Helping Learners
Think for Themselves:
A Task-Based Approach to
Teaching Critical Writing
Maria Luz Elena N. Canilao
Department of English, School of Humanities
Ateneo de Manila University, Philippines
lcanilao@ateneo.edu, elenacanilao@yahoo.com
• How can I enhance the critical thinking and communication skills of
students that will help them in developing substantial argumentative
research papers?
• How can I give students a sense of purpose in argumentative
research paper writing?
• How can I make them more aware of the current political, sociocultural, economic, and environmental issues that affect the
Philippines and the world through the process of research?
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• How can I encourage them to take a stand, become proactive, and
solution-oriented about current issues?
• How can I motivate students to engage in the research process and
make it enjoyable for them?
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Mission and Vision of the Ateneo de Manila University
• As a University, the Ateneo de Manila seeks to preserve, extend,
and communicate truth and apply it to human development and the
preservation of the environment.
• As a Filipino University, the Ateneo de Manila seeks to identify and
enrich Philippine culture and make it its own. Through the education
of the whole person…the University aims to contribute to the
development goals of the nation.
• As a Catholic University, the Ateneo de Manila seeks to form
persons who…will devote their lives to the service of others and,
through the promotion of justice, serve especially those who are
most in need of help, the poor and the powerless…. (Ateneo de
Manila University Loyola Schools Faculty Manual, 2002, p. 2)
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• The Ateneo advocates the student-centered
learning framework that emphasizes active
participation, cooperative learning, and student
empowerment (Ang, Gonzalez, Liwag, Santos, Vistro-Yu, 2001).
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Effective Principles and Practices
in the Areas of Writing,
Critical Language Awareness, and
Task-Based Language Teaching
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“The writer is a lonely figure cut off from the stimulus and
corrective of listeners.”
- Rosen (1981 cited in Hedge, 1988, p. 5)
“Compared with speech, effective writing requires a
number of things: a high degree of organization... a high
degree of accuracy...the use of complex grammatical
devices for focus and emphasis; and a careful choice of
vocabulary, grammatical patterns, and sentence
structures...”
- Hedge (1988, p. 5)
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…We had realized that there is no one simple solution to
how to write: different people do it in different ways in
different circumstances. We discovered that it is not
wrong to go backwards or forwards from one bit of text to
another, or to start planning all over again when you are
half-way through a draft: the writing process is of its
nature recursive…
- Clark and Ivanic (1991, p. 172)
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The Process Approach
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Pre-Writing Stage
Writing Stage
Rewriting Stage
Post-writing Stage
Publishing Stage
(Hedge, 1988; Raimes, 1983)
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Supports and Aids
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Context
Peer-editing
Group Work
Fun factor
(Raimes, 1983; Fleming, 1988;
Hedge,1988; Hadfield and Hadfield,1990;
Canilao, 1997 )
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Critical Language Awareness
• Why is this topic being written
about?
• How is the topic being written
about?
• What other ways of writing about
the topic are there?
• Who is writing to whom?
• What is the topic?
(Kress, 1989 cited in Wallace, 1992;
Wallace, 1992)
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How I describe CLA, Critical Reading, and Critical Writing
• Critical language awareness (CLA) is the heightened understanding of
what language signifies and how language works. Enhancing it
entails the process of identifying the relationship of language to one’s
identity, one’s culture, and one’s world. It involves the honing of the
mind in comprehending the power of language that may either build
walls or build bridges. The whole point of promoting CLA in the
classroom is to HELP LEARNERS THINK FOR THEMSELVES.
• Critical reading is the science of understanding, interpreting,
analyzing, and evaluating texts effectively. It enables the readers to
unveil the various layers and dimensions of the language used in the
texts being tackled.
• Critical writing is the art of painting words to create a meaningful
picture that challenges the readers to think and question and
motivates them to create pictures of their own. It is the product of
critical reading that requires a comprehensive analysis of topics,
issues, or texts.
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How can critical language awareness be
enhanced effectively in the writing classroom?
