Usinga fifteen phrasesentence solution to help the gifted students at nhu thanh high school to improve their argumentative writing and get band 7 in IELTS writing task 2

PART ONE: INTRODUCTION
I. RATIONALE OF THE STUDY
Today learning English is very important because it is the only language
that truly links the whole world together. English may not be the most spoken
language in the world, but it is the official language in a large number of
countries. It is estimated that the number of people in the world that use in
English to communicate on a regular basis is 2 billion. English is the dominant
business language and it has become almost a necessity for people to use
English if they are to enter a global workforce, research from all over the world
shows that cross-border business communication is most often conducted in
English. Its importance in the global market place therefore cannot be
understated, learning English really can change people’s life. Many of the
world’s top films, books and music are published and produced in English.
Therefore by learning English you will have access to a great wealth of
entertainment and will be able to have a greater cultural understanding. Most of
the content produced on the internet (50%) is in English. So knowing English
will allow people to access an incredible amount of information which may not
be otherwise available!
In fact, many Vietnamese students who have good professional knowledge,
but can’t use English well don’t get good jobs. So, English is the first and the
most important standard for workers who want to work not only at foreign
companies but also at national ones.
Writing which is one of the four skills of learning English can be one of the
most enjoyable and satisfying activities for teachers and students to do together
in a classroom, especially in a foreign language classroom. But writing skill
which includes language, private knowledge and skill, emotion and the
interaction of personal opinion is difficult and challenging to learn and develop
for many students in the world in general and in Vietnam in particular. In
Vietnam, there are many teachers of English who even believe that teaching
writing skill to learners is more complex than teaching other communicative
skills (Mazdayasna &Tahririan, 2001).

Argumentative writing has been confirmed by researchers to be the hardest
model in writing. This genre of writing is important for gifted students to
express their own points of view in academically appropriate forms and
strategies. Unfortunately, students often encounter difficulties in the use of
complex syntactic patterns and appropriate elements in composing
argumentative writing. Consequently, by means of the drawbacks in language
teaching methods of the past, particularly in the argumentative writing skill, a
number of research studies (Watcharakaweesilp, 2001; Thepsiri and
Pojanapunya, 2012) have sought to investigate and demonstrate how
argumentative writing can be improved by using effective methods to gauge the
weaknesses of students’writing ability.

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Therefore, in this study I present a fifteen- phrase/sentence solution
which I have used successfully over the last few years to improve my gifted
students’ argumentative writing skill and help them get band 7 in IELTS
writing task 2. Each sentence has a clear purpose and often involves logically
thinking when choosing ideas for argumentative writing.
II. AIMS OF THE STUDY
I do the research to know about the fact of teaching and learning
argumentative writing skill in Nhu Thanh High School more clearly. This study
also investigates whether the fifteen- sentence model can have positive impact
on writing process among gifted students and can develop their argumentative
writing skill or not. Bearing in mind, I decide the research with title “Using a
fifteen- phrase/sentence solution to improve the gifted students’ argumentative
writing skill and help them get band 7 in IELTS writing task 2”
III. RESEARCH QUESTIONS
This study aims at finding answer to the following research question:

How can the fifteen- sentence model help the students at Nhu Thanh High
School improve their argumentative writing skill and get band 7 in IELTS
writing task 2?
The question has been addressed to two of groups that I have been teaching in
Nhu Thanh High School with the aim to examine how the fifteen- sentence
model affect the process of argumentative writing here.
IV. METHODS OF THE STUDY
In this study, I use some research tools to collect and analyze the needed data
Recording is used to record the process of using the fifteen- sentence model
The second tool used in this study is interviews with students at the end of the
research to study whether using the fifteen- sentence model in English writing
lessons is really suitable for them or not.
Surveying through the answer sheets is used to know the practical situation of
teaching and learning English writing skill.

