Some practical experience in helping students in grade 10 at le loi upper secondary school to improve their parapraph writing skills

Applying some effective techniques to help students get the ideas in teaching writing skills to the 10 grade students 6 2.. Understanding these problems, I decided to choose " Some prac

CONTENTS Page

III Scope, objective and method of the research 3

1.The writing objectives and required writing tasks listed for students

2 The teacher’s and students’ attitudes towards the teaching and learning

1 Applying some effective techniques to help students get the ideas

in teaching writing skills to the 10 grade students 6

2 Providing students with useful exercises to help them to practice

1 Results after applying the research in teaching 24

A INTRODUCTION

I THE REASONS FOR CHOOSING THE RESEARCH

English is the most commonly spoken language in the world It is asubject that features regularly on study timetables all around the world Everycountry does not want to be isolated in international communication, so it putsEnglish in curriculum of their education at program In Vietnam, English is acompulsory subject at schools and it has recently been chosen as a compulsorysubject in the national examination for the General Certificate of SecondaryEducation or GCSE for short In learning English, there are four skills to bemastered, they are listening, speaking, reading and writing Listening andreading are receptive skills On the other hand, speaking and writing areproductive skills

It is true that writing is a very important skill in teaching and learningEnglish especially paragraph writing Paragraphs are so important in writing;good paragraphing helps the reader understand and enjoy your writing Goodideas are not enough to write a good essay; they need to be organized so thatthey make sense However, writing a good paragraph is not a small challenge formost students in general and for the students at Le Loi high school in particular

In fact, they have difficulty in collecting and rearranging ideas, writing the topicand concluding sentences, using the transitional words, using various structuresand vocabulary and so on Moreover, writing skills take time and regularpractice

In the school setting, writing of 10th grade plays an important role because

it prepares needed things for students such as: grammar points, content,vocabulary and especially helps them write well at higher level when they areobligated to sit for important examinations Otherwise, for the last several years,the final and university entrance exam have put high press on writing skill As a result,most students have been widely aware of the necessity for learning and practicingwriting skills

Understanding these problems, I decided to choose " Some practical experience in helping students in grade 10th at Le Loi upper-secondary school to improve their paragraph writing skills " as the topic of my experience

initiatives with the hope that I can help my students to be more confident inwriting and practically, they will succeed in their final examinations

II THE OBJECTIVES OF THE PAPER.

The study is aimed to serve some main objectives as listed following

- To give teachers an experience in teaching how to write a paragraph by using some effective techniques which are appropriate and effective in teaching writing skill to the grade 10th students

- To give students in grade 10th input to improve their ability and

competence in writing skill

- To equip students with the system of writing exercises so that they will have chance to practice paragraph writing skills

As a result, they will have high motivation to write and they will also know how to write a paragraph effectively

III THE SCOPE OF THE PAPER

Based on the background and identification of the theme, the paper islimited on teaching writing skill to the students in grade 10th by using someeffective techniques The research was conducted at my workplace- at Le Loihigh school, Tho Xuan district, Thanh Hoa province The subject consists of 83students who come from class 10A8 and 10A9 school year 2020-2021 All ofthem are at the age of sixteenth to seventeenth years old They have to take every

skill in each period; learning time is 3 periods per week using new curriculum textbooks

IV THE METHODS OF THE PAPER.

The writer did some steps to do this research, they are as follows;

- surveying the literature relating to do the problem;

- defining the problem;

- constructing an experimental plan by writing the research design;

- design the research instrument;

- doing the instrument try-out;

- giving the test to the students;

- practicing teaching

- collecting the data through the posttest;

- analyzing the data;

- drawing conclusions;

- proposing suggestions;

- writing the report as subject

- Exchanging experience with colleagues

In short, the definitions of writing are various However, writing ischaracterized with some basic features, i.e being linguistics, creative,progressive and interactive Besides, the word “writing” itself may imply an act,

a process, or a skill, which needs practice and study to develop It requires both

physical and mental powers from the writers

2 Writing a paragraph

2.1 What is a paragraph ?

A paragraph is a group of sentences that fleshes out a single idea In order for aparagraph to be effective, it must begin with a topic sentence, have sentences thatsupport the main idea of that paragraph, and maintain a consistent flow It oftenends with a concluding sentence. 

