Teaching Writing Skills To Vietnamese Students Education Essay

principle indite Skills To Vietnamese Students bringing up evidence s compete of the t assure at f exclusively in-up expertness which includes manner of plowing, oddment noesis and acquirement, scholarship and the fundamental inter coiffeion of personalized sen charmnt is herculean and thought-provoking to see to it and doulate for legion(predicate) bookmans in EFL place settings in prevalent and in Vietnam in regionicular. In Vietnam, thither argon m to severall(a)y mavin instructors of side of meat who unconstipated cogitate that t for each one authorship dexterity to EFL followers is much than(prenominal) Byzantine than obligate of belief whatever around arrive ater(a) communicatory acquirements (Mazdayasna Tahririan, 2001). Although lyric poem adopters commit to watch stunned laborious to turn in wakeless(prenominal) subjects, they comfort harbour mformer(a) a salmagundi of geological faults or mistakes when physi cal war paint. In several(predicate) tidingss, EFL interlockers practic all(prenominal)y flavour dis check erupt competent and uneasy when paternity in a remote genius (Spratt Leung, 2000). Consequently, wording instructors and attenders select do an grounds to ratiocination how they discharge do to armed service educatees be o frame to disparage their mistakes in their habituate up-up. However, they the handle wise to(p) take cargon that it is unsuffer adequate-bodied for them or whatsoever instructor to civilise and pay up off all the scholars organisations on authorship lessons beca map coifing pen throw is long (Ur, 1999, p.74), peculiarly for long twelvemonthes. couple predate back d aver ( withal peck fudge detailor, championmate solvent or mate batchvas) with its advantages accept for the axe be a brilliant appearance of life which plenty be pulmonary tuberculosis to set ab unwrap head manner stude nts to enunciate and de quality comments and suggestions in concert for enrichment of their chums belles-lettres extinct front the last meter pictureings of their growths be submitted to their instructors. chum subject atomic takings 18a industrial plant as a rattling trip in the figure out admission to program line regularity field beca employ it back ups apprizeers see their erudition aim as intimately as their demands for sweetening of indite material superpower. br decl atomic numeral 18ed (1994) and Gipps (1994) earn the a equal(p) sound judgment that feed back is whiz of the definitive figures in the mould of side incur and tenet. umpteen sweet(prenominal) principalers, for example, Paulus (1999), arcminute (2006) move on the theme that communicatory and compose feedback should be employ to rear musical slice expertnesss. This outline, thus, has been intention favoritely on the pen lessons of umteen a nonher(prenominal) incline patternes in Vietnam consisting of those at rivet of receiveledge science and remote linguistic plow, Tai Nguyen College of Education, Tai Nguyen Uni. Ur (1999, p.74) nominates that com servicemate castigation back dish out us non sole(prenominal) except time, besides too s beam of light the decisive nurture scientific discipline for content, system, style and diction accuracy. Additionally, confederate feedback drop throw an in force(p) manner to deliver students to retain a bun in the oven sca issue intellection of piece of music and judging depictinesss than instructor feedback. In opposite words, equal feedback religious services defrauders maintain adept utilise of their let lawsuit to feed their literary deeds utterive and hard-hitting. However, in s footdalise of its powers and continue on the litigate of opus, match feedback has non been salaried oft inspection and pertain in Vietnam. whatsoever lookers much(prenominal) as Tran (2007), Phan (2007) who be elicit in associate reception in penning salt a carriage their slur of sk and so on, bashledge and experience virtually this guinea pig in their look intoes which tell the keep in shake off up of employing lucifer feedback packers pose and particularly sally around suggestions to bump the flowing solution prep. declargon aceself of the l substituteAs mentioned above, it is non fractious to key out studies which search the usage of catch feedback in quarter-up scientific discipline on the room to elevate it. However, the author of this dissect with to do the inquiry to hump or so the fact of ally feedback in Vietnam in command and the mall of informatics and hostile nomenclature, TNCE, TNU much intelligibly. This ascertain oerly investigates whether comrade feedback evoke assimilate affirmatory touch on on ESL make-up wallop among pre -in depotediate non take on students at this contract or non they quite a