A.

INTRODUCTION
I. THE REASONS FOR CHOOSING THE THEME
English, an international language, has been developing rapidly. It is a
subject that features regularly on study timetables all around the world. Every
country does not want to be isolated in international communication, so it puts
English in cirriculum of their education at program. In Vietnam, English is a
cumpulsory subject at schools and it has recently been choosen as a cumpulsory
subject in the national examination for the General Certificate of Secondary
Education or GCSE for short. In learning English, there are four skills to be
mastered, they are listening, speaking, reading and writing. Listening and
reading are receptive skills. On the other hand, speaking and writing are
productive skills.
It is true that writing is a very important skill in teaching and learning
English especially paragraph writing. Evidently, in GCSE English's test ,
students have to write a paragraph within 140 words. This is not a small
challenge for most students in general and for the students at Le Loi high school
in particular. In fact, they have difficuly in collecting and rearranging ideas,
writing the topic and concluding sentences, using the transitional words, using
various structures and vocabulary and so on. Moreover, writing skill takes time
and regular practice.
In the school setting, writing of 11th grade plays an important role because
it prepares needed things for students such as: grammar points, content,
vocabulary and especially helps them write well at higher level of 12th grade
when they are obligated to sit for important examminations. Otherwise, for the
last several years, the final and university entrance exam have put high press on
writing skill. As a result, most students have been widely aware of the necessity for
learning and practicing writing skills.
Understanding these problems, I decied to choose " Some experience in
helping grade 11 students at Le Loi upper-secondary school to improve their
paragraph writing skills " as the topic of my experience initiatives with the hope
that I can help my students to be more confident in writing and practically, they
will succeed in their final examinations .
II. THE OBJECTIVES OF THE PAPER.
The study is aimed to serve some main objectives as listed following.
- To give teachers an experience in teaching how to write a parapraph by
using some effective techniques which are appropriate and effective in teaching
writing skill to the grade 11 students.
- To give students in grade 11th input to improve their ability and
competence in writing skill.
- To equip stdents with the system of writing exercises so that they will

1
have chance to practice paragraph writing skills.
As a result, they will have high motivation to write and they will also
know how to write a parapraph effectively.
III. THE SCOPE OF THE PAPER.
Based on the background and identification of the theme, the paper is
limited on teaching writing skill to the students in grade 11th by using some
effective techniques. The research was conducted at my workplace- at Le Loi
high school. The subject consists of 90 students who come from class 11A2,
11A6, school year 2015-2016. All of them are at the age of seventeenth to
nineteenth years old. They have to take every skill in each period; learning time is
3 periods per week.
IV. THE METHODS OF THE PAPER.
The writer did some steps to do this research, they are as follows;
- surveying the literature relating to do the problem;
- defining the problem;
- constructing an experimental plan by writing the research design;
- design the research instrument;
- doing the instrument try-out;
- giving the test to the students;
- practicing teaching
- collecting the data through the posttest;
- analyzing the data;
- drawing conclusions;
- proposing suggestions;
- writing the report as subject.
- Exchanging experience with colleagues

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 B. CONTENT
I. THEORETICAL BACKGROUND
1. Definitions of writing.
There are a lot of definitions of writing. According to Byrne (1991), writing
can be defined as the act of forming graphic symbols. When we write, we use
graphic symbol (alphabet, grammar, and structures) to make visual meaningful
utterances. Therefore, on one level, writing can be said to be the act of making
marks on flat surface of some kinds. However, writing is not just simply putting
words, sentences together. Many researchers tended to focus on the nature of
writing as an entity of linguistic creation. For example, Brannon, Knight and
Neverow-Turk (1982, p. 2) pointed out “ writing is a creative art, not as
assembly line operation of locking words together into sentence and bolting
sentences together into paragraphs in accordance with a predefined plan.”
In short, the definitions of writing are various. However, writing is
characterized with some basic features, i.e. being linguistics, creative,
progressive and interactive. Besides, the word “writing” itself may imply an act,
a process, or a skill, which needs practice and study to develop. It requires both
physical and mental powers from the writers.
2. Writing a paragraph
2.1. What is a paragraph ?
A paragraph is a group of sentences that fleshes out a single idea. In order for a
paragraph to be effective, it must begin with a topic sentence, have sentences that
support the main idea of that paragraph, and maintain a consistent flow. It often
ends with a concluding sentence.
2.2. Parts of a Paragraph
2.2.1. Topic Sentence
What is the topic sentence?
The topic sentence is often the first sentence in a paragraph. A topic sentence is
an introductory line that addresses what the main idea or thesis of the paragraph
is going to be. It should contain the most important and relevant point you wish
to make regarding your topic, thus summarizing the paragraph as a whole.
Example:
There are various reasons why many people think that friendship plays an
important role in their life. The most important reason can be that everyone
needs at least a friend to share everything regardless of sadness or happiness. For
me, I like chatting with my friends about what happened every day and
discussing personal problems. Furthermore, our friends will be ready to help us
out of our troubles. They will give us some good advice and support when we
are in dificulty. Finally, thanks to friendship, we will have fun and enjoy a

