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In the previous course discussions, the social nature of writing was highlighted and how this feature may impact the teaching of writing to the students. Upon reflection, the big goals I have set for my student is for them to learn to express themselves clearly and effectively through writing.
Writing is a means of communication. However, in reality, not everyone is successful in getting their message across through written language. As a writing teacher, I would emphasise skills that are needed along the writing process so they could apply it in any form and genre of writing to get their message communicated more effectively.
-Kochi Ramses So Villahermosa

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Quality over quantity; Function over form.

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Quality over quantity; Function over form.

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The writing skills we acquire are products of all stimuli, experiences, and applications throughout the learning process and the writing process itself. These all are factors that may impact the effectiveness of one's writings.
I believe that if a writer values quality of a writing piece over its quantity, the final output would better echo the purpose of writing as an effective means of communication.
Furthermore, writing is a productive skill and so 'learning to write' should be structured on hands-on, student-centered, and discovery learning approaches where learners are given more opportunities to practice and be exposed to the skills being learned.
-Kochi Ramses So Villahermosa

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Curiousity kills the cat, says the known proverb. But I personally think that for humans, curiosity is what keeps us alive.
Students learn best when they are curious and motivated. This is promoted in the inquiry-based learning theory. To define, it is an open-ended approach to learning guided by students through questions, research, and/or curiosity. I employ the approach for both my young and adult learners especially that learners are engaged in learning through the many uses of technology.
On a wider scope, my teaching is mapped on a communicative and student-centered approach.
Language learning, such as writing skills, should provide learners opportunities to apply and practice. This approach help me train learners to apply the language skills in their personal contexts.
-Kochi Ramses So Villahermosa

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I'm handling Grade 7 students.  Many of them are struggling readers and in my interventions, I found out that some of them can't even recognize some letters of the alphabet. In my view, when students are able to read, they will be able to express themselves through writing. As an English teacher, my learning goal for my students in terms of writing is to help  all of them to be able to recognize the letters of the alphabet and do the necessary interventions to help them improve their reading skills because reading will strengthen their ability to write and develop their proficiency in writing. If they can read, they will learn how to write effectively, communicate their thoughts in writing confidently and efficiently.

--Juwelyn N. Moleno

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My belief about "learning to write" is that everyone can be writers. Everyone can express his/her thoughts, ideas, and stories through pen and paper. My belief is that learning to write cannot be perfect at first but through constant shaping of this skill, time will come that our writing skill will be great. Writing is a challenge for me, too. I find it hard on how I would start my writing task but once I start with it, I just realize that ideas start coming in to my mind. This is what I would like to share with my learners/students. I would instill in them to believe in themselves that they can write, that everyone has the capacity to write. Just try to start with a little and they will become better each day.

--Juwelyn N. Moleno

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I believe in the whole-student approach theory.  I always believe that students learn better with their hands, analyze with their minds and develop their interest in learning about the subject (for example, learning about writing) when they are fully engaged. When the focus is on the students and there is full engagement in them, their learning experience is deeper, participation and interaction are more effective, students become more curious and inquisitive.  When students enjoy what they do/learn, the teaching-learning process becomes so much easier and our students learn so much better.

--Juwelyn N. Moleno

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Teaching "writing" to students can be a challenge. So, as a teacher, I must be innovative and creative in teaching my students how to write. I must establish a positive atmosphere for my learners to help them learn to write. I remember when I was still doing some tutorial classes back in Thailand, I exposed my tutorial students in the environment that I required them to write about. For example, we ate in a local restaurant when I asked them to write a descriptive essay on Thai local food and on topics about native speakers/foreigners, I invited my foreign friends to join us in one of our sessions. I also remember dressing up for the topics we would write about, just to arouse the students curiosity and interest in the topic/subject. Providing them the right atmosphere helped them and guided them to think on WHAT and HOW to write. These are just a few of the practices I did in my previous classes which worked effectively for my students.

