(SKKN mới NHẤT) applying some innovative techniques in teaching argumentative essay writing for the eleventh graders at nhu thanh high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
NHU THANH HIGH SCHOOL

INNOVATION IN TEACHING

APPLYING SOME INNOVATIVE TECHNIQUES IN
TEACHING ARGUMENTATIVE ESSAY WRITING
FOR THE ELEVENTH GRADERS AT NHU THANH
HIGH SCHOOL

The writer: Nguyen Thi Kim Lien

The post: The teacher
Nhu Thanh High School
Innovation of subject: English

THANH HOA, 2020

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TABLE OF CONTENT
PART ONE: INTRODUCTION........................................................................1
I. RATIONALE OF THE STUDY.......................................................................1
II. AIMS OF THE STUDY..................................................................................2
III. RESEARCH QUESTIONS...........................................................................2
IV. METHODS OF THE STUDY.......................................................................2
PART TWO: DEVELOPMENT........................................................................2
CHAPTER 1: LITERATURE REVIEW..........................................................2
I. OVERVIEW OF WRITING SKILL................................................................2
II. THE ARGUMENTIVE ESSAY......................................................................3

1. What is the argumentative essay and its struture?..........................................3
2. What is the collaborative writing technique in teaching argumentative essay
writing?..................................................................................................................4
3. What is the direct instruction writing technique ?..........................................4
III. THE DIFFICULTIES OF WRITING ARGUMENTATIVE ESSAYS...........5
IV. THE IMPORTANCE ELEMENTS OF A GOOD ARGUMENTAIVE ESSAY...........5
V. THE SOLUTION OF APPLYING COLLABORATIVE WRITING AND
DIRECT INSTRUCTION WRITING TECHQUIQUES AND THEIR
IMPACT ON DEVELOPING THE STUDENTS’ ARGUMENTATIVE
WRITING SKILL.................................................................................................6
CHAPTER 2: PRACTICAL SITUATIONS.....................................................7
I. METHODS OF THE STUDY..........................................................................7
II. THE REALITY OF TEACHING AND LEARNING ENGLISH
ARGUMENTATIVE WRITING SKILL AT NHU THANH HIGH SCHOOL. 7
CHAPTER 3: RECOMMENDATIONS TO HELP THE STUDENTS TO
IMPROVE THEIR ARGUMENTATIVE EASSY WRITING SKILL........8
I. RECOMMENDATIONS..................................................................................8
II. PRACTICAL SOLUTIONS............................................................................8
CHAPTER 4: RESULT....................................................................................17
PART THREE: CONCLUSION AND SUGGESTION.................................17
I. CONCLUSION...............................................................................................17
II. REFLECTIONS............................................................................................17
REFERENCES..................................................................................................19

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PART ONE: INTRODUCTION
I. RATIONALE OF THE STUDY
Studying English nowadays has become an essential demand for
everyone. Learning English is important. It is simple as English is one of the
most popular international languages and it is most not only all over the world
but also in all aspects of society. Therefore, learning and mastering it would
greatly give advantages to the person concerned. Although many Vietnamese
students get excellent certain qualifications, their ability of communicating in
English is limited. As a result, they must give up their dream jobs. There is no
doubt about that English is the optimum standard for applicants into foreign and
state- owned companies. On account of the above demands, English is
compulsory not only at school but also in examinations at certain stages of the
school education system. According to the national curriculum, English is built
with the aim of communicating. Creating the ability of communication in
English for students is the most important target in the process of teaching.
As teachers, I think we’d all agree that communication is important. In fact,
it’s a necessary component of education, livelihood, and basic functionality in our
society. It’s also fairly obvious that there are two main ways to communicate,
although more obscure forms exist. Basically, we talk and we write. That’s how
we let other people know what’s going on, and it’s an important skill to have. Just
about every student can talk, but how many Vietnamese students can truly write
well? Writing is also important because it’s used extensively in higher education
and in the workplace. If students don’t know how to express themselves in
writing, they won’t be able to communicate well with friends, teachers,
professors, employers, peers, or just about anyone else.
Much of professional communication is done in writing: proposals,
memos, reports, applications, preliminary interviews, e-mails, and more are part
of the daily life of a college student or successful graduate. Even if students
manage to learn the material in their college classes without knowing how to
write well, they won’t be able to express their knowledge to the people who are

