Techniques in teaching writing a paragragh

SỞ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG THPT NGA SƠN
SÁNG KIẾN KINH NGHIỆM
 TECHNIQUES IN TEACHING WRITING A PARAGRAGH
Người thực hiện
Chức vụ SKKN môn
: Nguyễn Thị Lan
: Giáo viên
: Tiếng Anh
THANH HÓA NĂM 2016
 TABLE OF CONTENTS
PART I. INTRODUCTION. .2
PART II. CONTENTS. .2
1. Rationale ....2
2. Practical basis 3
3. Techniques in teaching writing a paragragh...4
3.1. Literature review4 
3.2. Pratical application6
3.3. The steps of writing a paragragh in English textbook.8
3.3.1.The steps of writing a paragragh ...8
3.3.2.The sample planning lesson...13
PART III. CONCLUSION .19
PART IV. REFERENCES....20
 PART I. INTRODUCTION
 ( Reasons for choosing the research)
 Needless to say, English has played a remarkable role in almost every aspect of life. In schools, it is regarded as one of the most important subjects at all level of education. Working as a teacher of English, I am particularly interested in teaching writing skill. Therefore, I am concerned with approaches and methods which can help to enhance the learners’ writing proficiency as well as facilitate their learning English as a second language. This is the first reason I choose the research “ Techniques in teaching writing a paragragh”. Besides that, I have also chosen to study this study because of the following reasons:
- There is a change in the requirement of the GCSE test, in which writing a
paragraph is a compulsory part, but students usually bypass or get bad mark.
- Writing a paragraph has always been a must in such other important exams as
exams for gifted students. 
- Writing a paragraph well enough is considered as a precondition of an essay writing as well as other styles of writing English. 
- Writing as a way to broaden knowledge of various fields, improve vocabulary of a particular field and most importantly, the way to use English language. 
 Hopefully, the research would be shared with any colleagues who had the same problem or anyone who is interested in this theme. The author carried out this study with an attempt to make a small contribution to the already enriched teaching methods in the hope of helping language learners improve their writing a paragragh as well as other writing skills and reach the goal of learning English in general.
 PART II. CONTENTS
Rationale.
 Writing is the most difficult and important skill when learning as well as teaching. According to Raim(1983,p3): writing helps our students learn cos: First, writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students. Second, when our students write, they also have a chance to be adventurous with the language, to go beyond that they have just learned to say, to take risks. Thirdly, when they write, they necessarily become very involved with the new language, the effort to express ideas and the constant use of eye, hand and brain is a unique way to reinforce learning. Writing is a productive skill, so it is writing that provides students with a chance to put all those language itself and practice communicative skills at the same time. Through the act of writing students will realize what they are already good at and what they still need to learn to become a better and more effective writer . Writing can be frustrating and disliked. When we speak, we do not really think about the grammatical correctness or the mechanics of what we are saying. Everything flows as speech happens rather quickly; we do not repeat our speech to check for mistakes or the appropriateness of what we are saying. Writing, on the other hand, does not flow smoothly. We write a few lines, re-read them, edit what we have written if necessary, and then carry on the process – we are constantly checking for correctness.
 Moreover, the writing style of each genre is not the same. Narrative differs from account writing, writing letters isn’t similar to discription etcAnd to become a good writer , a student has to get a range of the following requirements:
+ Getting right grammar
+ Having a range of vocabulary
+ Punctuating meaningfully
+ Spelling accurately.
+ Using a range of structure.
+ Lingking ideas and information to develop a topic clearly.
+ Developing and organizing the content.
 In fact, writing is a skill that takes such a lot of time and patience. Therefore, not many students are willing to start doing it, leading to certain difficulties for the teachers of writing. I have decided to devote my time and effort to writing about this matter with a view to sharing some of my modest experience with colleagues, hoping that writing a paragraph is no longer a boring and challenging task and is better welcomed by students.
Practical basis
 2.1. Toward the teachers:
 There are too many students in class, so the teachers manage difficultly who work or not and the uneven learning capacity of students. The teacher can not correct all mistakes and help each student. Writing process is usually longer than 45 minutes allowed.
