skkn tiếng anh the necessity and usefulness of designing course outlines for basic writing and academic writing for gifted students at luong the vinh high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG THPT CHUYÊN LƯƠNG THẾ VINH
Mã
số: ................................

SÁNG KIẾN KINH NGHIỆM

The necessity and usefulness of designing course
outlines for Basic Writing and Academic Writing for
gifted students at Luong The Vinh High School

Người thực hiện: BÙI NGỌC XINH
Lĩnh vực nghiên cứu:
Quản lý giáo dục : …………………………………………
Phương pháp dạy học bộ môn: Tiếng Anh
Phương pháp giáo dục : …………………………………..
Lĩnh vực khác:

…………………………………..

Sản phẩm đính kèm:
 Mô hình  Phần mềm

 Phim ảnh

 Hiện vật khác

Năm học : 2015-2016

1







SƠ LƯỢC LÝ LỊCH KHOA HỌC
I. THÔNG TIN CHUNG VỀ CÁ NHÂN
1. Họ và tên: BÙI NGỌC XINH
2. Ngày tháng năm sinh: 21/07/1969
3. Giới tính: Nữ
4. Địa chỉ: 103/33 đường 30/4, phường Trung Dũng, Tp Biên Hòa, tỉnh
Đồng Nai.
5. Điện thoại: 0918.155005
6. E-mail:
7. Chức vụ: Tổ phó CM
8. Nhiệm vụ được giao : Giảng dạy môn Tiếng Anh cho 2 lớp 11 Anh 1
và 11 Anh 2
9. Đơn vị công tác: Trường THPT Chuyên Lương Thế Vinh
II. TRÌNH ĐỘ ĐÀO TẠO
- Học vị (hoặc trình độ chuyên môn, nghiệp vụ) cao nhất: Thạc sĩ
- Năm nhận bằng: 2007
III. KINH NGHIỆM KHOA HỌC
-

Số năm có kinh nghiệm: 24 năm

- Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
1. The effectiveness of group work in teaching reading
2. Motivating students to practice listening skill through English songs

to decrease students’ tense while listening, make them feel more
interested in listening and enrich their vocabulary
3. How to help gifted students find essay writing easy and how to help
them write more effectively
4. How to help gifted students write essays dealing with “Describing
People” more effectively
5. Helping gifted students gain benefits from extensive reading
2


Title

The necessity and usefulness of designing course
outlines for Basic Writing and Academic Writing for
gifted students at Luong The Vinh High School

3


Title: The necessity and usefulness of designing course outlines for Basic Writing
and Academic Writing for gifted students at Luong The Vinh High School
I./ INTRODUCTION
Besides having to study the text book designed by Ministry of Education, gifted students
at Luong The Vinh High school have to learn a great number of other items ( e.g.
practical grammar points, idioms, phrasal verbs, etc. ) and polish up on the four skills
(Listening, Speaking, Reading and Writing). As a teacher, I realize that there is a must in
developing a course outline to help students achieve specific academic goals.
A course outline helps students know what they will learn, what they will obtain and
what they will have to do during the course, which enhances their collaborations with the
teacher.

A course outline contains detailed information about how to teach a course, discussion
questions, specific activities for learners and assessment methods.
This innovation focuses on the course outlines for Basic Writing and Academic Writing.

II./ RATIONALE OF THE STUDY
A. The importance of writing to gifted students / college students
Writing skill plays a very important role and gifted students / college students need good
writing skills as Oshima and Huge point out that “ The most important aspect of a
college education is to learn to communicate clearly and effectively. That is why general
college education prerequisites include a number of composition and reading courses that
you must complete before you graduate.”

4


B./ The importance and necessity of designing and producing a curriculum and a
course outline for students.
A curriculum usually contains a list of courses and learning objectives which
help learners know what they expect to learn in order to achieve specific academic goals.
And McGill.CA points out that, “Course outlines are intended to provide students with an
overall plan for a course to enable them to function efficiently and effectively in the
course.” (McGill.CA 2016: 3).
C. / The importance and necessity of designing and producing a course outline for
Writing ( Basic Writing & Academic Writing)
How to write well and effectively and meet the expectations of the readers is a major
concern for many students. So teachers should teach them how to write.
A course outline for writing makes teachers follow what they have planned to teach their
students and prevents teachers from neglecting to perform their duties. And McGill.CA
points out that, “A course outline is a document that benefits students and

instructors. It is an essential piece when designing any course. Writing it guides
the instructor’s development of the course.”
D ./ How to design a course outline:
According to McGill, “A course outline can be divided into 7 sections.”
1. General information
•

Number and title of course, number of credit

•

Name and title of the Instructor

•

Day, place and time of regular classes

•

•

Prerequisites - particular courses, specific knowledge or skills a student
should know before beginning the course (e.g., use of the computer, ability to
read architectural plans, etc.)
Calendar course description.

