SKKN some effective ways to correct mistake in english 12 writing skill at ba dinh high school

THANH HOA PROVINCE DEPARTMENT OF
EDUCATION AND TRAINING

BA ĐÌNH HIGH SCHOOL

EXPERIENCE INITIATIVE

SOME EFFECTIVE WAYS TO CORRECT
MISTAKE IN ENGLISH 12 WRITING SKILL
AT BA DINH HIGH SCHOOL

Implementer: Phạm Huy Lương
Job title: Teacher
School: Ba Đình high school – Nga Sơn
Experience initiative: English

THANH HỐ 2021


TABLE OF CONTENTS

PART I:INTRODUCTION …………………………………………….…........1
1.Reasons for choosing the topic ……………………………………………....1
2.Aims of the study ………………………………………………………….....1
3.Scope of the study ………………………………………………………….. .1
4.Methods of the study ……………………………………………………….. .1
PART II: CONTENTS ……………………………………………………........2
1.Theorical background ………………….………………………………….....2
1.1.Definition of writing …….............................................................................2
1.2.Classifying of making mistakes …………………………………………....3
1.3. The product approach …………………………………………………......3

2.The factual situation ………………………………………………………....4
3.Some suggestions for correcting mistakes teaching English writing skill ......4
3.1. Self-correction ………………………………..…………………………. .5
3.2. Teacher's correction ………………………………………………….........6
3.3 Giving compliments in time …………………………………...……..........8
4.The effect of experience initiative ……………………………………..........9
PART III: CONCLUSION …………………………………………….….......10


PART I: INTRODUCTION
1. Reasons for choosing the topic
Foreign languages, especially English, began to be used widely in
education and in daily-life activities. As a matter of fact, the status of foreign
languages, particularly English, was reconfirmed by an Order, signed by the
Prime Minister (August 15, 1994), in which government officials would be
required to study foreign languages, mainly and favorably English. It is
obviously seen that the objectives of new textbook provides adequate
contribution to 4 language skills, but in fact, for many Vietnamese students
presenting written work is a substantial challenge. They have little experience of
writing and may be very anxious about building the sentences or writing a
paragraph marked by a tutor. So, that’s why I choose the topic: “Some effective
ways to correct mistake in English 12 writing skill at Ba Dinh High School.”
2. Aims of the study
- Examine kinds of approach of the teaching of writing
- Explore some effective techniques in correcting mistakes for the tenth
form students at Ba Đình High School.
3. Scope of the study
This study only focuses on the teaching of the 12 th form students at Ba
Dinh High School
4. Methods of the study

To carry out the study of this matter I have found the reason why students
have made to analyse and find the ways to teach students the most effective
Methods of the study: data collection, data analysis and the factual
experience making.

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PART II: CONTENTS
1. Theoretical background
1.1. Definition of writing:
Writing is productive skill, so the students often make mistakes that is
normal. The more errors learners make the more correction is done. The more
correction is done, the more leaning that takes place.Why Use Error Correction?
When learners are producing language in a class, whether speaking or
writing, they usually want to know when they make any serious mistakes in their
production. Do your learners ever ask, "Teacher, is that okay?" Certainly, they
most probably do. In that case then, some form or forms of error correction
techniques should prove to be useful. While it's not typically recommended to
correct learner errors while they are speaking, some speech or pronunciation
correction should be done immediately after their discourse. If many of the
learners produce similar speech or pronunciation mistakes on a consistent basis,
a lesson on that particular aspect may well be called for. English or other foreign
language learners might also self or peer correct written work and reading in
class. (M. Spratt, 2003)
Moreover, writing is also defined as a social process by Candlin and
Hyland (1999: 107) .They stated that “Writing is therefore an engagement in a
social process, where the production of texts reflects methodologies, arguments
and rhetorical strategies constructed to engage colleagues and persuade them of
the claims that are made”

In language teaching, writing is defined as one of the two productive
language skills including speaking and writing skill. According to Ur (1996),
“most people acquire the spoken language (at least their own mother tongue)
intuitively, whereas, the written form is in most cases deliberately taught and
learned” (p.161). He added, “Writing normally requires some form of
instruction. It is not a skill that is really picked up by exposure” (p11).
1.2. Classifying of making mistakes

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According to Lippan, there are two basic types of mistakes: the common
mistakes and the distinct miatakes.The common mistakes consists of:
- The mistakes of the structure of writing
- The mistakes of the basis of writing
- The distinct mistakes
- Using vocabulary
- Grammar or structure patterns
- Spelling
- comma splices
1.3. The product approach
This approach has some problem. First, some learners are not proficient
writers in their own language and struggle to put their thoughts on paper. Many
students said that they hardly ever wrote in their own language and had no prior
experience this is particularly challenging for the teacher and students. Peer
teaching would help them notice successful techniques that other writers use.
Second, students are sometimes unable to come up with suitable ideas related to
the chosen topic. This therefore depends a lot on the topics chosen. The teacher
must bear in mind the students various life experiences as well as personality
and interests. Another problem is how to assess whether a process approach is

applicable in all settings where writing is taught. According to Johns (1990:25),
this approach focuses primarily on the writer as the originators of: “written text”
in a context where “The process through which the writer goes to create and
produce discourse is the most important component in the theory”
In short, the process approach encourages student’s activity and
motivation in writing. It is a learner-centered approach that stimulates students
to play an active role and the teacher works as an observer. However, beginners
of writing skill need help and guidance from the teacher. This procedure is good
for class practice but students are still encouraged to write on their own and get
feedback from their teacher for mistake corrections.

