Level II

Chapter 9
Writing

English and Vietnamese Page

IC3, IT, TOEFL, Best Answer
English | Vietnamese
Assessment

Are artists, poets, authors, musicians, and performers crafters of their culture, or are they respondents to trends already set in their culture? Can you identify current trends in the art of your culture?

Câu hỏi hướng dẫn:

English Language Lesson

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 This is a picture of a lacquered box with inlaid mother-of-pearl. Lacquered inlay is a traditional art form in Vietnam. The design of the picture is traditional as well. To what extent does a country’s traditional art form give identity to a culture? What does this art mean for us today? Is it something we need to preserve? Can we change the tradition and make it modern? Do we continue to develop artisans who carry forth this tradition? Is tradition static or does it evolve?

The two paragraphs below were written about Native American art. Yet what is written here seems universal for all art that is traditional. So this revised text substitutes the word “traditional” for “Native American.” The words in bold print are likely new vocabulary words.

 Ideas Expressed through Art
nativetech.org/art/artidea.html

 To interpret [traditional] art , one must identify who this art is produced for and what messages it conveys. The cultural contexts of art may involve religion, politics, and divisions of labor. Art may express ideas of human creation, authority and prestige, or ideas about acceptable roles in that society. Although art may have practical application for a society, art also appeals directly to the imagination of the artist. Art is a visual way for people to reflect upon what is going on in their cultural and natural environment, and allows others a way to see how people perceive their natural world.

Art conveys meaning with symbols and icons, which are culture specific. There is usually no direct connection between the symbol and the object it represents. Symbols can have very different meanings to different cultures. As a result, to understand the symbolic aspects of art, one must know what the symbol means to the society that uses it. Artists must abide by the rules or conventions of their culture when they use symbols to communicate ideas. Often it is not possible to separate the everyday use of an object from the embellishment of that object.

Look at the following pictures. One is a painting of a tradition and a form of art (mid-Autumn Festival lantern) and the rest are pieces of traditional art. Free write whatever comes to mind about these pictures. You may have a memory or story related to one of these pictures. You may think about the symbolism of the art piece. You may think about where the art is kept and for what purpose it was made. You may think about the artist who made it or the age-old techniques used to create the piece of art. Write for at least fifteen minutes and do not worry about grammar or the structure of your writing. Just get your ideas down.

 In Vietnam today, many of the traditional art forms are appealing to tourists. Does the meaning of the tradition then change? Have traditional art forms made for export or tourism lost their meaning? Or does the fact that this tradition is valued by people who are not Vietnamese add new meaning to the art object? If these questions have stimulated more ideas for writing, add these thoughts to your free writing.

 Introduction to Skill(s):

 The writing assignment for this chapter simulates taking an essay test. Here we will offer you strategies for preparing to take such a test and teach skills for better test taking. Part One explains ways of taking notes from written material. Part Two teaches strategies for actually taking the test.

Part One: Taking Notes from Written Material

Sources: http://www.art.man.ac.uk/studyskills/note_taking/how_to_take_notes.htm, http://www.art.man.ac.uk/studyskills/research_skills/summary_sheet.doc

There are no “rules” for note taking. Preferences for taking notes vary from person to person depending on how each student learns. Students should focus on ways that best serve their needs. Since this curriculum stresses different ways of learning, students may need to explore ways of studying and note-taking that are different than before. For example, in this curriculum it is not as important to memorize materials. Students expressing themselves in their own words is of much higher value. Taking notes that help students find their own voice is of great importance. The techniques by which students take notes should not be slow, boring, or passive. Rather, it is an active form of learning.

