Some methods help class 8D students at Nhu Ba Sy Secondary School improve their writing skills

INDEX
Title
Page
A. Introduction.
2
B. Problem solving
4
Basis reality (Reality)
4
Basis of theary.
4
Solution
5
The tested results
15
C. Conclusions and recommendation.
	17	
Reference
20
A. INTRODUCTION .
Writing skills can be the ticket to better school grades and greater academic achievement. This research introduces a few techniques for applying writing skills to school success. But this good advice will be lost on you if you do not believe writing skills are important and can help students achieve academic mastery. My job is to convince you. To begin with, the overwhelming majority of instructors we surveyed said that writing skills are critical to academic success.
And if you see yourself as one of those secondary school students who will say "Phew" when the syllabus reveals only exams and no papers, what happens when those exams turn out to be essay tests? This article suggests a few ways to raise students’ grade on those exams simply by employing the principles of good writing even if students study no harder and know the material no better than you do now.
Perhaps you've heard that no one cares about your grades once you leave the halls of academia. While that notion holds some truth, it is equally true that most potential employers do care about writing skills. They care so much that they bemoan the poor preparation of the entry-level pool of grads. In a labor force full of mediocre writers, someone who writes well is bound to stand out and succeed.
Academicians and business people view writing skills as crucial, yet increasing numbers of these professionals note a steady erosion in the writing abilities of graduates. The summary of a study published in Personnel Update states: "Writing skills ... of executives are shockingly low, indicating that schools and colleges dismally fail with at least two-thirds of the people who pass through the education pipeline coming out unable to write a simple letter."
In 1988, Lin Grensing reported that 79 percent of surveyed executives cited writing as one of the most neglected skills in the business world, yet one of the most important to productivity. A 1992 survey of 402 companies reported by the Associated Press noted that executives identified writing as the most valued skill but said 80 percent of their employees at all levels need to improve. The number of workers needing improvement in writing skills was up 20 percent from results of the same survey in 1991. Results of a 1993 study by Olsten Corp., a placement agency, were almost identical: 80 percent of 443 employers surveyed said their workers needed training in writing skills.
Writing skills are an important part of communication.  Good writing skills allow people to communicate their message with clarity and ease to a far larger audience than through face-to-face or telephone conversations.
They might be called upon to write a report, plan or strategy at work; write a grant application or press release within a volunteering role; or they may fancy communicating their ideas online via a blog.  And, of course, a well written C.V. or résumé with no spelling or grammatical mistakes is essential if they want a new job.
Today, when anyone can be their own publisher, we see more and more examples of poor writing skills both in print and on the web.  Poor writing skills create poor first impressions and many readers will have an immediate negative reaction if they spot a spelling or grammatical mistake. As just one example, a spelling mistake on a commercial web page may cause potential customers to doubt the credibility of the website and the organisation.
 We use language, both in its written and spoken form, in an attempt to better communicate with those around us. The better a person is able to speak, read and write this language, then the better they will be able to communicate with others who use the same language to communicate. “Good writing skills can make our material easier to understand, more respected, and actually paid attention to. If you can't engage someone in what you are trying to say, why do you think they would listen to you?” “Good persuasive skills are also writing skills, and with this past election, we've seen how important it is to get people to your side of thinking.” Without good writing skills, grades could totally be affected. Term papers would not be written well. People would more than likely be bored and not to listen to a word you said. “More and more companies today are looking for Job applicants that have good writing skills. The Instructors that were surveyed said that writing skills are critical to academic success.” with good writing skills, come good communication skills. It is important for people to understand your thoughts and ideas in a clear way. I have found that reading helps your writing skills a great deal. Therefore, I have decided to choose “ Some methods help class 8D students at Nhu Ba Sy Secondary School improve their writing skills”
B. THE REASONS FOR THIS RESEARCH.
Anyone - whether they are an English teacher or student – will tell themselves the four main skills they need to develop when learning a second language are speaking, listening, reading andwriting. Naturally, learning to speak the second language is often the priority. Listening is essential for speaking, and students easily practice listening skills through movies and songs. Reading is also a skill they may develop easily with the vast amount of material available on the Internet. But writing is usually the skill that is most poorly developed, nowadays only practiced in short emails, abbreviated chat messages or some simple forms.
It is very easy to work on the first three skills in the English classroom, but improving writing takes a real conscious effort both on our part and our students’. This is the reason why I choose this top pic for my research.
C. THE CONTENTS.
I.Justification:
1. Teaching purposes :
    The purpose of foreign language teaching is not only to provide students with the knowledge of that language , but the ultimate goal of teaching foreign languages ​​in general and English in particular is helping students gain the ability to communicate in English . The ability of students to communicate through skills : Listening, Speaking , Reading and Writing . English writing skills of students are formed through a process of academic training in English environment . In addition to learning in the classroom , students have to study with different methods .
