linguistic errors in writing a paragraph of 10th form students at nguyen trai high school in hai phong and some solutions = những lỗi về ngôn ngữ khi viết đoạn văn của học sinh lớp 10 trường thpt nguyễn trãi

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ BÍCH NGỌC PHẠM THỊ BÍCH NGỌC LINGUISTIC ERRORS IN WRITING A PARAGRAPH OF 10TH FORM LINGUISTIC ERRORS IN WRITING A PARAGRAPH OF 10TH FORM STUDENTS AT NGUYEN TRAI HIGH SCHOOL IN HAI PHONG AND STUDENTS AT NGUYEN TRAI HIGH SCHOOL IN HAI PHONG AND SOME SOLUTIONS SOME SOLUTIONS (NHỮNG LỖI VỀ NGÔN NGỮ KHI VIẾT ĐOẠN VĂN CỦA HỌC SINH LỚP 10 TRƯỜNG THPT NGUYỄN TRÃI – HẢI PHÒNG VÀ MỘT SỐ BIỆN PHÁP KHẮC PHỤC) (NHỮNG LỖI VỀ NGÔN NGỮ KHI VIẾT ĐOẠN VĂN CỦA HỌC SINH LỚP 10 TRƯỜNG THPT NGUYỄN TRÃI – HẢI PHÒNG VÀ MỘT SỐ BIỆN PHÁP M.A KHẮC PHỤC) MINOR THESIS M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Field: English Teaching Methodology Code: 60.14.10 HANOI - 2012 HANOI - 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ BÍCH NGỌC LINGUISTIC ERRORS IN WRITING A PARAGRAPH OF 10TH FORM STUDENTS AT NGUYEN TRAI HIGH SCHOOL IN HAI PHONG AND SOME SOLUTIONS (NHỮNG LỖI VỀ NGÔN NGỮ KHI VIẾT ĐOẠN VĂN CỦA HỌC SINH LỚP 10 TRƯỜNG THPT NGUYỄN TRÃI – HẢI PHÒNG VÀ MỘT SỐ BIỆN PHÁP KHẮC PHỤC) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Cao Thúy Hồng, M.A HANOI - 2012 TABLE OF CONTENT Page PART I: INTRODUCTION Rationale Objectives of the study Research questions Scope of the study Method of the study Organization of the study PART II: DEVELOPMENT Chapter I: Literature review I.1 Teaching writing I.1.1 Reasons for teaching writing I.1.2 Principles of teaching writing I.2 Teaching paragraph writing I.2.1 Definition of Paragraph I.2.2 Classifications of paragraph I.3 Writing errors I.3.1 Definitions of errors I.3.2 The role of “errors” in English Language Teaching I.3.3 Classifications of writing errors I.3.4 Error correction 10 I.3.5 Teacher‟s role in error correction 10 I.4 Previous studies 11 Chapter II: Methodology II.1 The situation of teaching and learning English at N.T.H.S 12 II.2 Subjects 13 II.3 Research method 13 II.3.1 Method of data collection 13 II.3.2 Method of data analysis 14 II.4 Research procedure 14 Chapter III: Data analysis and discussions III.1 Students‟ perception of their linguistics errors in writing a paragraph i 15 III Students‟ feeling when making errors in writing 15 III.3 The causes of students‟ linguistic errors in writing a paragraph 16 III.4 Teacher‟s errors correction in students‟ paragraphs 16 III.5 Students‟ revision on their errors 17 III.6 Kinds of linguistic difficulties 18 III Grammar difficulties 18 III.8 Vocabulary difficulties 21 III.9 Linking words difficulties 23 Conclusion 23 Chapter IV: Suggestions IV.1 Fostering students‟ knowledge of grammar, vocabulary and linking words 27 IV.1.1 Fostering students‟ grammar knowledge 27 IV.1.2 Fostering students‟ vocabulary knowledge 28 IV.1.2 Fostering students‟ knowledge of linking words 31 IV.2.1 Self - correction and peer – correction 33 IV.2.2 Teacher‟s correction 35 PART III: CONCLUSION 37 References 39 ii LIST OF ABBREVIATIONS N.T.H.S: Nguyen Trai high school iii LIST OF TABLES Table 1: Students‟ perception of making linguistic errors Table 2: Students‟ feeling when making errors in writing a paragraph Table 3: Teacher‟s errors correction in students‟ paragraph Table 4: Students‟ revision on their errors Table 5: Kinds of linguistic errors Table 6: Grammar difficulties in writing a paragraph Table 7: Vocabulary difficulties in writing a paragraph Table 8: Linking words difficulties in writing a paragraph iv LIST OF CHARTS Pie chart 1: Causes of students‟ linguistic errors in writing a paragraph Chart : Students‟ frequency of using linking words in a paragraph v PART I: INTRODUCTION Rationale Teaching and learning a foreign language aims at providing the learners with means of communication To acquire the communicative competence, four language skills (reading, speaking, listening and writing) are taught regularly at schools and universities, among which writing skill is very important because it helps learners to learn other skills better “First, writing reinforces the grammatical structures, idioms, and vocabulary that we have been teaching our students Second, when they write, they have a chance to be adventurous with the language, to go beyond what they have just learned to say, to take risks Third, when students write, they necessarily become very involved with the new language; the effort to express ideas and constant