(TÓM TẮT LUẬN ÁN TIẾN SĨ KHOA HỌC GIÁO DỤC BẰNG TIẾNG ANH) ỨNG DỤNG BẢN ĐỒ TƯ DUY ĐỂ HƯỚNG DẪN HỌC SINH TRUNG HỌC PHỔ THÔNG LẬP Ý CHO BÀI VĂN NGHỊ LUẬN

MINISTRY OF EDUCATION AND TRAINING
HA NOI NATIONAL UNIVERSITY OF EDUCATION
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TRAN HOAI PHUONG

APPLYING MINDMAP THEORY IN GUIDING
HIGH SCHOOL STUDENTS TO SEEK AND ESTABLISH
IDEAS FOF A DISCUSSION ESSAY

SUMMARY OF DOCTORAL THESIS

Ha Noi – 2016


INTRODUCTION
1. THE REASON FOR CHOOSING THE THESIS TITLE
1.1. The meaning of teaching how to write the discursive essay in
general, make an outline in particular in the high schools
Understanding the discursive essay to create the firm supporting ideas
for the learners to express their political opinions, discussion, evaluate the
emerged problem in life, and be able to give the arguments, evidences so
that the listeners believe in their main ideas which helps them to take the
right actions.
If the opinion of main ideas is the soul of the essay, making an outline
of main ideas is the conscious process of thinking to anticipate what to
create that soul. The writer has to outline to make the basic and appropriate
system of main ideas and supporting ideas which helps to clarify the issues
mentioned.
Therefore, teaching how to write the discursive essay in general, to
make an outline for the discursive essay in particular is extremely

meaningful for the thinking development of high school students.
1.2. The actual situation of the outline capability of discursive essay of
high school students
Though teachers spend the lessons returning the exams, correcting
the exercises in the class, a lot of students repeat the basic mistakes such as
lack of ideas, idea duplication and deviation, determining correctly the
subject of the discursive essay but inappropriately the main ideas which
does not clarify the subject of discussion. A lot of students usually make
logical mistakes when making an outline which makes the outline of the
essay is not united. Some students have no habit of making an outline
before writing.
1.3. The effectiveness of the application of mind map in teaching
The initial success of application shows the deeper capacity of the
application of mind map in teaching, which makes it become a thinking tool
to stimulate the potential activities of students, an advanced mean of
teaching which stimulates the learning passion and maintaining long selflearning activities.
Originating from the above remarks and opinion of applying the mind
map in teaching as a tool, a mean which helps the teaching become more
dynamic, abundant, we choose the Thesis title: “The application of the
mind map to guide high school students to make an outline for a
discursive essay”.
2. THE RESEARCH PURPOSE
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On the basis of researching and systematizing the key thinking
content of mind map theory established by Tony Buzan from the idea
establishing view for the discursive essay, researching to determine the
applying ability of mind map in establishing the idea for the discursive
essay, the dissertation to propose the procedure and ways of organizing so

as to guide the students to apply the mind map to establishing the ideas for
the discursive essay to affirm the value, advantage of this tool for thinking
development of students, contributing to improve the quality of English
teaching in general , quality of discursive essay teaching in particular.
3. THE RESEARCH TASKS
- Researching, collecting and creating the system of key thinking
contents of mind map theory of Tony Buzan and its applications in teaching.
- Analyzing the appropriation and applying ability of mind map to
teaching how to making an outline for the discursive essay of high school
students.
- Investigating and surveying so as to research the situation of
teaching how to making an outline for the discursive essay in high school
according to the mind map theory.
- Proposing the procedure, teaching form, and building the idea
establishing exercise system through mind map to train the students on
skills of making an outline for the discursive essay.
- Conducting the pedagogical experiments to access the effectiveness
of applying the mind map to guide high school students to making an
outline for the discursive essay proposed in the Thesis title.
4. THE SUBJECT OF RESEARCH
Researching the mind map theory of Tony Buzan, applying this
theory into teaching how to making an outline for the discursive essay in
high schools and teaching procedure to train them in making an outline for
the discursive essay according to applying the mind map theory.
5. THE SCOPE OF RESEARCH
The mind map theory promises to bring the certain effects to teaching
literature, especially teaching how to create many different text modes.
However, in the frame of this dissertation, we determine the limited
research: The discursive essay in high school programs, ensuring to choose
the representative, possible, appropriate Thesis titles for the students,

