Thực trạng dạy viết văn bản nghị luận phân tích tác phẩm truyện theo tiến trình và đặc trưng thể loại cho học sinh lớp 8 tại thành phố Cần Thơ

Tóm tắt

Writing argumentative essay analyzing narrative works is an important content in teaching Literature in secondary school. This study surveys the current state of teaching argumentative writing analyzing narrative works according to the process and genre characteristics for 8th-grade students in Can Tho City. Data was collected through surveys from 30 Literature teachers and 127 8th-grade students at Binh Thuy Secondary School and Long Hoa Secondary School. The study uses document analysis and descriptive statistics, including frequency, percentage, and average score. The results show that teachers generally highly value the role of teaching writing according to the process and genre characteristics; however, essay editing activities have not been given as much attention as pre-writing and in-writing activities. Students still face difficulties in finding ideas, expressing themselves, selecting evidence, analyzing elements of narrative works, and transforming reading comprehension results into argumentative arguments. Based on theoretical foundations and survey results, this study proposes a five-step process for teaching writing: genre orientation and identification; understanding the topic and gathering information; brainstorming and outlining; writing practice; and editing and perfecting the writing. This process contributes to providing a reference basis for teachers in organizing the teaching of argumentative essay writing analyzing narrative works in grade 8.