use of eye, hand and brain is the unique way of expressing their idea They discover a real need for finding the right word and the right sentence The close relationship between writing and thinking makes writing a valuable part of any language courses” (Raimes, 1938: 3) Due to the importance of writing skill, it is part of the English syllabus at high school However, from the writer‟s teaching-experience at Nguyen Trai high school, not enough attention has been paid to the teaching and learning of writing skill at high school Writing is both dismal and neglected: many students never get a writing assignment, and many writing exercises in the textbook are abandoned Besides that, teachers are also afraid of teaching writing skill They think that teaching writing is really a challenge The ignorance of writing skill at high school has resulted in students‟ poor writing skill: they have a lot of mistakes and many of them are unable to write an understandable paragraph One of the most serious problems that the writer has identified from her experience teaching paragraph writing to students is linguistic difficulties For example students often use wrong verb tenses in a paragraph, they confuse the meaning of the words or they can‟t create the coherence in the paragraph by linking words Therefore, the researcher would like to this research to find out common linguistic difficulties in writing a paragraph of 10th form students and suggest some solutions to help students to avoid the linguistic errors and improve their paragraph writing Objectives of the study As just mentioned, students at Nguyen Trai high school face many linguistic difficulties in writing a paragraph Therefore, the ultimate goal of the research is to find out the real situation of students‟ linguistic difficulties in writing Research questions Specifically, the research aims at finding out the answers to the following questions : - What are students’ perceptions of their linguistic errors in writing paragraph? - What are common linguistic errors (in terms of grammar, vocabulary and linking words) made by students in writing a paragraph? Scope of the study The study is about paragraph writing of 10th form students at Nguyen Trai high school However, due to the limited scope and time, it is confined to finding out the students‟ linguistic errors in paragraph writing Specifically, only mistakes in grammar, vocabulary and linking words will be taken into consideration Method of the study In this study, the writer adopted the quantitative research approach Specifically, survey questionnaires and model analysis were two methods employed to collect data for the research study Questionnaires were conducted among 60 students to find out students‟ perceptions of their linguistic difficulties in writing a paragraph Sixty paragraphs on three different topics from 60 students were collected Mistakes were identified and classified into different categories Statistical counting was carried out to bring about the real picture of students‟ linguistic difficulties Organization of the study In order to achieve the above mentioned aims, this paper is divided into three parts: The first part is the Introduction, which points out the rationale, aims, and scope of the study Research questions are also specifically defined to serve as guidelines for the whole paper The second part is the Development In this part, three chapters are presented In chapter one, literature related to teaching writing, paragraph writing and writing errors is reviewed In chapter two, the method of the study is presented It includes careful descriptions of the subjects, sampling method, instrument and method of data collection and analysis The last chapter presents data analysis and discussion In this part, questionnaires and writing samples collected from 10th form students at Nguyen Trai high school are analyzed to find out students‟ typical errors in order to recommend effective strategies for teaching paragraph writing The last part of the study is the Conclusion, which points out what has been addressed as well as what has not been completed and offers recommendations for further study PART III: CONCLUSION Recapitulation In this study, the major issues concerning students‟ linguistic errors in writing a paragraph have been taken into consideration and examined both theoretically and practically Of all grammar errors, errors in verb tenses are the most common Meanwhile in vocabulary use, spelling errors account for the highest