Designing a task-based writing skill syllabus for the first year English majors of Phuong Dong University

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ GIANG DESIGNING A TASK-BASED WRITING SKILL SYLLABUS FOR THE FIRST YEAR ENGLISH MAJORS OF PHUONG DONG UNIVERSITY THIẾT KẾ CHƯƠNG TRÌNH DẠY KỸ NĂNG VIẾT THEO NHIỆM VỤ CHO SINH VIÊN CHUYÊN TIẾNG ANH NĂM THỨ NHẤT CỦA TRƯỜNG ĐẠI HỌC PHƯƠNG ĐÔNG M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 60.14.10 HANOI, 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ GIANG DESIGNING A TASK-BASED WRITING SKILL SYLLABUS FOR THE FIRST YEAR ENGLISH MAJORS OF PHUONG DONG UNIVERSITY THIẾT KẾ CHƯƠNG TRÌNH DẠY KỸ NĂNG VIẾT THEO NHIỆM VỤ CHO SINH VIÊN CHUYÊN TIẾNG ANH NĂM THỨ NHẤT CỦA TRƯỜNG ĐẠI HỌC PHƯƠNG ĐÔNG M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 60.14.10 Supervisor: Hoàng Thị Xuân Hoa, Ph.D HANOI, 2013 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii PART 1: INTRODUCTION 1 Rationale Aims and Objectives of the study Scope of the study Methodology 4.1 Research questions 4.2 Research methods Design of the study PART 2: DEVELOPMENT Chapter 1: Literature Review 1.1 Approaches to Teaching Writing 1.1.1 Product Oriented Approaches 1.1.2 Process Oriented Approaches 1.1.3 Genre Approaches 1.2 Task-Based Approaches 1.2.1 Tasks and types of tasks 1.2.1.1 Target Tasks 1.2.1.2 Learning Tasks 1.2.2 The framework of TBLT applied in teaching writing 1.3 Syllabus Design in Language Teaching 10 1.3.1 Approaches to Language Syllabus Design ( LSD) 10 1.3.1.1 Synthetic Approach 10 1.3.1.2 Analytic Approach 11 1.3.2 Different Types of Syllabus 11 1.3.2.1 Product Based Syllabus 12 1.3.2.1.1 Grammatical syllabus 12 1.3.2.1.2 Situational syllabus 13 1.3.2.1.3 Notional/Functional syllabus 13 1.3.2.2 Process Based Syllabus 14 1.3.2.2.1 Content based syllabus 14 1.3.2.2.2 Task-Based syllabus (TBS) 14 1.3.3 Steps in Task –Based Syllabus Design 15 1.3.3.1 Needs Analysis (NA) in TBS Design 16 1.3.3.1.1 Target Need Analysis 16 1.3.3.1.2 Learning Need Analysis 17 1.3.3.2 Aims and objectives setting 17 1.3.3.3 Task Selecting and Sequencing 18 Chapter 2: Methodology 19 iv 2.1 Setting of the study 19 2.2 Research questions 20 2.3 Informants 20 2.4 Data collection instruments 21 2.5 Data collection and data analysis procedure 22 Chapter 3: Findings and Discussion 24 The situational analysis of the teaching and learning context in PDU 24 3.1.1 The teachers 24 3.1.2 The students 24 3.1.2.1 Background 24 3.1.2.2 Writing competence 25 3.1.2.3 Motivation in learning writing skills 26 3.1.3 The shortcoming of the current syllabus 27 Needs Analysis 28 3.2.1 Target Needs Analysis 29 3.2.1.1 Target tasks and target language focus perceived by the university based on the CEFR 29 3.2.2 Target tasks and learning tasks perceived by teachers and learners 31 Learning needs analysis 32 Chapter 4: The Proposed task based Writing Syllabus 35 4.1 Justifications for the choice of task based approach to designing the syllabus 35 4.2 Aims and Objectives 35 4.3 Tasks Selecting and Grading 36 Part 3: Conclusion 43 Summary of the study 43 Limitations of the study 44 Suggestions for further studies 44 References 46 Appendixes I Appendix 1: NEEDS ANALYSIS FRAMEWORK (Hutchinson and Waters, 1987) I Appendix 2: THE STUDENTS’ QUESTIONNAIRES II Appendix 3: THE TEACHERS’ QUESTIONNAIRES IV Appendix 4: The Current Syllabus VI Appendix 5: Written test evaluation criteria (Adapted from CEFR (2001)) VIII Appendix 6: sample lesson procedures X v TABLE OF FIGURES Figure 1: Framework for task based writing teaching Figure 2:Product based vs Process based syllabus (adapted from White (1988: 44)) 12 Figure 3: Types of Language Syllabus 12 Figure Framework for task based syllabus design (Ellis 2003: 66) 15 Figure Framework for task based syllabus design (Nunan, 2004:25) 16 Figure The subject Writing Skills for English majors in PDU 19 Figure Students‟ length of time of learning English 24 Figure 8: Table of the university entrance exam score 25 Figure the estimated writing competence of the students 25 Figure 10: Students‟ attitudes toward Writing Skills 27 Figure 12 The target level for the writing skills after the first semester as required by PDU ( Based on CEFR( 2001:61,62, 82) 30 Figure 13 Teachers' and students' preference for the specific writing tasks 32 Figure 14 the familiar vs the expected teaching and learning styles 33 Figure 15 Target Tasks for the syllabus 37 Figure 16 Task sequencing 38 Figure 17 Language focus 40 Figure 18 Writing Skills Syllabus 42 vi PART 1: INTRODUCTION Rationale Writing is one of the four major language skills that foreign language students have to master It is a common knowledge that writing is very important in language learning as, according to Rames (1983), writing helps learners not only in the ways it reinforces learners to practice certain grammar and vocabulary structures and reflect on why those are used and not others but also in the way it improves the learners‟ thinking skills as when students write, they make effort to express ideas with constant use