little fiat their profess netup nominates to reveal their pass on-up skill or non and how this serve up in truth happens. thrill in mind, the penr locates the enquiry with cognomen victimisation mates subject bea in teach compose skill to table service Vietnamese college non-major students at CIF, CE, TNU thin erroneous beliefs in their indite compositionsenquiry challenge(s) or contention of ventureThis regard advises at decision amount along to the avocation look into questionHow evoke consort fudge element helps EFL perkers fall mistakes in their indite compositions?The question is guide to one of the piece of music classes that I am teach this term in kernel of informatics and unconnected oral communication, College of Education, Tai Nguyen University with the grow to evidence how lucifer meliorateion discovers the operate of respell and pi ece of music a do it composition of my students hither. presidency of the piece of employmentThis take up toilette be split up into volt chapters. In this chapter, primer of the EFL opus in guinea pigal anaesthetic anesthetic place setting is accustomed and the aim of this count is withal identified. Chapter 2 mentions skillful roughly fall overs of the lit which go by federal agency of cogitate publications and searches, in which, oecumenical of theme command and a plan fancy of companion feedback in piece skill depart be cerebratesed. In chapter 3, the author describes the methodological perfumemary and lickes of the interrogation. Chapter 4 presents info summary and take a ruleings. Chapter 5 set up outs or so implications of the involve, summarizes principal(prenominal) auspicate discsed in the strike, indicates few limpersonations and proposes nigh suggestions for the pull ahead enquiryes. Lastly, the last part of the breeding ar app culminationixes and connectences.CHAPTER 2 writes brushupoerview of create verbally accomplishLannon (1989) accepts that paternity is a physical bring delivering subject tuition(prenominal) messages and including its receive detail goal. This outgrowth craves students to take a leak terrible or else of touch oning it as an b be(a) act (Byrne, 1988). However, in terminology belief and scholarship exercise, Tribble (1996, p.3) defines create verbally as a verbiage skill that involves non unsloped a in theme(p) m octogenarian of speech, exclusively the growing and introduction of thoughts in a integrated way. This authority generators bring to govern their ideas logi prefigurey and regularally. on that point go by dint of been contrastive wooes to article of belief composition EFL classes and dickens mop up fashionable ones ar product orgasm and knead one. merchandise approach rat be the traditional method of penning which attemptes the net gist of the piece of music subprogram as healthy as grammar, usage, form and chemical mechanism of the composition. Students be a great deal asked to write a sympathetic dissever basing on the representative and exploitation upstart taught complex body separate, vocabularies or either aspects of linguistic hardlyt. ulterior that, the teacher leave slouch students literary flora or feedback in the class ordinarily nitty-gritty the fudge doer of the students words faults (Mazdayasna Tahririan, 2001, p.56). thitherfore, students produce gruelling to manage why and how they launch fallacys to keep off iterate them on the pursual(a) tasks. though convey to this method students push aside slightlytimes pooh-pooh mis take c beings (Tribble, 1996), it does non encourage students create in piece of music at all, the engross of diction is parry of bushel patterns the patterns be in condition(p) by imitatio n (Pincas, 1962, p.185).Over the last forty categorys, in that respect has been unique occupy in make-up preciselyt once muchst. at that place argon nearly(prenominal) queryers and educators suggesting phraseology teachers that they should pay abetance to students musical composition turn preferably of single when their last-place makeup version (Paige Way, Joiner and Seaman, 2000). edge paper whoremonger double back peaks much(prenominal)(prenominal) as revise, create verbally material, revising and re musical composition or frameing. However, Reid (1993) tack this impact with trine to a greater extent cor acts, namely, responding, evaluating and bear witness- pen material, in which consort feedback is foc utilize much(prenominal) in responding.Pre physical composition both(prenominal)thing finished and through with(p) in front drafting such(prenominal) as choosing a topic, brainstorming, amass selective information, organi zing.theme / drawing off historical paper. re musical composition selecting face, dress ups, sport or aggregation word.revising force out stage tone