Common errors in writing argumentative essays made by the second year students of bachelor of pedagogy in english hanoi pedagogical university n0 2 and suggested solution to overcome them

HA NOI PEDAGOGICAL UNIVERSITY N0. 2
FOREIGN LANGUAGES FACULTY

======

NGUYEN THI THU HA

COMMON ERRORS IN WRITING ARGUMENTATIVE
ESSAYS MADE BY THE SECOND YEAR STUDENTS OF
BACHELOR OF PEDAGOGY IN ENGLISH
AT HANOI PEDAGOGICAL UNIVERSITY N0.2 AND
SUGGESTED SOLUTION TO OVERCOME THEM.
(submitted in partial fulfillment of requirements of the degree of
Bachelor of Pedagogy in English)

SUPERVISOR: NGUYEN VAN DEN, M.A.

Ha Noi, May 2016

Ha noi, May 2016


STATEMENT OF AUTHORSHIP
Title: COMMON ERRORS IN WRITING ARGUMENTATIVE ESSAYS MADE BY
THE SECOND YEAR STUDENTS OF BACHELOR OF PEDAGOGY IN ENGLISH
AT HANOI PEDAGOGICAL UNIVERSITY N0.2 AND SUGGESTED SOLUTION TO
OVERCOME THEM
I certify that no part of this report has been copied or reproduced by me from any other
person’s work without the proper acknowledgements and that the report is originally written
by me under strict guidance from my supervisors.
Date submitted: May 2016

Student

Supervisor

Nguyen Thi Thu Ha

Mr. Nguyen Van Den

i


ACKNOWLEDGEMENTS

I would like to take this opportunity to express my gratitude to the people
who made it possible for me complete this thesis for graduation. First and
foremost, I want to send the deepest appreciation to my supervisor: Mr. Nguyen
Van Den and Mr. William Salazar at Hanoi Pedagogical University N0 .2 for
their insightful advice and suggestions and kind encouragement. Without his
help and guidance, I would not have been able to complete my research work.
Without his help, I would not have been able to complete this thesis.
I want to express my sincere gratitude to the committee members for their
advice and invaluable feedback with their assistance I would able to complete
this thesis.
In addition, I also wish to thank my classmates and students who
participant to the survey, at Hanoi Pedagogical University N0 .2 for their
support, advise and encouragement.

ii

ABSTRACT

Writing is one of the productive skills and it is required in every important
English tests. Among writing, reading, speaking and listening in English, writing
is a complex aspect but it is a crucial skill for students to learn. In order to
address this issue, many authors have documented different management
methods to improve the writing skill especially writing essay. However, the
writing skill referred to in some books before have not been deal with in full and
sometimes cause confusion to learners of English.
Actually, students of English often make errors in writing essay. Therefore,
a research with eighty-eight second-year students of Bachelor of Pedagogy in
English at Hanoi Pedagogical University N0.2 (HPU2) was carried out. The data
was collected by using questionnaires which were designed to map out errors in
writing argumentative essay. The research work entails studying the writing skill
and conducting a survey for difficulty analysis.
Based on the results of the pre-survey, the writing habit of HPU2 student,
the types of common errors and causes have been found, and solutions to the
problems have been suggested.
Based on the results of the post-survey, the solutions and interventions by
the teacher in correcting writing errors were demonstrated that they were
effective in eliminating the most common writing errors in writing
argumentative essays.

iii


LIST OR ABBREVIATIONS
HPU2

Hanoi Pedagogical University N0.2

L2

Second language

ESL

English as a Second Language

EFL

English as a Foreign Language

iv


LIST OF CHARTS

Chart 1: Common errors essay writing made by the students ............................ 27
Chart 2: The common grammar errors in the students’ essay writing ................ 28
Chart 3: Student’s difficulties with their vocabulary .......................................... 35
Chart 4: Result of the survey on common errors in students’ essay writing ...... 45

v


TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ....................................................................... i

LIST OR ABBREVIATIONS ............................................................................. iv
LIST OF CHARTS ............................................................................................... v

