Some effective methods of correcting errors in english writing of the 10th grade students

When learning a foreign language, writing is considered one of theimportant skills that learners need to master if they really want to besuccessful in communication.. For 10th graders, w

TABLE OF CONTENTS

I INTRODUCTION 3

II CONTENT 4

1 Theoretical basis 4

1.1 Write 5

1.1.1 The concept of “writing” in language theory 5

1.1.2 Writing process 6

1.2 The concepts “error” and “error correction” 7

1.2.1 Error overview 7

1.2.1.1 Definition 7

1.2.1.2 Error classification 8

1.2.2 Error correction overview 9

1.2.2.1 Error correction 9

1.2.2.2 Some basic methods in correcting essay for students 9

1.3 The relationship between error, error correction and the teaching and learning of writing skills 11

2 Current state of the problem 11

3 Measures are taken to solve the problems 12

3.1 Teacher 12

3.1.1 Steps in the process of evaluating student’s writing 12

3.1.1.1 Determining “which error needs to be fixed” 12

3.1.1.2 Determining “How many errors should be fixed”? 13

3.1.1.3 Formation of “Error Correction Method” 13

3.1.2 Steps after assessing student writing 14

3.1.2.1 Organize general comments after marking 14

3.1.2.2 Providing students with basic writing principles and exercises related to mistakes they often make 14

3.2 The student 15

3.2.1 Changing students’ attitudes with correcting errors 15

3.2.2 Emphasize the importance of reviewing and correcting errors 15

3.2.3 Instructing students to find and spot errors 15

3.2.4 Using drafting over and over again 16

4 Efficiency of experience initiatives 17

III CONCLUSIONS AND RECOMMENDATIONS 19

1 Conclusion 19

2 Recommendation 19

REFERENCES 21

I INTRODUCTION

English is the world's most popular language, and is an importantschool subject Seeing the importance of this language in internationalcommunication as well as in the development of international integration,Vietnam's education sector chooses English as a key subject English is notonly necessary for the tourism industry, foreign trade, foreign companies,computer users but also a compulsory high school graduation exam.Therefore, each student in high school needs to have a certain level of English

to prepare for exams and after graduation at least they must be able tocommunicate, read and write some texts To do this, we constantly innovateteaching methods as well as curriculum to achieve real results for English ingeneral and forge some basic skills for students

When learning a foreign language, writing is considered one of theimportant skills that learners need to master if they really want to besuccessful in communication Learning English is not an exception, especiallyduring the opening up of international economic integration, when mostinformation sources are written in English, which requires increasing writingskills in this language Writing is a skill that people use every day in anyprofession As students, you have been and will encounter many types ofwriting to improve your learning process However, according to Nunan: “Interms of skills, producing a coherent, fluent and extended piece of writing isprobably the most difficult thing there is to do in language”

In the process of learning a foreign language, making mistakes is also

an unavoidable part and plays an important role When practicing writing,students often face many difficulties in writing consistent and coherentpassages For 10th graders, who are just starting to get used to writing shortparagraphs, it is essential to identify the basic mistakes and guide them to fixbecause it will help them improve in the process of learning and practicingwriting skills in the future Finding out the situations where children often

make mistakes and how teachers and children correct them will also helpimprove writing skills For English teachers, who have the main responsibility

to help students perfect this skill, the effectiveness of teaching depends notonly on the method of teaching writing skills, but also on knowledge andlanguage skills of the teacher There are many factors that affect a learner'slearning to write, error correction is an important factor among them Wecannot deny that making mistakes in writing is inevitable throughout thelearning process The more students pay attention to the lesson, the more theywant to create and develop in their own understanding in the language-forming process This is one of the reasons why the number of mistakesstudents make is increasing but making mistakes is also seen as a positiveprocess From mistakes, learners can see if they write satisfactory or not and italso helps teachers evaluate students' abilities at certain times to help themimprove quickly During the error correction process, teachers also encounterfeedback from students This means that there will be disagreement not onlybetween the teacher but also among the students about what mistakes studentsoften make, how to fix them, whether the error correction works to helpstudents improve writing skills or not, how to best correct mistakes, andcorrect mistakes when appropriate

