Some Effective error correction methods in English writing articles of the 11th Grader

INTRODUCTION
1.1. Reason for choosing the theme.
 English is the most popular language in the world , is also an important subject in school. Seen the important of the language in the international communication and also in international integration development , so Vietnamese ministry education has selected English that are core subject . English, which is not necessary for tourism, foreign trade, foreign companies, and computer users, is a high school graduation exam required subject. Therefore, every student in high school needs to have English proficiency level to prepare for the exam and after graduation, at least students must have communication skill, reading and writing some common texts. To make this job we do not stop changing teaching methods and the study program to help students get result for general English language and a basic skills for the students.
1.2 . Aim of study
 When learning a foreign language, writing skills are considered one of the important skills that learners need to master if they really want to succeed in communication. Learning English is no exception, especially in the era of international economic integration, when most sources of information are written in English that required higher writing skills. Writing is a skill that people do whatever they do every day. And students have been, are and will be meeting a variety of articles to improve their learning process. However, according to Nunan: "In all skills, writing a coherent, fluent and evocative essay is the hardest part of learning the language." 
1. 3 Object of study.
In the process of learning a foreign language, making mistakes are an inevitable part and play an important role. When writing, students often face many difficulties in writing paragraphs that are consistent and coherent. For 11th grade students, just beginning to get 
used to writing short paragraphs, pointing out basic mistakes and guiding them to overcome them is essential because it will help them to improve. In the process of learning and practicing writing skills later. Understanding the circumstances in which students make mistakes and how he or she corrects them will help improve their writing skills. With English teachers, who have the primary responsibility for helping students develop this skill, the effectiveness of teaching depends not only on the teaching method but also on the knowledge and skills of the language. of the teacher. There are many factors that affect the learning outcomes of the learner, correcting mistakes is one of the most important factors.
 We can not deny that making errors in writing is inevitable throughout the learning process. The more students focus on the lesson, the more they want to create and develop in their own way of thinking in the process of language formation. This is one of the reasons why the number of errors that students make is increasing but making mistakes is also considered as a positive process. Students may find that they write satisfactorily and that it also helps the teacher assess the student's ability at the right time to help them progress. In the process of correcting errors , the teacher also get feedback from the students.This means that there will be disagreements not only between the teacher but also the student in general about the errors that students often have, how to overcome those errors, whether the error correction method is effective to help students improve their writing skills, which error correction method bring the most effective, and when correcting errors is reasonable. 
 With the problems in the teaching the writing skills to 11th grade students, I made an initiative experience in the 2016-2017 academic year with title: "Some Effective error correction methods in English writing articles of the 11th Grader ". 
 By synthesizing and analyzing common errors in students’ writing and applying some corrective measures, I hope to help students understand the difficulties of learning to write simultaneously. Teachers and students some effective ways to make the lesson come true.
1.4 Method of study
 As I proceeded to study the problem, I learned the reasons why the students encountered such errors, so that I could analyze them through documentation, experiences from the dorm, and colleagues, test students to find out the most effective method to correct errors for students.
 Method of study: - Learn, exchange, record, analyze the test , practice, compare and contrast. 
 - Use visual aids.
2. CONTENTS OF INITIATIVE EXPERIENCE. 
2.1. Rationale:
2.1.1. Write
2.1.1.1. The concept of "writing" in the theory of language
In order to have appropriate and effective access to teaching writing skills, understanding the notion of "writing" in the theory of language is necessary. There are many definitions of "writing". Every linguist has its own definitions depending on what criteria they 
consider important.
 According to Byrne (1979), it is "an activity that forms a series of symbols arranged in 
convention to form words and words arranged in sentences." In this view, we can see that any activity that makes up words / sentences, whether meaning or not, is considered "written."
 Writing, according to the theory of language, is not as simple as Byrne's. It is a complex process that, according to Lannon (1989), is defined as "the process of 
converting materials discovered by inspiration, randomness, experimentation and making errors, or anything in the message. full of meaning - writing is a process of careful decisions ". By definition, the writing must contain a meaningful message, which defines the definition of Byrne (1979) as it is intended to be written rather than written without a clear orientation.
 In the process of teaching and learning, writing is considered "language skills" ( Tribble , 1996). It not only presents language in written form but also develops and expresses ideas in sequential way. That is "a process that takes place over a period of time, especially when we spend some time thinking before writing the first outline" (Harris, 1993). Compared to previously given concepts, this concept is the most satisfactory because it covers all aspects of writing skills: form (writing), purpose (expressing ideas) , and structured (structured).
 When writing, we know that writing is the product of an individual who aims to communicate with others indirectly. That means the receiver does not stand before the writer to hear from the writer. Therefore, the writer must be sure that the text he wrote is not only accurate but also understandable to the reader.
Several factors need to be considered when writing under Raimes (1983)
 SYNTAX	 	CONTENT
 Structure of sentences	 Appropriateness , clarity,
	etc,  	 logic,etc,..
