma of chocolate bars make it hard to focus, especially as I try to ignore the cravings The theater atmosphere is chaotic, with kids running around, teens hollering, and background noise that makes it difficult to concentrate on the movie There's also the risk of running into an ex-boyfriend, which I’d prefer to avoid Additionally, waiting through endless previews and commercials can be exhausting, and arriving late risks missing out on the movie altogether if it's sold out.
Students can effectively begin their writing process by asking themselves key questions—who, why, what, where, when, and how—about their topic and exploring possible answers This approach acts as a powerful prompt, fostering active thinking and engagement, which enhances productivity and clarity in their writing (Langan, 2008).
Questioning for the topic “The Hazards of Moviegoing” (Langan, 2008: 28):
Why don’t I like to go to a movie?
Just too many problems involved
When is going to the movies a problem?
Could be any time — when a movie is popular, the theater is too crowded; when traffic is bad, the trip is drag
Where are the problems with moviegoing?
On the highway, in the parking lot, at the concession stand, on the theater itself
I do by wanting to eat too much The patrons do by creating disturbances The theater owners do by not having enough parking space and showing too many commercials
How can I deal with the problem?
I can stay at home and watch movies on DVD or cable TV
Group discussion is an effective teaching method that promotes interactive idea generation, enhancing student participation It leverages diverse personalities, backgrounds, and knowledge among members to foster a wide range of ideas and vocabulary By working collaboratively without immediate teacher correction, students develop original thoughts and improve their communication skills Additionally, group discussions encourage friendly competition through comparative analysis of solutions, making learning more engaging and dynamic.
A scratch outline serves as a essential blueprint to help writers create a coherent and well-organized essay, focusing on the main ideas, supporting details, and logical flow (Langan, 2008: 31) When developing a scratch outline, authors carefully consider the key points and their sequence to ensure a unified structure For example, creating a scratch outline for the topic "The Hazards of Moviegoing" involves identifying the primary concerns and arranging supporting information to effectively present the risks associated with going to the movies (Langan, 2008: 32) This preliminary step is crucial for organizing thoughts and enhancing the overall clarity of the essay.
Going to the movies offers some real problems
Drafting is the second stage of the writing process, where writers focus on transforming their ideas into sentences and paragraphs without concern for grammar, punctuation, or spelling During this phase, writers can skip lines if they encounter obstacles, allowing for a smoother flow of ideas (Langan, 2008) The main objective is to clearly state the thesis and develop the essay's content with detailed and specific supporting information, ensuring a strong foundation for the final piece.
Revising involves rewriting an essay to enhance its clarity and strength by building on existing content (Langan, 2008: 35) During this process, writers focus on identifying words and phrases that need improvement, as well as adding or removing information to improve the overall flow Effective revision also includes rearranging ideas to create a more coherent and polished piece of writing, essential for improving essay quality and achieving better SEO outcomes.
During the editing phase, writers check for and correct errors in grammar, punctuation and spelling in preparation for producing a final copy (Langan, 2008: 37)
1.2 CRITERIA OF A WELL-FORMED PIECE OF WRITING
Effective writing requires students to master key elements that teachers evaluate, including clear ideas, well-organized structure, authentic voice, precise word choice, smooth sentence fluency, and proper conventions Developing these fundamentals enhances overall writing quality and ensures clear communication.
Ideas are the core of effective writing, capturing the reader's attention throughout the piece (Gardiner and Long, 1999) A well-crafted composition revolves around a central idea that is both meaningful to the writer and manageable within the scope of the paper This main idea should be prominently distinguished from supporting details, which can include facts, anecdotes, and detailed descriptions to reinforce the central message.
Organization is the internal structure of a piece of writing, like a skeleton or the framework of a building It should contain three distinct parts: Introduction, Body and Conclusion (Wilmington University, p.8) 1
The introduction of a paper serves four key functions: capturing the reader's interest, providing essential background information, presenting a clear thesis statement, and outlining the plan for the development of the content According to Langan (2008), these elements are crucial for setting the foundation of a well-structured essay Incorporating these components not only engages readers but also guides them through the main ideas and arguments of the paper effectively.