making the big decisions. Potential employers won’t know whether or not head
knowledge can be applied to everyday demands unless it’s through a spoken
interview. Even the majority of certifications and licensures require basic
writing skills to obtain. The inability to write makes for a stillborn career.
Argumentative writing has been confirmed by researchers to be the hardest
model in writing. This genre of writing is important for students to express their own
points of view in academically appropriate forms and strategies. Unfortunately,
students often encounter difficulties in the use of complex syntactic patterns and
appropriate elements in composing argumentative writing. Consequently, by means of
the drawbacks in language teaching methods of the past, particularly in the
argumentative writing skill, a number of research studies have sought to investigate
and demonstrate how argumentative writing can be improved by using effective
methods to gauge the weaknesses of students’ writing ability. After for a long time, I
have taken consideration into various solutions in teaching argumetative essay
writing for my students, I have found that the combination between the collaborative
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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writing technique and the direct instruction writing technique in teaching
argumentative essay has improved my students’writing skill a lot.
Therefore, I decide the research with the title “ Applying some innovative
techniques in teaching argumentative essay writing for the eleventh graders
at Nhu Thanh High school ”.
II. AIMS OF THE STUDY
On the basis of surveying students’ ability of writing argumentative

essays in English at Nhu Thanh High School, I have given feasible measures
including innovating methods of teaching writing skill.
The aims of this research are as follows:
1. Whether or not the collaborative writing technique is really effective
2. Whether or not students who have high creativity have better writing
ability than those who have low creativity.
3.Whether or not there is interaction between teaching techniques and
students‘ creativity in teaching writing
In addition, whether or not the direct instruction writing technique
through givingfifteen- sentence/ phrase modals improves the argumentative
writing skill and have positive impact on writing process among students and
can develop their argumentative writing skill.
III. RESEARCH QUESTIONS
This study aims at finding answer to the following research question:
How can innovative teachniques help the students at Nhu Thanh High School
improve their argumentative writing skill ?
The question has been addressed to one group of the eleventh graders that
I have been teaching in Nhu Thanh High School with the aim to examine how
innovative solutions affect the process of argumentative writing here.
IV. METHODS OF THE STUDY
- The method of collecting and analyzing materials for the research:
research for materials concerning about the subject, analyze and get certain
knowledge from previous researches, finally give the foundation to the research.
- The method of talking to students: through talking to students, I have got
to know real situation of students’ writing learning in language classes at Nhu
Thanh High School.
- The method of surveying through answer sheets.
PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
I. OVERVIEW OF WRITING SKILL

What is writing?
"Writing" is the process of using symbols (letters of the alphabet,
punctuation and spaces) to communicate thoughts and ideas in a readable form. To
write clearly it is essential to understand the basic system of a language. In English
this includes knowledge of grammar, punctuation and sentence structure.
Vocabulary is also necessary, as is correct spelling and formatting. A writer may
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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write for personal enjoyment or use, or for an audience of one person or more. The
audience may be known (targeted) or unknown. Taking notes for study purposes is
an example of writing for one's self. Blogging publicly is an example of writing for
an unknown audience. A letter to a friend is an example of writing for a targeted
audience. As with speaking, it is important to consider your audience when
writing. There are many different styles of writing, from informal to formal.
Some of the difficulties associated with the teaching of writing in foreign
language classes come from the nature of writing itself. Writing is an artificial
activity in a way that speech is not; while every normal human being on this
planet learns, eventually, to talk and to listen, far fewer people become literate,
able to write. Writing is learned, while speaking is acquired as part of growing up.
In schools, writing is taught partly as a vital part of literacy program, but
also in order to show that work is being done. Writing is often associated,
particularly in weaker students’ minds, with “chores” or even with discipline
(the traditional writing lesson is quite quiet, so the teacher is easily able to keep
control). This “homework syndrome” can lead to students making less and less