of eyes, hands and brain and discover a real need for finding the right word and the right sentence As writing is of such great importance for language learners, teaching how to write well is the inevitable aim of almost all language courses Yet, teaching writing is challenging for language teachers as „writing fluently and expressively is a tough task for all language users regardless of whether the language in use is first, second or foreign language‟ (Nunan,1988:3) Whether the journey writing teachers and learners have to go on under their writing course is smooth and whether the learners can reach the destination of the journey depend on a wide variety of factors such as the course syllabus, the teaching methodology, the available resources and the motivation of the students From all these influential factors, the course syllabus is extremely important because if appropriately designed with careful need analysis, the syllabus can act as the guidance for both teachers and learners in terms of aims, the objectives, teaching methodology, material suggestions, time allocation, assessments, and almost all the matters of learning and teaching In fact, a course syllabus can be compared with a helpful travel guidebook or a compass for teachers and learners in their journey to knowledge Despite the importance of syllabus in teaching writing -one of the most difficult language skills, it is not always given adequate attention to This is exemplified by the context of teaching writing in Phuong Dong University (PDU) where the current used syllabus is available but developed out of the syllabus writers‟ personal experience and intuition without referring to the situation analysis and learner needs analysis Consequently, when the syllabus was operated, it showed a lot of pitfalls, the greatest of which being the students‟ disinterest in learning writing, the irrelevance of the writing tasks and the teaching methodology This fact gives rise to the need to design a new writing syllabus for a particular group of students, i.e., beginner students, low-intermediate, intermediate, etc That syllabus should be based on careful analyses of contextual factors and learner needs as well as educational needs, i.e., the objectives of the foreign language program The ideas above motivate me to design a new writing skills syllabus for the elementary students at PDU Aims and Objectives of the study The study aims at designing a new appropriate writing skills syllabus for the elementary English majors at PDU To achieve this aim, the following objectives are established: (1) To develop a theoretical framework related to writing syllabus design (2) To identify the needs perceived by the university, the teachers, the first year English majors toward an appropriate writing syllabus for the target students (3) To propose a writing syllabus based on the relevant theories and the needs analysis Scope of the study The syllabus limits itself to the design of new writing skills syllabus for the Elementary English majors in PDU Thus, it is not intended for other groups of the students at the University or students from other universities However, once the syllabus has been implemented, and evaluated by the university teachers who implement the syllabus, it can serve as a reference for those who are interested in designing a similar syllabus for similar groups of students Methodology 4.1 Research questions What are the students‟ learning needs and target needs from the perspective of the students, the teachers and the university? What aims and objectives should be included in the writing skills syllabus for the elementary English majors? What contents and teaching methodology should be included and organized in the writing skills syllabus for the elementary English majors? 4.2 Research methods In order to design an appropriate syllabus of writing skills, the following research instruments were employed: Current syllabus analysis Learners‟ writing paper analysis Questionnaires Design of the study The thesis will be comprised of three parts Part is the introduction, which presents the rationales, the aims, the objectives, the scope, the methods and the design of the study Part is the development which consists of four chapters: o Chapter reviews the literature related to the syllabus design and the theoretical issues on the definition and features of task based language teaching in relation to the teaching of writing skills in EFL context o Chapter reports the research methodology the setting, the informants, the instruments and the data collection and analysis procedure o Chapter presents and discuss the findings from need analysis in light of teaching problems with the current syllabus, the insiders‟ attitudes towards writing skills and the current syllabus as well as their expectations of the changes in teaching and learning writing skills o Chapter is the main part of the study Based on the situational analysis and need analysis, a suitable syllabus framework will be developed Decisions regarding the objectives, the content and the