PART TWO: DEVELOPMENT
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CHAPTER 1: LITERATURE REVIEW
I. OVERVIEW OF WRITING SKILL
Lannon (1989) claims that writing is a process delivering meaningful
messages and including its own specific goal. This process requires students to
work hard instead of regarding it as an uncomplicated act (Byrne, 1988).
However, in language teaching and learning process, Tribble (1996, p.3) defines
writing as a language skill that involves “not just a graphic representation of
speech, but the development and presentation of thoughts in a structured way”.
This means writers need to arrange their ideas logically and systematically.
Some of the difficulties associated with the teaching of writing in foreign
language classes come from the nature of writing itself. Writing is an artificial

activity in a way that speech is not; while every normal human being on this
planet learns, eventually, to talk and to listen, far fewer people become literate,
able to write. Writing is learned, while speaking is acquired as part of growing
up.
Writing is indeed difficult, for several reasons. Firstly, the writer has to decide
what information the reader needs, and how best to express this. So there is a
psychological difficulty, in that the writer cannot consult the reader- the
audience is not immediately present, in contrast with most conversations. Writer
has no immediate feedback to let them know how they are doing and whether
they should change their approach. There is no immediate interaction between
the producer and receiver. Secondly, there is a linguistic difficulty, in that the
language used in written language is different in most ways from that used in
speech. It is either simplified (lists, telegrams, notes, etc.) or more elaborate,
more formal. In our mother tongue we have to learn an elaborate network of
conventions and rules before we become “good writer”. In a foreign language
this process is all the more difficult as there may be interference on a cultural
level, not just the linguistic, between mother tongue and the foreign language.
Thirdly, there is a cognitive difficulty, in that students have to organize thoughts
on paper.
In schools, writing is taught partly as a vital part of literacy program, but also
in order to show that work is being done. Writing is often associated,
particularly in weaker students’ minds, with “chores” or even with discipline
(the traditional writing lesson is quite quiet, so the teacher is easily able to keep
control). This “homework syndrome” can lead to students making less and less
progress because they are poorly motivated, perform badly, receive low grades,
and end up disliking writing more and more.
II. THE ARGUMENTIVE ESSAY
The argument essay is the most common type of writing assignment that gifted
students will encounter throughout their exams. While there are different
variations of the argument essay, the overall foundation is always the same: the

writer is tasked with investigating an issue, taking a stand on the issue, and

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finding and incorporating a multitude of evidence in a logical manner to support
the overall claim.
Most of us have experience with arguing, but an argumentative essay is quite
different than a verbal argument that arises out of the blue. Verbal arguments
often become heated and unreasonable, while the goal of an argumentative essay
is the opposite: the argument must be specific, reasoned, detailed and supported
with a variety of evidence. Furthermore, a verbal argument often focuses on who
is right regarding a specific issue, while a well-written, researched argument
essay focuses on what is the right side of a particular issue. In short, an argument
essay must be logical from beginning to end.
III. THE DIFFICULTIES OF WRITING ARGUMENTATIVE ESSAYS
Writing an argumentative essay is one of the most common types of
assignments set for the gifted student-choosing exammination. This genre of
writing calls for students to argue for and against a convinced proposal. Most
students are unable to argue or propose a convincing thesis statement.
Argumentation is a procedure to compose an argument by looking for actual
evidence to back up the claim or a thesis statement. To write a good piece of
argumentative writing is often difficult for students. Basically, writing an
argument begins with taking a stance and giving evidence in order to convince
the readers to execute the action or to accept the idea based on a controversy.
Nippold and Ward-Lonergan (2010, p. 238) note that “argumentative writing is a
challenging communication task that needs sophisticated cognitive and linguistic
abilities.” Likewise many research studies confirm that an argumentative writing
essay is the most difficult genre for students. Most students are unable to
produce good argumentative essays because of their lack of readiness for

