Using discourse capability to improve writing skill to grade 10 students

CONTENTS
Page
INTRODUTION

2

CONTENT

3-4

PART I.
1. Discourse capability
2. Cohesion and coherence
3. Text
4. Genre
PART II. WRITING SKILL IN ENGLISH 10
1. Course requirements
2. Suggested preparations
2.1 -> 2.15

4 - 11

PART III. A MODEL LESSON PLAN
1. Writing lesson plan
2. The results of the lesson plan

11 -14

CONCLUSION

14

PROPOSAL

15

REFERENCES

16

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INTRODUCTION
Since 2006 the new set of English textbooks has been used on the national
scale. The aim of the teaching and learning of English in high schools in
Vietnam is to enable students to use English as a means of communication at
basic level in listening, speaking, reading, and writing. Since the application of
new textbooks in tenth grade curriculum, many teachers have difficulties in
conveying their knowledge to students.
Among the four skills, productive skills speaking and writing, especially
writing are regarded as the most difficult. It is easily understood because to
produce a perfect piece of writing, even in their mother tongue, learners meet
with a number of challenges: ideas, word use, genre, register, format, spelling,
etc...... Such difficulties or problems in writing could be solved if the writer
owns a good textual or discourse capability. Therefore, discourse capability is
closely connected with writing lessons, and teaching writing is equivalent to
developing discourse capability in learners. The problem is: Can teachers
develop such a capability in learners? The answer to this question involves two
abilities in the teacher: the first is the teacher herself must own such discourse
capability; the second is the teacher must know how to build such capability in

her students.
Being a teacher of English at a high school I find that teaching and
learning how to write is of great importance and bears a numerous challenges to
both teachers and learners. Meanwhile, I am convinced that every teacher
should create the aforementioned abilities for herself so as to improve her
writing lessons. During the school year 2015-2016 I have been trying to deal
with this challenge in teaching writing. I assume that this problem in teaching
writing is not merely my own concern. In fact, many teachers from other schools
in the province have come up against many difficulties in their writing lessons:
What is the outline of a profile? What language should be used in this type of
letter? Who can help me with the model writing to the description of this chart?
It seems clearly that it is advisable for every teacher of English to search for and
have necessary materials to teach writing effectively.
Given the aforesaid reasons I am writing this document to share my
teaching experience in teaching writing with those who have the same concern
as mine. The document discusses and deals with the matters of discourse
capability and how to teach writing more effectively. In the boundary of the
school year 2015-2016, I only focus on writing lessons in textbook English 10.
The scope of this document is, therefore, within the writing lessons in 16 units
of textbook English 10. Namely, the document has three parts:
- A brief review of discourse capability. This part can be seen as theory as it
deals with all the theoretical matters mentioned in the document.
- A detailed examination of writing lessons in textbook English 10 and suggested
preparation for the 16 writing lessons in the textbook
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- A model lesson plan and a detailed description of the result of two writing
lessons conducted at classes 10C1 and 10C4 (experimental class), TRIEU SON
5 high School.

PART I. DISCOURSE CAPABILITY: DEFINITIONS AND
IMPORTANT PROBLEMS
1. Discourse capability
Textual or discourse capability is an aspect of communicative competence
which describes the ability to produce unified written or spoken discourse that
shows coherence and cohesion and which conforms to the norms of different
genres (e.g. a business letter, a scientific essay etc.). Apart from the ability to
produce sentences which are grammatically correct and appropriate to the
situation in which they are being used, learners must also be able to produce
discourse in which successive sentences are linked through rules of discourse or
discourse capability. (Longman Dictionary of Language Teaching and Applied
Linguistics, p.113)
From the definition we can see that discourse capability involves the
following matters:
- Coherence
- Cohesion
- Norms of genres
- Grammatically correct sentences
- Discourse markers or discourse linkers
- Rules of discourse
All these matters will appear in each piece of writing whether it is short or
long provided that it serves a communicative purpose. Thus, in each writing
lesson, the teacher must cover all these issues and help his students to produce
such texts that do not miss any requirements. Except for coherence and cohesion
which are defined the same in every case, the other terms can only be defined in
a particular situation and in a specific lesson.
2. Cohesion and Coherence
Cohesion is formal links which exist between sentences, the relationships
that cause texts to cohere or stick together. “A text has texture and this is what
distinguishes it from something that is not a text” (Halliday, MA. K. & Hasan,

