Structured Based Essay Framework and Traffic Light Assessment

By
Sharifah Binti Che Hassan
Desa Murni Form Six College, Sungai Dua, Butterworth, Pulau Pinang

Abstract

This action research investigates the effectiveness of combining the Structured-Based Essay
Framework and Traffic Light Assessment to enhance essay writing proficiency among ten students at
Desa Murni Form Six College. The study aims to provide students with a systematic approach to
essay organization and real-time feedback through Traffic Light Assessment, ultimately improving
their writing skills and overall academic performance. Before the intervention, students struggled with
coherent essay structure, thesis statement formulation, and providing sufficient evidence for their
arguments. The Structured-Based Essay Framework was introduced to guide them in creating
engaging introductions, well-structured body paragraphs, and impactful conclusions. The Traffic Light
Assessment was integrated during the writing process, using color-coded feedback (RED, YELLOW,
GREEN) to identify areas for improvement, further development, and strengths. After implementation,
students demonstrated significant improvement in essay writing skills. The structured approach led to
clearer arguments and logical flow. Real-time feedback from the Traffic Light Assessment enabled
immediate addressing of areas needing improvement, fostering continuous writing development.
Students were more engaged and motivated during the writing process. The color-coded indicators
empowered them to identify strengths and weaknesses, instilling a sense of ownership in their writing.
The systematic approach and real-time feedback facilitated well-organized essays and improved
critical thinking skills. This intervention promoted active engagement and motivation in the learning
process, suggesting that combining the Structured-Based Essay Framework and Traffic Light
Assessment significantly contributes to students' writing development and academic success

Keywords: essay writing proficiency, structured based essay framework, traffic light assessment, real-
time feedback, student engagement, academic performance.

1.0 REFLECTION
I've noticed that many Form Six students, aged 18 to 19, have trouble organizing their ideas
in essays. Writing well is a big deal, especially for exams like MUET. But a lot of Form Six
students struggle to put their ideas together in a clear way. This can make their essays
confusing and not very convincing.

One big problem is how to organize ideas. Opinion essays need to show personal views with
good reasons. Argumentative essays need clear points with facts to back them up. But going
from thoughts to a well-organized essay is hard.
Another issue is shifting from talking to writing. Where the students tried to write how they
talk, most of their ideas might not make sense. Making written words as clear as spoken
words takes practice.

Tone and style are also tricky. Opinion essays need a personal touch, while argumentative
essays need to sound formal. This can be confusing.

In the end, guiding Form Six students through essay writing is about using a simple and
clear approach. By recognizing where they struggle and using tools like structured essays
and the traffic light method, I can help them improve. This way, they can write essays that
make sense and show their ideas effectively, which is important for exams and beyond.

2.0 RESEARCH FOCUS

The research focuses on understanding the difficulties Form Six students (aged 18-19) face
when organizing ideas in opinion-based and argumentative essays for the MUET exam. The
goal is to develop effective strategies to help students overcome these challenges by
improving their essay structuring, transitioning from speaking to writing, and adapting writing
tone and style. Ultimately, the research aims to enhance students' writing skills and
proficiency in expressing ideas clearly and persuasively.

3.0 RESEARCH OBJECTIVE

The research objective is to explore the difficulties Form Six students (aged 18-19) face in
effectively organizing ideas within opinion-based and argumentative essays for the MUET
exam. The aim is to analyze the specific challenges related to arranging ideas coherently
and logically in their essays. Based on this analysis, the objective is to devise practical
strategies that can help students enhance their ability to organize their ideas more effectively
in their essay writing, ultimately improving their overall writing proficiency.

3.1 General Objective

The general objective is to improve Form Six students' (aged 18-19) proficiency in
organizing ideas within opinion-based and argumentative essays for the MUET exam, by
identifying challenges and implementing effective strategies for enhanced essay
organization.

3.2 Specific Objective

The specific objective is to investigate the specific challenges faced by Form Six students
(aged 18-19) in organizing ideas within opinion-based and argumentative essays for the
MUET exam, and to develop and implement targeted instructional approaches that aid in
improving their skills in structuring and presenting ideas coherently in their essays.
4.0 TARGET GROUP
This action research focused on 10 Second Semester students, from the classes that I have
been teaching. All of them have been learning English for more than 12 years and they need
to sit for MUET in Session Three (October 2023). But they still unable to write the essay
according to format taught earlier in First Semester. Most of the students encountered
problems in developing their ideas thoroughly. They present vague or underdeveloped
explanations for their opinions, leading to essays that lack substance and coherence.

