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CLASSIFICATION
AND SOME WAYS TO SOLVE
PROBLEMS IN WRITING PERIOD
IN GRADE 10

Người thực hiện: Nguyễn Thị Xuân Mai
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Classification and some ways to solve problems in writing period in grade 10

CONTENTS
A. REASONS FOR CHOOSING THE RESEARCH

often much anxious about writing and afraid of making errors in writing
classrooms. Nevertheless, they need to be encouraged to see it as a means of
learning, rather than demonstrating learning. In order to make writing skill more
effective, the teacher himself must find out the way of teaching suitable for his
students.
The Writing section may begin with a model, followed by activities that
guide students through the writing process such as model analysis, language work,
or guided writing, etc. In this part, students are required to produce various text
types such as personal and formal letters, narratives, chart, graph and table
description, and expository essays. The general and specific objectives are set
clearly in the books.
The role of writing skill in grade 10 mainly helps students get familiar with
style, some structures and learn how write letters, narrative, description, etc … If
the teacher wants the writing period to be more effective, he should not only
systemize the content but also prepare his lesson plans more carefully. Also, there
are a great number of problems in writing period, how can the teacher solve them?
I myself want to present the classification of the writing section and some
ways to solve problems in writing period in grade 10.
B. AIMS OF THE RESEARCH
- To introduce the classification of writing lessons in grade 10
- To show some ways to deal with problems that may arise
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Classification and some ways to solve problems in writing period in grade 10
C. SCOPE, OBJECT AND RESEARCHING METHOD
- Scope: Researching in the process of teaching English at Nguyen Huu
Canh high school.
- Object: Being concerned with classification of writing section and some
ways of solving problems in writing period in grade 10.

• Writing is an essential job skill.
2. Some difficulties of the teacher and the students
a. To the teacher
- There are too many students in a class so it is very difficult for the teacher
to pay attention to all students in writing period.
- There are a large number of students with different levels.
- He is often anxious that he doesn’t have enough time to correct mistakes
for all students.
- The process of writing may last more than 45 minutes.
b. To the students
- They often fell bored in writing period.
- They do not have enough vocabulary and structures to express ideas.
- They have a tendency to use speaking English and translate Vietnamese
into English in writing.
- Their knowledge about society is limited.
- They sometimes misuse the purpose of different types of writing.
- They often express many ideas and information in the same sentence or
they write too long sentences.
- They do not have enough facts, information and knowledge about different
subjects, so they cannot write convincingly.
II. CLASSIFICATION AND SOME WAYS TO SOLVE PROBLEMS IN
WRITING PERIOD IN GRADE 10
1. Classification of the writing section in grade 10
a. What is teaching writing?
Good writing conveys a meaningful message and uses English well, but the
message is more important than correct presentation. If you can understand the
message or even part of it, your student has succeeded in communicating on paper
and should be praised for that. For many students, writing skills will not be used
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the English should be secondary. Finally, ask students to rewrite the piece. They
should use the feedback they received to revise and edit it into a piece they feel
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Classification and some ways to solve problems in writing period in grade 10
good about. Such finished pieces are often shared with the class or posted publicly,
and depending on the assignment, you may even choose to “publish” everyone’s
writing into a class booklet.
Tactful correction of student’s writing is essential. Written correction is
potentially damaging to confidence because it’s very visible and permanent on the
page. Always make positive comments and respond to the content, not just the
language. Focus on helping the student clarify the meaning of the writing.
Especially at lower levels, choose selectively what to correct and what to ignore.
Spelling should be a low priority as long as words are recognizable. To reduce ink
on the page, don’t correct all errors or rewrite sentences for the student. Make a
mark where the error is and let the student figure out what’s wrong and how to fix
it. At higher levels you can tell students ahead of time exactly what kinds of errors
(verbs, punctuation, spelling, word choice) you will correct and ignore other errors.
If possible, in addition to any written feedback you provide, try to respond orally to
your student’s writing, making comments on the introduction, overall clarity,
organization, and any unnecessary information.
b. Classification
Below is the classification of writing section in grade 10. When classifying
and understanding their types and features clearly we can prepare lesson plans for
writing periods better.
Text types

