Teaching high school students to write a paragraph by using 4 criteria instructed by british council

Nevertheless, learning writing skill is an important aspect of learningEnglish and improving writing skills of high school students is extremely crucialbecause being able to write a para

I INTRODUCTION

REASONS FOR CHOOSING THE TOPIC

In the integration era, English has become an indispensable part of life andwork as well Therefore, the importance of studying English is undeniable Thereare various reasons why a student needs to study this language However, overmany researched practices, most students want to learn English to be able to speak,not to write Nevertheless, learning writing skill is an important aspect of learningEnglish and improving writing skills of high school students is extremely crucialbecause being able to write a paragraph effectively provides them with high score

in writing section which is one of the most important parts in high schoolgraduation examination Therefore, teaching them how to write a good paragraphaccelerates their English studies for the exam, and they are more likely to gethigher scores as well Besides, some examinations taken by education and trainingdepartments for English talented students also require some extents of being fluent

in writing Having good writing skills helps those pupils to be able to writeeffectively in a specific time limit Another important reason is that in the farfuture when young students become potential candidates in job market, employersdefinitely need them be able to write an English document such as sending anemail to foreign partners Such highly competitive markets force graduates to havehigh level of English competence to communicate efficiently with foreignerswhilst working The last but not least is that improving writing skills is veryimportant for students who want to study aboard According to IIE (InternationalInstitute education) in 2015, the number of Vietnamese student coming to theUnited States increased significantly to about 20,000 students, a rise of about 12%

in comparison with the last year, 2014 [1].This means, the demand to study abroad

in such educationally potential markets such as United States or United Kingdom.However, such English native countries like those have accepted IELTs resultswhich demonstrates the learners’ English ability

I have been teaching English at Bim Son High School for more than ten years.Through teaching experience, I realize that many students face up with a number

of challenging factors despite full guiding steps for writing, and most of them areunable to write a paragraph effectively They have responded in a negative attitudetowards writing, and many of them have said to their teacher that they wouldbypass the skills in almost examinations As a teacher of English, I have beentrying hard to an effective way to tackle it For the apparent reasons expressed

above, I decided to choose ‘Teaching high school students to write a paragraph

by using 4 criteria instructed by British Council’ as a topic for my study in high

school program

II CONTENT.

PART 1: THEORETICAL AND PRACTICAL BACKGROUND

1.1 What are meant by the 4 criteria of British Council

British Council has extremely clear instruction by which a piece of writingcan be evaluated correctly Particularly, British Council has been the organization

to hold IELTS test which represents for International English Language TestSystem [2] Those criteria are ‘Task Achievement’; ‘Coherence and Cohesion’;

‘Lexical Resource’; ‘Grammatical Range and Accuracy’ There are over 40countries around the world where IELTS test is received an official approval as anEnglish standard for people who want to study or work in English native countries.These criteria are used to evaluate IELTS test takers’ performances in two tasks Inthe writing task 2, candidates need to write at least 250 words about a specifictopic which might be an argumentative or discursive Although in the real IELTStest, all candidates must write a 250-word essay, the criteria used to evaluate thequality of an essay are definitely the same to that for a paragraph Using thesecriteria to apply for Vietnamese English national high school graduationexamination not only helps teacher to assess exam takers’ competency but alsosupports pupils to study more effectively According to British Council, all criteriaare meant as follow: [3]

Task Achievement: this is the criterion used to evaluate how well a writing

respond to the task This criterion also includes how sufficient the length of awriting to the requirement Generally speaking, the length of a writing task 2 inIELTS for an essay is at least 250 words Therefore, the score of a candidate willincrease if she or he:

+ Pay attention to answer ALL issues in the task question

+ Write about the issues rather than just the general topic

+ Answer the question with relevant main points

+ Plan the supporting points so they do not go off the topic

+ Write over 250 words for an essay

Coherence and Cohesion: This criterion contains of two smaller criteria

which are coherence and cohesion The coherence evaluates how the paragraphlinks with the topic That means all the sentences and words are required to betopic-related However, cohesion needs a candidate to write sentences and ideasvery logically By following the cohesion criterion, all sentences need to beconnected together and be supportive each other to make high understanding forreaders Therefore, the score for this criterion will increase if a candidate could:

+ Have appropriate structure: In IELTS tests, whole essay should beexplained into 4 to 5 small paragraph However, applying this into the Vietnamesenational high school graduation examination means that a paragraph should bepresented appropriately by starting a topic sentence to fold the whole meaning ofparagraph about what the candidate is going to write This sentence should befollowed by supporting sentences, and the paragraphs should end with aconcluding sentence.

