đề tài: An investigation of common errors made by high school students in writing Cause and Effect English essay and suggestions for solutions

ACKNOWLEDGEMENTS During the process of doing this graduation paper, I have received many necessary assistances, precious ideas and timely encouragements from my teachers, family and friends This paper could not have been completed without the help, encouragement and support from a number of people who all deserve my sincere gratitude and appreciation First of all, I wish to express my deepest gratitude to my supervisor - Ms Truong Hoang Lan, M A, who has always been willing to give me valuable advice and suggestions in order that I can complete successfully this study I also would like to take this opportunity to show my sincere thanks to all my lecturers at the Faculty of Foreign Languages of Pham Van Dong University, who have handed me basic knowledge to complete this study I am so thankful to students of two classes 11A2 and 11A3 at Mo Duc No II High School for their whole - heart participation in the study I am equally indebted to my classmates for their suggestions and encouragements in the progress of my study Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper ABSTRACT The ability to write meaningful sentences, paragraphs or essay which a reader can easily understand is termed as Excellent Writing Skills It is a perfect way to write and express your views on the topic you want to address your audience and writer Especially, learning how to write a Cause and Effect English essay is one of the difficult experiences to students at high school, it is also one of the essential skills for students in the future The students often make errors when they try to write a Cause and Effect English essay So, if the students not attempt to learn the skill of writing, they will face difficulties in mastering the skill in their later life This paper aims to express the errors which students often make and suggests some solutions to help students avoid the mistakes in writing Moreover, when students learn how to write a Cause and Effect essay, they become more capable of analyzing what they read, interpret and think TABLE CONTENTS ACKNOWLEDGEMENTS……………………………… …………………1 ABSTRACT…………………………………………………………………2 TABLE OF CONTENT…………………………………………… ……… CHAPTER I: INTRODUCTION………………………………………… 1.1 Rationale of the study ……………………………………………… 1.2 Aims of study……………………………………………………………8 1.3 Scope of the study………………………………………………………8 1.4 Research questions………………………………………………… …8 1.5 Methodology…………………………………………………………….8 1.6 Organization of the study………………………………………………9 CHAPTER II: LITERATURE REVIEW……………………………… 10 2.1 Review of Previous Studies………………………………………… 10 2.1.1 Writing in the English class: The key to Improve the Vietnamese eleventh grader as a Foreign Language Learner’s Productive Writing Skill ……………………………………………………………………….10 2.2 Theoretical Background…………………………………………… 10 2.2.1 Theories of Writing Skill………………………………………… 10 2.2.1.1 Writing Skill Definition………………………………… .10 2.2.1.2 Writing Skill in Teaching Foreign Language…………………12 2.2.1.2.1 The Importance of Writing Skill in Teaching Foreign Language……………………………………………………………………12 2.2.1.2.2 The difficulties of Writing Skill in Teaching Foreign language…………………………………………………………………….12 2.3 Overview on Cause and Effect Essay………………………………13 2.3.1 What is an essay? 13 2.3.1.1 Structural Parts of an Essay……………………………………13 2.3.2 Types of essay Used in Academic Writing……………………… 15 2.3.2.1 Descriptive Essay…………………………………………… 14 2.3.2.2 Narrative Essay…………………………………………….… 14 2.3.2.3 Compare and Contrast Essay………………………………… 14 2.3.2.4 Persuasive/Argumentative Essay…………………………… 15 2.3.2.5 Expository Essay……………………………………………….15 2.3.3 The Definition of Cause and Effect Essay…………………………16 2.3.3.1 Structure of Cause and Effect Essay………………………… 17 2.3.3.2 Structure of the Cause Essay………………………………… 17 2.3.3.3 Structure of the Effect Essay………………………………… 18 2.3.4 Process of a Cause and Effect Essay………………………………19 2.3.4.1 Stimulating Ideas………………………………………………19 2.3.4.2 Brainstorming and Outlining………………………………….20 2.3.4.3 Developing Ideas……………………………………………….21 2.3.4.3.1 Cause Connectors……………………………………… … 21 2.3.4.3.2 Effect Connectors…………………………………………….22 2.4 Rules for a Good Cause and Effect Essay………………………… 23 CHAPTER III: METHODS AND PROCERDURES………………… 25 3.1 Research Methodology……………………………………………… 25 3.2 Research Procedures………………………………………………….25 3.3 Data Collections……………………………………………………….26 3.4 Data Analysis………………………………………………………… 26 3.5 Reliability and