3
meaningful life. In conclusion, in my opinion, without friends, life would be dull
and boring.
2.2.2. Supporting Details
What are supporting sentences?
They come after the topic sentence, making up the body of a paragraph.
What do they do?
They give details to develop and support the main idea of the paragraph.
How do I write them?
You should give supporting facts, details, and examples.
Example:
There are various reasons why many people think that friendship plays an
important role in their life. The most important reason can be that everyone
needs at least a friend to share everything regardless of sadness or
happiness. For me, I like chatting with my friends about what happened
every day and discussing personal problems. Furthermore, our friends will
be ready to help us out of our troubles. They will give us some good advice
and support when we are in dificulty. Finally, thanks to friendship, we will
have fun and enjoy a meaningful life. In conclusion, in my opinion, without
friends, life would be dull and boring.
2.2.3. Closing Sentence
What is the closing sentence?
The closing sentence is the last sentence in a paragraph.
What does it do?
It restates the main idea of your paragraph.
How do I write one?
Restate the main idea of the paragraph using different words.
Example:
There are various reasons why many people think that friendship plays an
important role in their life. The most important reason can be that everyone
needs at least a friend to share everything regardless of sadness or happiness. For
me, I like chatting with my friends about what happened every day and
discussing personal problems. Furthermore, our friends will be ready to help us
out of our troubles. They will give us some good advice and support when we
are in dificulty. Finally, thanks to friendship, we will have fun and enjoy a
meaningful life. In conclusion, in my opinion, without friends, life would be
dull and boring.
2.3. Kinds of Paragraphs
2.3.1. Definition Paragraph
When writing a definition paragraph, you take a thing or an idea and explain
what it is.

4
Example: Write a paragraph giving the definition of a pest.
The following words can help you to write a good definition paragraph:
-"is defined as"
Example: A pest is defined as any animal or plant that damages crops, forests, or
property.
- "is a kind of"
Example: A pest is a kind of animal or plant that damages crops, forests, or
property.
2.3.2. Classification Paragraph
When writing a classification paragraph, you group things or ideas into specific
categories.
Example: Write a paragraph discussing two types of energy resources.
The following words can help you to write a good classification paragraph:
 is a kind of/can be divided into/is a type offalls under/belongs to/is a part
of/fits into/is grouped with/is related to/is associated with
Example: Coal is a kind of non-renewable resource.
Energy resources can be divided into two types.
Coal is a type of non-renewable resource.
2.3.3. Description Paragraph
In a description paragraph, you are writing about what a person, place, or thing is
like. Sometimes, you may describe where a place is located.
Write a paragraph describing what a polar bear
Examples looks like.
Describe where Canada's industry is located.
The following words can help you to write a good description paragraph:
Properties Measurement Analogy Location
size length is like in
colour width resembles above
shape mass/weight below
purpose speed beside
near
north/east/south/west
Properties
size
Example: Polar bears are big in size.
Location
in
Example: Most of Canada's manufacturing is located in Ontario and Quebec.
2.3.4. Compare and Contrast Paragraph

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In a compare and contrast paragraph, you write about the similarities and
differences between two or more people, places, things, or ideas.
Example: Write a paragraph comparing the weather in Vancouver and Halifax.
The following words can help you to write a good compare and contrast
paragraph:
Similarities Differences
is similar to the other hand
both however
also but
too in contrast
as well differs from
while
unlike
Similarities
is similar to
Example: Spring weather in Vancouver is similar to spring weather in Halifax.
both
Example: Both Vancouver and Halifax have rain in the spring.
Differences
on the other hand
Example: On the other hand, winter is much colder in Halifax.
however
Example: However, winter is much colder in Halifax.
2.3.5. Sequence Paragraph
In a sequencing paragraph, you are writing to describe a series of events or a
process in some sort of order. Usually, this order is based on time.
Example: Write a paragraph outlining how a person becomes the prime
minister.
The following words can help you to write a good sequence paragraph.
Order Time
first, second, third, etc. recently
in the beginning previously
before afterwards
then when
after after
finally
at last
subsequently
Order

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first, second, third, etc.
Example: First, you need to become a leader of a political party. Second, you
need to win a seat in the House of Commons. Third, your party must have a
majority of seats.
Time
recently
Example: She was recently elected prime minister.
after
Example: After winning a seat in the House of Commons, you must make sure
you have a majority of seats.
2.3.6. Choice Paragraph
In a paragraph where you have to make a choice, you need to choose which
object, idea, or action that you prefer. Often, you will need to give your opinion
on a choice of actions or events.
Example: Write a paragraph stating whether you would prefer to play hockey
or lacrosse.
The following words can help you to write a good choice paragraph:
Point of View Personal Opinion
in my opinion like/dislike
belief hope
idea feel
understanding
I think that
I consider
I believe
it seems to me
I prefer
Example: In my opinion, hockey is more fun than lacrosse.
belief
Example: My belief is that hockey is more fun than lacrosse.
Personal Opinions
like/dislike
Example: I like the sport of hockey because it is fast and exciting.
2.3.7. Explanation Paragraph
In an explanation paragraph, you need to explain how or why something
happens. Very often in social studies class, you will be asked to explore causes
and effects of certain events.
Example: Write a paragraph explaining why so many Europeans moved to
Canada during the nineteenth century.
The following words can help you to write a good explanation paragraph:

7
Cause Effect
because therefore
since thus
as a result of consequently
is due to hence
it follows that
if . . . then
Cause
as a result of
Example: People moved to Canada from Europe as a result of poor living
conditions in Europe.
is due to / was due to
Example: The large influx of people to Canada was due to economic pressures
in Europe.
Effect
therefore
Example: Living conditions in Europe were terrible. Therefore, many people
moved to Canada for a better life.
thus
Example: Living conditions in Europe were terrible. Thus, many people moved
to Canada for a better life.
2.3.8. Evaluation Paragraph
In an evaluation paragraph, you make judgments about people, ideas, and
possible actions. You need to make your evaluation based on certain criteria that
you develop. In the paragraph, you will state your evaluation or recommendation
and then support it by referring to your criteria.
Example: Write a paragraph evaluating whether pesticides should be used on
farms.
The following words can help you to write a good evaluation paragraph:
Criteria for Evaluation Recommendation
good / bad suggest
correct / incorrect recommend
moral / immoral advise
right / wrong argue
important / trivial
Criteria
moral / immoral
Example: The use of pesticides to control pests is immoral because it harms the
environment.