R. (1976). Cohesion in English, London: Longman).
Coherence is the familiar and expected relationships in experience which
we use to connect the meaning of utterances, even when those connections are
not explicitly made. It is content links, which are semantic or rhetorical
relationships that underline texts. Coherence is built upon semantic ties in
discourse and can obtain on the basic of relevance, the common shared

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knowledge between participants in a speech event, and how discourse is
structured.
3. Text
“Text is a piece of naturally occurring spoken, written, or signed discourse
identified for purposes of analysis. It is often a language unit with a definable
communicative function, such as a conversation, a poster.” (Crystal, 1992,p 72).
The duty of students is to produce texts to serve particular communicative
purposes set in the textbook. Therefore, the teacher in charge has to help
students to create texts in accordance with the norms identified by the
requirements of the particular lessons.
4. Genre
In discourse analysis, genre is a particular class of speech events which
are considered by the speech community as being of the same type. Examples of
genres are: prayers, sermons, conversations, songs, speeches, poems, letters, and
novels. They have particular and distinctive characteristics.
PART II. WRITING SKILL IN ENGLISH 10 TEXTBOOK
1. Course requirements
At grade 10, students are expected to use English to write a text of 100120 words in length on a particular topic or to serve a communicative function
basing on either model writing or suggestions. Examining textbook English 10,
we can see that it requires students to produce 16 pieces of writing as follows:

Unit1. Writing a narrative (Narrative and the past simple, Stages of a
narrative)
- Students are expected to understand the content and the language (the past
simple tense), the outline of the model narrative.
Unit 2. Filling in a form
- Students are expected to understand and fill in a form with such essetial
information about themselves as name, age, occupation, nationality, etc.....
Unit 3. Writing about people's background
- Students are expected to write about a person's background basing on
curriculum vitae
Unit 4. Writing a letter of complaint
- Students are expected to write a letter of complaint.
Unit 5. Writing a set of instructions (Sequence connectors, Imperative verbs
form)
- Students are expected to write a set of instructions on how to use a TV remote
control using suggestions.
Unit 6. Writing a confirmation letter
- Students are expected to write a confirmation letter using cues.

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Unit 7. Writing about advantages and disadvantages of the mass media
- Students will be able to write short sentences about advantages and
disadvantages of the mass media.
- Students will be able to write a paragraph on advantages and disadvantages of
a type of the mass media.
Unit 8. Writing an informal letter: giving directions
- Students are expected to write an informal letter giving directions to a friend
Unit 9. Describing information from a table

- Students will be able to interpret information given in a table and convey the
information in a paragraph.
Unit 10. Writing a letter of invitation
- Students are expected to write an informal letter of invitation basing on
suggested situation.
Unit 11. Witing a letter of acceptance or refusal
- Students will be able to write a letter of acceptance or refusal.
Unit 12. Writing a profile
- Students are expected to write about biography of a famous musician.
Unit 13. Describing a film
- Students are expected to write about basic content of a film basing on
suggestions.
Unit 14. Writing an announcement
- Students are expected to write a short announcement about an event related to
sport.
Unit 16. Describing a chart
-Students are expected to describe a simple chart.
2. Suggested preparations
The textbook designs many tasks with the aim of helping students
produce a final product. However, teacher has to prepare more materials for
their students. And this is here the teacher's discourse competence acts. The
teacher should have the following:
- A perfect model product for each type of writing
- A detailed outline of each type of writing
- Ideas, vocabulary, grammar needed for that particular piece of writing
- Genre, register, style for that particular piece of writing
- Anticipation of matters and questions raised by students
- Clear stages for a particular writing lesson
During the school year of 2015-2016 I have prepared neccessary materials
for each writing lesson. The preparations are based on the course requirements

and the suggestions of the textbook and the document on standard knowledge
and skills. Namely:
2.1. Unit 1. Writing a narrative

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a. Definition and outline:
-Narration is story writing. When you write a narrative paragraph or essay, you
write about events in the order that they happened. In other words, you use time
order to organize your sentences.
-An outline of a narration would be like this:
+ Introduction: Introducing the experience
+ Body: background, events in sequence
+ Conclusion: author's opinion, evaluation of the experience
b. Language: the past simple tense, the past continuous, time connectors
c. Time order words and phrases:
Words: first, then, next, finally, afterward, meanwhile, etc.....
Phrases: at first, at exactly 4:00 p.m, after that, after a while, a few minutes
later, etc.....
2.2. Unit 2: Filling in a form
a. Definition: An official document containing questions and spaces for
answers
Forms do not usually ask questions, but they ask for information. Thay also
ask you to do certain things such as write in capital letters, block capitals, sign,
delete, put a tick or a cross in a box, etc.......
b. Delete where not applicable: We use a slash to delete the information
which is not applicable to you in a form
2.3. Unit 3. Writing about people's background
a. Definitions:

- Background is the details of a person's family, education, experience, etc....
- Curriculum vitae (CV): a written record of your education and the jobs you
have done, that you send when you are applying for a job.
b. Language in CV: School attended (name of the school you went to) Exam
passed (name of the exam that you passed) Date from (from what date) Date to
(to what date)
c. Language in background: the past simple tense and the simple present tense
- Structures: work as a ......., pass exams in ......, go to/attend .......... school
2.4. Unit 4. Writing a letter of complaint
a. Definition:
A formal letter of complaint is written to complaint about a problem which has
arisen (e.g. faulty merchendise, rude staff, inaccurate information, etc). It should
explain the reasons for the complaint and usually includes a
suggestion/request/demand concerning what should be done. (e.x: refund,
compensation, etc)
b. Language:

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Mild or strong language can be used depending on the writer's feelings and the
seriouness of the complaint, but abusive language must never be used.
e.x: Mild Complaint: I am writing to complaint about a factual error in
yesterday's newspaper.
Strong Complaint: I am writing to express my strong dispproval concerning the
offensive behaviour of an employee at your company.
c. Outline
- Introduction: Paragraph 1: state reason(s) for writing
- Main body: Paragraph(s)2(-3): state complaint(s) with justification
Paragraph(s) 3-(4-5): suggest what should be done

- Conclusion
Final paragraph
Closing remarks
Full name
2.5. Unit 5. Writing a set of instructions (Sequence connectors, Imperative
verbs form)
a. Definition:
- Detailed information on how to do or use something
b. Language used in writing instructions
Sequence connectors: first, then, next, until, after that.......
Imperative verbs form: lift, press, wait........
c. Sample set of instructions on how to use a TV remote control
If you want to operate a TV with a remote control, you must make sure that the
cord is plugged in and the main is turned on.
To turn on the TV, press the POWER button.
To select a programme, press the PROGRAMME button.
To watch VTV1, press button number 1.
To watch VTV2, press button number 2.
To watch VTV3, press button number 3.
To watch VTV4, press button number 4.
To adjust the volume, press the VOLUME button up or down.
If you do not want to hear the sound, press the MUTE button.
To turn off the TV, press the POWER button again.
2.6. Unit 6. Writing a confirmation letter
a. Definition
A confirmation letter is correspondence that is sent to confirm an oral
agreement. It can be business or personally ralated. It can also confirm a
reservation, a response to an invitation, receipt of a various iterms or services or
meeting and conference arrangements.
b. Outline

- Opening (Dear ...,)

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- Body
+ Restate the event (I'm glad to hear that you are going on a picnic with your
classmates)
+ State the confirmation (Certainly, I will help you .........)
+ State the convenience (Luckily, I'm having a day off on Sunday, so I'm free in
the afternoon)
+ Confirm time and place (I'll be waiting fou you at ..... at .....)
- Closing (Love, yours sincerely.....)
c. Language: informal, future tenses
2.7. Unit 7. Writing about advantages and disadvantages of the mass media
a. Language used to talk about advantages and disadvantages of television
- help/encourage someone to do something (help us to learn, encourage us to
buy.........)
- make someone/something +adjective (make things memorable, make us aware
of, make us passive, make people violent......
b. Paragraph
-A paragraph is a group of related sentences that develops one main idea, which
is the topic of the paragraph.
-A paragraph is made up of three kinds of sentences that develop the writer's
main idea, opinion, or feeling about a subject. These sentences are (1) the topic
sentence, (2) supporting sentences, and (3) the concluding sentence. The writer
may add a final comment after the conclusion.
c. A sample paragraph about advantages and disadvantages of a type of the
mass media
In our modern life, the Internet has a number of advantages and disadvantages.