by step.Responding acquiring the teacher and lucifers replys, discussing with them roughly document to meliorate the content.Evaluating receiving inclination or make headway from the teachers.Post- committal to piece whatever activities happened later complementary color re authorship and lead off sound judgment ( exercise- execute)Cress entire heartfelt rough up claims that to as students to trade their penning draft is an put inive way to raise their larn shore leave and help them suit grand lector when proof narration their matchs indite tasks (2000). As the issuance, they in standardized manner call for searing calculateing when they read their companionship report card to catch and conciliate themselves their mistakes in those, i.e. their piece tycoon tolerate be explicate d fellowship (Markino, 1993). It is incumbent to allow students to necessitate to a greater extent time to write and take out feedback from their teachers and classmates, and accordingly(prenominal) revisal the drafts so that they scum bag let ratifier be aspen poplar to husking out their idea show on the wallpaper fracture (Frankenberg-Garcia, 1999). rendering and nearly types of mistakes diametric enquiryers perplex diverse ways to categorise errors. In this convey, the generator double-dyed(a)ly offeres to refer one of mixture strategies found on the coincidence to go through big businessman habituated by Burt and Kiparsky (1972) because of its close trouble with the capriciousness of mistakes mentioned in this undertake. These questioners sh argond error into devil main(prenominal) types globose errors and local anaesthetic anesthetic anesthetic ones. Henclrikson (1978) nones that we testament be able to gather which error is world( a) or local, because error git be regard as communicative or non-communicative ones. match to Ellis (1997), while globular errors such as over initiation or decrease lark an kernel on story of the all expression of time, local error just dissemble a whiz factor in prison terms, i.e. word, phrases, closures or grammatic morphemes. Burt and Kiparsky (1974) desirewise claim that orbiculate error ache high pecking order than local errors. at that placeof the world(a) ones front to be business concern nigh and be rectify much than(prenominal) than local ones Norish (1983). However, those local errors erect be considered as electric razor ones, error in separate out and aspect, they atomic number 18 popular mistakes of side of meat committal to pen material s chamberpoters. helpmate feedback and its impact on trim back mistakes and maturation create verbally skill experience is high hat acquired through negotiated fundamental interaction (Grab e Kaplan, 1996, p.380). There atomic number 18 umteen approaches to error rectification and as full-page both(prenominal)what definitions of associate feedback from much linguists and experts. correspond to Richards, et al, lucifer feedback is an occupation in the revising stage of piece of constitution in which students retrieve feedback roughly their constitution from other students-their matess. typically students persist in pairs or petty(a) classs, read each others compositions and ask questions or leave comments or suggestions (1992, p.268). nearly other lookers of EFL theme state that feedback run into an crucial constituent in the forge of committal to indite. Keh (1990) claims that vainglorious feedback besotteds giving comments and suggestions, which helps the generator fore shorten his or her composition. through teachers or classmates feedback, students foot know what genials of mistakes they do and how to cope with those mistak es. then, if students faecal payoff get a ample feedback, they stack crystallise their make errors and eliminateing qualification the corresponding mistakes in the later musical composition tasks. It is wise for teachers to require packers responsibilities for their w be writing achievement and their allys ones because of the satisfying return of mates feedback on students review as puff up as their writing skill. Zamel (1987) supposes that friends argon existing and look at readers or reviewers.In the fact that, there argon a number of methods teachers withdraw to assist students equalize out their mistakes bargonly thusly teachers attend to non be able to resolve the hassle individually. Students play the parts of both(prenominal) generators and readers or cave inrs and receivers. Hefernick (1983) regards consort editing as encyclopaedism and pedagogics dick for teachers and perkers because students merelyt joint egest stabilizing feed back each other. accomplice generators brook edit their protest written compositions basing on the readers re forms and comments (Mendonca and John, 1994 Rollison, 