progress because they are poorly motivated, perform badly, receive low grades,
and end up disliking writing more and more.
II. THE ARGUMENTIVE ESSAY
1. What is the argumentative essay and its struture?
It is a genre of writing that requires the student to investigate a topic;
collect, generate, and evaluate evidence; and establish a position on the topic in
a concise manner.
Argumentative essay assignments generally call for extensive research of
literature or previously published material. Argumentative assignments may also
require empirical research where the student collects data through interviews,
surveys, observations, or experiments. Detailed research allows the student to
learn about the topic and to understand different points of view regarding the
topic so that she/he may choose a position and support it with the evidence
collected during research. Regardless of the amount or type of research
involved, argumentative essays must establish a clear thesis and follow sound
reasoning.
The argumentative essay is the most common type of writing assignment
that students will encounter throughout their exams. While there are different
variations of the argument essay, the overall foundation is always the same: the
writer is tasked with investigating an issue, taking a stand on the issue, and
finding and incorporating a multitude of evidence in a logical manner to support
the overall claim.
The structure of paper's outline is the same as the structure of their entire
essay. The difference is that they include the entire information in the body text
while students only name the arguments in their outline. An English essay
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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outline is worth their time as it figures as their plan during the whole writing
process.There are three basic sections of any argumentative essay students
should follow:

2. What is the collaborative writing technique in teaching argumentative
essay writing?
In the collaborative writing technique, the teacher asks students to work
in pairs or triads to write a formal paper together. Each person will contribute at
each stage of the writing process of argumentative essays: brainstormning ideas,
gathering and organizing information, drafting, revising and editing the writing.
In this way, my students will produce better work than they work alone.
Collaborative writing will improve their document quality by pooling the
strengths of group members. At the same time, individual weaknesses are caught
by the group and revised. Ultimately, collaboration can be a form of motivation
for students as they become excited about working in a group as well as the
prospect of learning from other students.
3. What is the direct instruction writing technique ?
The Direct instruction has one very basic rule: no translation is allowed.
Teaching learning process is focus on explanation of grammar rules in
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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classroom teaching, teachers must encourage direct and spontaneous use of the
foreign language in the classroom. Learners would then be able to induce rules
of grammar. All teaching is done in the target language .
The teacher with writing technique will give students suggested sentense
modals or vocabulary relating to the argumentative writing topic. That helps
students not to spend too much time looking for sentence modals or topic
vocabulary. They will only focus on brainstorming, organizing ideas, making
the outline...
III. THE DIFFICULTIES OF WRITING ARGUMENTATIVE ESSAYS
Writing an argumentative essay can be easy in many aspects because
students are given the opportunity to take a personal stance on a topic. This can
be a more entertaining essay to write, but we must remember that although
students’ main idea may be opinion based, it is important that students’ paper is
still research based. Here are some common problems students may experience
while writing an argumentative essay:
Finding Support
Once students have selected a topic or argument that students would like
to prove through their essay, it is crucial to locate reputable support. The
Internet is full of opinion-based articles, but these are not what students will
want to use to develop they argument. Arguments or opinions must be
supported with factual data or research in order to be credible. They can also
quote an authority on the topic.
Contradictory Arguments
Another common problem to be weary of when writing an argumentative
essay is contradictory arguments. Make sure to thoroughly read their sources. A
quote or idea from a source can easily be taken out of context, changing the
meaning of said quote all together. Students want to be sure to maintain their
credibility on the topic, and honestly make their argument.
Avoid Personal Opinion
When writing your argumentative essay you must be sure to keep a neutral

tone on the topic. There is a difference between making a compelling argument,
and bombarding your readers with overly emotional personal opinion. With
strong facts and reliable sources you will find that harsh or passionate language
is unnecessary to prove your point.
Consider Your Audience
Your audience quite frequently influences the way you approach your
topic. The means to convince an audience of college professors will surely be
different from adolescent readers.
IV. THE IMPORTANCE ELEMENTS OF A GOOD ARGUMENTAIVE ESSAY.
Most people do not require special skills to prove their point of view when
providing arguments on various day-to-day issues. All of us sometimes argue
why the movie we have watched is so impressive or why we should get a
promotion. This means that we argue not only in the academic field, but also in
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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our everyday lives. That is why writing an argumentative essay does not require
any additional skills and most students can deal with the assignment with
much success. However, it is also important to structure an argumentative essay
in a correct way. For this reason, before writing an essay, you need to find out
what elements should be included in your argumentative essay. You also need to
support your viewpoint by providing an explanation of your ideas and specific
examples. Let us discuss the fundamental elements of argumentative essays.
* Organization and focus. When writing an argumentative essay, you
need to prove the main viewpoint by providing enough evidence and wellgrounded arguments.