There are a number of common ways to begin any writing paper, introducing a subject to the reader in an interesting way (Langan, 2008: 90-92):
Begin with a broad, general statement of a topic and narrow it down to the thesis statement;
1 From the website http://www.wilmu.edu.com
Start with an idea or a situation that is the opposite of the one the writer will develop;
Explain the importance of the topic to the reader;
Use an incident or a brief story;
Ask one or more questions;
APPROACHES TO THE TEACHING OF ESL WRITING
Writing is often considered the most challenging of the four basic language skills for ESL students Over the years, various effective writing approaches have been developed to assist learners in producing coherent and fluent written communication These methods aim to improve students' confidence and skills in expressing themselves clearly in English.
1.3.1 The controlled-to-free approach
The controlled-to-free approach gained popularity in the 1950s and early 1960s, coinciding with the audio-lingual method This approach emphasized developing speaking and writing skills by mastering grammatical and syntactic structures It focused on structured practice and repetition to improve language proficiency.
Students initially practice sentence exercises that involve manipulating grammar, such as transforming questions into statements, switching between present and past tense, or changing singular nouns to plural forms (Raimes, 1983) Once students master these exercises, typically at an advanced proficiency level, they progress to autonomous writing This instructional approach emphasizes developing mastery in grammar, syntax, mechanics, and accuracy, prioritizing correctness over fluency for effective language learning.
The freewriting approach prioritizes quantity over quality to enhance fluency, encouraging students to write freely on any topic without concern for grammar and spelling for five or ten minutes Teachers typically do not correct these short freewriting exercises; instead, they read them and may offer comments on the ideas expressed Supporters of this method believe that grammatical accuracy will naturally develop over time through consistent practice.
The paragraph-pattern approach emphasizes the importance of organization at the paragraph level to improve communication skills This method is based on the idea that different cultures have unique ways of constructing and organizing their communication To effectively teach this, students should explicitly learn organization skills by copying, analyzing, and imitating model paragraphs Implementing this strategy helps students understand the structure and coherence of well-formed paragraphs, enhancing their overall writing proficiency.
1.3.4 The grammar-syntax-organization approach
The grammar-syntax-organization approach emphasizes that writing should be viewed as a unified skill rather than separate components learned sequentially This method requires students to focus simultaneously on multiple aspects of writing, including grammar, syntax, and organization By designing tasks that integrate these features, students develop a better understanding of how grammatical structures and organizational patterns work together to effectively convey their message According to Raimes, this integrated approach helps to connect the purpose of writing with the appropriate forms needed for clear communication.
The communicative approach emphasizes understanding the purpose and audience of a piece of writing, encouraging students to think critically about why they are writing and who will read their work Students are guided to act as writers by asking key questions such as "Why am I writing this?" and "Who will read it?" through targeted communicative exercises that help them adjust the formality and content based on their audience and the writing context For instance, instead of simply writing about their favorite animal, students might be assigned to write a letter to their pen pal about their favorite animal, enhancing their ability to tailor their writing appropriately (Raimes, 1983) These strategies promote effective communication skills aligned with the principles of the communicative approach.
The product approach in writing instruction emphasizes the final appearance of a completed piece of writing Students begin with exercises such as completing sentences and adding logical connections, focusing on key features of model texts They then apply their understanding to independently produce similar texts, either in class or as homework These student writings are subsequently collected and assessed based on specific criteria, ensuring quality and adherence to the expected standards.
Effective writing instruction emphasizes vocabulary use, grammatical accuracy, and mechanical details such as spelling and punctuation (Brown, 1994) Teachers mark students' errors with correction symbols and sometimes include comments on the paper's logic and clarity to enhance their writing skills (Raimes, 1983; Parson, 1985) Providing targeted feedback helps students understand their mistakes and improve their writing coherence.
The product approach is effective in enhancing students’ vocabulary, grammatical structure, and mechanics, promoting error-free writing However, this focus on correctness may come at the expense of students’ motivation, potentially hindering their willingness to engage creatively in the writing process According to Silva (1990), Eschholz (1980), White (1988), and Jordan, balancing accuracy with motivation remains a challenge in applying the product approach.