Here are a few guidelines and examples to help students find the approach to note-taking that best serves their own needs:

DON’T:

• Copy sentences verbatim (that is, “word for word”) except for when you mean to make a direct quote
• Copy a mass of factual information for the days of writing entire textbooks into notebooks is over

DO:

• Be neat
• Use headings, bullets ( s ) and/or numbered points; perhaps use an outline
• Highlight either by underlining or by using a highlighter pen
• Leave large spaces in order to add more later; perhaps re-write with hindsight
• Use abbreviations or shorthand, but spell out personal or place names legibly
• Note fully bibliographic information, such as the author, title, place and date of publication, and page numbers that are referenced
• Use the technology made available to you, whether that’s a photocopier, Internet connection, or pencil and paper

Taking Notes from Written Material

 A student’s method of note-taking should encourage the student to read texts in an active way. When reading you should be constantly asking yourself: What is the text about? Why did the author write this text? What questions did the author seek to answer? What is the main argument? What evidence is used to support the argument? Are there new concepts or terms used to present this argument? What is the context from which the author writes? What is the context for your own reading of this text? Note down what you will need to remember. It helps if you have a question or set of ideas to direct your reading. Perhaps your instructor has already given you some guidance with a lecture or essay question. The bottom line is this: you need some idea of what you are looking for as you read each text.

The following suggestions may help:

• Always make note of bibliographic information, such as the author, title, place and date of publication, and page numbers that are referenced.
• Be selective. Choose which parts are most relevant to your subject or question. The content and index pages can help you identify which part of the text is relevant.
• Read critically. Think and note down any questions that come to mind. Note any objections you have to the arguments presented.
• Personalize your notes with your own words, comments and reactions.
• If you own the book or if you are working from a photocopy, highlight and underline key ideas as you read. You can write your response to these ideas in the margins of the text. Of course, you should NOT do this if you are reading a library book!
• Focus on the introduction and conclusion to the text. In western rhetoric, these parts of a text often present the underlying question, basic argument that answers this question (thesis), the author’s context, important concepts and terms, and a summary of how the argument will be supported.

Models of Note-taking

There are many different formats for taking notes. We have already worked on outlines as one form of note-taking. Other formats may be Summary Sheets and Mind-maps which are shown below. There are many others. Students should find a format that best meets their style and subject matter.

There are many different kinds of reading materials and reading contexts from which students take notes. Notes that are taken from lectures, seminars, and interviews are different than notes from a book or article. Reading and listening are different skills and fulfill different purposes. Reading materials usually have structure and there is the advantage in that the student can go back and re-read. The student should, however, determine the purpose of the reading material. It may be objective, based in fact, or expressive of an opinion. Knowing the purpose of the reading material helps one answer this question. Note in the box below the differences between reading materials:

Textbooks

These are written to provide students with a general outline and synopsis of the subject. They are useful for providing a guide to the chronology of events, the principal themes, the debates attached to them and suggestions for further reading.

Monographs

A product of original research, these books are written for specialists. They can provide both new empirical material and a fresh approach. More modern titles are particularly useful as they often summarize debates.

Articles/Essays

These generally summarize the central arguments of forthcoming books, or present new research that confirms or denies the findings of previous work. In either case, they are very valuable since they allow one to save a lot of research and reading.

Reviews

Review articles are an essential part of scholarly practice. They help one locate new works in their academic context. Review articles, which review several works together at length, are especially useful in identifying new trends and arguments in the subject. Again, they provide important short cuts to research and reading in any subject area.

It should be clear that because each of these literary forms serves different academic functions you have to read and take notes from them differently. As a general rule, aim at about 5-6 pages of notes for each book you read, and 1-2 pages for each article.

http://www.art.man.ac.uk/studyskills/note_taking/written_material.htm

Summary Sheets for Reading

You may find it useful to write a one-page summary sheet of each text you read. This way, when you come to revise your own work or need to find out relevant information, you will have an easy, direct system for referencing what you have read. The sort of information you may want to include in your summary could be:

Bibliographic information (author, title, city/date of publication, and page numbers that are referenced). B

• One key question: why was this writing needed or what is the main subject? Q
• A one-sentence rewording of the author’s thesis argument. T
• Any key terms or concepts that are introduced. C
• The context from which the author writes. C
• Brief summary of the author’s supporting arguments. Are there key facts? Key parts of analysis? FAS
• Counter arguments. CA
• Your restatement of the importance or this text. R
• Your own questions. Q

For shorthand, you can write the above bold-faced letters in the margin of a blank sheet of paper. You may also group these parts of a summary: BQT, C/C, FAS, CA, R/Q.As you read, provide one or more lines for each of these entries. Keep your own notebook of these summaries.