* Description and analysis: Description and analysis are two more
elements of an argumentative essay that should be included in your paper if you
want it to be consistent and relevant.
* Evidence. Evidence can be provided in different way. You should
support your ideas with certain examples and make the readers accept your point
of view by providing well-grounded evidence in favor of your position.
* Answering a counterargument. If you add a counterargument in your
essay, it will make it clear for the readers that you fully understand the material
you are discussing in your paper.
V. THE SOLUTION OF APPLYING COLLABORATIVE WRITING
AND DIRECT INSTRUCTION WRITING TECHQUIQUES AND THEIR
IMPACT ON DEVELOPING THE STUDENTS’ ARGUMENTATIVE
WRITING SKILL.
Collaborative Writing technique makes the learning more effective,attractive,
meaningful, and successful. Collaborative Writing also can improve students‘ critical
thinking. The collaborative writing technique is a way to foster reflective thinking,
especially if the learners are engaged in the act of explaining and defending their
ideas to their peers. In the process of co-authoring, learners consider not only
grammatical accuracy and lexis but also discourse. Furthermore, and depending on
the kind of group/pair dynamics formed, collaborative writing may encourage a
pooling of knowledge about language. Collaborative Writing technique has many
advantages as a functional unit of collaborative learning. Active participation in the
collaborative process is essential for learning to occur. By working collaboratively
with their friends, the students will try to analyze their friends‘ work in writing. They
can correct the mistakes made by their friends. In Collaborative Writing, the students
are relying on peers for learning. It means that students work together to teach one
another, and they alternate between the roles of student and teacher. This technique
combines elements of both motivational and cognitive approaches to collaboration.
The technique also promotes cognitiveprocessing by using a structured approach to
teaching and learning within a tutoring context. This technique also promotes active

processing of material using activities that are strongly linked to achievement.
In addition, using the direct instruction writing technique through giving
sentence/ phrase modals fifteen by the teacher makes students’writing much
easier and they feel more confident to start their writing. The benefits of this
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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solution are that the essay is not only logic, but the students also think and write
more quickly and easily
CHAPTER 2: PRACTICAL SITUATIONS
I. METHODS OF THE STUDY
The research is done qualitatively in the context of one group of thirty
students at Nhu Thanh High School. In this survey, I have used the survey
questionnaire for students. This survey is designed to collect information for the
study on “An investigation into the Reality of teaching and learning English
argumentative writing skill at Nhu Thanh High School.
II. THE REALITY OF TEACHING AND LEARNING ENGLISH
ARGUMENTATIVE WRITING SKILL AT NHU THANH HIGH SCHOOL
The whole procedure of teaching and learning is implemented similarly to
all students of the class after all of them give consent to be part of the research.
However, due to the limit of the study, I only focus to collect information from
the learning engagement of two classes 11B1(46 students) and 11B5(43
students) ( total: 89 students) during this process as the data for analysis. Below
is the survey of the practical situation of learning argumentative eassay writing
skill at Nhu Thanh High School, the academic year : 2019-2020

Table 1: Frequencies of argumentative writing difficulties faced by students
Number of students
Difficulties faced by students
have difficulty
Brainstorming the topic, organizing ideas and
75
creating an outline
grammar structure
70
Topic sentence of each paragraph
70
Length
50
Pacing
50
solid evidence
60
During the interview, the students talked about the difficulties in writing
argumentative essay. As shown in Table 1, it has been reported that grammar
structure in English, the structure of an argumentative essay and brainstorming
the topic, organizing ideas and creating an outline were the great difficulties for
their argumentative writing. They felt that they did not have enough knowledge
of the complex sentences, and express their ideas.
Brainstorming, orgainizing ideas, making the outline and understanding
the argumentative writing structure and grammar ones were also considered
difficult for students because students pointed out that the structure of
argumentative writing posed the main barrier for them to produce a good piece
of argumentative essay. In relation to the difficulties of solid evidence, they
stated that providing solid evidence was one of the most difficult aspects for
them to convince the audience to believe in what they wrote. With reference to