English argumentative writing and insufficient practice writing during classroom
instruction. As stated by Crowhurst (1991, p.314) arguing a case is particularly
challenging, even though “it is important both for academic success and for
general life purposes”. Knudson (1994, p.211) also asserts that, “argumentation
is one of the genres which is essential for full participation in society”. Students
are supposed to argue for their stand point in order to convince the readers.
However, most students struggle with the various difficulties in writing
argumentative essays. They are unable to write due to insufficient skills in
argumentative writing.
IV. THE IMPORTANCE ELEMENTS OF A GOOD ARGUMENTAIVE
ESSAY.
The following are important elements of a good argument essay:
Create a clear, firm,and debatable thesis. An effective thesis statement is an
important foundational element of any essay, but it is of even greater importance
in an argument essay. The reader needs to know exactly what the argument is
and why it is important; there can be no confusion
Provide the necessary background information on the topic. While an
argument essay isn’t the same as a research essay, a bit of background
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information is often needed early in the essay to understand the argument. For
example, if the writer is arguing that a certain amendment to the state
constitution should be passed, it is probably necessary to describe what changes
the amendment would make and whether or not a similar amendment has been
proposed at some point.
Focus on organization and transitions. While transitions are important in any
type of essay, they are particularly important in an argument essay. This is
because the argument essay involves multiple reasons and evidence to support
the overall thesis, and counter arguments are often discussed and refuted as

well.
Argument essays can be organized in a variety of ways. Regardless of the order
in which it is organized, all argument essays should explain and support several
reasons why the argument is valid, as well as explain and refute several
opposing arguments offered by the other side. All writers will benefit from
creating an outline to organize all of the information that will be presented, and
this benefit becomes even greater with longer argument essays.
Perform effective and thorough research. Most argumentative essays require
incorporating research into the essay. If this is the case with your essay, make
sure to perform a significant amount of research before fully committing to a
topic. This is important because you need to make sure there are enough credible
sources that can be used in your essay. You don’t want to commit to a topic and
begin writing the essay only to later discover that you can’t find enough quality
sources to make the topic work.
Incorporate logos, pathos, and ethos. Logos is a term that refers to the use of
logic in a debate. As a writer, the use of logos should be primary, should appear
throughout the essay, and it is the best way to convince someone to adopt a
particular stance on any issue. It is also important to avoid using logical
fallacies. While logos should be the primary target, pathos - which is the use of
emotion - can also be incorporated. Pathos means getting the reader emotionally
involved in the argument so that the reader is open to further persuasion. One of
the best places to use pathos is in the introduction. Ethos - the use of credibility
- is also important. The best way for writers to incorporate ethos is by addressing
counterarguments and using credible sources. Additionally, taking a reasonable
stand on the issue (as opposed to an extreme one) will also lead to more
credibility.
V. THE CRITERIA TO GET BAND 7 IN IELTS WRITING TASK 2
One of the keys to success in the IELTS writing test is understanding how the
test is marked and using this knowledge to increase your band score. You can
then give the examiners exactly what they want and focus on doing the things

that get high scores
The four criteria you will be marked on to get band 7 are:
1. Task Achievement

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- Gives relevant ideas and these are developed with explanations or examples
but these ideas may be too general or lack focus.
Example: The main problem causing traffic jams is too many cars. In lots of
cities around the world there are lots of cars and this causes traffic jams. For
example, the number of cars purchased in developing countries is increasing
year after year.
This example has presented a clear position, but it has given a very general
explanation and the example lacks focus and is not specifically linked to the
main point.
2. Coherence and Cohesion
- Logically organises information and ideas, there is clear progression
throughout.
- Presents a clear central topic with each paragraph.
- Uses a good range of these linking phrases effectively but there might be some
over or under use.
3. Lexical Resource
- Uses a sufficient range of vocabulary to allow some flexibility and precision
- Uses less common lexical items with some awareness of style and collocation
- Answers have far fewer of these errors, however some errors are permitted.
The words chosen here are more likely to show use of correct style and
collocations. There is still some repetition of words permitted.
4. Grammatical Range and Accuracy
- Answers use a variety a ‘complex structures’ and around 50% of the sentences

