WRITING STYLES AND TECHNIQUES OF GRADE 12 HUMSS UBE AND PUTI STUDENTS IN
DREATIVE WRITING
A RESEARCH PAPER
Presented to
The Faculty of
Indang National High School-Senior High School
Indang, Cavite
In Partial Fulfillment
of the Requirements for the subject
Practical Research 2
Rochelle D. Nuestro
Angela Sharlene N. Buquia
February 2022
INTRODUCTION
Background of the Study
The COVID-19 pandemic brought a lot of changes in the Philippines especially in the education
sector. The Department of Education suspended the traditional face to face classes and implemented the
alternative delivery modalities of learning through the adoption of basic learning continuity plan (Department
of Education, 2020). Different learning modalities were oriented to students, parents and other stakeholders
to ensure that learning will continue in the new normal.
Indang National High School- Senior High School implemented three learning modalities as part of
the school’s learning continuity plan (LCP). The school implemented the modular distance learning (MDL),
online distance learning (ODL) and blended distance learning which is a combination of MDL and ODL to
the different tracks and strands.
Creative Writing is one of the specialized subjects in Humanities and Social Sciences (HUMSS) strand in the
senior high school. HUMSS Students believe that writing takes too much time. Writing can be a difficult
undertaking for some since there are so many sub-components that must be brought together.
For these reasons, emphasizing a process approach to writing may be beneficial to low-skilled writers. This
writing process is based upon studies of the behaviors of professional writers; the focus is on the process of
writing and rewriting, not the final product. Class time is allowed for students to work on their writing and
collaborate with peers. The stages of the writing process are pre writing, or gathering ideas; drafting;
revising, during which time students have a chance to collaborate with peers; editing for style, usage,
punctuation, and spelling; and publishing, or writing the final draft. The process approach may help students
enhance their writing styles and techniques and organize. Studies indicate that students who have difficulty
writing generally do a little planning before or during writing; they typically choose their first idea and write
without considering their audience or the organization of text (Graham and Harris, 2012).
Statement of the Problem
This study aims to determine the writing styles and techniques in creative writing of Grade 12 Humanities
and Social Science (HUMSS) students at Indang National High School-Senior High School during the First
Semester of S.Y. 2020-2021. Specifically, this sought to answer the following questions:
1. What is the level of English writing skills of HUMSS students based on their self-assessment?
2. What are the writing strategies of HUMSS students based on the following?
a. General writing strategies
b. Before Writing
c. During Writing
d. After Writing
3. Is there a significant difference between level of English writing skills and writing strategies of HUMSS
students?
Conceptual Framework
Figure 1. Research Paradigm This research has the topic “Writing Styles and Techniques in Creative
Writing of Grade 12 HUMSS Students in Indang National High School-Senior High School” is used by the
Input-Process-Output Model. Input presents profiles of students based on their Grade level, Age, Gender. The
Process refers to the steps that researchers will take regarding conducting surveys, interviews and obtaining
information in the library room and the internet. The result of the study is to know and understand the Writing
Styles and Techniques in Creative Writing of Grade 12 HUMSS Students of Indang National High SchoolSenior High School
2. Age
3. Gender
1. Conducting a
survey
2. Interview
3. Gathering
information in the
library and the
internet.
OUTPUT
1. Grade level
PROCESS
INPUT
Students profile
based on:
Writing Styles and
Techniques in
Creative Writing of
Grade 12 Humanities
and Social Sciences
Students.
Research Hypothesis
Grade 12 Humanities and Social Sciences students have different writing styles and techniques in
Creative Writing.
Significance of the Study
This study is beneficial to the following:
Students. Students will able to express their opinions and perspective about their techniques and writing
styles they used in creative writing. The purpose of this study is to help them have knowledge and learnings
and to analyze their opinions about the topic.
Teachers. They will have knowledge how to administer their students about the state of learning today
Parents. This study will help and guide them understand the opinions about techniques and writing styles
used by their children in creative writing and parents will also have knowledge and ability to support their
children about this kind of system.