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2. The factual situation.
The students of my school are from poor families, which lead them to have
so many difficulties in investing money to buy documents such as English
reference books, dictionaries or cassette players.etc… . Although the students
study English from lower grades, it’s very difficult for them to write the
sentence in English for many different reasons like the habits of thinking of
their mother tongue and their limitation of combining the words or linking of
the meaning. Besides, some seem to be so careless in writing that they can make
common errors including lack of spelling, even comma or question marks.
Difficulties from the teachers
The teacher sometimes feel difficult to help their students in teaching
writing skill as there are different level of qualification among students. In my
school two third of the students in each class only concentrate on their core
subjects such as Maths, Physics and Chemistry.
3. Some suggestions for correcting mistakes teaching English writing
skill.

There are essentially three basic forms of error correction
• Self-correction
• Peer correction
• Teacher correction
•

Correctiontechniques

It can be difficult to decide on what and how much to correct in a student's
piece of writing. Students can develop a negative attitude towards writing
because their teacher corrects all their errors or if the teacher only corrects a few,
they might feel that the teacher hasn't spent sufficient time looking at their work.
Evaluate the following techniques and decide which would be appropriate for
your teaching situation.Underline inappropriate language in a piece of writing
using a specific colour.
- Using a different colour from above, underline examples of appropriate
language.
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- Correct errors by writing the correct forms in their place.
- Use codes in the margin to identify the type of error(s), for example, VOC
= a lexical error. Students have to identify the error(s) and if possible make a
correction.
- Alternatively put crosses in the margin for the number of errors in each
line. Students then try to identify the errors and make corrections.
- Put students into pairs / groups. They correct each other's work using one
or more of the techniques above.
- From time to time give students an individual breakdown of recurring
problems in their written work

3.1. Self-correction
Of these the most effective in English or foreign language skills acquisition
is self-correction. When learners realize and correct their own mistakes, they are
more effectively internalizing the language. The next most desirable and
effective form is peer correction. When learners are able to recognize and
correct their mistakes collectively, they actually help each other to develop
English language skills with less interference of their respective Affective
Filters. (Krashen-Terrell, 1983) Finally, there is correction of errors by the
teacher’s correction.
Example 1:
Period 33: Unit 5: HIGHER EDUCATION - Part D: Writing
A. Objectives: Students will be able to write a letter of request

Dear Sir/Madam,
I've read a lot about tertiary study in the UK and very impressed by the
reputation of many famous university there. Now I am in the last year of the
high school and will finish secondary education in 3 months. I am very much
interested in an undergraduate course on economics in Bermingham University.
Could you please send me some information about the admission requirements,
tuition fee, accommodation and details of the course? I am ready to supply any
information about myself if necessary.
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I look forward to hearing from you soon.
Yours faithfully,
Le Thi Lan
-When I teach a this lesson, I usually ask my students to discuss to get
ideas for their writing first. Then they choose the best ideas and produce an
outline. Next I ask them to work in pairs to write the first draft. The students

then form groups to exchange their writings and comment on others’ writings.
After that, the students write the final version based on their friends’ feedback. I
may collect some papers to assess.
3.2. Teacher's correction
- Findings of our study revealed that teacher correction is the most salient
style used by instructors in their treatment of errors. This style comprises two
main types: direct correction and indirect correction. The second type can take
many forms. In this regard, the questionnaire asked the subjects two questions:
one about their teachers' most frequently used style of
- error correction codes must be given in advance and students must
remember
GR:

Grammar – Ngữ pháp

Voc:

Vocabulary – Từ vựng

Sp

Spelling error – Chính tả

P

Punctuation error – Lỗi dấu câu

V

Verb tenses errors – Lỗi về thì

W.O

Wrong word order – Sai trật tự từ

W.W

Wrong word used – Dùng từ sai

Agr

Agreement – Đồng ý

Y upside down (chữ y ngược)
!

word missing - Thiếu từ

Careless error – Lỗi bất cẩn
Good, well done – Bài làm tốt
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?

