Mind Maps activity in teaching writing skill to students in grade 11

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA
HA TRUNG HIGH SCHOOL
EXPERIENCE INITIATIVE
APPLYING MIND MAPS IN WRITING LESSONS FOR STUDENTS IN GRADE 11 AT HA TRUNG
HIGH SCHOOL.
Full name: Trinh Thi Lien
	Position: Teacher
	Subject: English
THANH HOA, 2019
TABLE OF CONTENTS:
N0
CONTENTS 
Page
1
1. Introduction
1.1. The reason for choosing the topic.
1.2. The purpose of the research.
1.3. Study subjects.
1.4. Reseach Methodology.
2
2
3
3
3
2
2. Contents of the experience initiative
2.1. Rational of the experience initiative.
2.2. Situation of the issue before applying the experience initiative.
2.3. Solutions to solve the issue.
2.4. Effects of the experience initiative on study results of students, on teaching methods of my own and my colleagues.
2.5. Results after applying the initiative.
4
4
4
6
14
14
3 
3. Conclusion and requests
3.1. Conclusion
3.2. Requests
15
15
15
1. INTRODUCTION
1.1. Reasons for choosing the topic
	Nowadays, English has become an international language because it is widely used in many parts of the world. In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody. The role of English is considered to be very important in the fields of economics, politics, science, culture and education. 
	Thanks to the innovation of ways in teaching English, English lessons are taught with four skills (reading, speaking, listening and writing) in one unit. Moreover, there exists three stages: Pre-While-Post teaching in one lesson. This really helps student improve their skills beside the grammar excercises to pass the exams. This means that new teaching methods will enhance students’ activeness to practise and improve their language skills to communicate in situations in real life.
	As it can be seen, writing competence in a foreign language tends to be one of the most difficult skills to acquire. This is true for English as well. The key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students. Moreover, most of the students find it difficult to get ideas about the topic given and the way of expressing them in English.
	Students need to be personally involved in order to make the learning experience of lasting value. Encouraging students’ participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means proceed to focus on what topic can be employed to ensure student participation by pragmatically combining these objectives, the teacher can expect both enthusiasm and effective learning.
	Pre-writing tasks review and build students’ knowledge of relevant vocabulary, relevant grammar points and most importantly, students’ background knowledge, since that is what really generates thoughtful and interesting written work. Pre-writing tasks are a crucial element of successful writing instruction. 
	For such above requirements in teaching writing skill, I have decided to apply “Mind Maps activity in teaching writing skill to students in grade 11”. Having found that application of Mind Maps activity works well in writing lessons, I have made a decision to summarise my experiences to make a small contribution to the teaching of English.
1.2. The purpose of the research.
* How to apply “Mind Map” activity in writing lesson.
* How does “Mind Map” activity affect the students’ writing performance.
* Helping students at Ha Trung high school become better at learning English and using English in real life. 
1.3. Study subjects.
	This study was carried out in two English classes with 75 students in grade 11 at Ha Trung high school. The research focused on how Mind Map activity affected the students’writing performances in writing lessons.
1.4. Research Methodology
	The study is basically a qualitative research with the following methods:
+ Read and study materials.
+ Summarise experiences.
+ Exchange experiences with colleagues.
2. Contents of the experience initiative
 2.1. Rational of the experience initiative
	A Mind Map is a visual representing of hierarchical information that includes a central idea surrounded by connected branches of associated topics.
Mind mapping is a wonderful tool to present to various levels of language learners. It can be used in many different ways, but especially in the realm of writing. It helps students begin a writing task, takes brainstorming to a new level, and actively involves students in creating a road map for their thoughts. So what exactly is a mind map? It is best explained using an example and comparing it to regular brainstorming. Mind mapping visually looks like a map of sorts. Instead of a linear model for brainstorming - or just making a list - this allows students to spread out and move around on the page. It starts with a topic in the middle, and then proceeds with keywords that branch off the main topic idea. Sub topics can then be branched off into subtopics until the page is covered with keyword ideas related to the main idea. Students can use pen and paper to draw their mind maps, and you can give examples on the board. You can start out with a simple writing assignment or bigger tasks like an essay, depending on the level and your class needs.
