Improving grade 10 student’s writing skill through error correction

THANH HOA SERVICE OF EDUCATION AND TRAINING

TRIEU SON No2 UPPER-SECONDARY SCHOOL

EXPERIENCE INITIATIVE

IMPROVING GRATE 10 STUDENTS’ WRITING SKILL
THROUGH ERROR CORRECTION AT TRIEU SON No2
UPPER-SECONDARY SCHOOL

Researcher: Nguyễn Thị Hà
Post: Teacher
Field: English

THANH HÓA, NĂM 2018
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TABLE OF CONTENTS

Page
1.INTRODUCTION
1.1.Rationale…………..………………………...………………………….…....1
1.2. Aim of the study…………………………………………………………….2
1.3. Scope of the study…………………………………...….…………………..2
1.4. Method of study……………………………………………………………..3
2.CONTENTS
2.1. Theoretical and practical background………………………….……...……4
2.1.1. Writing…………………………………………………….………………4

2.1.1.1. The concept of "writing" in the theory of language ................................4

2.1.1.2. Writing process ........................................................................................5
2.1.2. The concept of " errors " and "correction"…………………….……….....6
2.1.2.1. An overview of errors ..............................................................................6
2.1.2.1.1. Concept:…………………………………………………………………..………….6
2.1.2.1.2. Classify errors…………………………………………………………………..……7

2.1.2.2. An overview of the correction .................................................................8
2.1.2.2.1. Error correction……………………...……….……………………….8
2.1.2.2.2. Some basic methods of error correction for students…………………8
2.1.3. The relationship between the errors, the correction and the process of
teaching and learning writing skill. .......................................................................9
2.2. The state of the problem …………………...………………….…..….…....10
2.3. Solutions:……...…...…………………….………..……….…………...…..11
2.3.1. Teachers

..................................................................................................11

2.3.1.1. The steps in the evaluation process of students’ writing…….…......….11
2.3.1.1.1. Identify "What errors need be corrected……………………….…...11
2.3.1.1.2. Determine "how many errors should be corrected……………….…..11
2.3.1.1.3. Form methods of correction…………….….....…………………......11
2.3.1.2. The steps after evaluating students’ writing……….…..……...……….13
2.3.1.2.1. Organize general comments after marking …………..………………13

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2.3.1.2.2. Provide students with the basic principles of writing and exercises
involving errors which students often make………………………….…………13
2.3.2. Students .....................................................................................................13

2.3.2.1. Change the attitudes of students towards the correction........................13
2.3.2.2. Emphasize the importance of reviewing and correction ........................13
2.3.2.3. Instruct students how to find and point out errors ..................................14
2.3.2.4. Apply repeatedly drafting ......................................................................15
2.4. The effectiveness of the experience..............................................................15
3.CONCLUSIONS AND RECOMMENDATIONS………...………….…………….18
REFERENCES…………….………………………….…………..………….…20

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1. INTRODUCTION
1.1. Rationale for the study.
Being an international language, English is used in all aspects such as science,
technology, communication, business and so on. This is the reason why it has
become a compulsory subject in most of Vietnamese schools. In order to reach
the goals of the subject, not only teachers but also students have been looking for
the best teaching and learning approaches.
After graduating from educational universities, we have been working as
teachers of English at Triệu Sơn No2 upper secondary school. Our school is
located in a countryside area, so we meet lots of difficulties in teaching and
learning, especially in English subject. It can be seen from the result of entrance
examinations that most of the students in our school are not good at English. This
makes us try our best to find and apply suitable ways to improve their English.
The English group of our school has six members, who all graduated from
universities of education. As young teachers, we always work hard with great
enthusiasm. Annually, we manage time as much as possible to observe the
lectures of our colleagues, then we hold the meetings to share experiences and
give supporting ideas to make the following lectures more successful.
When studying a foreign language, we must pay attention to many