Validity……………………………………………….26 CHAPTER IV: FINDINGS AND DISCUSSIONS…………………… 28 4.1 Some Errors in Writing Cause and Effect Essay Encountered by Students in High school …………………………………………………28 4.1.1 Repeating Transitional Words in an Essay……………………… 28 4.1.2 Omitting Transition Words in an Essay………………………… 29 4.1.3 Incorrect Topic Sentences in Body Paragraph………………… 31 4.2 Some Suggestions to Improve Writing Cause and Effect Essay… 32 4.2.1 Using Various Transitional Words…………………………………32 4.2.2 Writing Correct Topic Sentences………………………………… 36 4.3 Student’s Background Information………………………………….37 4.4 Data Analysis and Discussion……………………………………… 37 4.4.1 Students’ Attitudes Toward Writing Skill …………………………37 4.4.2 The Reason Cause Students’ Difficulties in Writing Skill…………38 4.4.3 Students’ Attitudes Toward Writing Cause and Effect Essay…… 39 4.4.4 The Time for Writing Cause and Effect Essay of Students…… 40 4.4.5 The Common Mistakes Which Students Often Make in Writing Cause and Effect Essay…………………………………………………… 41 4.4.6 The Way to Improve Students’ Cause and Effect Essay Writing Skill…………………………………………………………………………42 4.4.7 Does the Teacher’s Methodologies in Teaching Writing a Cause and Effect Essay Usefully? …………………………………………………… 43 CHAPTER V: CONCLUSION AND IMPLICATION……………… 44 5.1 Conclusion……………………………………………………………44 5.2 Implications………………………………………………………… 44 REFERRENCES………………………………………………………….50 CHAPTER I: INTRODUCTION 1.1 Rationale of the study Nowadays, almost countries in the world speak English and English can be considered one of the most essential languages for international communication In Vietnam, there are a lot of foreign investors, they establish their own companies in Vietnam They all speak English and of course, they will employ the people who have ability of using English Therefore, English is an important criterion to find a good job in Vietnam It becomes the second language to many people When we learn English, we can widen knowledge about culture, customs, lifestyle in each countries However, it is not easy to learn a foreign language well In order to use English fluently, I think the learners have to pay attention to four skills: Reading, Writing, Listening and Speaking Of four skills, writing is considered the most difficult skill in all Different from the rest, writing requires not only the learners to have knowledge of grammar (grammatical structures) but also plentiful source of vocabulary to write a paragraph as well as an essay completely Many learners think that when they can speak well, they will automatically write well However, when they begin writing first sentence, everything is not easy as they expected There are many differences between spoken and written languages So, writing requires much patience and constant practice In all walks of life, people use writing as a basic working skill It is a process, a skill of hard- work and people must perform almost daily As a student, you will have a lot of writing tasks such as: assignments, essay, graduation training report, graduation paper,… Therefore, we should think clearly about what to write, how to write in order to have a good writing To my knowledge, there are many factors which help learners write an essay successfully During studying writing skill, especially writing essay, I am very interested in Cause and Effect essay, I realized how important they are and their effects when being used to write a paragraph or an essay But due to the limitation of time, the study on how to write a Cause and Effect essay effectively is not introduced clearly in writing subject Students not have chance to understand much about them With the hope that I can study more about Cause and Effect essay deeply Thus, I decided to choose a study on how to write a Cause and Effect essay, some common errors made by high school students in writing Cause and Effect English essay and suggestions for solutions as my graduation paper 1.2 Aims of the study The study “Some common errors made by high school students in writing Cause and Effect English essay and suggestions for solutions” is carried out in order to survey the skills of writing of high school students, especially the students at Mo Duc No II High School The study provides learners with the theoretical background of writing, such as the theory of academic writing, essay and especially, the theory of Cause and Effect essay It also points out the common mistakes facing the learners in the process of writing Cause and Effect essay and gives some advices, specific exercises to help English learners