the difficulties of time constraints in argumentative writing, students faced the
difficulties in this aspect. One of students stated: “Another problem is the
limitation of the time. I cannot write a good piece of writing because I feel
hectic. I need more time to write because of the limited time I cannot think of
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strong evidence to write”. They admitted that it was difficult to write a wellorganized argumentative essay. For example, the following students pointed out
that “I don’t know how to organize the idea of argumentative writing essay. I do
not know that I have to write the Introduction or I have to control the idea. I
have to write supporting detail 1,2,3 and then I have to write the conclusion. I
write down what I can think of without controlling the idea”. With the reference
to the difficulties of fulfilling task demand and understanding the questions,
students considered this task demand difficult. Students stated that writing the
thesis statement was difficult for them to write in order to convince the audience
CHAPTER 3: RECOMMENDATIONS TO HELP THE STUDENTS
TO IMPROVE THEIR ARGUMENTATIVE EASSY WRITING SKILL.
I. RECOMMENDATIONS
According to the data analysis from the survey, The aim of this study was
to identify the argumentative writing difficulties that students encountered when
they compose argumentative essays. It is noted that teachers have realized that
there is a critical need to accord greater attention to the improvement of writing
teaching for students. The way to improve writing instruction is to develop
insights into the diagnostic evaluation of writing. This type of evaluation
provides valuable data about students‟ weaknesses in argumentative writing.

Therefore, I have used the collaborative writing technique and the direct
instruction writing technique in teaching argumentative essay in teaching
argumentative essay writing skill for my students.
II. PRACTICAL SOLUTIONS
A . Applying collaborative writing techniques through pair or triad work
To improve argumentative essay writing for my students, I have applied
interesting teaching techniques to present their teaching materials that also help
them in creating fun class. Collaborative writing technique is suggested to be
applied in teaching writing. Therefore, in this research, I have taken verbal
creativity as another factor that will be examined and used as moderator variable
in teaching writing.
In teaching writing argumentative essays for my student at Nhu Thanh
High school, I have applied seven guidelines in collaborative writing process.
The guidelines are as follows:
1. Students from pairs or triads at your direction or by shoosing partners
and then generate ideas by brainstorming together or conducted preliminary
research;
2. Together, students organize their ideas and create an outline;
3. Students divide up the outline, selecting or assigning sections for each
student to write initial drafts individually;
4.Teams read first drafts, discuss and resolve any significant disparities in
voice, content, and style;
5.Teams combine individual sections into ingle document;
6. Teams revise and edit their work, checking for content and clarityas
well as grammar, spelling, and punctuation;
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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7. After the final edit,teams submit their papers to the professor for
assessment and evaluation.
After my students have understood the above guidelines clearly, I will
devide the class into triads or pairs and give them a certain topic of argumentative
essay writing to ask them to work in triads following the above steps.
Finally, one typical triad or pair will have a representative to go to the board
and show their full work and other triads will hand in their completed papers.
HERE ARE SOME PRATICAL ACTIVITIES MY STUDENTS HAVE
APPLIED THIS WAY:
In class 11B5, the academic year 2019 – 2020 at Nhu Thanh High school,
my students have been given the topic “Smoking must be prohibited in public
places. To what extent do you agree or disagree with this statement? Write an
essay of about 250 words to show your opinion”. They have worked in triads to
generate ideas by brainstorming together, organizing their ideas and creating an
outline. Here are some photos of this activity:

(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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After that,they assign sections for each student to write initial drafts
dividually. Next, they read first drafts, discuss and resolve any significant
disparities in voice, content, and style. By working collaboratively with their

friends, the students will try to analyze their friends‘ work in writing. They can
correct the mistakes made by their friends. Finally, they revise and edit their work,
checking for content and clarityas well as grammar, spelling, and punctuation and
show their full work on the board or hand in their completed papers.
Here are some photos of this activity:

(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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11

In class 11B1, Nhu Thanh high school, my students have been given the
topic “Parents are the best teachers”. Do you agree or disagree with this
statement? Write an essay of about 250 words to show your opinion. Here are
some typical activites of one of triads in class 11B1:

(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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B The direct instruction writing technique by giving sentence/ phrase structures:
I have provided for my students with typical sentence structures used for
argumentative writings that help them use academic vocabulary to write
formally. In this way, they can memorize model sentences or phrases given
directly by the teacher, and use them academically and logically in their writing
and they can apply them many times in other topics in argumentative essay
writing. I have suggested certain modal sentences or phrases for each part
(introduction, body, conclusion) of the argumentative esay.
According to recent statistics, the Introduce
the
Introduction

1

number of users on ......... has background

Introducing

been considerably increasing....

topic, idea

The question of whether........... or Introduce the debate
not remains controversial.
topic.
There has been a lot of argument
about whether..........or not
From my point of view, I support Give writer’s own idea

2
3

the ideal that....
To my way of thinking, I am
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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14
convinced of the idea that..........
Paragraph 1
Supporting
idea

One of major (dis)advantages Give the 1st reason
of.........is that…….
( topic sentence)

4

This means that……….(effect)
Explain more
This is because……….(cause)
specifically
If……….not………( opponent
approach).
So/ Therefore, ………………..
The idea is basic

5

6
Paragraph 2
Giving

an

example

Another point of view in favor of Give the 2nd reason

7
8

(counterargument)
Making
concessions

( topic sentence)

For example,………………

Give example relating
the fact

………………………

9
Paragraph 3

+ ........ is that…

Explain

the

example

more specifically

Supporters/ opponents of....
10 would argue that......
nevertheless, as stated
previously,
Of course,………………

Don’t deny the opposite

11

still rational aspect for

ideas
Admit that there was
the opposite idea

However/yet…………………

Indicate that there was

12 Nonetheless, it is more important no rational aspect for
to remember that…/
Conclusion

the opposite idea

- In the final analysis, I am Restate their own idea
convinced of the idea that.......
13 - In conclusion
- To sum up
- Overall/ all in all
- On the whole
Meanwhile,………………..
Simultaneously,
they
shouldn’t
disregard
14
completely the opposite

ideas
15 By doing so,…………………… Extend the topic
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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15
SOME PRACTICAL EXAMPLES OF USING A FIFTEENSENTENCE/PHRASE SOLUTION IN THE WRITING LESSON AT NHU
THANH HIGH SCHOOL.
Example 1: Le Yen Nga’s essay ( the grader 11B1)
Topic: Students at high schools should not use Facebook because of negative
effects. Do you agree or disagree with this statement? Do you agree or disagree?
Write an essay (about 250 words) to express your personal point of view”
According to recent statistics, the number of users on
1
Facebook has been considerably increasing.
Introduction
2 To my way of thinking, I support of the idea that Facebook
has some negative effects on students’ work.
1 The first disadvantage of using Facebook is wasting time,
especially for students who should spend their time studying.
Paragraph 1
2 Moreover, many boys and girls are interested on logging in
facebook in order to share, like, comment on things that I
must call “meaningless”.
Another point of view in favor of not using facebook is that
1

it has a bad impact on your health and communicative skill
Paragraph 2

2
3

In addition, online facebook limits our direct
communication. Too much time spent online makes us feel
afraid of going out, talking with neighbors
It causes many bad effects to your eyes, your skin. Sitting
all day long before the Pc even makes you fatter
Opponents of not using facebook would argue that it has

Paragraph 3

1

lots of advantages as it helps you communicate with anyone
easily with little money, make friends in wherever you like,
or express your own interests….

2
Conclusion

1

However, as stated previously, it has its great disadvantages
especially for students’ study.
On the whole, with the main reasons above, I strongly
believe that high students should not waste their time on

facebook. Instead, they had better focus on their own plan
for their future life.