8
right / wrong
Example: It is wrong to use pesticides because they harm the environment.
Recommendation
suggest
Example: I suggest that pesticides should not be used to control pests.
2.4. How to Write a Paragraph.
2.4.1. Prewriting Paragraphs
What is the prewriting stage?
The prewriting stage is when you think carefully and organize your ideas for
your paragraph before you begin writing.
Six Prewriting Steps:
Step 1. Think carefully about what you are going to write. Ask yourself:
 What question am I going to answer in this paragraph ?
 How can I best answer this question? What is the most important part of my
answer?
 How can I make an introductory sentence (or thesis statement) from the most
important part of my answer?
 What facts or ideas can I use to support my introductory sentence?
 How can I make this paragraph interesting?
 Do I need more facts on this topic?
 Where can I find more facts on this topic?
Step 2. Open your notebook. Write out your answers to the above questions.
You do not need to spend a lot of time doing this; just write enough to help you
remember why and how you are going to write your paragraph or essay.
Step 3. Collect facts related to your paragraph or essay topic. Look for and
write down facts that will help you to answer your question. Timesaving hint:
make sure the facts you are writing are related to the exact question you are
going to answer in your paragraph or essay.
Step 4. Write down your own ideas. Ask yourself:
 What else do I want to say about this topic?
 Why should people be interested in this topic?
 Why is this topic important?
Step 5. Find the main idea of your paragraph or essay. Choose the most
important point you are going to present. If you cannot decide which point is the
most important, just choose one point and stick to it throughout your paragraph
or essay.
Step 6. Organize your facts and ideas in a way that develops your main
idea. Once you have chosen the most important point of your paragraph or
essay, you must find the best way to tell your reader about it. Look at the facts

9
you have written. Look at your own ideas on the topic. Decide which facts and
ideas will best support the main idea of your paragraph. Once you have chosen
the facts and ideas you plan to use, ask yourself which order to put them in the
paragraph. Write down your own note set that you can use to guide yourself as
you write your paragraph or essay.
2.4.2. Writing Paragraphs
What is the writing stage?
The writing stage is when you turn your ideas into sentences.
Five Writing Steps:
Step 1. Open your notebook and word processor.
Step 2. Write the topic sentence, supporting sentences, and closing sentence.
Step 3. Write clear and simple sentences to express your meaning.
Step 4. Focus on the main idea of your paragraph.
Step 5. Use the dictionary to help you find additional words to express your
ideas.
2.4.3. Editing Paragraphs
What is the editing stage?
The editing stage is when you check your paragraph for mistakes and correct
them.
Grammar and Spelling
 Check your spelling.
 Check your grammar.
 Read your essay again.
 Make sure each sentence has a subject.
 See if your subjects and verbs agree with each other.
 Check the verb tenses of each sentence.
 Make sure that each sentence makes sense.
Style and Organization
 Make sure your paragraph has a topic sentence.
 Make sure your supporting sentences focus on the main idea.
 Make sure you have a closing sentence.
 Check that all your sentences focus on the main idea.
 See if your paragraph is interesting.
2.4.4. Publishing Paragraphs
What is the publishing stage?
The publishing stage is when you produce a final copy of your paragraph to hand
in.
Three Publishing Steps:

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Step 1. Make a paper copy of your paragraph.
Step 2. Show your work to your teacher, tutor, or parents.
Step 3. Ask them for hints on how to improve your writing.

II. PRACTICAL BACKGROUND

1. The writing objectives and required writing tasks listed for students in
English textbook 11, Education Publishing House.
The aim of the course is to equip students with English writing skill for
basic communication. For grade 11 students, the objective is to develop students‟
abilities to provide 100 - 130 word paragraphs on familiar topics.
In order to realize the course objectives, the writing section focuses on daily
and popular topics. The required competences and objectives of the writing
lesson in each unit are detailed in the following table:
Units Required tasks
1. Friendship Writing about a friend
2. Personal experiences Writing a personal letter to describe a past
experience
3. A Party Writing an informal letter of invitation
4. Volunteer work Writing a formal letter expressing gratitude
5. Illiteracy Describing information in a table
6. Competitions Writing a letter of reply
7. World Population Interpreting statistics on population from a chart
8. Celebrations Describing a celebration‟s activities
9. The Post Office Writing a formal letter to express satisfaction or
dissatisfaction
10. Nature in danger Describing a location
11. Sources of energy Describing information from a chart
12. The Asian Games Describing the preparations for the coming Asian
Games
13. Hobbies Writing about a collection
14. Recreation Describing a camping holiday
15. Space Conquest Writing a biography
16. The Wonders of the Writing a report on a man- made place
world
2. The teacher’s and students’ attitudes towards the teaching and learning of
writing paragraphs.
It is a matter of fact that writing is not highly appreciated by the students
and even the teachers do not take the importance of writing seriously. This is
because of the main purpose of teaching and learning English at Le Loi high