First, it provides quick access to information and entertainment. Second, it
enlarges people's knowledge and understanding. Finally, it makes life easier and
more enjoyable to all of us. As for disadvantages, the Internet makes people lazy
because we do not have to do anything. Next, some websites on the Internet
contain too much violence. Worst of all, the Internet harms people's eyes and
costs their time and money. The fact is the Internet is neither good nor bad. The
question whether the Internet is useful or harmful depends on the way we use it.
2.8. Unit 8. Writing an informal letter: giving directions
a. Language used in giving directions
-get out of, -turn right/left, -keep walking, -go over (a bridge), -walk past (a
medical centre), -take the first/second turning.............. on the right/left
- It's the one with..........................
b. Sample letter
Dear David,
I'm very pleased to hear that you have decided to come here for the holiday. I'm
writing to tell you how to get to my house from Roston Railway Station.

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Now, when you come out of the station, turn right. Keep walking for about 5
minutes; you will see a small bridge ahead. Go over the bridge, walk past a
medical centre and a car-park. Then take the first turning on the left. Keep on
until you see a shoe shop. Mine is the first house after the shoe shop, opposite a
souvenir shop. It's the one with a red gate. You can't miss it. I have enclosed a
map so that you can follow my directions easily.
I look forward to seeing you soon.
Love,
Nga
2.9. Unit 9. Describing information from a table

a. Outline of the description
- Introducing sentence giving general idea about the animal
- Details (range and habitat, size, feeding habits, offspring, life span,
conservation concern)
b. Sample writing
Dolphins are not fish. They are mammals that live in the water. Dolphins are
among the most intelligent animals on Earth. Although they can be found in all
oceans worldwide, dolphins prefer coastal waters and bays. The size of dolphins
varies greatly. The smallest dolphin is just about 50 kg in weight and 1, 2 metres
in length while the largest one can weigh up to 8,200 kg and is 10 metres long.
Dolphins are carnivoes and they eat mostly fish. A female dolphin gives birth to
one calf every 2 years after a gestation period of 11 to 12 months. A dolphin can
normally live from 25 to 65 years and some species of dolphins can even live
longer. Dolphin populations are at risk due to the pollution of their habitat and
accidental entrapment in fishing nets.
2.10. Unit 10. Writing a letter of invitation
a. Outline of an informal letter of invitation
- Opening (Dear .....,)
- Body:
+ Thanks/previous experience/interesting information
+ Present situation/event
+ Invitation (including time, places, activities, people involved)
+extend the invitation (bring along family memebers, directions to house ....)
+ remind about confirmation
+ show enthusiasm, expectation, anticipation
- Closing (Love,)
b. Language
- Let's + V, - Why don't you + V..... ?, -Would you like +V ..... ? - Do you feel
like + Ving ..... ?, - Can you + V ..... ?, - How about + Ving ..... ?
- Shall we + V ..... ?, - Are you free ..... ?

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2.11. Unit 11. Witing a letter of acceptance or refusal
a. Outline of a letter of refusal
- Opening: (Dear .....,)
- Body
+ Apologies for any dalay in replying (and an excuse)
+ News of yourself (what you have been doing recently)
+ Thanks for the invitation
+ Polite refusal (and reason)
+ Alternative suggestions
- Closing
+ signing off phrase
b. Outline of a letter of acceptance
- Opening: (Dear .....,)
- Body
+ Apologies for any dalay in replying (and an excuse)
+ News of yourself (what you have been doing recently)
+ Thanks for the invitation
+ Polite and sincere acceptance
+ Arrangements if any
- Closing
+ signing off phrase
c. Language
- refusal: + I'm afraid I can't come because......., + I'd love to, but ...., + I'm sorry
I can't (come) because .....
- Acceptance: +Yes. I'd like/love to, +Yes, that's a great idea, + Yes, I'd be
delighted to.

- making arragements: + I was wondering if .......
+ Would it be possible for me to ......?
2.12. Unit 12. Writing a profile
a. Definition
A description of sb/sth that gives useful information
b. Language: The past simple tense
c. Sample profile of Van Cao
Van Cao was born on 19 November, 1923 in Nam Dinh into a poor
worker family. He started composing music when he was very young. His first
song was written in 1939 and he quickly became famous. In 1944 he wrote Tien
Quan Ca and it was chosen to become the Vietnam National Anthem. Van Cao's
artistic works include songs, poems, and paintings. Van Cao died on 10 July,
1995 in Hanoi. Van Cao is known as a very talented musician and highly
appreciated by the Vietnamese people.