---Juwelyn N. Moleno

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In terms of writing, my goal is for my students to be able to express their thoughts and feelings eloquently in writing. That they don’t need to worry so much about grammar than being able to fully put their thoughts into words.

-Carl Jan D. Torres-

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I have a firm belief that when it comes to writing, an individualized approach to teaching is highly needed. It is also crucial that teachers give their students comprehensive feedback on the strengths and weaknesses of their writing outputs.

This could only be done if teachers focus on evaluating the students' performance during the process and not on the final product alone. There is so much difference in the product done by the students if teachers guide the students from the beginning until the end.

-Carl Jan D. Torres-

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I often apply the principles of pragmatism to my teaching pedagogy. With this being said, I normally let my students explore by doing and experimenting. Letting them experience firsthand how to write something. This way, what they learn retains more in their minds.

I also use process-approach of writing which approach focuses more on the process of writing than the output. I believe that I will become a more effective teacher if I will guide my students along the process of writing and giving feedback along the way than just giving my students grades and comments on the final output they have given.

-Carl Jan D. Torres-

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One unique practice that I normally employ in my class is giving individualized comprehensive feedback to each submitted written output of my students. The process normally follows three processes:

Activity 1-

Choose topic

Write thesis statement

Write 3 topic sentences

Activity 2-

Write Introduction (add-hook)

Add supporting detail to each topic sentence

Cohesion

Activity 3-

Write conclusion

Grammar Check

Finalization and submission

On each activity, I normally give them feedback, so they could do revisions as much as needed. This process makes sure that students are writing the best possible output that they could produce.

-Carl Jan D. Torres-

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Most language classrooms are fortunate to have been integrated with many technological tools.
One practice I and my writing students engage in my writing tasks is the use of computers, internet, and online productivity tools such as Google docs, slides, jamboard, and sites. With studies supporting the effectiveness of using computers in language teaching and learning, I take advantage of these materials to maximize learning goals while training them to become media and information literate, which have a profound impact on the quality of their writing outputs.
These tools engage my students in writing task - be it an individual or paired/group writing project. Collaborations, which is an important 21st century skill, is promoted through peer writing, responding, critiquing, and assessment.
Using these tools require a lot of training, setting grounds and guidelines, and practice at the beginning, but once the students integrate this to their learning arsenal, it offers a wide range of opportunities where language skills can be practiced and master.
An added bonus to the use of these materials is the ease and efficiency in checking and evaluating especially for the larger class sizes I handle.
-Kochi Ramses So Villahermosa

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Along with reading comprehension, writing skill is a predictor of academic achievement and essential for success not only in school but also after it since writing skills are also becoming a more necessary skill for success in a number of occupations. My goal is for my students to be able to successfully use writing for many purposes, to effectively communicate and share knowledge, to support comprehension and learning, to explore feelings and beliefs.

Lucido, John Carlo G.

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Regarding pedagogical approaches, there is a dichotomy between writing to learn and learning to write. Learning to write includes learning two sets of skills: composing skills using the writing process, and transcription skills. A foundational composing skill is the ability to apply knowledge of text structure to write sentences, paragraphs, and longer passages of text. Knowledge of text structure also includes recognizing the differences among narrative, informational, and argument types of writing. Composing requires a great deal of thinking at the pre-writing, planning and drafting stages. On the other hand, writing to learn means using writing as a tool to promote content learning; when students write they think on paper. Content teachers assign writing activities to help students learn subject matter, clarify and organize their thoughts, and improve their retention of content. Writing to learn tasks can be based on reading, classroom discussion, teacher presentation, and media such as video, or hands-on activities. Being able to write is as important to learning as being able to read.

Knowing the difference between the two allows language teachers like ourselves to better develop a pedagogical approach that would best suit our students.

Lucido, John Carlo G.

