Điều tra về việc sinh viên cải thiện việc sử dụng ngôn ngữ đánh giá để thể hiện attitude trong viết đoạn tiếng anh một trường hợp nghiên cứu tại trường nguyễn trường tộ ở tại thành phố huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES DO THI MINH NGUYET AN INVESTIGATION INTO HOW VIETNAMESE STUDENTS HAVE IMPROVED THE USE OF EVALUATIVE LANGUAGE TO EXPRESS ATTITUDE IN ENGLISH PARAGRAPH WRITING – A CASE STUDY OF NGUYEN TRUONG TO HIGH SCHOOL MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRAN VAN PHUOC, ASSOC PRO DR HUE, 2017 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ ĐỖ THỊ MINH NGUYỆT ĐIỀU TRA VỀ VIỆC SINH VIÊN VIỆT NAM CẢI THIỆN VIỆC SỬ DỤNG NGÔN NGỮ ĐÁNH GIÁ ĐỂ THỂ HIỆN ATTITUDE TRONG VIẾT ĐOẠN TIẾNG ANH – MỘT TRƯỜNG HỢP NGHIÊN CỨU TẠI TRƯỜNG NGUYỄN TRƯỜNG TỘ Ở THÀNH PHỐ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TRẦN VĂN PHƯỚC, PGS TS HUẾ, 2017 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: …./ …./ 20… Signature Đỗ Thị Minh Nguyệt i ABSTRACT This research is conducted to investigate into how Vietnamese students have improved the use of evaluative language to express attitude in English paragraph writing A total of 40 students from Nguyen Truong To high school participated in the study The data were collected via paragraph writing pre-test and questionnaire The results of this study highlight main points Firstly, most of students at Nguyen Truong To high school have rather accurate perceptions of what an evaluative paragraph is and the importance of use evaluative language when writing evaluative paragraph Secondly, the reality of the use of language elements to present attitude in given topics is various Many reasons for difficulities in writing evaluative paragraph are discovered Thidly, some suggestions how to teach evaluative paragraph in English are proposed ii ACKNOWLEDGEMENT Above all, I would like to express my special gratitude to my supervisor, Assoc Prof Dr Trần Văn Phước who has given me the whole-hearted guidance and helped me to overcome all the difficulties during the time I carried out this study I wish to express my thanks to Ms Nhung and all students of 11B4 Nguyen Truong To high school for creating the favorable conditions for me to implement this study It cannot be denied that our library plays an important part in providing all of us with various documents as well as necessary references needed for our papers Finally, I thank to my family and my best friends for all the encouragement and advice they gave me Hue, 11/2017 iii TABLE OF CONTENTS STATEMENT OF ORIGINALITY i ABSTRACT ii ACKNOWLEDGEMENT iii TABLE OF CONTENTS iv LIST OF TABLES vi CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study .3 1.4 Research Question 1.5 Research Significance .4 1.6 Thesis organization CHAPTER LITERATURE REVIEW 2.1 Introduction .5 2.2 Previous studies 2.3 Theoretical Background 2.3.1 Definition of evaluation 2.3.2 Evaluative language 10 2.3.3 Appraisal Framework 11 2.3.4 Evaluative writing 13 2.3.5 Approaches to teaching writing skills 14 2.3.6 Method of writing evaluative paragraph 17 2.4 Summary 18 CHAPTER RESEARCH METHODOLOGY 19 3.1 Introduction .19 3.2 Research Design .19 3.3 Subjects of the study .20 3.4 Data collection 20 3.4.1 Paragraph writing Pre-Test .20 iv 3.4.2 Questionnaire: 21 3.5 Data Analysis 23 3.6 Summary 23 CHAPTER FINDINGS AND DISCUSSIONS 24 4.1 Introduction: 24 4.2 Students' perceptions of the use of evaluative language in writing in English 24 4.3.The reality of the use of evaluative language to express ATTITUDE towards given topics in their paragraph writing in English of Nguyen Truong To high school students 32 4.3.1.NTT High School students’ preparation for writing an evaluative paragraph 32 4.3.2 The reality of the use of language elements to present ATTITUDE .33 4.3.2.1 Data from paragraph writing Pre-test 33 4.3.2.2 Data from questionnaire 43 4.4 The techniques can be applied to improve their evaluative writing in English paragraphs 59 4.5 Some suggestions how to teach evaluative paragraph in English 63 4.6 Summary 66 CHAPTER CONCLUSION & IMPLICATION 67 5.1 Conclusion 67 5.2 Implication 68 5.2.1 Implications for teacher 68 5.2.2 Implications for students 68 5.3 Limitations 68 5.4 Suggestions for further research .69 REFERENCES 70 v LIST OF TABLES Table Students’ perception of an evaluative paragraph 25 Table Students’ perception of the importance of presenting evaluation in writing 26 Table Students’ perception of suitable topics/ issues for presenting evaluation 26 Table Students’ perception of language elements for evaluation when writing 27 Table Students’ perception of kind of words used most frequently in evaluative paragraph 28 Table Students’ perception of kind of phrases used most frequently in evaluative paragraph 29 Table Students’ perception of kind of sentences used most frequently in evaluative paragraph 30 Table Students’ perception of difficulty/easiness to evaluate in a foreign language 31 Table Students’ perception of necessity to be trained skills of writing evaluative paragraph 32 Table 10 Percentage of opinions of students’ preparation for writing an evaluative paragraph 33 Table 11 Attitude totals in topic 34 Table 12 Attitude totals in topic 37 Table 13 Attitude totals on topic 40 Table 14 Statistics of positive/negative sentences of Affect in topic 43 Table 15 Statistics of positive/negative words of Affect in topic 44 Table 16 Statistics of positive/ negative sentences of affect in topic 45 Table 17 Statistics of positive/ negative phrases of Affect in topic 45 Table 18 Statistics of positive/ negative words of Affect in topic 46 Table 19 Statistics of positive/negative sentences of Affect in topic 47 Table 20 Statistics of positive/ negative phrases of Affect in topic 48 Table 21 Statistics of positive/ negative sentences of Judgement in topic 48 Table 22 Statistics of positive/ negative phrases/ words of Judgement in topic 49 Table 23 Statistics of positive/ negative sentences of Judgement in topic 49 Table 24 Statistics of positive/ negative phrases of Judgement in topic 50 vi Table 25 Statistics of positive/ negative words of Judgement in topic 51 Table 26 Statistics of positive/ negative sentences of Judgement in topic 51 Table 27 Statistics of positive/ negative phrases of Judgement in topic 52 Table 28 Statistics of positive/ negative words of Judgement in topic 52 Table 29 Statistics of positive/ negative sentences of Appreciation in topic 53 Table 30 Statistics of positive/ negative phrases of Appreciation in topic 54 Table 31 Statistics of positive/ negative words of Appreciation in topic 54 Table 32 Statistics of positive/ negative sentences of Appreciation in topic 55 Table 33 Statistics of positive/ negative phrases of Appreciation in topic 55 Table 34 Statistics of positive/ negative words of Appreciation in topic 56 Table 35 Statistics of positive/ negative sentences of Appreciation in topic 56 Table 36 Statistics of positive/ negative phrases/ words of Apprciation in topic 57 Table 37 The students’ response 58 Table 38 Reasons for difficulties/ease in writing evaluative paragraph 58 Table 39 The students’ preparation 59 Table 40 The students’ responses to get ideas 60 Table 41 The students’ ideas about activities for mastering language elements for evaluation 61 Table 42 Students’ responses to be able to write an effective evaluative paragraph 62 Table 43 The students’ responses to techniques to develop evaluative writing skill 62 vii CHAPTER INTRODUCTION 1.1 Rationale In the process of globalization, English plays an important part in developing many fields, such as economy, politics, and culture, et It has been a language learned and taught in almost part of the world.Therefore, there is a great demand for teaching and learning English In recent years, particularly, English learners and users focus much on the ability to communication in English There exist misunderstandings in the term of communication For them, communication competence means that learners can communicate in spoken language This leads too much attention to speaking and listening skills Coffin and Hewings acknowledged this misunderstanding in their research According to Coffin and Hewings (as cited in Xinghua &Thompson, 2009), “there less attention is given to EFL/ESL students’ writings” Fortunately, recently there have been encouraging signs in teaching writing skill in English This phenomenon is a good sign because writing is an essential skill which needs to be mastered in teaching and learning English According to Setiawan et al (2014), writing helps learners with the chance to find ways of showing their ideas in a foreign language The purpose of teaching and learning writing is to promote “student’s learning and their daily communication” Nguyen Ho Hoang Thuy (2009) supported with this view She said that writing skill helps “developing the students’ English writing skill in paticular and communicative competence in