PART ONE
INTRODUCTION

I. RATIONALE ..................................................................................................... 1
II. RESEARCH PRESUPPOSITION ................................................................... 2
III. RESEARCH OBJECTIVE ............................................................................. 3
IV. RESEARCH SCOPE AND LIMITATIONS OF STUDY ............................. 3
V. RESEARCH TASKS ....................................................................................... 3
VI. RESEARCH METHODOLOGY .................................................................. 4
VII. SIGNIFICANCE OF THE PROPOSED RESEARCH ................................. 4
VIII. DESIGN OF THE RESEARCH .................................................................. 4

PART TWO
DEVELOPMENT

CHAPTER ONE: THEORICAL BACKGROUND

I.1. LITERATURE REVIEW IN BRIEF.............................................................. 6
I.2. OVERVIEW OF WRITING ESSAY ............................................................. 8
I.2.1. WRITING ESSAYS RULES IN GENERAL ............................................. 8
I.2.1.1. Definition of the essay .............................................................................. 8
I.2.1.2. The structure of an essay .......................................................................... 9
vi


I.2.1.2.1. Introduction .......................................................................................... 11
I.2.1.2.1.1. General statement ............................................................................. 11

I.2.1.2.1.2. Thesis statement ................................................................................ 11
I.2.1.2.2. Body paragraph .................................................................................... 11
I.2.1.2.3. Concluding paragraph .......................................................................... 12
I.2.1.3. Writing essay stages................................................................................ 12
I.2.1.3.1. Choose a topic ...................................................................................... 12
I.2.1.3.1.1.Topic has been assigned .................................................................... 12
I.2.1.3.1.2. Topic has not been assigned ............................................................. 13
I.2.1.3.2. Define the purpose ............................................................................... 13
I.2.1.3.3. Brainstorm subject of interest .............................................................. 13
I.2.1.3.4. Organize the ideas................................................................................ 13
I.2.1.3.4.1. Outline .............................................................................................. 13
I.2.1.3.4.2. Compose the thesis statement ........................................................... 14
I.2.1.3.5. Writing the body paragraph ................................................................. 15
I.2.1.3.6. Write the introduction and the conclusion ........................................... 15
I.2.1.3.6.1. Introduction ....................................................................................... 16
I.2.1.3.6.2. Conclusion ........................................................................................ 16
I.2.1.3.7. Check your writing .............................................................................. 17
I.2.2. ARGUMENTATIVE ESSAY ................................................................... 18
I.2.2.1 Definition ................................................................................................. 18
I.2.2.2. Organization of an argumentative essay ................................................. 18
I.2.2.3. Characteristic of a good argumentative essay ........................................ 19

CHAPTER TWO
METHODOLOGY

II.1. Survey questionnaires (Appendix A and B) ................................................ 21
vii


II.1.1. Rationale behind the use of survey questionnaire .................................... 22

II.1.2. Population of the survey ........................................................................... 22
II.1.3. Construction of the survey ....................................................................... 23
II.1.3.1. Pre-survey questionnaire ....................................................................... 23
II.1.3.2 Post-survey questionnaire....................................................................... 23
II.1.4. Administration of the try-out .................................................................... 24
II.1.4.1. Preparation of the try-out ...................................................................... 24
II.1.4.2. Try-out ................................................................................................... 24
II.1.5. Methods of data analysis .......................................................................... 25

CHAPTER THREE
THE RESULTS

III.1. THE RESULT OF THE SURVEY ............................................................ 26
III.1.1. Result of the pre- survey ......................................................................... 26
III.1.1.1 The common errors in essay writing made by the 2nd students of
Bachelor of Pedagogy in English at HPU2. ........................................................ 27
III.1.1.1.1. Errors in format ................................................................................. 27
III.1.1.1.2. Errors in grammar ............................................................................. 28
III.1.1.1.2.1. Subject/verb disagreement ............................................................. 29
III.1.1.1.2.2. Vague pronoun reference ............................................................... 30
III.1.1.1.2.3. Wrong preposition.......................................................................... 30
III.1.1.1.2.4. Fragment ........................................................................................ 31
III.1.1.1.2.5. Confused words .............................................................................. 31
III.1.1.1.2.6. Wrong verb form ............................................................................ 32
III.1.1.1.2.7. Nonstandard vocabulary ................................................................ 32
III.1.1.1.2.8. Parallel structure............................................................................. 32
III.1.1.1.2.9. Punctuation ..................................................................................... 33
viii