GRAMMAR:	 	 
 WRITING PROCESS:
Tense rules,	 idea, draft then review
 Articles and pronouns EFFECTIVE AND 
 CLEAR IDEAS 
FORM APPROACHED 
 Handwriting PEOPLE: Reader pronounce,	 	
punctuation, AIM: Reason for writing
, etc.. Coherence, unification
 	 STUCTURE	 	 
	 Theme, paragraphs MAKE A CHOICE
 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 that the writer performs before drafting, including 
selecting topics, thinking, taking notes, discussing, arranging ideas, outlining, gathering 
information. (Eg, interviews, library search, data processing).
2. Drafting: Drafting is the process by which writers put ideas into sentences, paragraphs, focus on explanations, clarifying ideas, and linking ideas.
3. Revise: This is an important step to have a complete text. Writers will think about what the reader expects, the reader is the text center towards. For example, refine textures, link ideas, or add conjunctions.
4. Editors: Writers review the form of the articles such as spelling, grammar, punctuation. As we have seen from the point of view, writing is a one-way process unrelated to the reader. Reid (1993) also shares the same view but adds three more steps of the writing process: feedback, evaluation, and after writing. This made Reid's after writing process more satisfactory.
 In short, the steps of Reid's writing process (1993) can be illustrated in the following diagram:
BEFORE WRITE
WRITING
FEEDBACK
CORRECT
EDITOR
EVALUATE
AFTER WRITING
 In short, the article is a form of exercise in which two people do not work the same way. However, there are basic steps that every writer must do when doing the article. Each 
researcher has different ways to illustrate the writing process, but all are written as a "recursive" process that requires a great deal of effort from the writer.
2.1.2. The concept of "error" and "error correction":
2.1.2.1. The concept of "error":
2.1.2.1.1. Concept:
 There are many definitions of errors made by well-known researchers such as Abbort (1981), Edge (1989), McKay (1989), Goldstein (1990), Hubbard (1991), Klassen (1993), Crossling (1996) Although they express in different ways, the concepts have general points about the nature and function of the error.
  Goldstein (1990) defines the error as "an action of ignorance, omissions, or inadvertent distraction, straying from the original orientation or failing to reach the goal"
Klassen (1993) gives a simpler definition of error. According to Klassen, the error is "a form or structure that can not be accepted by indigenous people for inappropriate use"
 Meanwhile, Crosling (1996) made his point of view in favor of the criteria "Any 
departure from the conventional method is considered error"
 When it comes to error, some researchers have the same view that not only people who learn foreign languages ​​but also indigenous mistakes. Indigenous people make mistakes at two levels: "morphological errors" and "expressions errors", and the second is a common mistake with higher frequency (McKay, 1984). Therefore, errors should be considered as contrary to normal and inconsistent. We can see mistakes in all levels of language from form to speech.
 2.1.2.1.2. Classification error:
 Lippman, J. (2003) distinguishes between two types of errors: "general errors" and 
“personal errors”	 
CLASSIFICATION
General errors are not correct the whole sentence.
Eg: word orders ,wrong conjunctions
Result : unsuccessful communication
Personal errors are not correct for each element.
Eg : tenses, articles, modal verbs
Result : confusing communication
	Common issues include:
 * Thesis
 * Structure
 * Base
 * Compatibility and consistency 
 * Suitability with object purpose
Own issues include:
 * Spelling
 * Syntax
 * Grammar
 * Punctuation
 According to Lippman (2003)
 There are many ways to classify errors depending on the purpose of the researcher in the analysis and its relevance to the practical conditions of teaching and learning the language.
2.1.2.2. General error correction:
2.1.2.2.1. Error correction:
 When evaluating an article we have the concept of "feedback", in which there are two components that need to be distinguished: "assessment" and "correction". Regarding the assessment, the learner is simply identified as doing well or not in the article. Regarding error correction, learners receive detailed information about the article such as: explaining, providing better spelling. As a rule, correcting errors can give the writer the right and wrong information and why, but in general both the teacher and the students consider the concept is error correction.
 2.1.2.2.2. Some basic methods in correcting errors for students
 In the general teaching process, teachers often have to deal with issues such as "What mistakes need to be corrected" and "correcting mistakes".
 Gower and Walter (1983) put forth four issues for language teachers to address when students' mistakes in writing are "what to look for, when, how and how much."
 Meanwhile, Raimes (1983) also outlines seven basic defect-correcting principles for correcting mistakes in the classroom:
1. With the student's article no need to mark the error but still determine the error to correct.
2. Determine the error carefully and look for the cause.
3. Find the parts that the students have done well.
4. Record the parts that students make mistakes
5. Establish clear, easy-to-understand symbols.
6. Always give reasons or correct and remove mistakes carefully.
7.Handle the errors carefully and create the habit for the students.
 Resolving the "what to correct, when to correct" problem, researchers often suggest that the teacher should choose the way to correct errors immediately or until the same errors in the same lesson.
 To make the "how much correction" problem is clear Gower and Walter give some suggestions:
• Attract students in correcting process.
• Use less time to correct individual problems, focusing on common mistakes.
• Point out the mistakes that students have just made.
• Indicate the location of the error
• Indicate the type of error
• Give the opportunity for self-correction
• Students who can not do the homework themselves will be asked to help other students.