general” (p.61) Having a proper understanding of the importance of writing skill, many studies have been conducted to get more understading about this skill Writing skill is not only recognised as an inportant skill but also as one of the most complex skills to be mastered The complexity of writing skill was concluded in variety of researches (Setiawan et al., 2014; Trinh & Nguyen, 2014; Nguyen, 2009) According to Tangpermpoon (2008), writing is the most difficult, complex and problematic to - Students start to official writing - Teacher makes their paragraphs publish by collecting them, asking students to exchange their paragraphs, or choosing some students’ paragraphs to correct in front of class 4.6 Summary The data collected and analyzed from the questionnaire and paragraph writing Pre-test can be summarized as below: (1) Student’s perceptions of the use of evaluative language in writing in English - Most of the students have rather accurate perceptions of it However, the students have not had correct perception of language elements for evaluation yet (2) The reality of the use of evaluative language to express attitude in evaluative paragraph writing in English - Most of the students not seem to have done careful and adequate preparation for writing an evaluative paragraph - Evaluative language is used most in topic of writing an evaluative paragraph about a teacher (topic 3) In addition, the students can express easily their evaluation in subsystems: affect, judgement, and appreciation in this topic and topic - The students have difficulties in using the Attitude system of affect in topic (expressing attitude towards using Internet) - The students have difficulties in searching for language elements as well as ideas to express their evaluation in writing (3) The techniques can be applied to help the students improve their evaluative paragraph writing in English Brainstorming technique, technique of organization paragraph, and technique of making judgement wished to be trained to improve their evaluative paragraph writing in English 66 CHAPTER CONCLUSION & IMPLICATION This chapter presents the conclusion from the findings of the research and points out its limitations and implications as well as suggest for further research 5.1 Conclusion The results show some key findings that can be used to answer research questions about the use of evaluative language to express Attitude in English paragraph writing at Nguyen Truong To High school Firstly, regarding students’ perceptions of evaluative paragraph, through questionnaire survey, It can be concluded that the majority of participants have general understanding about what an evaluative paragraph is and perceive correctly about the inportance of expressing evaluation in writing According to them, writing evaluative paragraph is an hard work Therefore, it is extremely important and necessary to be trained and taught skills of writing evaluative paragraph However, they have misconceptions of language elements used in evaluative paragraph Secondly, the findings pointed out the reality of using language elements to present Attitude in given topics During the term of Attitude, 147 Attitude systems were discovered in topic 1, consisting of affect subsystems (4.1%); 11 judgement subsystems (7.5%), and 130 appreciation subsystem (88.5%) 148 Attitude systems were discovered in topic 2, consisting of 52 affect subsystems (35.1%); 33 judgement subsystems (22.3%), and 63 appreciation subsystem (42.6%) 214 Attitude systems were found out in topic 3, consisting of 73 affect subsystems (34.1%); 83 judgement subsystems (38.7%), and 58 appreciation subsystem (27.1%) About comparison of highest percentage of subsystems of Attitude in each topic was different, namely the attitude system of appreciation was used dominantly in topic and In topic 3, it was attitude of judgement that was dominantly used Besides, this thesis revealed student writers tended to present evaluation about topics or issues related to people rather things and phenomena In addition, positive evaluation was more frequently used than negative evaluation The writer students seemed to avoid presenting their evaluation in negative way The student writers found it difficult to search for 67 language elements to present ATTITUDE systems in e given topic Finally, among brainstorming technique, judgement-making technique, evaluative language choosing technique, organization of the paragraph technique, brainstorming technique