1997) It has received much criticism as it ignores the actual process to produce a piece of writing and considers the writing process a linear one which the writer can determine before starting to write (Hairston, 1982) The product approach merely results in
“mindless copies of a particular organization plan or style” (Eschholz, 1980: 24) and the entire activity of writing is seen as “an exercise in habit formation” (Silva, 1990: 13) The inevitable consequence is that students’ ideas and meanings conveyed in their works are undervalued (Raimes, 1983)
The process approach to writing emphasizes the entire cognitive process of composing, shifting focus from the final product to the stages involved in creation, and replacing the product approach in the 1970s This method guides students through a series of stages: pre-writing, drafting, revising, and editing (Tribble, 1996; Badger and White, 2000) During pre-writing, students gather ideas through various activities, while in the drafting stage, they develop a rough version of their work based on these ideas Students then review their drafts, share them with peers or teachers for feedback, and revise accordingly Editing involves correcting mechanical errors such as spelling and punctuation These stages are recursive, forming a cyclical process where writers continually move back and forth to discover, analyze, and synthesize ideas, leading to a more refined final piece (Hughey et al., 1983).
The process approach to writing is recognized as a complex, non-linear journey of discovery and invention, involving multiple drafts and revisions rather than a simple one-step task This method is inherently interpretational and learner-centered, fostering students’ responsibility for improving their work independently It also helps students develop essential skills such as planning, defining rhetorical problems, and proposing and evaluating solutions, promoting deeper engagement in the writing process.
The process approach has its own drawbacks (Bazerman, 1980), however:
- It views all writing as being produced by the same set of process regardless of what is being written and who is doing the writing;
- It gives insufficient importance to the purpose and social context of a writing piece;
- It cannot provide students, especially those who lack both knowledge and experience, with sufficient input, particularly, in terms of linguistic knowledge to write successfully (Badger and White, 2000);
Relying heavily on teacher and peer feedback at every stage of the writing process can lead students to develop an unrealistic perception of their own abilities This approach may foster the false impression that successful writers consistently receive feedback on their work, which is not always the case in real-world writing scenarios Additionally, it can create misconceptions about how university writing is evaluated, potentially undermining students' understanding of independent assessment standards (Horowitz, 1986).
READING AND WRITING CONNECTION
Writing is often regarded as the most challenging language skill (Dixon and Nessel, 1983), prompting researchers and educators to explore effective teaching methods Recent studies have focused on the relationship between reading and writing, investigating whether integrating these skills can enhance learners’ writing proficiency in the target language.
Historically, reading and writing were regarded as separate areas of literacy development However, since the 1980s, scholars have increasingly recognized the cognitive and pedagogical connection between these skills Tierney and Pearson (1983) emphasized that reading and writing are essentially similar processes of meaning construction, highlighting their interconnected nature Krashen (1984) further supported this view by asserting that reading helps learners develop a “feel” for language and facilitates the acquisition of grammatical and discourse skills essential for writing Since then, research has consistently shown that strong reading skills contribute to improved writing abilities, reinforcing the core idea that proficient readers tend to be proficient writers This reconceptualization has significantly influenced literacy education, promoting integrated approaches to teaching reading and writing.
1.4.2 Studies examining the influence of reading on writing
The design of reading-writing relationship’s studies has mostly been corelational In these studies, reading scores or amounts of reading are used as predictors for writing proficiency
Janopoulos’ 1986 survey examined the relationship between pleasure reading in L1 and L2 and English writing proficiency among adult ESL learners The study involved 79 graduate students who completed a writing placement exam on open-ended topics, with their essays evaluated holistically on a 4-point scale by trained raters Students also completed a questionnaire regarding their weekly reading habits in both their native language and English The findings revealed that students who frequently engaged in pleasure reading in English tended to demonstrate higher English writing proficiency, whereas heavy pleasure reading in their native language did not show this correlation Additionally, there was no significant link between overall pleasure reading (L1 plus L2) and L2 writing skills, suggesting that English-specific reading habits play a more crucial role in developing writing proficiency.
