Using a fifteen- Phrase/sentence solution to improve the gifted students’ argumentative writing skill and help them get band 7 in IELTS writing task 2

 PART ONE:	 INTRODUCTION	
 I. RATIONALE OF THE STUDY
	Today learning English is very important because it is the only language that truly links the whole world together. English may not be the most spoken language in the world, but it is the official language in a large number of countries. It is estimated that the number of people in the world that use in English to communicate on a regular basis is 2 billion. English is the dominant business language and it has become almost a necessity for people to use English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English. Its importance in the global market place therefore cannot be understated, learning English really can change people’s life. Many of the world’s top films, books and music are published and produced in English. Therefore by learning English you will have access to a great wealth of entertainment and will be able to have a greater cultural understanding. Most of the content produced on the internet (50%) is in English. So knowing English will allow people to access an incredible amount of information which may not be otherwise available!
 In fact, many Vietnamese students who have good professional knowledge, but can’t use English well don’t get good jobs. So, English is the first and the most important standard for workers who want to work not only at foreign companies but also at national ones.
 Writing which is one of the four skills of learning English can be one of the most enjoyable and satisfying activities for teachers and students to do together in a classroom, especially in a foreign language classroom. But writing skill which includes language, private knowledge and skill, emotion and the interaction of personal opinion is difficult and challenging to learn and develop for many students in the world in general and in Vietnam in particular. In Vietnam, there are many teachers of English who even believe that teaching writing skill to learners is more complex than teaching other communicative skills (Mazdayasna &Tahririan, 2001). 
 Argumentative writing has been confirmed by researchers to be the hardest model in writing. This genre of writing is important for gifted students to express their own points of view in academically appropriate forms and strategies. Unfortunately, students often encounter difficulties in the use of complex syntactic patterns and appropriate elements in composing argumentative writing. Consequently, by means of the drawbacks in language teaching methods of the past, particularly in the argumentative writing skill, a number of research studies (Watcharakaweesilp, 2001; Thepsiri and Pojanapunya, 2012) have sought to investigate and demonstrate how argumentative writing can be improved by using effective methods to gauge the weaknesses of students’writing ability. 
 Therefore, in this study I present a fifteen- phrase/sentence solution which I have used successfully over the last few years to improve my gifted students’ argumentative writing skill and help them get band 7 in IELTS writing task 2. Each sentence has a clear purpose and often involves logically thinking when choosing ideas for argumentative writing. 
II. AIMS OF THE STUDY
 I do the research to know about the fact of teaching and learning argumentative writing skill in Nhu Thanh High School more clearly. This study also investigates whether the fifteen- sentence model can have positive impact on writing process among gifted students and can develop their argumentative writing skill or not. Bearing in mind, I decide the research with title “Using a fifteen- phrase/sentence solution to improve the gifted students’ argumentative writing skill and help them get band 7 in IELTS writing task 2”
III. RESEARCH QUESTIONS	
This study aims at finding answer to the following research question:
How can the fifteen- sentence model help the students at Nhu Thanh High School improve their argumentative writing skill and get band 7 in IELTS writing task 2?
The question has been addressed to two of groups that I have been teaching in Nhu Thanh High School with the aim to examine how the fifteen- sentence model affect the process of argumentative writing here.	 
IV. METHODS OF THE STUDY
In this study, I use some research tools to collect and analyze the needed data
Recording is used to record the process of using the fifteen- sentence model
The second tool used in this study is interviews with students at the end of the research to study whether using the fifteen- sentence model in English writing lessons is really suitable for them or not.
Surveying through the answer sheets is used to know the practical situation of teaching and learning English writing skill.
 PART TWO: DEVELOPMENT	
 CHAPTER 1: LITERATURE REVIEW
 I. OVERVIEW OF WRITING SKILL	
 Lannon (1989) claims that writing is a process delivering meaningful messages and including its own specific goal. This process requires students to work hard instead of regarding it as an uncomplicated act (Byrne, 1988). However, in language teaching and learning process, Tribble (1996, p.3) defines writing as a language skill that involves “not just a graphic representation of speech, but the development and presentation of thoughts in a structured way”. This means writers need to arrange their ideas logically and systematically. 
 Some of the difficulties associated with the teaching of writing in foreign language classes come from the nature of writing itself. Writing is an artificial activity in a way that speech is not; while every normal human being on this planet learns, eventually, to talk and to listen, far fewer people become literate, able to write. Writing is learned, while speaking is acquired as part of growing up. 
 Writing is indeed difficult, for several reasons. Firstly, the writer has to decide what information the reader needs, and how best to express this. So there is a psychological difficulty, in that the writer cannot consult the reader- the audience is not immediately present, in contrast with most conversations. Writer has no immediate feedback to let them know how they are doing and whether they should change their approach. There is no immediate interaction between the producer and receiver. Secondly, there is a linguistic difficulty, in that the language used in written language is different in most ways from that used in speech. It is either simplified (lists, telegrams, notes, etc.) or more elaborate, more formal. In our mother tongue we have to learn an elaborate network of conventions and rules before we become “good writer”. In a foreign language this process is all the more difficult as there may be interference on a cultural level, not just the linguistic, between mother tongue and the foreign language. Thirdly, there is a cognitive difficulty, in that students have to organize thoughts on paper. 