Begin with a topic, for example: My wedding day. Students start with the main topic in the middle and begin brainstorming. It could look something like this:
Wedding
My dress
Taking
pictures
Guests
and food
Ceremony
Romance
Vows
Parents
The students can determine what their main idea is from the beginning or they can also use a mind map to brainstorm a main idea. This works well if you give them a vague subject like, write about the happiest day of your life. They could brainstorm the top three ideas and then choose what their main topic will be. Here we have a clearly set topic, the wedding day. Once they have the central idea, they can list out keyword ideas on branches from the main idea. They can also add more details to the supporting ideas by branching off the supporting ideas. So under “Ceremony” there could be another five bubbles each with a different sub-topic, like vows, parents, music, rings, etc. Students can use different colors and shapes to signify main ideas, supporting ideas, and sub-topics. This technique allows them to open up the possibilities, and there is no one right way to devise a mind map.
	Making a mind map should be a spontaneous pre-writing activity. Students start with a topic at the centre and then generate a web of ideas from that, developing and relating these ideas as their mind makes associations.
	Mind Maps work well as their visual design enables students to see the relationship between ideas and encourages them to group certain ideas together as they proceed. Mind maps work especially well when created in groups, since the discussion this engenders aids to the production of ideas and makes the task livelier and more enjoyable.
	In short, Mind Maps help students brainstorm and explore any idea, concept or problem; facilitate better understanding of relationships and connections between ideas and concepts; make it easy to communicate new ideas and thought processes; allow students to easily recall information; help students take notes and plan tasks; make it easy to organize ideas and concepts.
2.2. Situation of the issue before applying the initiative.
2.2.1. On the part of the teachers.
	Most teachers know that Mind Mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot of theme. Mind maps also provide teachers with insight into their students’ thought process regarding a specific topic. By asking students to create mind maps demonstrating their comprehension of a concept, teachers are able to understand what a student’s prior knowledge was and how well the student understands the assignment or the material being taught. This is a very effective way of evaluating students’ understanding.
	However, teachers often spend little time on this pre- activity for fear that they should not have enough time for the whole period of writing with the allotted time of forty – five minutes. 
2.2.2. On the part of the students.
	Students often find it difficult to produce their own language in four language skills, but the most dificult one is writing skill, which requires not only background knowledge but also a good command of vocabulary, grammatical structures and a good organisation of ideas about topics required. These are obstacles which discourage students from being actively engaged in writing lessons, thus the targeted lesson is usually impossible.
	It can be easily seen in the following table of students’ results before using the mind mapping as a learning tool in writing lesson.
Class
Number of students
Excellent
Good
Average
Weak
Poor
N0
%
N0
%
N0
%
N0
%
N0
%
11G
39
0
0
2
5,1
15
39
12
31
10
25,6
11I
43
0
0
0
0
10
23,3
15
34,9
18
41,8
2.3. The solutions to the issue
2.3.1. Choosing a topic for writing lesson
	Traditionally, students are given a topic to write on by the teacher. However, with certain classes, students may prefer to nominate the topic themselves. This can lead to greater interest in the task on the part of the student, as well as, perhaps, greater kknowledge of the topic under study.
	The mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students’ideas and lead themselves to discussing ideas in groups.
2.3.2. Note making.
	Once the topic has been introduced, I encourage my students to close their eyes and think about it for a minute or two, in silence. They then have two minutes in which to note down their ideas. If they do not know a word in English, they can write it in the mother tongue at this stage, as dictionaries or too much teacher intervention tend to halt and inhibit the creative flow.