Carson et al (1990) explored the relationships between reading and writing abilities in both first and second languages among Chinese and Japanese native speakers, revealing a significant correlation between reading and writing proficiency in Japanese and between reading and writing in English for Chinese speakers Their study highlighted that “L2 literacy development is a complex phenomenon for already literate adult L2 learners” (Carson et al., 1990), emphasizing the intricate nature of second language literacy acquisition.
Vo Thi Nu Anh (2004) investigated the impact of reading on L2 writing proficiency, using questionnaires and second-semester writing scores from 135 students to explore this relationship The study found that reading positively influences L2 writing skills, with both L1 and L2 reading contributing to improvement Notably, total reading (combining both L1 and L2) has a stronger effect on enhancing L2 writing proficiency, highlighting the significant role of reading in developing writing skills in a second language.
Le Hoang Dung (2004) found a strong correlation between reading and writing skills among ESL students, suggesting that improved reading abilities can significantly enhance writing performance The study surveyed 180 second-semester students, 184 fourth-semester students, and 30 experienced teachers, utilizing questionnaires and students’ writing assignments Results indicated that “the close relationship between the two sets of skills does exist” and emphasized that “reading skills can help non-native learners of English improve their writing skills considerably” (p 69), highlighting the importance of integrating reading into writing instruction for better language development.
Research indicates that reading positively impacts L2 writing proficiency, yet few studies explore practical methods to leverage this connection in classroom settings Shanahan (1988, cited in Ali, 2005) emphasizes that "the transfer from reading to writing is not automatic," highlighting the need for intentional strategies Similarly, Leki (1993, 1988, cited in Ali, 2005) argues that "explicit instruction is necessary for the reading-writing connection to emerge from extensive reading experiences." Consequently, researchers have examined the use of models to effectively facilitate the relationship between reading and writing in L2 composition classrooms, aiming to improve students' writing skills through targeted instructional approaches.
THE USE OF MODELS IN TEACHING WRITING
According to Smith (1983), learning to write occurs through reading, similar to how children learn spoken language by listening Many ESL teachers use model texts to help students develop their writing skills by analyzing the structure and features of different rhetorical styles Typically, students read exemplary texts, identify their components, and examine features such as genre conventions, transition words, and coherence markers This analysis is followed by an assignment where students write their own essays on a related topic While using models in teaching writing provides clear advantages, such as illustrating genre features and guiding student practice, it also remains controversial due to potential drawbacks like limiting creativity and over-reliance on exemplars.
1.5.1.1 Disadvantages of using models in teaching writing
Models in writing instruction have faced criticism for being product-focused rather than process-oriented, implying a linear progression from idea to final product without revisions (Spack and Sadow, 1983; Zamel, 1983) They tend to promote the misconception that form should precede content, encouraging students to shape their ideas around rhetorical patterns rather than prioritizing meaningful content (Eschholz, 1980) Additionally, models are often disconnected from students’ actual writing challenges and tend to emphasize reading comprehension and rhetorical analysis over genuine writing development (Eschholz, 1980) Many students find models intimidating because they are typically of higher quality than their own work, which can discourage confidence and creativity (Watson, 1982; Goby) Furthermore, the manipulation of models by students can hinder original thinking and limit creative expression.
1997) and “the risk of boredom is great” (Watson, 1982: 9) Briefly, the use of models stultifies or inhibits writers rather than empowers or liberates them (Eschholz, 1980)
1.5.1.2 Advantages of using models in teaching writing
Despite some disadvantages, incorporating models in teaching writing offers significant benefits Eschholz (1980) emphasizes that L2 learners’ writing is influenced by their reading habits and that engaging with written models can enhance their second language writing skills.
L2 learners can eventually enhance their writing skills by learning various rhetorical modes, applying their knowledge effectively in their essays Hillocks (1986) emphasizes that familiarity with different essay types, including understanding their parts and relationships, is essential for producing well-structured written work Developing an understanding of rhetorical modes and essay structures is crucial for improving academic writing and achieving clearer communication.