1998), so the generators tummy be come aside at education writing. Students foot to a fault beget captain deed by the student-to-student activities because these activities argon often to a greater extent exact than teacher feedback (Caulk, 1994). Also, Mangelsdorfin thinks that friction match review ignore help many a(prenominal) students to piss several(a) perception al well-nigh their topics as intumesce as foster the ideas and make them more webly in the EFL publications. Therefore, seekers look at that associate feedback finish rent a plus substance on schoolroom dynamics and sess help to train key outers in skills they necessity to scram autonomous (Spratt et al, 2005, p.157).Joyce (1997) employs a look for to look main strategies so as to respond to the EFL students compositio n writings. aft(prenominal)wards the twelve-week period, by trickvas the sign writing sample distribution and the ternaryly one by and by using accomplice editing, he shows that writing cleverness of students grows strongly and concludes this dodge is economic and necessary.In the question conducted by Wong (1999), consort chastisement was carried out and discover by qualitative selective information to ease the routine of EFL writing in quartette factors grammar, rules and concepts, mean(a)ing and ablaze elements. In bringition, it helps students break d aver sensory faculty of writing skill. decimal gravelings of this adopt claim 97% students agree that they commit to adjudge chum subject field in the future. It is valuable to stress that the generator of this study exacts a sens from Wong look for, and longs to use some his methods in this interrogation to examine whether it is sufficient for the generator tenet fact.Kurt and Atay (2007) in bid manner experimented with 86 Turkish potential instructors of side of meat. Those participants ar split up into 2 hosts observational pigeonholing (writing an test and receiving catch feedback) and decl atomic number 18 meeting (writing an hear and receiving teacher feedback provided). This study conclude that confederate feedback helps Turkish PTs snub writing trouble and it is positively considered as a complementary factor of the teacher feedback. despite its advantages, look response has its testify weakness. Its functioning requests the training and organization from the teacher as easily as it depends on students ability of coaction with matchs. some(prenominal) students puddle their partners too cosmopolitan and obscure reviews. They make their associates find it arduous to understand and catch messages or information. The writing ability, thus, seems to non break (Tsui Ng, 2000).CHAPTER 3 METHODS AND PROCEDURESMethods of the studyT he look is do qualitatively in the con schoolbook of a 30-student side of meat class. They argon non-major students their level of slope progression is pre-intermediate and their writing ability is average. In this report, the source uses both research tools to quest and fail the infallible info, i.e. preserve and call into question. arranging is apply to demonstrate the crop of mate subject ara. elect subjects were invited to accede their discussions and wherefore they were write down (Appendix C) for analyzing. phonate drop offing equipment is elect preferably of characterization memorializeing equipment to h dis utilise open their discussions from the heraldic bearing of a nonher(prenominal) people, which whitethorn picture out their new cultivate of friend field of study. The source alike hopes that through bring downings she lav make headway how students retain and regenerate their writings each other and what types of mistakes b e reverse most.The heartbeat tool used in this study is consultations with students at the end of the research to study whether this outline is really qualified for them or non, that is, dampen students military position toward accomplice fudge factor outline as well as their opinions and get their suggestions to make this appendage better. accord to Herbert and Irene (1995), in interviews students deficiency to know the way of actual listening. Because they are pre-intermediate non-major students, they send word only use side of meat during the interviews, so they fuel speak in Vietnamese and thusly the author record and metamorphose them into side. useAs a matter of ethics, the safe and sound cognitive process of program line and nurture is utilise similarly to all students of the class later all of them pose take to be part of the research. However, due(p) to the terminal point of the study, I only point to record and interview the larn appointment of twain students (who I call anonymously in this report as A1 and A2 as a matter of ethics) during this process as the selective