researching the way of organizing teaching, training and building the
exercise system to train the students in making an outline through the mind
map.
6. THE RESEARCH METHODS
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6.1. Investigating and surveying method
6.2. Document analyzing and synthesis method
6.3. Method of document processing and statistics
6.4. Pedagogical experiment method
6.5. Method of establishing a mind map
7. THE SCIENTIFIC HYPOTHESES
If the similarity between mind map logic according to the view point
of Tony Buzan and the outline logic for the discursive essay to propose the
procedure which guides the students to outline for the discursive essay
through mind map is established, the students would be aware of making an
outline, ways of making an outline fully, tightly so as to improve the quality
of the discursive essay, at the same time, develop effectively the thinking
ability. Therefore, the the quality of teaching how to write the discursive
essay in particular, learn Literature in general is improved.
8. THE CONTRIBUTIONS OF THE DISSERTATION
8.1. Systematizing the key ideological content of mind map theory
established by Tony Buzan which is valuable to orient building making an
outline logic for the discursive essay.
8.2. Indicating the similarity between making an outline logic for the
discursive and mind map logic, thereby, determining the appropriation and
application ability of mind map theory to teaching how to make an outline
the discursive essay.
8.3. Giving initially the remarks, evaluations about situation of

teaching how to make an outline the discursive essay in high schools,
indicating the positivity and limitations to understand that it is effective and
necessary to apply the mind map theory to teaching in general, how to make
an outline in particular as the method in contributing to overcome the
limitation.
8.4. Proposing the procedure, form of teaching and the outline
exercise system through mind map to guild and train the students in making
an outline for the discursive essay effectively which helps the students to
learn better, at the same time develop their thought.
Thanks to the above contributions, the dissertation can be considered
the practical suggest, a word for new seeking direction in teaching how to
make an outline the discursive essay in high schools.
9. THE STRUCTURE OF THE DISSERTATION
Except for the Introduction, the Conclusion, the Appendix and
References, the main content of the dissertation is divided into 4 chapters:
Chapter 1. The overview of research situation
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Chapter 2. The theoretical and practical basis of the application of the
mind map into teaching how to make an outline for the discursive essay in
high schools.
Chapter 3. Teaching how to make an outline for the discursive essay
in high schools through the mind map
Chapter 4. Pedagogic Practice

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CHAPTER 1. THE OVERVIEW OF RESEARCH SITUATION

During the survey process, we have not seen the research which
applies the mind map theory to teaching how to make an outline for the
discursive essay. So, it’s primary that the overview of the research review
the highlights of making an outline for the discursive essay, mind map and
applying it into the teaching.
1.1. Making an outline and teaching how to make an outline for the
discursive essay
1.1.1. The concept of making an outline and position and role of
outline.
Surveying the research on the discursive essay and writing the
discursive essay, we find that the authors such as Tham The Ha, Nghiem
Toan, Le A, Tran Dinh Su, Nguyen Quang Ninh, Tran Thanh Dam … pay
attention to the position, role of the outline for the text writing process. But
until now, determining the general conception has been not unified. The
outline is primarily recognized with analyzing the Thesis title and making an
outline.
In the foreign document, I.M. Vinogradov, V.P. Cudomin have many
researches about the ideas and idea division. Meanwhile, the modern authors
as T. Hedge, A. R. Alves, A. White, V. Arndt... use the relevant terms as
“planning, “establishing ideas” to express the outline. Confirming thereby
finding the idea and connect them to each other according to the very
necessary order before writing the text.
1.1.2. Teaching how to make an outline in the schools
The discursive essay is paid attention in the old exam form from the
feudal period. In this period, the school teaches how to make an outline for
the discursive essay through the classic form. The teacher chooses the form,
expresses so that the students followed. According to Duong Quang Ham,
teaching how to make an outline actually help the learners to grasp the
characteristics, layout of each text based on analyzing the available sample
documents, not emphasizing the own creativity of the writer.

The text books and references of the recent half of century have many
research pages of teaching how to understand, seek the ideas, outline.
However, not all the researches apply these 3 research steps to the frame of
outline skills. We can mention to the different opinions on making an
outline of the authors such as Nghiem Toan, Le A, Tran Thanh Dam,
Nguyen Minh Thuyet, Do Ngoc Thong ….
1.2. The mind map and the application of mind map into the teaching
1.2.1. The conception of the mind map
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Tony Buzan – who made “mind map” become the global tool had
many direct speeches in TV and published the different books to offer the
theory and the important instructions. According to the summary statistics,
82 books of Tony Buzan were published in 25 countries and translated into
32 languages. He expressed the conception of the mind map with the main
contents related to relation between the central idea, line, color and
connection in his all research.
Some authors as J. Wycoff, J. Deladriere, F. Bihan, P. Mogin, D.
Rebaud, A. Khoo also expressed the knowledge of the mind map through
reviewing the specific example
1.2.2. The application of the mind map in the teaching
We can mention to the application of new thinking group (Vietnam
National University, Hanoi), the research of the authors such as Tran Dinh
Chau, Dang Thi Thu Thuy, Hoang Duc Huy ... when applying the mind map
in teaching the specific subjects in high schools as Mathematics, Physics,
Biology, Literature.
In the world, there are many research works of the application of the
mind map to help the students to learn by themselves, write the mind map
as the effective teaching practice technique, teaching how to analyze the

social problems, teaching Literature such as the research works of C. Rose,
M. Nicholl, S. Edwards, N. Cooper, J. Newman, A. Morgan, S. Hdii...
Consequently, there have not been research yet which research deeply
how to apply the mind map to form and train high school students in
making an outline skills, especially, making an outline for the discursive
essay. Therefore, this Thesis title expresses the newness, creativity and
highly practical value.