are completely error free.
- Has good control of grammar and punctuation but may make a few errors
VI. A FIFTEEN-PHRASE/SENTENCE SOLUTION AND ITS IMPACT ON
DEVELOPING THE STUDENTS’ ARGUMENTATIVE WRITING SKILL.
These sentences and phrases are based on the criteria of band 7 in IELTS
writing task 2. The fifteen- phrase/sentence solution is actually a format of an
essay. Although students use the model to write, they still give their own ideas.
The benefits of this fifteen- phrase/sentence solution are that the essay is not
only logic, but the students also think and write more quickly and easily
This study is beneficial for teachers to provide valuable insights into the
weaknesses in their learners’ language variants that can be used to develop their
teaching programmes and instructions to more effectively support students’
argumentative writing development.
Additionally, it can also be used as logical guidelines for students to improve
their argumentative writing. The study helps students overcome the main
difficulties such as vocabulary, grammar structure, structure of argumentative
writing, providing solid evidence, time constraints, organized idea, fulfilling task
demand, understanding the questions, writing the thesis statement, interpreting
the questions, pacing , evaluating, topic choice and length.
CHAPTER 2: PRACTICAL SITUATIONS
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I. METHODS OF THE STUDY
The research is done qualitatively in the context of two gifted - student groups
( A and B – At Nhu Thanh High School). In this survey, I use the survey
questionnaire for students. This survey is designed to collect information for the
study on “An investigation into the Reality of teaching and learning English
argumentative writing skill at Nhu Thanh High School.
II. THE REALITY OF TEACHING AND LEARNING ENGLISH

ARGUMENTATIVE WRITING SKILL AT NHU THANH HIGH SCHOOL
The whole procedure of teaching and learning is implemented similarly to all
students of the class after all of them give consent to be part of the research.
However, due to the limit of the study, I only focus to collect information from
the learning engagement of two gifted - student groups ( total: 20 students)
during this process as the data for analysis. Below is the survey of the practical
situation of learning English writing skill at Nhu Thanh High School.
Table 1: Frequencies of argumentative writing difficulties faced by students
Difficulties faced by students
fulfilling task demand
grammar structure
Length
organized ideas
Pacing
solid evidence
The structure of argumentative writing

Number
19
17
17
19
18
16
17

During the interview, the students talked about the difficulties in writing
argumentative essay. As shown in Table 1, students reported that grammar
structure in English was one of the great difficulties for their argumentative
writing. They felt that they did not have enough knowledge of the complex

sentences.
Understanding the argumentative writing structure was also considered difficult
for students because students pointed out that the structure of argumentative
writing posed the main barrier for them to produce a good piece of
argumentative essay. In relation to the difficulties of solid evidence, they stated
that providing solid evidence was one of the most difficult aspects for them to
convince the audience to believe in what they wrote.
With reference to the difficulties of time constraints in argumentative writing,
students faced the difficulties in this aspect. One of students stated:

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“Another problem is the limitation of the time. I cannot write a good piece of
writing because I feel hectic. I need more time to write because of the limited
time I cannot think of strong evidence to write”.
They admitted that it was difficult to write a well-organized argumentative
essay. For example, the following students pointed out that “I don’t know how to
organize the idea of argumentative writing essay. I do not know that I have to
write the Introduction or I have to control the idea. I have to write supporting
detail 1,2,3 and then I have to write the conclusion. I write down what I can
think of without controlling the idea”.
With the reference to the difficulties of fulfilling task demand and understanding
the questions, students considered this task demand difficult. Students stated that
writing the thesis statement was difficult for them to write in order to convince
the audience

CHAPTER 3:
RECOMMENDATIONS
TO HELP THE GIFTED STUDENTS TO IMPROVE

THEIR
ARGUMENTATIVE WRITING SKILL AND GET BAND 7 IN IELTS
WRITING TASK 2
I. RECOMMENDATIONS
According to the data analysis from the survey, The aim of this study was to
identify the argumentative writing difficulties that students encountered when
they compose argumentative essays. It was noted that teachers have realised that
there is a critical need to accord greater attention to the improvement of writing
teaching for students. The way to improve writing instruction is to develop
insights into the diagnostic evaluation of writing. This type of evaluation
provides valuable data about students‟ weaknesses in argumentative writing.
Therefore, I have used a fifteen- sentence model to improve the gifted
students’ argumentative writing skill at Nhu Thanh High School.
II. PRACTICAL SOLUTIONS
1