2.2 Why is it important to write a good paragraph?

Nothing in the writing process is more fundamental

than writing a good paragraph A solidly written paragraph takes its readers on

a clear path, without detours Master the paragraph, and you’ll be on your way towriting “gold-star” essays, term papers, and stories

2.3 Parts of a Paragraph

2.2.1 Topic Sentence

What is the topic sentence?

The topic sentence is often the first sentence in a paragraph A topic sentence is

an introductory line that addresses what the main idea or thesis of the paragraph

is going to be It should contain the most important and relevant point you wish

to make regarding your topic, thus summarizing the paragraph as a whole

me, I like chatting with my friends about what happened every day anddiscussing personal problems Furthermore, our friends will be ready to help usout of our troubles They will give us some good advice and support when weare in difficulty Finally, thanks to friendship, we will have fun and enjoy ameaningful life In conclusion, in my opinion, without friends, life would be dulland boring

2.2.2 Supporting Details

What are supporting sentences?

They come after the topic sentence, making up the body of a paragraph.

What do they do?

They give details to develop and support the main idea of the paragraph.

How do I write them?

You should give supporting facts, details, and examples.

Example:

There are various reasons why many people think that friendship plays an

important role in their life The most important reason can be that everyone needs at least a friend to share everything regardless of sadness or happiness For me, I like chatting with my friends about what happened every day and discussing personal problems Furthermore, our friends will

be ready to help us out of our troubles They will give us some good advice and support when we are in difficulty Finally, thanks to friendship, we will have fun and enjoy a meaningful life In conclusion, in my opinion, without

friends, life would be dull and boring

2.2.3 Concluding Sentence

What is the concluding sentence?

The concluding sentence is the last sentence in a paragraph.

What does it do?

It restates the main idea of your paragraph.

How do I write one?

Restate the main idea of the paragraph using different words.

Example:

There are various reasons why many people think that friendship plays animportant role in their life The most important reason can be that everyoneneeds at least a friend to share everything regardless of sadness or happiness For

me, I like chatting with my friends about what happened every day anddiscussing personal problems Furthermore, our friends will be ready to help usout of our troubles They will give us some good advice and support when weare in difficulty Finally, thanks to friendship, we will have fun and enjoy a

meaningful life In conclusion, in my opinion, without friends, life would be dull and boring

2.3 Kinds of Paragraphs

2.3.1 Definition Paragraph

When writing a definition paragraph, you take a thing or an idea and explain what it is

Example: Write a paragraph giving the definition of a pest

The following words can help you to write a good definition paragraph: -"is defined as" ,"is a kind of"

Example: A pest is defined as any animal or plant that damages crops, forests, or

property

2.3.2 Classification Paragraph

When writing a classification paragraph, you group things or ideas into specific categories

Example: Write a paragraph discussing two types of energy resources

The following words can help you to write a good classification paragraph:

 is a kind of/can be divided into/is a type of falls under/belongs to/is a part of/fits into/is grouped with/is related to/is associated with

Example: Coal is a kind of non-renewable resource.

2.3.3 Description Paragraph

In a description paragraph, you are writing about what a person, place, or thing islike Sometimes, you may describe where a place is located

Example: Most of Canada's manufacturing is located in Ontario and Quebec.

2.3.4 Compare and Contrast Paragraph

In a compare and contrast paragraph, you write about the similarities anddifferences between two or more people, places, things, or ideas

Example: However, winter is much colder in Halifax.

on a choice of actions or events

Example: In my opinion, hockey is more fun than lacrosse.

2.3.7 Explanation Paragraph

In an explanation paragraph, you need to explain how or why somethinghappens Very often in social studies class, you will be asked to explore causesand effects of certain events

Example: Write a paragraph explaining why so many Europeans moved to Canada during the nineteenth century.