• Using authentic
communication activities that
focus on meaning and
provide opportunities for
learners to use the language
in a lifelike context (Littlewood,
2003)
• Using the three generations
of tasks based on the
framework and examples of
Ribé and Vidal (1993 cited in
Littlewood, 2003)
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- first generation tasks focus on communicative
development (e.g. providing a situation that
requires the use of polite expressions in asking
directions)
- second generation tasks focus on
communicative development and cognitive
development (e.g. asking students to conduct
interviews, gather data, and report their
findings); and
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- third generation tasks focus on communicative
development, cognitive development, and global
personality development
(e.g. providing venues for students and teachers
to brainstorm on an issue such as the
environment; grouping students according to
common interests and asking them to research
on their areas of interests and present their
findings; asking students to evaluate the activity)
(Ribé and Vidal, 1993 cited in Littlewood, 2003)
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The Materials Design Model
(Hutchinson and Waters, 1987)
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•
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Input
Content-Focus Activities
Language-Focus Activities
Task
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MY FORMULA
C + GW + PAW x CLA + TBLT =
REALM Learning Experience
[Context + Group Work + Process Approach to Writing x Critical
Language Awareness +Task-Based Language Teaching =
Relevant, Enjoyable, Active, Lifelike, and Meaningful Learning
Experience]
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• Strategy: Use oral
communication tasks
(informal debates;
formal debates;
formal speeches)
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Making a Difference in the 21st Century
• Context
Pretend that you are members of
the Philippine Youth Council
(PYC) that has been commissioned
by the government to propose bills
that will help in the improvement of
the country’s social, political,
economic, environmental, and/or
cultural conditions. You belong to
various cause-oriented parties and
you work together to come up with
significant, effective, and feasible
solutions to particular problems that
the country faces today.
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Stages
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STAGE 1: FORMING CAUSE-ORIENTED
PARTIES
STAGE 2: TAKING A STAND
STAGE 3: PRESENTING AND INTERPRETING
DATA
STAGE 4: PREPARING FOR INTERVIEWS AND
MINI-SURVEYS
STAGE 5: PREPARING THE TENTATIVE
OUTLINE
STAGE 6: DEVELOPING THE INTRODUCTION
STAGE 7: REVISING THE OUTLINE
STAGE 8: DEVELOPING THE
DISCUSSION/CONCLUSION
STAGE 9: PREPARING FOR THE PYC DEBATE
STAGE 10: PRESENTING THE PROPOSAL
AND SUBMITTING THE PAPERS
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Feedback of Students on the
Use of Oral Communication Tasks in the
Argumentative Research Paper Module
• Total Number of Respondents: 117
• Period: 2nd sem SY 2005-2006 (60 students); 2nd sem SY 20062007 (57 students)
• Sections: En12 SO9; En12R34; EN12R14; EN12R40
• Profile of students: male and female first year and second year
college students from various business, math, science, humanities,
and social sciences courses; age range - 16 to 19; proficiency level
in communication- average and above average
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Majority (more than 70%) of the respondents
indicated that
1. Participating in informal and structured debates
enhanced their
a. critical thinking skills.
b. political and socio-cultural awareness.
c. listening skills.
d. speaking skills.
e. research skills.
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2. Being in a team that had a “common cause”
(general topic for the debate/research)
a. helped them in defining their own research
topics.
b. lessened their fear in doing research work.
c. made research work more enjoyable.
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3. The PYC debate was
a. a challenging experience.
b. a worthwhile experience.
c. an exciting experience.
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• Majority of the respondents (89%) stated
that they would recommend that the oral
communication tasks be incorporated in
the research component of En12.
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Items the respondents liked in the
argumentation/research/oral communication
tasks and activities: (+)
• We were able to practice our speaking skills and talk (argue)
about certain issues and topics important to us.
• We got to express our own thoughts; learned more techniques
in researching; it was nice to experience speaking in front of a
crowd and having them listen to you.
• I liked the fact that I’ve learned a lot of things and that I
boosted my confidence as a person. I learned how to speak in
front of people without much fear.
• I liked the PYC debate especially the open forum because it
allowed us to really debate and voice out our ideas; the twominute speech (individual) was also great because it was fun
and challenging.
• I enjoyed the PYC debate although it was a bit unnerving
particularly because it was a refreshing change from
paperwork.
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• The procedure for research was made that much more colorful
and interesting.
• I enjoyed the oral tasks because we were given a chance and
opportunity to share our proposal.
• I think the idea of having a “group” lessened the fear and helped
very much in practicing/preparing for the speeches.