11
school. The results of the final exam and university entrance exam are
considered the most importance of teaching and learning English at school so
both the teachers and students there focus mostly on grammar and reading skill
rather than on other skills such as speaking, listening and writing. This certainly
affects the students‟ writing competence and prevents the improvement of their
writing ability. Consequently, most of the teachers and the students think the
students‟ writing competence is bad.
2.1. Students’ difficulties in learning writing paragraphs
It is clear that the students in my school have to face many difficulties.
These difficulties are from two causes: (1) from the students themselves, and (2)
from the teachers‟ lectures.
In terms of the first cause, the majority of the students have trouble with
writing because of their low level of English proficiency. Their vocabulary and
sentence structures are poor. Grammar mistakes and spelling are also a common
fear for many of them. Besides, their low background knowledge also makes
them feel stressed when writing. Many of the students said they found it hard to
generate ideas and make an outline because of their low background knowledge.
Their low motivation is also a problem. These students consider the result of the
exams as the most importance of their learning. Therefore, they care much about
grammar, structures and reading skill.
In terms of the second cause, the students do not highly asses their teachers‟
assistance. They find their teachers‟ feedbacks are not comprehensive and their
teachers‟ instructions are not adequate.
2.2. Teachers’ difficulties in teaching writing for grade 11 students.
Not only the students but also the teachers cope with numerous problems
when teaching writing.
The first difficulty I and my colleague are coping with is the low English
level of the students. Our students often lack vocabulary and have difficulties in
word choice. The students‟ low motivation and low background knowledge are
also other problems encountered by the teachers.
The second difficulty is the problem of large and multilevel classes. In
multilevel classes, we face difficulties in shortening a big gap between our
students. In the same class, some students who are good at English are active
while many others are de- motivated. In addition, English classes at Le Loi high
school are very large. There are at least 45 students in a class. Hence, it is
difficult for the teachers to give each of the students individual attention and
make sure who is on task and who is off task.
For the next difficulty, teaching equipment and reference materials are
important in the teaching process; however, the teaching condition in my school
is not good. Teaching aids such as pictures, sub- board are not equipped.

12
Teachers often use only textbook, chalk and board in their lessons. To make our
lessons more interesting, we had to create teaching aids by ourselves.
3. The investigation of the students’ paragraph writing skills
In the process of teaching, I have been given the duty to teach the grade
11. With the awareness of researching and studying the situation of students‟
learning the subject and learning from experience, right since the beginning of
the school year, I outlined a specific plan and method to actively investigate the
situation of students‟ learning in my classes by giving them the topic " Write a
paragraph about your favourite subject in about 120 words." in 30 mitutes. And
the table below shows the result of the investigation.
Class Total
Good Fair Average weak Poor
number
of
No % No % No % No % No %
students
11A2 45 1 2.2 10 22.2 20 44.4 10 22.2 4 8.9
11A6 45 2 4.4 12 26.6 16 35.6 8 17.8 7 15.6
Total 90 3 3.3 22 24.4 36 40.0 18 20.0 11 12.2
From the above table, it is clear that the number of students having good
paragraph writing skills is limited (0.3%). Most of them have difficult in
developing the main ideas, ordering the ideas logically and using the linking
words flexibly. Many of them failed to fullfill the task while grammatical and
vocabulary mistakes were popular. Sadly, there were 11 students (12%) not
knowing how to write a paragraph and let the paper blank.
These findings would serve as the foundations for further suggestions that
I would like to make in the next part.

III. THE SOLUTIONS

Basing on the process of writing, I wish to share some experiences
including applying effective tecniques to help students get the ideas; providing
students with the basic theory and useful exercises to practice writing paragraphs
as well.
1. Applying some effective techniques to help students to get the ideas in
teaching writing skills to the 11 grade students
1.1. Techniques in pre-writing stage:
Prewriting helps students gather ideas and give them a bank of
possibilities for their writing. This way, as students write they do not have to
make decisions simultaneously about content and language. Help your students
get a head start before they write with any of these six methods for
prewriting. The bank of ideas they will generate will be an invaluable resource as
they write. The techniques I often use for this stage presented below.