    Writing is the ability to use language knowledge for the purposes of writing in English .
2. The basic factors directly impact the effectiveness of the writing lesson .
a Teacher:
- With the new teaching method , teacher plays a positive role in directing and controlling students in most classroom activities .
- To carry out an effective writing lesson, teachers should implement the following basic elements :
 1.View the improvement of students’ writing as our responsibility.
Teaching writing is not only the job of the English department alone.  Writing is an essential tool for learning a discipline and helping students improve their writing skills is a responsibility for all faculty.
 2. Let students know that we value good writing.
Stress the importance of clear, thoughtful writing. Faculty who tell students that good writing will be rewarded and poor writing will be penalized receive better essays than instructors who don't make such demands. In the syllabus, on the first day, and throughout the term, remind students that they must make their best effort in expressing themselves on paper. Back up your statements with comments on early assignments that show you really mean it, and your students will respond.
3. Regularly assign brief writing exercises in our classes. 
To vary the pace of a lecture course, ask students to write a few minutes during class. Some mixture of in-class writing, outside writing assignments, and exams with open-ended questions will give students the practice they need to improve their skills.
4. Provide guidance throughout the writing process. 
After you have made the assignment, discuss the value of outlines and notes, explain how to select and narrow a topic, and critique the first draft, define plagiarism as well.
5. Don't feel as though we have to read and grade every piece of your students' writing. 
Ask students to analyze each other's work during class, or ask them to critique their work in small groups. Students will learn that they are writing in order to think more clearly, not obtain a grade. Keep in mind, you can collect students' papers and skim their work.
6.Find other faculty members who are trying to use writing more effectively in their courses. 
Pool ideas about ways in which writing can help students learn more about the subject matter. See if there is sufficient interest in your discipline to warrant drawing up guidelines. Students welcome handouts that give them specific instructions on how to write papers for a particular course or in a particular subject area.
7.Remind students that writing is a process that helps us clarify ideas. 
Tell students that writing is a way of learning, not an end in itself. Also let them know that writing is a complicated, messy, nonlinear process filled with false starts. Help them to identify the writer's key activities: 
Developing ideas
Finding a focus and a thesis
Composing a draft
Getting feedback and comments from others
Revising the draft by expanding ideas, clarifying meaning, reorganizing
Editing
Presenting the finished work to readers
8.Explain that writing is hard work. 
Share with your class your own struggles in grappling with difficult topics. If they know that writing takes effort, they won't be discouraged by their own pace or progress. One faculty member shared with students their notebook that contained the chronology of one of his published articles: first ideas, successive drafts, submitted manuscript, reviewers' suggested changes, revised version, galley proofs, and published article.
9.Give students opportunities to talk about their writing. 
Students need to talk about papers in progress so that they can formulate their thoughts, generate ideas, and focus their topics. Take five or ten minutes of class time for students to read their writing to each other in small groups or pairs. It's important for students to hear what their peers have written.
10.Encourage students to revise their work. 
Provide formal steps for revision by asking students to submit first drafts of papers for your review or for peer critique. You can also give your students the option of revising and rewriting one assignment during the semester for a higher grade. Faculty report that 10 to 40 percent of the students take advantage of this option.
11.Explain thesis statements. 
A thesis statement makes an assertion about some issue. A common student problem is to write papers that present overviews of facts with no thesis statement or that have a diffuse thesis statement.
12.Stress clarity and specificity. 
The more the abstract and difficult the topic, the more concrete the student's language should be. Inflated language and academic jargon camouflage rather than clarify their point.
13.Explain the importance of grammar and sentence structure, as well as content. 
Students shouldn't think that English teachers are the only judges of grammar and style. Tell your students that you will be looking at both quality of their writing and the content.
13.Ask a composition instructor to give a presentation to the students. 
Invite a guest speaker from the composition department or student learning center to talk to your students about effective writing and common writing problems. Faculty who have invited these experts report that such presentations reinforce the values of the importance of writing.
14.Let students know about available tutoring services. 
Individual or group tutoring in writing is available on most campuses. Ask someone from the tutoring center to give a demonstration in your class.
15.Use computers to help students write better. 
Locally developed and commercially available software are now being used by faculty to help students plan, write, and revise their written work. Some software available allows instructors to monitor students' work in progress and lets students collaborate with their classmates.
16.Ask students to write what they know about a topic before you discuss it. 
Ask your students to write a brief summary of what they already know or what opinions they hold regarding the subject you are about to discuss. The purpose of this is to focus the students' attention, there is no need to collect the summaries.
17.Ask students to respond in writing to questions you pose during class. 
Prior to class starting, list two or three short-answer questions on the board and ask your students to write down their responses. Your questions might call for a review of material you have already discussed or recalling information from assigned readings.
18.Ask students to write from a pro or con position. 