Community. As a member of the community, this study will serve as a guide for them to understand how
students learn and gained knowledge in this subject, and also so they can help those students who has
difficulty and students in about writing styles and techniques.
For the Next Researcher. The information provided can be used and will serve as a useful reference for
those who need to have a relevant study.
For Researchers. They should study it co that they can focus on the benefits of expressing the opinions of
Grade 11 HUMSS students about their techniques and writing styles in creative writing.
Scope and Delimitations of the Study
This study will focus on the writing styles and techniques among the 60 (sixty) Grade 12 Humanities and
Social Science (HUMSS) students in Creative Writing in Indang National High School-Senior High School
during the S.Y 2020-2021. This study is limited to the numerical data obtained from the target participants.
Definition of Terms
Creative Writing- is an expressive form of literature; one which demands you to use your own creativity,
imagination and story to portray a particular message, emotion, or plot specific, deliberate constructions of
language which an author uses to convey meaning.
Writing- the activity or skill of marking coherent words on paper and composing text.
Skill-the ability to do something well
Style- a distinctive appearance, typically determined by the principles according to which something is
designed.
Techniques- a way of carrying out a particular task, especially the execution or performance of an artistic
work.
REVIEW OF RELATED LITERATURE
Writing Styles and Techniques in creative Writing
The study of writing (poetry, fiction, theater, and creative non-fiction) and its surroundings through creative
output and process reflection is known as creative writing. We don't only mean books and other printed
materials when we say writing; we also imply scripted and unscripted performances, spoken and recorded
outputs, and the various forms that electronic, digital, and other new media might take. Creative Writing can
employ any type or genre of writing as an example subject of study, but the works of Creative Writing tend
to be innovative interpretations of the world that allow the audience or reader to participate in a sophisticated
way. (Bennett, Clarke, Motion, and Naidoo, 2011)
Students' creative aspects can be recognized mostly in the texts they write using their writing skills in the
school environment. Writing includes “creative thinking and relating new information with the prior
knowledge and this make new information sense.
We must develop ways to combine writing with other skills and activities, increasing its relevance and
importance while also increasing its appeal. We need to employ writing activities that are meaningful,
realistic, and relevant to our students' needs and interests. Individual projects may need to be created based
on what each learner needs to write. Furthermore, we should discuss writing with our students, including how
we write well, why we write, and for whom, as well as what makes it tough (Monis & Rodriques, 2012)
Writing is meant as the expression of ideas, opinions, or thoughts and feelings [3] but writing is a recursive
process, which means students, revise throughout the process, frequently moving back and forth among the
stages [4]. The students should learn strategies for invention and discovery, and teachers should help students
generate content and discover a purpose. It is also stated that readers, purpose, and occasion, all define types
of writing, writer’s intention, and the readers’ needs. It means that writing is a complex process and it seems
reasonable to expect, then, that the teaching of writing is complex as well. Moreover, writing encourages
students focus on accurate language use [5] because they consider the language use when the students engage
in their writing process. This activity will provoke language development because the students resolve
problems when transferring their ideas into the composition they made.
According to Chappell as cited in Klimova (2012), there are at least seven benefits to writing, including
expressing one's personality, fostering communication, developing thinking skills, making logical and
persuasive arguments, allowing a person to later reflect on and re-evaluate his or her ideas, providing and
receiving feedback, and preparing for school and employment. English writing has a significant role in
everyday activities, projects, quizzes, and even final exams in schools, particularly at the secondary level.
