Some methods help class 8d students at nhu ba sy secondary school improve their writing skills

INDEX Title Page A Introduction B Problem solving I Basis reality (Reality) II Basis of theary III Solution IV The tested results 15 C Conclusions and recommendation Reference 17 20 A INTRODUCTION Writing skills can be the ticket to better school grades and greater academic achievement This research introduces a few techniques for applying writing skills to school success But this good advice will be lost on you if you not believe writing skills are important and can help students achieve academic mastery My job is to convince you To begin with, the overwhelming majority of instructors we surveyed said that writing skills are critical to academic success And if you see yourself as one of those secondary school students who will say "Phew" when the syllabus reveals only exams and no papers, what happens when those exams turn out to be essay tests? This article suggests a few ways to raise students’ grade on those exams simply by employing the principles of good writing even if students study no harder and know the material no better than you now Perhaps you've heard that no one cares about your grades once you leave the halls of academia While that notion holds some truth, it is equally true that most potential employers care about writing skills They care so much that they bemoan the poor preparation of the entry-level pool of grads In a labor force full of mediocre writers, someone who writes well is bound to stand out and succeed Academicians and business people view writing skills as crucial, yet increasing numbers of these professionals note a steady erosion in the writing abilities of graduates The summary of a study published in Personnel Update states: "Writing skills of executives are shockingly low, indicating that schools and colleges dismally fail with at least two-thirds of the people who pass through the education pipeline coming out unable to write a simple letter." In 1988, Lin Grensing reported that 79 percent of surveyed executives cited writing as one of the most neglected skills in the business world, yet one of the most important to productivity A 1992 survey of 402 companies reported by the Associated Press noted that executives identified writing as the most valued skill but said 80 percent of their employees at all levels need to improve The number of workers needing improvement in writing skills was up 20 percent from results of the same survey in 1991 Results of a 1993 study by Olsten Corp., a placement agency, were almost identical: 80 percent of 443 employers surveyed said their workers needed training in writing skills Writing skills are an important part of communication Good writing skills allow people to communicate their message with clarity and ease to a far larger audience than through face-to-face or telephone conversations They might be called upon to write a report, plan or strategy at work; write a grant application or press release within a volunteering role; or they may fancy communicating their ideas online via a blog And, of course, a well written C.V or résumé with no spelling or grammatical mistakes is essential if they want a new job Today, when anyone can be their own publisher, we see more and more examples of poor writing skills both in print and on the web Poor writing skills create poor first impressions and many readers will have an immediate negative reaction if they spot a spelling or grammatical mistake As just one example, a spelling mistake on a commercial web page may cause potential customers to doubt the credibility of the website and the organisation We use language, both in its written and spoken form, in an attempt to better communicate with those around us The better a person is able to speak, read and write this language, then the better they will be able to communicate with others who use the same language to communicate “Good writing skills can make our material easier to understand, more respected, and actually paid attention to If you can't engage someone in what you are trying to say, why you think they would listen to you?” “Good persuasive skills are also writing skills, and with this past election, we've seen how important it is to get people to your side of thinking.” Without good writing skills, grades could totally be affected Term papers would not be written well People would more than likely be bored and not to listen to a word you said “More and more companies today are looking for Job applicants that have good writing skills The Instructors that were surveyed said that writing skills are critical to academic success.” with good writing skills, come good communication skills It is important for people to understand your thoughts and ideas in a clear way I have found that reading helps your writing skills a great deal Therefore, I have decided to choose “ Some methods help class 8D students at Nhu Ba Sy Secondary School improve their writing skills” B THE REASONS FOR THIS RESEARCH Anyone - whether they are an English teacher or student – will tell themselves the four main skills they need to develop when learning a second language are speaking, listening, reading and…writing Naturally, learning to speak the second language is often the priority Listening is essential for speaking, and students easily practice listening skills through movies and songs Reading is also a skill they may develop easily