The following words can help you to write a good explanation paragraph:

Example: Living conditions in Europe were terrible Thus, many people moved

to Canada for a better life

2.3.8 Evaluation Paragraph

In an evaluation paragraph, you make judgments about people, ideas, and

possible actions You need to make your evaluation based on certain criteria that you develop In the paragraph, you will state your evaluation or recommendationand then support it by referring to your criteria

Example: I suggest that pesticides should not be used to control pests.

2.4 How to Write a Paragraph.

2.4.1 Prewriting Paragraphs

What is the prewriting stage?

The prewriting stage is when you think carefully and organize your ideas for

your paragraph before you begin writing

Six Prewriting Steps:

Step 1 Think carefully about what you are going to write Ask yourself:

 What question am I going to answer in this paragraph ?

 How can I best answer this question? What is the most important part of my answer?

 How can I make an introductory sentence (or thesis statement) from the most important part of my answer?

 What facts or ideas can I use to support my introductory sentence?

 How can I make this paragraph interesting?

 Do I need more facts on this topic?

 Where can I find more facts on this topic?

Step 2 Open your notebook Write out your answers to the above questions.

You do not need to spend a lot of time doing this; just write enough to help you

remember why and how you are going to write your paragraph or essay.

Step 3 Collect facts related to your paragraph or essay topic Look for and

write down facts that will help you to answer your question Timesaving hint:make sure the facts you are writing are related to the exact question you aregoing to answer in your paragraph or essay

Step 4 Write down your own ideas Ask yourself:

 What else do I want to say about this topic?

 Why should people be interested in this topic?

 Why is this topic important?

Step 5 Find the main idea of your paragraph or essay Choose the most

important point you are going to present If you cannot decide which point is themost important, just choose one point and stick to it throughout your paragraph

2.4.2 Writing Paragraphs

What is the writing stage?

The writing stage is when you turn your ideas into sentences.

Five Writing Steps:

Step 1: Open your notebook and word processor.

Step 2: Write the topic sentence, supporting sentences, and closing sentence Step 3: Write clear and simple sentences to express your meaning.

Step 4: Focus on the main idea of your paragraph.

Step 5: Use the dictionary to help you find additional words to express your

ideas

2.4.3 Editing Paragraphs

What is the editing stage?

The editing stage is when you check your paragraph for mistakes and correct

them.

Grammar and Spelling

 Check your spelling

 Check your grammar

 Read your essay again

 Make sure each sentence has a subject

 See if your subjects and verbs agree with each other

 Check the verb tenses of each sentence

 Make sure that each sentence makes sense

Style and Organization

 Make sure your paragraph has a topic sentence

 Make sure your supporting sentences focus on the main idea

 Make sure you have a closing sentence

 Check that all your sentences focus on the main idea.

 See if your paragraph is interesting

2.4.4 Publishing Paragraphs

What is the publishing stage?

The publishing stage is when you produce a final copy of your paragraph to handin

Three Publishing Steps:

Step 1: Make a paper copy of your paragraph.

Step 2: Show your work to your teacher, tutor, or parents.

Step 3: Ask them for hints on how to improve your writing.

II PRACTICAL BACKGROUND

1 The writing objectives and required writing tasks listed for students in new curriculum English textbook 10, Education Publishing House.

The aim of the course is to equip students with English writing skill forbasic communication For grade 10 students, the objective is to develop students’abilities to provide 120 - 130 word paragraphs on familiar topics

In order to realize the course objectives, the writing section focuses on daily and popular topics The required competences and objectives of the writing lesson in each unit are detailed in the following table:

1 Family life Writing about doing household chores

2 Your body and you Writing about what to eat and not to eat

4 For a better community Writing an application letter for volunteer work

5 Inventions Writing about the benefits of an inventions

6 Gender equality Writing about the disadvantages of working mothers

7 Cultural diversity Writing about some typical characteristics of the

10 Ecotourism Writing a travel brochure promoting an eco tour

2 The teacher’s and students’ attitudes towards the teaching and learning of writing paragraphs.

It is a matter of fact that writing is not highly appreciated by the studentsand even the teachers do not take the importance of writing seriously This isbecause of the main purpose of teaching and learning English at Le Loi highschool The results of the final exam and university entrance exam are

considered the most importance of teaching and learning English at school soboth the teachers and students there focus mostly on grammar and reading skillrather than on other skills such as speaking, listening and writing This certainlyaffects the students’ writing competence and prevents the improvement of theirwriting ability Consequently, most of the teachers and the students think thestudents’ writing competence is bad