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1.1.1. Analyzing models
To make the teachers‟ writing lessons more effective for the students, I
often find some extra sources besides the textbook and provide students with one
or two more model texts. These models can be relevant to the writing tasks (in
terms of topic, content, form, language, etc.). After that I make copies for the
students and elicit the students‟ discussion over the models.
For example: The sample of unit 13 about hobby
My hobby- collecting stamps- has its own story. I began to collect stamps
when I was 11 years old. At that time, my English teachers used to give colorful
pictures as a reward to those students who are good at her subject. Being one of
those students, I very much loved those pictures and carefully kept them one by
one in an album. Seeing how I treasure the pictures, my father advised me to
collect stamps as a hobby. Now there are over 150 stamps of insects, animals,
flowers and plants of all kinds in my collection. In addition, there are also
foreign stamps that I have received from my pen pals in Australia, France, and
The United States. To increasing the size of my album of stamps, I sometimes
exchange stamps with those who share the same hobbies with me. What a
pleasant thing to look at my beautiful stamps.
Then, the students are asked to examine the writing in pairs, individually, in
small groups to analyze what they see. To help the students to analyze model text
more easily, the teachers could use some guiding questions:
- Which sentence states the main idea?
- Which sentence directly supports that main idea?
- Has the writer used the listing words?
- Which of the followings did the writer do to support the topic: describe,
divide into parts, explain, give reasons, etc?
- How did the writer end the passage? What did the writer do in the end- ask
a question, summarize, introduce new point..?
- How many parts would you divide the passage into? What is typical/
special about these parts?
1.1.2. Interview
In this activity, students are asked to interview other group members.
According to Raimes (1983), interviews can be done in many ways. Students can
interview each other in pairs and note down the ideas. Interviews can be used to
find out detailed information from students‟ partners such as: how their friend is
like (Unit 1- English 11 textbook), how they celebrate their birthday parties (Unit
3- English 11 text book), how they prepare for Tet holiday (Unit 8- English 11
text book). Then they write a report. This kind of activity gets students to talk
and motivates students to write in a relaxing manner.
1.1.3. Asking journalists’ question

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 These questions - who, what, when, where, why, and how- are easy for
teachers to help students to generate ideas. They are especially helpful in writing
an event. For example, in unit 2 (English 11 textbook), students are required to
write about their memorable past experiences and these questions can be helpful.
- What is the name of the experience?
- When did it happen?
- Where did it happen?
- How did it happen?
- Why were you there?
- Who got involved in the incident?
- How are they?
- How did the experience affect you?
1.1.4. Brainstorming
Using brainstorming in the first stage of writing lessons is very useful. I
would like to suggest some ways to organize brainstorming.
* From group to whole class
- Step 1: I state the topic and write it on the blackboard, then give any
explanations which may be needed.
- Step 2: I divide students into groups. Ask them to talk and write down
their ideas. First, ask a group to write down two or three ideas on the board.
Then ask other groups to add any ideas that they may have on the board.
- Step 3: I ask the whole class or small groups to discuss the relevancy of
the ideas on the board. Then ask question about anything that does not make
sense. If some ideas seem too vague or general, ask the group who wrote them to
explain what they mean.
- Step 4: I ask each individual to choose a given number of the items to
develop his/ her own outline.
* Whole class brainstorming:
In the kind of activity, the groups work together from the beginning. When
the topic has been stated, the class members say whatever ideas occur to them.
The teacher should not correct or comment but may ask for a more detailed
explanation. Then the whole class discusses the relevancy of the ideas. Finally,
the teacher asks each individual to choose a given number of the ideas to develop
her/his own outline.
This kind of activity may be best for topics which will interest most of the
students in class like writing task 2 - Unit 14 ( English 11 textbook), in which
students are to write a passage about their class‟s camping holiday.
1.1.5. Cluster Mapping:
Cluster mapping, also called idea webbing, is a great way to show
relationships between ideas. Cluster mapping is also part idea generation and

15
part organization, so students will know exactly how to group their ideas once
they are ready to write. To begin, write your topic in the center of the page and
put a circle around it. Then you can move in one of two directions. For instance,
a cluster may be designed for unit1.
1.1.6. Listing.
Making lists of possible topics or listing as much as they can about a given
topic is a helpful strategy and is one type of brainstorming. Ask your students
write down any word or phrase that may relate to the given topic underneath.
Don‟t worry about spelling and grammar. Your goal is to write down as many
ideas as quickly as possible. I used this activity for unit 12: Describing the
preparations for the coming Asian Games.
1.1.7. Outlining.
Making an outline is a type of graphic organizer and gives students a visual aid
for organization. It is helpful and important for all kinds of writings.
1.1.8. Talking
Talking is the most important prewriting activity for all writers. Everyone
loves to talk about things that interest them! Talking can be informal or formal.
Have students turn and talk to a partner, conference with a peer, or conduct an
interview. Talking with other classmates and adults helps students gather
alternate views about a topic.
In conclusion, whether you choose to use all these methods with your
students or only one or two, prewriting gives your students the tools and
foundation for successful writing. Prewriting alleviates students‟ anxiety freeing
their minds to focus on words after generating ideas instead of completing both
steps simultaneously. Prewriting will give your students confidence and
direction as they write not to mention improve the quality of their ideas and
organization in their writing.
2. Providing students with useful exercises to help them pratice writing
paragraphs more actively and effectively.
2.1. Types of exercises encouraging students to practice writing the topic
sentence.
Type 1: Find the topic sentence of the given paragraps.
Example :
The option to start work straight after school is attractive for several
reasons. Many young people want to start earning money as soon as possible. In
this way, they can become independent, and they will be able to afford their own
house or start a family. In terms of their career, young people who decide to find
work, rather than continue their studies, may progress more quickly. They will