Another example was the qualitative study conducted by Nasser (2016) on the relevance and challenges of
teaching writing to EFL students, which found that writing is crucial for EFL students' language development,
particularly in terms of facilitating learning and critical thinking. It is extremely beneficial to students learning
English as a second language. As a result, he (2016, pp. 200–202) stated that teachers must be extremely
cautious and strategic in selecting acceptable ways or procedures for teaching writing; choosing the incorrect
methodology could result in students failing to learn to write. The final example to explore is Rao's (2019)
study on the importance of writing skills in an English language learning environment. Despite the difficulties
in teaching it to students, he believes that writing is an important part of foreign learners' English acquisition
since it contains advanced language aspects such as grammar, spelling, pronunciation, structure, and
contextual meaning. As a result, he (2019) asserted that if learners were effective in writing, they would also
be successful in the other three English skills.
In the language learning field, the researchers have shown interest in the area pertaining to writing
composition. Richards (1990) found that the students’ interaction helps in developing the cognitive skills that
involves generating ideas. Results from various language studies have shown that the teacher who emphasizes
and focuses on the writing skills on the study can bring about a change. The students become efficient at
generating and organizing creative ideas as a result. The most adopted teaching model that helps in developing
writing skills in the balanced literacy approach is the method of writing process (Zampardo, 2008). Being an
ability, writing can be improved by learning through repetition. If the teachers would be aware of the writing
process, this would help in teaching appropriate strategies and that would also improve the writing abilities
of students in education environment (Oberman and Kapka, 2001). Accordingly, studies conducted in Karachi
at primary level shared the view that young students are lack writing skills and the teachers don’t seem to
using a proper writing process too. Therefore, this study aimed at describing the difficulties pertaining to
composition writing and strategies to develop writing abilities of the students to write creatively. Mainly,
there are five stages of writing process, any stage can be skipped and returned to later. These are: Prewriting,
Drafting, Revising, Editing and Publishing. Learning the writing process is important for the students as it
enables students to express their thoughts, knowledge and feelings efficiently. The more the students learn
the writing process, the more they will be able to express themselves efficiently (Casewell, 2008; Ozbell,
2006 & Smith, 2005).
According to Brookes and Marshall (2004) imagination and originality are valued more than the
standardization of thought and truthfulness while characterizing creative writing. While assessing the student
for creative writing, they are given space to fabricate the content. The main purpose is always to evaluate
their creative writing and cognitive skills.
In order for the students to write creatively, it is essential that their thoughts should not be restricted in any
way (Sharples, 1996). Planning, organization and discovery of thought are prerequisites for creative writing.
If the students are restrained, they will not be able to maintain the originality of their work and the creativity
might be compromised as well (Rechards, 1990) The most appropriate variety on study is narration, speaking
in terms of creative writing (Basaran, 2007). He further elaborates that this genre encompasses the factual
and fictional text created by the students. In order to motivate the students to engage in creative writing
exercises the facilitator should provide sufficient opportunities to the students to involve themselves in high
order thinking and a regular habit of reading (Kucuk, 2007). Recently, it has been observed that researchers
in language learning area are intensely interested in the area of learning strategies. According to Bajarano et
al (1997), small group helps the students to device their own learning strategies. Even after this point had
been established, a small number of researchers looked into the effectiveness of these learning strategies- one
of which was brain storming in the field of teaching creative skills such as writing (Zagreb 1987). Tompkins
(2004) says that writing process resembles a road map, through this the students, actions and thoughts can be
monitored right from the beginning till the end. He further says that a stage from this process can be skipped
and reached to later on but cannot be skipped altogether. In order to make the students think creatively, they
should be given opportunity to see world through windows and observe it and they can write creatively
without any fear. All the educational schools place great importance on writing. Whilst teaching, the teachers
often find that some students are able to articulate their thoughts quite well while the others are not. This is
mainly because writing is a skill that some students are more proficient in than others. As we all know, writing
is an important skill especially in settings where English is taught as a foreign language. In classes where
students are required to master certain genres of writing, the importance of writing as a skill is highlighted
(hun & O Donnell, 1970). It becomes vital for the teachers in the educational settings to pay concentration on
the growing needs of the students, their parents’ expectations from their children to write in English and the
requirement of the schools. Hence, this study was established with an aim of enhancing the creative writing
skills.