is supposed that it is the most important and should be taught in order to help them write an evaluative paragraph successfully 5.2 Implication 5.2.1 Implications for teacher Basing on the above findings the researcher would like to propose some suggestions to help students improve evaluative writing in English writings Firstly, teachers should have an awareness of the necessity of teaching evaluative paragraph writing to students systematically by training for them to step-by-step to improve evaluative paragraph writing Second, teachers should help students realize the importance of preparation before writing paragraph in general and evaluative paragraph in particular Finally, teachers should encourage students to share their paragraph to others members in class, as well as read and give feedback on partner’s paragraph to help them revise, and learn from friends 5.2.2 Implications for students Similar to teachers, students should be aware of learning skills of writing evaluative paragraph, following teachers’ instructions Students need to pay attention to lesson and participate in activities with teachers actively and enthusiastically Students also need to be right conscious of the importance of preparation steps before writing an evaluative paragraph One more thing is that students should be ready to share their writing to other members in class as well as read and give feedback on their partner’s writing In conclusion, the researcher would like to emphasize the important pedagogical implication gained from the above findings is that teachers not only focus on the correctness of grammar as it used to but also pay more attention to evaluative meanings 5.3 Limitations During the time carrying out the thesis, the researcher has made her best effort 68 to fulfill it However, there still exist some limitations Firstly, it is the term of experience Because this is the first time the researcher has dealt with such a large research, the lack of researching experience leads to difficulties , such synthesizing the data and analyzing the findings The second limitation is the time limit and restricted scope about assigned topics, participants, and numbers of students’ paragraph writing Pre-test This may influence the reliability of the research results The third limitation is that the researcher has not gone into detail yet to subsystems of affect, judgement, and appreciation 5.4 Suggestions for further research During the process of conducting the study, the researcher would like to suggest some ideas for further research From the second limitation, the researcher recommend that a similar research is needed to examine the interaction between different topics and the use of Attitude resources to express evaluation in writing Additionally, a similar research on larger scale with more detailed analysis be implemented to achieve more valid and reliable findings 69 REFERENCES Access Center.(2004) Accessing Skills Toward Successful Writing Development Retrieved September, 27, 2016 from http://www.readingrockets.org/article/accessing-skills-toward- successfulBritish Council (2003) Product and Process Writing: A comparison Retrieved July, 27, 2017 from https://www.teachingenglish.org.uk/article/product-process-writing-acomparison Bourns, S K.,& Myers, L L (2014) Perspectives on Linguistic Structure and Context: Studies in Honor of Knud Lambrecht.Philadelphia John Benjamins publishing company Bruning, R., & Horn, C (2000).Developing Motivation to Write Educational Psychologist, 35, 25-37 Curry, M J (2003) Approaches to Teaching Writing: Open Research Online Retrieved July, 29, 2017 from http://oro.open.ac.uk/17043/1/TAWChap2 Creswell, J W.(2014) Research Design: Qualitative, Quantitative and Mixed Methods Approaches Washington DC Chusna, S., & Wahyudi, R (2005) Appraisal Devices on the X Factor Indonesia Commentaries: Language, Discourse and Society, 3(2), 70-93 Eliwarti, E., & Maarof, N (2014) The Effects of Types of Writing Approaches on EFL Students‟ Writing Performance, 2, 112-119 Goodman, Y M (1986) Children coming to know literacy In Teale, W H., & Sulzby, E (Eds.) Emergent literacy: Writing and reading (pp.1-14) Norwood, NJ: Ablex Guide, T III-E Teaching Writing to Adult English Language Learners Retrieved July, 27, 2017 from http://www.cal.org/caela/scb/III_E_TeachingWriting.pdf Halliday, M A K., & Mathiessen, C (2004) Introduction to Functional Grammar (3rd ed.) Great Britain: Arnold Hunston, S (1989) Evaluation in Experimental Research Articles (1st ed.) Unpublished doctoral dissertation, Birmingham University 70 Hunston, S., & Thompson, G (2000) Evaluation in Text:Authorial Stance and the Construction of Discourse UK: Oxford University Press Hunston, S.