16
have the chance to gain real experience and learn practical skills related to their
chosen profession. This may lead to promotions and a successful career.
Type 2: Insert the given sentence into the correct position A, B, C or D.
Example 1 : Two of the biggest threats to the environment are air pollution and
waste.
(A)Gas emissions from factories and exhaust fumes from vehicles lead to global
warming, which may have a devastating effect on the planet in the future.(B) As
the human population increases, we are also producing ever greater quantities of
waste, which contaminates the earth and pollutes rivers and oceans.
(C)Governments could certainly make more effort to reduce air pollution. They
could introduce laws to limit emissions from factories or to force companies to
use renewable energy from solar, wind or water power. They could also
impose „green taxes‟ on drivers and airline companies. In this way, people would
be encouraged to use public transport and to take fewer flights abroad, therefore
reducing emissions. (D)
Example 2: It seems to me that the latter overweigh the former.
(A) It is undeniable that big cities have their own advantages and disadvantages
as well. (B) Firstly, pollution, as we know, is one of the most serious problems
of big cities nowadays. Evidently, pollution results from things that benefit
human beings, as a consequence, it is impossible to stop or reduce pollution in a
short time.(C) Secondly, big cities are the roof of all social evils. In fact, big
cities are ideal places for the spread of social evils such as robbery, drug abuse,
whoresome, ete. Living in big cities, people, especially the young, can easily
commit such crimes, which can make the the burden to society.(D) In short,
pollution and social evils are two serious problems of big cities. As city-
dwellers, we should, I think, be aware of them so that we can keep them away
from ourselves and people in the community.
Useful tips:
The topic sentence is often the first or the second one.
Type 3: Complete a paragrap by writing the topic sentence .
[1] In our modern time, the computer appears in every part of our daily life. [2]
......................................................................[3] First of all, at work, the
computer helps us, in just a few hours or even seconds, type documents and do
calculations, which may take a normal brain a life time to finish. Besides, with
computers people can do businesses like stock transactions or design buildings,
operate high-tech plants and run machines efficiently. [4] Then, in education,
with a computer connected to the Internet we can search almost any sort of

17
information we need for our study or learn languages more effectively. [5] [Also,
teachers or lecturers can make their lessons or lectures more lively and
interesting with programs such as Powerpoint or other types of slide-show]. [6]
Lastly, for entertainment, after working hard we can get relaxed by playing
some computer games or listening to our favorite type of music with the
computer. When we want to see a movie, staying at home, we can search for it
on the Internet just in the matter of minutes, without having to go to the theater
or anywhere to buy video tapes or CDs. [7] It goes without saying that the
computer plays a key role in every part of our daily life, from businesses to
education or entertainment. [8] Without it, everything in life would slow down
and life would no doubt be much more dull.
Key suggestion : It plays an essential role at work, in education as well as in
entertainment.
Type 4 : Write the topic sentence using the given main points.
Example 1: Write a paragraph (about 140 words) about the benefits of playing
sports.
The following prompts might be helpful to you:
-keeping fit and healthy
- releasing stress
- meeting people
Useful structures :
- It is undeniable/true/clear... that playing sports brings us important benefits
including keeping fit and healthy, releasing stress and meeting different people.
- Playing sports, in most people's opinions, has three main benefits.
- It can not be denied that people benefit a lot by playing sports.
- It is apparent that sports plays a very important role in our daily life for the
following reasons.
...
2.2. Types of exercises encouraging students to practice writing the
conclusing sentence.
Type 1 : Complete a paragraph by choosing the correct concluding
sentence.
Example
Topic : Write a paragraph about your close friends

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Complete the following paragraph by choosing the correct concluding
sentence A, B, or C:
Of all my friends, Hanh and Mai are my best friends. We are at the same class at
the primary school and secondary school. We are also neighbors, so we spend
most of our time studying and talking together. Hanh is a beautiful girl with
black eyes and an oval face. She is an intelligent student who is always at the top
of the class. She likes reading and going to the library whenever she has free
time. Mai isn’t as beautiful as Hanh but she has a lovely smile and a good
appearance. Mai is very sporty. She spends most of her free time playing sports.
Mai is a volleyball star of our school. She is also very sociable and has a good
sense of humor. Her jokes always make us laugh. .......................................
A. In conclusion, in my opinion, without friends, life would be dull and boring.
B. In short, a good friend must be faithful, sympathetic and unselfish.
C. I love both of my friends and I always hope our friendship will last forever.
Key : C
Type 2 : Complete a paragraph by writing the relevant concluding sentence.
Example 1
Topic : Advantages of television
Read the incompleted paragraph below and complete it by writing the
relevant concluding sentence
There are several reasons why television is an essential part of our lives. First,
television helps us see more of the world and learn useful things because TV
programs can provide us with general knowledge about many fileds. For
example, we can know and understand different cultures and customs around the
world just by staying at home to watch TV programs. Also, television can
entertain us with interesting and exciting programs such as comedy shows or
movies. This is one of the best ways to help us relax and have fun after work.
Furthermore, TV can make things memorable because it presents information in
an effective way. ..........................................................
Key suggestion:
In short, television has many benefits because it is not only a source of
information but also a means of entertainment.
Example 2
Topic : Write about your hobby
Read the incompleted paragraph below and complete it by writing the
relevant concluding sentence
I like traveling very much because of several reasons. First of all, traveling can
make me feel relaxed and happy. Enjoying the stunning landscape and
spectacular views is one of the best ways to help me get away from stress in my