with the vast amount of material available on the Internet But writing is usually the skill that is most poorly developed, nowadays only practiced in short emails, abbreviated chat messages or some simple forms It is very easy to work on the first three skills in the English classroom, but improving writing takes a real conscious effort both on our part and our students’ This is the reason why I choose this top pic for my research C THE CONTENTS I.Justification: Teaching purposes : The purpose of foreign language teaching is not only to provide students with the knowledge of that language , but the ultimate goal of teaching foreign languages in general and English in particular is helping students gain the ability to communicate in English The ability of students to communicate through skills : Listening, Speaking , Reading and Writing English writing skills of students are formed through a process of academic training in English environment In addition to learning in the classroom , students have to study with different methods Writing is the ability to use language knowledge for the purposes of writing in English The basic factors directly impact the effectiveness of the writing lesson a Teacher: - With the new teaching method , teacher plays a positive role in directing and controlling students in most classroom activities - To carry out an effective writing lesson, teachers should implement the following basic elements : 1.View the improvement of students’ writing as our responsibility Teaching writing is not only the job of the English department alone Writing is an essential tool for learning a discipline and helping students improve their writing skills is a responsibility for all faculty Let students know that we value good writing Stress the importance of clear, thoughtful writing Faculty who tell students that good writing will be rewarded and poor writing will be penalized receive better essays than instructors who don't make such demands In the syllabus, on the first day, and throughout the term, remind students that they must make their best effort in expressing themselves on paper Back up your statements with comments on early assignments that show you really mean it, and your students will respond Regularly assign brief writing exercises in our classes To vary the pace of a lecture course, ask students to write a few minutes during class Some mixture of in-class writing, outside writing assignments, and exams with open-ended questions will give students the practice they need to improve their skills Provide guidance throughout the writing process After you have made the assignment, discuss the value of outlines and notes, explain how to select and narrow a topic, and critique the first draft, define plagiarism as well Don't feel as though we have to read and grade every piece of your students' writing Ask students to analyze each other's work during class, or ask them to critique their work in small groups Students will learn that they are writing in order to think more clearly, not obtain a grade Keep in mind, you can collect students' papers and skim their work 6.Find other faculty members who are trying to use writing more effectively in their courses Pool ideas about ways in which writing can help students learn more about the subject matter See if there is sufficient interest in your discipline to warrant drawing up guidelines Students welcome handouts that give them specific instructions on how to write papers for a particular course or in a particular subject area 7.Remind students that writing is a process that helps us clarify ideas Tell students that writing is a way of learning, not an end in itself Also let them know that writing is a complicated, messy, nonlinear process filled with false starts Help them to identify the writer's key activities: Developing ideas Finding a focus and a thesis Composing a draft Getting feedback and comments from others Revising the draft by expanding ideas, clarifying meaning, reorganizing Editing Presenting the finished work to readers 8.Explain that writing is hard work Share with your class your own struggles in grappling with difficult topics If they know that writing takes effort, they won't be discouraged by their own pace or progress One faculty member shared with students their notebook that contained the chronology of one of his published articles: first ideas, successive drafts, submitted manuscript, reviewers' suggested changes, revised version, galley proofs, and published article 9.Give students opportunities to talk about their writing Students need to talk about papers in progress so that they can formulate their thoughts, generate ideas, and focus their topics Take five or ten minutes of class time for students to read their writing to each other in small groups or pairs It's important for students to hear what their peers have written 10.Encourage students to revise their work Provide formal steps for revision by asking students to submit first drafts of papers for your review or for peer critique You can also give your students the option of revising and rewriting one assignment during the semester for a higher grade Faculty report that 10 to 40 percent of the students take advantage of this option 11.Explain thesis statements A thesis statement makes an assertion about some issue A common student problem is to write papers that present overviews of facts with no thesis statement or that have a