 In schools, writing is taught partly as a vital part of literacy program, but also in order to show that work is being done. Writing is often associated, particularly in weaker students’ minds, with “chores” or even with discipline (the traditional writing lesson is quite quiet, so the teacher is easily able to keep control). This “homework syndrome” can lead to students making less and less progress because they are poorly motivated, perform badly, receive low grades, and end up disliking writing more and more. 
II. THE ARGUMENTIVE ESSAY
The argument essay is the most common type of writing assignment that gifted students will encounter throughout their exams. While there are different variations of the argument essay, the overall foundation is always the same: the writer is tasked with investigating an issue, taking a stand on the issue, and finding and incorporating a multitude of evidence in a logical manner to support the overall claim.
Most of us have experience with arguing, but an argumentative essay is quite different than a verbal argument that arises out of the blue. Verbal arguments often become heated and unreasonable, while the goal of an argumentative essay is the opposite: the argument must be specific, reasoned, detailed and supported with a variety of evidence. Furthermore, a verbal argument often focuses on who is right regarding a specific issue, while a well-written, researched argument essay focuses on what is the right side of a particular issue. In short, an argument essay must be logical from beginning to end.
III. THE DIFFICULTIES OF WRITING ARGUMENTATIVE ESSAYS
 Writing an argumentative essay is one of the most common types of assignments set for the gifted student-choosing exammination. This genre of writing calls for students to argue for and against a convinced proposal. Most students are unable to argue or propose a convincing thesis statement. Argumentation is a procedure to compose an argument by looking for actual evidence to back up the claim or a thesis statement. To write a good piece of argumentative writing is often difficult for students. Basically, writing an argument begins with taking a stance and giving evidence in order to convince the readers to execute the action or to accept the idea based on a controversy. Nippold and Ward-Lonergan (2010, p. 238) note that “argumentative writing is a challenging communication task that needs sophisticated cognitive and linguistic abilities.” Likewise many research studies confirm that an argumentative writing essay is the most difficult genre for students. Most students are unable to produce good argumentative essays because of their lack of readiness for English argumentative writing and insufficient practice writing during classroom instruction. As stated by Crowhurst (1991, p.314) arguing a case is particularly challenging, even though “it is important both for academic success and for general life purposes”. Knudson (1994, p.211) also asserts that, “argumentation is one of the genres which is essential for full participation in society”. Students are supposed to argue for their stand point in order to convince the readers. However, most students struggle with the various difficulties in writing argumentative essays. They are unable to write due to insufficient skills in argumentative writing.
IV. THE IMPORTANCE ELEMENTS OF A GOOD ARGUMENTAIVE ESSAY.
The following are important elements of a good argument essay:
Create a clear, firm,and debatable thesis. An effective thesis statement is an important foundational element of any essay, but it is of even greater importance in an argument essay. The reader needs to know exactly what the argument is and why it is important; there can be no confusion
Provide the necessary background information on the topic. While an argument essay isn’t the same as a research essay, a bit of background information is often needed early in the essay to understand the argument. For example, if the writer is arguing that a certain amendment to the state constitution should be passed, it is probably necessary to describe what changes the amendment would make and whether or not a similar amendment has been proposed at some point.
Focus on organization and transitions. While transitions are important in any type of essay, they are particularly important in an argument essay. This is because the argument essay involves multiple reasons and evidence to support the overall thesis, and counter arguments are often discussed and refuted as well.  
Argument essays can be organized in a variety of ways. Regardless of the order in which it is organized, all argument essays should explain and support several reasons why the argument is valid, as well as explain and refute several opposing arguments offered by the other side. All writers will benefit from creating an outline to organize all of the information that will be presented, and this benefit becomes even greater with longer argument essays. 
Perform effective and thorough research. Most argumentative essays require incorporating research into the essay.  If this is the case with your essay, make sure to perform a significant amount of research before fully committing to a topic. This is important because you need to make sure there are enough credible sources that can be used in your essay. You don’t want to commit to a topic and begin writing the essay only to later discover that you can’t find enough quality sources to make the topic work.
Incorporate logos, pathos, and ethos. Logos is a term that refers to the use of logic in a debate. As a writer, the use of logos should be primary, should appear throughout the essay, and it is the best way to convince someone to adopt a particular stance on any issue. It is also important to avoid using logical fallacies. While logos should be the primary target, pathos - which is the use of emotion - can also be incorporated. Pathos means getting the reader emotionally involved in the argument so that the reader is open to further persuasion. One of the best places to use pathos is in the introduction. Ethos - the use of credibility - is also important. The best way for writers to incorporate ethos is by addressing counterarguments and using credible sources. Additionally, taking a reasonable stand on the issue (as opposed to an extreme one) will also lead to more credibility.