Models play a crucial role in ESL instruction by acquainting students with complex structural conventions and patterns they have not previously encountered They guide learners on how successful writers manage larger discourse units, extending learning beyond sentence-level techniques By providing authentic examples, models deliver vital input on lexical items, structural patterns, rhetorical organization, and stylistic variety necessary for effective writing According to Stolarek (1994), prose modeling involves identifying and understanding the defining characteristics of exemplary text, making it a valuable tool for enhancing students' writing skills.
The use of models in writing pedagogy remains a subject of debate among educators and researchers Green (1993) emphasizes that while models can be helpful, it is crucial to consider *when* to introduce them in the instructional process and *how* they can effectively demonstrate how reading influences writing Therefore, a systematic investigation into the types and quantities of models used, the nature of student tasks associated with these models, and the complexity of these tasks is essential to optimize their educational impact.
1.5.2 Studies related to the use of models in teaching writing
Recent review findings suggest that incorporating model essays into writing classrooms remains questionable Despite this, empirical research on prose modeling is limited, with only a small number of studies available Additionally, little is known about the specific effects of modeling on the writing process or how different types of models influence student writing, highlighting a significant gap in current research (Charney & Carlson, 1995).
Stolarek (1994) found that students produced higher-quality writing when provided with models of unfamiliar prose forms alongside standard instructions, compared to using models or guidelines alone He highlighted that expert writers are more consciously aware of their writing and more likely to evaluate their work than novice writers Stolarek emphasized the importance of students being actively aware of the rhetorical goals behind different writing strategies to improve their writing skills (Stolarek, 1994).
Students who most intentionally modeled their work on provided prose examples were more likely to engage in metacognitive thinking during writing and achieved greater success in completing their tasks The ability to critically evaluate and compare their own texts to the model during the writing process enhanced metacognitive awareness and led to higher-quality writing According to Stolarek (1994), conscious self-criticism and reflection on the similarity to the model play a crucial role in improving writing performance through promoted metacognitive strategies.
A study by Pan (2004) explored the impact of incorporating model essays into writing classrooms, focusing on two applications: extensive reading of model essays and summarizing them The research aimed to assess students’ attitudes toward using model essays and their effect on writing skills The participants, 18 English majors in a reading-writing class, completed a pretest argumentative essay before being divided into two groups—one focused on reading model essays extensively, and the other on summarizing them Both groups completed their reading assignments over five weeks, with all model essays centered on a single topic, to evaluate the effectiveness of these strategies in improving writing proficiency.
The study examined the effectiveness of different reading strategies using model essays on students' comprehension and attitudes Participants in the reading group quickly reviewed ten model essays for basic understanding, while the summarizing group was tasked with summarizing two essays in 150 words each Post-tests mirrored the pre-tests to measure progress, and additional data were collected through Background and Feedback Questionnaires and interviews to gauge students’ perceptions Results demonstrated that summarizing models proved more effective than extensive reading, with students expressing positive attitudes toward the use of model essays The researcher emphasized that the value lies in the tasks associated with the models rather than the number of models used, highlighting the importance of task-based learning in improving comprehension and engagement (Pan, 2004).
This chapter examines various writing approaches and addresses current issues surrounding the use of sample essays in teaching writing Research highlights the significant impact of model essays on students' writing performance, emphasizing that exposure to reading models can positively influence their ability to write However, Pan (2004) warns that reading models alone, without conscious-raising activities, may not lead to effective learning, as students might grasp basic understanding but fail to develop awareness of key writing elements Notably, there is a lack of research investigating how analyzing samples related to specific topics during the pre-writing stage can help students identify critical aspects such as style, vocabulary, organization, and structure, ultimately improving their ability to compose their own essays Incorporating sample analysis into pre-writing activities can enhance students' understanding of essential writing features and foster better writing outcomes.
This M.A thesis explores the positive effects of analyzing samples and employing two pre-writing techniques—brainstorming and group discussion—on students’ writing performance The study aims to address existing gaps by demonstrating how these methods enhance students' ability to organize and improve their writing skills Findings suggest that incorporating sample analysis and collaborative pre-writing activities can significantly boost student engagement and overall writing quality.