III.1.1.1.2.10. Capitalization ............................................................................... 33
III.1.1.1.3. Error in content ................................................................................. 34
III.1.2. The reasons of making errors in writing argumentative essay ............... 34
III.1.2.1. Limitation of vocabulary ...................................................................... 34
III.1.2.2. Writing habits ....................................................................................... 36
III.1.2.2.1. Planning essay ................................................................................... 36
III.1.2.2.2.Writing frequency .............................................................................. 36
III.1.2.2.3. The influence of using Vietnamese in writing .................................. 37
III.1.3.SUGGESTED SOLUTION ..................................................................... 38
III.1.3.1. Teacher’s correction and responding to students’ writings. ................ 38
III.1.3.1.1.Teacher’s correction ........................................................................... 38
III.1.3.1.2.Teacher’s responding to students’ writing. ........................................ 40
III.1.3.2. Self correction and peer – correction ................................................... 41
III.1.4. Results of the post -survey ...................................................................... 45

PART THREE
CONCLUSION

REFERENCE ...................................................................................................... 49
APPENDIX A: PRE-SURVEY QUESTIONNAIRE ......................................... 52
APPENDIX B: POST-SURVEY QUESTIONNAIRE....................................... 57
KEYS OF APPENDIX A.................................................................................... 60
KEYS OF APPENDIX B: ................................................................................... 62

ix


PART ONE
INTRODUCTION
I. RATIONALE

It cannot be denied the importance of English in everyday use.
Approximately 300 million people speak English as the first language and
another 350 million use it as a second language. It is the official or semi-official
language in more than 60 countries and of many international organizations.
International organizations hold their meetings in English. It is the official
language of air transportation and commercial shipping; the leading language of
science, technology, computers, and commerce; and a major medium of
education, publishing, and international negotiation.
In Vietnam, studying English has become an essential skill for high school,
colleges, and universities students; and it is also necessary for every academic
major. The need for student to express themselves in writing is crucial to their
academic and career success. The need to master the English writing process is a
challenge for all students of English.
Good writing skills are vital for academic success. University students are
required to complete many English assignments. Students who have the
competency in writing in English will be able to express themselves effectively.
Moreover, they will have more advantages when applying for jobs that required
good writing skill, especially in the private sector that are involved at the
international level especially in areas of: trade, manufacturing, commerce, and
finance. Good writing skills are needed for the domestic non-private sector such
as tourism, sales, business and education. However, in process of writing, some
students make errors that they are not aware of; these errors affect the quality of
their writings. Therefore, it is necessary that teachers should show common
errors to help students enhance their ability to write. Because the more one gains
in knowledge about such errors, the more one improve his/her writing skills
gradually.
1


With the purpose of helping learners of English in avoiding the errors in

writing essays, this thesis is conducted which focuses on common errors in
writing argumentative essay among the second-year students of Bachelor of
Pedagogy in English at HPU2 in the academic year of 2015-2016.
II. RESEARCH PRESUPPOSITION
Essay writing is one of the most important skills of second-year students of
Bachelor of Pedagogy in English at HPU2 because they have to have good
writing skills their 5th term semester, and for other subjects such as EnglishAmerican literature, and English classes such as: speaking, reading, listening
and most importantly, writing. Students also need good writing skills when they
take IELTS certification exam. The following questions form the basis of this
study:
1. What are the most common errors in writing argumentative essays that
second year students of Bachelor of Pedagogy in English at HPU2 make in the
academic year of 2015-2016?
2. What are the causes of making errors in writing argumentative essay
that the second year students of Bachelor of Pedagogy in English at HPU2 often
commit in the academic year of 2015-2016?
3. What are the most effective strategies and techniques that teachers of
writing can incorporate to help second year students of Bachelor of Pedagogy in
English at HPU2 to correct the most common errors in writing argumentative
essays, in the academic year of 2015-2016?
Based on the questions above, I am eager to find out the most common
errors that students commit in the writing process at HPU2, and conduct the
analysis so that I can highlight the major errors in writing argumentative essays.