I don’t understand – Khó hiểu

Prep

Preposition – Giới từ



Good point – Đúng/ hay

Cap

Capitalizing this word – Lỗi viết hoa

()

Unnecessary word – Từ không cần thiết

Φ

Omitting this word – Lược bỏ từ này
Example 2: Period 47: Unit 8: Life in the future - Part D: Writing
A. Objectives: Students students can write about the ideal world they

would like to live in the year 2020.
Giving suggestions:
The student concerns about:
- world peace: a peaceful world, no war, no conflicts, no threat of
terrorism, and everyone lives together in harmony.
- living environment for all beings: clean and healthy, less noise, less
pollution, more and larger parks, wildlife is protected.
- employment: everyone has a job.
- people's lifestyle: less materialistic, less selfish, less violent, and more
loving.
Student’s writing

I would like to live at a peaceful and clean world. I would also wish in the
future, all cars that run on petrol would be replaced by solar cars, so the
environment will become very cleaner and healthier. There will be less air
pollution around us. We won`t be disturbed by the noise of vehicles. Our
children will have larger parks to play in. Every one have a good job. When
people have good jobs, they will not have any conflicts. Their living standards
will be improved. At that time all of us will be living in harmony. Everybody
will be less selfishness, less violent, and more loving. My main desire is a
peaceful world, in which, there will be no war, no threat of terrorism.
Correct writing

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I would like to live in a peaceful and clean world. I would also wish in the
future, all cars that run on petrol would be replaced by solar cars, so the
environment will become very cleaner and healthier. There will be less air
pollution around us. We won`t be disturbed by the noise of vehicles. Our
children will have larger parks to play in. Every one has a good job. When
people have good jobs, they will not have any conflicts. Their living standards
will be improved. At that time all of us will be living in harmony. Everybody
will be less selfish, less violent, and more loving. My main desire is a peaceful
world, in which, there will be no war, no threat of terrorism.
- (Learners' preferred style of teacher's correction)
In fact, most students do not prefer the spoon-feeding approach that style
(a) symbolizes, i.e., underlining the mistake and correcting it. When asked why
they prefer such a style, the students pointed out that it involved them in the
correction process. In other words, the teacher does one part of the job,
indicating the errors, whilst the learners get the chance to apply their mind and
think of ways of correcting such errors. This effort on the part of the learners

makes the correction process meaningful and conducive to learning.
3.3. Giving compliments in time.
This measure is to help students feel more confident and be more
encouraged while they study English in genreral, especially in writing lesson.
Example 3: Period 59: Unit 10: ENDANGERED SPECIES
- Part D: Writing
Objectives: Writing about measures to protect endangered species and
possible results
- We should organise different activities to raise people's awareness of the
need to protect these animals.
- We should hold jumble sales to raise money.
- We should develop wildlife habitat reserves.
- We should help them earn their living.
- We should persuade the governments to enact laws to protect wildlife.
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- We should raise their awareness of the need to protect wildlife.
- We should develop more.
In my writing class, I first give my students a model to study. They will
focus on the features of this model, paying attention to the language used or the
structure. The students then practise some of the features. Next they work
individually to make an outline for the writing and write immediately to save
time. Finally, I collect their papers to give feedback enclosing some
compliments in order to motivate the students. If they write an excellent
sentence, I’ll give my compliment at that place. Example:- “We should organise
different activities to raise people's awareness of the need to protect these
animals.” I write: “well- done! Or “fantastic!”.etc….The next one takes place
in the same way.
4. The effect of experience initiative

The experience initiative written to analyse and show some common
mistakes of the tenth form in writing as well as providing some effective
methods of teaching writing
During nearly a 2020-2021 school year, I have applied these some ways in
class 12D, 12E and it can be seen that students have made some progress.
Specific results
The first term
Class
12D
12E

total
45
44

Excellent-good
4
3

Average
26
21

Weak (bad)
15
20

The second term
Class
12D

12E

total
45
44

Excellent-good
12
8

Average
27
27

Weak (bad)
6
9

PART III: CONCLUSION
The aim of my study is to help students to make good and limit the
mistakes they often make and my study deals with some small mistakes and
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cannot avoid some errors. I still hope that it will contribute partially to help
students to improve English writing skill better at high schools .
I and some of my collegues oursleves find these ways useful, interesting
and effective in motivating students and arose students’ interest in learning
English.
I would like to thank you for your reading my experience innitiative.

XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 20 tháng 5 năm 2021
I commit myself not to copy
fromanother.
Teacher’s signature

Phạm Huy Lương

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Reference
1. Byrne, D. (1990) Teaching writing skills, Longman handbooks for language
teacher: Longman group, ltd.
2. Candlin, C.N & Hyland, K. (1999). Writing: Texts, Processes and Practices.
New York: Addison Wesley Long man Limited
3. Chunling Sun . Process approach to teaching writing applied in different
teaching models.Journal-Vol.2, No1.March 2009, Retrieved 15 June 2010,
From http: //www.ccsenet.org/ journal / index. php /elt /article/
4. Evans, V. (2000) Successful Writing: Intermediate, Express Publishing and
Successful

Writing Proficiency, Express Publishing.

5. Liz ,C (n.d). Contrasting Product-Process and Genre Approach to the writing
skills, Retrieved 6. June 2010 from http//www.scribd.com/doc/2093836/
7. Flower, L. (1985). Problem Solving Strategies for Writing. Second ed. San
Diego: Harcourt Brace Jovanovich
8. Gina, W. (2001). The Postgraduate Research handbook: Palgrave, New York.

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