Gaps to the Present Study
This research is focused on the writing styles and techniques used in creative writing in grade 12 while
maintaining the main goal in mind. In this study, statistical and financial tools should be used to determine
the participants' writing styles and techniques in creative writing in different modalities, as well as the
correlation matrix of percentage. Furthermore, the study is restricted to numerical data and numerical values
for measuring writing styles and techniques in creative writing, excluding consciousness and aspirations. This
study is concerned with filling the above-mentioned gap and providing the true state of writing styles and
techniques in creative writing.
1. This study took ten years' terabytes of information. This study seeks to determine and evaluate the
connections between writing styles and techniques in creative writing, as well as explanatory variables, in
order to provide appropriate information to students and to incorporate suggested findings.
2.There have been several research in writing styles and techniques in creative writing that investigate that
whatever aspects have the single most powerful viewpoint in writing style and techniques what should be
required to enhance techniques in writing styles contribute to the search for functional techniques in writing
designs beneficial to students' well enough and sustainable development.
3.The use of a broadly utilized theoretical framework to effectively address existing problems.
Conclusion
This study concludes that students have different writing styles and techniques Grade 12 Humanities and
Social Science (HUMSS) students in Creative Writing in Indang National High School-Senior High School
during the S.Y 2020-2021.
RESEARCH METHODOLOGY
Research Design
Descriptive Research where the researchers are concerned with describing the writing styles and
techniques in Creative Writing of Grade 12 students will be collected first styles and techniques in Creative
Writing of Grade 12 students will be collected first. The research method adopted here is survey using a
follow up interview. Selection of respondents is done, because the nature of the survey is on gaining insight
into the relationship between variables.
Participants of the Study
The participants of this study will include 60 Grade 12 Humanities and Social Sciences (HUMSS)
students who are taking Creative Writing in the different learning modalities during the First Semester as a
major subject of S.Y. 2020-2021 at Indang National High School- Senior High School broken down as
follows:
Section
Learning Delivery Modality
Number of Participants
Puti
Blended Distance Learning
32
Ube
Modular Distance Learning
28
TOTAL
60
Data Collection and Instrumentation
Quantitative Data Collection
The ESLP 82 Questionnaire: Self-Assessment of English Writing Skills and Use of Writing Strategies (2010)
by Jean M. Czaja, revised by the researchers will be used to determine the students’ learning styles and
techniques in Creative Writing. This 107-item questionnaire that has been revised to 54-item questionnaire
has two dimensions of learning that include Self-Assessment of English Writing Skills and Use of Learning
Strategies.
Survey questionnaires will be used to determine the different learning styles, techniques, and
challenges the participant’s encountered in Creative Writing of Grade 12 Humanities and Social Sciences
students in the different learning modalities.
Qualitative Data Collection
An online interview will be used to determine the styles and techniques of Grade 12 Humanities and
Social Sciences students during the First Semester of S.Y. 2020-2021.
Data Analysis
Quantitative Data Analysis
Descriptive statistics such as frequency count, percentage, weighted mean and standard deviation and
T- test will be used to determine the participants’ learning styles, techniques and challenges in Creative
Writing in the different learning modalities. Cross-tabulation will be used to compare the participants’
learning style, techniques and challenges encountered in Creative Writing in the different learning modalities.
Qualitative Data Analysis
Thematic data analysis will be used to analyze qualitative data obtained from the interview. Data will
be coded and will be arranged in different themes.
RESULTS AND DISCUSSION
This chapter presents the results and analysis of the quantitative and qualitative data. The findings are
also discussed in the light of previous research findings and available literature, where applicable, to identify
similarities and differences between this study and previous studies and literature.
Table 1.