• done by groups but still involved a lot of individual effort
• I liked the idea of having a party with a “common cause.”
• The grouping was cool because we could help each other out.
• democratic deadlines from Mrs. Beckham [Ms. Canilao]
• The tasks and activities were organized and followed according
to schedule. These tasks somehow make the research and oral
activities easier.
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• The whole process was taken in steps so everything was
organized.
• regular evaluation
• I like the feedback for the research paper.
• It opened my mind to a lot of things that are happening in our
country today; it taught me how to research better; it made me
less ignorant.
• became more socially aware; made me more responsible (which I
liked)
• Everyone was free to choose a topic; team names; everyone was
able to present their proposal
• I liked the fact that we were given freedom in these things.
• I do not have any dislikes for I think all activities and tasks led
only to the improvement of my paper.
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Items the respondents did not like in the
argumentation/research/oral communication
tasks and activities: (-)
• Time was too short.
• I disliked the time pressure (every due date)
• The time that I had spent in working for my research paper ate
up a lot of time but it was worthwhile.
• too much workload
• very tiring. Hehehe 
• The debates we had before the research making became sort of
a hassle to prepare for especially since it was held weekly.
• Actually, the only thing I didn’t like was the need for a really,
really detailed and comprehensive research. Well, I think that
it’s required for us to do it in order to really strengthen and
substantiate our papers. 
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• Paperwork is exhausting yet necessary…
• very tedious work; gets frustrating sometimes. Haha
• It was scary and it made me nervous; it was so time consuming
and hard; people asking questions about your topic.
• the nervous jitters I experience before my speech
• snooty, annoying people who bash other groups’ proposals 
• the bibliography/note card was tedious even if it was necessary
• Resources for certain topics were hard to come by
• The PYC was quite formal (in terms of clothing) and there was
not enough time for questions during the debate.
• 2 mins only for individual speeches (2x)
• I didn’t like the fact that we had a common cause/general topic
because my choice for a topic was limited
• Choosing own group mates
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Would you recommend that oral communication tasks
(informal debates and PYC debate) be included in the
research component of En12? [YES!]
• Yes, it helps students in oral and organizational skills; also
enhances listening skills.
• Yes, because it will enhance the communication/research skills
of the students which is vital in the real world today.
• Yes, it definitely supplements our learning experience.
• Yes. It is an opportunity to practice our speaking skills and a way
of confirming that we know our topic.
• It prepares students in making a good research/argumentative
paper.
• Yes. Because it gives sense to the research that we have done.
• Yes, for sharing of knowledge, etc.
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• Yes, it integrates written and oral skills and elevates research
to a higher cause: social good. Research itself should be for a
purpose and PYC debates created that purpose.
• Yes. Research entails communicating and sharing one’s findings.
• Yes. It can be more effective than having regular, individual
work since there are more group interactions and more chances
for people to be heard out.
• Yes, makes research paper writing more meaningful.
• Yes, because it gives students more experience in speaking in
public and it trains the students to research well about their
topics.
• Yes. Because it will help in formulating a better research paper.
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• Yes, because the oral tasks greatly affected our performance in
writing the research paper (with respect to preparedness in
data, etc.)
• Yes, I think it is very beneficial. By having a debate, it requires
that you be prepared and more active in all activities.
• Yes because the PYC debate helped us change our outlook on
research paper writing as a daunting task.
• Yes, because it can help us stand for our cause and develop our
skills more. It also allows us to be more open regarding the
topics/proposals.
• Yes; good practice; shows how well you know and can defend a
paper
• Yes. Because through the debates, the proposal/research papers
were somehow improved and further clarified/illustrated.
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• Yes, because this actually helps the researcher understand
his/her research topic more. Communicating your opinions and
expressing your beliefs can actually help you evaluate the logic
with which your topic is based on. Also, this can boost up your
confidence on your argumentative skills.
• Yes. It developed us in speaking better and in having confidence
in our own research papers.
• Yes. It is a more efficient way of evaluating what we have
learned from research.
• Yes. This will help in focusing more on the research topic.
• Yes, because it helped a lot in the thorough discussion of the
topic at hand and allowed the researchers to be more critical.
• Yes, it develops a lot of things---from writing a good paper to be
presented to becoming aware of the outside world.