19
daily life. Second, traveling to far places is a good chance for me to broaden my
horizons. When I travel a lot, I can experience many things such as cultures
or customs which make a considerable contribution to my knowledge. Finally,
we are more likely to make friends with many people in other places, so we will
not feel lonlely and strange when traveling anywhere. .........................................
Key suggestion: In conclusion, traveling plays an essential role in my life.
In summary, travelling is my passion because of the three
aforemention/undeniable reasons.
Useful structures :
In summary/To sum up/ To conclude/To recapitulate/To draw a conclusion/ In
conclusion/ In short/ In brief/ In a nutshell/ Lastly/ Finally/In conclusion/ In
short/ In brief, ....
I must restate that......
It is undeniable that ....
..............
Type 3 : Write the concluding sentence using the given topic one.
Example 1:
Topic : Write a paragraph (about 140 words) about your favorite means of
transport.
Write the concluding sentence using the given topic one below:
"Of all means of transport, I myself regularly choose the train by dints of its
comfort and safety."
Key suggestion:
In short, the train is my favorite vehicle because it is comfortable and safe.
Useful tips:
It is a common way to write the concluding sentence by rewrite the topic
sentence in different way as long as it stay the same meaning. Students can use
the following methods:
- using different part of speech of the key words.
- using synonyms
- changing sentence from active form into passive form.
- using their knowledge of rewriting sentence in different way as long as it stay
the same meaning
2.3. Types of exercises encouraging students to use the linking words
flexibly.
Type 1: Complete the paragraph using the given words.
Example : Complete the paragraph using the given words.
Furthermore First Also In short For example
There are several reasons why television is an essential part of our lives. (1).....,
television helps us see more of the world and learn useful things because TV

20
programs can provide us with general knowledge about many fileds.(2)......... ,
we can know and understand different cultures and customs around the world
just by staying at home to watch TV programs.(3)........... , television can
entertain us with interesting and exciting programs such as comedy shows or
movies. This is one of the best ways to help us relax and have fun after
work.(4)................ , TV can make things memorable because it presents
information in an effective way.(5).......... , television has many benefits because
it is not only a source of information but also a means of entertainment.
Key: 1. First 2. For example 3. Also 4. Furthermore 5.In short
Type 2: Complete the paragraph using the relevant words.
Example : Complete the paragraph using one relevant word for each blanket.
There are several reasons why television is an essential part of our lives. (1).......,
television helps us see more of the world and learn useful things (2)....... TV
programs can provide us with general knowledge about many fileds. For
(3)........, we can know and understand different cultures and customs around the
world just by staying at home to watch TV programs. (4)........., television can
entertain us with interesting and exciting programs (5)............ as comedy shows
or movies. This is one of the best ways to help us relax (6).... have fun after
work. (7)................., TV can make things memorable because it presents
information in an effective way. In (8)........., television has many benefits
because it is not only a source of information but also a means of entertainment.
Key:
1. First/firstly 5. such
2. because/as/since 6. and
3. example/ instance 7. Moreover/ Furthermore
4. Also/ Additionally 8. conclusion/short/brief
Useful tips:
Useful expressions
Sequencing/ Listing First of all, First(ly), Initially, To begin
with; Second(ly); Third(ly); Next; Then;
After that (this); Following this (that);
Finally; The first reason is…/ The second
is…; Last but not least…
Adding to what you have said Also, Furthermore, In addition,
Additionally, Moreover, Besides, As well
as, Similarly, not only…but also…, even
beside this/ that

21
Contrasting In contrast to this, On the contrary, In
contrast, Conversely, On the other hand,
While, Whereas, However, Despite/ In
spite of, Although, Even though,
Otherwise, Nonetheless

Expressing similarity Similarly; Likewise, In the same way

Showing results As a result, As a consequence,

Consequently, Hence, Thus, Therefore,
So
Giving examples For example, For instance, In particular,
Particularly, That is to say, Namely, Such
as
Restating In other words, That is to say, To put it
simply
Inferring In other words, In that case, or else,
Otherwise
Summarizing In summary, To sum up, To conclude, To
recapitulate, In conclusion, In short, In
brief, In a nutshell, Lastly, Finally

IV. THE DISCUSSION

I. Results after applying the reseach in teaching.
In the school year 2015 -2016, I boldly applied these initiatives in teaching the
students of class 11A2 and 11A6 at my shool and achieved very positive results
as follows:
- Most of the student now can complete a task of writing a paragraph.
- Writing paragraphs is no longer "scaring" but more enjoyable, active and
creative. Students can analyze the topic, get ideas. They, now, have no difficulty
in writing the topic sentence and the conclusing one as well. Their ability of
developing the topic is improved considerately. Also, linking words do not
matter to them.
- Happily, many students are more interested in writing lessons, which motivates
me much in my teaching career. This also the reasons leading to the relatively
positive results of the school year 2015-2016 in the classes that I am teaching.
Hopefully, my own small experience will help colleagues enrich their experience
in teaching writing skills. In the end of I asked students to write a parahraph of

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about 140 words for the topic " The benefits of reading books" and their specific
results are:

Class Total
Good Fair Average weak Poor
number
of
No % No % No % No % No %
students
11A2 45 8 17.8 18 40.0 18 40.0 1 2.2 0 0
11A6 45 10 22.2 20 44.4 14 31.1 1 2.2 0 0
Total 90 18 20.0 38 42.2 32 35.6 2 2.2 0 0

- In comparision with the result from the beginning of the school year, the figure
has changed as follows:
Fair Average weak Poor
Good
Increase Increase Decrease Decrease No
16,7 % 17.8% 4.4% 17.8 % student
It is obvious from the chart that applying the techniques and some types of
writing exercises improve the students‟writing ablity. Such experience is very
effective and meet the demand of the text book in teaching and learning‟s
objectives. Students find the lessons easier, they are highly motivated to improve
their writing skills and writing competence in terms of enriching vocabularies,
increasing creativity, arranging sentences and organizing ideas. As a result, the
students‟ scores are getting higher in comparison with that before applying these
techniques. Therefore, I wish to recommend the teacher be creative in selecting
and using an effective and appropriate technique and the kinds of writing
exercises in the writing classroom so that students can be motivated and interested
in learning writing.
II. The colleagues’ comment:
- On appoval of most of what I had done, my colleagues suggested that I should
create more exercises to encourage students to build up their source of
vocabulary for each topic. This is very precious suggestions that I will, in the
near future, try my best to fullfil the study.