2.1 Students’ difficulties in learning writing paragraphs

It is clear that the students in my school have to face many difficulties.These difficulties are from two causes: (1) from the students themselves, and (2)from the teachers’ lectures

In terms of the first cause, the majority of the students have trouble withwriting because of their low level of English proficiency Their vocabulary andsentence structures are poor Grammar mistakes and spelling are also a commonfear for many of them Besides, their low background knowledge also makesthem feel stressed when writing Many of the students said they found it hard togenerate ideas and make an outline because of their low background knowledge.Their low motivation is also a problem These students consider the result of theexams as the most importance of their learning Therefore, they care much aboutgrammar, structures and reading skill

In terms of the second cause, the students do not highly asses their teachers’assistance They find their teachers’ feedbacks are not comprehensive and theirteachers’ instructions are not adequate

2.2 Teachers’ difficulties in teaching writing for grade 10 students.

Not only the students but also the teachers cope with numerous problemswhen teaching writing

The first difficulty my colleague and I are coping with is the low Englishlevel of the students Our students often lack vocabulary and have difficulties inword choice The students’ low motivation and low background knowledge arealso other problems encountered by the teachers

The second difficulty is the problem of large and multilevel classes Inmultilevel classes, we face difficulties in shortening a big gap between ourstudents In the same class, some students who are good at English are activewhile many others are de- motivated In addition, English classes at Le Loi highschool are very large There are at least 42 students in a class Hence, it isdifficult for the teachers to give each of the students individual attention andmake sure who is on task and who is off task

For the next difficulty, teaching equipment and reference materials areimportant in the teaching process; however, the teaching condition in my school

is not good Teaching aids such as pictures, sub- board are not equipped.Teachers often use only textbook, chalk and board in their lessons To make our

lessons more interesting, we had to create teaching aids by ourselves

3 The investigation of the students’ paragraph writing skills

In the process of teaching, I have been given the duty to teach the grade

10 With the awareness of researching and studying the situation of students’learning the subject and learning from experience, right since the beginning ofthe school year, I outlined a specific plan and method to actively investigate the

situation of students’ learning in my classes by giving them the topic " Write a

paragraph about your favorite subject in about 120 words." in 30 minutes And

the table below shows the result of the investigation

Total

number

of students

These findings would serve as the foundations for further suggestions that

I would like to make in the next part

III THE SOLUTIONS

Basing on the process of writing, I wish to share some experiencesincluding applying effective techniques to help students get the ideas; providingstudents with the basic theory and useful exercises to practice writing paragraphs

as well

1 Applying some effective techniques to help students to get the ideas in teaching writing skills to the 11 grade students

1.1 Techniques in pre-writing stage:

Prewriting helps students gather ideas and give them a bank ofpossibilities for their writing This way, as students write they do not have tomake decisions simultaneously about content and language Help your studentsget a head start before they write with any of these six methods forprewriting The bank of ideas they will generate will be an invaluable resource asthey write The techniques I often use for this stage presented below

1.1.1 Analyzing models

To make the teachers’ writing lessons more effective for the students, Ioften find some extra sources besides the textbook and provide students with one

or two more model texts These models can be relevant to the writing tasks (interms of topic, content, form, language, etc.) After that I make copies for thestudents and elicit the students’ discussion over the models

Then, the students are asked to examine the writing in pairs, individually, insmall groups to analyze what they see To help the students to analyze model textmore easily, the teachers could use some guiding questions:

- Which sentence states the main idea?

- Which sentence directly supports that main idea?

- Has the writer used the listing words?

- Which of the followings did the writer do to support the topic: describe,divide into parts, explain, give reasons, etc?

- How did the writer end the passage? What did the writer do in the end- ask

a question, summarize, introduce new point ?

- How many parts would you divide the passage into? What is typical/

special about these parts?