2


III. RESEARCH OBJECTIVE
This research focuses on the writing essay skill of the second-year students
of Bachelor of Pedagogy in English at HPU2. The study is aimed at the

following goals:
1. To find the most common errors in writing argumentative essays that
second year students of Bachelor of Pedagogy in English at HPU2 make in the
research scope in the academic year of 2015-2016.
2. To find out the causes of those errors in writing argumentative essays
that the second year students of Bachelor of Pedagogy in English at HPU2 often
commit in the academic year of 2015-2016.
3. To find the effective strategies and techniques that the teachers of
writing can incorporate to help second year students of Bachelor of Pedagogy in
English at HPU2 to correct the most common errors in writing argumentative
essays, in the academic year of 2015-2016.
IV. RESEARCH SCOPE AND LIMITATIONS OF STUDY
The research is limited to some common errors in writing argumentative
essays that second year students of Bachelor of Pedagogy in English at HPU2.
The population involves in the study is eighty-eight second-year students of
the Course 40 Bachelor of Pedagogy in English Class in the Foreign Languages
Faculty at HPU2.
V. RESEARCH TASKS
The study involves fulfilling the following procedures:
1. Provide an overview of the essay writing process such as the definition
of the written essay, the writing step-by-step process of essay writing; and the
format of a completed essay.
2. To study the definition, the structure and characteristics of an effective
argumentative essay.

3


3. To conduct a pre-survey to find out some of the main common writing
errors committed in writing argumentative essays. And the bases of the surveys,

discuss with teacher possible interventions to correct the writing errors.
4.

Conduct a post-survey to find out if the solutions and interventions by

teacher were effective in correcting and eliminating the most common writing
errors in writing argumentative essays.
VI. RESEARCH METHODOLOGY
In order to set up a firm theoretical background for the study, relevant
publications are critically reviewed. To achieve the objectives of the study, the
following procedures have been applied:
1. Collecting information from books and journals as listed in the
reference section.
2. Consulting with supervisor, experienced teachers and classmates.
3. Synthesizing theoretical information on English grammar.
4. Conducting a survey and analyzing the results
VII. SIGNIFICANCE OF THE PROPOSED RESEARCH
After the research, it is hoped that the results will be helpful to provide:
1. Valuable writing information for 2nd year HPU2 students of writing in
order to reduce their errors in writing argumentative essays.
2. Effective information to the teachers of English composition courses at
HPU2 on most common errors that students make in writing argumentative
essays.
3. To provide solutions to the most common writing errors so that
teachers can use the appropriate strategies, techniques and teaching methods.
This study is also beneficial to anyone who has the need to improve their
writing argumentative essays.
VIII. DESIGN OF THE RESEARCH
The research study has three main parts, namely: Introduction,
Development, and Conclusion.

4


The “Development” section consists of three chapters. Chapter one is
entitled: “Theoretical Background”. It consists two sections. Section one
reviews the literature review in brief. Section two deals with ideas related to
rules of essay writing in general and it include the definition of what is an essay,
the structure and the stages of writing the essay. Moreover, this section includes
writing tips such as brainstorming techniques, learning how to budget time for
timed writing exams; and techniques how to make strong arguments.
Chapter two is titled Methodology. It has two sections. Section one
describes the research methodology. It is composed of the description of the
subjects and the data collection instrument. Detailed information about the
research procedures is also provided.
Chapter Three is titled Results. It consists of the subsection of, “What are
the most common errors encountered by 2nd year students of Bachelor of
Pedagogy in English at HPU2. The reasons for these problems and other writing
solutions is also provided.
The “Conclusion” consists of the discussion section where the researcher
offers an analysis of the survey and offers some suggestions and solutions to the
problems for both the teacher and the student in improving the teaching and
writing of argumentative essay