percentage Besides that, students find it most difficult to understand the meaning of linking words when using them Students were aware of the errors they made In their perception, they all thought that grammar was the most difficult, and then vocabulary and linking words However, with some specific types of linguistic errors, there was a conflict between students‟ perceptions and the errors they made in writing for example, the errors in verb tenses, articles, word order and word form Students didn‟t recognize exactly which type of grammar errors, vocabulary errors they often made, or which aspect of linking devices caused difficulty for them Students were probably not aware of the differences between the specific kinds of errors In students‟ writing correction, teachers only corrected some remarkable errors only or gave a comment at the end of the paragraph only, which were difficult for students to recognize their errors In addition, many students didn‟t revise their writing so they couldn‟t learn from their own errors and couldn‟t improve their writing So teachers should apply a suitable ways in teaching the aspect of grammar, vocabulary and linking words as well as in correcting students‟ errors, so that the students can avoid those errors and improve their paragraph writing Limitations of the study Due to the limitation of time, references and ability, in the study, shortcomings are inevitable Firstly, the study just collected 60 papers from 60 students in N.T.H.S for error analysis That is only a small number Therefore, the results of the research may not be generalized Secondly, the data for analysis were paragraphs which were collected from free-writing tasks, students could write the paragraphs at home, so they could have avoided the structures or words which they felt uncertain, or they could probably looked for reference or copied from 37 somewhere This means that the results of the research may not reflect and detect thoroughly all kinds of errors which the students may commit However, the researcher hopes that the study will be a valuable reference and useful to the teachers and the students in N.T.H.S as well as others who are interested in the problem Suggestions for further studies This research only examined the most common linguistic errors, not all kinds of errors in paragraph writing Further studies, therefore, could continue with other types of errors in paragraph writing Besides, this research only focuses on linguistic errors in the teaching and learning of writing Problems in teaching and learning other skills could be the topic for further research as well 38 REFERENCES Batram M., Walton.R (2001), Correction: Mistake management: A positive approach for language teachers, Commercial Color Press Bui Thi Tram (2010) , Common written errors committed by first year students at the faculty of English Language Teacher Education, Hanoi University of International studies and Foreign Languages Ha Noi Byrne D (1988), Teaching Writing Skill, Longman, London Corder, S.O (1967), Error analysis and Interlanguage, Oxford: OxfordUniversity Press Crystal (in Lee) D (1987), A dictionary of linguistics and phonetics, Basil Blackwel Inc, New York Cunning worth A (1987), Evaluation and Selecting Teaching Materials, Heinemann Education Book, London Gavigan L.,Citarella R (2005), 20 common writing errors, Future goals unlimited,INC Edge J (1997), Mistakes and correction, Longman, New York Retrieved June 20, 2012 from the web http://www.scribd.com/doc/11235151/Mistakes-and-Correction Feist B (1996), Applied Communication Skills: Writing Paragraphs, Adult Education, Cambridge Ferris D.R (2002), Treatment of error in second language writing, Ann Arbor: The University of Michigan Press Harmer J (1998), How to Teach English, Longman 10 Huong, T.T, Minh,N.T.T etal (2007), ELT Methodology II-Course book, VNU: CFL 11 Le Thi Huong (1999) , Written errors and mistakes made by the 12th form students 12 Lee N (1990), Notion of errors and appropriate corrective treatment, Hong Kong paper in Linguistics and Language teaching 13 HongKong Baptist College 39 Retrieved June, 26, 2012 from the web http://www.eric.ed.gov/ 13 Lyons.L.H ,Heasley B (1992), Study writing, CU press 14 Oshima A , Hogue A ( 1996) , Writing Academic English, Addison-Wesley Publishing Company 15 Raimes A (1938), Techniques in Teaching Writing, Oxford University Press 16 Sally W (1999), Oxford advanced learner’s dictionary, Oxford university 17 Tran Thi Hong, Bui Thi Duyen ( 2010) , Common grammar