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It is essential that our students must learn how to be able to put into practice what they have learned in the classroom. To help students become capable and competent practitioners of the language requires that they have training in self-awareness, knowledge acquisition, and skill building. Research even showed that the ability to utilize knowledge from practice is one of the essential skills a student must gain. Personally, I integrate a combination of one or more theories in my practice but my two most favorite is Active Learning and the Sociocultural/constructivist Theory. Active learning is using instructional activities involving students doing things and thinking about what they are doing. Using this allows my students to be involved in more than listening. Also, less emphasis is placed on transmitting information and more on development of students’ skills as well as the students involved in higher order thinking like analysis, synthesis, and evaluation. Moreover, Sociocultural/constructivist theory allows us language teachers to understand the perspectives and experiences of students, engage them in actively co-creating knowledge, and make learning relevant and applicable to real-world situations. The combined concept of Sociocultural and Constructivist theory provides a powerful construct that helps inform instructional practices for our students. The sociocultural/constructivist problem-solving approach holds that knowledge is socially constructed in the interrelationship between the learner, the more competent other like the teacher, parent, peer, etc., and the task at hand.

Lucido, John Carlo G.

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To help the help bring out the best in my students in terms of writing, I utilize an approach known as the Process Genre-based Approach since my activities includes modelling, shared writing, guided writing, and interactive writing. Process genre-based approach is a combination of Product, Process, and Genre-based Approaches. For that reason, language teachers like ourselves can allow our students to focus on the process of writing, take account  in the knowledge of social context and purposes of text in genre writing and observes features of texts as in product-based approach.

Lucido, John Carlo G.

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Let them see the purpose, for the future. 

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Let them see the purpose, for the future. 

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In every class that I handle, I set a learning goal for them in the beginning of a school year and it varies depending on the skills of the students. Often times, I handle heterogenous classes in Grade 8 and my goal for the classes in terms of writing is to learn writing conventions which they use in real life situations like writing a simple excuse letters to writing an application letter for their dream profession. I always find myself leading students to the practical use of things, and that includes writing. With the decline of English comprehension skills and decay in learning interest as caused by the pandemic, I view that students nowadays will be more engaged in learning English if they see its use in their personal life. One should learn to gain an edge, not only in academic matters but also for the applied aspect. I aim that students will be immersed in writing activities which they can allow them to prepare themselves to live in a society and acquire the appropriate skills and attitudes.

- LLANDELAR, HONEYNESS A.
OU MAELM Student

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One can be systematic and creative at the same time. Just build on the basics. 

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One can be systematic and creative at the same time. Just build on the basics. 

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As for my beliefs in learning to write, I have been always influenced by few of my teachers and favorite writers that writing should be top-down. One should proceed from the structure to the words. Writing requires thinking and planning thoroughly. Although I utilize process-based strategy in writing, I strongly depend on the product-based writing strategy to focus on purpose of learning about features of models and practice the language to organize their ideas. While I view myself more on the scientific and systematic side of learning to write, I also acknowledge the importance of creative expression, however, my idea is to able to express well, one should know the basics. If one knows the basics of writing – the structure, organization and grammar – he or she will be unfettered to say what he or she wants to say.

- LLANDELAR, HONEYNESS A.
OU MAELM Student

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I am a pragmatist, and the theory of learning that inform my teaching pedagogy particularly in teaching the production-type macro-skills ‘writing’ and ‘speaking’ is pragmatism. I intensely believe that education is preparation for life. A teacher should teach to cater to student’s capacities and inclinations. Students must be put in a learning environment where learners will have to face and experience problems relating to real life and engage in the forming a solution to a problem. Utilizing pragmatism means bringing reality to the students and sculpting clear purpose on learning something. The pragmatist teacher also believes in the development of social and personal discipline – learning is should not be very traditional. For learning to occur, a democratic way of teaching must be implemented where students get to be purposeful and value-laden while cooperating with his or her classmates. Applying the pragmatic theory to “teaching writing” means stitching the pragmatist’ principle of utility & interest to writing. Teaching writing is viewed by a pragmatist like me as effective if the writing activities and experiences are useful to the present needs of the learner and also meet the future prospects of adult life as well.  Students usually take interest in what is useful, so they say. If they are Grade 10 students who are soon to be SHS students, give them writing activities about research so that will feel mentally and emotionally prepared to face the challenge of writing a research in Grade 12. If they are Grade 12 students, allow them to write an application letter which captures their skills and personality. If they are Grade 7, teach them how to make basic letters to be able to efficiently communicate to their junior high school teachers. Writing can be used as a tool to prime them for what is yet to come.