A fifteen- phrase/sentence solution
Nowadays, an increasing
Introduce the

Introductio

number of people are concerned

n

about……
Yet, whether…………..is a
Introduce the debate
controversial issue/ has caused a

Introducing

2

background

8


topic, idea

Paragraph

heated debate.

topic

3

My view is that/ it strikes my

Give writer’s own idea

4

mind that………..
First, it is obvious that………

Give the 1st reason

1

6

This means that……….(effect)
This is because……….(cause)
If……….not………( opponent
approach).
So/ Therefore, ………………..

7

Moreover/In addition/ besides…

Give the 2nd reason

2

Another point worth noting is

( topic sentence)

Giving an

that………….
For example,………………

Give example relating

………………………

the fact
Explain the example

Supporting

5

( topic sentence)
Explain more

idea

Paragraph

example

8
9

Paragraph

10 That is not to say that……..not

specifically
The idea is basic

more specifically
Don’t deny the opposite

3

Some people continue to claim

ideas

(counter-

that………
Of course,………………

Admit that there was

argument)

11

still rational aspect for

Making
concessions

12 However/yet…………………
Nonetheless, it is more

Conclusion

the opposite idea
Indicate that there was

no rational aspect for

important to remember that…/
13 In sum/In conclusion……

the opposite idea
Restate their own idea

14 Meanwhile,………………..

Simultaneously, they
shouldn’t disregard
completely the opposite

15 By doing so,

ideas
Extend the topic

9


…………………………

Note:
Using some following complex sentences in order to raise students’
marks:
* That + clause
Ex: That human activities have the greatest impact on the environment is
obvious

* what+ not……….,but………….
Ex: what most companies and workforces need is not robots, but creative
people who can contribute ideas.
* That + clause ( as an apposition)
Ex1: I agree with the view that not only governments but every single citizen
should……………
Ex2: The fact that we have different languages demonstrates that we ……
* Relative clause
Ex: Children who enter school at an early age are generally more confident
and independent than children who stay at home with their parents.
* Some other structures:
Not only………but also
Neither……….nor
Too……………to
Regardless of
It………that…….
III. SOME PRACTICAL EXAMPLES OF USING A FIFTEENSENTENCE/PHRASE SOLUTION IN THE WRITING LESSON AT NHU
THANH HIGH SCHOOL.
Example 1: Nguyen Van Tien’s essay ( the 12th grader)
Topic: “School exams are, generally speaking, the first kind of tests we take.
They find out how much knowledge we have gained and tests are still the most
popular ways of measuring intelligence. However, it is said that too much testing
causes a lot of negative effects for both teachers and students.”
Do you agree or disagree?
Write an essay (about 250 words) to express your personal point of view”

10


1

Nowadays, an increasing number of people are concerned

2

about the impact of over-reliance on testing on education.
Yet, whether the influence is beneficial or not has recently
caused a heated debate

3

It strikes to my mind that too much testing does teachers

Introductio
n

Paragraph

4

1
5
6

and learners more harm than good.
First, it is obvious that what too much testing brings
educators and children is not marks, but time-consuming and
stress.
This is because not only teachers try to provide knowledge
for students but children also do their best to gain access to

information properly so that they can get the highest scores.
Therefore, they spend most of their time teaching and
learning to have the best results, which consequently wastes
too much time and makes them exhausted.

Paragraph

7

2

Another pointing worth noting is that over-dependence on
testing leads to their lack of opportunities to improve soft

8

skills.
For example, apart from entrance examminations, both
teachers- who prepare testing contents and students- who
have to attend them- have such coutless anually different

9

tests as progress tests, oral tests and semester tests.
This causes them to have no chances to partake / take part in
any physical outdoor activities and associate with others,
thereby lack of capabitities to improve life-related skills like
empathy and teamwork.

Paragraph

3

10

It is not to say that tests have not had any contributions
to assessments about students’ ability.