diffuse thesis statement 12.Stress clarity and specificity The more the abstract and difficult the topic, the more concrete the student's language should be Inflated language and academic jargon camouflage rather than clarify their point 13.Explain the importance of grammar and sentence structure, as well as content Students shouldn't think that English teachers are the only judges of grammar and style Tell your students that you will be looking at both quality of their writing and the content 13.Ask a composition instructor to give a presentation to the students Invite a guest speaker from the composition department or student learning center to talk to your students about effective writing and common writing problems Faculty who have invited these experts report that such presentations reinforce the values of the importance of writing 14.Let students know about available tutoring services Individual or group tutoring in writing is available on most campuses Ask someone from the tutoring center to give a demonstration in your class 15.Use computers to help students write better Locally developed and commercially available software are now being used by faculty to help students plan, write, and revise their written work Some software available allows instructors to monitor students' work in progress and lets students collaborate with their classmates 16.Ask students to write what they know about a topic before you discuss it Ask your students to write a brief summary of what they already know or what opinions they hold regarding the subject you are about to discuss The purpose of this is to focus the students' attention, there is no need to collect the summaries 17.Ask students to respond in writing to questions you pose during class Prior to class starting, list two or three short-answer questions on the board and ask your students to write down their responses Your questions might call for a review of material you have already discussed or recalling information from assigned readings 18.Ask students to write from a pro or position When presenting an argument, stop and ask your students to write down all the reasons and evidence they can think of that supports one side or the other These statements can be used as the basis for discussion 19.During class, pause for a three-minute write Periodically ask students to write freely for three minutes on a specific question or topic They should write whatever pops into their mind without worrying about grammar, spelling, phrasing, or organization This kind of free writing, according to writing experts, helps students synthesize diverse ideas and identify points they may not understand There is no need to collect these exercises 20 Have students write a brief summary at the end of class At the end of the class period, give your students index cards to jot down the key themes, major points, or general principles of the day's discussion You can easily collect the index cards and review them to see whether the class understood the discussion 21 Have one student keep minutes to be read at the next class meeting By taking minutes, students get a chance to develop their listening, synthesizing, and writing skills Boris (1983) suggests the following: Prepare your students by having everyone take careful notes for the class period, go home and rework them into minutes, and hand them in for comments It can be the students' discretion whether the minutes are in outline or narrative form Decide on one to two good models to read or distribute to the class At the beginning of each of the following classes, assign one student to take minutes for the period Give a piece of carbon paper to the student who is taking minutes so that you can have a rough copy The student then takes the original home and revises it in time to read it aloud at the next class meeting After the student has read their minutes, ask other students to comment on their accuracy and quality If necessary, the student will revise the minutes and turn in two copies, one for grading and one for your files 22 Structure small group discussion around a writing task For example, have your students pick three words that are of major importance to the day's session Ask your class to write freely for two to three minutes on just one of the words Next, give the students five to ten minutes to meet in groups to share what they have written and generate questions to ask in class 23 Use peer response groups Divide your class into groups of three or four, no larger Ask your students to bring to class enough copies of a rough draft of a paper for each person in their group Give your students guidelines for critiquing the drafts In any response task, the most important step is for the reader to note the part of the paper that is the strongest and describe to the writer why it worked so well The following instructions can also be given to the reader: State the main point of the paper in a single sentence List the major subtopics Identify confusing sections of the paper Decide whether each section of the paper has enough detail, evidence, and information Indicate whether the paper's points follow one another in sequence Judge the appropriateness of the opening and concluding paragraphs Identify the strengths of the paper Written critiques done as homework are likely to be more thoughtful, but critiques may also be done during the class period 24.Use read-around groups Read-around groups are