5


PART TWO
DEVELOPMENT
CHAPTER ONE: THEORICAL BACKGROUND
I.1. LITERATURE REVIEW IN BRIEF

Language is used for many purposes. Next to speaking, writing skills is one
of the productive skills that should be mastered in to add to vocal
communication. Blanchard and Root (1997), state that “Not everyone is a
naturally gifted writer. Writing is a skill that can be practiced and mastered”
(Blanchard & Root, p.1).
There are many definitions of writing as expressed by different writing
experts. According to Rivers (1981),“Writing is used to conveying information
or to the expression of original ideas in a consecutive way in the new language”
(Rivers, 1981, p.294). Brown (2001) also claims that, “Writing is a thinking
process” (Brown, 2001, p.336). Another definition of writing skill also was
offered by Urquhart and Mclver. Urquhart and Mclver (2005, p.5-6) define
writing is a recursive process, which means students revise throughout the
process, frequently moving back and forth among the stages. All writing
researchers and experts have their own definitions of writing; and writing skills
have been the topic of much research as well as many textbooks as referenced
by Zemach and Rumisek (2005), Blanchard Karen and Root Christine (1997),
Brandon Lee (2005), Ferris (1999, 2004) and Truscott (1996, 1999). Generally,
these writing experts focus their attention on the ways of teaching effective
writing, and provide models and methods of to teach and improve students’
writing essay skills. Many of these writing authors provide key step-by-step
strategies and provide the essential elements of a good essay.
Zemach and Rumisek (2005) in their book, Academic Writing from
Paragraph to Essay, introduce the process writing, focusing specific writing that

6


students need. They also provide a basic analyzes of the different types of
paragraph that commonly occur in academic contexts and texts.
Blanchard Karen and Root Christine (1997) in their book, Ready to write

more: a first composition text present paragraph development and the
fundamental compositions skills students need for successful academic work,
with an expanded section of model paragraphs and elaborate on writing process.
In his book, How to write an essay in five steps, Scribendi (2013) covers
the various kinds of essays, how to quickly research your essay, and how to
organize your essay so your teacher can easily follow your thoughts.
Issues of error analysis and correction are of great importance in addressing
the language problems of all students. The recent literature on error correction
has witnessed a lively debate between Ferris (1999, 2004) and Truscott (1996,
1999) in the, Journal of Second Language Writing. The debate is whether
teachers should correct all errors in student compositions. Truscott’s article
argues against the correction of language errors in students’ writing, postulating
that such correction should be abandoned because it is not only ineffective, and
often harmful. Truscott believes that error correction has no positive effect,
given the nature of the correction process and its lack of correspondence to the
language-learning process. In trying to prove that his position in question
supports his theory that is the ineffectiveness of error correction, Truscott
(1996:331) seems to stretch the point by stating that, “…no reason was offered
that more corrections would have helped (the writer improve his/her writing
ability.”
In contrast to Truscott’s position, Ferris (2004,p. 56) reports that students
are likely to attend to and appreciate feedback on their errors, and this may
motivate them both to make corrections and to work harder on improving their
writing. The lack of such feedback may lead to anxiety or resentment, which
could decrease motivation and lower confidence in their teachers.

7


In conclusion, much research has conducted on developing and improving

students’ writing skills. Only Ferris points out the importance of errors
correction in improving writing skills. In fact, there are far more difficulties that
learners of English often face in mastering the intricacies of writing. Overall, the
writers in different ways aim to help students be aware of their own errors in
writing desire to help composition teachers teach their students to be aware of
their own writing errors. This is an important point as in the purpose of
mastering the argumentative essay is to prepare students to successfully pass the
writing portion of national and certification tests. With the aim to help students
to be aware of their own errors in writing and help teacher have more detailed
judge about student’s writing especially in writing argumentative essay, most
required in exams, the study on “Common errors in writing argumentative essay
made by the second year students of Bachelor of Pedagogy in English at Hanoi
Pedagogical University N0.2” has been conducted.
I.2. OVERVIEW OF WRITING ESSAY
I.2.1. WRITING ESSAYS RULES IN GENERAL
I.2.1.1. Definition of the essay
Lee (2005) states that, “The essay is a group of paragraphs each with a
function of supporting a controlling idea called the thesis” (p.83). Professor
Muftah Lataiwish (2001) research is in agreement when he says that “An essay
is a series of paragraphs about one topic” (p.87).
In addition Kathleen Sullivan (1984) defines that “A short composition is
also called a theme or an essay.The word composition means putting together a
whole by the combination of parts” (p.119).
Moreover, Thomas Kane (2000) shares the same ideas when he writes that,
“An essay is a relatively short composition”. He also adds that “It would be a
mistake to define it precisely. Here, essays will simply mean a short prose
piece” (p.42).