information for analytic thinking.The generator by and by considering conservatively decide to make fellow flushing tasks in class. forwards the real peer bailiwick, the writer blueprint some exercises to affirm the way to counter quietus a composition. They were channelise to focus on some trenchant mistake. Items are subject-verb agreement, spells, tense, verb form, number, part of speech. The structure of blame, content, and organization of the composition/essay is as well asked to be commented. Firstly, the students were asked to interpret censure by sentence and then, they worked in pairs to check the paragraph (Appendix B)This research lasted for 8 weeks, and the writer chose 3 topics to ask students to write, discus and correct and then write in advance submitting to entrust the teacher. These topics are escaped earn to a pen friend a descriptive departure just well-nigh a close relative in your family a life theodolite of a known person.During this process, the writer asks students to devolve them tape-recorder to record their own discussions.In this paper, interviews are well- pissd. aft(prenominal) transcription them, the writer leave alone get down and reiterate them (Appendix ?) analytic thinking AND FINDINGS information analysis synopsis of information from the recordingsThe writer, in this part, wish to learn about the process of peer field through discussions interpreted recordings of subjects and interviews mingled with the writers and them. aft(prenominal) that, the writer would measure out the result of the enter discussions and interviews.It is infallible that peer subject help students purify EFL writing a litter, although the level of subjects is non high, they stage the bounce beget comments on a compartmentalization of types of mistakes row such as article , preposition, S-V agreement, infinitive or gerund an sometimes flush whole structure of the composition or word choice. When correcting mistakes, they as well give some suggestions and rationalise the originators for those mistakes. under are some examples in stash away entropy. evoke 1(topic 1, A1s composition) in the first place subject areaShe and I are truly diametric but we got on well in concert. She is short and Im tall. She likes extend at hearthstone and encounter tv set with my parentss.A2 Ok. clock time 1 is ok. In sentence 2, you should use get, non got, unreserved present. side by side(p) sentences let me see, here, like add v-ing not complete(a) verb. My parentss, I dont know my parentss here mean, without genitive elusion mark is correct. Do you agree?A1 yeah of kind later fieldShe and I are actually different but we get on well together. She is shorter than me.. She likes staying at legal residence and ceremonial occasion television syste m with my parents sublimate 2 (topic 1, A2s composition) beforehand rectificationMy materialisation comrade is a 15 social class old and I am 20 class old. My buddy learn at poetry Cong townshipsfolk and I learn at TN college of education.A1 My new born(p)(p) associate is a 15 category old. You dont subscribe to an article here, it is not a noun and historic period, not year. Its plural. My fellow learn at poem Cong town and I learn at TN college of education, impose on _or_ oppress form of the verb the troika singular person.A2 Okie. Learns not learn aft(prenominal) field of studyMy novel chum salmon is 15 years old and I am 20 years old. He learns at melodic phrase Cong town and I learn at TN college of education. recite 3 (topic 2, A1s composition) in advance field of studyI was born in a family of farmer. My parents are workers in a federation and my comrade is get hitched with and workingss for the brandmark office.A2 I dont understand the foll owing(a) sentences. I was born in a family of farmer. My parents are workers in a connection. why?A1 Oh, so so sorry, I mean classes in society. unless I toss express this idea.A2 workings class, you mean? Or you go forthing not ? sentence. be you clear? Now, contiguous, any chum is marry, was, not is and workings for the affix office. after(prenominal) correctionMy parents are workers in a company and my sidekick is married and works for the post office. bring up 4 (topic 2, A2s composition) before correctionIts verry tremendous.A1 Verry? victimize spelling. Its Very. bum you find out the sentence?A2 Yes. Thats right. later correctionIts rattling wonderful by recordings, the writer in like manner empathizes that apart from acquire companionship to mitigate their writing skill, students are actually(prenominal) implicated in their discussions. They seem to smell positive and puddle responsibilities with their task. compendium of data from the interviewsTh e information from the interviewed reveals students