improve writing Cause and Effect effectively 1.3 Scope of the study Cause and Effect essay is used in every types of discourse, such as speaking, reading, listening and especially in writing However, due to the limitation of time, of knowledge and materials, I can only focus on theory of Cause and Effect essay, types of errors which students often make and methods to help students write the essay effectively 1.4 Research questions: The issues to be discussed in this study are summarized in the following research questions: How students understand about Cause and Effect English essay? What are the common errors which students often make? What are the solutions to help students write Cause and Effect English essay effectively? 1.5 Methodology To fulfill the above aims, qualitative and quantitative methods were chosen for the study All comments, remarks, assumptions and conclusion of the study were based on the data and analysis Data collections for analysis in this study were gained through the following the survey questionnaires resources The questionnaire was designed just for students However, sometimes interviews were also applied if the author found that the answer of lowered were not clear enough 1.6 Organization of the Study This paper presented in five chapters They are: Chapter I (Introduction) The author provides information about the rationale of the study, states the aims of the study and specifies the scope of the study, research questions, research methodology as well as organization of the study Chapter II (Literature Review) Provides the previous study, the theoretical foundation of teaching writing, theory of Cause and Effect essay Chapter III (Methods and Procedures) Mentions methods and procedures including the research methods and procedures, data collection, data analysis, reliability and validity Chapter IV (Findings and Discussions) Elaborates the procedures of the study in order to give clear answers to the study questions that have been proposed before The findings and discussions presented based on the data that analyzed and they are related to the theoretical background in chapter two Chapter V (Conclusion and Implications) Presents the conclusion of this study, the implications for teaching and learning, the limitations of the study and some suggestions for further study CHAPTER II: LITERATURE REVIEW 2.1 Review of Previous Studies 2.1.1 Writing in the English class: “The Key to improve the Vietnamese eleventh grader as a Foreign Language Learners’ Productive Writing Skill.” One researcher, for instance, believes that teacher-student feedback cannot be free from bias, thus the procedure must be corrected positively Considering the notion of "affective filter", one can assume that peer correction can lead to more efficient results because of lack of destructive effects of questioning and answering Therefore, the researcher believes that considering the limitations of evaluation and reformation of problems in the form of teacher-student and the advantages of application of student-student approach, this approach can be a step forward in the attainment of education objectives of productive writing skill Freeman (2000) states that when learning is based on cooperation, language learners look for helpful results for themselves and their peers In the 2000s, researchers like Zeng (2006), Kamimura (2006), Jiao (2007), and Hirose (2009) investigate the impact of peer feedback in second language writing classroom and they note that peer feedback offers many ways to improve students' writing Caulk quoted Rollinson (2005) as saying that “teachers’ feedback is general while students’ is more specific” Peer feedback generates positive impact if the students are ready and well-trained and prepared by the teacher (Williams, 1957) It can be assumed that peer feedback failure is caused by ignoring this aspect, preparation When the students are asked to write with sense "to be read" by authentic audience (peers), their writing is better than when they are asked to write to be read by teacher (Clark, 2003) Rollinson (2005) states that peer feedback also trains students to be critical readers on their own writing 2.2 Theoretical Background 2.2.1 Theories of Writing Skill 2.2.1.1 Writing Skill Definition A language is used for many kinds of purposes Thus, it has many functions as well Furthermore, there are two macro skills of a language; they 10 CHAPTER V: CONCLUSION AND IMPLICATION 5.1 Conclusion This study is to explore the literature review on the challenges faced by both the