11 Of course, teachers and parents, through tests, get an indepth understanding about their children’s studying.

11


12
Nonetheless, too much testing is responsible for students’
Conclusion

detrimental results when their workloads are too many.
13 In sum, too much testing results in not only time-consuming
and stress but also lack of opportunities to improve life
skills.
14 Meanwhile, education sector and government should make
suitable policies to testing to offset the drawbacks they
cause.
15 Only by doing so can teachers and students develop their
fullest extents.

Example 2: Le Thao Van’s essay( the 12th grader)
Topic: “Tourism has become one of the fastest growing industries in the world.
Millions of people today are travelling farther and farther throughout the year.
Some people argue that the development of tourism has had negative effects

on local communities; others think that its influences are positive.
Write an essay (about 250 words) to express your personal point of view”
1

Nowadays, an increasing number of people are

Introductio

concerned about the impacts of tourism development on

n

local communities.
Yet, whether the influence is beneficial or not has caused a
heated debate.

Introducing
topic, idea

Paragraph

2
3

It strikes to my mind that tourism brings more good than
harm.

4

First, it is obvious that tourism has greatly made

considerable contributions to economic development.

12


1

5

This is because it creates enormous job opportunities for
locals, which consequently improves their living standard.

6

Therefore, this is the reason why many developing countries
make law and policies to encourage international investment
into tourism.

7

Another point worth noting is that tourist development

8

boosts cultural contacts worldwide.
For example, water puppet shows which belongs to Vietnam

Supporting
idea

Paragraph
2
Giving an

have been introduced and widely been known in many

example
9

countries by international tourists.
This means that what tourists- from different cultures and
social backgrounds- bring to locals is not only the wealth but

Paragraph
3
(counterargument)
Making
concessions
Conclusion

cultural exchanges as well.
10 This is not to say that tourism does have no negative effect
on environment.
11 Of course, local people are suffering not only from the
contaminated air caused by CO2 emission of vehicles but
also from the polluted land caused by rubbish.
12 However, it is more important to remember that local
authorities enact laws and boost campaigns to raise the
public’s awareness of environmental protection.
13 In sum, this non-smoke industry positively contributes to the

development of economy and cultural communication.
14 Meanwhile, government and organizations will figure out
some ways to offset the drawbacks it has caused
15 Only by doing so can tourism brings us sustainable
development.

Example 3:
Topic:

Tran Thu Thao’s essay

( the 12th grader)

“ Some people think rich countries should help poor countries by

giving money directedly. Others believe that there are more effective forms of

13


international aid. Write an essay (about 250 words) to express your personal
point of view”
1

Nowadays, an increasing number of people are concerned

2

about the poverty that many developing countries face.
Yet, whether what types of international aid are more

effective has caused a heated debate.

Introductio
n
Introducing
topic, idea
Paragraph
1
Supporting
idea

Paragraph

3

In my view, what the poor countries need most is not
financial aid on loans, but advanced technologies and talents
in some key areas.

4

First, it is obvious that modern technologies and science are
the driving force behind the rich nations.

5

This is because hi-tech products, innovations and good
management can greatly improve the productivity of the
whole society hence, the wealth is enriched at high speed.
Therefore, to help the poor nations, the wealthy regions had

better give them tools of making a fortune.

6
7

Another point worth noting is that the developed countries

8

can train talents and experts for the poor ones.
This means that the rich countries can provide scholarships

2
Giving an

and financial help to students from the poor regions, which

example
9

some famous Western Universities are actually doing.
It is a wiser way to deliver help

Paragraph

10 This is not to say that under no circumstance should the rich

3

countries provide aid in form of money.