factors, for example vocabulary, pronunciation, intonation, grammar, etc. Among
them, writing is considered as one of the most important skills, which a learner
has to master if he really wants to acquire language competence.. Learning
English is not an exception, especially in time of international economic
integration, when most information sources are written in English, it requires
writing skill. Therefore, The Ministry of Education and Training has long chosen
English a compulsory subject in the GCSE. In the 2014 GCSE exam, twenty five
percent of the exam’s content was comprised by writing. In the 2015 combined
exam ( GCSE and university entrance), writing also accounts for 20 percent of
the exam’s content . This is more evidence of writing skill’s importance in
learning English. For students, they have ever done and will have to approach
many forms of writing forms to achieve their language competence. However,
according to Nunan ( the Professor of Teaching English to Speakers of Other
Languages), producing a coherent, fluent and extended piece of writing is
probably the most difficult thing to do.
In the process of learning foreign languages, making errors is an
inevitable thing, especially while learning writing, students have difficulties
writing texts because they require consistency and coherence. Pointing out basic
errors as well as instructing students to correct is one of the best ways to help
them improve their writing skill. Analyzing situations in which students often
make errors also helps to improve writing skill.
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For teachers who bear the primary responsibility for helping students
achieve this skill, the effectiveness of teaching depends mostly on what kinds of
errors need correcting and on the ways to correct. From errors, students
themselves can realize whether they meet writing requirements or not. This
enables teachers to assess students' achievement. Then, “How are errors
corrected appropriately?”, “Whether or not error correction will ever help

improve students’writing skill? “What are the best methods to apply ?” These are
the questions which have always emerged to me in my teaching period.
With the experience through the process of teaching writing skill for
students in grade 10, I would like to submit the topic: "“Improving grade 10
student’s writing skill through error correction” to make a small contribution
to the education renovation . Hoping that with this experience, we will make
lessons more logical and interesting when applying it into our teaching approach.
1.2. Aims of the study
For the reasons given above, this article may give a clue about the high
temperature and wind speed in Britain, especially the English 10 Small plates:
- Give to one more comprehensive English 10
- Provide a few basic facts about the role of the lagoon operation.
- Recognize the impact of climate change on public health.
•To investigate students’ attitudes towards writing skill through error
correction in English 10 and the difficulties they face.
• To study whether the modified writing skill could help students improve
their writing skill.
1.3. Scope of the study
Suggested writing skill from unit 1 to unit 16. Due to the limited knowledge,
energy and time, the researcher was unable to carry out the investigation on a
large scale. This action research was only conducted for only 8 weeks with the
four writing lessons and in the context of 40 tenth-grade students at Trieu Son
No2 High School in the academic year 2017-2018 only. Hence, the results of the
study is only limited to the above teaching context and participants.
1. 4. Methods of the study
The author has applied the following methods in this study:
Data collection results from interviews (for
questionnaires (for students) and class observations.

teachers),

survey

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Data analysis is done through coding, classifying, and reporting the
information.
- The consultant must prepare a plan for the project to be implemented, in a
timely manner,in a coherent manner.
- Activities must be short, simple
- Actions should be consistent
- Actions should be based on students’ strengths
- The activities in the project should be a long-term, sustainable solution for
students.

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2. CONTENTS
2.1. Theoretical and practical background:
2.1.1. Writing
2.1.1.1. The concept of "writing" in the theory of language
To have access to teaching writing skill appropriately and effectively,
understanding the concept of "writing" in term of language is necessary. There
are many definitions of "writing". Each linguists have their own definitions,
which depends on the criteria that they consider important.
As Byrne (1979) wrote that " a series of icons arranged by convention to
form words and words are arranged into sentences". In this view, we can notice
any activity that makes up the words / sentences, whether it means or not, is

