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UNIVERSITY (size 14)
FACULTY OF_________________
DEPARTMENT OF _________________
PROFESSIONAL INTERNSHIP REPORT
SOME COMMON IN PRACTISING WRITING SKILL
AMONG SECOND YEAR ENGLISH MAJORED STUDENTS
AT FACULTY OF FOREIGN LANGUAGES OF
INDUSTRIAL UNIVERSITY OF HO CHI MINH.
SUPERVISOR: (Full name and Scientific Title)
PROFESSIONAL INSTRUCTOR: (Full name and Scientific Title)
STUDENT’S NAME:______________
STUDENT ID:______________
CLASS ID: (
HO CHI MINH CITY ____/20____

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UNIVERSITY
FACULTY OF _________________
DEPARTMENT OF _________________
PROFESSIONAL INTERNSHIP
REPORT
SOME COMMON IN PRACTISING WRITING SKILL
AMONG SECOND YEAR ENGLISH MAJORED
STUDENTS AT FACULTY OF FOREIGN LANGUAGES
OF INDUSTRIAL UNIVERSITY OF HO CHI MINH.
SUPERVISOR:(Full name and Scientific title)
PROFESSIONALINSTRUCTOR:(Full name and Scientific Title)
STUDENT’SNAME:______________
STUDENT ID: ______________
CLASS ID:
HO CHI MINH CITY____/20_____

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TABLE OF CONTENTS
TABLE OF CONTENTS ........................................................................................................3
ABSTRACT..............................................................................................................................4
INTRODUCTION....................................................................................................................5
1. Reason for the Report..........................................................................................................5
2. Purpose of the Report ..........................................................................................................6
3. Scope of the study................................................................................................................6
CHAPTER 2 .............................................................................................................................7
SOME COMMON IN PRACTISING WRITING SKILL AMONG SYEM
STUDENTS ..............................................................................................................................7
2.1 Some issues in practising writing skills ..........................................................................7
2.1.1 Problems in use of grammar .....................................................................................8
2.1.2 Limitation of vocabulary ....................................Error! Bookmark not defined.
2.1.3 Lack of Practice ....................................................Error! Bookmark not defined.
2.2 The Strategies to Improve SYEM Writing Skill in IUH.........Error! Bookmark not
defined.
2.2.1 Prewrite (Thinking Stage) ...................................Error! Bookmark not defined.
2.2.2 Draft (Writing Stage) ...........................................Error! Bookmark not defined.
2.2.3 Revising (Improving Stage) ................................Error! Bookmark not defined.
2.2.4 Edit (Correcting Stage) ........................................Error! Bookmark not defined.
2.2.4 Publish (Sharing Stage) .......................................Error! Bookmark not defined.
2.3 Strategic knowledge equipping to practise writing skill.........Error! Bookmark not
defined.
2.3.1 Improving Grammar.............................................Error! Bookmark not defined.
2.3.2 Improving Vocabulary .........................................Error! Bookmark not defined.
2.3.3 Practising writing..................................................Error! Bookmark not defined.
Preference............................................................................Error! Bookmark not defined.

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ABSTRACT
Gaining skills and confidence in foreign language writing can open up
opportunities and empower students to take on new roles as citizens within the
community. It provides a powerful means as self-expression as well as a support for
further learning. It is no surprise that university-level leasrners are challenged to
rethink and revise some of the approaches and goals in writing in order to effectively
prepare students to successfully accomplish the memoir and other research papers.
Improving students' written performance requires both time and work. It is, then, the
role of the teacher is to enhance and emphasize its communicative functions. Based on
a previous case study on university students' writing deficit, the present
communication aims at suggesting some pedagogical implications that might cater for
university students' difficulties in writing in general and other sub-skills in particular.
It also emphasizes on some common in practising writing skill among second year
english majored students at faculty of foreign languages of industrial university of Ho
Chi Minh. Last but not least, a multimedia approach for writing is suggested to add a
context and purpose for writing, which are both motivating and meaningful.

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INTRODUCTION
1. Reason for the Report
English may not be the most spoken language in the world, but it is the official
language in a large number of countries. English has fours skills; listening, speaking,
reading and writing. I’ve always tell my students, ‘To speak is to listen and to write is
to read.’ Without the integration between these four skills, English will be clueless
There are strong demands for English across society because of its perceived
economic and social value. There are also several policy initiatives and interventions
that promote English language learning programmes as part of skills development.
While skills development and English language learning are in high demand, there are
issues about how this demand can be met.
Writing is an important skill for language production. However, it is considered
a difficult skill, particularly in English as a second language contexts where students,
especially second year English majored students, face many challenges in writing.
Academic Writing is designed for anybody who is studying at university and
needs to write essays and other assignments for exams or coursework. Gaining skills
and confidence in foreign language writing can open up opportunities. It provides a
powerful means as self-expression as well as a support for further learning and
research. Our students spend an average of five to seven years learning English upon
entering the university system. However, these students struggle with learning fluent
English, as well as lack the ability to express themselves through strong and critical
writing skills. As a result, many problems occur when they study at a university where
the medium of instruction is English language. Thus, the study of topic “Some
Common in Practising Writing Skill among Second Year English Majored Students at
Faculty of Foreign Languages of Industrial University of Ho Chi Minh” is necessary to
carry out.