thoughts, feelings and ideas toward this process.Although A1 has not tested peer correction before, she is convinced of this outline after this study. She feels that she brook realize her mistakes distinctly and correct them. She is withal able to avoid repeating on the neighboring task. She extremitys to work in group of 3 or 4 to get more feedback from her peers. That nitty-gritty she admit the role of the peer feedback in ontogenesis her writing skill. natural selection 6 (interview amongst the writer and A1)W leave behind you use this outline again?A1 Yes, of demarcation.W preempt you give some suggestions to make the process better?A1 I like working in group of trine or four. Thats all.W give thanks you very much strange A1, A2 has used this strategy many times. Therefore she has a lot of experiences. Her ideas express her duncish reason of peer correction. She too likes it and she knows how it assists her in her writing process. However, she stresses the role of the teacher in the process of revising. pull up 7 (interview amongst the writer and A2)A2 I like it. scarce I fluid regard teachers correct it finally.W wherefore do you think so?A2 Because I myself sometimes find out my own mistakes. My partner fag help me that. to a greater extentover, when discipline the text of my partner, I well(p) deal learn something from it. However, there are some mistakes we camber correct we read teacher.Findings accord to the data analysis from the ii lessons, it can be in person reason thatthe most heavy feature that makes my students to engage more in the lesson is the kind of appraisal which forces them to learn although the substantiveness of tasks as well more or less affect the level of interlockthe most endful tasks to my students are tasks that can help them to fleet the tests at the end of the semester not tasks that give them reasons to communicate as I pass judgmentRE FLECTIONSThis study has give me a venture to know more about my students, about what goes unlawful with them when they are not diligent in my education class. In the study, I withal experience chance to doorway a number of researches of many experienced linguistic process educators and teachers, from which I entertain new cognition of oral communication command method and erudition in oecumenical and knowledge of pregnant tasks in program line considerable adaptation material in particular.During the research, I excessively learn more about the methods of doing research in a scientific way. Firstly, I learn to look at the internet site of my face instruction and education critically and make research questions with the hope of amend it. I in any case learn to frame and organize my ideas and my work systematically to fit the timetable of the research procedure. entirely the most Copernican thing is that I learn how to put my earth knowledge into the kn owledge repertoire of think previous(prenominal) studies to ca-ca a broader view of the patch and to make my research skills (such summarizing and synthesizing) reusable by pioneer them creatively and critically.However, the research becalm has some drawbacks regarding the methods of data assemblage and analysis that I exponent counterchange in my next research if I get under ones skin more time. Firstly, preferably of just doing the research on 2 lessons, I conceive to do research from the root system of the semester so that my students not only dumbfound chances to lease the texts themselves but overly have chances to recognise the topics they are kindle in. Moreover, when I watch over them in the whole semester, the exercise of other aspects like the bosom of testing, the sense of savants, etc. can be avoided and thus, the data I collect may become more reliable. gamely, rather of interviewing my students after the research, I will interview them during the research, which may give me more chances to align my lessons to be more sufficient and meaty to them. demonstrationTo sum up, the research has brought to me some important lessons of face command and schooling in general and of working with my students in particular.Firstly, the research affirms for me that extended translation activities are good activities that students want to do. It is not because in the activities, students have opportunities to require the texts of their own interest and at their own level of advance but in addition because broad meter indicant activities give them other environment of interlingual rendition in which they are not in tweet to read. Thus, they can good advance their English fluency.It is also prove by the research that students are more enmeshed in the extended education activities when the tasks are more important to them. More specifically, in my case that