(2011).Corpus Approaches to Evaluation: Phraseology and Evaluative Language New York: Routledge Klimova, B F.(2013) Approaches to teaching of writing skills, 112, 147-151 Lancaster, Z (2014) Exploring Valued Patterns of Stance in Upper-level Student Writing in the Disciplines, 31(1), 27-57 Martin, J R & White, P R R (2005) The Language of Evaluation: Appraisal in English New York: Palgrave MacMilan Mei, W, S., & Allison, D (2005) Evaluation Expressions in Analytical Arguments: Aspects of Appraisal in Assigned English language Essays, 2(1), 105-127 Nguyen Ho Hoang Thuy (2009) Teaching EFL Writing in Vietnam: Problems and Solutions- a Discussion from Outlook of Applied Linguistics VNU Journal of Science, 25(1), 61-66 Nguyen Thi Thuy Phuong (2015) An Investigation into Appreciation in “Perfect Spy” by Larry Berman and its Vietnamese Version “Điệp Viên Hoàn Hảo” by Đỗ Hùng in Perspectives of Appraisal Theory and Functional Grammar Unplished master’s thesis, DaNang University Nguyen Thi Hong Lien (2016) An Appraisal Analysis of the Language of Judges in American Idol and Vietnamese Idol Unplished master’s thesis, Danang University Ngo, T., & Unsworth, L.(2015) Reworking the Apparisal Framework in ESL Research: Refining Attitude Resources, 2(1), 1-24 Nunan, D.(1991) Language Teaching Methodology: A Textbook for Teachers Macquarie University Press Oshima, A., & Hogue, A (1998).Writing Academic English (3rd ed) New York: Addison Wesley Longman Palpanadan, S T., Salam, A R B., & Ismail, F B (2014) Comparative Analysis of Process versus Product Approach of Teaching Writing in Malaysian Schools: Review Literature, 22(6), 789-795 71 Pekarova, R (2011) Evaluative Language in Journalistic Discourse.Unpulished master’s dissertation, Masaryk University Phan Thi Hong Mai (2016) An Appraisal Analysis of Mood Adjuncts Expressing Assurance and Concession in Discourses of American Idol and Vietnamese Idol Unplished master’s thesis, Danang University Salkind, N J (2012) Exploring research(8th ed) New Jersey: Pearson Setiawan, A., Rohayati, T., Sari, A P., & Kusuma, D W (2014) The Challenges in Teaching Writing Skill at Junior High School: Problems and Solutions Unpublished doctoral dissertation, Jambi University Sulzby, E (1985).Children's Emergent Reading of Favorite Storybooks: A Developmental Study Reading Research Quarterly, 458-481 Sun, Ch., & Feng, G (2009) Process Approach to Teaching Writing Applied in Different Teaching Methods, (1),150-155 Tangpermpoon, T (2008) Integrated Approaches to Improve Students Writing Skills for English Major Students, 28(1), 1-9 Tokunage, A (2010).Understanding the Language of Evaluation: An Introduction to Appraisal Theory, 9, 1-18 Trinh Quoc Lap and Nguyen Thanh Truc (2014) Enhancing Vietnamese Learners‟ ability in Writing Argumentative Essays, 11(2), 63-91 Ur, P.(2012) A Course in English Language Teaching (2nd ed) Cambridge: Cambridge University Press Vallaydares, J L M., & Roux, R (2015) Mexican Secondary School Teachers‟ Linguistic Expression of Attitude towards the National English Program in Basic Education Australian International Academic Centre: Australia Wu, H B., (2013) Appraisal Perspective on Attitudinal Analysis of Public Service Advertising Discourse, 3(1), 55-65 Xinghua, L., & Thompson, P (2009) Attitude in Students‟ Argumentive Writing: A Contrastive Perspective, 1, 3-15 Xinghua, L (2013) Evaluation in Chinese University EFL Students‟ English Argumentative Writing: An Appraisal Study, 10(1), 40-53 72 Yliopisto , H (2014) Evaluation in preliminary examiners‟ statements Retrieved June, 24, 2017 from http: // www.helsinki.fi/englanti/elfa/ProGradu_Ruut_Kosonen.pdf 73 QUESTIONNAIRE Instructions: Please put a tick  in the box next to the answer of your choice or write in the space provided as the case may be A Perceptions In your opinion, what is an evaluative paragraph? Expressing of your attitude, feelings, making judgments about people, human behaviour, ideas, and possible actions  Writing about what a person, place, or thing is like  Writing about the similarities or differences between two or more people, ideas, things, or places explaining how or why something happens or has happened As a student, is it necessary to express evaluation in writing?  