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2. Purpose of the Report
The study aimed to investigate the English language writing strategies used by
Second Year English Majored (SYEM) Students at Faculty of Foreign Languages of
Industrial University of Ho Chi Minh. There were three major areas which are
addressed in the course of the report.
Firstly, there are some issues that (SYEM) Students face when practising
writing skills.
Secondly, there are some writing strategies that (SYEM) Students can deploy to
improve this skill.
Thirdly, there is strategic knowledge that helps to write texts in a foreign
language that (SYEM) Students need equipping to practise their writing skill.
3. Scope of the study
The study is carried out in Industrial University of Ho Chi Minh in which
(SYEM) Students are surveyed to know some common in practising writing skill.
However there is some limitations in this report. Firstly, the report is carried out on
(SYEM) Students in Industrial University of Ho Chi Minh that does not present for all
students who study english major in Vietnam. Moreover, reporter’s knowledge is
limited, thus The report is also partially affected.

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CHAPTER 2
SOME COMMON IN PRACTISING WRITING SKILL AMONG SYEM
STUDENTS
2.1 Some issues inpractising writing skills
Difficulties in writing in vocabulary and grammar of the second year students
Figure 2. 1: Forms of writing difficulties

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(Source: Yogyakarta State University)
2.1.1 Problems inuse of grammar
After teaching the non-English major tudents especially freshmen at Ho Chi
Minh University of Industry for some years, it has been recognized some big obstacles
which prevent English language teachers and learners in Vietnam from achieving their
aims. These obstacles are: large and heterogeneous classes, students’ low level of
English language proficiency, students’ low motivation and some others.
Unfortunately, this is not only the situation in these universities but also the case for
many other colleges and universities in Vietnam, especially their writing skill is not
good enough.
Learning the basics of English grammar is a worthwhile endeavor, even if you
have no interest in becoming a professional writer. These findings supports the KNEC
report for year 2010 results which indicated that many students showed low level of
content mastery, demonstrated poor word choice, use of wrong grammar and lacked
logical argument and coherence. A study by Eyinda and Shariff (2009) also showed
that inadequate teaching and learning resources and lack of learners’ interest are some
of the challenges experienced in the acquisition of writing skills in an ESL context.
The analysis of ESL learners writing samples revealed a total of 1217 problems
in grammar,syntax, vocabulary, spelling, punctuation, word form and word order,
spoken expressions,contracted forms, cohesion, repetition of ideas and L1 influence.
(See Picture 2.1)The highest number of errors was made in grammar. Grammatical
errors includederrors of different word classes, subject-verb agreement, and forms of
singular and plural,for example, ‘these applications gives a proper protocol to
communicate others’, ‘these channels provide numerous number of information’,
‘every day the situation goes bad tobad’ and ‘their personality impress by
everyone’.Grammar was followed by syntax. Syntactical errors show learners’ lack of
commandover structure of a sentence. They wrote sentences like, ‘I am going in
weekend and moreenjoy our family and see previous struggle.’ The third highest
number of errors belonged to vocabulary, for example, ‘Using the connection between
the student and teacher, this(psychological) error from our societycan evaporate’.
Table 2. 1: Writing Problems

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(Source: Journal of Education & Social Sciences)
The SYEM students made errors in various aspects of English grammar rules.
The errors ranged from a very trivial one up to the most complicated one. The errors
happened, for instance, in the use of article, sentence patterns, tenses, diction,
parallelism, concord, gerund, to infinitive, and participle. Just to give some illustration,
here are some examples of errors made by the students in the drafts of their theses.
Table 2. 2: Commom grammar errors

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(Source: Ahmad Dahlan Journal of English Studies (ADJES)
Vol. 3, Issue 2, September 2016)
Theses written in English at universities of applied sciences have gradually
become more and more common. Some universities of applied sciences already have a
well-functioning process, but the majority of big deal with the issue on a case by case
basis or by relying on the grammar practices of one degree programme. Although this
study focused on theses written in English, the outcome of the study suggests strongly
that some of the prevailing problems of theses in English can only be solved by
improving the thesis process overall in both domestic languages and English, and by
making sure that principles of academic writing in general are common knowledge to
students.

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