8

In writing about the writing process, the above writers and authors agree
that an essay is a combination of paragraphs, and that a composition expresses a
particular theme and that an essay is a short composition, designed to present the
writer’s thoughts on a particular subject. It is important to note that all the
above writers and authors agree about what an essay is, in spite of their different
manners of stating their positions.
I.2.1.2. The structure of an essay
According to Alice Oshima and Ann Hogue (2006, p.136), an essay
includes three main parts: an introduction (introductory paragraph), a body (at
least one, but usually two or more paragraphs), and a conclusion (concluding
paragraph).

9


Title
I.

Introduction

General statements
Thesis statement
II.

Body

A.

Topic sentence

1.

Support

2.

Support

3.

Support

(Concluding sentence)
B.

Topic sentence

1.

Support

2.

Support

3.

Support

(Concluding sentence)
C.

Topic sentence

1.

Support

2.

Support

3.

Support

(Concluding sentence)
III.

Conclusion

Restatement of summary of the
main points; final comment
Figure one: Diagram of an essay
Alice Oshima and Ann Hogue (2006, p.136)
10


I.2.1.2.1. Introduction

Zemach and Rumisek (2005) define that the first paragraph of an essay is
the introduction. The introduction explains the topic the overview of the ideas,
delivered by means of well-developed thesis statement that focuses on the main
idea(s).
Alice Oshima and Ann Hogue (2006) share the same ideas that “An essay
introduction consists two parts: a few general statements to attract your reader’s
attention and a thesis statement to state the main idea of the essay”.
I.2.1.2.1.1. General statement
According to Alice Oshima and Ann Hogue (2006), general statements
introduce the general topic and capture the reader’s interest. This is crucial for
an argumentative composition. If the writer is involved in the writing process,
the reader will more easily be persuaded by the writer’s arguments or position. It
is important to note that general statements do not state the topic of the essay
directly, but provides background information that will lead the reader to the
topic. The general statement includes a general idea that relates to the topic.
I.2.1.2.1.2. Thesis statement
The thesis statement, as defined by Zemach and Rumisek (2005), is the
central sentence that conveys the main idea of the whole essay. It is the central
overview of the whole essay. It can be compared to the topic sentence, which
gives the main idea of a paragraph.
The thesis statement states the specific topic. It may list subtopics or
subdivisions of the main topic or subtopic, or may indicate the pattern of
organization of the essay.(Alice Oshima & Ann Hogue, 2006)
I.2.1.2.2. Body paragraph
According Zemach and Rumisek (2005), the function of body paragraph is
to explain and/or support the thesis statement. Body paragraphs come between
the introduction and the conclusion and there must be one more paragraphs in
the main body of an essay.
11

Alice Oshima and Ann Hogue (2006) state that the body paragraph are like
the supporting sentences in a paragraph. They also suggest that the body
paragraphs should be organized according to some sort of pattern, such as
chronological order or comparison/contrast. Sometime, the combination of
patterns needs to be used depending on the topic chosen.
I.2.1.2.3. Concluding paragraph
Alice Oshima and Ann Hogue (2006) report that the conclusion is the final
paragraph in an essay which has three purposes:
1. Signal the end of an essay.
2. Remind the reader the main point by summarizing the topic or
paraphrasing the thesis statement.
3. Leave the reader with the final thoughts on the topic. This is an
opportunity to convey a strong, effective message that the reader will remember.
I.2.1.3. Writing essay stages
I.2.1.3.1. Choose a topic
The choice of essay topic is crucial to the end result of any form of essay
writing. While it is great to be able to choose a topic that one cares passionately
about, there will not always be freedom to do so. It doesn't mean, however, that
one cannot choose an effective essay topic when specific instructions have to be
followed.
I.2.1.3.1.1.Topic has been assigned
In many history courses, a list of topics could be provided to choose from.
The writers will still need to work with their assigned topic to ensure that it
provides with ample opportunity to write a good essay.
After that, they start researching that topic, brainstorm, and they make an
outline. As research the topic, they make notes and record all things learnt. This
will make it easier to form an outline from the notes taken.