• I recommend that the debates be included in the research
component because it gives the whole class an understanding of
the research of others.
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• Yes. Sobra [Extremely]! Memorable hardships and giggles
guaranteed
• Yes. It makes learning En12 challenging and fun.
• Yes. It made the research paper more fun and worthwhile.
• I would recommend it. The PYC was fun and made us bond with
our group mates.
• The oral component provided the students with a respite from
the mind-numbing mechanical dredging of research and should
definitely be included.
• Yes because it would make the research paper more useful and
fun.
• Yes, I believe that it is a unique experience to be able to work
together /help each other in the research paper; makes things
fun and easy.
• Yes, because it was a great experience to belong to a group
during a debate. There are others you can relate to.
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Would you recommend that oral communication tasks
(informal debates and PYC debate) be included in the
research component of En12? [NO!]
• No. It doesn’t really connect with research. Since En12 is about
research then the oral shouldn’t be part of the research paper.
It’s good that it’s part of the curriculum though.
• No, I wouldn’t recommend that the oral comm. task be part of
the research component. Students will not enjoy it as much since
it may/might greatly affect their class standings/grades.
• It would probably be a good idea to separate these debates
from the research component so as not to make the
compartmentalization of grades not seem so steep; I think it is
important to have a core team to ensure the smooth flow of the
PYC debates.
• No. The research paper is enough hassle in itself.
• No because I like individual tasks better than group
efforts…(judges are also students…??)
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• No, because they are an entirely different thing from research
which is paper work. Debates and PYC test different skills.
• No, because research is heavy already. But I would like the
informal debates and PYC debate to be supplementary to this.
• Actually, I find the debate more relevant than the research
paper. What students really need is the skill to talk in public
for oral defenses. The research paper has too many needless
details.
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What do their responses indicate?
• The task-based approach to critical writing may be an effective means
of motivating and challenging learners to think for themselves. The
use of lifelike tasks may be considered in providing a clear context for
writing.
• The incorporation of oral communication tasks that provide students
opportunities to evaluate language and use it appropriately may be
done to enhance their critical thinking skills.
• The research process may be less daunting and more appealing by
forming research teams or groups.
• The results may be considered in evaluating research writing courses
or program. Many students stated that they benefited from debating,
sharing their findings, and listening to their classmates’ findings.
Therefore, course and program evaluators and designers may
consider integrating oral communication components in writing
courses.
• The results suggest the importance of training teachers in the use of
TBLT in enhancing CLA in the classroom.
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References
Ang, Rodolfo P., Gonzalez, Ma. Celeste T, Liwag, Ma. Emma Concepcion D., Santos, Benilda, & VistroYu, Catherine P. (2001). Elements of student-centered earning. Quezon City, Philippines: Ateneo de
Manila University Loyola Schools.
Ateneo de Manila University Loyola Schools. (2002). Faculty manual (2002 ed.). Quezon City,
Philippines: Author.
Canilao, MLE. (1997). Facilitating writing activities through the small group work approach in the
Philippine public secondary school context. Unpublished manuscript, Lancaster University.
Clark, Romy & Ivanic, Roz. (1991). Consciousness-raising about the writing process. In C.N. Candlin
(Gen. Ed.); Carl James & Peter Garrett (Eds.) Language awareness in the classroom. New York:
Longman, Inc
Fleming, M. (1988). Getting out of the writing vacuum. Focus on Collaborative Learning. USA: National
Council of Teachers of English. 77-84.
Hadfield, C. and Hadfield J. (1990). Writing games. UK: Thomas Nelson and Sons Ltd.
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Hedge, T. (1988). Writing. Oxford: Oxford Univ. Press.
Hutchinson, Tom & Waters, Alan. (1987). English for specific purposes. UK: Cambridge Univ. Press.
Littlewood, William. (2003). Task-based language teaching: principles and practice. The ACELT
Journal, 7:1, 3-12.
Raimes, A. (1983). Techniques in teaching writing. England: Oxford Univ. Press.
Ribé, R. and Vidal, N. (1993). Project Work: Step by Step. Oxford: Heinemann.
Wallace, Catherine. (1992). Critical literacy awareness in the EFL classroom. In Norman Fairclough
(Ed.), Critical language awareness (pp. 59-92). New York: Longman Publishing.
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