5.0 RESEARCH PROCEDURE

5.1 INITIAL OBSERVATION

In the writing class, I have identified a group of 10 students who appear to face particular
challenges in effectively organizing their ideas within essays. These students, despite their
commitment, struggle to create coherent and logically structured arguments in both
argumentative and opinion-based essays. To better understand their difficulties, I reviewed
samples of their writing in these two essay types.

Student A: I have many events that made me. From family to school to friends. I like sports
also. All these things are important.

Student B: I think family is important. They teach me good. Also, school is good. I have
friends there. We play and study. It is fun.

Observation: Activity 1

I noticed that a few students have trouble fully developing their ideas. Their explanations for
their opinions might not be clear or detailed enough. This makes their essays seem like they
don't have much substance and don't flow well.

Reflection on Activity 1

The problem of students grappling with developing their ideas thoroughly in opinion-based
essays is significant in this activity. This challenge can lead to essays lacking substance and
coherence, hampering the effective communication of their viewpoints. Addressing this
concern through focused guidance and practice can empower students to enhance their idea
development skills, enabling them to present well-structured and convincing essays.

5.2 Action Plan

i. Initial Assessment: Administer a diagnostic writing task to evaluate students' initial
writing skills and pinpoint areas requiring improvement in organizing ideas.
 ii. Introduction of Structured-Based Essay Framework: Facilitate interactive
sessions to introduce students to the structured essay framework, emphasizing
the significance of clear introductions, coherent body paragraphs, and conclusive
conclusions in idea organization.

iii. Implementation of Traffic Light Assessment: Gradually introduce the traffic light
assessment method, allowing students to categorize their writing strengths
(green), areas for improvement (yellow), and critical issues (red) related to essay
organization.

iv. Progressive Practice: Present progressively challenging writing prompts to

students, enabling them to apply the structured framework while organizing
ideas. Encourage peer review sessions, enabling students to evaluate each
other's essays using the traffic light assessment approach.
v. Integration of Self-Assessment: Guide students in conducting self-assessment
using the traffic light system on their own essays. Foster their ability to reflect on
strengths and weaknesses in their essay organization.

vi. Development of Peer Assessment: Equip students with guidelines for peer
assessment that delve deeper into specific organizing issues. Monitor their
capability to provide constructive feedback on their peers' essays.

vii. Continuous Evaluation and Feedback Loop: Regularly collect and review essays,
comparing current samples to initial writings. Implement rubrics evaluating both
structured frameworks and effective application of traffic light assessment.

viii. Individualized Support: Provide personalized guidance to students who continue

to struggle despite the introduced methods. Offer one-on-one assistance and
targeted exercises to address individual challenges.

ix. Ongoing Reflection and Adjustment: Periodically reflect on the efficacy of the
structured framework and traffic light assessment. Modify teaching strategies
based on student feedback and progress data to ensure ongoing improvement.

This action plan outlines the steps for systematically tracking students' progress in
organizing ideas through structured frameworks and traffic light assessment. Through these
methods, students can self-assess, engage in peer learning, and receive tailored support,
ultimately enhancing their writing skills.
5.3 Intervention
5.3.1 Introduction To: Structured Based Essay Framework

tructured ased ssay rame or

Paragraph One: Introduction:

Hook: Incorporate a captivating statement or question to engage the reader and highlight
the importance of the topic according to the prompt.

Background info: Provide context on the topic and its emphasis on argumentative/opinion-
based essay writing. Explain the challenges faced in accordance to the prompt.

Thesis and 3 key points: State the thesis that emphasizes the prompt. Identify three key
points that will be discussed in the essay.

Paragraph Two – Paragraph Four: Key Point (1/2/3)

Main Idea: Discuss key point

Elaboration: Explain the specific issue. Emphasize the importance of coherence, logical
progression, and addressing the prompt's requirements.