structure of the course are justified Part is the conclusion that provides a summary, state the limitations of the study and give some suggestions for further research on the topic PART 2: DEVELOPMENT Chapter 1: Literature Review 1.1 Approaches to Teaching Writing This part endeavors to review major movements in the teaching of writing According to Raimes (1983), there are principal ways of approaching the writing task: focusing on form, focusing on the writer, focusing on the reader The first perspective can be found in traditional, text-based approach or product oriented approach in other words Teachers who adopt this approach often present authoritative text for students to imitate or adapt and they may see errors as something they have a professional obligation to correct and eliminate (Tribble, 1996: 37) The second approach which is called “process approach” emerges in part as a reaction against the tradition of form- focus It particularly stresses on the writers as an independent producers of text The third approach called “genre approach” is considered to be more socially oriented with the assumption that if the reader cannot recognize the purpose of a text, communication can not be successful 1.1.1 Product Oriented Approaches According to Brown (2000), product-oriented approaches to writing largely concern the forms of the written products that students compose The writing exercises applied in this approach typically deal with sentence-level writing and paragraph-level organization Students are often given a framework which illustrates a pattern of rhetorical organization; then, they are asked to fit their ideas into this framework Both the content and the form which the students deal with are largely controlled by the teacher Since the main focus of these approaches is on written form, grammar is emphasized and a particular effort is made to avoid errors 1.1.2 Process Oriented Approaches Dissatisfaction with controlled composition approach paved the way for the process approach, an „expressive approach‟ which became prominent in English-speaking composition classrooms during the 1980s Process approach encourages students‟ communication of ideas, feeling and experiences (Steele, 2002) Process approach focuses more on the various class activities which are believed to promote the development of skilled language use With the process approach, writers are encouraged to get their ideas on paper in any shape or form without worrying too much about formal correctness It also encourages collaborative group work among students as a way of enhancing motivation and developing positive attitudes towards writing Moreover, process approach encourages the development of critical thinking skills, which help them to have chances to challenge their social reality (Nunan, D, 1991: 87) 1.1.3 Genre Approaches Genre Based approach has become popular since the 1980s along with the notion that student writers could benefit from studying different types of written texts (Yan, 2009) To begin with, genre-based approaches start with the whole text as the unit in focus rather than the sentence The focus on the whole texts implies that there is higher level of order and patterning in language than just in sentence-grammar at the level of discourse organization and meta-patterning of grammatical features Genre –based approaches emphasize that this higher order must be attended to for effective language use The specification of genres to be taught is based on the classification used by many systemic functional linguists, especially in application to classroom teaching of English (Lin, 2006) Genre approaches have strong similarities with product approaches, and in some ways, genre approaches can be regarded as an extension of product approaches Like product approaches, genre approaches regard writing as predominantly linguistic but, unlike product approaches, they emphasize that writing varies with the social context in which it is produced As a result, there is a range of kinds of writing-such as sales letters, research articles, and reports - linked with different situations (Flowerdew 1993: 307) 1.2 Task-Based Approaches Apart from the three mainstream approaches above, there is also an approach namely TBLT that is rather slippery to be classified into either product oriented, processoriented or genre approaches as it is kind of selected combination of all to serve the purpose of enhancing communicative competence with target language For that reason, task based approach in this paper is discussed in a separated part References Avermaet &Gynsen (2006), From needs to task: language learning needs in task based language teaching , in Branden, K.V.D ed (2006), Task based language education: from theory to practice, Cambridge University Press Branden, K.V.D (2006), Task based language teaching in a nutshell, in Branden, K.V.D ed (2006), Task based language education: from theory to practice, Cambridge University Press Breen, M P (1987) „Contemporary paradigms in syllabus design, Part I‟ Language Teaching 20 (2), p162 Brown et al (1984) cited in Myslevy, R.J, Steinberg, L.S & Almond,R.G(2002), Design and analysis in task based language assessment, Language Testing, 19(4); pp 477-496 Candlin, C.