errors in Writing of first year students in Falcuty of English Language Teacher Education, Ha Noi 40 QUESTIONNAIRE This survey questionnaire is designed for my research into the “Linguistic difficulties in writing a paragraph of 10th form students at Nguyen Trai high school in Hai Phong and some solutions.” I highly appreciate your honesty and cooperation Do you often make linguistic errors in writing a paragraph? ……………………………………… How you feel when you make errors in writing ? A I am disappointed with my English B I consider it the chance to know what I have lacked and to get experience C I have no feeling What kind of linguistic errors you often make? A Grammar B Vocabulary C Linking words What grammatical part you find the most difficult when you write a paragraph? A Verb tenses B Subject- verb agreement C Article usage D Preposition usage Which aspect of vocabulary you find the most difficult when you write a paragraph? A Word choice B Word form C Word order D Spelling How often you use linking words in writing a paragraph? A Often B Sometimes C Rarely D Never What aspect(s) of linking words you consider when you use them in a paragraph? A Meaning B Punctuation I C Usage What you think are the causes of your linguistic errors in writing a paragraph? A Carelessness B Teaching methods C Materials D Difficult topics How does your teacher often correct linguistic errors in your paragraph? A Correct some remarkable errors only B Give a comment at the end of the paragraph only C Correct all errors 10 What you often when having back your paper? A I look carefully at my errors and self-correct them B I compare my work with the others and correct the errors together C I ask my teacher about unclear points D I glance over indicated errors E I have a look at the remarks given by the teacher F Knowing the mark is enough II APPENDIX 1: GRAMMAR ERRORS Verb tenses I play the piano since I was years old (paper 1) This was the first time we were there (paper 3) We play on the beach during the afternoon (paper 3) I used to play tennis when I am a child ( paper 4) That day is Sunday (paper 7) and our class have an excursion to Cat Ba island(paper 7) we travel to Cat Ba by ship (paper 7) It takes us three hours to get there (paper 7) 9+10 After we arrive, we rent an expensive hotel (paper 7) 11 We visit many beautiful places (paper 7) 12 In the afternoon, we go swimming (paper 7) 13 In the evening, we go to night market to buy souvenir (paper 7) 14 I will often have class meeting on Wednesday, I prepare carefully because I am a monitor.(paper 10) 15 We have had a memorable holiday last year.(paper 11) 16 Tom and Jerry was a cartoon (paper 13) 17 It was made in America (paper 13) 18 I have liked singing very much (paper 14) 19 Then we went to the hotel, take a short rest ( paper 15) 20 We feel tired but happy ( paper 15) 21 The cat and the mouse lived in the same house( paper 16) 22 The cat often chased the mouse( paper 16) 23 Two girls grow up in a poor family (paper 17) 24 The film was moving ( paper 17) 25 We have a campfire in the evening ( paper 18) 26 I see this film two times (paper 19) 27 The alarm went off at 5.30 every day before I get up (paper 20) 28 Jongi tried to find the truth of his mother‟s death (paper 21) III 29 She met Park Hi Yong when she waiting for the bus ( paper 23) 30 The film made me excited (paper 25) 31 We went around the park then come back the hotel (paper 28) 32 We intend to go to Bana Hill but it was too far (paper 36) 33 On the bus, all of us sing happily (paper 42) 34 I wished our class will have more exciting excursion (paper 42) 35 Of all the film I have seen, “Tom and Jerry” was the one I like best (paper 43) Article usage Ha noi is biggest city in the North of Vietnam (paper 2) We travelled by the bus (paper 2) Minh Hang is writer (paper 6) She has a orange motorbike (paper 6) Her mother often gives her a good advice (paper 6) Tuan is artist (paper 9) Phuong Lan wants to go to an university (paper 9) 8+9 “ The Ha Long Bay is the wonderful place for visitors” (paper 12) 10 Tom is the cat.(paper 13) 11.I am student at Nguyen Trai high school (paper 14) 12 On my free time, I often play a piano and play spots (paper 14) 13 We took a photographs.