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CHAPTER 2. THE THEORETICAL AND PRACTICAL BASIS OF
THE APPLICATION OF THE MIND MAP INTO TEACHING HOW
TO MAKE AN OUTLINE FOR THE DISCURSIVE ESSAY IN HIGH
SCHOOLS
2.1. Theoretical basis
2.1.1. Making an outline for the discursive essay
2.1.1.1. The conception of the idea for the discursive essay
The idea is a unit which creates the primary content of the writing. It
is usually the predictions, overview comments about the content of the
writer to meet the need of the issue which is needed to be disserted;
expresses the outlook, evaluation of the writer about that problem.
The ideas in the discursive essay are usually recognized from
different angles and easy-analyzing. The idea division can be imagined
through the following illustrative map:
2.1.1.2. The conception of making an outline and role of making an
outline in the process of writing the discursive essay
Making an outline is the thinking activity, a dialectical procedure
includes 3 contents: analyzing the topic, searching the idea and making an
outline. Its nature is a mind activity. First of all, it is created from the

thinking of the people and can be written down in a form of outline on the
paper.
In the process of writing the discursive essay, making an outline has
the following roles: - helping the writer to become more active to cover the
content as well as adjusting the time to write effectively; prevent
misunderstanding the topic, not meeting the topic’s requirements.
- Helping the writer to understand the topic’s requirement
comprehensively and deeper, not miss out, repeat or arrange the idea in an
illogical order.
- Helping the writer to know what the main and important content of
the discursive essay is, what only the introduction, divide the time and
invest the intelligence and strength effectively in the whole implementation
process
- Being the important stage which makes the first orientation become
specific activity.
2.1.1.3. The process of making an outline
Step 1 - Analyzing helps to understand the topic, detect the important
and necessary instructions for looking for the idea.
Step 2 - Searching the idea related to the determining the treatise,
point, basis. There are the ways to describe this search process as searching
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and listing linearly, searching and applying the ideas to the Graph,
searching and describe the ideas as the mind map.
Step 3 - Choosing and arranging the idea in a logical order to create
the persuasion for the discursive essay, ensuring the system nature of the
argument and expressing the writer’s logic thinking when he/she wants to
highlight the topic
The product of the outline is a draft which shows 3 levels:

- Determining the key and embrace idea of the whole treatise
- Determining the major idea system, clarifying the key idea (main
ideas)
- Determining the little idea in the great idea, clarifying each big idea
(supporting ideas)
2.1.2. The theory of the mind map
2.1.2.1. The conception of the mind map
On the basis of the available researches and our experience, we are
brave to introduce the concept: the mind map is the nonlinear recording
form in the extended chart which uses the color, line and image to express,
develop or deepen some idea. It shows the thinking process in the people’s
brain, systematize the knowledge content, improve remembering activity
and develop the boundless creativity ability.
2.1.2.2. The characteristics and mechanism to create the mind map
- The mind map shows how our brain is working: imagine and
connect
- The mind map takes advantage of elements which affects to the
vision and memory of the people: image, line, key word and color
2.1.2.3. The good points of the mind map
- Helping to make working plan easily
- Make the users become more active
- Saving the learning time but reflecting the dominant ideology
- Helping the user to have both general and detailed, both micro and
macro view about the implemented problem
- Helping he users organize the issues well, remember the developed
things quickly and long
- The scope of the mind map about the theory is unlimited
- Creating the excitement, stimulating passion of users when working
2.1.2.4. Some methods to create the appropriate mind map for
teaching

a. The note of the mind map
Step 1. Skimming through and look quickly the whole document to
have the original feel of the layout.
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Step 2. Calculating the time for reading and setting content which
needs to be completed during that time.
Step 3. Making a mind map of knowledge of this document
understood by learners to create the imagining connection in thinking.
Step 4: Identifying targets for learning, thereby fully making one
another mind map concerning all questions that need to be answered.
Step 5: Reading materials generally, table of contents, headlines,
illustrations, essential diagrams or any sections attracted by readers.
Step 6: Reading subject matters in advanced and unread contents in
the comprehensive step in order to add information into the mind map.
Step 7: Reading in detail, adding specific information into the learning
picture which is becoming clearer and clearer.
Step 8: Reading materials and the mind map again to know whether
there is any outstanding problem or not.
b. Creative mind maps
Step 1: Establishing the quick-fire mind map burst by identifying
images or center ideas and drawing branches immediately in the case of any
matters in the head appearing when thinking of the matter.
Step 2: Re-establishing and editing mind maps on the first time.
Step 3: Ponding opinions, considering problems deployed carefully
and deliberately, thinking in-depth and allowing to spread more.
Step 4: Re-establishing and editing mind maps on the second time to
consolidate and perfect mind maps.
Step 5: Allowing performers to issue final products reflecting