very necessary  necessary  little necessary  not necessary What topics/issues you think it suitable to present evaluation?  people  things  events  phenomenon What language elements you need for evaluation when writing?  words  phrases  sentences What kind of words have you used most frequently in evaluative paragraph?  nouns  verbs  adjectives  adverbs What kind of phrases have you used most frequently in evaluative paragraph?  noun phrase  verb phrase  adjective phrase  adverbal phrase What kind of sentences have you used most frequently in evaluative paragraph?  mental process sentences  behavioural process sentences  relational process sentences verbal process sentences Is it easy or difficult to evaluate in a foreign language?  very easy easy  very difficult  difficult Is it necessary to be trained skills of writing evaluative paragraph?  very necessary  necessary  little necessary  not necessary B How have you evaluated in your paragraphs? 10 How have you been preparing for writing an evaluative paragraph? read model paragraph  find clear and specific criteria to evaluate  find supporting evidence for each criterion  brainstorm emotive and evaluative words or phrases, being suitable to each of the criterion 11 What language elements have you used to present your positive/negative affect in the following topics: 11.1 Topic 1: Some people say that the Internet provides people with a lot of information and much convenience Other think access to so much information creates problems and brings potential troubles What is your opinion? 11.1.1 Which of following sentences have you used ? As for as I’m concerned I believe that Internet definitely provides us with a lot of valuable information Internet makes people feel exhausted because of sitting in front of Internet too long  I feel depressed after spending too much time on Internet I feel comfortable when relaxing by sitting in front of Internet after hard work time 11.1.2 Which of the following words have you used ?  exhausted  believe  depressed  comfortable 11.2 Topic 2: Write a paragraph about 200 words to evaluate your favourite movie Say the reasons and how much you like it 11.2.1 Which of the following sentences have you used ? This film makes me feel comfortable after stressful and exhausting hours This animation gives me much joy I cried very much when watching this film  I really like this film 11.2.2 Which of following of phrases have you used?  like best  really like  cry very much  very like 11.2.3 Which of following of words have you used?  like  love  cry sad 11.3 Topic: evaluating the teacher you admire most Topic 3: Write a paragraph about 200 words to tell about the teacher you admired most Say the reasons for your admiration and how much you and your classmates enjoy him/ her 11.3.1 Which of the following sentences have you used ?  Tears ran down my cheek  I like him/her very much I cried on the day when she was away from me  She will be always in my memory 11.3.2 Which of the following phrases/ words have you used ?  admire  love dislike  extremely like 12 What language elements have you used to present your positive/negative judgement in the following topics: 12.1 Topic 1: Some people say that the Internet provides people with a lot of information and much convenience Others think access to so much information creates problems and brings potential troubles What is your opinion? 12.1.1 Which of the following sentences have you used ? People can talk with each other any time and any place with Internet People who spend too much time sitting in front of Internet can easily get ill Internet makes children become violent, lazy and passive We can send and receive photos and documents immediately 12.1.2 Which of the following phrases/ words have you used ?  hacker  hero keyboard  bad guys 12.2 Topic 2: Write a paragraph about 200 words to evaluate your favourite movie Say the reasons and how much you like it 12.2.1 Which of the following sentences  The actors played very well  Two main actors had good performance  Film makers were really excellent Main actress was a bad- tempered girl 12.2.2 Which of the following phrases have you used ? extremely kind  richest and the most powerful boys  talented lawyer  superficial mind 12.2.3 Which of the following words have you used ? generous  intelligent helpful  bad tempered 12.3 Topic 3: Write a paragraph about 200 words to tell about the teacher you admired most Say the reasons for your admiration and how much you and your classmates enjoy him/ her 12.3.1 Which of the following sentences have you used?  