Teaching experience strategies for teaching writing skill to grade - 11 students in mountainous areas

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
BAC SON HIGH SCHOOL
TEACHING EXPERIENCE
STRATEGIES FOR TEACHING WRITING SKILL TO GRADE-11 STUDENTS IN MOUNTAINOUS AREAS
 Writer: Trieu Thi Dao
 Position: Teacher
 Topic in the field of: English
Thanh hoa, 15th May 2016
 INDEX 
 Page
INDEX	 2
A. INTRODUCTION	3 I. Reasons to choose the theme 	3 
II. Purposes of the research 	3 
III. Subjectives of the research	3
IV. Method of the research	3
B. CONTENTS. 4
I. Theoretical basis of the study. 4
General principle for teaching writing skill:
Focus on accuracy	4
Focus on fluency	5
Focus on text	5
Focus on purpose	5
II. Reality of the issue 	9 
1. Advantages	9
2 . Downsides	9
III. The practical basics of the theme.	9
1. Solutions 	9
2. Technique to do the related exercises	10
3. Exercises	10
Test used for the assessment of experimental results	12
IV. The assessment of experimental results.	13
C. CONCLUSION 14
1. Experience lessons	14
2. Proposal	14
REFERENCE 16
A. INTRODUCTION	 
 I.Reasons to choose the theme 
 It is undeniable that English has been playing a crucial role in international communication and integration. Knowing how importance English is to the development of the country, the Ministry of Education and Training has supplied concrete guidance in considering English as one of the core subjects in most levels of national education system. Consequently, English is widely taught in every part of Vietnam.
 However, teaching English in Vietnam is facing numerous challenges. Especially, the difficulties seem to double when learners are students who come from secluded and mountainous areas. Most of them find English hard to acquire.
 In Bac Son High School, English teaching is highly appreciated, yet there still exit several limitations. One of them is students' writing skill. From the desire of improving this situation, I myself have applied different teaching techniques and have achieved a number of effects. In this research, I would like to share some of my real experiences in teaching writing skills to grade- 11 students in far-off region and take Bac Son High School as a significant example. For this reason, I choose the theme "Strategies for teaching writing to grade – 11 students in mountainous areas"
II. Purposes of the research
 It is enthusiam and career passion that foster me to write this experience innovation with aims to share some of my opinions on matters related to writing skill for grade – 11 students as well as help both my colleagues and my students partially remove the difficulties when teaching related lessons.
III. Subject of the research
 The study was carried out on students in two classes: 11A2 and 11A3.
In order to have complete statistics in high reliability, I combined the analysis and the comparison of scores which students got in their writing test in class 11A2 and 11A3. Among them, class 11A2 participated in the research while the other did not. 
IV. Method of the research
Gather information from Internet and books
Teach some classes based on the experiences gained before
Gather sudents' result and evaluate
B. CONTENTS
1. Theoretical basis of study
 	Writing is a hard skill as it demands students not only to be good at grammar but also at vocabulay. Here are general principle for teaching writing:
(Source : 
GENERAL PRINCIPLES FOR TEACHING WRITING
      APPROACHES TO TEACHING WRITING:
Attempts to teach writing – since the time when students were merely given a topic of some kind and asked to produce a “composition” without further help – have usually focused on some particular problematical aspect of the writing situation. Some key approaches are examined below.
a)      FOCUS ON ACCURACY:
Mistakes show up in written work and not unnaturally come to be regarded as a major problem. It was assumed that students made mistakes because they were allowed to write what they wanted, and accuracy-oriented approaches have therefore stressed the importance of control in order to eliminate them from written work. Students are taught how to write and combine various sentence types and manipulation exercises like the one below are used to give them the experience of writing connected sentences.
A (1) man(2) walked (3) down the street. A (4) girl (5) was waiting for him outside a (6) shop. As he approached, she smiled (7) and said,
“hello, how are you?”
1)      tall young well-dressed
2)      with a beard, in a black hat, with sunglasses
3)      rapidly,hurriedly, impatiently
4)      pretty, fair-haired, dark-skinned
5)      in high-heeled shoes, with an umbrella, in a pink hat
6)      chemist’s, grocer’s bicycle
plesantly, attractively, in a friend manner
Gradually the amount of control is reduced and the students are asked to exercise meaningful choice (in the example above they do not have to think and they cannot make mistakes). At still later stage, they may be given a good deal of guidance with language content, but allowed some opportunities for self expressions.
This controlled-to-free approach emphasizes step-by-step learning and formal correctness. Many such schemes were carefully thought out and although no longer fashionable, they produced many useful ideas on how to guide writing.
B) FOCUS ON FLUENCY:
this approach encourages students to write as much as possible and as quickly as possible – without worrying about making mistakes. The important thing is to get one’s ideas down to paper. In this way the students think that they really writing, not merely doing exercises of some kind; they write what they want to write and consequently writing is an enjoyable experience.
This approach draws attention to certain points we need to keep in mind. Many students write badly because they do not write enough and for the same reason they feel inhabited when they pick up a pen. Most of us write less well if we are obliged to write about something. A fluency approach, perhaps channeled into something like keeping a diary, can be useful antidote.