C. CONCLUSION

I. Conclusion
Writing, one of the productive skills, through with students can convey and
express their own ideas and make them become good thinkers. Besides, writing

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helps students learn other skills. Therefore, the importance of writing is
undeniable.
In the process of studying the reality of teaching and learning writing at Le
Loi high school, the attitudes of the teachers and students towards teaching and
learning writing, the difficulties facing the teachers and students were studied.
The results from the research reveal the present teaching and learning
writing at Le Loi high school are far from satisfaction. The students face five
main problems at writing class: the low level of English proficiency, low
background knowledge, low motivation, teachers‟ assistance and time limitation.
The research also shows the teachers face many problems such as the low level
of English proficiency, low motivation, low background knowledge of the
students, time limitation, their inexperience of teaching the new textbook, large
and multilevel classes as well as lack of necessary facilities.
So as to improve the situation, every effort has been made to present some
useful writing experience which hopefully can be employed to help the students
at Le Loi high school improve their writing skill.
II. Suggestion
Considering the results obtained in this study and discussions in the
previous parts, there are several suggestions that the writer would like to present.
1. For the teacher:
- English teachers are suggested to apply some effective techniques mentioned
above in writing activities as one of techniques used in teaching writing.
- Teachers are suggested to be more creative and innovative in using various
kinds of interesting teaching techniques which accompany the materials, so that
the students will be more active and encouraged to learn in the class.
2. For the Students
- Students are suggested to apply some effective techniques mentioned above in
the process of writing.
- Students are suggested to practice as many as possible types of writing
exercises mentioned above in the process of writing.
- Only by reading more, enriching the source of vocabulary and knowlege can
they control what they write.
- Students are suggested to write more by applying the technique so they will be
more skillful in writing.
In conclusion, at the high school level, teaching and learning writing play
an important role to help students fully develop their language knowledge and
skills. However, teaching and learning writing skill, especially writing
paragraphs should be varied, more flexible and enjoyable. Therefore, with this
innovative experience I hope to make small contribution to help teachers and
students in my school in particular, and at numerous schools in general

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overcome the difficulties in teaching and learning writing skill and making it
more efficiently. In my opinion, there are no methods or techniques that show
absolute usefulness for the teaching unless the teacher can stimulate his/ her
students and arose student‟s interest in learning. And what I hope to do in this
research is teaching better and finding the success in educating. Due to the short
time as well as limited knowledge of the author on this matter, the subject can
not avoid limitations which need adding and commenting.
I would like to listen to the comments of all colleagues so as to make my
subject more complete!

* I hereby acknowledge that this study is mine. The date and findings
discussed in the thesis are true, used with permission from associates and
have not been published elsewhere. I sincerely thank you!

COMMENTS AND ASSESSMENT June 8th, 2016

OF THE SCIENCE COUNCIL. The writer:

Le Thi Minh Hao

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 REFERENCES
1. Byrne, D. (1979). Teaching writing skills. London: Longman.
2. Gu Yue Gou (1999). English Teaching Methodology. Beijing: Foreign
Language Teaching and Research Press.
3. Harmer, J. (2004). How to teach writing. Malaysia: Pearson Education
Limited.
4. Practical handbook of language teaching (David Cross)
5. A course in language teaching - Practical and Theory (Penny Ur)
Cambrige university press
6. Teacher book, new text book 11 published by The Ministry of Education and
Training.
7.Ph ng ph p d y ti ng nh Trung h c ph th ng ( guy n nh Dung)
8. English language teaching Methodology of The Ministry of Education and
Training.
9. How to write a paragraph - Le Thi Thu Suong

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 TABLE OF CONTENTS
Page
A - INTRODUCTION
I. The reasons for choosing the theme....................................................... 1
II. The objectives of the paper……...........................………………… 1
III. The scope of the paper……………………………………………… 2
IV. The methods of the paper…………………………………………. .. 2
B - CONTENT
I.Theoretical background............................................................................ 3
1. Definitions of writing………………………………………………. 3
2. Writing a paragraph ........................................................... 3
II. Practical background ......................................................................... 11
1. The writing objectives and required writing tasks listed for students
in the textbook 11……………………………………………………… 11
2. The teacher‟s and students‟ attitudes towards the teaching and learning
of writing paragraphs.………………………………........................... 12
3. The investigaton of the students' paragragh writing skills………………… 13
III. The sollutions………..........................................................……………..… 13
1. Applying some effective techniques to help students get the ideas
in teaching writing skills to the 11 grade students………………………. 13
2. Providing students with useful exercises to help them pratice writing
paragraphs……………………………………………..........................…. 16
IV. The discussion ......................................................................... 11
1. Results after applying the research in teaching…………………………… 22
2. The colleagues' comment.………………………………................ 23
C- CONCLUSION
I. Conclusion……………………..… 24
II. Suggestions………………………………………………………………………. 25

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