Expository Writing Performance and Experiences of the Secondary English Teachers in the Division of Catbalogan City
Keywords:
Expository Writing Performance, Secondary English Teachers, Catbalogan CityAbstract
The study assessed the expository writing performance and experiences of secondary English teachers of Calbayog City aligned with the academic year 2016-2017. This employed a descriptive approach with correlational analysis. Descriptive data was collected to determine the level of expository writing performance of the secondary English teachers in Catbalogan City Division and their expository writing experiences. The expository writing performance of the respondents along the 9 writing dimensions- is moderate. Out of the 9 writing dimensions- they rated moderate in the 7 writing dimensions particularly along development, organization, conventions/language use, punctuation, capitalization, spelling and handwriting/neatness- except along grammar and usage/content. Their disparity in their assessment as to their writing performance became more evident when compared with the ratings of the external raters who were consistent in their rating that described the performance of the teacher respondents as moderate. Meaning, further research on the cause/causes of the disparity of results between the respondents and the external raters should be conducted in order to help teachers become effective writing mentors if we are to increase the chances of our learners to finish the full course of their studies, be hired, promoted, excel, and lead in the world of work. Training courses along teaching strategies, styles, and pedagogies should be given emphasis and appropriate action.
References
Abadiano, H. R. & Turner J. (2002). Reading Expository Text: The Challenge of Students With Learning Disabilities. The NERA Journal, 38(2), 49 - 55.
Access Center (2008) Teaching Writing to Diverse Students Population. www.colorincolorado.org/article/22323/
Achiere Inc. (2005). Rising to the challenge: Are high school graduates prepared for college and work? Washington, DC: Author.
Alanen, R. (2003). A sociocultural Approach to young language learners’ belief about language learning. In P. Kalaja & A. M. F.
Barcelos (Eds), Beliefs about SLA: New Research Approaches (pp. 55 - 85). New York: Springer.
Bangert - Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The Effects of school-based Writing-to-Learn interventions on academic achievement: A meta-analysis. Review of Educational
Research, 74, 29-58.
Barcelos, A.M.F., & Kalaja, P. (2003). Exploring Possibilities for Future Research on Beliefs about SLA. In P. Kalaja & A.M.F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 231 - 238). New York: Springer.
Barcelos, A.M.F., & Kalaja P. (2011). Introduction to Beliefs about SLA Revisited System, 39, 281-289.
Bracewell, J. 1981. “Writing as a Cognitive Activity” In Visible Lang. XIV. England: Oxford University Press.
Casanare, P. (2009). Training for writing or training for reality? Challenges facing EFL writing teachers and students in language teacher education programmes. In R. Manchon (Ed.), Writing in Foreign Language Contexts: Learning, teaching and research (pp. 256-277). New York: Multilingual Matters.
Diamond, J. (1999) Guns, germs, and steel: The fates of human societies. New York: Norton.
Dr. Hodges, V. Pauline (2002) Teaching Students to Write Expository Text for the Content Area. e Teach.
(www.phschoo.com/eteach/language.art/2002-01/essay.html)
Flower, Linda and hayes, John R. A. A Cognitive Process Theory of Writing. College Composition & Communication, 1981.
Graham, S. (2006b). Writing In P. Alexander & P. Wine (Eds), Handbook of educational psychology (pp. 457-477). Mahwah, NJ: erlbaum.
Graham, S. & Perin, D. (2007). A Meta-analysis of Writing Instruction for Adolescent Students. Carnegie Corporation: New York. 445, 446, 467.
Jennifer McCormick, Anne L. Hafner, Michelle Saint Germain, 2013: From High School to College: Teachers and Students Assess the Impact of Expository Writing & Reading Course on College readiness. Journal of Educational Research and Practice. Vol. 3. Issue 1, page 30 - 49.
Johnson, Ben. (2012). Improving Student Expository Writing, Edutopia. George Lucas Educational Foundation. (www.edutopia.org/blog/improving-student-expositorywriting-ben-johnson)
Lantolf, James, Introducing Sociocultural Theory. Viv Edward at David Corson (eds.) Encyclopedia of Lang. Education, Netherlands: Kluwer Academic Publisher: 2000.
Lee, I. (1998). Writing in the Hongkong secondary classroom: Teachers’ beliefs and practices. Hongkong Journal of Applied Linguistics, 3(1), 61 - 76.
Lee, I. (2009). Ten mismatches between teachers’ belief and written feedback practices. ELT Journal, 63(1), 13 - 22.
Ma, J. (2012). EFL Students’ Decision-Making and Criteria use in peer review: Influence of Teacher Writing Beliefs. English Teaching and Learning. Department of English: National Taiwan Normal University.
National Commission of Writing. (2005, July). Writing: A Powerful Message from the State Government. Retrieved from www.collegeboard.com
Navarro, D., & Thornton, K. (2011). Investigating the Relationship between belief and action in self-directed language learning. System. 39, 290-301.
Paug, Marvi S. (2008) Effects of Process Approach in Developing the Writing Skills of College Freshman Students. (NLP – General Book (Thesis 428. 076 P28le 2008)
Persky, H.R, Daans, M.C., Jin, Y. (2003). The Nation’s report card: Writing 2002. (NCES 2003. 529). U.S. Department of Education. Institute of Education Sciences. National Center for Education Statistics. Washington, DC: Government Printing Office.
Raphael E. Taffy, Egbert Sue Carol, Becky W. Kirschner, Acquisition of Expository writing Skills, Technical Report No. 1, Center for the Study of Reading Institute for Research On TEaching, Michigan State University. 1988
Scott, B.J. & Vitale, M.R. (2003) Teaching and Writing process to students with L.D. Intervention in School & Clinic 38(4), 220 - 224.
Seroy, Justiano L, Seroy 1995. Processed - Focused Approach to Teaching Writing. The Phil Journal of Edu, Oct. pp. 230- 231
Stewart, S. R. (1992). Development of Writer’s Language proficiency: Methods for teaching text structure, In C.S. Simon (Ed.) Communication skills and classroom success (pp. 419-432) Eou, Claire, WI: Thinking Publication. Swedlow, J. (1999). The power of writing. National Geographic 196, 110-132.
Tudor, I. (2001). The dynamics of Language Classrooms, Cambridge, UK: Cambridge University Press.
White, Ron & Valeries Arndt: 1991 Process Writing, England: Longman Group UK. Ltd.
Wilder, H., & Mongillo, G. (2007). Improving expository writing skills of preservice teachers in an online environment. Contemporary issues in Technology and Teacher Education, 7(1), 476 - 489.
Yang C. (2010). Exploring Chinese university EFL teachers’ belief and practices in writing instructions, Foreign Language Learning Theory and Practices, 2, 59-68.