considered to be "writing".
Writing, in terms of theoretical subject, is not as simple as the concept that
Byrne gave. It is a complex process, according to Lannon (1989) ,"the process
converting the material discovered by inspiration, random, trials and errors, or
anything in the message with full of meaning - Writing is a process of careful
decisions "(page 9). By this definition, writing skill must contain the meaningful
message. This definition is more perfect than that of Byrne (1979) because it
tends to write on purpose with clear orientation.
In the process of teaching and learning, writing is considered as “a
language skill" (Tribble, 1996, p.3). It is not only the language presented in the
form of texts but also the development and presentation of ideas in a logical and
structural way. It is" a process that occurs over a period of time, especially when
we take the time to think before writing a first outline "(Harris, 1993, Page 10).
Compared with the concept coming up previously, this concept is the most
satisfactory because it covers all aspects of writing skill: form (texts), purpose
(expressing the idea) , and texture (texture).
When writing, we know that a written document is the product of an
individual for the purpose of communication with other people indirectly. That
means the recipients do not stand in front of the writer to hear from the writer.
Thus the writer has to make sure that his text is not only accurate but also
understandable to readers.

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Some factors need to be considered when writing in Raimes (1983)
SYNTAX

CONTENT

Sentence structure

Relevance, clarity, logic,

etc…

etc…

GRAMMAR
PROCEDURE

WRITING

Tense rules, writings,

ideas, drafts, recheck,

etc…
pronouns, etc…

clear and effective

FORM

ideas

hand writting, pronounce,

OBJECT OF RECEIPT

punctuation, etc

readers

TEXTURE

PURPOSE

theme, coherence, unity, passages

CHOICE

reason for writing

Vocabulary, idioms, expressions
2.1.1.2. Writing process
According to Tribble (1996), the process consists of four steps:
1. Before writing: This is the step the writer conducts before drafting,
including the selection of themes, thoughts, notes, discussions, arranging ideas,
outline, gathering information. (examples, interviews, searching information,
data processing).
2. Writing drafts: Writing drafts is the procedure the writer put ideas into
sentences, paragraphs, concentrating on explanation, clarifying ideas and linking
ideas.
3. Reviewing: This is the an important step to have a complete text. The writer
will think about what the readers expect, the readers are the center for the text to
orient . For instance, the writer will refine texture, link ideas or add conjunctions.
4. Editorial: The writer will review the form of the writing, such as spelling,
grammar, punctuation.
As we can see from the above point of view, writing is a one-way

process, not relating to the reader. Reid (1993) also made the same point but
added three more steps of the writing process: feedback, assessment and after
writing. This makes the process of Reid’s writing more satisfactory. Briefly,
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the steps of the writing process according to Reid (1993) may be illustrated in the
diagram below:
PRE WRITING

DRAFFTING

FEEDBACK

REVISING

EDITORIAL

ASSESSMENT

AFTER WRITING
In short, writing is an exercise form that two persons do not exercise and do
in such a way. However, there are basic steps that the writer must also perform
when writing. Researchers have different ways to illustrate the process of
writing, but all agree that writing is a process under the rule of "recursion",
requiring a major effort from the writer.
2.1. 2. The concept of " errors " and "correction":
2.1.2.1. An overview of errors:
2.1.2.1.1. Concept:
There were many definitions of errors given by famous researchers such as

Abbort (1981), the Edge (1989), McKay (1989), Goldstein (1990), Hubbard
(1991), Klassen (1993), Crosling (1996) etc. Although they expressed in different
ways but the concepts had the common points of the nature and function of the
errors.

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Goldstein (1990) defined the errors as "an action due to ignorance,
shortcomings, or accidental distraction, straying away from the original direction
or not achieve the purpose"
Klassen (1993) gave a more simple definition about errors. According to
Klassen, an error is "a form or the structure that is not acceptable to the natives
because of the inappropriate use " .
Meanwhile, Crosling (1996) gave his views respectfully towards the
criteria "Any deviation about method compared with the regular method is
considered as an error "
Referring to errors, some researchers have the same opinion that not only
language learners make errors but natives also make errors. The natives often
make errors on two levels " pattern error " and "expression error ". The second
error is the common one with a higher frequency (McKay, 1984). Thus, the errors
should be considered unconventional and inappropriate. We can see that errors
occur in all language levels from pattern one to expression one.
2.1.2.1.2. Classify errors
Lippman, J. (2003) classified errors into two categories: "general errors "
(coverage errors) and "specific errors ".
Classify