5


2. McGill Policy Statements

The following statement must be included in all course outlines.
We must value academic integrity. Therefore, all students must understand the
meaning and consequences of cheating, plagiarism and other academic offences under
the Code of Student Conduct and Disciplinary Procedures.

3. Learning outcomes

Course goals or objectives; clear statements of the knowledge, competencies or
skills you expect students to have acquired by the end of the course (e.g., "By the
end of this course students should be able to synthesize information from...." or
"make predictions" or "solve problems" etc.).

4. Course content
•

A description of the topics to be addressed in the course.

•

A concept map or graphic representation of the content of the course.

•

The rationale for the sequence of the course, especially if there is not an
assigned text in chapter sequence (e.g., an historical approach with topics
arranged chronologically, a progression from simple to more complex
procedures or concepts, or a series of theoretical principles followed by
applications).

•

If appropriate, explain what the course is not about or what topics
will not be covered.

5. Instructional method
•

Provide a brief description of instructional approaches that will be used
during the course (e.g., lectures, seminars, laboratory or clinical activities,
group projects, etc.).

6


•

All instructors are strongly encouraged to conduct mid-course
evaluations. Advising students of mid-course evaluations ahead of time will
likely lead to more constructive feedback.

6. Course materials (Textbooks and teaching aids)
•

Specific information should be provided about required texts, including
title, author(s), edition number and where they can be purchased or
borrowed.

•

Additional materials should be noted if they are part of the required

reading. (It should be clear what is required reading as opposed to suggested
reading).

•

Recommended readings should also be listed. It is helpful to the students
to indicate the relationship of each reading to a particular topic in the
course. This can be accomplished by grouping readings according to topic
and/or class session.

7. Assignments and evaluation (Assessment Methods)
•

A description of the means of evaluation to be used in the course.

A clear statement of what percentage of the final grade each assignment
and exam will represent.
●

●

The criteria and procedures for arriving at each contributing score.

The consequences of a delayed presentation or late paper. Are extensions
possible? What are acceptable circumstances for a delay? Are there penalties?
●

The topic or name of each assignment. Explicit information about
assignments (e.g., length, breadth) can also be provided as part of the course
outline, but this may be more easily provided later in the course, as assignments

are presented.
●

E /. The aim of the innovation:

7


- To let students know what they will learn and obtain at the course
- To teach gifted students some basic academic writing skills
- To help them write well and effectively
- To help them find essay writing easy
- To help them develop more confidence in their ability to write
- To help them show their skills in organising their ideas systematically

F./ The participants of the study

52 students of the two English classes (grade 11) of LTV high school were
chosen to take part in the innovation . The innovation was carried out in writing periods
of the two semesters of the school year.
The reason why the students of the two English classes (grade 11) were chosen as
the participants of the study were that:
-

They are gifted students.

-

They usually have to write essays.

-

They are interested in writing.

-

They often have to sit exams of English around the year.

III./ PROCEDURES
Learning to write well is a step-by-step process. As Oshima and Huge point out that
“ The ability to write is not a talent one is born with.”
“In writing, content is more important than mechanics, but mechanics is important too.”
( From the Course book : Teaching Reading & Writing – SEAMEO – page 104 )

COURSE OUTLINE 1:
BASIC WRITING
1. General information
- Title of course: Basic Writing
8


- To be applied to Semester 1 - English Class 11 - School year 2015-2016
- 2 periods / week (Every Monday afternoon)
2. Course Description
The course aims to enable students to develop and write good sentences and different
types of paragraphs. Students are given grammatical issues that are related to the kind of
writing being practiced. Also, various kinds of exercises help students avoid grammatical
mistakes and be able to produce logical and grammatically correct sentences. The course
acquaints students with the structure of a complete paragraph, which consists of a topic
sentence, supporting sentences and a concluding sentence. The course also covers

different types of paragraphs namely definition, process analysis, descriptive, opinion,
narrative and paragraphs in an essay that students have to master after finishing the
course.
3. Learning Outcomes
Upon the successful completion of the course, students will be able to:
1 Write grammatically correct sentences without common mistakes related to sentence
. structures and punctuation;
2. Work individually or in groups and share ideas through collaborative activities;
3
Edit the texts in writing assignments;
.
4. Write various kinds of paragraphs under time pressure; and
5.