 2.2. Toward the students:
 This is also the teachers’ biggest difficulty. Eventhough students have been learning more than 4 years in primary and secondary schools, their limitations on social knowledge as well as literature is big. There is not enough vocabulary and structures to show ideas, thoughtsHaving trend to use speaking English when writing and think in Vietnamese then translate into English. There is not enough information and knowledge about writing topics and styles of writing. Consequently, they are bored with writing lesson. With my students who are not good in the entrance exam, writing in Vietnamese is still difficult and now writing in English, this difficulty is doubled. Moreover, English writing style differs from not only Vietnamese but also other styles of English. 
 Actually, the starting point of most my students is nearly zero. However, I don’t blame the bad result for the students. I make effort to give my students love, determination, purpose and correct leraning methods. Teaching them how to learn new words, form clauses, write simple sentences, complex sentences and connect the sentences into a paragraph and the paragraghs into an essay. 
 3. Techniques in teaching writing a paragragh
 3.1. Literature review:(what is a paragragh ? how to write it?)
3.1.1. Definition of paragragh: 
 A paragragh is a group of sentences about a single topic. Together, the sentences of the paragragh explain, clarify, develop, support the writer’s main idea(most important idea) about the topic. A paragragh is often between five and ten sentence, but it can be longer and shorter, depending on the topic.
3.1.2. The structure of a paragragh :
 A paragragh has three basic parts: topic sentence, supporting sentences and concluding sentence.
Figure. Paragraph Structure Graphic Organizer:
Topic sentence...
Supporting sentence 1
Supporting sentence 2
Supporting sentence 3
Concluding sentence..
* Topic sentence:
- Topic sentence is often the first one, contain both a topic ( that writer is discussing) and controlling ideas (the writer’s specific stance on that subject), and :
 + Introduces the topic in the paragragh.
 + Is the most general sentence in the paragragh
 + Contains controlling ideas( main ideas) . A controlling idea is a word or phrase that the readers can ask questions about: How? Why? In what ways? What does that mean?
 Example: Topic sentence: There are numerous advantages to owning a hybrid car.
Topic : hybrid car
Controlling idea: advantages 
- The foundation of a good paragraph is the topic sentence, which expresses the main idea of the paragraph. The topic sentence relates to the thesis, or main point, of the paragragh or the essay and guides the reader by signposting what the paragraph is about.
- An effective topic sentence combines a main idea with the writer’s personal attitude or opinion. It serves to orient the reader and provides an indication of what will follow in the rest of the paragraph
- Topic sentence does not contain too much specific information, isn’t too general and must relate to other sentences in the paragragh.
- However, the topic sentence need not always come at the beginning of a paragraph. Sometimes writers prefer to list a series of examples and then wrap up with a concluding sentence that functions as both a topic sentence and a summation. Many effective paragraphs don't have a topic sentence at all. Topic sentences would probably be intrusive, for instance, in a narrative used in a case study. Sometimes paragraphs lack topic sentences because a writer prefers to make a point more subtly, allowing information to speak for itself and forcing readers to draw their own conclusions. In that instance, the writer might decide that a topic sentence would be too heavy-handed.
* Supporting sentences:
 They come after the topic sentence and make up the body of the paragraph by explaining, providing, or enhancing the controlling idea in the topic sentence. Most paragraphs contain three to six supporting sentences depending on the audience and purpose for writing. A supporting sentence usually offers one of the following: Reason, Fact, Statistic, Quotation, Examples. 
 Examples: There are numerous advantages to owning a hybrid car. (Topic sentence)First, they get 20 percent to 35 percent more miles to the gallon than a fuel-efficient gas-powered vehicle. (Supporting sentence 1: statistic)Second, they produce very few emissions during low speed city driving (Supporting sentence 2: fact). Because they do not require gas, hybrid cars reduce dependency on fossil fuels, which helps lower prices at the pump(Supporting sentence 3: reason). Alex bought a hybrid car two years ago and has been extremely impressed with its performance(Supporting sentence 4: example.)“It’s the cheapest car I’ve ever had,” she said. “The running costs are far lower than previous gas powered vehicles I’ve owned.” (Supporting sentence 5: quotation)
- The type of supporting sentence you choose will depend on what you are writing and why you are writing. For example, if you are attempting to persuade your audience to take a particular position you should rely on facts, statistics, and concrete examples, rather than personal opinions.