C) FOCUS ON TEXT:
This approach stresses the importance of the paragraph as the basic unit of written expression and is therefore mainly concerned to teach students hoe to construct and organize paragraphs. It uses a variety of techniques, singly and in combination, such as
-         Forming paragraphs from jumbled sentences.
-         Written parallel paragraphs;
-         Developing paragraphs from topic sentences (with or without cues.)
This approach identifies and tries to overcome one of the central problems in writing; getting students to express themselves effectively at a level beyond the sentence.
D) FOCUS ON PURPOSE:
In real life we normally have a reason for writing and we write to and for somebody. These factors which have often been neglected in teaching and practicing writing. Yet it is easy to devise situations, which allow students to write purposefully: for example, they can write to another in the classroom or use writing in role-play situations.
Although this approach does not solve specific problems which students have when handling the written language, it does motivate them to write and shows how writing is a form of communication.
The role of guidance:
The fundamental principle of guiding students in various ways towards a mastery of writing skills, and sometimes controlling what they write, is not one we can lightly dismiss, even if the principle has to some extent been misapplied (for example, in trying to eliminate the mistakes.). rather we should consider mare carefully what kind of guidance we should give them, particularly in relation to the various problems they have when writing.
On a linguistic level, since our aim is to develop, their ability to write a text, one way of helping the students is by using the texts as our basic format for practice, even in the early stages. While this does not rule out some sort of sentence practice, which may be necessary for the mastery of certain types of complex and compound sentence structure, best practiced through writing because they most commonly used in writing, we do not need to build into the writing program a step-by-step approach which will take the learners in easy stages from sentence practice to the production of text. With the text as our basic format for practice, we can teach within its framework all the other rhetorical devices-logical, grammatical, and lexical- which the learners need to master.
By using texts (letters and reports, for example – even dialogues in early stages) as our basic practice format, rather than some other unit such as the sentence or even paragraph, we can make writing activities much more meaningful for the students and thereby increase their motivation to write well. The text provides a setting within which they can practicefor example sentence completion, sentence combination, paragraph construction, etc. in relation to longer stretches of discourse. In this way they can see not only why they are writing but also write in a manner appropriate to the communicative goal of the text.
In order to make writing more meaningful, we can integrate it effectively with other classroom activities involving not only reading but also speaking and listening f.eg. we see an advertisement for a job which involves “reading”. We talk about it and perhaps phone up about it, which involves speaking and listening. We then decide to apply for the job – which involves reading. Consequently we can use writing in the lesson as we normally do in our daily life.
We need a whole range of techniques, each appropriate to specific goals and needs. Variety is important. This is essential for the sake of interest: the learners get bored if they are constantly asked to perform the same type of task. But another significant factor is that certain techniques are effective for developing particular writing skills. For example, texts (read or heard) provide the right sort of context for note taking: they not only read expected. Visual material, on the other hand, properly used provides a more open-ended framework for writing activities of different kinds at different levels, but it is less suited for elementary writing activities than is often assumed. Particular kinds of visual material, such as diagrams and tables, are valuable for developing organizational skills. Clearly then our approach should be as eclectic as possible, using those forms of guidance which are appropriate to different kinds of different levels of attainment.
Imply tight control over what the learners write. If, for example, we accept that errors in speech are not only inevitable but are also a natural part of learning a language, then we should accept that they will occur, and to some extend should be allowed to occur, in writing too. Unless the learners are given opportunities to write what they want to write, they will never learn this skill. As in speech when we provide opportunities for free expression, errors will occur, but this is a situation, which we must accept. Perhaps it is largely our attitude towards these errors that is wrong: because they occur in writing, we feel that they must be corrected, whereas in speech, perhaps because it is more transient, we are inclined to be more tolerant.
This is far from suggesting that free expression is the solution to learning to write: on the contrary, the learners need guidance, as they do with oral work. They must be encouraged to look critically at what they write and taught to draft, correct and rewrite. But since no approach to teaching writing has yet been devised which will take them smoothly from writing under control to free expression, it seems reasonable to provide some opportunities for writing freely, even in the early stages. This will not only enable us to see whether the students are making any real process; it will also ensure that they become learners rather than leaners.