Evidence: Provide examples that demonstrate key point. Showcase how the evidence can
effectively develop their arguments within the prompt.

Explanation: Discuss how the evidence support the arguments with evidence, and
maintaining a clear focus according to the prompt throughout the essays.

Counterargument (optional): Depending on the type of essay, it might be beneficial to

address counterarguments or opposing viewpoints. This allows the writer to acknowledge
and refute opposing ideas, further strengthening their own argument

Linking Key point to Thesis: Emphasize how the implementation of key point addresses
the prompt’s requirement, fostering their ability to produce a clear and coherent essay.
Paragraph Five: Conclusion

Rephrase Thesis and 3 key points: Restate the thesis and summarize the three key points
discussed in the essay, emphasizing the significance of the prompt.

Recommendation/Hope: Express optimism for the positive impact of the prompt,

highlighting the potential for future improvement.

Impact: Discuss the potential impact of the prompt. Highlight how the key points can
contribute to better advancement.

5.3.2 Introduction To: Traffic Light Assessment

raffic ight ssessment

Paragraph One: Introduction:

Hook – use RED pen to highlight

Background info - use YELLOW pen to highlight
Thesis and 3 key point - use GREEN pen to highlight
Paragraph Two – Paragraph Four: Key Point (1/2/3)

Main Idea: Discuss Key Point - use RED pen to highlight

Elaboration - use YELLOW pen to highlight
Evidence - use GREEN pen to highlight
Explanation - use YELLOW pen to highlight
Linking Key point to Thesis - use RED pen to highlight
Conclusion:

Rephrase Thesis and 3 key points - use RED pen to highlight

Recommendation/Hope - use YELLOW pen to highlight
Impact - use GREEN pen to highlight
5.3.3 How To Use Structured Based Essay Framework And Traffic Light Assessment
In A Classroom.

Using the Structured Based Essay Framework and Traffic Light Assessment in essay writing
involves the following steps:

Introduce the Framework: Begin by explaining the components of the Framework,

including the introduction, body paragraphs, and conclusion. Emphasize the importance of
organizing ideas, providing supporting evidence, and maintaining coherence throughout the
essay.

Analyse the Essay Prompt: Help students understand the essay prompt and identify the
main topic or issue they need to address. Guide them in formulating a clear thesis statement
that presents their argument or opinion on the topic.

Outline the Essay: Assist students in creating an outline based on the Framework. The
outline should include the main points to be discussed in each body paragraph, supporting
evidence or examples, and a brief summary of the main ideas to be included in the
introduction and conclusion.

Write the Introduction: Teach students how to craft engaging introductions that capture the
reader's attention, provide necessary background information, and present a clear thesis
statement. Emphasize the importance of setting the tone and establishing the main
argument from the outset.

Develop Body Paragraphs: Guide students in writing body paragraphs that present well-
structured arguments supported by relevant evidence. Teach them how to use topic
sentences to introduce the main point of each paragraph and provide supporting evidence,
examples, or reasoning to strengthen their arguments.
Incorporate the Traffic Light Assessment: Integrate the Traffic Light Assessment during
the writing process. As students work on their essays, provide real-time feedback using
color-coded indicators (RED, YELLOW, GREEN) to highlight areas that require attention.
Offer specific suggestions for improvement in terms of organization, evidence incorporation,
critical thinking, language proficiency, or introductions/conclusions.

Revise and Edit: Encourage students to revise and edit their essays based on the feedback
received through the Traffic Light Assessment. Emphasize the importance of revisiting their
work, making necessary revisions to improve clarity, coherence, and argumentation.

Write the Conclusion: Guide students in crafting effective conclusions that summarize their
main points, restate the thesis, and leave a lasting impression on the reader. Teach them
how to tie the essay together and provide a sense of closure.

Reflect and Review: Encourage students to reflect on their essay writing process and
review the feedback Reflect and Review provided through the Traffic Light Assessment.
Help them identify areas of improvement and develop strategies for future essay writing
assignments.

First Lesson: Usage of Traffic Light Assessment to gauge their style of writing.