Alternatively, here is a summary sheet for taking notes. This is just one example of how you may take notes to ensure that all important information is written down. Feel free to copy or modify the table below. Begin the habit of using such a format as often as necessary.

B: Bibliographic information:
Q: Question/Subject:
T: Thesis (answer to question):
C/C: Concepts and context:
FAS: Facts/analysis in support: CA: Counter arguments:
R/Q: Your restatement/ questions:
Quotes:
Related Works:

Mind-Map Note-taking

 A mind-map outlines the flow of ideas that one may have as they are reading material. It is a way to see how ideas are linked and take note of one’s own ideas.

Title, Author, Publishing Information

Outlining Notes for Writing

 In previous chapters, we have introduced an even more basic writing structure of a paragraph, which has been discussed in this way:

The topic sentence:

---

Supporting ideas:

(1)________________________________________________________________________

(2)________________________________________________________________________

(3)________________________________________________________________________

Summarizing sentence:

Similarly, students can read materials and make an outline based on this more basic writing structure. So simple alternative to the above BQT, C/C, FAS, CA, R/Q outline for note taking would be:

I. One Main Idea

A. Supporting idea

1. Detail or example
2. Detail or example
   a.
   b.

B. Supporting idea
C. Supporting idea

II. Another Main Idea

A. Supporting idea

1. Detail or example
2. Detail or example
   a.
   b.

B. Supporting idea
C. Supporting idea

III. Summary

This type of outline can go on indefinitely. While it is a simple format, its weakness is that it does not require as much analysis on your part. That is, by using the simpler outline format, you are not improving critical analysis skills for finding underlying questions, identifying thesis arguments, listing important terms, concepts and context, separating in your mind “facts” from “analysis” in support of a thesis, and restating the author’s argument, let alone questioning the author’s conclusion.

You might want to try both approaches: the simpler format and the more active task of noting BQT, C/C, FAS, CA, R/Q .

Organizing Your Notes

 It is important to have a good system for organizing and storing your notes. You will need to develop some kind of filing system. When it comes to writing your essay or revising for an exam, you do not want to be wasting time sorting through large pile of papers. You want quick and easy references to your prior reading and note taking. For “exam time” is that period when you have the least amount of time to spare.

The following suggestions may help you organize your notes:

• Use a separate file for each subject area.
• Use file dividers to separate major topics.
• Arrange your notes under headings or questions.
• Number and label pages so that you can re-file them easily.
• Use one lecture book per subject.

Part Two: Strategies for Taking Tests—The Essay Exam

The Essay Exam
http://www.studygs.net/tsttak4.htm

1. Organization and neatness have merit:

Before writing out the exam

Set up a time schedule to answer each question and to review/edit all questions:  

• If six questions are to be answered in sixty minutes, allow yourself only seven minutes for each
• If questions are "weighted", prioritize that into your time allocation for each question
• When the time is up for one question, stop writing, leave space, and begin the next question. The incomplete answers can be completed during the review time
• Six incomplete answers will usually receive more credit than three, complete ones

Read through the questions once
Note if you have any choice in answering questions:

• Pay attention to how the question is phrased or to the "directives.” Pay attention to words such as "compare", "contrast", and "criticize.” See their definitions in "Essay terms" (vocabulary section)
• Answers will come to mind immediately for some questions

Write down the key words
List key words as they are fresh in your mind. Otherwise these ideas may be blocked (or be unavailable) when the time comes to write the later questions. This will reduce "clutching" or panic (anxiety or fear that disrupt your thoughts).