General problems include:

General errors

Specific errors

1. Thesis

The whole sentence

the elements of the

2. Structure

is not exact:

sentences are not exact,

3. Basis

word order,

tenses, writings

4. Compatibility and

conjunction

auxiliary verbs

â

â

Result

Result

communication

communication

unsuccessful

unintelligible

consistency
5. The Suitability with
the object and purpose
Specific problems include:
1. Spelling
2. Syntax
3. Grammar
4. Punctuation

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(Quote according to Lippman (2003))
There are many error classifications, depending on the purpose of
researchers in the analysis and conformity with fact conditions of teaching and
learning languages.

2.1.2.2. An overview of the correction:
2.1.2.2.1. Error correction:
When evaluating an writing we have the concept of "feedback", in
which two elements must be distinguished: "assessment" and "correction". On
evaluation, learners have been identified as performing well or not in the writing.
On correction, students receive detailed information about the writing such as
explanation, providing a better alternative spelling. As a rule, correction can and
should provide information that the writer wrote correctly or wrongly and why,
but generally both teachers and learners must see this concept as to correct errors.
2.1.2.2.2. Some basic methods of error correction for students
In the general teaching process, teachers often have to resolve issues such
as "what errors to correct " and " how to correct effectively".
Gower and Walter (1983) offered 4 issues for language teachers to solve
errors in the writing process, which is " what to correct, when to correct, how to
correct and how much to correct". Meanwhile, Raimes (1983) gave seven basic
principles for correcting errors in the teaching process in the classroom:
1. For the students’ writing, the teacher does not need to mark the errors but still
need to identify errors.
2. Identify errors carefully and find the cause.
3. Find more parts the student has successfully completed.
4. Collect errors students have committed
5. Establish an error symbol table clearly and understandably.
6. Regularly give reasons or error correction and remove carefully.
7. Finally, handle errors carefully, and make it a habit for students.
To solve problems " what to correct, when to correct", the researchers often
suggest that teachers should choose immediate correction or to wait until there is
an other similar error in the lesson.
To make the matter " how many errors to correct " is clearer, Gower and
Walter offered a few suggestions:
• Attract students to the process of the correction.

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• Spend less time on correcting individual students, but focusing on common
errors.
• Indicate the errors students has often make.
• Point out the location of the errors.
•

Specify the type of errors.

• Give students opportunities for self-correction.
• If the learner can not self – correct, ask other students to help.
• If the above steps fail, the teacher corrects .
Edge (1989) gave three basic steps following correction:
Self-correction –:
Teachers indicates errors for students correct themselves because
sometimes students need help for identify errors before self-correction.
Peer correction –:
Learners work in pairs or in groups to find and correct errors in the other's
writing. This attracts all the students in the process of correction, makes students
active, less dependent on the teacher.
Teacher correction :
Teachers find the the writer’s meaning by the wrong sentence and guide
students how to express exactly.
2.1.3. The relationship between the errors, the correction and the process of
teaching and learning writing skill
Making errors is inevitable in the process of learning, in this way students
make important characteristics, which is necessary for learning the language.

Making errors is a way for learners to consolidate the knowledge they have
learned, thereby grasping the language.
For teachers, that the students make errors in the process of learning helps
them assess the level of students’ knowledge and consider what they need to
learn to perfect.
The correction also have a positive impact on this process of teaching and
learning languages. Students through self-correction, peer correction and the
teacher correction may progress more rapidly. Especially writing skill requires
high precision of words and expressions.
2.2. The state of the problem:

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From the analysis of the survey data, reading and gathering errors in
students’ writings during the teaching process, I have grasped some of the status
of issues raised in the initiative experience as follows:
+ Both teachers and students have a positive attitude with the correction, and
are considered correction as an essential part of the learning process and an
important factor in improving student’s ability to write.
+ Although the correction plays an important role in writing skill and
although both teachers and students have tried, student's writing skill has not
been improved much. The reason is that many errors have not been indicated and
corrected thoroughly after making overall assessment of the student's writing, so
whether to have reviewed, students can not understand where they were wrong .
+ There are errors that both teachers and students find it difficult to detect
such as logical errors, errors of expression, or word errors.
For example:

The right sentence :

I like visiting historical places.