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2.13. Unit 13. Describing a film (Model Lesson Plan)
a. Definition
A description is a piece of writing or speech that says what sb/sth is like.
2.14. Unit 14. Writing an announcement
a. Outline of an announcement
+ Name of the announcer
+ The event
+ Details of the event (time, place, price, etc.......)
2.15. Unit 16. Describing a chart
a. Outline
- Introduction (what the chart presents/illustrates/shows)
- Body/Description

+ General idea/main points of the chart (what can be seen from the chart)
+The most striking features
+other main features of the chart
- Conclusion (restate the main points) (Note: This part is optional)
b. Sample description of the chart
The chart shows the number of visitor arrivals to Vietnam from the USA,
France and Australia in 2001 and 2002. It is clear from the chart that the number
of visitors from the three countries in 2002 is higher than that in 2001.
According to the chart, the USA had the biggest number of visitors to Vietnam
with 230,470 visitors in 2001 and 259,967 in 2002. France ranked second with
99,700 visitors in 2001 and 111,546 in 2002. Australia had a little fewer visitors
than France although the number of Australian visitors in 2002 to Vietnam
increased by 12,839 people in comparison to that in 2001.
PART III. A MODEL LESSON PLAN
1. Writing lesson plan
UNIT 13. FILMS AND CINEMA
PART D. WRITING

Describing films
– Period 83 –

Aims: To provide a writing lesson where:
- Students can describe films they have recently seen or they like best.
- Students develop writing skills.
Materials:
- Tieng Anh 10; pages 137, 138
- Projector
- Handouts
Method: Communicative approach, integrated skills

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Language items:
engaged

- tragic, sink, luxury, liner. Voyage, disaster, icerberg, be
- Verb tense: The present simple tense

Procedure
Teacher's activities
1. Warm up:
- T introduces the topic (5m)
- T gives the music of a song.
- T asks Ss to answer some questions
related to the lesson:
* The music: My heart will go on.
- Some questions:
+ Do you know which film this song
is on?
+ Have you ever seen this film?
+ What is it about?
+ Could you tell us some information
about the main characters?
2. Vocabulary (board)
- To present new vocabulary (6m) (Tclass)
- Pre-teach new vocabulary (tragic,
sink luxury, liner, voyage, disaster,
iceberg, be engaged)
- Using pictures to teach vocabulary.

- T feedbacks
- T reads the new words,
Task 1. Reading the description and
answering the questions (board)
- Students read 8 questions and find
out key words -To prepare linguistic
materials for students to answer
questions (2m)
Questions’ key words
1. What is the name of the film?
2. What kind of film is Titanic?
3. What is it about?
4. Where is it made?
5. What is it based on?
6. Who is/ are the main
character(s)?
7. What do you know about the

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Students' activities
-Pay attention to the teacher
- Ss guess the name of the song.

- answer

- Students guess the meaning of the
new words.
- Ss repeat

- Ss answer the questions. - To help
students to understand the description


character(s)?
8. Does the film have a happy or
a sad ending?
- T feedbacks. (appendix 1)
- T elicits the outline - To help
students know the outline.
(appendix 2)
- T gives the note: Verb tenses: The
present simple tense
- T calls on a student to go to the - Ss write the description of films
board and write his/her description.
they have recently seen or they like
best following the outline. - To
develop writing skill
- Other Ss write on their handouts.
(appendix 3)-handouts
- T feedbacks
* Conclusion
- T summarizes the main points Ss
have just learnt in the lesson.
*Homework.
- T asks students to learn newwords
and describe the film which they have
watched at home.
APPENDIXES
Appendix 1: Key answers

1. The name of the film is Titanic.
2. It is a tragic love story film.
3. It is about the sinking of a luxury liner.
4. It’s made in America.
5. It is based on the true story of Titanic.
6. The main characters are Jack Dawson and Rose DeWitt Bukater.
7. Jack is a young and generous adventurer.
Jack and Rose fall in love with each other.
8. It has a sad ending.
Appendix 2: Outline
* Introduction:
1. The title of the film:
- The name of the film is ......................
* Body:
2. The kind of the film:
- It is a ................(cartoon, horror, action,.....) film.