METHODOLOGY
RESEARCH QUESTIONS
The two main aims of this study are:
To explore possible problems facing final-year English-majored students at
BV TTC in writing the argumentative essay;
This study aims to examine the positive impact of using sample writings on students' essay writing performance Additionally, it explores the effectiveness of brainstorming and group discussion as pre-writing strategies recently implemented at BV TTC to enhance academic writing skills The research highlights how incorporating these techniques can improve students' overall writing quality by fostering better idea generation and collaboration during the pre-writing stage.
In order to achieve its aims, the study is guided by the following questions:
What are possible problems facing final-year English-majored students at BV TTC in writing the argumentative essay?
Can the use of samples related to an assigned writing topic in pre-writing stage have effects on the students’ writing ability in composing the argumentative essay?
Can analyzing samples related to an assigned topic be more effective than brainstorming and group discussion, the two commonly-used techniques in pre- writing stage?
PARTICIPANTS
The study involved 58 final-year full-time English-major students from two classes at BV TTC in Baria Town, Baria-Vung Tau Province, providing valuable insights into students' personal attributes such as age, gender, and the duration of their English language learning experience.
Time to start learning English
Junior secondary school 57 98.3 Senior secondary school 0 0 Table 2.1: Students’ age, gender, and time to start learning English
Most of the students were 21 years old, born in 1987, with a significant female majority (93.2%) typical of English language departments Nearly all students (98.3%) had been learning English since junior secondary school, indicating a minimum of nine years of language acquisition This long-term exposure suggests that their overall English proficiency and writing skills are not significantly influenced by the age they started learning English.
A group of ten teachers, comprising 3 males (30%) and 7 females (70%), completed a questionnaire similar to that of the students, providing valuable insights into students’ writing challenges from the instructors’ perspective Since two teachers had not taught writing before, only eight met the study’s criteria, with 62.5% possessing eight or more years of teaching experience Regarding their qualifications, one held an MA, two had a PG Diploma, two were pursuing an MA, and the remaining three held a BA.
PROCEDURE
Before the treatment, students' performance in essay writing was assessed using their final exam results from Semester 4 Following the intervention, a questionnaire was administered to better understand students’ attitudes toward learning writing skills, with a focus on argumentative essays.
2.3.1 Getting to know the student subjects
The researcher assessed student performance in essay writing by comparing results from the controlled group (Group A) and the experimental group (Group B) based on their Semester 4 papers The Semester 4 exam consisted of two parts: error identification and correction, and writing a comparison and contrast essay, with maximum scores of 3 and 7, respectively Since the experimental group's essays were graded on a ten-point scale, the researcher converted the Semester 4 scores to align with this grading system to ensure accurate comparison.
Prior to the treatment, the researcher conducted an unofficial interview to understand students' usual assignment practices, revealing that students typically search for ideas online or in reference books when the deadline is at least a week away After Group A engaged in brainstorming and group discussions, and Group B analyzed sample papers, both groups were instructed to submit their assignments the next day and to report on their writing processes Examination of students’ reports indicated that neither group searched the Internet nor read English books for additional information or vocabulary, relying solely on their English-English, English-Vietnamese, and Vietnamese-English dictionaries, along with the samples provided by the researcher in Group B This suggests that at home, students mainly depended on dictionaries and the samples for completing their assignments.
The analysis of samples required more time than brainstorming and group discussions, resulting in different durations for the controlled and experimental groups The controlled group spent 20 periods on sample analysis, while the experimental group spent 22 periods, both spread over six weeks.
During the first two weeks of the six-week treatment, the study’s subjects — Group
Students in Group A and Group B learned how to craft strong argumentative theses, organize their ideas effectively, and present compelling arguments They were guided on how to explain and support their reasons clearly, refute opposing viewpoints, and develop persuasive essays using strategies from the course book *Refining Composition Skills* This comprehensive training enhances their critical thinking and writing skills for academic success.