11 Of course, money definitely can help the countries out of

(counterMaking

many problems.
12 However, it is more important to remember that we cannot
assure the money will be spent in proper way.

concessions
Conclusion

13 In sum, there are some types of aid rich countries may

argument)

choose to provide more efficient help.
14 Meanwhile, if financial aid is offered, we have to make sure
that the money is spent on what people really need.
14


15 Only by doing so can the poor countries have rapid and
sustainable development.

CHAPTER 4: RESULT
In conclusion, The aim of this research study was to identify the difficulties
that students encounter when writing argumentative writing. The findings
showed that providing detailed information about students’ weaknesses in their
writing activity can raise awareness among teachers and students. This can also
be combined with other appropriate teaching approaches toward making

significant contributions in having a detailed profile of students’ weaknesses in
writing argumentative essays. Such information would be beneficial for teachers
to design and improve their writing programmes and teach effectively to further
support students’ writing improvement.
* These sentences and phrases are based on the criteria of band 7 in IELTS
writing task 2. The fifteen- phrase/sentence solution is actually a format of an
essay.
The benefits of this fifteen- phrase/sentence solution helps students not only
write a logic essay but think and write more quickly and easily. It also helps
students overcome the pressure of structure of argumentative writing, providing
solid evidence, time constraints, organized idea, fulfilling task demand,
understanding the questions, writing the thesis statement, interpreting the
questions, pacing.
Especially, when compared with the criteria to get band 7 in IELTS writing
task 2, the students’ essays totally satisfy these criteria.
* The following is the result chart of group A and class B:

Group

Before using The fifteen- After using The
fifteenphrase/sentence solution
phrase/sentence solution
Excellent
Good Fair
Excellent
Good
Fair

A
B

1
1

3
2

6
7

5
5

4
3

1
2

* Some students’ pictures while they are writing essays

15


(Le Thao Van - the 12th grader- is writing an essay)

(Tran Thu Thao - the 12th grader-is writing an essay)

16

(The 12th graders are discussing and giving comments on the essays)

17


The 12th graders are discussing and giving comments on the essays
PART THREE: CONCLUSION AND SUGGESTION
I. CONCLUSION
Argumentative writing has been confirmed by researchers to be the hardest
model in writing. This genre of writing is important for gifted students to
express their own points of view in academically appropriate forms and
strategies. Unfortunately, students often encounter difficulties in the use of
complex syntactic patterns and appropriate elements in composing
argumentative writing.
It is also proved by the research that students are more engaged in the writing
activities when the tasks are more meaningful to them. More specifically, in my
case that means the tasks that give my students a more meaningful reason to
complete engage them more.
II. REFLECTIONS
This study has given me a chance to know more about my students, about what
goes wrong with them when they are not engaged in my writing class. In the
study, I also have chance to access a number of researches of many experienced
language educators and teachers, from which I obtain new knowledge of
language teaching and learning in general and knowledge of meaningful tasks in
teaching writing in particular.
During the research, I also learn more about the methods of doing research in a
scientific way. Firstly, I learn to look at the situation of my English teaching and
learning critically and make research questions with the hope of improving it. I
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also learn to arrange and organize my ideas and my work systematically to fit
the timetable of the research procedure. But the most important thing is that I
learn how to put my background knowledge into the knowledge repertoire of
related previous studies to have a broader view of the situation and to make my
research skills (such summarizing and synthesizing) useful by activating them
creatively and critically.

The Headmaster’s identification

Thanh Hoa, the sixth of May, 2017
I ensure that this study has been written by
me
The writer

Bui Thi Tu
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characteristics, and standards. In A. Davies & C. Elder (Eds.), The handbook of
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2. Byrne, D. (1988). Teaching writing skills. Longman: London
Creswell, A. (2000). Self-monitoring in student writing: developing learner
responsibility. ELT Journal, 54(3).
3. Frankenberg – Garcia, A. (1999). Providing student writer with pretext
feedback. ELT Journal, 53 (2).
4. Gipps, C (1994). Beyond Testing: Towards a Theory of Educational
Assessment. London: The Falmer
5. Gabe, W. & Kaplan, RB. (1996). Theory and practice of writing. The USA:
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6. Maleerat Ka-kan-dee1 , Sarjit Kaur 2. Argumentative writing difficulties of
Thai English major students
7. Kirk Kenny. Marvellous Techniques for IELTS writing.

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