Before attempting to answer a question, put it in your own words

• Now compare your version with the original. Do they mean the same thing? If they don't, you've misread the question. You'll be surprised how often they don't agree.
• An instructor will surely want you to answer the question presented, and NOT grade your exam favorably if you go off in another direction answering your own question.

Think before you write
Make a brief outline for each questionand number the items in the order you will discuss them:

• Get right to the point.
  State your main point in the first sentence.
  Use your first paragraph to provide an overview of your essay.
  Use the rest of your essay to discuss these points in more detail.
  Back up your points with specific information, examples, or quotations from your readings and notes.
• Teachers favor compact, complete, clear, and organized answers.
• Writing in the hope that the right answer will somehow turn up is time-consuming and usually futile.
• To know a little yet present it well is better than knowing much but presenting it poorly.

2. Writing and Answering:

Begin with a strong first sentence that answers the exam question presented
This answer is your thesis. Continue this first paragraph by presenting any key concepts or context that your instructor should know in order to follow your thesis. Provide a “roadmap” of the key parts of the argument that you intend to make.

Develop your argument

• Begin each paragraph with a separate key point from the introductory paragraph; this topic sentence should set the stage for the entire argument made in this paragraph; if you were to read all of the topic sentences for all of the paragraphs in your exam essay, they should reflect the introductory paragraph of your essay.
• Develop each point in one complete paragraph.
• Use transitions to connect your points within a paragraph, and to connect separate paragraphs to each other.
• Hold to your time allocation and organization.
• Avoid absolute and definitive statements since your essay exam is not a “proof” of some research, but rather a stage in your learning; hence your exam is a qualified answer and suggests that you have more yet to learn.
• Qualify answers when in doubt. For example, it is better to say "toward the end of the 19th century" than to say "in 1894" if you cannot remember whether it's 1884 or 1894. In many cases, the approximate time is all that is wanted; unfortunately 1894, though approximate, may be incorrect, and will usually be marked accordingly.

Summarize in your last paragraph

Restate your central argument, indicate why it is important, and perhaps pose some relevant questions that this essay has provoked.

Review:

• Complete questions left incomplete, but allow time to review all questions
• Review, edit, correct misspellings, incomplete words and sentences, miswritten dates and numbers.
• Not enough time? Outline your answers. An outline is worth much, much more than a blank space.

Writing Assignment:

This chapter’s writing assignment is to write short essay answers to the questions below. Research your answers on the Internet, in books and articles, and/or through interviews of persons with knowledge of the traditional art form you choose to describe. Work through the entire English Language Section of this chapter and it will help you formulate and write your answers. Then write your answers neatly to hand in to your instructor.

On the last day of studying this chapter, take a mock test. That is, take this essay test having time limitations. Do not memorize your answers. Rather, write in a more spontaneous manner drawing on all the information you have gathered. Keep answers brief and to the point.

  1. Briefly describe the history, tradition and process for creating a traditional Vietnamese form of art.

Here are suggested art forms, but you may think of others:

• Lacquer painting
• Embroidery
• Stone Carving
• Ceramics
• Performing Ca Tru and other kinds of traditional folk songs
• Water Puppets
• Playing traditional instruments
• Traditional dance
• Poetry, Theater, Opera
• Mid-Autumn Festival Lanterns
• Silversmithing; Jade jewelry
• Ao Dai dress design, Silk and Fabric design
• Basket-making
• Cao Dai, Khmer or Muslim architecture, temple architecture, colonial architecture, other architectural styles
• Drums

2, Has this art form changed over the years? Describe how the traditional art form has evolved shaped by new purpose, new techniques, and/or symbolism.

3. In your opinion, what do these traditional art forms mean for Vietnam today? Is it important to preserve this art form? Why?

4. Are artists, poets, authors, musicians, and performers crafters of their culture, or are they respondents to trends and policies already existent in their culture?