Take advantage of the writing process to write a complete paragraph with cohesiveness
and coherence.

4. Course Content
Outline of Topics to be covered
Period

Topics

1

- Course introduction

References

Home/Class

assignments

Lesson 1:

Teacher will
distribute a set
of copies of

Rules :
9

Additional Grammar
Activities


a. Title Rules

Materials on
Grammar.

b. Capitalization Rules
c. Punctuation Rules
-Exercises on Capitalization and
2, 3 ,4,

Punctuation
Lesson 2 :

5,6 ,7,8,

The Basics of

9, 10,11,

Sentence Construction

12, 13,14

a. Phrases

Teacher will
distribute a set
of copies of
materials on
Grammar.

- Noun phrases

Activities

- Prepositional phrases
- Verbal phrases
- Appositive phrases
- Exercises on Phrases
b. Clauses
- Independent clauses
- Dependent clauses : 3 kinds of
dependent clauses
c. Sentence Structures
- Simple sentences

- Compound sentences
- Complex sentences
- Compound- complex sentence
d. Pronoun Usage
- Practice
e. Subject / Verb Agreement
- Practice
f. Parallelism
15

Additional Grammar

- Practice

g. Sentence Fragment And RunOn Sentences
- Practice : Sentence Correction
10


TEST 1 : Rules, The Basics of
Sentence Construction
16

Lesson 3 :

Teacher will
distribute a set
of copies of
materials.

Paragraph Structures
-What is a Paragraph?
- Example Paragraphs
-The Basic Elements of a Paragraph:
-Four Features of a Paragraph
17

Lesson 4 :
Developing Ideas for Writing a
Paragraph
Brainstorming

Teacher will
distribute a set
of copies of
materials.

Supplementary
Materials on
Grammar for
Further Practice on
Materials learned

Language Focus
18 ,19

Building Better Sentences
Lesson 5 :
Topic Sentences
-Features of a Good Topic Sentence

-How to write a Good Topic

Teacher will
distribute a set
of copies of
materials.

Additional exercises

Sentence
20, 21,23, Lesson 6 :
24

Supporting and Concluding
Sentences
- How to write Good Supporting
Sentences
-Kinds of Supporting Sentences
-Analyzing and Writing Supporting
Sentences
- How to write Good Concluding
Sentences

11

Teacher will
distribute a set
of copies of
materials.

Additional exercises


TEST 2 : Paragraph Structures
25

(Elements of a paragraph)
Lesson 7 :
Definition Paragraphs
- What is a Definition Paragraph?
- How to write a good definition
paragraph

26

Timed Writing # 1:

27

Teacher’s feed back on

Teacher will
distribute a set
of copies of
materials.

Homework Writing
Assignment #1:
Creative Writing

Assignment #1
28

Teacher will
distribute a set
of copies of
materials.

Lesson 8:
Process Analysis Paragraphs
- What is a Process Analysis

Homework Writing
Assignment #2:
Creative Writing

Paragraph?
- How to write a good Process
Analysis paragraph
Additional Topics for Writing
29

Teacher’s feed back on
Assignment #2

30

Lesson 9:

Teacher will

Descriptive Paragraphs

distribute a set

-What is a Descriptive Paragraph

of copies of

- How to write a good Descriptive

materials

paragraph

-Supplementary
Materials on
Grammar for
Further Practice on
Materials learned
-Homework Writing
-Assignment # 3 :
Descriptive
Paragraph Writing

31

Teacher’s feed back on
Assignment #3

12


32

33

34

Lesson 10 :

Teacher will

Assignment # 4 :

Opinion Paragraphs

distribute a set

Opinion Paragraph

- What is an Opinion Paragraph?

of copies of

Writing

- How to write a good Opinion

materials

Paragraph
Teacher’s feed back on
Assignment #4
Lesson 11:

Teacher will

Narrative Paragraphs

distribute a set

-Assignment # 5 :

of copies of

Narrative Paragraph

materials

Writing

- What is a Narrative Paragraph?
- How to write a good Opinion
Paragraph
35

Teacher’s feed back on
Assignment #5

36

Lesson 12:

Teacher will

Paragraphs in an Essay Putting it

distribute a set

All Together

of copies of

What does an Essay Look Like?

materials

Supplementary
Materials on
Grammar for
Further Practice on
Materials learned

An Essay Outline
The Thesis Statement
Supporting Ideas
Different Kinds of Essay
37

Organization
Final Test

5. Instructional method
Various methods are applied to to improve students’ knowledge, to promote students’
participation and collaboration in a supportive learning environment. Lectures

13


( activities that involve teacher-centred transmission models), discussions and taskbased activities ( student-centered constructivist models) will bring a variety of inputoutput procedures to reach the target of quality learning.

6. Course materials
Suggested Textbooks and Materials:
- Bailey,(2003). Academic Writing – A handbook for International Students- by Nelson
Thomas Ltd.
- Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2010). Great writing 2: Great
paragraphs (3 edn). Heinle/Cengage Learning.
rd

- Folse, K. S.,Solomon E. V. & Palinkas B. S. (2008) Top 20 – Great grammar for great
writing (2 ed.). Heinle/Cengage Learning.
nd

- Boardman, A. C., & Frydemberg, J. (2002). Writing to Communicate (2 ed.),
nd

Longman.
- Hogue, A. (2001),. First Steps in Academic Writing, HCMC Publisher
- Oshima, A., & Hogue, A. (2002). Introduction to Academic Writing (2 ed.), McGrawnd

Hill.
- Pavlik, C., & Segal, K. M. (2007). Interaction Writing 1 & 2 (4 ed.), McGraw-Hill.
th

- Ruetten, K. M. (1986), Refining Composition Skills, Mac Millan - NewYork

7. Assignments and evaluation (Assessment Methods)

Assessment criteria for writing a paragraph:
Criteria
Percentage
1 The structure of a paragraph
30%
- consisting of basic elements: a topic sentence, supporting sentences
14


(details, examples etc.) and a concluding sentence (if necessary)
2 The content of a paragraph
- Being suitable for its kind
- Ideas: clear, comprehensible, logical
- Only one main idea for a paragraph
- Cohesiveness
- Coherence
3 - Lexical resource (spelling, good meaning,)
- Grammatical range and accuracy
- Sentence structure
- Punctuation

40%

30%

Below is a table of abbreviated letters teachers can use to point out mistakes when
marking students’ writing.
Symbol
Sp
VT
SV
Pl
Prep
WF
WW
WO
Punc
Pa
Frag
Art
C/U
SS

Meaning
Spelling
Verb tense
Sub-verb agreement
Plural
Preposition
Word form
Wrong word

Word order
Punctuation
Parallelism
Fragment
Article
Count /uncount Noun
Sentence structure

COURSE OUTLINE 2
ACADEMIC WRITING
1. General information
15


- Title of course : Academic Writing
- To be applied to Semester 2 - English Class 11 - School year 2015-2016
- 2 periods/week (Every Monday afternoon)
2.Course Description
Upon completing the course on Basic writing, students are instructed to improve their
accuracy and fluency in writing together with their ability to develop academic writing.
The purpose of this course is to help students understand the structure of a paragraph and
components of an essay. Students are introduced to practical and efficient approaches to
acquire the skills, strategies, and knowledge that are very necessary for academic writing
especially for writing various kinds of essays such as Comparison and Contrast, Cause
and Effect, Argumentative, Descriptive etc.
3a . Course Objectives
Course Objectives
The main goal of this course is to:
Equip students with a complete review of paragraphs and show how they are similar
1.

to short essay structures;

No.

2. Help students to sharpen their ability to write essays effectively;
Acquaint students with the elements that affect the quality of a written product such
as grammar, vocabulary, organization as well as coherence and cohesiveness;
4. Give students many chances for practicing peer-editing;
3.

5. Develop students’ ability to respond in writing to materials read independently;
Improve students’ ability to generate language, synthesize and compile ideas from
6.
different materials.
3b . Learning Outcomes

Learning Outcomes
Upon successful completion of this course, the student will be able to:
1. Understand and analyze authentic essays to improve the language and concepts and to

No.