+ Organizing ideas logically: for readers to easily understand

+ Use a range of linking words to connect sentences ideas

+ Avoid errors in linking words

Lexical Resource: This is criterion used to assess the ability of using wide

range of vocabulary Candidate is required to not only use less common and related words (at academic and formal level) in correct contexts but also use manysynonyms to demonstrate the paraphrasing ability Therefore, the score for thiscriterion will increase if a candidate could:

topic-+ Pay attention to collocations (which verb matches which nouns)

+ Paraphrase carefully to avoid errors

+ Use a range of words appropriate for the topic

+ Spell words correctly and avoid making errors

+ Avoid using informal and spoken language

Grammatical Range and Accuracy: the ability of use various complex

grammar and structures of candidates The more complicated but accurate structure

a candidate can use, the higher score she or he can get Therefore, the score for thiscriterion will increase if a candidate could:

+ Use different grammar tenses (conditionals, perfect tenses, passive voice, past tenses, future tenses, etc.)

+ Pay attention to word order in the sentences correctly

+ Use a range of sentence structures

+ Use the correct punctuation (full stops and commas)

+ Avoid errors in grammar (errors will lower the score – see the descriptor below)

+ Correct using of articles, plural nouns, uncountable nouns and so on

+ Using complex sentences such as ‘while’, ‘because’, ‘although’, and so on

IELTS band writing descriptors [4]

and accuracy

- fully addresses all parts of the - uses cohesion in such a - uses a wide range of - uses a wide range of

9 - presents a fully developed attention and sophisticated control of flexibility and accuracy;

lexical features; rare minor rare minor errors occurposition in answer to the question - skillfully manages

errors occur only as ‘slips’ only as ‘slips’

with relevant, fully extended and paragraphing

well supported ideas

- sufficiently addresses all parts - sequences information - uses a wide range of - uses a wide range of

- presents a well-developed - logically - fluently and flexibly to - the majority of

response to the question with - manages all aspects of convey precise meanings sentences are error-freerelevant, extended and supported cohesion well - skillfully uses uncommon - makes only very

occasional inaccuracies in inappropriatenesssufficiently and

word choice and collocationappropriately

- produces rare errors inspelling and/or wordformation

7 - addresses all parts of the task - logically organizes - uses a sufficient range of - uses a variety of

- presents a clear position information and ideas; vocabulary to allow some complex structures

there is clear progression flexibility and precision

- presents, extends and supports throughout - uses less common lexical error-free sentencesmain ideas, but there may be a - uses a range of cohesive items with some awareness of - has good control oftendency to over generalize and/or devices appropriately style and collocation grammar and punctuationsupporting ideas may lack focus although there may be - may produce occasional but may make a few

some under-/over-use errors in word choice, spelling errors

- presents a clear central and/or word formationtopic within each

paragraph

- addresses all parts of the task - arranges information and - uses an adequate range of - uses a mix of simplealthough some parts may be more ideas coherently and there vocabulary for the task and complex sentencefully covered than others is a clear overall - attempts to use less forms

progression

although the conclusions may - uses cohesive devices some inaccuracy grammar and punctuationbecome unclear or repetitive effectively, but cohesion - makes some errors in but they rarely reduce

some may be inadequately sentences may be faulty or formation, but they do not

mechanical

- may not always usereferencing clearly orappropriately

- uses paragraphing, butnot always logically

5 - addresses the task only partially; - presents information - uses a limited range of - uses only a limitedthe format may be inappropriate in with some organization but vocabulary, but this is range of structures

places there may be a lack of minimally adequate for the attempts complex

to be less accurate thandevelopment is not always clear - makes inadequate, - may make noticeable errors

simple sentencesand there may be no conclusions inaccurate or over use of in spelling and/or word

- presents some main ideas but - may be repetitive some difficulty for the reader grammatical errors and

punctuation may bethese are limited and not because of lack of

faulty; errors can causesufficiently developed; there may referencing and

some difficulty for the

reader

- may not write inparagraphs, orparagraphing may beinadequate

4 - responds to the task only in a - presents information and - uses only basic vocabulary - uses only a very

minimal way or the answer is ideas but these are not which may be used limited range of

tangential; the format may be arranged coherently and repetitively or which may be structures with only rare

- presents a position but this is progression in the response - has limited control of word clauses

- presents some main ideas but cohesive devices but these errors may cause strain for the accurate but errors

these are difficult to identify and

may be repetitive, irrelevant or not

paragraphs or their use

may be confusing

1.2 Factual situation

Statistics have proved that the students in high school program do not havehigh level of English ability In the 2015 national high school graduationexamination, the result for English subject was shocked when the number of pupilswho had the mark below the average was significantly high, shown in followinggraph [5]

Figure 1 English marks in the 2015 National high school graduation exam

Source: The Ministry of Education and Training (MOET) 2015

The most important factual situation that hastens me to choose this topic veryurgently is that the English writing ability of pupils in Bim Son high school isextremely limited In the school year 2018-2019 I was in charge of classes: 12A1,12A5, 11B1, 11B3 in academic year 2018-2019 Because writing a paragraph isnot included in the paper of GCSE examination , most students do not like writingskills It can be seen through the results of the surveys I conducted about thestudent’s attitude toward the writing lesson before the study:

