Techniques in teaching writing a paragragh

Through the act of writing students will realize what they are already good at and what they still need to learn to become a better and more effective writer .Writing can be frustrating

SỞ GIÁO DỤC VÀ ĐÀO TẠOTRƯỜNG THPT NGA SƠN

SÁNG KIẾN KINH NGHIỆM TECHNIQUES IN TEACHING WRITING A PARAGRAGH

Người thực hiện Chức vụ SKKN môn

: Nguyễn Thị Lan : Giáo viên

: Tiếng Anh

THANH HÓA NĂM 2016

TABLE OF CONTENTS PART I INTRODUCTION……… .2

PART II CONTENTS……… .2

1 Rationale……… 2

2 Practical basis……… 3

3 Techniques in teaching writing a paragragh……… 4

3.1 Literature review………4

3.2 Pratical application………6

3.3 The steps of writing a paragragh in English textbook………….……8

3.3.1.The steps of writing a paragragh ……… 8

3.3.2.The sample planning lesson……… 13

PART III CONCLUSION ……….19

PART IV REFERENCES……… 20

PART I INTRODUCTION

( Reasons for choosing the research)

Needless to say, English has played a remarkable role in almost every aspect

of life In schools, it is regarded as one of the most important subjects at all level

of education Working as a teacher of English, I am particularly interested inteaching writing skill Therefore, I am concerned with approaches and methodswhich can help to enhance the learners’ writing proficiency as well as facilitatetheir learning English as a second language This is the first reason I choose the

research “ Techniques in teaching writing a paragragh” Besides that, I have

also chosen to study this study because of the following reasons:

- There is a change in the requirement of the GCSE test, in which writing aparagraph is a compulsory part, but students usually bypass or get bad mark

- Writing a paragraph has always been a must in such other important exams asexams for gifted students

- Writing a paragraph well enough is considered as a precondition of an essay writing as well as other styles of writing English

- Writing as a way to broaden knowledge of various fields, improve vocabulary

of a particular field and most importantly, the way to use English language Hopefully, the research would be shared with any colleagues who had thesame problem or anyone who is interested in this theme The author carried outthis study with an attempt to make a small contribution to the already enrichedteaching methods in the hope of helping language learners improve their writing

a paragragh as well as other writing skills and reach the goal of learning English

we have been teaching our students Second, when our students write, they alsohave a chance to be adventurous with the language, to go beyond that they havejust learned to say, to take risks Thirdly, when they write, they necessarilybecome very involved with the new language, the effort to express ideas and theconstant use of eye, hand and brain is a unique way to reinforce learning.Writing is a productive skill, so it is writing that provides students with a chance

to put all those language itself and practice communicative skills at the sametime Through the act of writing students will realize what they are already good

at and what they still need to learn to become a better and more effective writer Writing can be frustrating and disliked When we speak, we do not really thinkabout the grammatical correctness or the mechanics of what we are saying.Everything flows as speech happens rather quickly; we do not repeat our speech

to check for mistakes or the appropriateness of what we are saying Writing, onthe other hand, does not flow smoothly We write a few lines, re-read them, editwhat we have written if necessary, and then carry on the process – we areconstantly checking for correctness.

Moreover, the writing style of each genre is not the same Narrative differsfrom account writing, writing letters isn’t similar to discription etc…And tobecome a good writer , a student has to get a range of the followingrequirements:

+ Getting right grammar

+ Having a range of vocabulary

+ Punctuating meaningfully

+ Spelling accurately

+ Using a range of structure

+ Lingking ideas and information to develop a topic clearly

+ Developing and organizing the content

In fact, writing is a skill that takes such a lot of time and patience Therefore,not many students are willing to start doing it, leading to certain difficulties forthe teachers of writing I have decided to devote my time and effort to writingabout this matter with a view to sharing some of my modest experience withcolleagues, hoping that writing a paragraph is no longer a boring andchallenging task and is better welcomed by students

2 Practical basis

2.1 Toward the teachers:

There are too many students in class, so the teachers manage difficultly whowork or not and the uneven learning capacity of students The teacher can notcorrect all mistakes and help each student Writing process is usually longerthan 45 minutes allowed

2.2 Toward the students:

This is also the teachers’ biggest difficulty Eventhough students have beenlearning more than 4 years in primary and secondary schools, their limitations

on social knowledge as well as literature is big There is not enough vocabularyand structures to show ideas, thoughts…Having trend to use speaking Englishwhen writing and think in Vietnamese then translate into English There is notenough information and knowledge about writing topics and styles of writing.Consequently, they are bored with writing lesson With my students who are notgood in the entrance exam, writing in Vietnamese is still difficult and nowwriting in English, this difficulty is doubled Moreover, English writing stylediffers from not only Vietnamese but also other styles of English

Actually, the starting point of most my students is nearly zero However, Idon’t blame the bad result for the students I make effort to give my studentslove, determination, purpose and correct leraning methods Teaching them how

to learn new words, form clauses, write simple sentences, complex sentencesand connect the sentences into a paragraph and the paragraghs into an essay