- LLANDELAR, HONEYNESS A.
OU MAELM Student

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Since I'm handling grade 7 students, my learning goal is for them to acquire or polish foundational writing skills as these will help them to write effectively and to prepare them to get through more rigorous writing tasks.

- Sangie Ceneta

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I always try to bridge being practical and creative in my writing class so I apply different strategies in teaching writing. One of the considerable unique practices I have in my writing classes is giving them random-generated writing prompts and be able to produce a piece of writing based on the prompt in thirty minutes. I call it the “Start Writing, No Matter What” session. The purpose of the activity is to train learners to write no matter the topic, no matter the style and no matter the time. For example, the student needs to randomly pick a number from 1-10, and follow the prompt that corresponds to the number. The student needs to start with a phrase, ex. I apologize _______. Possible prompts are 1. To the teacher, using a letter, because of late assignment, 2. To the cook, using a speech, because of spilling the soup, 3. To the former best friend, using a formal email, because of breaking a promise, 4. To your favorite celebrity, using a poem, because of accidentally hitting him/her before a concert, etc. The student not only gets hyped up to read the prompt (especially if it is peculiar and unconventional) but it stirs their interest and fascination to write something.

- LLANDELAR, HONEYNESS A.
OU MAELM Student

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Writing is freeing. It is, for me, the most effective tool to free emotions, well, creatively. However, writing is not simply using the letters of the alphabet to write words and phrases, or to construct clauses and sentences; anyone can do these. Writing, for the most part, is about communicating and expressing oneself cohesively and coherently.
I greatly believe that anyone can learn how to write when provided with techniques and styles suitable to one's learning style. Though some are gifted with incredible talent in writing, skills are still honed for the talent to continue flourishing.

Each writer has his/her own writing style and pace, a teacher cannot impose any strategy that might not be working for the learner.As educators, we must encourage learners to write because they want to write, not because they want to express themselves freely. We must impart our enthusiasm to write, so learners will develop their love and interest in writing.

Cathy Joy Luna

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Writing, for most of the learners, is viewed as a tasked to be accomplished and to be graded. Yet for some, it is a powerful tool to express themselves; a vehicle of imagination; or an escape from reality. Whatever the purpose it may serve, a learner must learn to love writing. As an educator, I want to equip my students with writing skills that will help them excel in their future academic endeavors and eventually, in the world of working. I want my students to write confidently and express their mind freely.

Cathy Joy Luna

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For a learning process to become successful, learning goals must be set first and foremost. As for me, the learning goals I have for my students in terms of writing is that for them to develop their full potentials and harness their skills in writing; and be able to effectively express their ideas and opinions through writing. With these learning goals, I hope that I may be able to help them in harnessing their skills in writing and express their parts especially to which they could not through speaking.

Erwin A. Macanas

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Just like any other skills, writing is power. The ability to write gives a person certain power to express, influence and educate.
Just like learning, writing is a continuos process. It never stop. Our writing abilities and skills continuously improve as we grow. Thus, learning how to write is indeed a very important phase that everyone has to go through in life. A person does not become fully developed if he will not seek to learn how to write. As not everyone is inclined to speaking, it is just right that we learn how to write. With the ability to write, we feel so much empowered to express our ideas, thoughts, messages and opinions that we find difficulty in expressing orally.