With the problems encountered in teaching writing skills to 10thgraders, I made an experiential initiative in the 2019 - 2020 school year with

the theme: “Some effective methods of correcting errors in English writing

of the 10th grade students"

By synthesizing and analyzing common errors in student writing andapplying some error correction methods, I hope to help students understandthe difficulties in learning to write while suggesting for teachers and studentssome effective ways to correct mistakes to make the lesson achieve thedesired results

II CONTENT

1 Theoretical basis.

1.1 Write.

1.1.1 The concept of “writing” in language theory.

In order to have a suitable and effective approach in teaching writingskills, it is necessary to understand the concept of "writing" in languagetheory There are many definitions of "writing" Each linguist has its owndefinitions depending on what criteria they consider important

According to Byrne (1979), writing is "the act of forming a sequence ofconventionally arranged symbols to form words and words arranged intosentences" From this point of view, we can see that any activity that makes

up the word/ sentence, whether it makes sense or not, is considered "writing"

Writing, in terms of language theory, is not as simple as the conceptgiven by Byrne It is a complex process which, according to Lannon (1989),defines "as the transition of materials discovered by inspiration, randomness,

trial and error or whatever is in the full meaning message - Writing is a process of careful decision making” (p.9) According to this definition,

writing must contain a meaningful message, which is more complete than that

of Byrne (1979) because it aims to write rather than write without a cleardirection

In the teaching and learning process, writing is considered a “languageskill” (Tribble, 1996, p.3), it is not only presenting language in written formbut also the development and expression of ideas in a structured, sequentialway” It is "a process that occurs over a period of time, especially when wetake the time to think before writing the first outline" (Harris, 1993, p 10).Compared with the concepts given earlier, this concept is the mostsatisfactory because it covers all aspects of writing skills: form (writtenwriting), purpose (expressing ideas), and structure (with texture)

When we write, we know that a written text is the product of anindividual for the purpose of communicating with others indirectly That

means the receiver is not in front of the writer to hear from the writer.Therefore, the writer must make sure the text he writes is not only accuratebut also easy to understand for the reader.

Several factors should be considered when writing according to

Raimes (1983).

1.1.2 Writing process.

According to Tribble (1996), the writing process consists of four steps:

 Before writing: This is the step that the writer takes beforewriting a draft, including choosing a topic, thinking, taking notes, discussing,organizing ideas, making an outline, collecting information (For example,interviewing, searching information in the library, processing data)

 Drafting: Drafting is the process of writing ideas into sentencesand paragraphs, focusing on explaining, clarifying ideas and connecting ideas

The ideas are clear and effective

GRAMMA R Tenses, pronouns, articles, SYNTAXSentence

structure, etc.

CONTENT Relevance, clarity, logic, etc.

WRITTEN PROCESS Have an idea, write a draft, check it out OBJECTS OF

ACCEPTANCE Reader

PURPOSE Reason for writing Coherence, unity

SELECTIO

N Vocabulary,

 Fixing: This is an important step to complete text The writer willthink about what readers expect, the reader is the center of the text towards.For example, refinishing textures, linking ideas or adding conjunctions.

 Editing: The writer reconsidered the article's appearance such asspelling, grammar, and punctuation

As we can see from the above point of view, writing is a one-wayprocess that doesn't involve the reader Reid (1993) makes the same point butadds three more steps to the writing process: feedback, evaluation and afterwriting This makes Reid's writing process more satisfactory

Briefly, the steps of the writing process according to Reid (1993) can

be illustrated in the following schematic diagram:

In short, writing is a form of exercise that two people don't do the sameway However, there are basic steps that every writer must take when doinghis homework Each researcher has different ways to illustrate the writingprocess, but all of them agree that writing is a process that follows the

"recursive" rule, requiring great effort from the writer's side

1.2 The concepts “error” and “error correction”.

1.2.1 Error overview.

1.2.1.1 Definition.

There are many defect definitions given by famous researchers such as:Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard(1991), Klassen (1993), Crosling (1996) etc Although they express them in

Before

Editing Evaluation

After writing

different ways, the subject concepts have in common about the nature andfunction of the error.