16


enrich vocabulary needed for their own essays;
Know how to use vocabulary precisely and to produce a variety of sentence patterns /
2. structures in order to express ideas in acceptable and comprehensible academic
English;
3. Take advantage of the writing outlines to produce their own pieces of writing;

Know how to make use of writing skills such as using transitional expressions in
order to connect ideas in essays coherently and cohesively ;
5. Know how to make an outline or edit texts in written assignments;
4

Work in pairs or groups and exchange ideas through collaborative peer-editing
activities;
6 Write well-written essays under time pressure;
6

7 Produce various types of essays.
4. Course content
Outline of Topics to be covered
Period

Topics

References

Home/Class
assignments

1

2, 3

Introduction to the Course

Teacher will

Review of previous knowledge –

distribute hand-

paragraphs, coherence, cohesion

outs for review

Lesson 1
Essay Structure

Teacher will

The Basics of Essay Structure

distribute a set of

- Introduction

copies of materials

*The basic purpose of the
introduction:
. How to produce General
Statement
. How to produce Thesis
Statement
- Body
What includes in the body of an

17

Supplementary
Materials for
Further Practice on
Materials learned


essay?
- Conclusion
The purpose of the conclusion
- Practice on writing thesis
statements on given topics
- Sample essays
4,5

Lesson 2

Supplementary
Materials for
Further Practice on
Materials learned

Editing and Revision

- Step 1: Correct all mechanical
errors.
- Step 2: Check your supporting
ideas
-Step3: Check the sophistication

and variety of your grammar and
6

vocabulary
Lesson 3
Introduction to Different types

Teacher will

of essays

distribute a set of

- Descriptive Essays

copies of materials

- Comparison Essays
- Cause- effect Essays
- Classification Essays
- Argumentative Essays
- Expository Essays
7,8

- Narrative Essays
Lesson 4
Descriptive Essays

Teacher will

1. Describing people

distribute a set of

- Words and expressions for copies of materials
describing a person’s physical
appearance

18

-Essay outline 1


- Composition skills

- Original Student
Essay 1

2. Describing places
- Language material
- Composition skills
9

Teacher’s feed back on Original
Student Essay 1

10, 11

Lesson 5
Comparison Essays

- Focus on Organization
- Making an outline

Teacher will

Essay outline 2

distribute a set of
copies of materials

Suggested topic: Fruits vs.
Vegetables

- Original Student
Essay 2 Suggested
topics :
- Public vs. Private
Transportation

- Connectives and transitional

-Go on vacation vs
Stay at home

phrases
- Language focus : comparatives,
Superlatives, and Parallel
Structures
12

Teacher’s feed back on Original
Student Essay 2

13, 14

Lesson 6
Cause- Effect Essays

Teacher will

- Organization

distribute a set of

- Supporting details

copies of materials

- Brainstorming and outline
practice

Essay outline 3
- Original Student
Essay 3
Suggested topic:
Why so few students

Suggested topic: What are the

read newspapers?

causes of poor water quality for
many people around the world?
-Connectives and transitional
phrases
19


15

- Sample essays
Teacher’s feed back on Original
Student Essay 3

16 ,17

Lesson 7

Teacher will

Classification Essays

distribute a set of

- Organization

copies of materials

- Supporting details
- Brainstorming and outline

practice
Suggested topic:

- Essay outline 4
- Original Student
Essay 4
Suggested topics :
Methods of studying

. Reason for attending (or not

for a final exam

attending) university
18

- Sample essays
Teacher’s feed back on Original
Student Essay 4

19 , 20

Lesson 8

Teacher will

Argumentative Essays

distribute a set of

- Organization:

copies of materials

A General Plan for the Whole
Argumentative Essay
- Counterargument and
Refutation
- Outlining

- Original Student
Essay 5
Suggested topics :
Is there too much
pressure on

- Connectives and transitional

teenagers to go to

phrases

college?

- Words and Expressions to
Describe Some Basic Concepts
- Suggested topic :
Should cigarettes and other
tobacco products be outlawed.
21

- Essay outline 5

- Sample essays
Teacher’s feed back on Original
Student Essay 5

20


22, 23

Lesson 9
Expository Essays

Teacher will

- Organization :

distribute a set of

A

General

Plan

for

an copies of materials

Expository Essay.
- Exposition Texts for Study

Pretend you will live

Pretend that you are a traveler.

till 100 years of age.