a technique used with short assignments which allows everyone to read everyone else's paper Divide the class into groups no larger than four students and divide the papers (coded for anonymity) into as many sets as there are groups Give each group a set and ask the students to read each paper silently and decide on the best paper in the set Each group should discuss their choices and come to a consensus on the best paper The paper's code number is recorded by the group, and the same process is repeated with a new set of papers After all the groups have read all the sets of papers, someone from each group writes on the board the code number from the best paper in each set The recurring numbers are circled Generally, one to three papers stand out 25.Ask students to identify the characteristics of effective writing After completing the read-around activity, ask your students to reconsider those papers which were voted as excellent by the entire class and to write down features that made each paper outstanding Write their comments on the board, asking for elaboration and probing vague generalities In pairs, the students discuss the comments on the board and try to put them into categories such as organization, awareness of audience, thoroughness of detail, etc You might need to help your students arrange the characteristics into meaningful categories b Students: In the relationship between teaching and learning : Teachers who organize, control students to actively gain the knowledge to dominate the actions of their own intellectual role To have good writing skill , students should have the following necessary tragedies in English writing lesson 1.Understand the task Say the words “writing assignment”, and we will most likely hear students groan Writing is a chore It’s hard work And we shouldn’t deceive them by saying it will be fun Writing is a skill that must be honed through practice But why would they put in the hard work? What’s their motivation? It’s easy to find it in Business English students Most need to write business emails and texts But what about teens and young learners? In these cases, you’ll need to convey the importance of good writing skills It is essential for them to know how to communicate, not only in speaking, but in writing And we must make it clear that sending a text message in English does not constitute good writing Writing is a skill that will prove to be tremendously helpful in the future and they must understand that 2.Schedule regular writing assignments Teachers often also prioritize the other skills above writing It is harder to teach and more time-consuming to correct Make sure to give students schedule regular writing assignments every month - we may choose to make it once a week, once a month, or at the end of a unit 10 Ask for clear instructions Needless to say, in most English classrooms, simply saying, “Write a story of 100 words” will not suffice The extent of our guidance should be proportional to our students’ level The lower the level, the greater the guidance As they advance in their English studies they will need less and less guidance, till one day they become more independent writers For beginners, it’s a good idea to start with short writing prompts or sentences they have to complete Then, we make the prompt more of a general idea about what they should write, rather than just a sentence: “What would you if you won the lottery” Here we expect them to write several sentences using the second conditional Finally, they will be ready for more creative, free writing At first, they need providing opening and closing expressions for letters We need to instruct them on structuring their texts into paragraphs: introduction, supporting paragraphsand closing We may even include some phrases they have to use somewhere in their text Hand out templates, bibliography, writing style guides and anything they can use to help them in their writing Soon enough, they won’t need the templates anymore Use peer correction In some levels – and particularly in Business English students – they may choose to have teachers correct each other’s writing assignments This way, you won’t have piles of papers to correct, but they will also learn from each other’s mistakes Go around the classroom, supervise and answer questions 5.Revise their work Did someone misinterpret the task? Did a student make too many mistakes? Ask them to revise their work and give them the chance to submit it again Make sure they understand this is not punishment for turning in 11 poor quality work, but rather a chance to learn from mistakes and make improvements on their writing 6.Make it a positive experience Try to offer two pieces of praise for every negative point: “Maria, you used great vocabulary and your punctuation is excellent Now you need to work on using the right verb tenses.” By mentioning the things they did right, no matter how small they may seem, we let them know they are on the right path Pure criticism and a paper full of red marks will not encourage them to continue practicing! Show them how useful learning to write in English can be For speaking they have to think quickly, but in writing they have more time to gather their thoughts and organize ideas Practicing writing can also wonders for their speaking! II.The situation of carrying out writing lesson in Nhu Ba Sy Secondary School 1.Positive sides English teaching is becoming more and more important and considered