Erwin A. Macanas

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For my creative writing class, my first requirement is to have a writing themebook. I know that this is very traditional, but for me, it is a significant symbol on how I learned how to write and how I loved writing in the first place. Its effectiveness will never be questioned that's why I will keep on using it.
Using the themebook, I always ask my students to write every session given that I provide them a topic to ponder on. But for the most part, I always allow my students to be themselves and be creative in their own way.    After reading their works, I provide tips for revision. I wanted to see how they improve their writing in every session while making sure that they keep their unique individuality in their works.

Cathy Joy Luna

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The diversity of learners in this generation allows each to learn in their own style and pace, allowing the discovery of their own strengths and weaknesses. In writing, I let my students discover their own writing style and habits. While identifying their owns strengths, they can also enumerate their weaknesses. Upon identifying the weaknesses, they can devise their own style to improve these weaknesses and eventually turn them as strengths.  In doing so, I am using discovery learning. With this, I do not implore any learning style that will hinder the success of learning. Each individual is unique, and to make sure that each one is improving, as an educator I must allow them self-discovery.

Cathy Joy Luna

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Like I've said, learning does not stop. It continues. The more that we write the more that we learn and the higher the tendency of discovering ourselves. I also believe that in writing, anyone has the chance to reflect from previous experiences, learn from it, and from there, he/she will be able to construct and create new understanding. Learning theory or principle is what makes teaching pedagogy justifiable. There is where a pedagogy is anchored. As for me, the learning theory that informs my teaching pedagogy is the constructivism theory. Constructivism is where the learner builds upon his or her previous experience and understanding to construct a new one. In writing, a learner could write anything under the sun. In writing, the learner can express all the he wants to say about the things, people and the world around him. Constructivism likewise states that learners contruct meaning only through active engagement with the world. Writing provides opportunities to everyone to express what they truly feel, think and be the person that they desire to be by reflecting on previous experiences and becoming the best version of themselves primarily based on what they understand is best for them.

Erwin A. Macanas

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Teaching writing is quite challenging but full of fun. In our place where, internet connection is a challenging, technology and other techbological devices that should have been a big help in teaching writing is not that maximized. Unfortunate as it is but interactive classroom engagement with paper and pen is for me still the best. It has been already my practice in my writing class to provide the students some times and opportunities at the end of every discussion or lesson to write their unvoiced opinions as well as learnings. Somewhat like a form of reflective writing. By doing this, not only will I be able to determine their learnings and be aware of their ideas but also for them to their learning progress and think of some possible ways to be able to express their opinions and ideas effectively. I also often encourage them to write anything under the sun. I am handling one Senior High School subject and it is Reading and Writing Skills and I often share to my students some of the write-ups and literally pieces I personally made. With that, my writing even becomes more meaningful and full of fun. I also believe that it is one of the best ways to encourage them to write and fully develop their writing skills.

Erwin A. Macanas

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As a writing teacher, pragmatism aligns with my pedagogical beliefs because I place great value on fundamental principles of utility, interest, experience, and integration.

Pragmatism is based on the psychology of individual differences.  It makes activity the basis of all teaching and learning. With this end in view, teaching methods, tasks and the like are varying from time to time and class to class.

A pragmatist holds the view that the students should learn only those skills which are useful to them in practical life. It makes learning purposeful and infuses a sense of reality. I am ever aware that by making things relevant and useful, students will be more engaged and eager to learn. It is rewarding if the students can show their knowledge and can apply it to real life just like when they write an effective email and write a letter.

- Sangie Ceneta

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It has been a practice in our school to regularly assign writing tasks in both Literature and Grammar classes. To vary, students are sometimes asked to write during ‘Minute- Writes’. In this activity students write a quick response to a question pose before/after the session. It could be about a previous lesson, on a reading assignment or the day’s topic or material. This is a brief writing activity to improve their writing skills. Aside from these mini-writing tasks, it is required that the teacher assigns at least three writing activities in each quarter. After I made the assignment, I guide students throughout the writing process and provide feedback on individual’s output.

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Learning to write goes beyond masterful handling of the parts of speech. They’re just the paper that wraps the gift.

