SKKN tiếng anh: IMPROVING WRITING SKILL FOR 9TH GIFTED STUDENTS AT NGA TAN SECONDARY SCHOOL BY PRACTICING SOME DIFFERENT TYPES OF ENGLISH ESSAY WRITING

NGA SON DEPARTMENT OF EDUCATION AND TRAINING
NGA TAN SECONDARY SCHOOL

A RESEARCH PAPER FOR SECONDARY SCHOOL
TEACHERS OF ENGLISH

TITLE: “IMPROVING WRITING SKILL FOR 9TH GIFTED
STUDENTS AT NGA TAN SECONDARY SCHOOL BY
PRACTICING SOME DIFFERENT TYPES OF ENGLISH
ESSAY WRITING”

The writer: Trinh Thi Ha
Position: Teacher
Work Unit: Nga Tan secondary school
Experience initiative: English

THANH HOA - 2016
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SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

PHÒNG GD&ĐT

SÁNG KIẾN KINH NGHIỆM

ÁP DỤNG CÓ HIỆU QUẢ MỘT SỐ DẠNG BÀI VIẾT LUẬN
TIẾNG ANH CHO HỌC SINH GIỎI LỚP 9
-TRƯỜNG THCS NGA TÂN

Người thực hiện: Trịnh Thị Hà

Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS
SKKN thuộc môn: Tiếng Anh

THANH HOÁ NĂM 2015
2


TABLE OF CONTENT
CONTENT

I. INTRODUCTION

PAGE

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

PHÒNG GD&ĐT NGA SƠN 1

1. Reasons for choosing the study.
2. The purpose of the study
3. Scope of the study
4. Method of the study

1
1
2
2

II. CONTENT

2
1. Theoretical background
2
2. Practical background.
3
3. The sollutions
3
3.1. The steps made in writing a paragraph
or anKINH
essay writing.
SÁNG KIẾN
NGHIỆM 3
3.2. Some steps of essay writing and the methods to practise 4
them
ÁP DỤNG CÓ HIỆU QUẢ MỘT SỐ DẠNG BÀI VIẾT
3.2.1.Describing peopleTIẾNG ANH CHO HỌC SINH GIỎI
4 LỚP 9
3.2..2.Descibing places/ Buildings
-TRƯỜNG THCS NGA TÂN
5
3.2.3.Descibing places/ Buildings
7
3.2.4.Narratives
7
3.2.5.Discursive Essays
8
4. The discussion
4.1. Results
4.2. The discussion

LUẬN

11
11
19

III.CONCLUSION

19
1. Limitations of the study.
19
2. Recommendations for further research.
19
Người thực hiện: Trịnh Thị Hà20
3. Conclusion.
IV. REFERENCE
V. APPENDICES

Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Nga Tân-Nga Sơn
SKKN thuộc môn: Tiếng Anh

3
THANH HOÁ NĂM 2015


I. INTRODUCTION
1. Reasons for chosing the study
As we all know, today English plays an important role in communication. It
is widely used around the world and is considered as the common language of

communication, especially in the period of the current international integration.
So English has an important position like other subjects in school. The teaching
of English is required today as increasing not only the knowledge but also the
concern of every teacher to teach this course in Vietnam.
Since Vietnam has started its open door to the world and to foreign
investment, the English language has gained more significance. At the Central
Party Committee meeting on education in December 1996, English was
confirmed as the first language to be taught at schools in Vietnam. The
government of Vietnam has stressed the importance of English as it is considered
to play a significant role on the country’s path of modernization and
industrialization. The command of English may offer learners an entrance to the
world of academy, trade, aviation, music and sport.
The English language has rapidly become the most popular first foreign
language among Vietnamese people, especially at schools, colleges and
universities. For learners of English, the English language surely brings about a
better career prospect. Needles to say, writing is amongst the most prominent
skills that language learners need to learn as an essential component of their
academic practice and later on in their professional life, which partially explains
why teaching writing has prompted a good deal of research that covers various
aspects of its broad instructional contexts. Teaching/learning how to write
successfully gets even more complicated and challenging for both language
teachers and students For many Vietnamese students, especially 9-grade tallent
students of secondary school, presenting written work is a substantial challenge.
They may have little experience of writing and may be very anxious about
having to write essays in a test. There is no doubt that having one’s work
assessed by another is a daunting experience, but there are techniques, which can
be adopted and make this skill easier. Over the months applying innovative
methods in teaching English in Nga Tan secondary school I have seen that
students confused not knowing what to write style; how to express ideas in
paragraph, essay; how to use structures for reasonable questions .... So I boldly