( paper 18) 14 I an morning exercise (paper 20) 15 I often wear an uniform at school (paper 24) 16 Bao Nam has a rich parents (paper 25) 17 The film has an happy ending (25) 18 Bong dung muon khoc is the moving film (paper 25) 19 Playing sports gives me a happy time (paper 32) 20 Some prominent places are: Temple of Literature (paper 34) 21 The Thuy Hu is about one hundred heroes (paper 35) 22 Tong Cong Minh is the loyal person (paper 35) 23 Last, we decided to go to the Do Son beach (paper 36) IV 24 I have the breakfast at 6.30 (paper 41) 25 Harry Potter is a orphan (paper 46) 26 His father is police (paper 51) 27 In afternoon, we visited some famous places (paper 53) 28 We came back the home at p.m (paper 57) Subject- verb agreement Reading books help me relax (paper 4) The river were clean (paper 5) The best things of Hue was “che” (paper 5) The scene of Hue were beautiful with clean streets (paper 5) My house are three kilometers from school (paper 10) It take me twenty minutes to get to school by bike (paper 10) The food there were delicious (paper 11) The film have a happy ending (paper 19) My house have five rooms, it is large so I have to clean it everyday (paper 20) 10 My parents often allow me to watch TV in the evening (paper 20) 11 I and my best friend plays table tennis every afternoon (paper 20) 12 I often goes to bed at 10 p.m (paper 20) 13 Both he and his girl friend likes pizza (paper 21) 14 The film make me love the life (paper 21) 15 Chau Tinh hate his school (paper 22) 16 All of us was tired but happy (paper 30) 17 My friends often helps me in learning (paper 31) 18 The information of the film are helpful (paper 35) 19 Everything in Do Son are expensive (paper 36) 20 My classes starts at a.m (paper 38) 21 There were a lake and many beautiful trees in the park ( paper 39) 22 Listening to music and playing football is my hobbies.(paper 45) 23 Everyone were ready (paper 48) 24 The trip were exciting (paper 53) V 25 Magaret like reading books (paper 56) Preposition usage The trip brought for us many experiences (paper 5) Phuong Lan refuses tell Tuan the truth (paper 9) There was a big fire between us (paper 11) On my free time, I often play a piano and play spots (paper 14) During 8p.m to 10 p.m, I my homework(paper 18) I consider about the time when doing anything (paper 20) The main character is killed by an axe (paper 54) VI APPENDIX 2: VOCABULARY ERRORS Spelling It was comfotable (paper 2) Minh Hang is beautyful (paper 6) The main karacters are Minh Hang and Luong Manh Hai (paper 6) It is based on the true history in our sociaty (paper 9) I find the film intereting (paper 9) Tuan is handsome and naugty (paper 9) I sometime listen to music (paper 14) 8+9+10+11+12 there parents do‟nt no to comminicate with there frieds (paper 17) 13 They are very said (paper 17) 14 They often go to their grandparent‟s house.(paper 17) 15 They want to have many frieds (paper 17) 16 He doesn‟t want to become an egineers like his father (paper 22) 17 They talk about every things (paper 23) 18 Thanh Truc buys a seconhand bookshop (paper 25) 19 At the end, they foll in love (paper 25) 20 I brush my teeths, was my face (paper 29) 21 I alway get up at a.m (paper 31) 22 I didn‟t eat seafood because I had tooth take (paper 39) 23 We arriveed Ha Long Bay at 8.30 a.m (paper 40) 24 We stayed in a convinient hotel (paper 40) 25 We had breakfast with breads and milks (paper 44) 26 We traveled buy bus (paper 44) 27 It was an ideal plase for us to visit (paper 53) 28 So, she must stay in an old hous (paper 55) 29 The film is made in Germany (paper 56) 30 I like the atmostphere there (paper 57) 31 The trip was exciting and wonderfull (paper 60) Word order I exercise morning at (paper 1) She is a boss mean (paper 8) VII He lives a life good (paper 8) Playing sports helps me have health good (paper 14) I have been just in Ha Long for two times(paper 15) Linh is a girl kute, kind (paper 19) Dung is a boy handsome (paper 19) Dung often is helpful to others (paper 19) I ask for my friend help (paper 24) 10 She has black long hair (paper 26) 11 They meet and together dance.( paper 6) 12 It is a trip interesting ( paper 24) 13 Last holiday summer, we had an unforgettable excursion (paper 28) 14 Last year, we went to Pagoda Huong (paper 33) 15 We arrived Cave Huong Tich (paper 33) 16 I often have test 15 minute (paper 37) 17 There is still relationship good between them (paper 43) 18 Whenever they are in situation serious, they help each other (paper 43) 19 It is a film tragic (paper 51) 20 I very much like watching TV.