• If the step fails, the teacher will correct the mistake.
 Edge (1989) also provides three basic correcting error steps:
1. Self-correction :
 The teacher points out errors for students to correct themselves because sometimes students need help identifying errors before they can correct themselves.
2. Peer correction -
 Student work in pairs or in groups to find and correct errors in each other's writing. This attracts all students into the error correction process, making the student active, less dependent on the teacher.
3. Teacher correction:
 Teachers find the writer's intentions to speak through the wrong sentences and guide students to express themselves correctly.
2.1.3. The relationship between errors, correcting errors with the process of teaching and learning writing skills. 
 Making error is inevitable in the learning process, in this way learners make important and necessary features for language learning. Making error is the way that students verify learned knowledge, thereby catching up with that language.
 With teachers, students make errors in the learning process to help them assess the level of students knowledge, to consider what they need to learn to improve.
 The error correction also has a positive impact on the process of teaching and learning 
the language. Through self-correcting, correcting the errors with classmates and listening to teacher's correction can progress faster. Especially writing skills require high accuracy in words and expressions.
2. 2. Current situation:
 From analyzing survey data , reading and finding errors in student writing throughout
 the teaching process, we can see that some of the realities of the problem raised in this 
initiative experience:
  Both teachers and students have positive attitudes toward correcting errors, They 
consider that error correction is an important part in learning process, and an important factor in improving the writing ability of students.
 Correcting mistakes is important to writing skills. Although both teachers and students have tried, their writing skills have not improved much. Because there are many errors have not been pointed out and corrected thoroughly after the general assessment of the student's writing That means students can not understand where wrong.
  There are errors that both teachers and students are difficult to detect such as logical errors, expressions, or errors. I like reading historical magazine. Historical: Historical, historical, historical. Students and teachers usually only pay attention to the spelling, grammar, or structure of the article.
 In the error correction method, both the teacher and the student think that the teacher corrects the errors, students correct the students' errors and correct the errors themselves is the main method. Students are often passive during the error correction process.
 In general, there are still problems in correcting students' writing, especially the 10th 
grade students are familiar with the types of writing in the curriculum such as letters, invitations, narratives ... In order to improve the quality of teaching and learning in general as well as to improve the efficiency of correcting errors in the learning process, the introduction of effective and appropriate correcting methods should be investigated and applied.
 2. 3. Measures to solve the problem:
2.3.1. The teacher
2.3.1.1. Steps in evaluating student writing
2.3.1.1.1. Determine "Which errors need to correct"
 Correcting all errors in students' writing is not really necessary. Teachers should choose important points - this depends on the language target that the lesson is about. This requires the teacher to identify errors in his / her writing that cover errors or minor errors and then guide students.
 When students understand the types of errors that students make , they will determine what the error in their writing is. Students are more likely to detect grammatical errors than semantic errors, word or logic errors.
 2. 3.1.1.2. Determine "how many errors should be corrected".
 Teachers can make the decision only to correct fundamental and serious errors so that students do not get discouraged because of too many errors in their writing. However, how many errors should be corrected also depends on the student object. Because some students find it embarrassing to receive too many errors while others are not satisfied if the article receives strange comments, such as "good work".
2. 3.1.1.3. Form "Error Correction"
- The use of symbols when correcting: This method proves to be convenient because the teacher does not have to write the full words, phrases into the article, especially when the number of many articles.
 Symbols and meanings:
 GR: Grammar 
 Voc : Vocabulary 
 Sp: Spelling error 
 P : Punctuation error 
 V : Verb tenses errors 
W.O : Wrong word order 
W.W : Wrong word used 
Agr : Agreement 
 : Good, well done 
? : I don’t understand
Pre : Preposition
√ : Good point
Cap : Capitalizing this word 
( ) : Unnecessary word 
Φ : Omitting this word 
 Providing feedback responsibly: Providing feedback plays an important role in encouraging students to re-read and be more eager to learn. Besides pointing out erros, the teacher should also encourage, praise what students try to show in the article.
 Using pen different color ink: Teachers often use the red pen when correcting errors for students to easily see. But if the teacher uses red pen to cross out errors in the article, students will feel overwhelmed, when they look at it, that makes students feel they can not write well and they do not want to receive the article. As a consequence, they do not want to write anymore. Correcting writing article is not only just about pointing out the wrong thing but also encouraging students to express and correct the problem themselves. Teachers should use a pen that is different from the ink of the article to correct or use a pencil to correct the paper to help students understand that the teacher is making suggestions.
 Tick the margin of the article for students to identify where the error made: This applies when students are familiar with error symbols. Students can find errors in the line or sentences with symbols.
2. 3.1.2. Steps after evaluating the student's writing
2. 3.1.2.1. Organize the general comment after marking
 Students will learn more if the teacher has time for class work after the mark. Students can avoid making the same mistakes in their writing when they hear about other errors. 
2. 3.1.2.2. Provide students with basic writing rules and assignments related to common errors that students make
 Teachers can provide short memos (for example, writing a letter of invitation letter to show the way) or Find out m