	Then, working in groups, they can compare and discuss their ideas, perhaps adding to their mind maps as they go. This stage also provides the opportunity for peer teaching, as other students may be available to provide the English word for the idea that was noted down in their mother tongue.
2.3.3. Feed back.
	The next stage, in which the teacher makes a collective mind map on the board, is optional, but is useful for students who are new to the idea of mind maps, or for weak classes. It is also in this feedback stage that any remaining language problems can be ironed out. As the teacher elicits students’ ideas, and reformulates expressions or corrects, students will learn how to express their ideas in English. Such personalisation is said to aid vocabulary learning.
	The map is fluid and changeable, and new connections or subgroups can be made, or branches added, as the students make suggestions. The end result should be an organised display of information, showing the central topic, and a number of subtopics and further points that stem from it.
2.3.4. Organising mind maps.
	In the next stage the students organise their mind maps into a linear format to decide the best way in which to present their points. They should first think about the overall structure, the order in which to relay the information, and then focus on the final text, as this helps to clarify their writing. This can be done in groups, or as a class with the teacher leading the discussion.
2.3.5. Writing.
	Students should then begin to write their composition working in pairs if they wish. After that, they should exchange their compositions, so they become readers of each other’s work. This allows for feedback, and possible re-writing. Once they have finished, they should again exchange their texts. This gives their texts a communicative purpose, as well as developing an awareness of the fact that a writer is always producing something to be read by someone else, rather than for the display of writing alone.
2.3.6. Continuation
	Once students are familiar with the idea of making mind maps, they can be encouraged to use this skill for further writing acivities. It is a useful technique and often improves the clarity and organisation of student texts.
2.3.7. Application
Period: 44 UNIT 8: Writing
I. Objectives
By the end of the lesson, students will be able to write a description of a popular celebration
II Materials
	Textbook, handouts.
III. Anticipated problems
Students may not have sufficient vocabulary and ideas to write about the topic, so the teacher should be ready to assist them to make a mind map of ideas.
IV. Procedures: 
Time
Steps
Work arrangement
7’
WARM UP
Tet holiday activities
cook traditional food
decorate the house
go to the pagoda
go shopping
Visit relatives and friends
eat special Tet food
Competition game – Tet holiday activities
- T divides the class into small groups of 3 – 4 Ss. Then T distributes the following handouts for Ss to do in their own groups. Ss have to fill each space with one activity. Which group finishes first and has all the correct answers will be the winner.
- Suggested answers:
Tet holiday activities
cook traditional food
decorate the house
go to the pagoda
go shopping
Visit relatives and friends
eat special Tet food
Group work
13 ‘
PREPARING STUDENTS TO WRITE 
- The teacher sets the scene: you are going to write a description of one of the popular celebrations in Vietnam
- The teacher gets students to choose the topic themselves leading to their greater interest in the task.
- The teacher prepares students for the writing task, the teacher uses the Mind Map activity to provide students with a natural way of thinking and building thoughts on a celebration which each student choose to write about.
- Suggested mind maps:
Mid-Autumn Festival
celebrate the largest full moon in the year
15th day of the 8th lunar month
parade in the street with the lanterns
Have parties with special cakes 
Dances and folk songs
wear masks
Tet holiday activities
cook traditional food
decorate the house
go to the pagoda
go shopping
Visit relatives and friends
eat special Tet food
National Independence Day
Hang national flags
September 2nd, 1945
Decorate the streets
Have a day off
March on Ba Dinh square
Fireworks
Women’s Day
Give presents and flowers
March 8th
Show respect and love
Share the household chores
Hold a meeting
emphasise women’s role
Teacher’s Day
Show respect and love
November 20th, music festival
Have a strong bonding
Make speech
Come closer to each other
Give presents and flowers
Whole class & pair work 
- Choose the topic to write about and complete the mind maps with the ideas.
T asks other Ss to comment on their friends’ answers and gives his / her own feedback.