( paper 59) 21 There are many program TV everyday (paper 59) Word choice We laid on the beach and sunbath (paper 3) I have baseball soul (paper 4) We ate many food made by rice (paper 5) He is high and handsome (paper 6) Lee Bong Jo says his wife the truth (paper 8) I want to have a good career (paper 24) Beside, I like swimming (paper 24) His job is a cooker (paper 27) There was a campfire between us (paper 28) 10 I often make housework to help my parents (paper 31) VIII 11 In my empty time, I often listen to music (paper 38) 12 My house is further than my friends‟ houses to school (paper 47) 13 Giang often talks in front of many people, so she is very confident ( paper 48) 14 I want to have a healful life (paper 49) 15 I am often anxious about the championship game, I play games very well (paper 50) 16 We departed at a.m (paper 53) 17 They are not in the same social position(paper 58) 18 I raise the dream of becoming a famous politician (paper 59) Word form I always try my best to learn English well (paper 4) He is also helpful ad intelligence (paper 6) Vietnam has a vary beautiful places (11) I toothtache, wash my face (paper 18) Go Hae Mi is a talent girl (paper 21) My life is simply (paper 24) Reading books gives me comfortable (paper 24) Thanh Truc is honesty (paper 25) She is also kindly (paper 25) 10 I took many photography (paper 33) 11 I‟m satisfy with my life (paper 45) 12 In the class, I listen careful to my teachers‟ lectures (paper 59) IX APPENDIX 3: ERRORS IN LINKING WORDS Meaning of linking words We went to Ha Long Bay by ship or by bus (paper 12) We went to all caves, and we didn‟t visit Dau Go (paper 12) I get up at 6, so I have to go to school at 6.30 (paper 14) Tom and Jerry often have argument, and they don‟t hate each other (paper 16) Although two girls are kind, but their parents are selfish.( paper 17) I like listening to music, in other words, I like pop music (paper 20) In conclusion, my morning often starts at a.m (paper 20) He often go fishing so he is free (paper 22) His teachers are not only kind but also ugly (paper 22) 10 His leg is injured , but he walks slowly (paper 27) 11 He is sad, so her girl friends doesn‟t meet him (paper 27) 12 He watches TV for many hours, yet he can sleep easily (paper 27) 13 I am not good at Maths, however I am not interested in Maths (paper 31) 14 We played all the day As a result, we weren‟t happy (paper 36) 15 We decided to start the trip at a.m, and some friends didn‟t arrive until a.m (paper 36) 16 I homework, moreover I write homework down (paper 37) 17 I like the film, so it „s interesting (paper 51) 18 Bao Nam loves Thanh Truc very much On the other hand, Thanh Truc also likes and admire him.( paper 52) 19 The scene was beautiful, that is we took a lot of photos (paper 53) 20 First, we went to the beach Since then, we came to the mountain (paper 60) Usage of the linking words Despite of the way was long, we didn‟t feel tired (paper 2) We either walked along the beach or at hotel.( paper 2) X Because of the case was dark, we must use candles.( paper 12) As a result is the mouse wins (paper 16) I can ride a bike or bus to school (paper 24) He neither goes out nor her girl friends meets him (paper 27) Although expensive price, I bought many souvenirs paper (28) Because weakness, I often play sports (paper 38) In spite of I learn hard, I can‟t learn English well (paper 41) 10 He refused to give up work despite he won a million pounds (paper 46) 11 Despite of there have been many interesting films, Bong dung muon khoc is the best (paper 52) 12 In spite of I am busy, I spend time play sports everyday (paper 59) Punctuation of linking words We visited many places, for example: One-Pillar Pagoda, Ho Chi Minh Mausoleum, The Temple of Literature (2) Although I had been there before I still felt excited to visit Ha Long Bay again (12) He misses his girlfriend very much, therefore he phones her everyday (27) I am not good at Maths, however I am not interested in Maths (paper 31) We stayed there for only two days but we were very happy (paper 39) I want to have breakfast everyday ,however I always get up late (paper 41) XI ... persuasive An informative paragraph is a paragraph that informs information A narrative paragraph is a paragraph that tells about something that happened “Persuasive writing convinces the reader... questionnaire III.1 Students? ?? perception of their linguistics errors in writing a paragraph It is the fact that students at N.T.H.S are very weak at paragraph writing and making errors in writing is inevitable... in writing a paragraph iv LIST OF CHARTS Pie chart 1: Causes of students? ?? linguistic errors in writing a paragraph Chart : Students? ?? frequency of using linking words in a paragraph v PART I: INTRODUCTION