The wrong sentence: I like visiting historic places.
(Unit 16. Tieng Anh 10)
(Adjective "historic" - the famous, important
belonging to history).

in history and "historical" -

Students and teachers often only pay attention to spelling, grammar or
structure when assessing the writing.
+ In correction methods, both teachers and students agree that teachers
correct students’ errors , students correct for each other and self-correction are
the main ways. Students are usually passive during the correction.
In general, there are still many problems in correcting students’ writing,
especially tenth grade students just get accustomed to writing forms in the
curriculum as all writing letters, invitations, reports ... Therefore, to improve the
quality of teaching and learning in general, as well as enhance the efficiency of
the correction in the learning process to write, the introduction of effective and
appropriate correction methods must be explored and applied.
2.3. Solutions.
2.3.1. Teachers
2.3.1.1. The steps in the evaluation process of students’ writing
2.3.1.1.1. Identify "What errors need be corrected"
Correcting all the errors in the students’ writing is not really necessary. Teachers
should choose the important points - this depends on the language target that the

13

lesson forward. This requires teachers to identify the errors in the writing under
the major errors or minor errors and guide students.
Once students grasp types of common errors, they will identify what type of
errors in their writing. Students are more likely to discover grammatical errors
than semantic errors, word using errors than logical errors.
2.3.1.1.2. Determine "how many errors should be corrected"
Teachers can decide to just correct the basic and serious errors for students not to
feel depressed because of too many errors in their writing . However, how many
errors should be corrected also depends on the category of students. Because
some students are ashamed of getting too many errors while others are not
satisfied if if they get their writing back only with general comments like "good
work".
2.3.1.1.3. Form methods of correction
- Use symbols when correcting:
This method has been proved to be convenient because teacher does not have to
write the words and phrases fully in students’ writing, especially when the
number is great.
Symbols and meanings:
GR:

Grammar

Voc:

Vocabulary

Sp

Spelling error

P

Punctuation error

V

Verb tenses error

W.O

Wrong word order

W.W

Wrong word used

Agr

Agreement –

Y upside down
!

word missing

Careless error
Good, well done

?

I don’t understand

Prep

Preposition

ü

Good point

Cap

Capitalizing this word
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()

Unnecessary word

Φ

Omitting this word

- Give feedback cautiously:
Giving feedback plays an important role in encouraging students to review
their writings and involving them in the learning process. Besides pointing out
errors , the teacher should also encourage, praise what the students try to express
in their writing.

- Use correcting pens in different color:
Teachers often use red pens when correcting, which makes students easy to
see their errors . But if teachers use red pens to underline any errors in the
writing , students will feel so down and ashamed when getting their writing back.
This makes students think they can not write well and they do not want to get
such writings. As a result, they do not want to write anymore. The correction is
not merely pointing out right and wrong, but encouraging students to express and
self - correct. Teachers should use a different pen or use a pencil to correct to
help students understand that teachers are making hints.
- Tick at the sidelines of the writing for students easy to find their errors:
This method is applied when students are accustomed to the error symbols.
Students can find errors in the line or sentence symbols.
2.3.1.2. The steps after evaluating students’ writing
2.3.1.2.1. Organize general comments after marking
Students will learn more if teachers spend a period of time correcting on
the spot. Students can avoid similar errors in their writing when getting
comments on others’ writings. There are errors of expression that teacher can not
comment, but in the process of direct correction, students will understand more
clearly.
2.3.1.2.2. Provide students with the basic principles of writing and exercises
involving errors which students often make.
Teachers can provide short memos . For example, teachers give structures
to write a letter of direction ( Test yourself C ), how to write a letter of invitation
( Unit 10 . Writing – Tieng Anh 10) or exercises of finding errors for students to
practice.
2.3.2. Students
3.2.1. Change the attitudes of students towards the correction:
Previously, many teachers thought that making errors is not a good thing.
For them, it indicated that the student is stupid or lazy, and in some cases,
15