students and teachers in learning and teaching writing skills It can be concluded that school students are facing many challenges to learn writing skills and it is not easy for English teachers to teach them writing skills The existing literature has identified demands on writing skills in English, purpose of students’ writing by using various writing strategies, challenges faced by both the students and teachers in learning and teaching writing skills and past studies on the challenges faced by students and teachers to learn and teach writing skills among English as a Second Language school students By understanding both the students’ and teachers’ challenges in learning and teaching writing skills, the teachers could choose the best possible approach to teach writing skills by giving feedback and guidance Besides, the school management should take necessary actions on the challenges faced by the teachers in order to facilitate the teachers to have effective teaching process Finally, teachers may stress the importance of learning writing skills to the students in order to motivate them to learn writing skills 5.2 Implication It is our hope that this graduation paper not only enhances students’ writing skill but also contributes a small part to the field of teaching and learning English to Vietnamese learners Besides the teaching of writing strategies, the following classroom practices and supportive learning environment are recommended for teaching writing as a discovery and thinking process (for good references, see Graves, 1983; Hansen, 1987; Tompkins, 1990) • Allow students to generate their own ideas through pre-writing strategies and by writing about topics that are related to the students' world experience for writing to be meaningful The purpose of writing is for personal development, both socially and cognitively • Create opportunities for students to make decisions on the purpose and the form of the essay rather than have them what the teacher tells them all the time It allows students to select their own topics and write about what is meaningful to them Independent thinking is a result of making choices and decisions On the 44 other hand, it is important for teachers to accept students' writing and view their work according to what interests them and what is important to them • Provide feedback on drafts that stimulates and encourages students to rethink and revise ideas instead of merely focusing on form and accuracy as this could inhibit students and discourage them from trying to develop and formulate their ideas using their own words and sentences The acquisition of a language is not a systematic, but a creative act acquired through experimenting with language and learning from the errors made This is a natural phenomenon in the process of learning any language Accuracy can be focused during the process of editing and students can be taught and encouraged to self-editing • Conference with students to help them gain insights and understanding of their writing process and to provide them with support Talking to students is a wonderful way to know students' concerns and feelings about their writing Such interactions could provide them emotional support to students who lack confidence in their writing For large classes, group conferencing could be conducted in which students can share their experiences and problems in the process of writing their essay • Promote collaborative rather than competitive learning in the class by encouraging students to share the ideas that they have written in Teaching Writing 45 SAMPLE EXERCISE Exercise 1: Identifying related causes and effects Write X next to the sentence that does not related to the statement Strong economic growth in a country achieves many desired goals a, More people buy houses b, Strong economic growth followed World War I c, There is less unemployment Weather can influence your life a Weather conditions in the world are changing b Cool climates Promote hard work c In rainy climates people are often depressed Automobiles have changes the way people live a They offer increase mobility b Many cars have air - conditioning c They save commuting time Good parenting has many positive effects a Children treat others with respect b It promotes academic success c Good parenting takes a lot of time Pet ownership offers many rewards a Dogs, cats, and hamsters are popular household pets b Having a pet prevents many common illnesses c Children learn how to be responsible Listening to loud music has its consequences a Stress levels can