chose the topic “IMPROVING WRITING SKILL FOR 9TH GIFTED
STUDENTS AT NGA TAN SECONDARY SCHOOL BY PRACTICING
SOME DIFFERENT TYPES OF ENGLISH ESSAY WRITING” to help
them understand how to write essay in different types to improve the
effectiveness of teaching English, particularly the English quality of 9th gifted
students at Nga Tan secondary school.
2. Purposes of the study
From this reality, I constantly research, study, experimental methods, to
teach writing tips to find out how to most effectively teach written as:
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- Help students understand how to write several passages.
- Help students learn how to use the structure of each part of the passages
- Train for students taking independent thinking.
- Help students a love of the subject and overcome the psychological fear
joining essay exams gifted students at all levels.
- Helping teachers better understand how to write several essays
3. Scope of the study
The study is focused on only the tallent students at Nga Tan secondary
school who begin to have passage, essay writing lessons.
- About the size: Learn to apply the methods of teaching writing.
- Time of the research: Survey from August 2016 to the present.
4. Method of the study
- Based on the characteristics of English subject, according to innovative
methods of teaching junior high school level.
- Provision for hours to learn the real situation now writing skills in junior high
schools
- Application of different forms of writing such articles with guidelines or
creative writing assignments.

- Refer to teach writing skills through books, newspapers and related information
on the Internet.
- Acquiring the opinions of colleagues to learn from experience, refine the
methods or to apply accordingly.
II. CONTENT
1. Theoretical background
Right from the beginning to learn English, the students were exposed to
four basic skills of language, they are: listening, speaking, reading, and writing.
These are important skills of teachers in the transmission of knowledge to
students. And writing is a skill that is difficult to learn, it requires teachers to
understand the effectiveness of teaching methods and implement the principle of
"learning with practice."
Stemming from the "learner-centered '', methods of teaching and learning
has changed fundamentally. The teacher is not the only one who holds the
knowledge and impart knowledge that only the user lead, facilitators, mentors,
moderators no longer a passive acquisition of knowledge which is the center of
the teaching process, initiatives and creativity in the learning process in order to
achieve high results in learning and know how to apply to real life.
General language teaching, teaching English in particular the renewal of
teaching methods is very important. Besides mastering language knowledge,
make good listening skills, speaking, reading and writing skills they also play a
role equally important role. Teaching writing is one of the basic content is the
subtle combination of clarifying the different language skills.
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From the arguments on the application of the method of teaching writing
and how to help students make a good article in English, means ensuring the
required precision articles, grammar, creativity in the article is very important.
2. Practical background.

2.1-General situation of the school.
Nga Tan secondary school is a school in the coastal area so condition of the
school is poor. Condition of teaching English at school still face many
difficulties: No function rooms, facilities for teaching listening, teaching aids
service is poor discipline.
2.2. To the student
Most of the students are children of farmers so they don’t have good condition
to study well.
My students are not keen on English. They only learn because it is one of their
compulsory subject. They do not have chance to reach modern equipment so it is
very hard for the teacher to motivate them to learn well. As a result, the result of
learning English is poor.
2.3. To the teacher.
They have few chances to approach new methods of teaching. They also
invest so little time on studing for the subject. They mind finding new methods
of teaching to teach effectively. There are lack of facilities for the teacher to
make English lessons more attractive. They have to teach without the help of
modern equipment. Therefor, English lesson, especially writing lesson is often
boring. The students don’t pay more attention to the lesson. As a result, the
lesson has poor effectiveness
3. The sollutions
In the process of teaching and learning I have noticed that writing skill is one of
the hardest skills in the four skills. It requires students to have a vocabulary,
understand the grammatical structure, the idea to outline when writing. In
particular they must be aware of the type required to write essays like. Writing
skill helps students reconstruct what has been learned, helps them practice using
the language effectively and also gives them chance to practice writing. Writing
skill also helps students promote their creative abilities, it reflects the results of
the process of listening, speaking, reading, grammar, vocabulary of students and
demonstrates strengths and weaknesses, and it also helps teacher easily noticed a

