research writing skills of grade 12 students

Exploring Senior High School Students’ Academic Writing Difficulties: Towards an Academic Writing Model

IOER International Multidisciplinary Research Journal, Volume 2, Issue 1, March 2020

10 Pages Posted: 9 Apr 2020

Mark Joshua D. Roxas

University of Perpetual Help – Molino, Cavite, Philippines

Date Written: 2020

Undeniably, writing is an indispensable skill in different contexts of life. It is one of the pivotal components of education. With the advent of the K-12 Basic Education Curriculum, students are confronted with different academic writing tasks through the English for Academic and Professional Purposes and Practical Research courses. Despite the efforts of the educational sector to improve students’ writing skills, many students still experience difficulties in academic writing. Therefore, there is a need to fill the gap and advance an in-depth understanding of students’ academic writing difficulties. In order to satisfy the said aim, this Qualitative study grounds on Flower and Hayes’ (1981) Cognitive Process Theory of Writing. Focus group discussion of 14 purposively selected Grade 11 Senior High School students was carried out. The results expound on the different Academic Writing difficulties encountered by the participants in terms of the Task Environment, Writers’ Long-Term Memory and Writing Process. A model for teaching academic writing was formulated anchored on the identified difficulties. The model will benefit the teachers as it may serve as a guide in more effective and efficient teaching of academic writing.

Keywords: Academic writing, writing difficulties, senior high school, process writing, Philippines

Suggested Citation: Suggested Citation

Mark Joshua D. Roxas (Contact Author)

University of perpetual help – molino, cavite, philippines ( email ).

4200 Philippines

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Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis

Published: 24 April 2024

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research writing skills of grade 12 students

Steve Graham ORCID: orcid.org/0000-0002-6702-5865 1 ,
Yucheng Cao 2 ,
Young-Suk Grace Kim 3 ,
Joongwon Lee 4 ,
Tamara Tate 3 ,
Penelope Collins 3 ,
Minkyung Cho 3 ,
Youngsun Moon 3 ,
Huy Quoc Chung 3 &
Carol Booth Olson 3

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The current best evidence meta-analysis reanalyzed the data from a meta-analysis by Graham et al. (J Educ Psychol 115:1004–1027, 2023). This meta-analysis and the prior one examined if teaching writing improved the writing of students in Grades 6 to 12, examining effects from writing intervention studies employing experimental and quasi-experimental designs (with pretests). In contrast to the prior meta-analysis, we eliminated all N of 1 treatment/control comparisons, studies with an attrition rate over 20%, studies that did not control for teacher effects, and studies that did not contain at least one reliable writing measure (0.70 or greater). Any writing outcome that was not reliable was also eliminated. Across 148 independent treatment/control comparisons, yielding 1,076 writing effect sizes (ESs) involving 22,838 students, teaching writing resulted in a positive and statistically detectable impact on students’ writing (ES = 0.38). Further, six of the 10 writing treatments tested in four or more independent comparisons improved students’ performance. This included the process approach to writing (0.75), strategy instruction (0.59), transcription instruction (0.54), feedback (0.30), pre-writing activities (0.32), and peer assistance (0.59). In addition, the Self-Regulated Strategy Development model for teaching writing strategies yielded a statistically significant ES of 0.84, whereas other approaches to teaching writing strategies resulted in a statistically significant ES of 0.51. The findings from this meta-analysis and the Graham et al. (2023) review which included studies that were methodologically weaker were compared. Implications for practice, research, and theory are presented.

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Acknowledgements

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C190007 to the University of California – Irvine for the WRITE Center. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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Graham, S., Cao, Y., Kim, YS.G. et al. Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis. Read Writ (2024). https://doi.org/10.1007/s11145-024-10539-2

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ProblemsEncountered by Grade 12 HUMSS Strand Students on their Creative Writing Subject in Bestlink College of the Philippines: Basis for Proposed Guidelines

Hanna Ria Kempis
Mae Enriquez
Jessa Harochoc
Szaira Cristine Huevia
Sittie Aina Indad
Midel Mirasol