increase significantly 46 b The ability to concentrate is reduced c Young people all over the world listen to loud music Exercise 2: Using connectors to show causes Combine each pair of sentences with the connectors to show cause You may need to change one of the sentences into a noun phrase The construction industry is thriving There is a high demand for new housing Many young people want to go to college The competition for jobs has become fierce People are living longer Second careers are more common Newspapers and magazines are losing subscribers Readers obtain more up - to - date information There is a great need for nurses Many students are entering the profession The Suez Canal was built Ships are able to travel faster from the west to the east Exercise 3: Using connectors to show effects People are cooking less Microwaves are time – saving More police patrol the streets Crime rates are high Globalization is increasing English has become a more popular language Consumers have more choices Shopping malls are huge Cell phones are convenient and economical Many people have canceled their home service The exam was challenging Many students failed Exercise 4: Read the following essay and answer the following questions (1) How does the writer introduce his / her essay? (2) What is the block style used the essay? (3) How many causes are discussed in the essay? (4) How many effects are discussed in the essay? 47 (5) How does the writer end his or her essay? It is said that for every action, there is a reaction That saying is perfectly illustrated by the way that my parents disciplined my brothers and sisters and me As for me, it was an ordinary family; however, I later learnt that having ten children was anything but ordinary It required a certain number of rules, and my parents were not shy about making those rules The rules in our house were strict and had both short-term and long-term effects First of all, from the time we were very young, we were responsible for keeping our rooms neat and clean Our parents did a daily “inspection” of our own rooms that could occur at any time If our beds were not made or our clothes were not up or our toys were left out, we were immediately taken to our rooms when we got home from school and told to correct the situation When we did not keep our rooms clean, we had to help our mother for the rest of the afternoon instead of going out and playing with friends Therefore, in fact, we kept our rooms fairly tidy, and we got to like them like that As adults, in my opinion, we all can now appreciate this discipline of tidying up before leaving our rooms, apartments or houses Doing as well as possible in school was also very important in our family Homework time began right after dinner, and each child was required to explain to one or both parents what she or he was doing Asking for help was permitted, but being lazy was not When we were caught daydreaming instead of doing our homework, the punishment was quick and certain: no TV for a week Good grades were not necessarily accepted, but making a good effort was If one of our teachers contacted my parents with s discipline problem or with a simple comment that one of us was not working up to our abilities, we all got a lecture from my parents about our responsibilities as children were Today, my parents can boast that all ten of their children are college graduates and that among them are two doctors and two college professors Finally, our parents always made sure that we understood how important our relationships to each other were We were taught to love and respect our siblings, as they were the only people that we would always be able to count on From a very early stage, we learnt to share what we had with each other Later, we learnt to support each other through hard times at school or around the neighborhood In my family, the result of our not caring for each other was the look of such profound disappointment in my parents’ eyes that it would break our hearts Our parents always forgave us in the end; nevertheless, it was a terrible feeling The long-term result of this is that we are all very close today 48 Some people think my upbringing was rather strict and even cruel, but I not As an adult, I live in an orderly home, am very happy working in my chosen profession as a college professor, and have no better friends than my brothers and sisters I believe that I owe my parents and their rules for the stability and contentment I have in my life Exercise 5: Underline the part of sentence that states a cause