awareness, decisions or optimal methods in the ultimate process.
2.1.3. The ability to apply mind maps to the teaching to make
outlines for discursive essays at the high schools
2.1.3.1. Mind maps are regarded as an effective tool during the
process of establishing ideas
The nature of building up ideas for discursive essays is to exploit
perspectives, find out main ideas and supporting ideas, organize and arrange
them in certain order consistent with the objective logic of matters as well
as writer’s subjective thoughts. It is the hierarchy in the division and the
correlation among ideas selected that provides essential suggestion about
the nature and the invention of ideas which have features suitable for
applying mind maps, making them into an effective tool for establish ideas.
2.1.3.2. The logic structure of mind maps can be applied effectively
during the process of the student’s writing
Considering the mode of the writing process including seven steps
cited the book “Writing” and comparing can realize:
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- Mind maps can be one of the elements to motivate students to write.
- Mind maps assists students find ideas and connect them together.
- Mind maps reflects outcomes of steps related to the building of
plans and the draft of ideas selected.
- Mind maps can be performed in a variety of forms; nonetheless, the
most basic form is to expand in multiple directions of space, allowing
designers to establish, add, cut down and amend branches easily.
2.1.3.3. The principles of building up mind maps are consistent with
learner’s awareness during the process of establishing ideas for discursive
essays.
To establish ideas for a discourse essay and build up a mind map with

the function of reflecting the awareness about the specific matter, it is
necessary for students to know how to apply the intellectual manipulation
namely analysis, comparison, connection, system, imagination,
comprehension, generalization...
2.1.3.4. The steps for the building of mind maps and the
establishment of ideas have a lot in common
2.1.3.5. The deployment of mind maps is an effective method to
stimulate the intellectual ability of students
Mind map is identified as an external manifestation, performed on the
paper sheet and reflected modes of thinking of brains. Considering mind
maps is therefore to consider the way students think, thereby finding the
strengths, weakness and solutions to improve each student’s ability.
2.2. Practical basis
2.2.1. The contents of the teaching for discursive essays in the
“Literature” at the high school
According to the statistics, the proportion of lessons related to
establishing ideas is unequal to the status and function of this skill (14.3%
in the textbooks of basic boards and 18,2% in the textbooks of advanced
boards). The ways to deploy textbooks follow the direction “idealizations”,
only giving certain suggestions instead of not supplying various dimensions
to deploy. Thus, that does not make use of student’s ability to discover and
create.
2.2.2. The current situation of the teaching about the establishment
of ideas for discursive essays at the high school
According to the survey 72 of teachers at high schools by referendum
votes combined with interviews, attendance at some lessons at high schools,
teachers have awareness of the importance of the teaching about the
discursive essays at high schools. By this method or another, many teachers
have experiences in mind maps; the majority of teachers believe in the
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applicable ability of mind maps to instruct students to build up ideas for
discursive essays. On the other hands, many teachers cannot deploy the
application in reality, just only proposing opinions by feelings on the basis
of personal judgments.
2.2.3. The situation about the use of mind maps and the
establishment of ideas of students at high schools
According to the outcome of the survey 365 about students at high
schools, basically they are instructed to know mind maps during the studying
process. Therefore, despite not directing to use them regularly, the majority of
students have awareness about the recognition and establishment of a
common mind map, the assessment of advantages and disadvantages of each
mind map as well as the satisfaction with lessons using mind maps. The
regrettable point is that with the opinions about building up ideas via using
mind maps, most of the students use them unassertively, do not perform or do
not know how to implement.
CHAPTER 3: TEACHING HOW TO MAKE AN OUTLINE FOR
THE DISCURSIVE ESSAY IN HIGH SCHOOLS THROUGH THE
MIND MAP
3.1. Building up student’s skills about using mind maps to invent ideas.
3.1.1. The objective of the activity
- Codifying the knowledge of students about mind maps.
- Helping students to grasp the nature of establishing ideas.
- Orienting students to know the way to build up ideas by mind maps
via specific manipulations; comparison advantages and disadvantages when
using mind maps to build up ideas with other technique.
3.1.2. The implementation process.
3.1.2.1. Supplying students the knowledge related to mind maps and
consolidating knowledge about the building of ideas.