teachers blamed students for not paying attention or not doing homework
carefully. Teachers could only say, "Sit down" and did not pay attention to the
student as if the student might have done anything wrong.
However, according to new approaches, that students make errors means
they are trying to find a new way of expression, they learn to combine theory
with practice. Writing is a process, not requiring students right from the start.
Make sure that students can consider correction as one way to help them
improve, it is an important, useful part in the learning process. This gives
students more confidence and psychological balance before writing.
2.3.2.2. Emphasize the importance of reviewing and correction
Correction is necessary. It's not a problem. Students need to see it as a
necessity while learning to write. Correcting when students try their best to write
often discourages students. The appropriate solution is to turn the correction into
a classroom activity so that students can participate actively in the process of
completing his writing . It is also a method to encourage students to use English,
less worrying about making errors.
Raising the awareness of students about reviewing and correction helps
them focus on correcting their writing and others’. To do this, the teacher should
also be aware properly and give some rules when discussing. He can add points
to students who make comments exactly on other’s writing in the correction
process in the classroom.
2.3.2.3. Instruct students how to find and point out errors
Using the symbol system to correct is really effective. It encourages
students in self- correction and peer –correction . Teachers should make clear
instructions and a sign system at the start of teaching writing.
• Example: Find all and point out errors in the writing about the biography of Van
Cao ( Unit 12. Music (Writing))

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The writing correction :
Van Cao was born in Nam Dinh on November 15, 1923 , into a poor
workers’ family. He started composing music when he was very young. He wrote
the first song in 1939 and then quickly became famous. Tien Quan Ca, the
National Anthem of Vietnam was written by Van Cao in 1944. Van Cao not only
wrote songs and poems but also drew paintings. He died on July 10, 1995 when
he was 72 years old. Van Cao is known as a very talented musician and highly
apprepriated by the Vietnamese people.
2.3.2.4. Apply repeatedly drafting
Drafting many times is also considered as an effective way to correct. This
method promotes students to involve in the process of correction. To perform this
activity, it is necessary to follow some steps:
+ Instruct students to find errors in every draft:

17


In this activity, students are asked to write three versions, in which the last one
can complete as much as possible. For each time, students should note the types
of errors in the following table:
2nd version

1st version

3rd version

Errors to Check the structure and Focus on the word Find all the errors

notice
the logic of the writing use,
grammar, as possible
form ...
+ Give more points to students who have the ability to find and point out
errors in the writing. Points can encourage students to participate in activities to
help you perfect fix writing.
+ Evaluate student’s progress through each version:
Teachers can also notice the student's progress through each version , and also
can give extra points to students who have made significant progress.
2.4. The effectiveness of the experience.
This initiative experience has been made to point out and analyze some
common errors for grade 10 students when learning writing, as well as provide
some effective correction methods for teachers to teach writing.
From the reality of teaching in the academic year 2017 -2018, I carried
out a survey of writing skill’s progress of the students in grade 10A6 in the
second term compared to the first term. In the first term, I made a twenty minute
test of writing skill after learning Pre and While – writing : Unit 1. A day in the
life of… – Use the prompts to build up a narrative about a hotel fire. (Text
book Tieng Anh 10- page 18)
The results of analysis of the errors that students made as follows:
The total of students: 35
Errors

Grammar

Vocabulary

Spelling

0-4 errors

2 students

6 students

5 students

5-8 errors

6 students

8 students

7 students

9-12 errors

12 students

9 students

10 students

12 students

13 students

More
errors

than

12 15 students

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The data analysis tells that , at the beginning of the school year, the
student's writing skill was too weak with more than 70 percents of students
who made 9 errors in their writing . Particularly , in the results of the test, there
was only 25 percent of students who achieved on an average result.
After giving students in class 10 A6 a fifteen minute test of “ Error
Identifitaction” with 15 students at different levels , the result is as follows:
Students