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3. Based on:
- The film is based on........................
4. Filming place:
- The film is made in...................
5. The content of the film:
- The film is about...........................
- The film tells us a story about........................
6. The main characters:
- The main characters are..........................
7. The ending of the film:

- The film has a (happy/ sad) ending.
* Conclusion:
8. Give the comment on the film:
- The film makes me + adj....................
- I find it really + adj........................
Appendix 3: Handouts
“Of all the films I have seen, “..... (1)” is the one I like best. .........(2) is a/an
...(3) film based on ...........(4) It is made in ................(5). The film tells us a story
about............................(6).The main character(s) is/are A.................(7)and
B...........A..........(8).(9)...........................
The film has a .....(10).......... ending and I find it really .......................(11)”.
2. The results of the lesson plan
The lesson plan is applied with class 10C4. Students understood the
outline of the film desription and they can produce good descriptions of the
films they have seen. With class 10 C1, I didn't apply this lesson plan. I didn't
give outline and explanation on the language use and functions of the sentences
in the model description. Consequently, students in class 10C1 couldn't produce
satisfactory writings although students in class 10C1 are more intelligent than
students in class 10C4. The results of the two writing lessons conducted in
classes 10C1 and 10C4 were as follows:
Class
10C1
10C4
Number of students
40
44
Satisfactory writings
10 = 25%
35 =80%
Unsatisfactory writings

30 = 75%
9 = 20%
As can be seen from the table with the help of teacher's discourse
capability teacher can provide a better leson for his students and as a result,
forming discourse capability in his students. If teacher does not prepare more
materials using only sources available in the textbook, his students are not given
adequate instruction on how to write a particular piece of writing.

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This teaching method has brought a lot of positive changes in the learning
environment in my classes. Therefore, I would like to share this method with all
of my colleagues and welcome the reviews and comments in order to perfect
this method of teaching.
CONCLUSION
1. Discourse capability is by far the most important in teaching productive skills.
With a good discourse capability, teacher can teach writing effectively. He will
know how to provide students with necessary knowledge to achieve a particular
aim of each writing lesson. To build discourse capability is a must to every
teacher of English at secondary schools.
2. Textbook does prepare a great deal of teaching material for teachers.
However, it leaves considerable space for them. In writing lessons, textbook
requires teacher to have an adequate knowledge of 16 types of texts. If teacher
does not have this knowledge, his writing lesson can never be satisfactory.
Therefore, to deal with writing lessons in textbook English 10, teacher needs to
prepare sample writings of these 16 texts as well as good knowledge of the
genre, the language and outline of the texts.
3. The result of writing lessons conducted in two classes at Trieu Son 5 High
School have proved that discourse capability of teacher does help him a great

deal in teaching writing. Therefore, it is hoped that teachers of English always
apply their discourse capability in their teaching.
PROPOSAL
Because English is a very important language in the
modern society, students are encouraged to study this subject
for the sake of their own future and teachers are supposed to
support their study in all the possible ways. Therefore, so as for
students to have better English studying conditions, I would like
to make some proposals:
+ There should be a classroom used specifically for
teaching and studying English so that other classes would not
be interfered. In addition, in the reading lesson, teachers also
should be able to let students listen to some English audios in
order to improve their English listening skill.
+ In the process of experimentation, defects are inevitable. Therefore,
all the feedbacks and suggestions from readers would be welcomed with the
view to perfecting this innovation.
Thank you for your consideration.

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REFERENCES
1-English 10 - Education publishing house- 2006
Hoang Van Van (chief editor)
2- Teaching training materials- Education publishing house- 2006
Hoang Van Van (chief editor)
3- Prepartion for high school graduation and university entrance exam Education publishing house- 2006
Nguyen Hai Chau (chief editor)
4- Some types of English tests 10 – Education publishing house

Do Tuan Minh (chief editor)
5- Multiple choices English tests– Education publishing house
6. Alice Oshima and Ann Hogue - Introduction to Academic writing,
Longman, 1997.
7. Brown, G and G, Yule. (1983). Discourse Analysis, Cambridge CUP
8. Cook, G. (1989). Discourse, Oxford University Press.
9. Halliday, M.A. K. & R. Hasan. (1976). Cohesion in English, London:
Longman
10. Nguyen Hoa (2000). An Introduction to Discourse Analysis,Hanoi National
University, College of Foreign languages.

XÁC NHẬN CỦA THỦ TRƯỞNG
ĐƠN VỊ

Thanh Hóa, ngày 23 tháng 5 năm 2016
Tôi xin cam đoan đây là sáng kiến kinh
nghiệm của mình viết, không sao chép của
người khác.
(Tác giả ký và ghi rõ họ tên)

Phan Thị Hằng Nga

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