student's mistakes rather than speaking. Writing operation is a very important
part of the process of teaching and learning English. Especially for those gifted
students, at each level of competition they regularly encounter the article.
3. 1. The steps made in writing a paragraph or an essay in English
Structures and how to implement a paragraph or an essay in English in written
exam for good student in grade 9
To write a paragraph or an essay, first, students need to understand how to
arrange the layout and details in a paragraph or an essay.
* Guide students to write under 6 following steps:
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1 - Write the topic sentence (Note: Make sure to thoroughly take advantage of all
threads to write a topic sentence).
2 - Check to make sure the topic sentence in your topic sentence topic and
controlling idea.
3 - Look for reviews to prove / interpreting main idea by asking questions
prefaced with a question word.
(Note: Due to the length of the passage is controlled, so you just put about 5
questions that are. Remember that these questions should be relevant to the
topic).
4 - Assemble the answers to your questions (supporting sentences) into a
complete text. The key to remember is that you must step sure what use order to
articulate supporting sentences.
5- Consider whether or not the written statement. If unsure, skip this step.
6 - Check your spelling errors, grammatical errors can be found in each of your
sentence.
This can only be done once you master the basic theory of how to write a
paragraph (paragraph) or an essay (composition).
In this article, we will look at the steps necessary to implement a subject into a

complete text.
3.2. Some types of essay writing and the methods to practice them.
3.2.1. Describing people
1. Introduction: Who the person is/ When and how you first met or saw
him/her.
2. Main body
+ Physical appearance: height/build, age, facial features, hair, clothing
( From the most general aspects to the most specific detail)
Eg: Bill, who is in his early twenties, is quite tall and well-built, with thick black
hair and piercing blue eyes. He is usually dressed in jeans and a T-shirt.
+ Personality/ behavior(with justification/examples): give examples of manner
and mannerism
Eg: Mark is rather unsociable, usually sitting silently in a corner abserving others
from a distance
+ Life/ lifestyle/beliefs: talk about the person's habits, interests, profession, daily
routine, opinion, etc
Eg: Being both a university student and a part-time assistant in a supermarket,
Tom has little free time to go out in the evenings.
3. Conclusion
Comments/ feelings about person
* Tips: If the instruction for the writing task ask you to describe someone related
to the present, you will describe the person using Present tenses eg: " Describe a
person who is unusual..."

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If you are asked to describe somebody related to the past. Somebody who is no
longer alive or somebody you met some time ago, you will describe the person
using Past simple tenses.

* Linking words and structures: Writing which contains a series of short
sentences or the same simple linking words(such as"and") soon becomes boring
and repetitive. To avoid this, you should use a wide range of linking words and
structures
- with: She is tall and striking, with long blonde hair
- Relative Clauses: who/which/whose
My neighbour, who is slightly eccentric, has dozens of filthy cats
- Result: so/such (a)...(that)
She is so beautiful that she looks like a film star.
- Addition: in addition to, as well as/ besides, moreover, furthermore, not only...
but also...,etc.
Eg: He is very tall, in addition to being very thin.
- Contrast: but/yet/However/Nonetheless/Even so + Clause
Although/(Even) though/ While + Clause
In spite of/ Despite + -ing form/noun/the fact that
Eg: He is temperamental, but/yet he is a loyal friend.
- Linking cause and effect:
She is open and friend (cause)
She is popular (effect)
Because/as/since/owing to/due to(+-ing/noun/the fact that)...
As a result/consequence of….; A/the result of ...is... ; as a result,...
Eg: A result of her being open is that she is popular.
..., so...; therefore/for this reason...; The reason(that/why)...is...
Eg: She is open and friendly, therefore she is popular.
* Impressions, Opinions and Reactions:
I think/feel/etc (that)….; It seems to me that …; To me/To my mind
As far as I'm concerned…; In my opinion/view/eyes…; Sb seems/ appear to be...;
I/ people/etc find/ consider sb to be...; I think of/ see/ regard sb as being...
* Compoud Adjectives: Compound adjectives are formed with
- present participles: a hard-working student