3 Techniques in teaching writing a paragragh

3.1 Literature review:(what is a paragragh ? how to write it?)

3.1.1 Definition of paragragh:

A paragragh is a group of sentences about a single topic Together, the sentences of the paragragh explain, clarify, develop, support the writer’s main idea(most important idea) about the topic A paragragh is often between five and ten sentence, but it can be longer and shorter, depending on the topic

3.1.2 The structure of a paragragh :

A paragragh has three basic parts: topic sentence, supporting sentences and concluding sentence

Figure Paragraph Structure Graphic Organizer:

Topic sentence………

………

Supporting sentence 1………

………

Supporting sentence 2………

………

Supporting sentence 3………

………

………

………

Concluding sentence………

………

* Topic sentence:

- Topic sentence is often the first one, contain both a topic ( that writer is discussing) and controlling ideas (the writer’s specific stance on that subject),

and :

+ Introduces the topic in the paragragh

+ Is the most general sentence in the paragragh

+ Contains controlling ideas( main ideas) A controlling idea is a word or phrase that the readers can ask questions about: How? Why? In what ways? What does that mean?

Example: Topic sentence: There are numerous advantages to owning a

hybrid car.

• Topic : hybrid car

• Controlling idea: advantages

- The foundation of a good paragraph is the topic sentence, which expresses the main idea of the paragraph The topic sentence relates to the thesis, or main point, of the paragragh or the essay and guides the reader by signposting what the paragraph is about

- An effective topic sentence combines a main idea with the writer’s personalattitude or opinion It serves to orient the reader and provides an indication ofwhat will follow in the rest of the paragraph

- Topic sentence does not contain too much specific information, isn’t toogeneral and must relate to other sentences in the paragragh

- However, the topic sentence need not always come at the beginning of aparagraph Sometimes writers prefer to list a series of examples and then wrap

up with a concluding sentence that functions as both a topic sentence and asummation Many effective paragraphs don't have a topic sentence at all Topicsentences would probably be intrusive, for instance, in a narrative used in a casestudy Sometimes paragraphs lack topic sentences because a writer prefers tomake a point more subtly, allowing information to speak for itself and forcingreaders to draw their own conclusions In that instance, the writer might decidethat a topic sentence would be too heavy-handed

* Supporting sentences:

They come after the topic sentence and make up the body of the paragraph

by explaining, providing, or enhancing the controlling idea in the topic sentence.Most paragraphs contain three to six supporting sentences depending on theaudience and purpose for writing A supporting sentence usually offers one ofthe following: Reason, Fact, Statistic, Quotation, Examples

sentence 2: fact) Because they do not require gas, hybrid cars reduce

dependency on fossil fuels, which helps lower prices at the pump(Supporting

sentence 3: reason) Alex bought a hybrid car two years ago and has been

extremely impressed with its performance(Supporting sentence 4:

example.)“It’s the cheapest car I’ve ever had,” she said “The running costs are

far lower than previous gas powered vehicles I’ve owned.” (Supporting

sentence 5: quotation)

- The type of supporting sentence you choose will depend on what you arewriting and why you are writing For example, if you are attempting to persuadeyour audience to take a particular position you should rely on facts, statistics,and concrete examples, rather than personal opinions

- Supporting sentences must focus on developing the topic, are arranged in aclear and logical way and linked together by the appropriate connectors to haveunity and coherence in a paragargh

TABLE OF CONNECTORS

1 Sequencing/listing First of all, first(ly), second(ly), third(ly), next, then,

Similarly, likewise, in the same way

5 Giving examples For example, for instance, in particularly, such as,

that is to say, namely

6 Showing results As a result, as a consequence, consequently, hence,

thus, therefore, so

7 Conceding Although, eventhough, even if, after all, all the same,

however, nonetheless, nevertheless, still, yet, in spite if this, despite this,

8 Restating In other words, that is to say, to put it simply

9 Inferring In other words, in that case, (or) else, otherwise

* Concluding sentence:

-This sentence closes the paragragh It tells the readers that the paragragh isfinished

- An effective concluding sentence draws together all the ideas you have raised

in your paragraph It reminds readers of the main point—the topic sentence—without restating it in exactly the same words

Examples: Topic sentence: There are numerous advantages to owning a

hybrid car.

Concluding sentence: To sum up, given the low running costs and

environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.

( not repeat the word: advantages, but replaced by the synonyms :benefits)

- We should avoid introducing any new ideas into your concluding sentence Aconclusion is intended to provide the reader with a sense of completion.Introducing a subject that is not covered in the paragraph will confuse the readerand weaken your writing

- The concluding sentence begins with the phrase such as: In summary, to sum

up, to conclude, in conclusion, in short, in brief …

3.2 Practical Application( practice for writing a paragragh)

Here are some effective ways to help students practise writing a paragragh:

* Paragragh sequence: write the sentences of a paragragh onto separate

sentence strips Place strips into a large envelope Students need to place thesentence strips in the correct order to creat a paragragh They then copy theparagragh onto a sheet of paper for assessment

* Topic sentence match: Using large index cards, make a stack of paragraghs

without topic sentences and a stack of cards with the correct topic sentence.They read paragraghs to themsevles and make an illustration