Step 1: Allowing students to expose texts.
Step 2: Identifying text’s treatise and giving the treatise in the center of
mind maps.
Step 3: Finding main ideas, supporting ideas and identifying the
braches for mind maps.
Step 4: Checking, comparing texts with mind maps and editing.
3.1.2.2. Instructing students to build up ideas by mind maps.
Step 1: Reading the topic of discourse essay.
Assisting students to gain the general impression, initial feelings
about the content and the method to address the matter proposed.
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Step 2: Using mind maps to analyze.
Analyzing the requirement of the topic with two criteria: content and
form; identifying the requirements that are performed based on the points
namely (1) key issues necessary for discussion, (2) the manipulation used
for gaining effectiveness, (3) the scope of materials and evidence
mobilized.
Noting to direct is to help students identify clear perspectives via
questions “How can you write your essay?” and “to whom do you write?”
to choose languages, methods to express appropriately.
Step 3: Using mind maps to find ideas.
- Identifying main ideas (big ideas) through the question system with
words “what”, “how”, “why”, “what meaning”,” what to do”…
- Identifying supporting ideas (smaller ideas to clarify each big ideas
above): Supporting ideas refers to arguments to explain, analyze, prove for
each theoretical ideas, confirm or refute one main ideas in the writing.
There are three methods to help students write down ideas:
Method 1: Finding all theoretical ideas before and then finding

supporting ideas to clarify each main ideas (depending on the horizontal
line of mind maps)
Method 2: Finding each main ideas, then finding each supporting
ideas for this main ideas. This means that finding all main ideas and
supporting ideas of this argument then switches to other argument (finding
ideas on mind maps vertically)
Method 3: Combining the method 1 and method 2; therefore students
can find big ideas that are served to explain, analyze and comment treatise
to write down this big idea quickly. During the process of finding this big
idea, provided that there is any small ideas to support any big ideas, write
down them to become supporting ideas. After that, you continue to find big
ideas and small ideas until finding all ideas.
Step 4: Using mind maps to make outlines.
Making outlines closely connects with the chosen and arrangement of
ideas. From drafting mind maps to find ideas available, students are assisted
to choose ideas or one approach consistent with their writings, ensuring that
the most essential ideas to clarify contents and meet the size and time
required are selected. At the same time, it is important to classify and
arrange ideas in certain order to keep logical and developmental. Instead of
drawing diagrams again to make outlines, students use figures, arrows,
particular symbols to mark the order namely the front and back to clarify.
The number one, two, three… represents the order to deploy big
ideas; the letter a, b, c… symbolizes small ideas
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Step 5: Writing essays on the basis of the outline
Students are allowed to write essays by teachers according to mind
maps from the outlines. Additionally, some sample essays prepared in
advanced are given by teacher, which is regarded as the illustrations for

outlines
SOME COMMENTS
a.
Making outlines for texts available is used in the theory lesson about
inventing ideas, which assists students to understand what the building of
ideas is and what the nature of this process is. The restructure of one text
has some objectives such as practicing finding ideas, identifying the logical
relationship among ideas, assessing the rationality about building up
writer’s ideas.
Materials
Mind maps
Students: reading materials, encoding, transferring text’s language according their own
understanding
Teachers: reading mind maps, encoding the language in mind maps, evaluating
student’s understanding about texts available.

By using mind maps during the process of helping students to
establish ideas, both teachers and students can be “direct beneficiaries” in
which teachers assess the reading ability of students and usurp texts. In term
of students, they make acquaintance with a tool from the nature, the way to
operate to the function. Thus, collecting, establishing ideas and memorizing
one text’s contents are becoming more convenient and easier.
b. In comparison with the establishment of ideas based on the linear and
the use of Graph, mind maps have particular characteristics about
creativity, diversification and unique. Teachers need to understand
this point clearly to use mind maps appropriately.
3.1.3. Some notes during the implementation process.
3.1.3.1. With regard to the function of students and teachers during
the teaching process, students establish ideas for essays themselves via
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using mind maps all the time, teachers just only orient students to know the
target that should be met after finishing their duties.
3.1.3.2. Mind maps still have some disadvantages such as the
expansion and the misuse about the form. Teachers should note this point
and find solutions to deploy and apply more effectively.
3.2. Practicing students’ skill about the use of mind maps to establish
ideas for discursive essays.
3.2.1. Practicing skills about the use of mind maps to analyze.
Step 1: Teachers give students the topic and establish the problemoriented analytical framework by mind maps
Step 2: Students deploy the problem-oriented analytical framework.
Step 3: Teachers finalize important ideas.
- The meaning of analyzing one topic of discursive essays.
- The basis to recognize the form of the topic.
- Four matters to analyze basically: form of topic, the content, the
scope of material, the manipulation of discussion
- The target of using mind maps to orient the analysis of topic.
During the learning, review and test process, students at high
schools have to approach the floating and sinking subjects when sampling,
teachers should supply the methods of analysis with two forms of subjects
3.2.2. Practicing skills related to applying mind maps to find ideas
Step 1: Deploying this ideas (main ideas)
Step 2: Deploying each big ideas (main ideas) into small ideas
(supporting ideas).
Step 3: Finishing to find ideas
The process primarily illustrates the way to find ideas: at first, finding
big ideas (main ideas) and then finding small ideas (supporting ideas)
related.
The function:

+ Assisting students to find ideas for writing essays well, finding
ideas in certain order.
+ When students truly masters this skill, they can have be flexible in
each manipulation, find every major and mini ideals then the next major
ideals until the ending of it; or find random ideals, unfollow to horizontal –
vertical rules of mind map.
Mind map can be represented visually, it can be enough to be imagine
in my mind, depending on the understanding level of each student.
3.2.3. Training skills of mind map applications to make outline
Step 1. Students observe mind map to find ideals
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Step 2. Student organize ideals by logical orders by numbering on
mind map
Step 3. Complete mind map to set ideals
3.3. Building the lesson systems for skill exercises by using mind map to
make outline for thesis
3.3.1. Principles of exercise system building
Besides the general principles of building systems Vietnamese
assignments, thesis complement other specific rules, in accordance with the
construction of the exercise system for practicing skills of using mind map
to make outline for thesis
3.3.1.1. Principle of consistency: content of teaching; exercises with
teaching content; the relationship between the exercises which are used
together.
3.3.1.2. Diversity principle: Different types of exercises is made to
affect many thinking aspects of students
3.3.1.3. The principle of giving power and creating power: matching
the capacity of the student, as well as arousing the passion, excitement and

learning desires in them.
3.3.2. Describe in detail the system exercises
(1) Orientated mind –map: Teachers deliver the topic of discursive
essay and give orientation for students to make outline by an incomplete
mind map. Students can have a completed mind map based on guidelines
(2) Make your own mind map
Requirements: Mind map make ideals in coordinate to logic
awareness on the contents of thesis, demonstrate ideological coherence and
unity of selected ideals for deployment.
(3) Map mind has ill-logical ideal order or has duplicating,
overlapping deployment. Some contents may appear in more than one
branch on the map outline that creator cannot detect. Mind map exposes
cumbersome, unfocused ideals, weak cohesion; requires students to detect
and omit / merger / cornered inappropriate ideal before rearranging the
order.
The thesis has built 24 exercises categorized above with in order to fit
high school student’s capacity, close to the studying content at the class and
to improve the different thinking level of student when approaching mind
map to set ideals
3.3.3. Applying exercise systems for practicing of using skills for
mind maps to making outline for essay
Each type of incomplete mind map has a different effect for the
training or assessment of outline making of student. When teachers use
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mind map to guide, train and test the skills of students, they should consider
and clarify for students to understand the flexibility in the operation nature
of mind map. Teacher can also change from easy to difficult levels for
making outline by paying attention to choose the absent elements on the

map
CHAPTER 4. PEDAGOGIC PRACTICE
4.1. Experimental purposes
Firstly, experimental teaching is mainly towards clarifying the
applicability of the mindmap theory into practical teaching of making essay
outline in high school. At the same time, assess the feasibility, potential
effectiveness of the method, the way of teaching the theory, practical
training by mindmap as proposed.
Secondly, through experiments, writer can get feedbacks from
teachers and students – first and direct people to give out theoretical and
scientific assumptions into practice. Here, feedbacks concerned include:
how is excitement to adopt new tool in the teaching of teachers and
students? With this new toolkit, convey and reception quality can improve?
Teachers and students use the thinking skills for effectively application?...
Thus, results and data obtained from experiments will yield much more
convincing.
Thirdly, data and feedback during the experimental course will also
suggest to the writer to make appropriate conclusions and find the right
solutions and further in the teaching method proposed by mindmap
4.2. Subjects and experimental site
4.2.1. Selection of students
- Students of grade 10, 11 in: Hanoi, Nam Dinh, Vinh Phuc, Phu Tho
and Hoa Binh.
4.2.2. Selection of teachers
Teachers involved in experimental teaching are those with different
teaching experience and ages, but must ensure teaching duration of at least
5 years, having mastered high school literature program, having college
degrees or above and are assessed by faculty for at least fairly average
specilized capability.
4.2.3. Selection of expirical location