- past participles: an open-hearted young man
- cardinal numbers + nouns: a three-year-old boy
- well, badly, ill, poorly + past participle: a well-intensioned friend
3. 2.2 . Descibing places/ Buildings
1. Introduction: name/ location/ population of the place, reason for choosing the
place.
+ Factual information such as age, size, colour, material, etc.
Eg: The temple, with 10-meter tall marble columns, was built in 800BC
+ Details relating to the senses ( sight, hearing, smell, touch, taste) to suggest
mood and atmosphere
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Eg: Visitors' footsteps on the wom stone floors echo through the cool, dark
corridors, disturbing the tranquil silence
2. Main body: general features and particular details
+ Place: surroundings, sights, facilities, free-time activities
+ Building: surroundings, detailed description of exterior/ interior.
3. Conclusion:
Comments/ feelings or a recommendation
* Notice:
- Each aspect of the description should be presented in a separate paragraph
beginning with a clear topic sentence.
- Present tenses are normal used when describing a place for a tourist brochure or
a magazine article.
- Past tenses are normal used when describing a visit to a place/building.
- First and second conditionals (will/would) can be used when you describe your
ideal city/house,etc.
- When we give factual information about a place or building this is normally
given using Present tenses.

* Expressing Impression & Reactions
- You can express positive impressions of a place by:
+ using a variety of adjectives such as: breathtaking, delightedful, eyecatching,
outstanding, picturesque, etc.
+ using a variety of present or past participle from such verbs as: astound, amaze,
astonish, impress, refresh,etc.
Eg: I was/felt astounded at how beautiful Florida is in winter.
+ using a variety of nouns in expressions such as: to my amazement/
astonishment/ delight/ surprise/etc.
Eg: To my delight, the place had kept its character.
- You can express negative impressions of a place by
+ using a variety of adjectives such as: disreputable, inhospitable, neglected
+ using a variety of present or past participles from such verbs as: disappoint,
shock,etc.
Eg: ... the disappointing view of the unsightly housing.
+Using a variety of nouns in expressions such as: to my
isappointment/surprise/etc.
Useful language: Explaining Impression
The most noticeable/outstanding feature of the place is its golden garden
A huge statue of a lion is the first thing one notices upon entering the temple
Without doubt, the most impressive thing about San Francisco is the Golden Gate
Bridge.
The thing which makes the strongest/most enduring impression is the hospitality
of the locals.
The first thing one notices about the house is its overgrown garden.
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The reason that the area is so depressing is that there are so may derelict
buildings

* Making comparisons:
To compare places or building you can use
- (just/nearly) as ... (positive degree) ... as
Eg: In those days the main streets were just as congested as they are today
- The same as…
Eg: The cottage was the same as it had been fifty years before.
- (relatively/considerably) less ... (positive degree) ... than
Eg: The new buildings are considerably less ornate than the old ones.
- (much/far/considerably) more + adjective/ adverbs + than
Eg: The northern area is more picturesque than the eastern area.
- (by far) the most + adjective
Eg: Hill Manor is by far the most elegant hotel in the region.
- comparative + and + comparative
Eg: The streets are becoming dirtier and dirtier.
- the comparative ..., the + comparative
Eg: The further south you travel, the warmer it becomes.
3.2.3 - Describing festivals/ events/ ceremonies
1. Introduction: Set the scene ( name,time/date, place of event, reason(s) for
celebrating)
2. Main body: Preparations( decorations, rehearse,etc.)
Description of actual event (costumes, food, atmosphere, activities,etc.)
3. Conclusion: feelings, comments, thoughts
* Notice:
When you describe annual events( a celebration/festival which takes place every
year), present tenses are used and the style is formal. However, when giving a
personal account of an event which you witnessed or took part in, past tenses are
used and the style may be less formal. The passive is frequently used to describe
preparations/ activities which take place.
Eg: Pumpkins are carved and placed in windows and costumes are designed
3.2.4 - Narratives