In the third week, the two groups were required to write about the topic namely
Should students have part-time jobs 6 During a three-period class meeting, Group A
After brainstorming and discussing the topic, Group B analyzed two sample essays—one supporting and one opposing the topic—during a four-period class meeting They then created an outline for their own essay, guided by feedback on the sample argumentative essays written and revised by two teachers Following these pre-writing activities, students were assigned to write their essays at home based on their individual outlines and submit their completed papers the next day.
In the first two periods of the fourth week, the researcher corrected the essays submitted by the students of both groups, applying the same procedure of error correcting
In the last two periods of the fourth week, the students of both groups reviewed coherence and grammar as presented in the course book
The last two weeks were for the treatment of the second topic namely Should married women work outside the home 8 , applying the procedure as that of the first topic
A total of 116 essays covering 58 different topics were digitized before being distributed to two experienced teachers and the researcher, who jointly supervised essay writing instruction for BV TTC students during the first semester of the 2008-2009 school year This process ensured that students' handwriting did not influence the teachers' evaluation of their essays.
1 to 116 so that the teachers might not get the impression that they were evaluating the
5 See Appendix 2 for further information
The study analyzed essays written by students from two different groups, as detailed in Appendix 6 and Appendix 7 Each of two teachers evaluated 116 essays using the same argumentative writing rubric (Appendix 8) Following individual assessments, the teachers collaborated over more than four months to reach a consensus on the students' scores.
2.3.4 Responses to two sets of survey questionnaires
To establish a solid foundation for the research, questionnaires were administered to both teachers and students after the completion of experimental teaching, ensuring students had studied all essay patterns The responses from these questionnaires were analyzed prior to evaluating 116 essays, allowing for a comprehensive comparison of the two groups’ scores.
A student questionnaire was designed to gather information about students' English learning backgrounds, their attitudes towards argumentative writing, and their suggestions for improving the teaching and learning of writing at BV TTC.
There were 15 questions divided into two parts in Students’ questionnaire
The initial three questions aimed to explore the participants’ English learning backgrounds, focusing on factors such as gender, age, and the start time of their English education The subsequent twelve questions comprised both closed-ended and open-ended formats; the closed-ended questions required students to select and prioritize their answers, while the open-ended questions provided space for personal responses, enabling a comprehensive understanding of their English learning experiences.
Each section of Students’ questionnaire was designed to serve a certain purpose:
The first four questions were designed to elicit the students’ perception of the importance of writing skill and their habit of writing practice
The next six questions aimed to assess students' attitudes toward the argumentative essay, focusing on how challenging they perceive the task to be (Questions 5 and 6) These questions also explored students’ understanding of what constitutes a well-structured argumentative essay, providing insights into their perceptions of essay quality and coherence.
7), what elements of the argumentative essay they pay attention to when
This article explores key essay types such as example, comparison and contrast, classification, process analysis, cause-and-effect analysis, and argumentative essays It provides guidance on effectively studying these types (Question 8) while highlighting common challenges and errors students often face when writing argumentative essays (Questions 9 and 10) Understanding these essential essay structures and recognizing typical pitfalls can enhance writing skills and improve academic performance.
The article discusses students' challenges with writing, highlighting the reasons behind their difficulties as explored in Question 11 It emphasizes the importance of collaborative efforts from both teachers and students to enhance writing skills, as outlined in Question 12 Addressing these issues requires targeted strategies from educators and active student engagement to improve the overall quality of writing instruction and learning outcomes.
The Teachers’ questionnaire comprised 17 questions divided into two parts The first part included five questions covering subjects’ gender, age, educational background, years of teaching experience, and whether they have taught writing, which helped filter out responses from non-qualified participants The second part consisted of twelve questions identical to those in the Students’ questionnaire, ensuring consistency and comparability of data between teachers and students.
FINDINGS
This section serves as a summary of the findings reported above The main points are as follow:
3.2.1 Attitudes towards the teaching and learning writing skill
Students and teachers alike recognize that writing is a vital language skill that reinforces grammar and enhances vocabulary However, students' limited practice, confined to minimum requirements, indicates a lack of learning autonomy Developing independent writing skills is essential for fostering self-directed learning and long-term language mastery.