- Supporting sentences must focus on developing the topic, are arranged in a clear and logical way and linked together by the appropriate connectors to have unity and coherence in a paragargh.
 TABLE OF CONNECTORS
1. Sequencing/listing
First of all, first(ly), second(ly), third(ly), next, then, finally
2. Adding to what you have said
Also, furthermore, in addition, additionally, moreover, besides
3. Contrasting
In contract to this, on the contrary, conversely, while, whereas
4.Expressing similarity
Similarly, likewise, in the same way
5. Giving examples
For example, for instance, in particularly, such as, that is to say, namely
6. Showing results
As a result, as a consequence, consequently, hence, thus, therefore, so
7. Conceding
Although, eventhough, even if, after all, all the same, however, nonetheless, nevertheless, still, yet, in spite if this, despite this,
8. Restating
In other words, that is to say, to put it simply 
9. Inferring
In other words, in that case, (or) else, otherwise
* Concluding sentence:
-This sentence closes the paragragh. It tells the readers that the paragragh is finished.
- An effective concluding sentence draws together all the ideas you have raised in your paragraph. It reminds readers of the main point—the topic sentence—without restating it in exactly the same words. 
 Examples: Topic sentence: There are numerous advantages to owning a hybrid car.
 Concluding sentence: To sum up, given the low running costs and environmental benefits of owning a hybrid car, it is likely that many more people will follow Alex’s example in the near future.
( not repeat the word: advantages, but replaced by the synonyms :benefits)
- We should avoid introducing any new ideas into your concluding sentence. A conclusion is intended to provide the reader with a sense of completion. Introducing a subject that is not covered in the paragraph will confuse the reader and weaken your writing.
- The concluding sentence begins with the phrase such as: In summary, to sum up, to conclude, in conclusion, in short, in brief 
3.2. Practical Application( practice for writing a paragragh)
 Here are some effective ways to help students practise writing a paragragh: 
 * Paragragh sequence: write the sentences of a paragragh onto separate sentence strips. Place strips into a large envelope. Students need to place the sentence strips in the correct order to creat a paragragh. They then copy the paragragh onto a sheet of paper for assessment. 
 * Topic sentence match: Using large index cards, make a stack of paragraghs without topic sentences and a stack of cards with the correct topic sentence. They read paragraghs to themsevles and make an illustration.
 * Picture prompt : Place a stack of card with pictures glued on. Students choose a card and write a paragragh on what they see. Remind student to add a title.
 * Choose a chart: On chart papers, write short pragraghs with mistakes such as grammar, spelling, punctuation, sequence, etc. Place the chart papers in lagre zipslock bags. Students choose the chart to work on. They edit the paragragh and write the new version on your notebook.
 * Cooperative writing: Deviding students into small groups of 8-10. The groups write the same short story. Teacher gives a first sentence to the groups. Each member of the group must think to write a next sentence and the last student write the ending sentence. Then the teacher asks the groups to read their story aloud. Finally, the teacher corrects their mistakes. Their stories are usually very interesting.
 * Story packets: On a large envelope, write a topic and words associated with that topic. Place paper inside the envelope. Allow student to choose a story packet and write about the topic printed on the envelope. Some examples of story packets are Christmas, Tet holiday, Mid-autumn.
 * Excercies: we prepare some excercises like that: 
1. Identifying good topic sentences: Identify the sentences with an effective 
controlling idea. 
a. I am going to write about my country. 
b. Videos games are not bad for children.
c. A large proportion of women nowadays still suffer from domestic violence.
Key: b and c are good topic sentences because they contain effective controlling ideas. a is not a good one because it is too general so it cannot be discussed in one paragraph.