V. THE CRITERIA TO GET BAND 7 IN IELTS WRITING TASK 2
One of the keys to success in the IELTS writing test is understanding how the test is marked and using this knowledge to increase your band score. You can then give the examiners exactly what they want and focus on doing the things that get high scores
The four criteria you will be marked on to get band 7 are:
1. Task Achievement
-  Gives relevant ideas and these are developed with explanations or examples but these ideas may be too general or lack focus.
Example: The main problem causing traffic jams is too many cars. In lots of cities around the world there are lots of cars and this causes traffic jams. For example, the number of cars purchased in developing countries is increasing year after year.
This example has presented a clear position, but it has given a very general explanation and the example lacks focus and is not specifically linked to the main point.
2. Coherence and Cohesion
- Logically organises information and ideas, there is clear progression throughout.
- Presents a clear central topic with each paragraph. 
- Uses a good range of these linking phrases effectively but there might be some over or under use.
3. Lexical Resource
- Uses a sufficient range of vocabulary to allow some flexibility and precision
- Uses less common lexical items with some awareness of style and collocation
- Answers have far fewer of these errors, however some errors are permitted. The words chosen here are more likely to show use of correct style and collocations. There is still some repetition of words permitted.
4. Grammatical Range and Accuracy
- Answers use a variety a ‘complex structures’ and around 50% of the sentences are completely error free.
- Has good control of grammar and punctuation but may make a few errors
VI. A FIFTEEN-PHRASE/SENTENCE SOLUTION AND ITS IMPACT ON DEVELOPING THE STUDENTS’ ARGUMENTATIVE WRITING SKILL.
 These sentences and phrases are based on the criteria of band 7 in IELTS writing task 2. The fifteen- phrase/sentence solution is actually a format of an essay. Although students use the model to write, they still give their own ideas.
The benefits of this fifteen- phrase/sentence solution are that the essay is not only logic, but the students also think and write more quickly and easily
This study is beneficial for teachers to provide valuable insights into the weaknesses in their learners’ language variants that can be used to develop their teaching programmes and instructions to more effectively support students’ argumentative writing development.
 Additionally, it can also be used as logical guidelines for students to improve their argumentative writing. The study helps students overcome the main difficulties such as vocabulary, grammar structure, structure of argumentative writing, providing solid evidence, time constraints, organized idea, fulfilling task demand, understanding the questions, writing the thesis statement, interpreting the questions, pacing , evaluating, topic choice and length.
	 CHAPTER 2: PRACTICAL SITUATIONS
I. METHODS OF THE STUDY
The research is done qualitatively in the context of two gifted - student groups ( A and B – At Nhu Thanh High School). In this survey, I use the survey questionnaire for students. This survey is designed to collect information for the study on “An investigation into the Reality of teaching and learning English argumentative writing skill at Nhu Thanh High School. 
II. THE REALITY OF TEACHING AND LEARNING ENGLISH ARGUMENTATIVE WRITING SKILL AT NHU THANH HIGH SCHOOL	
The whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research. However, due to the limit of the study, I only focus to collect information from the learning engagement of two gifted - student groups ( total: 20 students) during this process as the data for analysis. Below is the survey of the practical situation of learning English writing skill at Nhu Thanh High School.
Table 1: Frequencies of argumentative writing difficulties faced by students 
Difficulties faced by students
Number 
fulfilling task demand
19
grammar structure
17
Length
17
organized ideas
19 
Pacing
18
solid evidence
16
The structure of argumentative writing
17
During the interview, the students talked about the difficulties in writing argumentative essay. As shown in Table 1, students reported that grammar structure in English was one of the great difficulties for their argumentative writing. They felt that they did not have enough knowledge of the complex sentences. 
Understanding the argumentative writing structure was also considered difficult for students because students pointed out that the structure of argumentative writing posed the main barrier for them to produce a good piece of argumentative essay. In relation to the difficulties of solid evidence, they stated that providing solid evidence was one of the most difficult aspects for them to convince the audience to believe in what they wrote. 
With reference to the difficulties of time constraints in argumentative writing, students faced the difficulties in this aspect. One of students stated:
 “Another problem is the limitation of the time. I cannot write a good piece of writing because I feel hectic. I need more time to write because of the limited time I cannot think of strong evidence to write”. 
They admitted that it was difficult to write a well-organized argumentative essay. For example, the following students pointed out that “I don’t know how to organize the idea of argumentative writing essay. I do not know that I have to write the Introduction or I have to control the idea. I have to write supporting detail 1,2,3 and then I have to write the conclusion. I write down what I can think of without controlling the idea”. 
With the reference to the difficulties of fulfilling task demand and understanding the questions, students considered this task demand difficult. Students stated that writing the thesis statement was difficult for them to write in order to convince the audience 
 CHAPTER 3:
RECOMMENDATIONS
TO HELP THE GIFTED STUDENTS TO IMPROVE THEIR ARGUMENTATIVE WRITING SKILL AND GET BAND 7 IN IELTS WRITING TASK 2
I. RECOMMENDATIONS 
According to the data analysis from the survey, The aim of this study was to identify the argumentative writing difficulties that students encountered when they compose argumentative essays. It was noted that teachers have realised that there is a critical need to accord greater attention to the i