We conducted experiments on relatively large geographical areas,
from cities to midland plains, mountains, including Hanoi, Vinh Phuc, Phu
Tho, Nam Dinh, Hoa Binh.
4.3. Content and empirical way
4.3.1. Experimental content
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In the implementation process of the project, we conducted
experiments in two large contents: Firstly, experiment is to evaluate the
possibility of using mind map when students make ideals. Secondly, the
experiment is to evaluate the studying quality of student, is conducted on
the basis of a comparison between the experimental class and the control
class.
4.3.2. Method of experiment conducting
Step 1. Develop test plans, talk to teachers teaching to the
experimental uniform basic spirit of the activities will be implemented.
Step 2. Organization of teaching (designed lesson plans, suggestions
modify lesson plans, conducting classroom training).
The selected lessons include:
1. (Session 81) MAKING OUTLINE FOR THESIS (Literature 10,
session 2, basic section)
2. (Session 87) ARGUMENT IN ESSAY (Literature 10, session 2,
basic section)
3. (Session 7) ANALYSIS OF TITLE, MAKING OUTLINE OF THE
ESSAY (Literature 11, session 1, basic section)
Each lesson will be carried out simultaneously in both classes - one
experimental class and control class. As for experimental class, we build
separate lessons, using mind map to give guidelines for student making
ideals for discursive essay. The choice of language as well as additional

exercises will be conducted through the exchange with experimental
teachers
After class, students do the following test:
Students in experimental class do 30-minute test in class
Question 1. Check the skills of using mind map to make ideals for available
text
Question 2. Check the skills of using mind map to make ideals for the topic
of essay
+ At the same time, students in both experiment class and control
class do 30-minute test to assess the capacity for making ideals for the topic
of essay.
Step 3. Synthesis, process data and evaluate experimental results.
4.4. Evaluation experimental results
4.4.1. Assessment criteria
4.4.1.1. Qualitative
- Assessment of the influences of mind map on teaching hours of
making essay, compared to teaching hours of traditional methods through
the consideration of transfer- reception excitement of teachers and students
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- Assess the possibility of using mind map in teaching for making
essay in general, teaching for making ideals in particular of teachers and
students through:
+ Assess the ability to master knowledge and understanding of the
knowledge of student.
+ Assess the certainty of students in acquiring knowledge and
understanding has been applied to solve specific problems
4.4.1.2. Quantitative
If qualitative assessment criteria has been tested primarily through

observing lessons, interviewing teachers and students, the quantitative
assessment criteria can be verified through tests of student after class. Based
on the scale of 10 and specific criteria, the results will be an important basis
for assessing effectiveness.
4.4.2. Some case studies
4.4.3. Experimental results
The parameters listed above shows: Most students achieve medium to
fairly points. Cumulative of excellent and good students in the experiment
class is 57.97%, higher than the 45.86% of control class. The average mark
of students of experiment class achieve is higher than that of control class.
Also, the standard deviation S has low corresponding value so the data
obtained is less scattered, making the average value has a certain credibility.
The ability of students in experimental class to apply knowledge into
practice is relatively uniform, and has less gap than the ability of students in
control class
4.4.4. The comments drawn from the experimental process
4.4.4.1. Regarding to teaching of teachers
- Analysis of examples, guidelines of students on theoretical
knowledge for making ideals for essay are presented briefly, scientifically,
obviously.
- Make mind map to allow teachers to observe the class activity
progress, see that the students are paying attention to studying, and student
are doing their private things
- Teachers control the analysis process in language and find solutions
of exercise more actively by the results obtained as a result discovered by
students rather than imposed by teachers
- Teachers check the level of creativity, logical thinking, as well as
fast / slow reflexes in students. Thus, studying speed is adjusted reasonably.
Through making mind map, students initially become the
organization who instructs student to act. Students freely express their own

personality and your opinions.
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4.4.4.2. Regarding students' studying
- Students have a new learning tool so they are excited, more actively
participate in school hours; the spirit of cooperation and mutual criticism is
greatly enhanced.
- Students knows how to analyze and develop effective problems,
takes less time, but demonstrate the ability of finding and creation of
themselves
- How to memorize concepts quickly through examples because each
mind map of language analysis is already a vivid image built by students.
The ability to retrieve knowledge after school is recognized to significantly
increase
- Some students face the difficulty in the process of looking for
keywords, less choice of valuable words so that they use long phrases or
sentences

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CONCLUSION
1. In this era of rapid development of science and technology in
present, innovation of contents and teaching methods is inevitable trend. As
the advanced and modern education of school will contribute significantly
in making the citizens have knowledge, practical capacity and meet the
increasing demands of society. Radical and comprehensive innovation
requires to change educational activities into self-education activities;
changing role of students from guests who receive knowledge into active