Suggested answers:
The description includes 6 main points:
+ Name of the festival 
+ Purpose of the festival 
+ Time of the festival 
+ Main activities of the festival / what people do in the festival 
+ Foods eaten 
+ People’s feeling about the festival (like / dislike? reason(s)? 
- Now the teacher gets students to work invidually to write an outline for their description, using the main points set in the previons activity. Students should choose one of the popular celebrations in Vietnam to describe (Mid –autumn Festival, Teachers’ Day, Women’s Day, Independence Day ...)
- Students work with each other to comment on each other’s outline. T goes around and provides help when necessary 
15’
WRITING
- T gets Ss to describe the festival they have chosen in 15 minutes 
- T goes around to observe and offer help with vocabulary or structures 
Sample writing 
1. Mid-Autumn festival.
In Viet Nam, the Mid - Autumn festival, also referred as Tet Trung Thu, is one of the two most celebrated festivals to current date. The Mid - Autumn Festival dates back over 15,000 years ago, and is traditionally held on the 15th day of the 8th lunar month. A Vietnamese folk song indicates that the festival came about as a way for parents to make up lost time, showing love to their children after the harvest season. Appropriately, the Mid - Autumn Festival is also called the Chilren’s Festival. Trung thu activites are often intended for children and their education. Parents buy lanterns for their children so that they can participate in a candlelit lantern procession at dawn. Lanters represent brightness while the procession symbolizes success in school. Vietnamese markets sell a variety of lanterns. Other children’s activities include arts and crafts which children make face masks and lanterns. Children also perform traditional Vietnamese dances and participate in contests for prizes and scholarships. Unicorn dancers are also very popular at Trung Thu festival. In addition, Vietnamese parents tell their children’s fairy tales and serve mooncakes and other special sweets, it’s also the opportunity for me to gather with my family and friends to enjoy the moonlight and many special refreshments.
2. National Independence Day.
September 2nd, 1945 is an important landmark marking a major turning point of Vietnam. It was an establishment day of the Democratic Republic of Vietnam and is also considered the National Independence Day of the current Socialist Republic of Vietnam. President Ho Chi Minh read the Declaration of Independence at Ba Dinh square officially claiming the independence and sovereignty of Viet Nam from France and Japan.
As a typical National Day, the Vietnamese have a day off to commemorate the event’s historical significance. A notable sign for the cheerful spirit of the day is the appearance of Viet Nam flags everywhere, coloning the whole country with lively red backgrounds and jovial yellow stars. The streets are exploded with a boom of red and yellow. There is also an annual marching on the Ba Dinh square and fireworks in the major cities of Viet Nam. September 2nd is truly an utmost special day for the whole Viet Nam nation.
3. Teacher’s Day.
Teacher play an important role in the growth of students. The festival known as Teacher’s seeks to celebrate this unparalled contribution made by teachers in the life of their students. The ceremonious occasion is celebrated on November 20th every year.
On that day, some of the usual activities performed are dance, drama, songs, competitions and especially thanks giving of students to their teachers by giving a speech, flowers and meaningul presents. The day gives the students an opportunity to show respect and love to their teachers. Both teachers and students enjoy the occasion with equal enthusiasm. It gives them an opportunity to come closer to each other and have a strong bonding.
4. Women’s Day.
The International Women’s Day is celebrated every year globally on March 8. Women’s Day started out as a feminine movement in the early 1900s where women demanded equal opportunities, freedom and the right to vote. Today, various events are held all over the world and some countries even regard this day as a national holiday! As part of a workplace environment, offices can organise a meeting or parties where women workers are given special titles. At home, family members honour women with some flowers or a small present, do the chores for the day or take them out for dinner. All these activities emphasise women’s role and show respect and love to them.
Invidually work 
8’
FEEDBACK ON SS’ WRITING
- T asks Ss to exchange their writing with another student for peer correction.