5. Can you identify current trends in the art of your culture?

Vocabulary:

 For the writing assignment in this chapter, you will need to generate your own list of vocabulary that pertains to the traditional form of art that you have chosen to describe. Here are a few words that may be used for the art in general. You should be aware of the meanings of the words and phrases below. Also look at the end of the chapter for a glossary of visual arts terms.

Here are a few words that may be used for the art in general.

to create to render to reflect to convey to express to craft to perceive to decorate to embellish

embellishment symbol icon imagination talent technique process

creative process to interpret art

In this chapter we also study the skill of answering essay questions. To assist with this study, the “Terms or Directives for Essays, Reports and Answering Questions” follows:

Terms or Directives for Essays, Reports and Answering Questions
http://www.studygs.net/essay%20terms.htm

Modified and adapted from:  Communication Skills Development Center, Division of Student Affair, University of South Carolina as found at http://www.history.ohio-state.edu/essayexm.htm January 2002

These words are "directives" and ask you to answer, or present information, in a particular way.  Review these, and most of all note that there are different ways of answering a question or writing a paper!

Compare: Examine qualities, or characteristics, to discover resemblances. "Compare" is usually stated as "compare with": you are to emphasize similarities, although differences may be mentioned.

Contrast: Stress dissimilarities, differences, or unlikeness of things, qualities, events, or problems.

Criticize: Express your judgment or correctness or merit. Discuss the limitations and good points or contributions of the plan or work in question.

Define: Definitions call for concise, clear, authoritative meanings. Details are not required but limitations of the definition should be briefly cited. You must keep in mind the class to which a thing belongs and whatever differentiates the particular object from all others in the class.

Describe: In a descriptive answer you should recount, characterize, sketch or relate in narrative form.

Diagram: For a question which specifies a diagram you should present a drawing, chart, plan, or graphic representation in your answer. Generally you are expected to label the diagram and in some cases add a brief explanation or description.

Discuss: The term discuss, which appears often in essay questions, directs you to examine, analyze carefully, and present considerations pro and con regarding the problems or items involved. This type of question calls for a complete and entailed answer.

Enumerate: The word enumerate specifies a list or outline form of reply. In such questions you should recount, one by one, in concise form, the points required.

Evaluate: In an evaluation question you are expected to present a careful appraisal of the problem stressing both advantages and limitations. Evaluation implies authoritative and, to a lesser degree, personal appraisal of both contributions and limitations.

Explain: In explanatory answers it is imperative that you clarify and interpret the material you present. In such an answer it is best to state the "how or why," reconcile any differences in opinion or experimental results, and, where possible, state causes. The aim is to make plain the conditions which give rise to whatever you are examining.

Illustrate: A question which asks you to illustrate usually requires you to explain or clarify your answer to the problem by presenting a figure, picture, diagram, or concrete example.

Interpret: An interpretation question is similar to one requiring explanation. You are expected to translate, exemplify, solve, or comment upon the subject and usually to give your judgment or reaction to the problem.

Justify: When you are instructed to justify your answer you must prove or show grounds for decisions. In such an answer, evidence should be presented in convincing form.

List: Listing is similar to enumeration. You are expected in such questions to present an itemized series or tabulation. Such answers should always be given in concise form.

Outline: An outline answer is organized description. You should give main points and essential supplementary materials, omitting minor details, and present the information in a systematic arrangement or classification.

Prove: A question which requires proof is one which demands confirmation or verification. In such discussions you should establish something with certainty by evaluating and citing experimental evidence or by logical reasoning.

Relate: In a question which asks you to show the relationship or to relate, your answer should emphasize connections and associations in descriptive form.

Review: A review specifies a critical examination. You should analyze and comment briefly in organized sequence upon the major points of the problem.

State:  In questions which direct you to specify, give, state, or present, you are called upon to express the high points in brief, clear narrative form. Details, and usually illustrations or examples, may be omitted.