No of Respondents
No. of Items
answered
32
28
54
54
Strand Sections
HUMSS PUTI
HUMSS UBE
Overall
60
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
This study aims to determine the writing styles and techniques in creative writing of Grade 12
Humanities and Social Science (HUMSS) students at Indang National High School-Senior High School
during the First Semester of S.Y. 2020-2021. Participants of this study included sixty (60) Grade 12
Humanities and Social Sciences, twenty-eight (28) in section UBE and thirty- two (32) in section PUTI who
studies Creative Writing.
Conclusion
The use of OER materials improved students' writing style and techniques in Creative Writing, according to
the findings of this study. After using OER materials in Creative Writing, students tend to perform better and
have more abilities in learning. Hence, large promotion on the usage OER materials as additional learning
materials for schools with no available learning module and internet should be taken into consideration.
Teachers should also be informed about the availability of OER materials so that they can satisfy the needs
of our 21st-century students.
Recommendation
Based on the findings and conclusion of the study, the following recommendations should be
considered:
1. The use of OER materials should be integrated in teaching mathematics subjects like Pre-Calculus.
2. School administrators should include in the school’s yearly allocation of funds the learning
resources like OER materials.
3. All senior high school students should be exposed to OER materials specially those students who
have no internet access at home.
REFERENCES
Bennett, A., Clarke, G., Motion, A., & Naidoo, B. (2011). Creative writing subject benchmark statement.
Retrieved from http://www.nawe.co.uk/writing-in-education/writing-at-university/research.html
Demir, T. (2013). International Journal of Turkish Literature Culture Education, 2 (1), 84-114
Klimova, B. F. (2012). The Importance of Writing. Paripex - Indian Journal Of Research, 2(1),
9–11. https://doi.org/10.15373/22501991/jan2013/4
Nasser, A. N. A. (2016). Teaching the writing skill to Yemeni EFL learners: The Importance
and challenge. South-Asian Journal of Multidisciplinary Studies, 3(6), 191–203.
Monis, M. and Rodriques, M. V. (2012). Teaching creative writing in English language classroom. Indian
Streams Research Journal, 2(10)
Rao, P. S. (2019). The significance of writing skills in ell environment. ACADEMICIA: An
International Multidisciplinary Research Journal, 9(3), 5.
https://doi.org/10.5958/2249-7137.2019.00035.1
[1] Brookes, I., Marshall, M. (2004). Good writing guide. New York: Harap Publishers Ltd. [2] Kapka, D.,
Oberman, D. A. (2001). İmproving student writing skills through the modeling of the writing process.
Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master
Program. ERİC ED 453 536.
[3] Richards J. (1990) New Trends in the Teaching of Writing in ESL/ EFL in Wang Z. (ed.) ELT in China.
Papers Presented at the International Symposium on Teaching English in the Chinese Context, Foreign
Language Teaching and Research Press, Beijing.
[4] Calkins, L. M. (1986). The art of teaching writing. Heinemann Educational Books Inc., 70 Court St.,
Portsmouth, NH 03801.
[5] Mak, B., & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary
school students in Hong Kong. System, 36(3), 437-455.
[6] Walker, B., Shippen, M. E., Alberto, P., Houchins, D. E., & Cihak, D. F. (2005). Using the Expressive
Writing program to improve the writing skills of high school students with learning disabilities. Learning
Disabilities Research & Practice, 20(3), 175-183.
[7] Graham, S., & Harris, K. R. (2005). Improving the Writing Performance of Young Struggling Writers
Theoretical and Programmatic Research from the Center on Accelerating Student Learning. The journal of
special education,39(1), 19-33.
[8] Hunt, K. W., & O'Donnell, R. (1970). An Elementary School Curriculum to Develop Better Writing Skills.