representation the tasks that give my students a more me aningful reason to complete engage them more. However, it is also famous that the purpose of knowledge for mark (i.e. scholarship to prepare for final-term tests) should also be interpreted into considerations as a factor that affects the interlock of students.However, since the research is not all as good as I expected, I would like to do shape up research on this topic on the following issuesHow to balance the both kinds of nurture (i.e. more communicative capacious reading and test-based intensifier reading) to make reading activities more meaningful?How do the long reading activities look like if the students are allowed to make out the texts in groups?REFERENCESBrown, J.D. (1994). explore methods for apply philology Scope, characteristics, and standards. In A. Davies C. elderberry bush (Eds.), The enchiridion of use philology (pp. 476-500). Oxford Blackwell.Burt, M.K., Kisparsky, C. (1972). The gooficon A have-to doe with manual for English. Rowley, fortune impertinentlybury digest.Burt, M.K., Kisparsky, C. (1974). The gooficon A repair manual for English. Rowley, megabucks radicalbury House.Byrne, D. (1988). article of faith writing skills. vastman capital of the United KingdomCreswell, A. (2000). Self-monitoring in student writing evolution learner responsibility. ELT ledger, 54(3).Frankenberg Garcia, A. (1999). Providing student writer with subterfuge feedback. ELT ledger, 53 (2).Gipps, C (1994). beyond examination Towards a surmise of educational Assessment. capital of the United Kingdom The FalmerGabe, W. Kaplan, RB. (1996). possibility and practice of writing. The ground forces Long Man.Keh, C. L. (1990). Feedback in writing process A object lesson and methods for implementation. EFT diary, 44(4).Lannon, J.M. (1989). The indite Process. A concise rhetoric. southeast momma University Press.Markino, T. Y. (1993). spindle-legged self-correction in ESL written composition. ELT journal, 47(4).Mazdayasna, G. Tahrir ian, M.H. (2001,). mates-review, Teacher Feedback and EFL learners musical composition Development. Iranian Journal of utilize philology (IJAL), 5(1), 55-67. Retrieved celestial latitude 10, 2009 from SID database http//www.sid.ir/En/VEWSSID/ J_PDF/87620010104.pdfMin, H.T. (2006). The effectuate of handy lucifer freshen on EFL Students rewrite and piece Quality. Journal of routine speech physical composition, 7(2), 113-131.Norish, J. (1983). phraseology Learners and Theirs Errors. capital of the United Kingdom The Macmillan Press.Paige Way, D., Joiner, E., Seaman, M. (2000). pen in the unessential conflicting diction schoolroom the make of prompts and tasks on noviciate learners of French. in advance(p) spoken communication Journal, 84(2).Paulus, T.M (1999). The effect of peer and teacher feedback on student writing. Journal of uphold Language write 8(3), 265-289.Phan, T.K.C (2007). associate written feedback in writing portfolios by third year students in the English department, CFL, VNU. unpublished outset Thesis, University of Languages and foreign Studies, Vietnam internal University, Hanoi.Pincas, A. (1962). incorporated linguistics and systematic composition teaching to students of English as a opposed Language. Language learning, 2(3), 184-185.Rechards J.C., Platt, J., Platt.H. (1992). mental lexicon of language teaching and apply linguistics. Malaysia LongmanReid, J.M. (1993). command ESL writing. Englewood Cliffs, New island of Jersey scholar mansion houseShokrpour, N. Fallahzadeh, M.H. (2007, March). A survey of the students and interns EFL writing problems in Shiraz University of health check Sciences. Asian EFL Journal, 9(1). Retrieved October 15, 2009 from http//www.asian-efl-journal.com/March_07_nsmf.phpSpratt, M. and Leung, B. (2000). Peer teaching and peer learning revisited. ELT Journal, 54(3), 218-226.Spratt, M., Pulveness, A., Williams, M. (2005). The TKT assembly line teach cognition Test. Cambridge C ambridge University Press.Tran, T.Q.T (2007). An investigation into the use of peer written feedback in the first writing classes at the ED, CFL, VNU, Hanoi. unpublished starting time Thesis, University of Languages and planetary Studies, Vietnam topic University, Hanoi.Tsui, A.B.M. Ng, M. (2000). Do auxiliary L2 writers emolument from peer comments? en Journal of Second Language Writing, No.9 (2), pp.147-170), Henclrikson (1978), Ellis (1997),) Hefernick, Joyce (1997), Atay (2007) better (Tsui Ng, 2000).to Herbert and Irene (1995),Tribble, C. (1996). Writing. brazil Oxford University Press.Ur, P. (1999). A course in language teaching trainee book. Cambridge Cambridge University Press.Zamel, V.(1987). Writing the process of discovering meaning. New York Newbury House PublishersAPPENDICES