* Picture prompt : Place a stack of card with pictures glued on Students

choose a card and write a paragragh on what they see Remind student to add atitle

* Choose a chart: On chart papers, write short pragraghs with mistakes such as

grammar, spelling, punctuation, sequence, etc Place the chart papers in lagrezipslock bags Students choose the chart to work on They edit the paragragh andwrite the new version on your notebook

* Cooperative writing: Deviding students into small groups of 8-10 The

groups write the same short story Teacher gives a first sentence to the groups.Each member of the group must think to write a next sentence and the laststudent write the ending sentence Then the teacher asks the groups to read theirstory aloud Finally, the teacher corrects their mistakes Their stories are usuallyvery interesting

* Story packets: On a large envelope, write a topic and words associated with

that topic Place paper inside the envelope Allow student to choose a storypacket and write about the topic printed on the envelope Some examples ofstory packets are Christmas, Tet holiday, Mid-autumn…

* Excercies: we prepare some excercises like that:

1 Identifying good topic sentences: Identify the sentences with an effective controlling idea

a I am going to write about my country

b Videos games are not bad for children.

c A large proportion of women nowadays still suffer from domestic violence Key: b and c are good topic sentences because they contain effective controlling ideas a is not a good one because it is too general so it cannot be discussed in one paragraph.

2 Writing topic sentences:

For each of the word or phrase below, write a topic sentence with one

3 Identifying topic sentence and supporting sentences.

Write TS next to the topic sentence and SS next to the supporting sentences a Relaxation is another benefit that music brings about

b Music helps many people earn a great deal of money.

c Music plays a very important part in our daily life.

d Cultural exchange will become more effective with the help of music.

Key:

_SS _ a Relaxation is another benefit that music brings about

_SS _ b Music helps many people earn a great deal of money.

_TS _ c Music plays a very important part in our daily life.

_SS _ d Cultural exchange will become more effective with the help of music.

4 Gathering ideas for a topic

Brainstorming on the following writing topics.

a There have been a lot of changes in family life in the past 20 years

b What are the difficulties encountered by women in modern society?

c Why should we do charity work?

Answers: The results of the work are varied Teacher should encourage students

to find as many ideas as possible

5 Identifying supporting sentences and concluding sentences.

Read the topic sentences below Write SS next to the supporting sentences and

CS next to the concluding sentence.

Looking for a job is very difficult these days.

a The number of applicants for each is very big.

b Interviews are so challenging for candidates

c It is really hard to find a suitable job

d Most of the jobs are now very demanding.

Key:

Looking for a job is very difficult these days.

_SS _ a The number of applicants for each is very big.

_SS _ b Interviews are so challenging for candidates

_CS _ c It is really hard to find a suitable job

_SS _ d Most of the jobs are now very demanding

 We can carry out the above ways as following:

- Divide class into groups of 4-5

- Let students do in 5-7 minutes, go around to observe and help if necessary

- Ask ss to share their results with other groups or call the representatives toread in front of class or write on board

- Help ss to correct mistakes or give feedback

3.3 The steps of writing a paragragh in English textbook:

3.3.1.The steps of writing a paragragh:

Up to dates, there are several ways to approach writing in the classroom Itshould be said at the beginning that there is not necessarily any 'right' or 'best'way to teach writing skill The best practice in any situation will depend on thetype of student, the text type being studied, the school system and many otherfactors Different ways in approaching the tasks inform major movement in theteaching of writing( by Ann Raimes, Oxford University Press, 1983).According

to Raimes, there are 3 principal ways of approaching the task: focusing on form,focusing on the writer and focusing on the reader The first perspective can be

found in traditional, text-based approach( product approach) Teachers whoadopt this approach often present authoritative text for students to imitate oradapt and they may see errors as something they have a professional obligation

to correct and eliminate The second approach which is called “processapproach” emerges in part as a reaction against the tradition of form- focus Itparticularly stresses on the writers as an independent producers of text The thirdapproach called “genre approach” is considered to be more socially orientedwith the assumption that if the reader cannot recognize the purpose of a text,communication can not be successful In this research, I apply two approach:product approach and process approach( answering for two questions: how towrite and what to write), but oriented approach to writing is a process ratherthan a final product Six steps of writing process can be summarized in thefollowing figure:

3.3.1.1.Being motivate to write( warm up):

One of the most difficult aspects of becoming a teacher is learning how tomotivate your students It is also one of the most important Students who arenot motivated will not learn effectively They won’t retain information, theywon’t participate and some of them may even become disruptive A student may

be unmotivated for a variety of reasons: They may feel that they have no interest

in the subject, find the teacher’s methods un-engaging or be distracted byexternal forces It may even come to light that a student who appearedunmotivated actually has difficulty learning and is need of special attention While motivating students can be a difficult task, the rewards are more thanworth it Motivated students are more excited to learn and participate Simplyput: Teaching a class full of motivated students is enjoyable for teacher andstudent alike Some students are self-motivated, with a natural love of learning.But even with the students who do not have this natural drive, a great teachercan make learning fun and inspire them to reach their full potential

Getting ideas together