1. MAGANDANG HAPON GOOD AFTERNOON

2. THE EFFECT OF UTILIZING COMMUNICATIVE APPROACH ON THE ESSAY WRITING PERFORMANCE OF JUNIOR STUDENTS OF SOLANO HIGH SCHOOL
DICK B. LAPITAN

3. THINGS TO CONSIDER IN IMPROVING THE WRITTEN OUTPUTS OF STUDENTS IN THE ESL CLASSROOMS

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

5. Writing is a process Pre-writing Writing the First Draft Revising
Editing and Proofreading
Writing the Final Draft
Publishing

6. Use of Multi-Lingual in the Classroom
L1(mother tongue)

7. Communicative Approach
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.

8. 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.

9. 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)

10. 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)

11. 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.

12. Writing is a Process

13. Pre-Writing Strategies
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

14. 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.

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

16. STORY CLOCK

17. Story Map Setting Time : Place: Characters Problem Plot/Events
Resolution

18. E - Chart
Main Idea Supporting Details Supporting Details

19. Inverted Pyramid

20. 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

21. The role of L1/L2 in the acquisition of L3
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.”

22. “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.”

23. What are the aims of MLE ? 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

24. 2. Drafting/Writing Concentrate Read what have been written
Show it to others for improvement
Look for sources of ideas
Write several drafts

25. Add, Rearrange, Remove , Replace, Read
3. Revising
Add, Rearrange, Remove , Replace, Read
Peer Feedback
(see Revising Checklist)
Teacher – Student Conference

26. How to involve students to check their written outputs?

27. 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 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     

28. Revising Checklist of 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

29. Active Learning Credo
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)

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

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

32. 4. Editing and Proofreading
Eliminate errors
Improve the coherence
Make the composition readable
Have someone check your work
Recopy it correctly and neatly

33. 5. Publishing 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 to the school paper adviser is sent
The writer congratulates herself for a job well done.

34. Why do we need to consider these things?
Communicative Approach
Process Writing
Multi-Lingual
(L1/L2)

35. Every writer I know has trouble writing.
- Gene Fowler
- F.R. Katz
Every writer I know has trouble writing.
Writing is thinking. That’s why it’s so difficult. 

36. Teaching students to write well is one of the greatest challenges faced by teachers today (Xui 1996). (

37. Thank you