Writing Skills of Lucst Third Year Students: Input to a Proposed Module

Abstract

This study analyzes the skills in composition writing of the third year students of La Union Colleges of Science and Technology, Inc., as a basis in the formulation of a module. The descriptive developmental research design was used in eliciting the data needed, which were subjected to frequency count, mean, and weighted mean. The common errors in their written composition and the factors affecting the writing skills of the students were also identified. It was found out that the most common committed errors of students in their composition in terms of mechanics are the use of punctuation and capitalization; word choice in structure; and subject-verb agreement and tenses in terms of grammar. Teachers and students fairly agree that the given factors affect the writing skills of the students; and a writing enhancement program was proposed. It is concluded that the third year students lack the required skills necessary in composition writing; the teachers and students have similar perceptions on the family, school, and teacher factors affecting the writing skills of the students; and the modules are viable for implementation or improvement. Based on this, it is recommended that varied written activities and tests need to be provided by the English teachers for the identified writing needs and problems of the third year students. Teachers may be informed of the students’ perceived factors affecting their writing skills through reports, meetings or teachers learning circles; the formulated module in writing should be validated then adopted in teaching; and, a parallel research can be done incorporating other variables not included in this study.