(1987), Towards Task-Based Language, Englewood Cliffs, NJ: PrenticeHall Council of Europe (2001), Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Cambridge University Press Ellis, R (2003), Designing a task based syllabus, RELC Journal 34.1: 64-81, p65 Flowerdew, J (1993), An educational or process approach to the teaching of professional genres, ELT Journal, 47(4), p307 Horwitz, E.K (1986) Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale TESOL Quarterly, 20, 559-562 10 Lin (2006) , Genre based teaching and Vygoskian principles in EFL: the case of a university writing course, Asian EFL Journal, 8(3) 11 Long, M H., & Porter, P A (1985) Group work, interlanguage talk, and second language acquisition TESOL Quarterly, 19(2), 207-227 12 Long, M.H & Crookes, G (1992) „Three approaches to task-based syllabus design‟ TESOL Quarterly, 26 (1) 13 Long, M.H & Crookes, G (1993) „Units of analysis in syllabus design: the case for the task‟, in Crookes, C., & Gass, S M (eds.) Tasks in a Pedagogical Context Cleveland, UK: Multilingual Matters 9-44 46 14 Nunan, D (1988), Syllabus design, Cambridge University Press, p 20 15 Nunan D (1991) Language teaching Methodology GB: Prentice Hall, p 87 16 Nunan,D (2004a), Task based language teaching, Cambridge University Press, p.3 17 Nunan,D (2004b), Task based language teaching, Cambridge University Press, p.25 18 Raimes, (1983), A Techniques in Teaching Writing Oxford University Press 19 Setyaingrum,Z (2001) Task based language teaching to teaching writing for 7th grade students, retrieved from www.teachingenglish.org.uk/thinking/writing/approach.shtml 20 Steele, V (2002) Product and Process Writing Retrieved from the World Wide Web 30 December 2007 at: www.teachingenglish.org.uk/thinking/writing/approach.shtml 21 Tripple, C (1996).Writing Oxford: Oxford University Press, p37 22 White, R.V (1988a) The ELT Curriculum, Design, Innovation and Management Oxford: Basil Blackwell, p44 23 White, R.V (1988b) The ELT Curriculum, Design, Innovation and Management Oxford: Basil Blackwell, p77 24 Willis, D (1990) The lexical syllabus: A new approach to language teaching London: Collins COBUILD 25 Willis, J (1996), A framework for task based learning, Longman,p.23 26 Wilkins, D (1976) Notional Syllabuses: A Taxonomy and its Relevance to Foreign Language Curriculum Development London: Oxford University Press, p.55 27 Yan (2009), Applying SF genre based approach to teaching writing class, International Studies Journal,2(3) 28 Yoshihito, S (2009), The development of the construct-based processing approach in task based writing assessment for Japanese learners of English, Doctor dissertation, Waseda University 47 Appendixes Appendix 1: NEEDS ANALYSIS FRAMEWORK (Hutchinson and Waters, 1987) Objective needs Why is the language needed? - for study; - for work; - for training; - for a combination of these; - for some other purpose, e.g status, examination, promotion How will the language be used? - medium: speaking, writing, reading etc.; - channel: e.g telephone, face-to-face; - types of text or discourse: e.g academic texts, lectures, informal conversations, technical manuals, catalogues What will the content areas be? - subjects: e.g medicine, biology, architecture, shipping, commerce, engineering; - level: e.g technician, craftsman, postgraduate, secondary school Subjective needs Why are the learners taking the course? - compulsory or optional; - apparent need or not; - Are status, money, promotion involved? - What the learners think they will achieve? - What is their attitude towards the ESP course? Do they want to improve their English or they resent the time they have to spend on it? How the learners learn? - What is their learning background? - What is their concept of teaching and learning? - What methodology will appeal to them? - What sort of techniques are likely to bore alienate them? What resources are available? - number and professional competence of teachers; - attitude of teachers to ESP; - teacher‟s knowledge and attitude to the subject content; - materials; - aids; - opportunities for out-of-class activities Who will the learners use the language with? Who are the learners? - native speakers or non-native; - age / sex / nationality; - level of knowledge of receiver: e.g expert, - What they know already about English? layman, student; - What subject knowledge they have? - relationship: e.g colleague, teacher, - What are their interests? customer, superior, subordinate - What is their socio-cultural background? - What teaching styles are they used to? - What is their attitude to English or to the cultures of the English-speaking world? Where will the language be used? Where will the ESP course take place? - physical setting: e.g office, lecture theatre, - Are the surroundings pleasant, dull, noisy, cold, etc? hotel, workshop, library; - human context: e.g alone, meetings, demonstrations, on