Many students and teachers agree that a lack of a thorough understanding of grammar, limited vocabulary, infrequent practice, and insufficient ideas are the primary factors negatively impacting students' writing skills Addressing these issues can significantly enhance students' ability to write effectively Developing strong grammar knowledge, expanding vocabulary, encouraging regular practice, and fostering creativity are essential for improving writing proficiency.
Students and teachers have proposed various suggestions to enhance students' writing skills Notably, certain proposals received high support, though the percentage of approval varied between teachers and students Both groups emphasized the importance of targeted writing practice and clearer feedback Additionally, students favored more interactive writing exercises, while teachers highlighted the need for structured writing guides These shared insights reflect a collaborative effort to improve writing proficiency through tailored strategies.
Students should practice writing frequently, learn grammar, build up vocabulary as well as read English materials
Effective teaching involves correcting students' errors, providing referential materials, and assigning diverse topics to enhance learning Interestingly, none of the teachers reported offering students ideas and vocabulary related to specific topics, whereas one-third of the students believe that such guidance would benefit their understanding and performance Incorporating these supportive strategies can significantly improve student engagement and language proficiency.
3.2.2 Attitudes towards the teaching and learning the argumentative essay
The majority of the students and the teachers perceive the difficulty of the argumentative essay
Most students and teachers agree that a well-formed argumentative essay should feature clear and logical organization of ideas, coherence, strong persuasiveness, grammatical accuracy, varied sentence structures, and correct spelling, punctuation, and capitalization However, they tend to differ on two important criteria: ensuring the essay reads smoothly and naturally, and demonstrating abundant and precise word choice These aspects are essential for enhancing the overall quality and effectiveness of the writing.
As for key elements in teaching and learning the argumentative essay, the students and teachers only differ in ranking the position of refutation and idea development
Students often face challenges in writing argumentative essays, particularly in selecting appropriate vocabulary relevant to the topic and constructing correct sentence structures While teachers recognize these difficulties as key barriers to effective writing, students may perceive them differently, sometimes feeling unsure about their language use and grammatical accuracy Addressing these issues is essential for improving students' argumentative writing skills and ensuring clear, coherent essays Focused vocabulary development and grammar practice are crucial for enhancing students' ability to express their ideas convincingly.
As for the students’ errors made in argumentative essays, refutation error is ranked differently by the student and the teacher subjects
3.2.3 Difficulty of the argumentative essay
Group A's lower writing scores on Essay 1 and Essay 2, compared to Semester 4, highlight the challenges students face with argumentative essays This suggests that the task's difficulty may hinder performance, while also indicating that traditional pre-writing strategies like brainstorming and group discussion may be ineffective in improving their writing outcomes.
3.2.4 The effect of analyzing samples on the quality of the students’ argumentative essays
Analyzing samples related to the assigned topic significantly enhances the overall quality of students' essays, particularly improving key elements such as organization, content, word choice, and sentence fluency The impact of sample analysis varies depending on students' skill levels and the nature of the topics they are assigned These findings suggest that incorporating sample analysis into the writing process can effectively develop students' argumentative essay skills across different proficiency levels and subject areas.
Almost all the student subjects are facing the follow five main writing problems, especially in writing the argumentative essay:
- Determining ideas for essay writing;
- Identifying appropriate vocabulary related to the given topic; and
These problems result from the students’ lack of ideas, vocabulary and a thorough grasp of grammar as well as their low frequency of writing practice
The use of samples related to an assigned writing topic does have effects on the students’ writing ability in composing the argumentative essay
Analyzing samples related to an assigned topic is more effective than brainstorming and group discussion, the two commonly-used techniques in pre-writing stage
This chapter presents a comprehensive analysis of two key data sources: survey questionnaires and students’ writing scores The findings reveal significant insights into students’ writing abilities and demonstrate how analyzing samples during the pre-writing stage can enhance the quality of their argumentative essays These results contribute to a deeper understanding of effective writing strategies and highlight the importance of sample analysis in improving student writing performance Based on these findings, the chapter concludes with implications and recommendations for educators and researchers to further support students’ argumentative writing skills.