to be one of the most necessary subjects Most students love learning English and they long to have good ability and English skills a Teacher: The English teachers at Nhu Ba Sy School are quite good , they can meet most students’ need and society demand b.Students: Most students love learning English and they think that they will be out of work, their future will be not very good if they not have good English They are very intelligent and keen on studying Drawbacks There are too many students in each class that makes teachers find it difficult to control every classroom activity 3.A writing lesson sample Unit 2: Period 14: LIFE IN THE COUNTRYSIDE SKILLS 12 I Teaching points: - By the end of the lesson Ss can: + listen for specific information about changes in the countryside + write a short paragraph about a changes in the countryside II Content: - Vocab:life in the countryside III Preparations: - Materials: Ss’ books, text books, tape & radio - Method: T- WC, group work, individual work IV Procedures: Teacher and Students Board & contents I, Warm up: Brainstorming Life in the countryside - Ask Ss to talk about their likes and dislikes in the countryside II, Pre-listening: - Give Ss some questions: III, While-listening: - Give Ss time to look at the changes Ask questions to make sure that Ss understand the meanings of the words/ phrases - Play the recording again to check the answers - Ask Ss to read the sentences and play the tape again - Get Ss to give the answer - Ask Ss to read the questions first to see what kind of information they need to find and give their answers - Check Ss’answers IV, Pre-writing: - Remind Ss of the changes in the village from the listening passage T can help by writing the changes in brief on the board as a guide for the writing exercise V, While-writing: - Place Ss into small groups of three or four +Questions for discuss: + Do you live in the village or in town? + Are there any changes in your home village nowadays? Listen to a boy talking about changes in his village and tick () the changes he mentions Key: - B, C E, F Listen again and say if the sentences are true or fasle Key: F 2.T 3.F 4.T 5.T Listen again and answer the questions in no more than Four words Key: His parents Life outside their village Nearby/ Near the village A nomadic life What you think? Which changes in the listening you see as positive? Which you see as negative? Support your opinion with a reason Write it out - earthen houses -> brick house Example: It’s good for the villagers to have TVs They can now have more fun and learn more about different people and different places Work in groups Discuss and find some changes in a rural area Make notes of the changes 13 - Ss in each group work together to decide which rural area they will talk about Then they discuss and note down some changes they can find in this area VI Post –writing: - Call some good students to show their writing before class VII Homework - Ask Ss to rewrite and reread their writings Write a short paragraph about the changes Suggested: - The first change is… - The change we are most interested in is… - Read their writing out loud before class VII Homework - Ask Ss to rewrite and reread their writings Write - free ( Free writing ) Apply for the class are more strong students , students with high creativity , but to all students participating in activities good creative writing teachers have to design for the exercise creative hon.Ket results reworked for a more creative exercises not only help the teachers in their writing process taught his students that Gv also self- learning and enhance their level To make good writing skills , good teachers should the tutorial sample through reading assignments and detection , then request the article explains Need to clarify the situation and request the article, should give hints if needed To make good the clue , should exploit the opinions of the class or group before the individual student nhan.Voi a number of posts, be able to build over the previous speech , then students write individual personnel Any write operation on all have strengths and weaknesses Especially guided writing activities , operational strengths are feeling confident for students because the level of simple exercises , creating opportunities for students to practice writing Being familiar activities of teachers of teachers should treat fast , compact , saving students time and also less error , creating opportunities for students to practice writing different genres Weakness is dull for strong students , some teachers not like because it's not creative , so teachers must be prepared to add some other writing activities have higher requirements for students good and excellent IV results are : 14 Through the experimental lessons , supervises colleagues have found that the application of the method to the written lesson made less boring lesson , students actively in learning more , so excited passions the subject is raised ret.nhung clearly weak and average students confident and excited to solve tasks in guided writing activities , strong students advanced knowledge in the operation once more in the works skillfully written instructions In the 2018-2019 school year ; Quality of English 2018-2019 block is raised , some strong students increases, the number of poor students decreased compared with the results of the first survey V SOME LESSONS LEARNED : Through a lot of lessons to study , learn