Creative writing is one of the subjects in senior high school that focus on developing the students’ writing skills in terms of writing. Many students find English as the hardest subject because of the problems, struggles, and challenges that they encountered in terms of reading, writing, speaking, and grammar. The researchers assessed the students’ performance in their creative writing subject and also study the problem that they encountered on their creative writing subject to give them guidelines to improve their skills and understanding, which will help them participate in their class properly. This study used a qualitative method of research to determine the problem encountered by Grade 12 Humanities and Social Sciences (HUMSS) Strandstudents in Bestlink College of the Philippines. The researchers administered a survey questionnaire to gather information from Grade 12 HUMSS Strandstudents that were selected with random sampling. The research questionnaire helped to gather ideas or information easily. The personal observation and results were gathered from the survey questionnaire, and the research was conducted inside the Bestlink college of the Philippines. Results of this study showed the problem encountered by the Grade 12 HUMSS Strandstudents on their creative writing subject in Bestlink College of the Philippines. With the total of 14.95, which composed of the following: reading with the total of 11.63, with variables difficulties in reading words with the total of 3.38, difficulties in pronouncing words or sentence with the total of 3.77, and stuttering with the total In dad of 3.63; writing with a totalof 11.63, with variables difficulties to write an essay with the total of 4.0, difficulties to express idea in unity with the total of 3.9, and difficulties to create a paper works with the total of 3.72; speaking with the total of 14.96, with variables difficulties to speak in English with the total of 4.0, difficulties in communicating to others with the total of 3.60, difficulties in expressing yourself and thoughts more with the total of 3.73, having difficulties in pronouncing words with the total of 3.63; and grammar with the total of 11.53, with the variables having a hard time constructing an English sentence with the total of 3.97, having a hard time familiarizing themselves with vocabulary words with the total of 3.82, and having a hard time translating a Tagalog sentence into English with the total of 3.77. The researchers proposed guidelines on how students can improve their skills to be able to participate in their class properly.

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5 Ways to Include Writing in Reading Intervention

Writing sometimes gets short shrift in literacy education. These strategies help foster students’ reading and writing skills in tandem.

Over the years, reading has remained in the spotlight of literacy conversations, while writing has often taken a back seat. But one of the most powerful tools we have in literacy instruction is the reciprocity between reading and writing. As Natalie Wexler shares in her article “ To Boost Learning, Weave Writing Activities Into Regular Instruction ,” we cannot write deeply about topics we do not have knowledge about.

Writing is expressive and therefore gives us a vessel for deepening our understanding of what we read. Often, in literacy intervention work, we are so focused on improving reading outcomes that we can sometimes overlook students’ writing abilities.

These five strategies offer quick ways to enhance student learning as well as develop student writing through explicit instruction and practice. You can utilize them in any intervention setting.

SENTENCE DICTATION

The first strategy is a variation on the dictated sentences that are often used in intervention work. After students read a decodable text, or even a grade-level text, sentence dictation can allow them to practice using specific vocabulary, sentence structure, or phonics patterns.

Student input can vary depending on what support is needed to craft the sentence. In this case, you, the teacher, would dictate, or say, a sentence that might include a specific phonics pattern, some words that include review patterns, a specific vocabulary word that students have studied, or a specific structure, such as a conjunction.

These instructional decisions are intentional, allowing students to not only write about their reading but practice phonics skills or develop more complex sentences that include elevated vocabulary.

SENTENCE COMPLETION

A second strategy that allows students to demonstrate comprehension of a text involves using a kernel sentence, or a stem, and then completing the sentence using the conjunctions because, but, and so .

It is important to teach students how these three conjunctions differ in the meanings they convey. A way to scaffold this strategy is to provide prewritten sentence parts and have students match them to the correct conjunction.

This strategy challenges students to take the information they learned and explain it in three different ways. For examples of this type of writing, a good resource is The Writing Revolution , by Judith Hochman and Natalie Wexler.

SENTENCE EXPANSION

Sentence expansion is another strategy that allows students to demonstrate their understanding while also developing their writing abilities. Give students a subject (the who or what) from the text, and then ask them to expand the sentence by providing the where, when, why, and how, to add details to their writing.

Each piece should demonstrate further understanding of the text while also developing students’ ability to add details, which creates a more complex and dynamic sentence.

A scaffold for this type of writing involves providing some of the details, which students can then build from. While students are adding details and expanding their sentences, they are also recalling information they learned from the text.

SENTENCE STARTERS

A fourth strategy I’ve used is sentence starters that introduce a more complex way of writing a sentence. As students become more comfortable with varying their sentence structures, they can move to crafting the entire sentence.

Some possibilities include asking them to include an appositive, or noun/pronoun that comes after a noun, to give more detail or explanation. Another option could be to start with a dependent clause. In this exercise, students are combining their content knowledge as well as developing their writing skills.

PARAGRAPH SHRINKING

One final strategy I’ve used is to have students write a sentence using paragraph shrinking or finding the gist of the text they’ve read. I ask students to find the most important who or what of the paragraph or text and then add the most important thing that happened to create a 10-to-15-word sentence that summarizes the essential information of a paragraph or text.

Literacy is a merger of reading and writing skills. Both areas need to develop in order for students to be successful. All five of these strategies can support students in demonstrating comprehension, with writing as the expressive output, in an intervention setting. You can scaffold each activity up or down, depending on the varying needs of your students.