Summarize: When you are asked to summarize or present a summarization, you should give in condensed form the main points or facts. All details, illustrations and elaboration are to be omitted.

Trace: When a question asks you to trace a course of events, you are to give a description of progress, historical sequence, or development from the point of origin. Such narratives may call for probing or for deduction.

Passage(s) in English:

Searching the Internet (Google.com), you might find these articles on Bat Trang ceramics.

The highlighted passages are the sentences and phrases that help answer the questions in the writing assignment.

Article 1:
Bat Trang Ceramics Keep Tradition Alive
From http://www.vietnamgateway.org/about/index.php?id=0103&cid=041019091444
VOV - (19/10/2004)

 

The 100- year-old pottery village of Bat Trang is located 13 km southeast of Hanoi. In recent decades, the vitality of this village could be seen by thousands of pottery kiln fired up day and night. For more than half a century, Bat Trang ceramics have been well known for use in worship and in daily life including bowls, dishes, pots, cups, wine pots, vases and leg lamps. The village’s wares are sold throughout the country and abroad.

Bat Trang ceramics are well-liked because of their harmonious and unique designs, patterns and glaze, which are strongly imbued with national identity . John Moni, a US professor in ceramics, once said that Vietnamese ceramics could rank second or third in the world. Bat Trang ceramics have found their way to different countries and museums in France, the Netherlands, Turkey, Japan and the Philippines. Despite fierce competition from similar products in the domestic market and also two world major ceramic centers in India and China, Bat Trang ceramics hold their own. "Since the old days, Bat Trang ceramics have been traded to far places’’. Pham Dung, a ceramic collector said, "Archaeological artifacts show that Bat Trang ceramics have gone to many countries in the world.”

“In today’s international integration trend, Bat Trang ceramics still maintain their own unique characteristics with their traditional designs and patterns.’’

Bat Trang ceramics’ substantial traditional value is still maintained and respected today. Local artisans are proud of being born and growing up in this area and are determined to keep their predecessors’ traditional craft alive and intact .

 

Artisan Tran Do, who has a great passion for ceramics specialized in traditional patterns and glazing methods. Do’s ceramics are highly appreciated by his fellow villagers and people from other countries. ,"I’m proud of my village’s traditional craft, which is famous not only at home but also abroad.’’ Artisan Tran Do said:’’ I have been trying to restore my village’s traditional ceramic craft by studying Bat Trang’s ancient ceramics. This is not an overnight job but requires long-term and concerted efforts.’’

Sharing the same desire to restore the traditional ceramic craft, artisan Vu Duc Thang wants to cover his products with a new coating, which has been refined through out his years of hard work. His products have a very special and unique style. "As a villager from Bat Trang, I think my village is very beautiful.’’ Artisan Vu Duc Thang said: ’’I always think that ceramics still lack something lively. Therefore, I experimented with a new coating, which in my eyes bring life and art into the ceramic piece so that people can admire the ceramics using them.”

Bat Trang villagers have been working hard to restore, maintain and develop the traditional values of their craft. In addition to revitalizing traditional designs, patterns and glaze, the villagers have also realized their predecessors’ dream of making big ceramic pieces. Big flower vases made by artisan Le Minh Chau and his family are an example. He has made some of the biggest vases in Vietnam, which are 3.16 meters high, and is continuing to make much bigger and taller vases.

In the common development of the craft village, each family and each artisan has found their own way of doing the trade. But they all share one desire to maintain and promote their traditional values. This is the factor that has helped the village develop for many years and proper during the current period of international integration.