people who are initiative, independent and creative and develop their own
knowledge. We can say the application of mind map in teaching is one of
the important suggestions for approaching the goals. Mind map is no longer
theoretical but actually new in Vietnam in general and in school education
in particular, but finds a way to rationalization of teaching this theory to
teach and practice it and promises to bring many changes to the teaching
process. The main purpose of mind map is to develop capacity and
innovative thinking in every student.
2. The thesis has summed up the views of the national and foreign
researchers to on making ideals, the position and role of the making outline,
teaching of it in the school. Thereby, we believe that although many
existing concepts are not very uniform but studies have confirmed the
importance of making outline in the writing process. Good outline is a
prerequisite to create a good text and thinking capacity development for
authors. The thesis also creates many different opinions about mind map
and its application in teaching. We also proposed our own view of mind
map and analyze the advantages of mind map; confirmed mind map as a
useful tool, capable of enhancing the quality of thinking and creative
exploration in learners. On that basis, we researched deeply the
applicability of mind map in teaching for making outline of essay in high
school, from the logical structure research to implementation processes,
from creation to the principle mode of stimulus like thinking ability of
students. This is an important theoretical basis for proposing research
contents
3. The thesis conducts practical investigation in many different
aspects. Regarding to teaching content to make outline for essays in high
school literature textbooks, the survey results showed that the rate of
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lessons relevant to making outline is not satisfied; illustration of language,
the deployment method is generally poor, different implementation
approaches are not provided to students which easily fall into the stalemate
of ideas. On the status of teaching to make outline for essays in high school,
investigation of the situation of teaching of essay making by teachers and
use mind map pointed out that basically, most teachers all approaches mind
map, highly appreciates applicability in teaching in teaching of making
outline for essay. However, how to use it efficiently is still concerned. The
embarrassing of this teaching content makes unattractive and unlively
lessons. For high school students, the survey results reflect the reality that
many children do not have the habit of making outline before writing, if
they do, they still face problems due to many different causes. At the same
time, the majority of students have never been used mind map to make
outline
4. The thesis has shown the organization method for teaching of
making outline for essay in high school by mind map through three major
points: forming for student to use mind map to make outline; training skills
for students to use mind map in essay; building the system of exercise
practice skills of mind map to make outline in essay. In each section, we
have specific instructions, vivid illustration by topic system and mind map
in each subject analysis, brainstorming, and outline. As for content building
of exercise system, the thesis has defined the specific guidelines, which
recommended three main forms of exercise:
oriented mind map,
independent mind map and unreasonable mind map. Approaching to
different directions of thinking, these exercises will contribute into the
diverse of the forms of teaching and training skills to set up the high school
students.
In the presentation, the thesis has always posed analysis for the
comparison of mind map value with traditional teaching tools such as

pictures, charts, models. Thereby it affirmed mind map has some special
advantages, which is called “dual engines”. Because if the above means are
available, students observed to have visual images, contribute to detect
problems ... in mind map, students have to create new products and find
solutions of the problem based on that product. “Dual Engine” means
creating tools and tool use.
Because the tool is to made up for themselves in the process of
operation, student cannot rely on teachers or other classmates and must be
“self-advocacy”. In other words, student are forced to manage, brainstorm
for themselves to find solutions to your problems. Thus, creative and logic
thinking are promoted continuously, meet the requirements for active
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learning of the renovation process of teaching and learning methods in
schools.
In addition, if they meet all outstanding features of a normal map such
as the flexible use of colors, lines, drawing, typography, writing ... literature
lessons of student will not be heavy, hard and dry but livelier, more
attractive. Compared to many other teaching methods, teaching with mind
map brings a relatively new and attractive atmosphere, students are free to
develop their interests, thoughts, and ideas, personal, show their creation.
The knowledge that students will actually be achieved is theirs and
automatically detect brain. The confirmation of sense in each student in
teaching will contribute to form a sense of confidence, initiative for the
students in our lives. From this perspective, teaching for making outline for
essay with mind map by allowing the development of general capacity
blocks required by students such as problem-solving ability, creative energy,
energy cooperation and language use capacity.
5. Experimental teaching took place in seven high schools in different

regions. The results showed that the quality and effectiveness of experiment
class is higher than that of control class. The most noticeable thing is the
enthusiasm, positivity, initiative increased by both the teacher and the
student. Experimental activities take place in the locality but not very
spaciously, but the initial results, the data has allowed us to believe in the
feasibility of topics.
In general, the selected methods include survey methodology;
methods of analysis, synthesis of document; statistical methods, data
processing; experimental method and mapping method of thinking promote
the values which help us to analyze and assess the problems of teaching of
making outline, teaching of making outline with mind map in high school
currently. Thereby, the thesis achieved initial intended purpose, confirmed
scientific hypothesis.
6. Although– specifically, teachers and students in the teaching
process of making outline potentially bring many benefits to the users but
the application of mind map also causes some specific difficulties. First of
all, this is unexplored theories in the field of Literature teaching in our
country. To be able to apply this theory effectively, it requires much time
and effort as well as the coordination of the human factor. In addition,
because mind map only initially acts as supporting tools so the deployment
time of mind map in class cannot be extended. Limitation of time led to
both teachers and students hardly makes conditions created by the deep and
open map. For resolution, teachers should guide necessary techniques for
students, take samples and for them to self-study with mind map. The
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inquiry and application of new studying methods and tools will face
difficulties initially, but if persistent, remarkable results for process
innovation content and teaching methods will certainly be achieved

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