12

I.2.1.3.1.2. Topic has not been assigned
Choosing a topic may seem like an easy step, but it should be done with
care.
Topic selection must be specific. Because of this, it is impossible to cover a
general topic in the scope of an essay. For example, the topic “Internet” is a
general one. In this case, the writer should narrow down the topic, for example:
“Facebook”. Something more specific will give a deeper and more detailed
discussion of this topic such as “How Facebook influences us”.
I.2.1.3.2. Define the purpose
The first thing to do is to think about the purpose of the essay that must be
written. Is the purpose to persuade people to believe as the writer’s view, to
explain to people how to complete a particular task, to educate people about
some person, place, thing or idea or something else entirely?
Lataiwish (2001) in the book Elements of writing from sentence to essay
presents that “Writing an essay will require some questions that need answers.
These questions plan the ideas and the structure of the essay about Who, What,
When, Where, and How (p.90).
I.2.1.3.3. Brainstorm subject of interest
Lataiwish (2001) states that brainstorming is a process of writing about
many thoughts as quickly as possible. There is no formal organization in the
beginning; later the writer look back at his/her ideas and sentences jotted down,
and select the best to organize for the essay.
Brainstorming is thinking about a list of ideas. It may be a list of general
topic if the topic has not chosen. It also may be a list of specific ideas and details
if the topic has already chosen.
I.2.1.3.4. Organize the ideas
I.2.1.3.4.1. Outline
Lataiwish (2001) claims that an outline is a method of organizing material

that illustrates the sequence of the topic in the essay.
13


It also suggested that because an essay is long, it is important to organize
and plan before you begin to write. The best way to do this is to make an
outline. An outline not only organizes your thoughts, but it also keeps you on
track once you begin to write. (Alice Oshima & Ann Hogue, 2006).
According to Zenmach and Rumisek (2005), before writing an outline, you
must go though the usual process of gathering ideas, editing them and deciding
on the topic for your writing. They also claim that writing an outline can be a
very useful way of organizing the ideas and seeing how they will work together.
It is also suggested to show the ideas working together by numbering
them. Here are some suggestions in the book Academic Writing from paragraph
to essay (Zemach & Rumisek, 2005):
To avoid confusion, use several different types of numbers and letters to
show the organization of the ideas.
Use the Roman numerals (I, II, III, IV…) for your essay’s main ideas: your
introduction and thesis statement, your main body paragraphs and your
conclusion. Write all of these first.
Capital letters A, B, C, D, and so on label the body paragraphs.
Arabic numerals 1,2,3,4, and so on number the subpoints in each
paragraph.
Small letters a, b, c, d, and so on label the specific supporting details.
I.2.1.3.4.2. Compose the thesis statement
Now that you have decided, at least tentatively, what information you plan
to present in your essay, you are ready to write your thesis statement. The thesis
statement tells the reader what the essay is about, and what point you, the
author, will be making, and. As Kathleen Sullivan (1984) claims that thesis
statement or thesis sentence (the terms are synonymous) State the purpose of the

composition. It conveys the central or main idea of the composition and often
indicates how the main idea will be supported. Ideally, it is a sentence summary
of the whole composition.
14


Now you must look at your outline or diagram and decide what point you
will be making. What do the main ideas and supporting ideas that you have
listed say about your topic?
I.2.1.3.5. Writing the body paragraph
In the body of the essay, all the preparation up to this point comes to
fruition. The topic you have chosen must now be explained, described, or
argued. Each main idea that you have written down in your diagram or outline
will become one of the body paragraphs. If you have three or four main ideas,
you will have three or four body paragraphs.
Each paragraph will have the same basic structure:
1-Start by writing down one of your main ideas, in sentence form. If your
main idea is "Reduces freeway congestion" you may say: Public transportation
reduces freeway congestion.
2-Next, write down each of your supporting points for that main idea, but
leave four or five lines in between each point.
3-In the space under each point, write down some elaboration for that
point. Elaboration can be further description or discussion, supporting points; for
example with the point:” Commuters appreciate the cost savings of taking public
transportation rather than driving”. Elaboration can be: “Less driving times
means less maintenance expense, such as oil changes. Of course, less driving
time means saving on gasoline as well. In many cases, these saving amount to
more than the cost of riding public transportation”.
4-If you wish, this is not generally needed, however; and such sentences
have a tendency to using them.?Once you have fleshed out each of your body

paragraphs, one for each main idea, you are ready to continue.
I.2.1.3.6. Write the introduction and the conclusion
Your essay lacks only two paragraphs now. The introduction and the
conclusion, these paragraphs will give the reader a point of entry and a point of
exit from your essay.
15