Article 2:
Characteristics of Bat Trang Ceramic Wares
http://www.viettouch.com/art/vietnam_art_battrang.html
Minh Bui

The National Museum of Viet Nam History possesses a comprehensive collection of Bat Trang ceramic wares, which date from the 14th to the 19th century. The collection is divided in three groups of ware of different features and styles:

Utilitarian ware (plates, bowls, teacups, kettles, wine bottles, flowerpots and vases): This type of ware has a thicker and heavier body compared to the Chinese ceramics. The utilitarian wares are mostly covered with ivory, moss green or brown glaze. Common designs used on utilitarian wares were sacred and ordinary animals such as dragon, phoenix, tortoise, horse, tiger, bird, floral scroll, and landscape scenery.

Cult ware (lamp stands, candle holders, incense burner and altar boxes): This type of Bat Trang ceramics were produced predominantly for religious needs. Many of these pieces, especially the lamp stands, carried intricate molding applied around the body. Bat Trang cult wares are well known for their elaborate design and meticulous crafting.

Decorative objects (house models, altars, statues and architectural fixtures): These objects usually carried very complex design of mythical and religious theme. Bat Trang tiles and architectural fixtures are also known to be used in the construction of the imperial court in Hue in the early 1800's.

References: Gom Bat Trang The Ky 14-19 th

Article 3:
Bat Trang Ceramics Trademark Announced
11/17/2004 -- 22:37(GMT+7)
http://www.vnagency.com.vn/NewsA.asp?LANGUAGE_ID=2&CATEGORY_ID=30&NEWS_ID=127312

Ha Noi, Nov. 17 (VNA) - The Bat Trang Ceramics Association announced the Bat Trang Viet Nam trademark and launched the Bat Trang Export Promotion Centre (BTEPC) in Ha Noi on Wednesday.

The project to develop the trademark and the centre was funded by the International Finance Corporation's Mekong Project Development Facility (MPDF) with the aim of boosting the ceramics industry in Bat Trang.

MPDF senior advisor Len Cordiner said that the establishing of the Bat Trang trademark and the BTEPC will be a significant step for the village's development. MPDF considers the Bat Trang trademark and BTEPC as important means to market its products to international markets. "The Bat Trang trademark will ensure the position in domestic and foreign markets for more than 400 businesses operating in Bat Trang village," Len Cordiner said.

The Bat Trang potters' village dates back to 1010. The Viet Nam National Historical Museum displays Bat Trang ceramic art pieces dating back 700 years. In about 1100, Hua Vinh Cao taught villagers how to make white graze, and now the land is well-known for its ceramic products with special characteristics.

Secretary General of the Viet Nam Historians Association Duong Trung Quoc stressed that the special characteristics of Bat Trang ceramics can be found in the type of enamel used at the end of the Tran dynasty or beginning of the Le dynasty. This created the difference between Bat Trang ceramic and porcelain wares and others.

The Bat Trang trademark is one of the first trademarks the Ministry of Culture and Information has granted a certificate of national trademark.

On this occasion, the BTEPC launched a website www.battrang-ceramics.org to introduce and promote Bat Trang traditional and modern products to foreign companies.

The centre will take part in international trade fairs, supply products for its agents nationwide and offer tourism products to Vietnamese and foreign tourist organizers. MPDF will provide 150,000 USD for the project.

At present, more than 80 percent of the villagers live by crafting ceramics, earning 40 million USD from exports every year.

Copyrights, Vietnam News Agency
5 Ly Thuong Kiet St. , Hoan Kiem Dist., Hanoi, Vietnam  

---

Exercises and Activities for Comprehension and Analyzing Content:

 Exercise 1: Use Reading 1 to fill in the summary sheet  

B: Bibliographic information:	“Bat Trang Ceramics Keep Tradition Alive.” http://www.vietnamgateway.org/about/index.php?id=0103&cid=041019091444 VOV - (19/10/2004)
Q: Question/subject:	Briefly describe the history, tradition and process for creating a traditional Vietnamese form of art. Has this art form changed over the years or has it certain identifying marks of a region? Describe how the traditional art form has evolved shaped by new purpose, new techniques, and/or symbolism.
T: Thesis (answer to question):	Bat Trang ceramics speak to Vietnam’s national identity since they combine harmoniously the particular designs, patterns and glazes of the Red River Delta culture.
C/C: Concepts and context:	Designs, glazes, national identity; Red River Delta surrounding Ha Noi, Vietnam
FAS: Facts and analysis in support:     CA: Counter arguments?	1. Bat Trang ceramics have harmonious and unique designs, patterns and glaze; 2. National identity as a critical cultural purpose; 3. Extent to which old pieces of Bat Trang pottery has been found all around the world; and 4. Testament to its value over the centuries.
R/Q: Your restatement and questions:	Can we preserve the tradition and also make something new at the same time? How does an artist do that? Learning the old techniques well—passing them on.
Quotes:	Artisan Vu Duc Thang said: ’’I always think that ceramics still lack something lively. Therefore, I experimented with a new coating, which in my eyes bring life and art into the ceramic piece so that people can admire the ceramics using them.”
Related Works:	www.vietnamgateway.org www.nativetech.org http://www.viettouch.com/art/vietnam_art_battrang.html http://www.battrang-ceramics.org/

 

Exercise 2: Use Article 2 to fill in this mind map. Make as many circles and arrows as needed.

 

 Characteristics of Bat Trang Ceramic Wares
http://www.viettouch.com/art/vietnam_art_battrang.html
Minh Bui
References: Gom Bat Trang The Ky 14-19 th

Exercises and Activities for Developing Content of Student Writing:

 Exercise One: Select Your Topic
If you have not chosen a traditional art form to write about by now, you should now do so. All the exercises below should focus on developing the answers to the questions in the writing assignment.

Your Selected Topic is: _______________________________________________________

Exercise Two: Identify Keywords
Look at all five of the essay questions in the writing assignment. Make a list of keywords that will help you gather information. Fill in the blanks below. The first question is partially done for you as an example.

Keywords:

1. history, tradition, process of ______________________(selected topic)

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

Exercise Three: Gather Information
Search for resources that give you information about the traditional art form you have selected to write about. You may use the Internet (the websites cited in the articles above may be of use to you), books, articles or interviews.

Here are a few websites that may be of interest to you:

American Museum of Natural History/ Journeys of Body, Mind and Spirit
http://www.amnh.org/exhibitions/vietnam/09_market/

Things Asian
http://www.thingsasian.com/goto_article/article.749.html

Vietnam Art Books.com
http://www.vietnamartbooks.com/articles/article.html?id=67&filter

The Gioi Publishers
http://www.nhandan.org.vn/english/identity/090601identity.html

Viettouch.com
http://www.viettouch.com

Vietnam Development Gateway
http://www.vietnamgateway.org/chuyenmuc.php?chuyenmuc=0103&action=more&date=041129230627

Exercise Four: Take Notes
Take notes by copying the forms above that best serve your needs; that is, copy the summary sheet, the mind map or develop your own format for an outline.

Note that questions 1 and 2 of the writing assignment require research and finding facts and information. Questions 3, 4, and 5 require that you form and express your own arguments. These arguements, however, should be based in the information that you are gathering.

Exercises and Activities for Building Skills:

Exercise Six: Preparing to Write
Write a brief outline for each question and number the items in the order you will discuss them. For some answers, it may take only one paragraph to answer. For other questions, it may take more than one paragraph. The outline will help you know that.

 Exercise Seven: Writing & Answering
For each of the five questions, develop your answers by following these guidelines:

Begin with a clear first sentence Stating your argument in answer to the question:
Continue this first paragraph by presenting key points

Develop your argument (Review the “Introduction to Skills” section of Part Two)

Summarize in your last paragraph
Do this only if your essay is more than a paragraph.

 

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Exercises and Activities for Incorporating Skills into Student Writing:

Exercise Eight: Taking the Essay Test
Take the Essay test in class. Your teacher will determine how much time to give you to take the test and which questions you will answer in class. Try to use all the skills recommended in the Introduction to Skills section when taking the test.

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