1. Introduction: Set the scene ( Who/what/when/where)
Sets the scene (place, time, character(s), etc.), creates an intersting mood/
atmosphere to make the reader want to continue reading, and/or begins
dramatically to capture the reader's attention.
2. Main body: Develope the story ( Describe incidents leading up to the main
events and the event itself in detail. Describe people/ place/ emotions/
actions/etc)
3. Conclusion: End the story (complete the plot; describe feelings/ reactions;
explain the conspuences)
* Techniques for beginning or ending stories:
- You can start your story by
- You can end your story by:
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+ describing the weather, place, + addressing the reader directly
people, etc, using senses
+ using direct speech
+ using direct speech
+ referring to feelings or moods
+ asking a rhetorical question
+ describing people's reactions to the
+ creating mystery or suspense
events developed in the main body.
+ creating mystery or suspense
+ asking a rhetorical question.
* Techniques for beginning or ending stories
* Past tenses and time words
- Past habits are not described using Past Continuous. In stead, use Past Simple,
"used to" or "would", with an appropriate adverb of frequency.

( Adverbs of frequency: always, usually, frequently/often, sometimes/
occasionally, seldom/rarely, never)
- Past continuous
Time words/phrases: (at the same time) as , meanwhile, when, while
* Techniques for beginning or ending stories:
- Past perfect
Time words/phrases: after/ as soon as/ before/ by the time/ no sooner/ not until/
once/(only) when.
- Inversion:
+ Some words, especially adverbs of frequency and time words/phrasals, are
followed by inversion when they are used at the beginning of a sentence.
Eg: Never Tom had imagined that he would find himself in such a situation.
+ The words/ phrasals followed by inversion are negative in meaning:
Never(before/again), No sooner, No longer; Nowhere
Not often, Not always; Not only(... but also)
Seldom/Rarely = "not often"
Hardly ever/anywhere =" almost never/nowhere"
Not until. Not before
Only when = "not until/before", Only if = "not unless"
Eg: No sooner had I stepped under the shower than the doorbell rang
Not only was I exhausted, but also extremely hungry
"Not until/before" and "Only when/if" are followed by inversion in the second
part of the sentence.
Eg: Not until it grew dark did they stop searching for the missing dog.
3.2.5 - Discursive Essays
There are three main types of discursive essays
1. For and against essays
Present both sides of an issue, discussing points in favour of a particular topic as
well as those against or the advantages and disadvantages of a particular
question. Each point should be supported by justifications, examples, and/or

reasons. The writer's own opinion should be presented only in the final
paragraph.
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* Useful expressions and linking words/phrases:
- To list points
Firstly, First of all, In the first place, To begin/start with
Secondly, Thirdly, ..., Finally
- To list advantages
One/Another/A further/ An additional(major) advantage of ... is ...
The main/greatest/first advantage of ... is ...
- To list disadvantages:
One/Another/A further/ An additional(major) disadvantage/drawback of ...
The main/greatest/most serious/first disadvantage/drawback of ...
Another nagative aspect of ...
- To introduce points/arguments for or against
One (very convincing) point/argument in favour of ... / against ...
A further common criticism of ... / It could be argued that ...,
Often
claimed/suggested
It is
Widely
argued/maintaine That
d
Generally
felt/believed/held
claim/suggeste/argue/feel that ...
Some/many/
maintain/believe/point/agree/hold that ...