Letters


- instructions

Unit 1
Unit 3
Unit 12
Unit 5
7

- Language: informal


Classification and some ways to solve problems in writing period in grade 10
- a film
Unit 13 Language:
friendly,
- a city
-

advantages

Unit 15
& Unit 7

descriptive
- Language: formal

Expository

disadvantages of mass


together
Being
motivated
planning to
write

Planning
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Classification and some ways to solve problems in writing period in grade 10

Final
version

drafting
Revising
replanning
redrafting

4. The meanings of some writing activities
There are a large number of activities or tasks in writing period. All of these
aim to develop writing skill for students. Also, we easily recognize the logical
relation of these activities or tasks. In English textbook 10, each writing lesson
often consists of 3 or 4 tasks constructed as spiral type. If the lesson has 3 tasks,
first two tasks (if the lesson has four tasks, first three tasks) provide students with
genre, vocabulary, structures, etc. (prepare to write) and at the same time help them
use range of language features appropriately. After finishing these tasks, the
students have “a good source of information” and “coming up with ideas” 
writing production (final task).

- Students are given a writing sample. After reading it they use the suggestion to
finish the similar task. We can see this kind of task in Unit 1, Unit 3, Unit 6, Unit
8, Unit 9, Unit 14.
- Students are given jumbled sentences. They have to rearrange them to make a
good conversation. We can see this kind of task in Unit 11 (task 2).
- Students are given unfinished conversation and some disordered sentences. They
have to finish the conversation by filling the blanks to make good one from
disordered sentences or from the information they think suitable for each blank.
We can see this kind of task in Unit 2, Unit 4, Unit 10 (task 2), Unit 11 (task 1).

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Classification and some ways to solve problems in writing period in grade 10
+ Expanding frames: students have to finish the writing based on the given
frame. This can be a letter, a biography, etc., related to the writing topic. We can
see this kind of task in Unit 10 (task 3), Unit 12.
+ Idea frames: Students are given a reading task and they have to answer
some questions about that. From answering those questions the students
themselves draw out important things to remember. Basing on the frame of
questions and the given reading task they write another similarly required one. We
can see this kind of task in Unit 5, Unit 13, Unit 14, Unit 15, Unit 16.
+ Parallel: Students are required to read a paragraph and then they write a
similar one but replace by new information. We can see this kind of task in Unit 3,
Unit 6, Unit 7, Unit 8.
5. Some ways to solve problems in writing period in grade 10
As I mentioned above there are many difficulties in writing period in grade
10, how can we solve them? In my opinion we should do as following:
a. To some objective problems:
The teacher divides the class into groups or pairs according to the aim of

Teacher should help students express their ideas by English to diminish the
influence of mother tongue in writing process.
Teacher should help students get familiar with writing process by using
different stages to suggest practical writings to them.
Teacher should help students find out exact reader and aim for every writing
task. If the aim for each task in textbook is not clear enough, the teacher should
explain more clearly by different ways (the explanation should promote creative
thinking of students) so that they can find out right reader and aim for the whole
writing.
Teacher should help students simplify the connection ideas to reduce
sentences or paragraph not clear or coherent.
Teacher should use practical information or knowledge close to daily
activities.
Teacher should organize writing activities such as: games, designing posters,
creative writing, poems, … to make the climate of the class more exciting.
Teacher should not give students compulsory homework because it makes
students study passively. Teacher should encourage students’ reading at home
instead of writing task.
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Classification and some ways to solve problems in writing period in grade 10
6. Demonstration:
To make a teaching period really effective, it is very important for a teacher
to define specific duties and find out emphasis on knowledge for students in a
period in common and especially in writing period.
Let’s look at specific duties and objectives to be achieved of some writing
lessons in English textbook 10.
Writing lesson of Unit 1: Writing a narrative
Task 1:

Students can use Task 1 to discuss the advantages and disadvantages of the mass
media and write them down in the columns. Teacher should remind students every
type of the mass media has two sides: good one and bad one.
Suggested answer
Radio

Advantages
- Make people happy / life easier

Disadvantages
- Waste time

- Relax

- Make people passive

- Broaden knowledge and
understanding
Newspapers

The Internet

- Share opinions / experiences
- Make people happy / life easier

- Harm people eyes: be short-

- Get information on many

sighted

Before students write teacher should give them an outline to help them write more
easily. Students can write in deductive method or inductive one.
1. Form


Introduction:

General

introduction

disadvantages
14

about

the

advantages

and


Classification and some ways to solve problems in writing period in grade 10
 Body:
- topic sentence:
- Advantages

- supporting sentences:
+ Firstly / First of all, Secondly, …., Finally / Lastly

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Classification and some ways to solve problems in writing period in grade 10
+ The film is set in … (a small village in 1998)
+ The story takes place in …
- what the film is based on
+ The film is based on a true story in 1990.
+ The film is based on a novel of Nam Cao.
+ The film is made based on the event of …
- The main characters
+ The two main characters of the film are Leonardo and Vivien.
+ The main actor / actress of the film is …
- Your knowledge about the characters
+ Leonardo is very famous actor.
+ Nicole Kidman has won some Oscar prizes.
- The ending of the film
+ The film has a sad / happy / tragic ending.
- Your feeling of the film
+ I think the film is very interesting / boring / frightening / …
- The lesson you can learn from the film
+ The film makes me realize that I must appreciate the life and what we have.
+ The film strengthens my belief in human ability.
+ Thanks to the film, I realize that if we are strongly determined, we can make our
wishes come true despite the difficulties in life.
Task 2:
In this task students are required to write about a film they have seen. They can use
the description of Titanic and the questions in Task 1 as suggestions.
Before doing this task teacher should help students draw out the outline of
describing a film.

about 59% of students take part about 93% of students take part
actively in the lessons

actively in the lessons

F. CONCLUSION:
To make my writing period in grade 10 more effective I have already tried
to solve problems happening in each period.
Despite my trying a lot, the content of this research is only my personal
experience of teaching. Therefore, there must be some mistakes that I myself still
cannot find out. I hope I will get suggestions from the readers as many as possible.
I hope that the study will make contribution to the better situation of
teaching and learning English.
Thank you very much
Bien Hoa city, May 22nd 2012
Composer

Nguyen Thi Xuan Mai

REFERENCE BOOKS
1. Practical handbook of language teaching (David Cross)
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Classification and some ways to solve problems in writing period in grade 10
2. A course in language teaching - Practical and Theory (Penny Ur) Cambrige
university press
3. Giáo trình giáo học pháp (Tổ ngoại ngữ –Khoa ngôn ngữ và văn hóa Anh - Mĩ Úc – Trường đại học quốc gia Hà Nội)
4. Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung)
5. Marquette University’s website


- Có tính cải tiến hoặc đổi mới từ những giải pháp đã có và đã triển khai áp dụng
trong toàn ngành có hiệu quả cao.

- Hoàn toàn mới và đã triển khai áp dụng tại đơn vị có hiệu quả cao.

- Có tính cải tiến hoặc đổi mới và đã triển khai áp dụng tại đơn vị có hiệu quả. 
3. Khả năng áp dụng:
- Cung cấp được các luận cứ khoa học cho việc hoạch định đường lối chính sách:
Tốt 
Khá

Đạt 
- Đưa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn, dễ thực hiện
và dễ đi vào cuộc sống:
Tốt 
Khá

Đạt 
- Đã được áp dụng vào thực tế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu quả
trong phạm rộng:
Tốt 
Khá

Đạt 
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