Example 2: Ha Viet Cuong’s essay( the grader 11B5)
“Studying the English language in an English speaking country is the
best but not the only way to learn the language”. Do you agree or disagree
with this statement? Write an essay (about 250 words) to express your
personal point of view”
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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16
1

The question of whether studying English in an English

Introduction

speaking country is the most effective way for learners or

Introducing

not remains controversial.

topic, idea

2
1

Paragraph 1
2
1

From my point of view, I support the ideal that: learning
English in English speaking countries is really good yet
there are still various ways to master the language.
There is no doubt about that English learners have
perfective conditions for studying English in English
speaking countries such as naturally communicative
environment
In addition, in English speaking countries, all people speak
English that requires learners to try their best to adapt to
this.
Nevertheless, studying English is not only way for them to
master the language because learners still study English
well in other countries.

Paragraph 2 2

Moreover, they can take the advantage of the language
conditions in their homeland such as television, internet,
magazines, language websites…..

3
Paragraph 3 1
(counterargument) 2

Making
concessions
1

…..In fact, a large number of English learners who master
it have increased considerably.
Many supporters of the ideal that studying E in an E
speaking country is the only and the best way.
However, as stated previously we can learn English in
various ways.
In the final analysis, I am convinced the idea that it is very
effective for learners to study English in an E speaking
country but it is not the only way.

Conclusion

2

It is likely that next year’s opportunities for E learners in all
countries are equal.

15 Only by doing so can tourism brings us sustainable
development.

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17
CHAPTER 4: RESULT
In conclusion, The aim of this research study was to identify the
difficulties that students encounter when writing argumentative writing. The
findings showed that providing detailed information about students’ weaknesses
in their writing activity can raise awareness among teachers and students. This
can also be combined with other appropriate teaching approaches toward
making significant contributions in having a detailed profile of students’
weaknesses in writing argumentative essays. Such information would be
beneficial for teachers to design and improve their writing programmes and
teach effectively to further support students’ writing improvement.
The benefits of applying the collaborative writing and taking direct
instruction writing techniques help students not only write a logic essay but
think and write more quickly and easily. It also helps students overcome the
pressure of structure of argumentative writing, providing solid evidence, time
constraints, organized idea, fulfilling task demand, understanding the questions,
writing the thesis statement, interpreting the questions, pacing.
After having applied these techniques in teaching agumentative essay
writing, especially, collaborative writing technique has some advantages such
as: it can promote effective learning; it can combine both motivational and
cognitive approaches to collaboration; it can promote cognitive process through
a structured approach to teaching and learning within a tutoring context; it can
promote he students‘ achievement and the students‘self confidencce.
* The following is the result :
Before applying
87 students in
After applying innovative solutions
innovative solutions
the class 11

B1 and 11 B5 Excellent Good Fair Excellent
Good
Fair
(2019-2020)
0
15
72
8
49
30
PART THREE: CONCLUSION AND SUGGESTION
I. CONCLUSION
Argumentative writing has been confirmed by researchers to be the hardest
model in writing. This genre of writing is important for students to express their own
points of view in academically appropriate forms and strategies. Unfortunately,
students often encounter difficulties in the use of complex syntactic patterns and
appropriate elements in composing argumentative writing.
It is also proved by the research that students are more engaged in the
writing activities when the tasks are more meaningful to them. More
specifically, in my case that means the tasks that give my students a more
meaningful reason to complete engage them more.
II. REFLECTIONS
This study has given me a chance to know more about my students, about
what goes wrong with them when they are not engaged in my writing class. In
the study, I also have chance to access a number of researches of many
experienced language educators and teachers, from which I obtain new
(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

TIEU LUAN MOI download :

(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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knowledge of language teaching and learning in general and knowledge of
meaningful tasks in teaching writing in particular.
During the research, I also learn more about the methods of doing
research in a scientific way. Firstly, I learn to look at the situation of my English
teaching and learning critically and make research questions with the hope of
improving it. I also learn to arrange and organize my ideas and my work
systematically to fit the timetable of the research procedure. But the most
important thing is that I learn how to put my background knowledge into the
knowledge repertoire of related previous studies to have a broader view of the
situation and to make my research skills (such summarizing and synthesizing)
useful by activating them creatively and critically.
The Headmaster’s identification

Thanh Hoa, the second of July, 2020
I ensure that this study has been written by me
The writer

Nguyen Thi Kim Lien

(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

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(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school

(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school(SKKN.moi.NHAT).applying.some.innovative.techniques.in.teaching.argumentative.essay.writing.for.the.eleventh.graders.at.nhu.thanh.high.school