telephone; - linguistic context: e.g in own country, abroad When will the language be used? When will the ESP course take place? - concurrently with ESP course or - time of day; subsequently? - every day / once a week; - frequently, seldom, in small amount, in large - full-time / part-time; chunks - concurrent with need or pre-need I Appendix 2: THE STUDENTS’ QUESTIONNAIRES Dear Student, I am doing research to design a writing syllabus for first year students in Phuong Dong University I am very interested in your attitude to and expectations of it I would be grateful if you could spend some time completing this questionnaire Please give your answers sincerely as only this will guarantee the success of this study You can be sure that your anonymity and confidentiality will be ensured Thank you for cooperation! Section Background Please, provide the following information about yourself:  Age:  Sex:  Living place before university: How long have you been learning English? 1-3 years 4-6 years 7-10 years > 10 years -Section 2: Attitudes, Motivations and Writing Competence Do you think that learning writing skills is useful for you? A Yes, very useful B Yes, but not now C I am not sure D No, it is a waste of time What you think about the course Writing Skills 1? A Very interesting B Quite interesting C It is Ok D Uninteresting E Horrible Please state reasons why you like or dislike the course here: II Section 3: Target needs and learning needs From all tasks given below, choose 13 tasks you prefer to in writing class Give a tick to one you like in the check box Remember to choose 13 only Writing a letter to a pen friend Writing notes of arrangement (for meeting, party, dating, interview, etc) Writing an invitation Writing letter or message of apology for some thing you have done Describing my family, living conditions, schooling, present or most recent job Writing a brief reports, which pass on routines factual information and state reasons for actions Complaining about a service or products to the supplier Writing an article for a newspaper Describing past activities and personal experiences 10 Describing someone or something to your friends 11 Writing to thank someone 12 Writing resume to applying for a job 13 Writing application letter 14 Advertising yourself (e.g in employment column of a newspaper) 15 Writing to ask for directions 16 Writing instructions for something 17 Writing a postcard when traveling 18 Making inquiries and requests of information ( e.g asking for a learning course information) 19 Writing to recommend a film, a book or anything you like to the other people Please give a tick to the checkbox that best indicates your idea about the teaching and learning styles at writing class No teaching and learning styles Teacher presents grammatical rules and written expressions and asks students to drill written exercises Teacher gives a question and asks students to brainstorm, plan, write and edit to answer the question in form of writing Teacher gives students a model written text and asks students to write the similar Teacher creates a task that resembles a duty you have to in your real life and asks you to the tasks by means of writing Others:………………………………… The end Thank you for your cooperation! III I am used I like to this this Appendix 3: THE TEACHERS’ QUESTIONNAIRES Dear Colleague, I am doing research to design a writing syllabus for first year students in Phuong Dong University I am very interested in your attitude to and expectations of it I would be grateful if you could spend some time completing this questionnaire Please give your answers sincerely as only this will guarantee the success of this study You can be sure that your anonymity and confidentiality will be ensured Thank you for cooperation! Section Background Please give the information about yourself Your age: Your qualification:……………………………………………………………… Your years of teaching English:……………………………………………… Section Attitudes toward teaching writing and the current writing skills syllabus Do you like teaching writing skills? a Yes Please give the reasons why you like: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… b No Please give the reasons why you not like: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… A B C D E What you think your students have after learning writing skills 1? Good command of writing sentence structures (accuracy focus) Good communicative writing skills ( fluency focus) Both A & B but A is more important Both A & B but B is more important Others (Please specify):………………………………………………………… A B C D Do you think that the objectives of the current syllabus meet the learners’ needs? Yes, absolutely Yes, to some extent Yes, to a small extent No, not at all Section 3: Expectation for the new writing syllabus IV What is your opinion about the following changes to the learning contents of the current syllabus? please check (√) the box that best reflects your opinion using this scale: SD= Strongly Disagree D= Disagree N=Neutral A=Agree SA= Strongly Agree Please check one (and only one) box