School year 2017-2018

students students like students dislike students hate

School year 2018-2019

students students like students dislike students hate

Through teaching experience, I have realized that most of them are unable towrite a paragraph effectively The reason for this bad situation is that they have not

been coached to write effectively by their teachers, and they find it absolutelydifficult to organize their writing They lack of general knowledge, which leads tothe inability to figure out the ideas for specific topic They lack of both grammarand vocabulary to convey their thoughts into paragraphs Therefore, each writinglesson of teachers and pupils are usually stressful because it is inefficiently taughtwhen pupils just feel very disappointed about their writing skills, and they seem to

be indifferent to writing skills

PART 2: SOLUTION

It is very important to understand that in order to improve writing skills, bothteachers and pupils have to cooperate closely and continuously On the scale of thisresearch, I have been taking more than 2 months constantly coaching learners intwo classes: 11B1, 11B5 (2018) and 12A1, 12A5 (2019) These classes are theones whose students particularly focus on English, so writing class activities seem

to be carried out quite propitiously I have been implementing a close process inwhich pupils are trained continuously and intensively, especially when the nationalhigh school graduation examination is coming soon I found that the traditionalapproaches usually teaching students to write a sentence and then build up to afinished paragraph However, in this study, I have a quite reverse process in which

I initially teach students by giving them a sample to follow and then I analyze it indetails very clearly so that they are able to understand thoroughly the structure andthe criteria required of an excellent paragraph As a result, after at least fourrepeated process, especially being stressed on analyzing in detail the given sample,students will gradually find it easier and more enthusiastic to write a paragraph.The process includes five main steps as follow:

- Step 1: The step is giving students a writing sample which is written by thecoach as a very good example to answer the writing task In this step, I always givethem some minutes to read the sample given.

- Step 2: This step provides them with clear analysis on the paragraph.Followed by the four criteria, pupils are all coached to understand each criterionand showed why and how the sample meets all the criteria to get a high score Bydoing this, they are able to understand immediately and constantly absorb theseimportant factors

- Step 3: After being educated to understand the writing sample given theteacher, all students are required to re-write the task so that they show how manypercent that they could understand the teacher’s analysis This step helps them tomemorize what have they been taught to write, and they are more likely togradually imitate the way to write an academic writing with high competence

- Step 4: although they are given a clear analysis on the sample paragraph,their writing might contain various mistakes, including spelling mistakes,grammatical mistakes, and styling mistakes However, with the step of correction,all these kinds of mistakes are corrected just-in-time precisely Therefore, pupilswould definitely improve their writing ability

- Step 5: After all pupils’ paragraphs are corrected, they are given moreconsulting samples from the teachers so that they could have rich and prestigiouswriting materials They may keep these materials as an important resource to readafter to absorb the grammar and vocabulary as well as they way to organize aparagraph

Accordingly, there are various class activities which can be used to supportwriting skills, especially writing an excellent paragraph as the initiatives throughteaching experience as follow:

2.1 Activity 1: Analysis excellent paragraph samples given by the teacher with the four criteria [6]

The aim of this activity is to show students the way how to analyze a goodparagraph Therefore, all students in the class are given a topic to write a paragraph

so that the teacher will be able to investigate their improvement processaccompanied by schoolbook

Order Lesson’s name Activities given – write a paragraph about

1 Home life The importance of family in personal life?

2 Cultural diversity Why do we have to protect cultural heritages?

3 Ways of The importance of social relationship to a person’s

socializing success?

4 School education The importance of studying English?

system

5 Higher education Is a bachelor’s degree indispensable in one’s life?

6 Future jobs -What are the qualities does a good employee have?

- Which job would you like to do in the future?

7 Economic reforms What are the elements of a high quality life?

8 Life in the future What is the ideal world in the future in your point of

view?

9 Deserts What are the factors that caused desert?

10 Endangered -What are the reasons for environmental pollution?

species -What measures should be taken to protect

endangered species?

11 Books The importance of reading books in a person’s life?

12 Water sports What are the benefits of doing sports?

13 The 22nd Sea Describe a popular festival/ a sports event in your

14 International An international organization that you would like to

Organization work for?

15 Women in society The ways to ensure equal right of women in modern

society?

16 The Association of What should be done by the government and each

Southeast Asian individual to build a strong association?

NationsThe following six samples based on the six themes which are designed inaccordance with the topics of sixteen units in the textbook of English 12 are given

as good examples to analyzing a high score paragraph so that students are coached

to build their own ones which can meet the marking criteria used by ministry ofeducation and training

SAMPLE 1 : THEME 1: YOU AND ME

Within 140 words write a paragraph about the importance of social relationships a person’s success.