THE EFFECT OF UTILIZING COMMUNICATIVE APPROACH ON THE ESSAY WRITING PERFORMANCE OF JUNIOR STUDENTS OF SOLANO HIGH SCHOOL

DICK B. LAPITAN

4th International Language and Education Conference Bangkok, 6-8 November, 2013

MAGANDANG HAPON

GOOD AFTERNOON

The modern approach to the teaching of writing involves a combination of the communicative approach and the process approach to writing (Chan, 1986).

Pre-writing

Writing the First Draft

Revising

Editing and Proofreading

Writing the Final Draft

Publishing

L2

L3

L1(mother tongue)

It stresses the purpose of writing and the audience for it.

Student writers are encouraged to behave like writers in real life and ask themselves the crucial questions about purpose and audience: ◦ Why am I writing this? ◦ Who will read it?

The writer writes for a real reader. The readership may be extended to

classmates and pen pals.

Describe and share meaningful experiences Impart personal knowledge Express one’s view or an opinion Persuade someone of something Tell a story Inform others about a significant event Analyze complex phenomena Evaluate materials/issues Instruct others Demonstrate understanding on something Recall something Synthesize newly acquired information Simplify and clarify complex issues Carry out social, technical, or business

transactions, etc.

Brainstorming Constructing thought webs and graphic

organizers Free writing/timed/marathon free writing

about a topic Outlining Interviewing a person knowledgeable about

the topic Engaging in peer or teacher-student

discussions and conferences Listening to music

Clustering Looping Reading about and researching the topic Viewing media such as pictures, movies, and

television Reflecting upon personal experience Examining writing models Responding to literature Role playing and other drama techniques Asking the 5 Ws: who, what, where, when,

and why.

Setting Time : Place:

Characters

Problem

Plot/Events

Resolution

Main Idea Supporting Details Supporting Details

Aside from using different strategies, language games, puzzles, and graphic organizers

Students are allowed to use their LI / L2 from pre-writing activities to editing and proofreading activities

Krashen (1980) “The Schema theory supported how L1 or L2 could influence L3 which states that previous knowledge stored in the mind on previous cognitive processes that are operant in L1/L2 can be readily activated to help the learner and facilitate L3 acquisition.”

To produce learners who are: Multiliterate – they can read and write

competently in the local language, the national language, and one or more languages of wider communication, such as English

Multilingual - they can use these languages in various situations

MTB-MLE Primer of the Philippines

Concentrate

Read what has been written

Show it to others for

improvement

Look for sources of

ideas

Write several drafts

Add, Rearrange, Remove, Replace, Read

Peer Feedback (see Revising Checklist)

Teacher – Student Conference

How to involve students to check their written outputs?

Writer‘s Checklist Partner’s Checklist Yes No Did I spell all words

correctly? Yes No Yes No Did I indent the first line of every paragraph? Yes No Yes No Did I capitalize the first word of every sentence? Yes No Yes No Did I punctuate the end of each sentence correctly? Yes No Yes No Did I avoid using run-on sentences? Yes No Yes No Is my handwriting neat? Yes No Yes No Is my title capitalized correctly? Yes No

Editing Checklist of an Essay Written Output (Self- and Peer-Assessment: Interference of L1/ L2 is allowed)

Writer's Checklist Partner’s Checklist Yes No Did I include an introduction, a body, and a

conclusion? Yes No Yes No Did I write a good topic sentence for each paragraph? Yes No Yes No Did I include details that support each topic sentence? Yes No Yes No Did I avoid repeating the same words over and over again? Yes No Yes No Did I use my senses to describe my topic? Yes No Yes No Did I use descriptive nouns, adjectives, verbs, and adverbs? Yes No

Revising Checklist of Essay Written Output (Self- & Peer-Assessment: Interference of L1/ L2 is allowed)

What I hear, I forget. What I hear, see, I remember a little. What I hear, see and ask questions about or discuss with someone else, I begin to understand. What I hear, see, discuss, and do, I acquire knowledge and skill. What I teach to another, I master. Dr. Mel Silberman ( Psychologist & Educator)

Peer feedback generates positive impact if the students are ready and well-trained and prepared by the teacher

PEER FEEDBACK

Eliminate errors

Improve the coherence

Make the composition readable

Have someone check your work

Recopy it correctly and neatly

Share the finished product!

Writing is read aloud to a group.

A book of written works is created.

A copy may be sent to a friend or relative.

Writing put on display.

A copy is sent to the school paper adviser.

The writer congratulates herself for a job well done.

Communicative Approach

Process Writing

Multilingual

(L1/L2)

- Gene Fowler - F.R. Katz

Every writer I know has trouble writing.

Writing is thinking. That’s why it’s so difficult.

Teaching students to write well is one of the

greatest challenges faced by teachers today (Xui 1996).

Thank you