The needs of the learners:
a)      Teach the learners how to write: since the spoken and the written forms of language are not the same and since writing is a different way of communication from speech, it follows that writing that writing skills require special teaching.
b)      Provide adequate and relevant experience of written language: writing has to be preceded and accompanied by wide exposure dialogues in their textbooks and narrative prose in their readers, they cannot be expected to produce other varieties of the written language appropriate, for example to letters or reports.
c)      Show the learners how the written language functions as a system of a communication: exposure to the written form of the language by itself it is not sufficient. The learners also have to be made aware of how we communicate through the written medium and how this differs from speech. In particular they need to be shown that any piece of writing, whether or not it is addressed to a specific reader, has a communicative purpose. They need to understand how the resources of the written language are used to fulfill this purpose, by establishing and maintaining contact withj the reader in order to get one’s message across.
d)      Teach the learners how to write texts: writing involves the ability to organize sentences to a coherent whole or text.
e)      Teach the learners how to write different kinds of texts: it is not enough to try to r-teach them a kind of neutral general-purpose form of written expression. They have to some extend at least to be able to select an appropriate style, formal or informal, depending on what they are writing about and whom they are addressing, and to able to present this to the reader in an appropriate form. Many of the difficulties, which the learners have in this area, arise because of the nature of the writing tasks. Also this kind of task does not encourage them to think of writing as communication. Likewise it might be noted, our goal should not be to teach different kinds of writing. But rather to see that these are practiced within the wider context of a text.
f)       Make writing tasks relevant and realistic: all too often writing tasks lack reality for the learners because they do not give them the feeling that they are writing to or for somebody. They are done solely as a form of exercise for the benefit of the teacher, who reacts to them more like judge than a genuine reader. The use of the text as the basic format for the practice is only part of the solution. We must also attempt to identify those forms of writing which are most likely to relevant to the learners’ needs, such as various types of personal communication and institutional communication and to establish classroom contexts for practicing them. This does not rule out the possibility of other kinds of writing, provided the motivation for this kind of work can be established.
g)      Integrate writing with other skills: writing tends to be the “cinderella” of the four skills and is often relegated to the end of the teaching unit and used mainly for framework. This is unlikely to make the learners want to write. Where possible, we should introduce writing activities that lead naturally onto or from the use of other skills, so that learners see writing as a real activity.
h)      Use a variety of techniques and practice formats: this is important because the learners get bored with the same type of activity. Also some techniques and formats are appropriate to certain levels. For example letter writing is especially suitable for use in the early stages because it permits the learners to make some use of the spoken forms of the language within a new framework. We must also recognize that, in terms of developing writing skills, we cannot make sure how effective any single technique is.
i)        Provide appropriate support: it has been argued that guidance should be tempered with opportunities for free expression. We should remember that writing tasks are generally imposed that the learners may not have either the relevant ideas, when this involves some contribution on their part, or be sufficiently stimulated by the tasks to think of them. The problem is further compounded by their having to work on their own. Clearly there are many solutions to this problem and they need to be explored in a flexible way. In particular, the use of techniques and procedures which have proved valuable for the oral work need to be examined within the context of the writing program. There seems no reason why, in the classroom at least, writing need be a solitary activity.
j)        Be sympathetic: with the help of a program which takes the learners’ problems into account, we can hope to make writing a more rewarding activity for them, both in terms of attainment and satisfaction. But we need surrender our role as “judges”, except when writing is being tested or examined, and view what the learners write as attempts, however, inadequate, to communicate. There is always a great temptation, perhaps a natural inclination, to concentrate on what is wrong in a piece of writing, mainly because, it is there for us to read and reread. But we are to be truly readers rather than judges, we should perhaps look not so much at what the learners have failed to achieve but rather at what they have actually succeeded in doing.
 II. Reality of the issue
Advantages
Writing is one of the four main skills in learning English and it has caused a number of challenges to learners. However, both our teachers ang students have made a lot of efforts to overcome the difficulties and have gradually improved the quality of English teaching to meet the constantly changing requirements of the textbooks programmes.
	For teachers: 
They have absorbed innitially to new teaching methods
They have constanly improved knowledge and learn experience from each other to promote the quality of teaching.
For students:
Most of them participate regularly and positively in learning English
They are always interested in new teaching methods
Downsides
For teachers:
Some teachers have not been enthusiastic in teaching 
Some others have not created the interest of learning writing skills among students.
They haven't really redesigned the writing lessons to make them be suitale to their students
For students
The majority of students in Bac Son High School are embarrassed when they do the tasks
They are lack of both vocabulary ang basic grammar
They have difficulty in brainstorming and reordering ideas
III. The practical basics of the study
Solutions
Based on the reality of the issue, I would strongly suggest some solution to the problems :
For students who have not mastered grammar, school leaders or teachers need to increase more periods out of the curriculum in school
Teachers need more than an illustration which is accurate, concise and vivid for each grammar trait
For homework, besides asking students to do exercises in textbooks, teachers should have available amount of tests related to writing.
Teachers should promote the use of teaching utensils combining with new teaching methods to improve the quality of learning English
Here, I would like to some strategies to simplify writing lessons in classroom
Technique to do related tasks
 Type 1: Answer the questions then combine the answers to make a complete essay/ paragraph.
 Instead of asking students to write a complete essay, teacher gives some suggestions by giving a number of questions then asks students to anwer. After students have had their answers, teacher asks them to make them a complete essay/ paragraph by using several linking words. 
Type 2: Use the given words to make complete sentences
 In this type of exercise, students have to make each complete sentence fom the given words then combine the sentences to make an essay/paragraph.
3. Some practical exercises
Exercise 1: Type 1 (Unit 1- Part D- English 11)
 Write about a fiend, real or imaginary, following these guidelines