Writing should be a part of every lesson , and using these five strategies allows us to integrate reading and writing so that both areas are woven together each time a student engages with a text.

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Reading and Writing Performance of Senior High School Students

International Journal of English Language Studies

The study was conducted to determine the performance and attitudes towards reading and writing of Grade 12 students in public schools of Cabagan, Isabela. There were 244 students involved in the study. Stratified random sampling was used in selecting the participants of the study. A quantitative research method was used in the study to determine performance and attitudes towards reading and writing. Frequency counts, percentage scores, the arithmetic mean, and Kendall’s Rank Correlation Tau was used to describe and analyze the data in the study. The findings of the study revealed that students' reading and writing performance were poor. However, their attitudes toward reading and writing were positive. Hence, the study demonstrated that there is a significant correlation between students’ attitudes and their reading and writing performance. Thus, the study supports DepEd’s "SulongEdukalidad" in creating programs to enhance learners' reading mastery and sustain its ...

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Asian Journal of Education and Social Studies

Richard Oco

Aims: Reading, Writing, and Arithmetic are three essential skills a pupil should learn and acquire. The purpose of this study was to identify factors associated with pupils’ reading; the pupils’ level of reading performance and the significant relationship between the level of reading performance and factors associated with reading performance. Study Design: The study employed Content Analysis with Descriptive Correlation. Place and Duration of Study: The study was conducted in selected schools in the division of El Salvador City during the school year: 2022. Methodology: The respondents were all the One hundred-twenty (120) Grade 3 pupils at the selected schools in El Salvador City. This study used a researcher-modified survey questionnaire that underwent validity and reliability testing. Results: The results showed that pupils’ reading performance was at a Frustration level, while factors associated with reading performance were rated as Unlikely. It was concluded that pupils'...

Procedia - Social and Behavioral Sciences

Fatma Kırmızı

Ayu Putri Lestari

This research was aimed at investigating if there was a correlation between reading attitude and writing achievement of the eleventh grade students of SMA Muhammadiyah 6 Palembang. The writer used correlational research method to find out the relationship between students’ reading attitude and writing achievement. One hundred and ten students participated in this research with the age ranged from 15-17 years old. The writer used ready-made questionnaire used by Tullock-Rhody, Regina and Alexander, J Estill, 1980 and writing test to collect the data. The result of the test were analyzed by using Pearson Product Moment through SPSS (Statistical Package for Social and Science) 16.0. Meanwhile, to measure the correlation between the students’ reading attitude and their writing achievement, it was also referred to the interval coefficient for interpreting the correlation coefficient. From the analysis, it was showed that there was correlation between the two variables since the score of...

ANA GABRIELA

Through a previous analysis, it is possible to show that the 7th grade students of Basic General Education "A" in the Educational Unit "Camilo Gallegos Toledo", were not able to express their own ideas when developing activities related to writing, due to the lack of application of writing strategies, this study analyzed writing strategies that help to improve writing skills in students. The purpose of this work was observe the writing process that was used to acquire student´s writing strategies, to provide ideas and additional knowledge to English teachers who work with children need to encourage the writing process, it is important to correct the grammatical errors. A non-participatory observation technique was used since the researcher played a passive role; the data collection instrument was an observation guide. It was determined that, Teachers should analyze other strategies that have a greater impact on their students so that they have a better developmen...

AJHSSR Journal

This study aimed to compare the reading performance on linear and nonlinear texts of 140 Grade 11 students of President Ramon Magsaysay State University during S.Y. 2018-2019. The study was limited to the reading comprehension and analysis of ideas of students in reading and interpreting texts. The reading texts of the respondents prepared by the researcher were used in this study and the analysis of the outputs was used in the data gathering needed in this research work. The work text was evaluated by ten English Teachers, as the teacher-respondents. The study revealed that the levels of reading performance of students before the intervention were rated as "did not meet expectation" in linear text and "fairly satisfactory" in nonlinear text. The researcher developed a work text in the form of Non-Linear and Linear texts where teacherrespondents assessed it as "very valid" and "very usable" with the help of different indicators. The level of reading of students in linear and nonlinear text assessments after the intervention were both rated as "outstanding". There is a significant difference on the level of reading performance of linear text readers and non-linear text readers between the pre-test and post-test assessments. Based on the summary of the investigations conducted and the conclusions arrived at, the researcher offered the following recommendations; the use of Work text which provides more illustrations, graphic organizers, diagrams, and drawings is strongly encouraged for better academic achievement and reading performance of students; the development of work text for Non-Linear reading should be properly and carefully planned and the aesthetic principles are considered for the appreciation of the readers; an in-service training especially for English teachers for capability building across all courses in the development of work text is strongly recommended; and finally, a parallel or similar study with in-depth and wider scope so as to validate the findings obtained in the study should be conducted.

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