2. Writing topic sentences: 
For each of the word or phrase below, write a topic sentence with one controlling idea.
a. Protecting the environment
b. Future life
c. Sports
Key: The answers are varied so the teacher sees if the topic sentences include effective controlling ideas or not. 
3. Identifying topic sentence and supporting sentences.
Write TS next to the topic sentence and SS next to the supporting sentences.
______ a. Relaxation is another benefit that music brings about. 
______ b. Music helps many people earn a great deal of money.
______ c. Music plays a very important part in our daily life.
______ d. Cultural exchange will become more effective with the help of music.
Key: 
___SS___ a. Relaxation is another benefit that music brings about. 
___SS___ b. Music helps many people earn a great deal of money.
___TS___ c. Music plays a very important part in our daily life.
___SS___ d. Cultural exchange will become more effective with the help of music.
4. Gathering ideas for a topic. 
Brainstorming on the following writing topics.
a. There have been a lot of changes in family life in the past 20 years. 
b. What are the difficulties encountered by women in modern society?
c. Why should we do charity work?
Answers: The results of the work are varied. Teacher should encourage students to find as many ideas as possible. 
5. Identifying supporting sentences and concluding sentences.
Read the topic sentences below. Write SS next to the supporting sentences and CS next to the concluding sentence.
Looking for a job is very difficult these days.
______ a. The number of applicants for each is very big.
______ b. Interviews are so challenging for candidates. 
______ c. It is really hard to find a suitable job. 
______ d. Most of the jobs are now very demanding.
Key: 
Looking for a job is very difficult these days.
___SS___ a. The number of applicants for each is very big.
___SS___ b. Interviews are so challenging for candidates. 
___CS___ c. It is really hard to find a suitable job. 
___SS___ d. Most of the jobs are now very demanding
We can carry out the above ways as following:
 - Divide class into groups of 4-5.
 - Let students do in 5-7 minutes, go around to observe and help if necessary.
 - Ask ss to share their results with other groups or call the representatives to read in front of class or write on board.
 - Help ss to correct mistakes or give feedback.
3.3. The steps of writing a paragragh in English textbook: 
3.3.1.The steps of writing a paragragh: 
 Up to dates, there are several ways to approach writing in the classroom. It should be said at the beginning that there is not necessarily any 'right' or 'best' way to teach writing skill. The best practice in any situation will depend on the type of student, the text type being studied, the school system and many other factors . Different ways in approaching the tasks inform major movement in the teaching of writing( by Ann Raimes, Oxford University Press, 1983).According to Raimes, there are 3 principal ways of approaching the task: focusing on form, focusing on the writer and focusing on the reader. The first perspective can be found in traditional, text-based approach( product approach). Teachers who adopt this approach often present authoritative text for students to imitate or adapt and they may see errors as something they have a professional obligation to correct and eliminate . The second approach which is called “process approach” emerges in part as a reaction against the tradition of form- focus. It particularly stresses on the writers as an independent producers of text. The third approach called “genre approach” is considered to be more socially oriented with the assumption that if the reader cannot recognize the purpose of a text, communication can not be successful. In this research, I apply two approach: product approach and process approach( answering for two questions: how to write and what to write), but oriented approach to writing is a process rather than a final product. Six steps of writing process can be summarized in the following figure:
Getting ideas together
Being motivate to write
Final version
Editting
Drafting
Planning
3.3.1.1.Being motivate to write( warm up):
 One of the most difficult aspects of becoming a teacher is learning how to motivate your students. It is also one of the most important. Students who are not motivated will not learn effectively. They won’t retain information, they won’t participate and some of them may even become disruptive. A student may be unmotivated for a variety of reasons: They may feel that they have no interest in the subject, find the teacher’s methods un-engaging or be distracted by external forces. It may even come to light that a student who appeared unmotivated actually has difficulty learning and is need of special attention.
 While motivating students can be a difficult task, the rewards are more than worth it. Motivated students are more excited to learn and participate. Simply put: Teaching a class full of motivated students is enjoyable for teacher and student alike. Some students are self-motivated, with a natural love of learning. But even with the students who do not have this natural drive, a great teacher can make learning fun and inspire them to reach their full potential.
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