The student wrote the essay without using the Structured-essay Framework. They highlight
the essay based on Traffic Light Assessment.
Second Lesson: The introduction on Structured-essay Framework and Traffic Light
Assessment

“It is a lot easier to

write when you see
what you are writing”
- Sample 4

“Now I know what and how I

am writing”
- Sample 8

The objective of this action research is to introduce and implement the Structured Based
Essay Framework and Traffic Light Assessment in essay writing lessons. The research aims
to evaluate the effectiveness of this innovative approach in enhancing students' essay
writing skills, particularly in the context of argumentative/opinion-based essay writing. The
goal is to provide students with a structured framework for organizing their essays effectively
and to offer real-time feedback through the Traffic Light Assessment, with the intention of
improving their ability to construct coherent, well-supported, and persuasive essays.
5.4 Reflection On The Research
5.4.1 ’ involvement in lessons and their level of achievements
By following these steps and utilizing the Structured Based Essay Framework and Traffic
Light Assessment, students can develop structured, well-organized essays with strong
arguments and receive real-time feedback to improve their writing skills. This approach
fosters critical thinking, enhances essay writing proficiency, and prepares students for
success in argumentative/opinion-based writing tasks.

5.4.2 ’
By implementing this Argumentative/Opinion Based Essay Frame work in Essay Writing
lessons can provide students with a structured approach to argumentative/opinion-based
essay writing and real-time feedback through the Traffic Light Assessment. This innovative
approach has the potential to enhance students' essay writing skills, boosting their success
in the MUET exam and beyond.

NO NAME PRE TEST POST TEST

1 Sample 1 32 49

2 Sample 2 32 35

3 Sample 3 47 48

4 Sample 4 32 32

5 Sample 5 33 36

6 Sample 6 25 41
7 Sample 7 20 24

8 Sample 8 28 50

9 Sample 9 44 63

10 Sample 10 37 41

5.4.3 Comments on overall reflection

Overall, it's clear that helping students organize their ideas in essays is crucial. The
structured framework and traffic light assessment seem promising methods to guide them.
With more practice and guidance, students can become better writers.

6.0 RECOMMENDATIONS FOR THE NEXT RESEARCH

Considering the challenges faced by some students in essay writing, a suggested approach
for improvement is to conduct a comparison between self-assessment and peer assessment
methods. This future study will focus on helping students who find it difficult to organize their
ideas effectively. It can involve providing a group of students with training in self-
assessment using the traffic light method, and another group with training in peer
assessment using the same method. Then, assess the effectiveness of each approach in
improving students' ability to organize ideas by analyzing their writing samples before and
after the training. This can be done within a relatively short timeframe and with manageable
resources.

Bibliography

Handbook of Automated Essay Evaluation: Current Applications and New

Directions. (2013). United States: Taylor & Francis.

Page, M., Winstanley, C. (2012). Writing Essays For Dummies. United Kingdom: Wiley.

Spangler, M. M., Werner, R. (2002). The Structured Essay: A Formula for Writing. United
States: Wipf & Stock Publishers.
APPENDIX 1: Observation: Activity 1
Essay Question:

In 300 words, describe the key events and experiences that have shaped your identity and values. How do you
believe your unique background and upbringing have influenced your outlook on life? Discuss how you plan to
use your individuality and experiences to create a positive impact on your community and beyond.
_________________________________________________________________________________

Guideline for the Essay:

1. Introduction (approx. 50 words)

• Start with a captivating opening sentence or anecdote.
• Briefly introduce yourself and mention the key themes to be covered.
2. Key Experiences and Milestones (approx. 100 words)
• Identify and describe the significant events that have influenced you.
• Highlight the challenges you faced and the lessons you learned.
3. Shaping Identity and Values (approx. 100 words)
• Explain how your unique background and upbringing impacted your beliefs.
• Discuss the values that you hold dear and why they are essential to you.
4. Leveraging Individuality for Impact (approx. 100 words)
• Share your plans to make a positive difference in your community and beyond.
• Explain how your individuality and experiences will contribute to this impact.
5. Conclusion (approx. 50 words)
• Summarize the main points of your essay.
• End with a strong closing statement that leaves a lasting impression.

Remember to be concise, clear, and focused on the key aspects of your personal journey. Edit and revise your
essay to ensure it fits within the word limit and effectively conveys your story and ambitions.
APPENDIX 2: Poster Presentation