for each statement and don’t leave out any of them SD D N A SA A The learning contents should be shifted to focus on      meaning rather than structure B The learning contents should be more life-like to involve      and motivate students C The learning contents of the current syllabus is OK and      should not be changed      E Others (Please specify:………………………………… From all tasks given below, choose 13 tasks you prefer your students to in writing class Give a tick to one you like in the check box Remember to choose 13 only Writing a letter to a pen friend Writing notes of arrangement (for meeting, party, dating, interview, etc) Writing an invitation Writing letter or message of apology for some thing you have done Describing my family, living conditions, schooling, present or most recent job Writing a brief reports, which pass on routines factual information and state reasons for actions Complaining about a service or products to the supplier Writing an article for a newspaper Describing past activities and personal experiences 10 Describing someone or something to your friends 11 Writing to thank someone 12 Writing resume to applying for a job 13 Writing application letter 14 Advertising yourself (e.g in employment column of a newspaper) 15 Writing to ask for directions 16 Writing instructions for something 17 Writing a postcard when traveling 18 Making inquiries and requests of information ( e.g asking for a learning course information) 19 Writing to recommend a film, a book or anything you like to the other people Please specify other writing tasks that you want your students to in writing class: ……………………………………………………………………………………………… The end Thank you for your cooperation! V Appendix 4: The Current Syllabus GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐHDL PHƯƠNG ĐƠNG CỘNG HỒ XÃ HỘI CHỦ NGHĨA VIỆT NAM ĐỘC LẬP- TỰ DO- HẠNH PHÚC CHƯƠNG TRÌNH TRÌNH ĐỘ ĐẠI HỌC NGÀNH ĐÀO TẠO: NGÔN NGỮ ANH ĐỀ CƯƠNG CHI TIẾT HỌC PHẦN Tên học phần: Viết Mã số: 0771041 Số tín chỉ: Trình độ: Năm thứ nhất- học kì Phân bổ thời gian theo tín chỉ: Lên lớp Lý thuyết Thảo luận Thực hành, thí nghiệm, thực tế, studio (x 2) 15 tiết (50 phút) 15 tiết (50 phút) Tự học, tự nghiên cứu 60 tiết (50 phút) (x 2) Điều kiện tiên quyết: - Học phần tiên quyết: - Học phần học trước: Ngữ pháp thực hành - Học phần song hành: Mục tiêu học phần: Kiến thức: Học phần nhằm cung cấp cho sinh viên kiến thức cấu trúc câu cách viết câu tiếng Anh Các phần l‎thuyết tập hướng sinh viên rèn luyện kĩ viết câu chữa lỗi câu với cách biến đổi câu để có cách diễn đạt phong phú Mô tả vắn tắt nội dung học phần Trong học phần sinh viên vừa ôn tập kiến thức liên quan đến ngữ pháp cấu trúc câu, cách diễn đạt đơn giản đơng thời tìm hiểu sâu kiểu câu cấu trúc khó Các tập luyện phong phú, đa dạng giúp sinh viên rèn luyện kĩ viết câu linhhoạt, làm tảng cho học phần viết đoạn sau Nhiệm vụ sinh viên VI - Sinh viên phải tham gia đầy đủ buổi lên lớp, nghỉ học phải có lí đáng (theo điều 14, Quy chế đào tạo số 729/QĐ-ĐHPĐ-ĐT ngày 31/10/2007) - Sinh viên phải làm đầy đủ tự học giáo viên yêu cầu - Điều kiện dự thi kết thúc học phần:   Sinh viên không kiểm tra lại không tham dự kì thi kết thúc học phần điểm đánh giá trình điểm (điểm liệt) Sinh viên phải tham dự lớp  80% số qui định cho học phần Tài liệu học tập - Học liệu bắt buộc:  Writing skill 1- Compiled by Hoang Le Hanh-2011-Faculty of Foreign Languages-PDU - Học liệu tham khảo:  Supplementary exercises for writing skill 1- Compiled by Hoang Le Hanh-2011-Faculty of Foreign Languages-PDU  Academic writing- Ann Hogue 10 Tiêu chuẩn đánh giá sinh viên - Kết học phần đánh giá hai điểm:  điểm kiểm tra giáo viên giảng dạy chấm q trình học tập thơng qua hình thức kiểm tra lớp, tập nhà Điểm kiểm tra chiếm 40% điểm tổng kết học phần (giáo viên cho kiểm tra kì lấy 20%, 20% lấy từ điểm kiểm tra làm tập lớp)  điểm thi kết thúc học phần khoa tổ chức Điểm thi kết thúc học phần chiếm 60% điểm tổng kết học phần Hình thức thi hết học phần: Tự luận 11 Thang điểm: 10 12 Nội dung chi tiết học phần 12.1 Nội dung - Cấu trúc câu - Quy tắc viết hoa - Câu đơn câu phức - Liên từ - Tính từ, giới từ, cụm giới từ - Lỗi câu, cách kết hợp trạng từ - Cách viết dấu câu, cách kết hợp câu 12.2 Hỡnh thức tổ chức dạy học (phụ lục kốm theo) 13 Ngày phờ duyệt 14 Cấp phờ duyệt: Trường Đại học Phương Đông VII Appendix 5: Written test evaluation criteria (Adapted from CEFR (2001)) OVERALL WRITTEN PRODUCTION C2 C1 B2 B1 A2 A1 Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources Can write straightforward connected texts on a range of familiar subjects within his field of interest, by linking a series of shorter discrete elements into a linear sequence Can write a series of simple phrases and sentences linked with simple connectors like “and", “but” and “because” Can write simple isolated phrases and sentences GENERAL LINGUISTIC RANGE Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity No signs of C2 having to restrict what he/she wants to say Can select an appropriate formulation from a broad range of language to express him/herself C1 clearly, without