[9] Smith, C. B. (2000). Writing instruction: Current practices in the classroom (ERIC Document
Reproduction Service No: ED446338). [10] Özbek, A. (2006). The effect of a creative thinking program on
EFL students’ attitudes towards their own creativity in writing. Yayımlanmamış yüksek lisans tezi, Gazi
Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. [11] Creswell, J. W. (2008). Research design: Qualitative,
quantitative, and mixed methods approaches. Sage Publications, Thousand Oaks, CA. [12] Richards J. (1990)
New Trends in the Teaching of Writing in ESL/ EFL in Wang Z. (ed.) ELT in China. Papers Presented at the
International Symposium on Teaching English in the Chinese Context, Foreign Language Teaching and
Research Press, Beijing
APPENDICES
Appendix A. Research Instrument
ESLP 82 Questionnaire: Self-Assessment of English Writing Skills
and Use of Writing Strategies
Please rate your abilities for each item below a scale between 1 to 5. Circle your choice.
1=never or almost never true of me/
Strongly Disagree
2=usually not true of me/ Disagree
3=somewhat true of me/ Neutral
4=usually true of me/ Agree
5=always or almost always true of me/ Strongly Agree
Self-Assessment of English Writing Skills
I can write a good academic paragraph.
I can use appropriate vocabulary and word forms to effectively communicate with the reader.
I can use appropriate spelling, capitalization, and punctuation.
I can write a good academic research paper.
I can logically support and develop my thesis with my own experiences and reasoning.
I can use accurate in-text citations using MLA.
I can successfully conduct library research to locate information to support my ideas.
I can successfully use internet search engines to locate information to support my ideas.
I can use a word processing program to type and format my essays in English.
I can effectively brainstorm to gather ideas before writing.
I can revise my own writing to improve the development and organization.
I can edit my writing to improve the wording, grammar, punctuation, and spelling.
I can effectively write under time constraints.
I can use appropriate strategies to fix problems with my writing.
I can use my own independent thinking in my writing.
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Use of Learning Strategies
Please rate your use of each learning strategy below on a scale between 1 to 5. Circle your choice.
1=never
2=rarely
3=sometimes
4=often
5=most often
General Writing Strategies
I often write in my native language.
I often write in English.
I write for pleasure in my free time in English.
I write notes, messages, letters, or reports in English.
I use a bilingual dictionary.
I use an English-English dictionary.
I use an English grammar book or handbook.
I read native English writing.
I use the English words I know in different ways.
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Before Writing
I review my class notes, handouts, and assignment requirements before beginning to write.
I discuss what I am going to write with other students or my teacher.
I brainstorm and write down ideas before I begin to write.
I make an outline or plan in English.
I make a timetable for when I will do my writing.
Before writing the first draft, I do extra study outside the classroom to improve my writing.
I think of the relationships between what I already know and new things that I learn.
I use a dictionary to check things I am not sure about before I write.
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During Writing
I try to write in a comfortable, quiet place where I can concentrate.
I use my background knowledge (world) knowledge to help me develop my ideas.
I like to write a draft in my native language first and then translate it into English.
I use a dictionary to check things I am not sure about when I write.
I use a grammar book to check things I am not sure about when I write.
If I can’t think of an English word, I use a word or phrase that means the same thing.
I make up new words if I do not know the right ones in English when I am writing.
I make my writing assignments fun for myself.
I think about how learning to write well in English will help me succeed in my other courses.
I encourage myself by telling myself that I can do well.
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After Writing
I give myself a reward when I have finished writing.
I go back to my writing to revise the content and make my ideas clearer.
I use a dictionary after I finish writing a draft.
I visit the campus Writing Center to get feedback from a tutor.
If I do not understand a comment when getting feedback, I ask the person to explain it to me.
I record the types of errors I have made so I do not keep making the same types of errors.
I read the feedback from my previous writing and use this feedback in my next writing.
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General Learning Strategies
I try to find out how to become a better learner of English.
I have clear goals for improving my English skills.
I encourage myself to use English even when I am afraid of making mistakes.
I ask for help from English speakers.
I try to learn about the culture of English speakers.
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Appendix B.
Validation of Research Instrument
Appendix
C. Photo Documentation
Validation of Research Instrument
Validation of full paper
Due to our validator’s load of works, she refused to check our full paper in person.