1.1.2 Interview

In this activity, students are asked to interview other group members.According to Raimes (1983), interviews can be done in many ways Students caninterview each other in pairs and note down the ideas Interviews can be used tofind out detailed information from students’ partners such as: how their familymember split the household chores (Unit 1- English 10 textbook) Then theywrite a report This kind of activity gets students to talk and motivates students towrite in a relaxing manner

1.1.3 Asking journalists’ question

These questions - who, what, when, where, why, and how- are easy forteachers to help students to generate ideas They are especially helpful in writing

an event

1.1.4 Brainstorming

Using brainstorming in the first stage of writing lessons is very useful Iwould like to suggest some ways to organize brainstorming

* From group to whole class

- Step 1: I state the topic and write it on the blackboard, then give anyexplanations which may be needed

- Step 2: I divide students into groups Ask them to talk and write downtheir ideas First, ask a group to write down two or three ideas on the board Thenask other groups to add any ideas that they may have on the board

- Step 3: I ask the whole class or small groups to discuss the relevancy ofthe ideas on the board Then ask question about anything that does not make

sense If some ideas seem too vague or general, ask the group who wrote them toexplain what they mean.

- Step 4: I ask each individual to choose a given number of the items todevelop his/ her own outline

* Whole class brainstorming:

In the kind of activity, the groups work together from the beginning Whenthe topic has been stated, the class members say whatever ideas occur to them.The teacher should not correct or comment but may ask for a more detailedexplanation Then the whole class discusses the relevancy of the ideas Finally,the teacher asks each individual to choose a given number of the ideas to developher/his own outline

This kind of activity may be best for topics which will interest most of thestudents in class like writing task 4 - Unit 6 ( English 10 textbook) page 12, inwhich students are to write a passage about the disadvantages of working mothers

1.1.5 Cluster Mapping:

Cluster mapping, also called idea webbing, is a great way to show

relationships between ideas Cluster mapping is also part idea generation andpart organization, so students will know exactly how to group their ideas oncethey are ready to write To begin, write your topic in the center of the page andput a circle around it Then you can move in one of two directions For instance,

a cluster may be designed for unit1

1.1.6 Listing.

Making lists of possible topics or listing as much as they can about a giventopic is a helpful strategy and is one type of brainstorming Ask your studentswrite down any word or phrase that may relate to the given topic underneath.Don’t worry about spelling and grammar Your goal is to write down as manyideas as quickly as possible I used this activity for unit 7: Writing about sometypical characteristics of the Vietnamese people

In conclusion, whether you choose to use all these methods with yourstudents or only one or two, prewriting gives your students the tools andfoundation for successful writing Prewriting alleviates students’ anxiety freeingtheir minds to focus on words after generating ideas instead of completing bothsteps simultaneously Prewriting will give your students confidence anddirection as they write not to mention improve the quality of their ideas andorganization in their writing

2 Providing students with useful exercises to help them practice writing paragraphs more actively and effectively.

2.1 Types of exercises encouraging students to practice writing the topic sentence.

Every paragraph should include a topic sentence that identifies the main idea ofthe paragraph A topic sentence also states the point the writer wishes to makeabout that subject Generally, the topic sentence appears at the beginning of theparagraph It is often the paragraph’s very first sentence A paragraph’s topicsentence must be general enough to express the paragraph’s overall subject But

it should be specific enough that the reader can understand the paragraph’s mainsubject and point

When choosing a topic sentence, remember these guidelines:

 The topic sentence should identify the main idea and point of the paragraph

To choose an appropriate topic sentence, read the paragraph and think about its main idea and point

 The supporting details in the paragraph (the sentences other than the topic sentence) will develop or explain the topic sentence Read all the supporting details in the paragraph and think about the ideas they discuss

 The topic sentence should not be too general or too specific When

considering the options, look for a topic sentence that is general enough to show the paragraph’s main idea instead of just one of its details The answer should be specific enough that the reader understands the main idea of the paragraph

Type 1: Find the topic sentence of the given paragraphs.

Type 2: Insert the given sentence into the correct position A, B, C or D.