Learning to write is to communicate with purpose and to think effectively. It is believed that writing is one of the most effective ways to develop thinking. When students are encouraged to try a variety of thought processes, they develop considerable mental power.

- Sangie Ceneta

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Writing is not an easy task. I remember the time I learned the first writing task, where I need to connect one dot to another to form a line and later forming a letter. From time to time, I am learning the concept of writing where you write not because you are just asked by your teacher however you write because that is your way to create a new one.

I am teaching Junior High School and Senior High School students and most of the time I ask them to do reflective essays. Through this task, I am able to identify my students’ learning capacities and the things they look forward on the concepts I teach them. In teaching, most of the time, students practice the skills of listening, viewing, and reading, however, we overlook the process of testing the learnings our students gained. One of my learning goals is to let them share their thoughts through reflective essays, journals, or any written task that will test their in-depth understanding about the concepts.

MR. FELIX O. BANARES
MAEngEd-OU Student

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We consider that writing is a form of communicative tool and purpose. We write because we want to understand and to be understood through communicating with other people. I belief that learning to write is also one of our foundations to maximize our communicative capacities. It is a nonverbal way in connecting our messages and written outputs to our readers. When it comes to my learners, I believe that they can develop their writing skills if they do have comfort to do it. At first, written task must be rule free and from time to time, teach the students to apply standards in writing activities.

MR. FELIX O. BANARES
MAEngEd-OU Student

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Writing Theories: We Learn and We Practice!

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Writing Theories: We Learn and We Practice!

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“Schema theory states that all knowledge is organized into units. Within these units of knowledge, or schemata, is stored information. A schema, then, is a generalized description or a conceptual system for understanding knowledge-how knowledge is represented and how it is used.”

Identifying the basic of information, we have stored in mind and connecting it to the new concepts we have learned is an avenue for our macro skills to work on. In writing, schema theory has something to do on how we compose our thoughts in written form by considering and connecting the thoughts we have and the thoughts we have just learned. This can be done through descriptive, narrative and illustrative writing.

Another theory is the sociocultural theory of writing. This theory will help you as a teacher to practice collaborative and dialogic feedback through written activities to achieve holistic learning among our students.

MR. FELIX O. BANARES
MAEngEd-OU Student

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As an English teacher, even in this time of pandemic, I still ask my students to write a formal theme writing every quarter. I believe that having a constant practice in writing, will make you a good writer. Aside from that, I always ask my students to write a reflective essays and journals on what they have learned from the topic discussed. They need to write three to five reflective essay or journals every quarter. Lastly, part of the English competencies is to do analysis and synthesis. I also ask my students to look for an article of interest and letting them analyze and synthesize the article and write an output about it.

MR. FELIX O. BANARES
MAEngEd-OU Student

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Teaching our students how to write could be such a challenging task to do. Not only that some students are not born writers, some of them just do not have passion and inclination in this area. This is why it is very crucial for us teachers, to understand teaching writing pedagogies to aid us in guiding our students in writing.
There are tons of learning goals we can set when teaching this skill. It could start from the simplest up to the most complex outcomes. As for me, I would like to provide emphasis on the two most important from my perspective -knowing writing tone and ability to create a clear article.
The attitude we use in writing is referred to as tone. Tone in writing, like tone in voice, provides considerably more context than the words employed. I deem that this is a very important learning goal, to help the students understand their own tone. Having this awareness sets them apart from other writers and gives them that confidence that writing styles could vary and that no one is neither best nor least when it comes to this aspect. When our students understand their tone, it also gives them that flexibility to adapt or adjust its appropriateness depending on the article they want to write about.
The second learning goal I find very relevant is helping the students create clear, well-expressed articles or text. In Blooms Taxonomy, we often hear that the highest form of learning is the ability to create. However, any writing output must be clear in terms of the objective and the message. Clear writing enables us to add genuine value by transforming data into knowledge, allowing others to comprehend often complex concepts and make informed decisions.

Roma B. Medina
MAEng Ed Ed 1st Year

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Writing belief: Anything can be learned, when there's passion.