When presenting an argument, stop and ask your students to write down all the reasons and evidence they can think of that supports one side or the other. These statements can be used as the basis for discussion.
19.During class, pause for a three-minute write. 
Periodically ask students to write freely for three minutes on a specific question or topic. They should write whatever pops into their mind without worrying about grammar, spelling, phrasing, or organization. This kind of free writing, according to writing experts, helps students synthesize diverse ideas and identify points they may not understand. There is no need to collect these exercises.
20. Have students write a brief summary at the end of class. 
At the end of the class period, give your students index cards to jot down the key themes, major points, or general principles of the day's discussion. You can easily collect the index cards and review them to see whether the class understood the discussion.
21. Have one student keep minutes to be read at the next class meeting. 
By taking minutes, students get a chance to develop their listening, synthesizing, and writing skills. Boris (1983) suggests the following:
Prepare your students by having everyone take careful notes for the class period, go home and rework them into minutes, and hand them in for comments. It can be the students' discretion whether the minutes are in outline or narrative form.
Decide on one to two good models to read or distribute to the class.
At the beginning of each of the following classes, assign one student to take minutes for the period.
Give a piece of carbon paper to the student who is taking minutes so that you can have a rough copy. The student then takes the original home and revises it in time to read it aloud at the next class meeting.
After the student has read their minutes, ask other students to comment on their accuracy and quality. If necessary, the student will revise the minutes and turn in two copies, one for grading and one for your files.
22. Structure small group discussion around a writing task. 
For example, have your students pick three words that are of major importance to the day's session. Ask your class to write freely for two to three minutes on just one of the words. Next, give the students five to ten minutes to meet in groups to share what they have written and generate questions to ask in class.
23. Use peer response groups. 
Divide your class into groups of three or four, no larger. Ask your students to bring to class enough copies of a rough draft of a paper for each person in their group. Give your students guidelines for critiquing the drafts. In any response task, the most important step is for the reader to note the part of the paper that is the strongest and describe to the writer why it worked so well. The following instructions can also be given to the reader:
State the main point of the paper in a single sentence
List the major subtopics
Identify confusing sections of the paper
Decide whether each section of the paper has enough detail, evidence, and information
Indicate whether the paper's points follow one another in sequence
Judge the appropriateness of the opening and concluding paragraphs
Identify the strengths of the paper
Written critiques done as homework are likely to be more thoughtful, but critiques may also be done during the class period.
24.Use read-around groups. 
Read-around groups are a technique used with short assignments which allows everyone to read everyone else's paper. Divide the class into groups no larger than four students and divide the papers (coded for anonymity) into as many sets as there are groups. Give each group a set and ask the students to read each paper silently and decide on the best paper in the set. Each group should discuss their choices and come to a consensus on the best paper. The paper's code number is recorded by the group, and the same process is repeated with a new set of papers. After all the groups have read all the sets of papers, someone from each group writes on the board the code number from the best paper in each set. The recurring numbers are circled. Generally, one to three papers stand out.
25.Ask students to identify the characteristics of effective writing.
After completing the read-around activity, ask your students to reconsider those papers which were voted as excellent by the entire class and to write down features that made each paper outstanding. Write their comments on the board, asking for elaboration and probing vague generalities. In pairs, the students discuss the comments on the board and try to put them into categories such as organization, awareness of audience, thoroughness of detail, etc. You might need to help your students arrange the characteristics into meaningful categories.
b. Students:
     In the relationship between teaching and learning : Teachers who organize, control students to actively gain the knowledge to dominate the actions of their own intellectual role .
     To have good writing skill , students should have the following necessary tragedies in English writing lesson .
1.Understand the task.
Say the words “writing assignment”, and we will most likely hear students groan. Writing is a chore. It’s hard work. And we shouldn’t deceive them by saying it will be fun. Writing is a skill that must be honed through practice. But why would they put in the hard work? What’s their motivation?
It’s easy to find it in Business English students. Most need to write business emails and texts. But what about teens and young learners? In these cases, you’ll need to convey the importance of good writing skills. It is essential for them to know how to communicate, not only in speaking, but in writing. And we must make it clear that sending a text message in English does not constitute good writing. Writing is a skill that will prove to be tremendously helpful in the future and they must understand that.
2.Schedule regular writing assignments
Teachers often also prioritize the other skills above writing. It is harder to teach and more time-consuming to correct. Make sure to give students schedule regular writing assignments every month - we may choose to make it once a week, once a month, or at the end of a unit.
 3. Ask for clear instructions.
Needless to say, in most English classrooms, simply saying, “Write a story of 100 words” will not suffice. The extent of our guidance should be proportional to our students’ level. The lower the level, the greater the guidance. As they advance in their English studies they will need less and less guidance, till one day they become more independent writers.
For beginners, it’s a good idea to start with short writing prompts or sentences they