most people/experts/
advocate ( +ing/noun)/support the view that ...
scientists/sceptics/
oppose the view that
critics
In favour of/against ...
All
0f the opinion that/convinced that ...
opposed to ...
- To add more points to the same topic
In addition (to this)…; furthermore….; moreover…; besides…; apart from…;
what is more…; as well as…; not to mention ( the fact) that…; also…; not
only ... but also/as well…; both ... and….; There is another side to the
issue/question/argument of ...
- To make constrasting points
on the other hand, it may be said/argued/claimed that, ...
however, still, yet, but, others/
oppose this viewpoint
nonetheless,
many peole ( strongly) disagree ...,
nevertheless, even so,
claim/feel/believe this argument is
incorrect/misguided
Although; though; even though; while; whilst; whereas; despite/in spite of (the
fact that); regardless of the fact that; Opponents of ...; argue/believe/claim
that ...; The fact that ...; contradicts the belief/idea that..; While it is true to say
that ...; in fact...; While/Although ... ; it cannot be denied that ...
- To intruduce examples
For example; for instance; such as/ like; in particular; particularly; especially;
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This is (clearly) illustrated/shown by the fact that...;The fact that ...
shows/illustrates that ...
- To emphasis a point
Clearly, obviously, it is obvious, naturally, of course, needless to say, indeed
- To express reality:
In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect
- To make general statements
As a (general) rule, generally, in general, on the whole, by and large, in most
cases
- To make partially correct statements:
To a certain extent/ degree, to some extent/degree, in a way/sense, this is partly
true (but), to a limited extent, there is some truth in (ths), in some cases, up to a
point
- To explain/clarify a point
In other words, that is to say, this/which means that
- Conclusion expressing balanced considerations/opinion indirectly
In conclusion,
it can/must be said/claimed that ...
On balance,
it seems/appears that ...
All things considered,
it would seem that ...
Taking everything into it is likely/unlikely/possible/foreseeable that ...
account/consideration,
it is clear/obvious that ...
To conclude,
there is no/little doubt that ...
To sum up,

the best course of action would be to ...
All in all,
achieving a balance between ... would be ...
Finally/Lastly,
it is true to say that
although it must be said that ...
it may be concluded/said that ...
All things considered, the obvious conclusion to be drawn is that .../
There is no absolute answer to the question of ...,
In the light of this evidence, it is clear/obvious/etc that ...
In conclusion,
clear/apparen
evidence
All in all,
it is
t
from
above
points
To sum up,
plain/obvious
foregoing arguments
evident
- Conclusion expressing opinion directly
In conclusion,
On balance,
It is my belief.opinion that ...
All things considered,
I (firmly) believe/feel/think that ...
To conclude,

I am convinced that ...
To sum up,
I am inclined to believe that ...
All in all,
I (do not) agree that/with ...
Finally/Lastly,
Taking everything into account, I therefore conclude/feel/believe (that) ...
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For the above - mentioned reasons, therefore, I (firmly) believe that ...
2. Opinion essays
Present the writer's personal opinion concerning the topic, clearly stated and
supported by reasons and/or examples. The opposing viewpoint and reason
should be included in a separate paragraph before the closing one, together with
an argument that shows it is an unconvincing viewpoint. The writer's opinion
should be included in the introduction, and summarised/ restated in the
conclusion.
- Useful Expressions for giving Opinions
To my mind/To my way of thinking…;It is my
(firm)belief/opinion/view/conviction (that) ...;In my opinion/view ...; My opinion
is that,…; It seems/appears to me ...; It strikes me that ...; As far as I am
concerned, ...; So, may there some problems for studying alone, I'll prefer to
study alone.
3. Essay suggesting solutions to problems:
In which the problems associated with a particular issue or situation are analysed
and possible solutions are put forward, together with any expected results/
consequences. The writer's opinion may be mentioned, directly or indirectly,
in the introduction and/or conclusion.
* Notice:

- Present each point in a separate paragraph
- Well-known quotations or though-provoking statements are useful devices to
make your composition more interesting.
- Before writing, you should always make a list of the points you will present
- Do not use informal style or very strong language( eg: I know, I am sure...)
- Useful language for essay suggesting solution to problems:
+ To express cause: since/because, in view of/because of/owing to/due to (the
fact that) ... The season that .../why .../for ... is that ...
+ To express effect: thus/therefore/so/consequetly/ as a result/consequence, the
result of ... would be ..., .... would result in ...
+ To express purpose: so that ..., so as/in order (not) to ..., with the purpose
of/intention of (+ing)
+ To express possibility/probability:
It can/could/may/might ..., It is possible/probable/(unlike)ly/forseeable/certain
that ..., ... is (unlikely) to/bound to/certain to/possible/probable ... The
likelihood/possibility/probability of (-ing/noun) is ...
- Useful Expressions: Problems & Solution:
Steps
Should
so as to
solve/overcome/combat ...
Measures must/ could be taken in order deal with/eradicate ...
to
Serious attempts to halt/prevent/solve ... must be made.
4. The discussion
4.1. Results
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At the beginning of the study I correct and give marks on the first writing essay

for my 9-grade gifted students the result as follows:

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* Result table:
Full name
Nguyen Van Tu
Nguyen Thi Bich Hang
Trinh Xuan Hieu
Dao Van Linh
Total
4 pupils

Good
1 (25%)

Mark
5.0
7.0
6.5
6.0
Quite good
0 (0%)

Average
3 (75%)

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Table 1: Students’ results at the beginning of the first term.
It is clear from the observation and from the result in table 1 that in essay
writing , most of the students had problems.
At the beginning of January, I correct and give marks on the above topic
and the result as follows:

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19


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* Result table:
Full name
Nguyen Van Tu
Nguyen Thi Bich Hang
Trinh Xuan Hieu
Dao Van Linh

Mark
7.5
8.5
9.0
8.5

Total
Good
Quite good
Average
4 pupils
1 (25%)
3 (75%)
0 (0%)
Table 2: Students’ results after teacher use the new methods of teaching
writing esay at the end of the first term.
4.2. The discussion
It can be seen from table 2 that using those methods of teaching essay
writing has helped my gifted students a lot. Students’ writing has improved in
several different ways. One remarkable area of progress is that now all of their
writings are quite good. At the beginning of the school year, when a writing
assignment was carried out 75 % of my gifted students’ writing were average, 25
% good and 0% quite good. However, at the end of the term, all my gifted
students in English District Team had a good command of writing a passage
100% above average, and all of them got good grades and high prizes at the
contest, especially student Nguyen Van Tu won the third prize at the provincal
English contest.
III. CONCLUSION
1. Limitations of the study
With the basis of a qualitative research, it is safe to say that the answers to
the research questions are satisfactory. However, the limitations of the present
study should be mentioned
The time of the current study might not be long enough for conducting the
research to cover all students. Here, the researcher only concentrate on some
gifted students. This also contributed to the researcher’s failure to see the

satisfaction in students' learning to write an essay
The assessment adopted in this study limited itself to test the participants’
writing skill just in the measurement of corrective feedback in teaching essays;
2. Recommendations for further research
Based on limitations of this study, some suggestions for future studies are
proposed. Further studies can be conducted with a longer time frame with the
expansion in finding more effective methods to teach writing effectively for
students in high schools. For the materials, future research is suggested to be
carried out with the deep and careful investigation into students’ taste of different
genres.
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In addition, it is suggested that the stakeholders especially the principal of
Nga Tan secondary School provide teachers with more opportunities to
encourage all students to learn English.
3. Conclusion
It is clear that my gifted students’ writing skill have made much progress
thanks to my using new methods in teaching. This gave me invaluable
professional lessons on the path of teaching writing. In my point of view, we
should put ourselves into our students’ mind and understand what their interests
and motivations in learning are - then look at those interests and motivations with
a teacher’s eye and knowledge in order to adopt appropriate methods and
approaches. As teachers, we must learn to treat our students both as language
learners and as human beings by taking into account not only language functions
but also interests and motivations.
I will always appreciate the comments or opinions from my colleagues to
help me improve my teaching practice in the future. I hope my study will be
useful for the teachers and students in the process of teaching and learning
language at secondary school.

Nga Tan, April 2, 2016
Confirmation of the Head–
STATEMENT OF AUTHORSHIP
I hereby acknowledge that this study is mine.
Master of Nga Tan
secondary school
The date and findings discussed in the thesis are
true, used with permission from associates and
have not been published elsewhere.
Author:
Nguyen Van Chieu
Trinh Thi Ha

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IV. REFERENCES
1. Writing Academic English - Alice Oshima and Ann Hogue
2. Real Writing - Roger Gower
3. 220 English Essays - Renee Gehman, Almos Masksay and Laura Kristoffersen
4. Successful Writing (Proficiency) - Virginia Evans
5. Answer to All TOEFL Essay Questions
6. Some websites
/> /> /> /> /> />7. 15 days’ practice for IELTS writing.

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V. APPENDICES
The way I often mark my gifted students’ writing.

From my point of view each passage includes the following points:
- 2 points: The writing passage should be well organized:
* Introduction, body and ending of the passage
* Linking words, length
- 6 points: The content of the writing passage should be clear, logical and
creative with explanations.
- 2 points: The writing passage is supposed to be free of grammatical and
spelling errors.

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