She/ He taught very well  She/ He was a strict teacher  She/ He was always kind to her/ his colleagues She/ He was an experienced teacher 12.3.2 Which of the following phrases have you used?  never lose patience  have sense of humour  have a deep knowledge  be willing to give advice 12.3.3 Which of the following words have you used? talented  strict  friendly  humorous 13 What language elements have you used to present your positive/negative appreciation in the following topics: 13.1 Topic 1: Some people say that the Internet provides people with a lot of information and much convenience Others think access to so much information creates problems and brings potential troubles What is your opinion? 13.1.1 Which of the following sentences have you used? It can’t deny that Internet plays an important role in our life Sitting too much in front of internet leads to serious consequences In my opinion, Internet provides us with a lot of valuable information rather than harmful problems Internet helps people many things like: relax, calculator, and communicate 13.1.2 which of the following phrases have you used ?  as a source of enormous information  a lot of advantages  potential problems  harmful to eyes and spine 13.1.3 Which of the following words have you used ?  important valuable disadvantages harmful 13.2 Topic 2: Write a paragraph about 200 words to evaluate your favourite movie Say the reasons and how much you like it 13.2.1 Which of the following sentences have you used?  This is the most interesting film I have ever watched The film had a mournful ending  The film is considered as the best work in the world for not only arresting content but also talented actors and actresses  The film has attracted many people 13.2.2 which of the following phrases have you used?  make a good impression to viewers  bad comments  excellent content  a great film 13.2.3 Which of the following words have you used ?  great meaningful famous mournful 13.3 Topic 3: Write a paragraph about 200 words to tell about the teacher you admired most Say the reasons for your admiration and how much you and your classmates enjoy him/ her 13.3.1 Which of the following sentences have you used?  She seems to be still young at the age of forties His/ Her teaching method is is easy to understand  Teaching is a hard job but he/ she always finished it well  Her hair is black and long, which is suitable to her oval face 13.3.2 which of the following phrases/ words have you used ?  be easy to understand  interestingly  beautiful/handsome  hard lessons 14 How easy/difficult was it to search for what language elements to present your evaluation in the given topics?  very easy  easy  very difficult  difficult 15 Why was it easy/difficult to search for what language elements to present your evaluation in the given topics?  be difficult to find suitable evaluative words and phrases for the given topics  lack vocabulary to express evaluation lack ideas to express evaluation be available framework for evaluative language, so only look at and choose suitable words C Solutions 16 How should you prepare for writing an effective paragraph?  read model paragraphs look for ideas  make simple outline writing and revising outline 17 Where can you get ideas for paragraph?  from brainstorming  from reading  from questions  from freewriting 18 How should you for mastering language elements for evaluation?  read model evaluative paragraphs as more as possible  identify evaluative language elements in model paragraphs read and learn by heart evaluative language in framework for evaluative language  learn emotive and evaluative words , phrases and their synonyms as more as possible 19 How should you yourself to be able to write an effective evaluative paragraph? Read model evaluative paragraphs Establish specific criteria  Make judgement and provide evidence to support evaluative paragraph  Express emotions, attitude towards topic through evaluative language 20 Which techniques of writing should your teachers help you write an evaluative paragraph successfully? brainstorming technique  judgement- making technique evaluative language choosing technique organization of the paragraph technique Please provide some personal information - Sex Male  Female  - Age: …… - How many years have you learned English? …… Thank you so much for your contribution!