Find 1-4 errors

Find 5-8 errors

Find 9-10 errors

weak

5/5 sts

0/5 sts

0/5 sts

satisfactory

3/5 sts

2/5 sts

0/5 sts

good/excellent 2/5 sts

3/5 sts

1 /5 sts

Through tests, we find that the skill “Error Identifitaction “does not totally
depend on the basis of grammar and vocabulary, but on students’ ability to use
that language in practice.
In the next writing lessons of the first semester and the second semester,
after applying the methods mentioned in section 3 of the experience, I find that
the ability to find and correct errors has been significantly improved through
each test during the study process.
The test “Error Identifitaction” conducted in 42 students shows that more
than 70 percents of students can find more than half of the errors in the test.
For writing skill through peer correction, 50 percents of students in the
group are capable of correcting the group’s writing in the discussion.
The result of the written test after writing lessons of five any students in
the second term as follows:
Errors

Grammar

Vocabulary

Spelling

0-4 errors

16 students

15 students

12 students

5-8 errors

10 students

10 students

7 students

9-12 errors

6 students

5 students

10 students

3 students

5 students

6 students

More
errors

than

12

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In comparisons with the result at the beginning of the school year, the above
result shows that students’ writing skill has been increased sharply. It is because
students have become more excited when learning writing lessons. This result
once again makes sure that proper correction have advantages and effectiveness
in improving students’ writing skill .

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3. CONCLUSIONS AND RECOMMENDATIONS
3.1. Conclusions
Writing is one of the important language skills for English language
learners. To master this skill, it requires a lot of time and efforts. The problem for
both teachers and students in teaching and learning process is to find the most
effective approaching methods. On the other hand, it is noticeable that making

errors is inevitable and important in language learning. Errors in the learning
process are considered as a positive step so that students have more experience,
awareness and certain achieved progress.
From my teaching experience, I come up with a number of effective error
correction methods for grade 10 students. With over 13 years of teaching at Quy
Hop 1 high school, I find that my experience has motivated both me and my
colleagues more actively creative in teaching. Because teaching writing skill is
not a simple job, requiring a lot of effort and patience, the result can not be seen
in a short time but need a relatively long time.
3.2. Recommendations.
The scope of application of this teaching experience may be extended
to all students in all grades because writing skill and error correction are in all
units in textbooks as well as tests in the GCSE and university entrance exams.
To be successful in helping students correct in writing skill, it is indispensable of
teachers’ enthusiasm, love for teaching career and qualifications. Besides, there
should be timely support, encouragement, concern direction of the leaders’
school. In the next school year, I have aspirations to put some more writing skill
practice into the optional curriculum so that teach writing activities more enrich.
The above is all that I have made and collected through my own teaching
experience. However, the subject can not avoid these restrictions need to be
supplemented.
I look forward to the comments of colleagues for my writing to be more
effective!

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XÁC NHẬN CỦA THỦ TRƯỞNG
ĐƠN VỊ

Thanh Hóa, ngày 25 tháng 5 năm 2018
CAM KẾT KHÔNG COPY.
Người viết sáng kiến

Nguyễn Thị Hà

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REFERENCE
1. Academic writing – Oxford Press
2. Oxford Advanced Learner’s Dictionary (7th edition)
3. ENGLISH LANGUAGE TEACHING – STUDY BOOKLET (English Teacher
Workshop & Refresment Courses) By Overseas Services Bureau & Vietnam
Minishtry of Eduacation,1992.
4. Chuẩn kiến thức kỹ năng môn Tiếng Anh 10, 11, 12 – (Tái bản lần thứ nhất) NXB Giáo dục Việt Nam 2010.
5. Thiết kế hoạt động dạy và học Tiếng Anh 10, tập II, NXB Giáo dục Hà Nội.
6.
7.

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