Which country would you return

Describe what the

to?

world will be like

- Sample essays
Teacher’s feed back on Original
Student Essay 6

25, 26

Lesson 10

when you turn 100.

Narrative essays

Teacher will

- Organization

distribute a set of

- Story for Study

copies of materials

-Basic Descriptive and Narrative

- Original Student
Essay 7
Suggested topic:
embarrassing that

- Time and tense in a Narration

happened to you.

- Transitional phrases :
Spatial Order
Suggested topic:
Your most exciting moment
playing sports.
- Sample essays
Teacher’s feed back on Original
Student Essay 7
Writing on topics of

TESTS

- Essay outline 7

Something

Skills

27

- Original Student
Essay 6
Suggested topic:

Suggested topic:

24

- Essay outline 6

different types of

21


essays

5. Instructional method
Various methods are applied to to improve students’ knowledge, to promote students’
participation and collaboration in a supportive learning environment. Lectures

( activities that involve teacher-centred transmission models), discussions and taskbased activities ( student-centered constructivist models) will bring a variety of inputoutput procedures to reach the target of quality learning.
6. Course materials : Textbooks and teaching aids:
Suggested Course Materials:
- Bailey,(2003). Academic Writing – A handbook for International Students. by Nelson
Thomas Ltd.
- Oshima, A., & Hogue, A. (2006). Writing academic English (4 ed.). (The Longman
th

Academic Series, Level 4). USA: Longman.
- Oshima, A. (1997). An introduction to writing academic English. USA: Longman.
- Soles, D. (2007). The Essentials of Academic Writing. USA: Longman.

7. Assessment Methods:
a./ Task description:
Students are asked to write an essay at time allowed ( 60 minutes) in class. The topics
will be on the essay types that students have learned from lesson 2 to lesson 10
(descriptive, comparison, and cause and effect essays etc.)
b./ Assessment criteria
-Task achievement : Organization (30%)
Structural integrity: opening, paragraph construction, closing
-Content: ( 40%)
Main ideas
Reasoning

22


Coherence and cohesion (Paragraphs are clear, logical and organized. Good use of
transition words; firstly, secondly, therefore etc.)
- Lexical resource , Grammatical range and accuracy : 30%

Word choice, comprehensibility, sentence construction, grammar and mechanics

-Below is a table of abbreviated letters teachers can use to point out mistakes when
marking students’ writing.
Symbol
Sp
VT
SV
Pl
Prep
WF
WW
WO
Punc
Pa
Frag
Art
C/U
SS

Meaning
Spelling
Verb tense
Sub-verb agreement
Plural
Preposition
Word form
Wrong word
Word order
Punctuation

Parallelism
Fragment
Article
Count /uncount Noun
Sentence structure

IV. / FINDINGDS

Questionnaire
Students are required to give feedback on the following question.

What did you think about the course outlines on Basic
Writing and Academic Writing the teacher gave you?
A./

23


Statements

1
SA

1. The course outline is useful
resources that you can consult
87 %
throughout the duration of the
course.
2. The course outline contains a
number of important clues about

65%
what your teacher expects you to
learn during the course.
3. The course outline contains
information about the structure of 67 %
the course and its requirements.
4. The course outline is like a
roadmap with directions for
12 %
succeeding in the class
5. You gain more confidence in
56 %
writing

2
A

3
N

5%

4%

19 %

16 %

25 %

8%

56 %

21 %

21%

23%

4
D

5
SD

11 %

B./ Other comments
………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………
V./ CONCLUSION
In teaching, the creating of a course outline or a course syllabus is very necessary.
It keeps both teachers and students aware of all aspects of the course and prevents
any surprises throughout the semester. The course syllabus functions as a roadmap
with directions for succeeding in the class. In order to help gifted students to achieve
their purpose and to help gifted students write well and more effectively, we should /
must develop a well-organized course outline and follow it strictly. Students will
become more motivated if learning materials and teachers’ way of teaching meet their
expectations, needs, abilities and interests.

The writer of this piece of writing
24


Bùi Ngọc Xinh

VI. / REFERENCES
- Bailey, (2003). Academic Writing – A handbook for International Students
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