and circle the word(s) that introduce the cause The computer is a learning tool since it helps children to master math and language skills Due to the ability of computers to keep records of sales and inventory, many big department stores rely on them A medical computer system is an aid to physicians because of its ability to interpret data from a patient’s history and provide a diagnosis Lowering the speed limit to55 MPH has cause a sharp decrease in the number of traffic deaths Public transportation is becoming popular because the cost of gasoline has been rising, Exercise 6: Underline the part of sentence that states an effect and circle the word(s) that introduce the effect The performance of electric cars is inferior to the performance of cars with conventional internal combustion engines; consequently, some improvements must be made in them if they are to become popular However, electric cars are reliable, economic and nonpolluting; therefore, the government is spending millions of dollars to improve their technology Electric cars use relatively inexpensive electricity for power; thus, they cost less to operate than cars that use gasoline His refusal to attend classes result in his dismissal from the school The cost of gasoline is rising; as a result, many people are using their cars less often 49 REFERENCES I In English: Alice S & Patricia.M (2006) Effective academic writing Oxford University Press Antonacci, P.&O’Clallagha, C 2012 Promoting Literacy Development: 50 Research-BasedStrategies for K-8 Learners SAGE Publications, Inc Al-Shourafa, A 2012 The Effect of Motivation on Jordanian 10th Grade Students’ Writing Skill in English.Jordan: European Scientific Journa Asep S (2014) The Challenges in Teaching Writing Skill at Junior High School: Problems and Solutions Anyiendah, M S (2017) Challenges Faced by Teachers When Teaching English Public Primary Schools in Kenya Azzioui, A (2009) Teaching Writing through the Process Approach (Master degree).Mentouri University of Constantine Fareed, M., Ashraf, A., & Bilal, M (2016) ESL Learners’ Writing Skills: Problems, Factors and Suggestions Journal of Education and Social Sciences Hedge, T (2000) Teaching and learning in the language classroom Oxford: Oxford University Press Hyland, K (2003) Second Language Writing Cambridge: Cambridge University Press 10 Hyland, K and Hyland, F (2006) Feedback in Second Language Writing: Contexts and Issues Cambridge: Cambridge University Press 11 Isaacson, S (1996) Evaluating written expression: Issue of reliability, validity, and instructional utility 12 Javed, M., Juan, W X., & Nazli, S (2013) A study of students’ assessment in writing skills of the english language 13 Linse, C & Nunan, D 2005 Practical English Language Teaching: Young Learners NewYork: McGraw-Hill Companies 14 Nyang’au Benard, N (2014) Challenges Students Face in Learning Essay Writing Skills in English Language in Secondary Schools in Manga District, Nyamira County, Kenya 50 15 Oshima, A and Hogue, A (2004) Writing Academic English (A third edition) Addison Wesley Publishing Company 16 Okwara, M.O (2012) “A study of factors related to achievement in written composition among secondary school students in Busia district” Unpublished master’s thesis Kenyatta University 17 Quirk, R and Greenbaum (1973) A university Grammar of English David Campbell Publishers Ltd 18 Raimes, A (1983) Techniques in Teaching Writing New York, NY: Oxford University Press 19 Rao Z (2007).Training in brainstorming and developing writing skills ETL Journal 20 Richards, J C (1990) From meaning into words: Writing in a second or foreign language The language teaching Matrix Cambridge: Cambridge University Press 21 Richards, J.C and Renandya, W.A (Eds.).(2010) Methodology in language teaching Cambridge: CUP 22 Stephen.B (2006) A handbook for International Students.(A Second Edition) Routledge Publishing Company 23 Zerin, S 2007 Teaching Writing to Young Learners BRAC University II In Vietnamese: 1.Tran Le Duyen & Duong Thi Thuc (2009) Academic paragraphs and essay in English Scientific and Society Publishing III Websites: http://www.ehow.com/how_2099899_write-cause-effect-essay.html http://www.eslbee.com/cause.htm http://www.essaytown.com/writing/write-effect-essay http://hotessays.blogspot.com/2010/03/cause-and-effect-essay.html http://www.brighthub.com/education/k-12/articles/28788.aspx http://www.buzzle.com/articles/cause-and-effect-essay.html http://en.wikipedia.org/wiki/Academic_writing 51 QUESTIONAIRE INVESTIGATING STUDENT’S ATTITUDES TOWARD CAUSE AND EFFECTENGLISH ESSAY INTEGRATION IN ENGLISH LANGUAGE CLASSROOMS Name:…………………………………………….Class:………………………… This survey questionnaire is designed to find out your attitudes toward writing skill and using of Cause and Effect English essay in the English learning classroom Instruction: Please  in the box that most reflect your opinions or feelings What you think about English writing skill?  