having to restrict what he/she wants to say Can express him/herself clearly and without much sign of having to restrict what he/she wants B2 to say Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to so Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films Has enough language to get by, with sufficient vocabulary to express him/herself with some B1 hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at times Has a repertoire of basic language, which enables him/her to deal with everyday situations A2 with predictable content, though he/she will generally have to compromise the message and search for words Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations Has a very basic range of simple expressions about personal details and needs of a concrete A1 type VIII GRAMMATICAL ACCURACY Maintains consistent grammatical control of complex language, even while attention is C2 otherwise engaged (e.g in forward planning, in monitoring others’ reactions) Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult C1 to spot Good grammatical control Occasional "slips" or non-systematic errors and minor flaws in B2 sentence structure may still occur, but they are rare and can often be corrected in retrospect Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding Communicates with reasonable accuracy in familiar contexts; generally good control though B1 with noticeable mother tongue influence Errors occur, but it is clear what he/she is trying to express Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations Uses some simple structures correctly, but still systematically makes basic mistakes - for A2 example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say Shows only limited control of a few simple grammatical structures and sentence patterns in a A1 learnt repertoire Coherence and cohesion C2 C1 B2 B1 A2 A1 Can create coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organizational patterns, connectors and cohesive devices Can use a variety of linking words efficiently to mark clearly the relationships between ideas Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some „jumpiness‟ in a long contribution Can link a series of shorter, discrete simple elements into a connected, linear sequence of points Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points Can link groups of words with simple connectors like „and‟, „but‟ and „because‟ Can link words or groups of words with very basic linear connectors like „and‟ or „then‟ IX Appendix 6: sample lesson procedures Writing a note of explanations Pre-Task: Students work in groups, read two notes given by the teacher and the learning tasks in order to get input language Task Cycle: Teacher gives students two prompts to write two notes of explanations in the two situations After writing, all the sticky notes are stick to the class wall Students move around in pairs to read and give comments Post Task: Teacher gives feedback and important notes on language use, common mistakes among class Writing a note of making arrangement Pre-Task: Students work in groups, read two notes given by the teacher and the learning tasks in order to get input language Task Cycle: Teacher gives students two prompts to write two notes of arrangement in the two situations After writing, all the sticky notes are stick to the class wall Students move around in pairs to read and give comments Post Task: Teacher gives feedback and important notes on language use, common mistakes among class Writing a short personal advertisement (e.g in employment column or dating sections of a newspaper) Pre-Task: Students in groups read two personal ads given by the teacher and the learning tasks in order to get input language Task Cycle: Teacher gives students two prompts to write two personal ads of arrangement in the two situations After writing, all the personal ads are stick to the class wall Students move around in pairs to read and give comments Post Task: Teacher gives feedback and important notes on language use, common mistakes among class Writing an email to reply a key pal Pre-Task: Students read an email from a key pal and the reply to get to know the format of the email letter Then they use provided information to complete the two emails provided to get input language Task Cycle: Students work in pairs Ask her/his friend for the email address and write an email to inform her/his news and ask some questions about that friend The letters then are exchanged to read and then they write the reply letters to each other Post Task: Teacher gives feedback and important notes on language use, common mistakes among class X Writing letters of giving directions Pre-Task: Students work in groups to read a letter of giving instruction with a map together with it and figure out the place Students are also given some pedagogical task to work with language of giving instruction before writing their own instruction Task Cycle: Students work in small group to write a letter giving direction based on a map provided by the teacher or the map from the students themselves (They can be asked to prepare in advance or they can draw out the map at class too) Letters after being written should be exchanged to other groups to figure out the ways and the position of the places on the provided maps Post Task: Teacher gives feedback and important notes on language use, common mistakes among class Writing letters of apology Pre-Task: Students read two letters of apology and decide which is more formal They then work in groups to complete the learning task to practice using the informal language and get some input language Task Cycle: Four prompts indicating the situations in which you made some mistakes or irritated someone are given to students Students are supposed to write a letter using appropriate informal styles Students work in groups to write the apology letters The letters after that are read and given feedbacks by other groups and teacher Post Task: Teacher gives feedback and important notes on language use, common mistakes among class Writing thank-you letters Pre-Task: Students read two thank you letters and decide which one is more formal They then work in groups to complete the learning task to practice using the informal language and get some input language Task Cycle: Four prompts are given to students to write a thank you letter using appropriate informal styles Students work in groups to write the thank you letters The letter after that are read and given feedbacks by other groups and teacher Post Task: Teacher gives feedback and important notes on language use, common mistakes among class Writing letters of making inquiries and requests of information Pre-Task: Students read an email requesting information and some learning tasks to practice how to begin and end a formal email Task Cycle: - Students working in groups are given several ads They are supposed to write an email letter to the responsible person to get more information about what they are interested in - The letters then are sent to other groups to get reply XI Post Task: Teacher gives feedback and important notes on language use, common mistakes among class 10 Writing a resume Pre-Task: Students are given a resume and some exercises in groups to get used to the format and the language of a resume Task Cycle: Students are supposed to write their own resume for the job they applied in the previous lesson Teacher gives back all the letters and the job ad to students to remind them the situation Student write their own resume individually and show the other members of the group the resume to get feedback Post Task: Teacher gives feedback and important notes on language use, common mistakes among class 11 Writing letters of application Pre-Task: Students are given an job advertisement and an application letter for the job Then they will some exercises in groups to get used to the format and the language of a application letter Task Cycle: Students are given several job advertisements and work in groups to write an application letter for the job they like The letters then are stick on the class wall Every one move around to read and decide who the best candidate is The teacher will collect all the letters that will be used in the next class Post Task: Teacher gives feedback and important notes on language use, common mistakes among class 12 Describing a past event Pre-Task: Students work in group to arrange fill in the missing words to make a story The missing words are hinted by picture Teachers elicit new words and raise students‟ awareness of using the past simple and past continuous in narrating an event Task Cycle: Students are supposed to work in group to write a memorable event of their own They work on a set of questions about that event Ask and answer the questions to find out the person who has the most interesting story Students then work together to write up the story After that, all stories are presented in front of the class Post Task: Teacher gives feedback and important notes on language use, common mistakes among class 13 Writing a short text to recommend a film, a book or anything you like to the other people Pre-Task: Students read several recommendations and some exercises in groups to get used to the format and the language Task Cycle: Students are supposed to write a short recommendation to their friend XII Students work in groups to think of a movie, a book , a restaurant or any thing they like and tell their partners as many detail as possible If they cannot think of any, teacher can give them some pictures in handout 13 to help them They then look back at the format of the recommendation model in Pre-Task and write a recommendation individually or in groups Finally, all the recommendation will be stick on the class wall Every one move around and decide what recommdendation is best for them and take one Post Task: Teacher gives feedback and important notes on language use, common mistakes among class - Students raise any questions related to the course to teacher - Teacher introduces the format of the written exam to the students and explain how the papers are evaluated XIII