MAGANDANG HAPON

GOOD AFTERNOON

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

DICK B. LAPITAN

THINGS TO CONSIDER IN IMPROVING THE

WRITTEN OUTPUTS OF STUDENTS

IN THE ESL CLASSROOMS

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

Writing is a process

Use of Multi-Lingual in the Classroom

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

classmate and pen pals.

Communicative Approach

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.

CLT is aimed at encouraging students to use the language they wish to learn as much as possible in real life situations.

De Wilde(2010)

L2/ L3 classroom activities are designed to skill-getting activities, hence, we need to and practice more communicative writing skills- informing relating, questioning, persuading, etc.

Terry (1994)

According to Kestly (2011) group works for the acquisition of L2/L3 encourage writing and conversation practice as well as improving cooperation and active listening.

Writing is a Process

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

Pre-Writing Strategies

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.

The use of graphic organizers, language games, puzzles and others is encouraged

STORY CLOCK

Story Map

Setting Time : Place:

Characters

Problem

Plot/Events

Resolution

Main Idea Supporting Details

Supporting Details

E - Chart

Inverted Pyramid

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.”

The role of L1/L2 in the acquisition of L3

“He further stated that the use of L1/L2 should be maximized as the need arises to provide the learner with “crutch” and make L3 (any target language) more meaningful.”

To produce learners who are: Multi-literate – they can read and write

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

Multi-lingual-they can use these languages in various situations

MTB-MLE Primer of the Philippines

What are the aims of MLE ?

Concentrate

Read what have been

written

Show it to others for

improvement

Look for sources of

ideas

Write several drafts

2. Drafting/Writing

Add, Rearrange, Remove , Replace, Read

Peer Feedback

(see Revising Checklist)

Teacher – Student Conference

3. Revising

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- & 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)

Active Learning Credo

Self – evaluation and Peer editing be done often in order for the students to reinforce the development skills

 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

4. Editing and Proofreading

Share the finished product!

5. Publishing

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 to the school paper adviser is sent

The writer congratulates herself for a job well done.

Communicative Approach

Process Writing

Multi-Lingual(L1/L2)

Why do we need to consider these things?

- 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