 Goldstein (1990) defines error as "an action resulting fromignorance, omission, or inadvertent neglect, straying from its originaldirection or not achieving its goal"

 Klassen (1993) offers a simpler definition of error According toKlassen, the error is "a form or structure that indigenous people cannot acceptbecause of its inappropriate use"

 Crosling (1996) gives his opinion in the direction of attachingimportance to the criterion "Any method deviation from conventional isconsidered faulty"

When it comes to errors, some researchers have the same opinion thatnot only language learners make mistakes but also native speakers.Indigenous people often make mistakes at two levels of "morphological error"and "expression error", the second being the more common error with higherfrequency (McKay, 1984) Therefore, errors should be viewed asunconventional and inappropriate We can see mistakes on all linguistic levelsfrom formal to expressive

 Compatibility and consistency

 Fit with subject and purpose

Individual errors include:

 Spelling

 Syntax

 Grammar

 Punctuation

(Adapted from Lippman - 2003).

There are many ways of classifying the error depending on theresearcher's purpose in analyzing and the suitability of the language teachingand learning the actual conditions

1.2.2 Error correction overview.

1.2.2.2 Some basic methods in correcting essay for students.

In the teaching process in general, teachers often have to solveproblems such as "which errors need to be corrected" and "correcting errors"

Gower and Walter (1983) gave 4 problems for language teachers tosolve when encountering students' mistakes in writing, namely "what, when,how and how much should be corrected"

Meanwhile, Raimes (1983) also gave 7 basic error correction principlesfor error correction in classroom teaching:

 With students' writing, there is no need to mark errors but stillcan determine the errors that need correcting

 Identify errors carefully and find the cause

 Find out what the students did well

 Take note of the student making mistakes

 Set up clear and easy-to-understand error symbols

 Regularly give the reason or correct and remove the errorcarefully

 Finally: handle errors carefully and create a habit for students

In solving the problem of "what to fix, when", researchers often suggestteachers to choose a cure immediately or until a similar error occurs in thesame lesson

To make the problem "how much should be treated" is clear Gower andWalter give some suggestions:

 Engage students in the writing process

 Spend less time correcting students individually and focusing oncommon mistakes

 Point out any errors the student has just made

 Indicates the location of the error

 Indicates the type of error

 Give learners a chance to correct themselves

 Students who cannot correct their work by asking other students

to help

 If the above step fails, the teacher will correct the error

Edge (1989) also offered the following three basic fixes:

(i) Self-correction - Self-correction: Teachers point out mistakes for

students to correct themselves because sometimes students need to help toidentify them before they correct themselves

(ii) Peer correction - Learners to correct errors: Learners work in pairs

or groups to find and correct mistakes in each other's writing This attracts allstudents into the error correction process, making them more active and lessdependent on the teacher

(iii) Teacher correction - teacher correcting errors: Teachers find out

what the writer is trying to say through incorrect sentences and guide thestudents to express correctly what they mean

1.3 The relationship between error, error correction and the teaching and learning of writing skills.

Making mistakes is inevitable in the learning process, in this waylearners create important and necessary features for language learning.Making mistakes is a learning way learners verify learned knowledge, therebygrasping that language

For teachers, the fact that students make mistakes in the learningprocess helps them assess students' knowledge levels, considering what theyneed to learn to improve

Error correction also has a positive impact on language teaching andlearning Learners through self-correcting, correcting mistakes of classmatesand listening to teacher's error correction can make progress faster Especiallywriting skills require high accuracy in words and expressions

2 Current state of the problem.

From analyzing survey data and reading, finding errors in students'writings throughout the teaching process, we see some of the realities of theproblem raised in this experiential initiative as follows:

 Both teachers and students have a positive attitude towardcorrecting mistakes, and both consider correcting mistakes as an essential part

of the learning process, as an important factor in improving students' writingskills

 While error correction plays an important role in writing andalthough both teachers and students have tried their best, students' writingskills have not improved much The reason is that there are still many errorsthat have not been pointed out and completely corrected after giving a general