very difficult  difficult  as easy as other skills Why writing skill is difficult to you?  lack of vocabulary  not good grammar  teacher  spend less time writing  others Do you like writing Cause and Effect essay?  like very much  like a bit  no idea  dislike How often you spend time writing Cause and Effect essay?  always  rarely  usually  sometimes 52 What the errors you often make in writing Cause and Effect essay?  sentences that are too long or too short  too many passive structures  forgetting to show connections between causes and effects  forgetting the purpose of your essay  forgetting to use supporting details  others What you often to improve your Cause and Effect essay writing skill?  find and organize supporting details  use appropriate transitions  spend time writing more  imitate the sample of Cause and Effect essay  others Does the teacher give the useful methods to write a Cause and Effect essay?  yes  no What benefits writing skill bring to you?  help you in getting s job in later life  improve Communication Skills  improve focus and connect with yourself  increase your knowledge, creativity and imagination What problems you encounter when you learn writing skill?  scores  responsibility  interest  nothing 53 10 Do you think Cause and Effect essay is a type of difficult essay?  yes  no Thank you for your participating in my survey! 54 LIST OF STUDENTS – 11A2 CLASS AT MO DUC NO II HIGH SCHOOL No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Name Gender NGUYEN THI NGOC ANH NGUYEN GIA BAO FEMALE MALE PHAN THI HOANG DIEM FEMALE LE PHAM CHIEU DAN FEMALE NGUYEN THANH GIANG MALE NGUYEN NHAT HA FEMALE LE THI TRUC HA FEMALE NGUYEN THI HIEN FEMALE LE NGUYEN THUY HIEN FEMALE PHAN THUONG KHAI MALE LE TRAN PHUC KHANG MALE HO QUANG KHIEM MALE DAM LE NGOC LINH FEMALE TRAN THI NGOC LINH FEMALE TRAN DANG QUOC LOC MALE DOAN THI KIM LUYEN FEMALE TRAN LUONG MALE TRAN THI NGOC MINH FEMALE NGUYEN THI DIEM MY FEMALE DINH THI TRUC NGAN FEMALE TRAN PHAN BAO NGUYEN MALE DOAN KHANH NGUYEN FEMALE NGUYEN NGOC YEN NHI FEMALE DANG THI QUYNH NHU FEMALE KIEU THIEN PHAT MALE TRAN ANH QUAN MALE TA HOANG QUAN MALE NGUYEN THI DIEM QUYNH LE PHU QUY FEMALE MALE 55 30 31 32 33 34 35 36 37 38 39 40 DO PHAM MY SA FEMALE VO TRINH THUY SANG FEMALE TRAN PHUONG THAO FEMALE DAO NHAT MINH THU FEMALE NGUYEN HOAI THUONG FEMALE VO THI MY TRAM FEMALE PHAM LE QUE TRAM FEMALE NGUYEN THANH TRUC FEMALE TRAN THI MY VAN FEMALE TRAN QUANG VIET MALE NGUYEN THI Y FEMALE 56 LIST OF STUDENTS – 11A3 CLASS AT MO DUC NO II HIGH SCHOOL No 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Name Gender PHAN THI CHI BUI THI KIM CUONG BUI HUU DANH LE THI KIEU DIEM NGUYEN THI THUY DUNG BUI THI XUAN DUYEN TRAN PHUONG DUONG NGUYEN THI HANG HUYNH PHAM NGOC HIEN NGUYEN THI BICH HUONG LE QUANG PHAN KHAI NGUYEN PHUC KHIEM HUYNH THI YEN LY BUI HUYNH TRA MY VO HUYNH THANH NGA NGUYEN THANH NGAN PHAM LE THIEN NGAN NGUYEN HO YEN NHI HUYNH TRINH NGOC PHUC NGUYEN THI OANH PHUONG NGUYEN LE NHAT QUYEN HOANG THI NHU QUYNH TRAN THI NGOC QUY NGUYEN CONG DUY THANH PHAM HONG THAM NGUYEN THI HOA THUAN DOAN BAO THUONG TRAN VU MINH THUONG 57 FEMALE FEMALE MALE FEMALE FEMALE FEMALE MALE FEMALE FEMALE FEMALE MALE MALE FEMALE FEMALE FEMALE FEMALE FEMALE FEMALE MALE FEMALE FEMALE FEMALE FEMALE MALE FEMALE FEMALE MALE MALE 29 30 31 32 33 34 35 36 37 38 NGUYEN THI ANH TIEN DOAN HUYEN TRANG DANG BINH TRIEU LE QUANG TRONG TRAN VIET TRONG NGUYEN THI THANH TU TRAN CHANH TINH HUYNH THI VU UYEN VO TAN VY NGUYEN VIET VY 58 FEMALE FEMALE MALE MALE MALE FEMALE MALE FEMALE MALE MALE ... Cause and Effect English essay and suggestions for solutions as my graduation paper 1.2 Aims of the study The study “Some common errors made by high school students in writing Cause and Effect English. .. to find the better way in writing 40 4.4.5 The common mistakes which students often make in writing Cause and Effect essay The common mistakes which students often make in writing Cause and Effect. .. writing skills in English, purpose of students? ?? writing by using various writing strategies, challenges faced by both the students and teachers in learning and teaching writing skills and past studies