and colleagues hour weather forecast , I noticed that : To achieve high results in the teaching of English teachers first must be responsible , have enthusiasm , love my job , love children , said investors prepared for all lectures as well as quality , to clearly define the purpose and requirements of the central lesson , know how to use and incorporate flexible , innovative teaching methods consistent with typical school subjects , with specific lesson content , to suit each student audience , a good combination of the right method of teaching and learning activities Besides, we should always flexible alternative operating procedures that we often use in the skill lessons with new operating procedures have fun learning to count coated repeated the misleading extinguishing in students Teachers know the exploit , and use a good combination of media , teaching equipment such as projectors , pictures , share , tag , and create real object diagram aesthetic content and high technical help students excited to acquire knowledge firmly and practice the skills of listening, speaking , reading, writing competently meet the requirements set forth by the department VI.Conclusion Like the issue of grammar , vocabulary and other language skills ( speaking listening, reading ) , writing is an integral part of the learning process , learning and language use In the process of learning to write , students practice writing through writing exercises from a piece written standards to replace some of the components 15 in question , in writing , to writing about the topic control , pieces sentences , vocabulary , until the complete freedom to write , on the basis of student creativity A writing lesson is divided into steps as well as the lessons khac.pre writing skills , while - writing , post - writing.GV need to apply for specific activities , appropriate to correct the internal phase and each post certain content There are many tricks to proceed in teaching writing skills , the task of the teacher depending on the specific qualifications of the students, said flexible use of various tricks to achieve the end goal together to help students integrate the knowledge learned in the writing skills most effectively Each stage has taught writing for different purposes so teachers need to use different types of procedures and in accordance with their students to achieve the highest effective teaching On the basis of determining the basis of theoretical analysis of the advantages and disadvantages of teachers and students in the process of teaching writing skills in English Anh.Toi subjects were assigned to apply flexible methods and tricks to help school improve student writing skills in particular and improve the quality of English in general Through the testing process in block PhuongTra secondary school , I have seen students progress , lessons take place gently , naturally , the children participate in activities hardworking , enthusiastic , emulation , by it is highly effective Thus the measures proposed to ensure proper implementation of the spirit and renew books instead of teaching methods In the spirit of diligent research and draw their own experience , humility to learn from peers and the older generation , I bravely research topics ; " Experience teaches English writing skills in grade " However, measures are always tools , new human factor is decisive namely : love craft , love of teacher enthusiasm tre.su and diligence of students will make a success of teaching hours These are just some of the methods that I used when teaching writing skills , the methods that were somewhat successful in bringing teaching hours The 16 most important thing is the teacher must have the mind , always enthusiastic teaching , finding methods to indoctrinate students in an understandable way most open and friendly with their students to see language learning as fun has just come in handy I encourage and test them Promoting the ability to share in group activities in the early hours of 15 minutes The weaker students , poor students are assigned to good and excellent tutoring help C Recommendations : Suggest mounted projectors in school classrooms to facilitate more stable for teachers Armed with more reference books , enhanced books for English teachers and students I sincerely thank you! CONFIRMATION OF THE HEADMASTER Thanh Hoa, May th, 2019 I assure this is my own initiative experience I not copy the other people's content (Name and full name) Pham Ngoc Thanh REFERENCES Students’ and teacher’s English Program Pilot books Brown, H.D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Englewood Cliff, NJ: Prentice Hall Byrne, D (1978) Teaching Oral English Longman, London Lee, W.R (1979) Language Teaching Games and Contexts 21 Oxford Press Rixon, S (1981) How to use games in language teaching Macmillan Education 17 ... found that reading helps your writing skills a great deal Therefore, I have decided to choose “ Some methods help class 8D students at Nhu Ba Sy Secondary School improve their writing skills ... 7.Remind students that writing is a process that helps us clarify ideas Tell students that writing is a way of learning, not an end in itself Also let them know that writing is a complicated, messy,... applicants that have good writing skills The Instructors that were surveyed said that writing skills are critical to academic success.” with good writing skills, come good communication skills It