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Writing belief: Anything can be learned, when there's passion.

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Writing, just like speaking, is a powerful skill which could take us to places. Most of the successful people are good with either. Many of the well-known writers had to start small. Can writing be really taught?
The answer is yes, it can be taught. But first, it has to start from wanting to learn it - passion.
It's a skill you practice and improve over time if you put in the effort. There are secrets around every literary corner, and there are numerous possibilities that must be learned. While there is certainly no timeline in mastering writing, but we surely progress when we are eager. To improve at practically anything, all you have to do is become more conscious of your performance.

Roma B. Medina
MAEng Ed 1st Year

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My Teaching Pedagogy: Constructivism X Connectivism

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My Teaching Pedagogy: Constructivism X Connectivism

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When we choose a method of instruction, it has implications for how students learn. In terms of employing learning theories in teaching, it helps when we combine theories that will help us achieve our learning outcomes. My pedagogy when teaching writing is most of the time a Constuctivist and Connectivist approach.
Constructivism learning theory is founded on the concept that students design their own learning based on prior experiences. Students combine what they've learned with their prior knowledge and experiences to create a reality that is entirely their own. This learning paradigm emphasizes that learning is a personal and individual process for each student.
Connectivism is one of the most recent learning theories in education It is based on the premise that people learn and evolve as a result of their interactions. This could be connections with one another or with their tasks and responsibilities in their life. Hobbies, ambitions, and people can all be sources of learning connections.
These two theories are what I find applicable when teaching my students how to write. For beginners, I often allow my students to write based on their own experiences, perception, and ideas. It helps them to be more authentic and comfortable about what they write. Then I try to let them write about a more objective topic as we go on.
Employing the Connectivism theory is also a great way to enable the students write about what they find relevant, timely, or applicable. This motivates them to write. Connectivism can be used in the classroom to assist students make connections to things that interest them, which will aid their learning.

Roma B. Medina
MAEng Ed 1st Year

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Aside from the usual how tos and best practices when teaching students how to write, one unique step that I do is to have my students a lot of reading. Reading is an important aspect when learning writing for so many reasons:
1. It aids in the development of critical thinking abilities. It helps the students bring a similar consideration to their own work if they can critically evaluate a piece of literature and discern what makes good writing good.

2. It acquaints students to range of writing styles. Approaching a variety of works of literature with an eye to the writers' stylistic inclinations will aids the students in developing their own.

3. It helps the students come up with new ideas. Further to enhancing their vocabulary, reading allows the students to stay exposed to new ideas and strategies while also recharging their creative juices next writing project.

These best practices have so far helped me achieve my learning objectives when teaching writing.

Roma B. Medina
MAEng Ed 1st Year

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Back in college, I have always struggled with Technical Writing. Being a member of different organizations required us to master drafting reports, proposals, etc. Also as Education students, we had to accomplish our research, case studies, and portfolios. Technical writing was a challenge for me, making me decide to practice them more.

As an English Teacher, My goal is to be a guide for my students to understand the proper formats and vocabularies to be used in technical writing. As a freelance thesis editor, I observed that a lot of students lack the proper knowledge in constructing a Research Paper. The proper introduction, chronological order, vocabulary to use, and citations. I also want my students to have a piece of background knowledge on how to construct other technical papers like reports, proposals, resumes, communication letters, and business letters. This will be an advantage to them in the future.

Ampao, Janine B.
MAEng Ed 2nd Yr. - BUOU

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I believe that learning to write involves reading more. Alongside the other skills needed in writing such as grammar and conventions, having the ability to read with a high level of comprehension allows the students to integrate and transform ideas from the mind to the paper.

Aliza Bianca D. Emaas

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I believe that writing grows out of many different purposes and a student can accumulate 2 or more disciplines in writing skills. I also believe that learning to write can be a form of outlet for expression. Back in college, I also struggled with Creative Writing. I feel like I lack the imagination to be put into words. While I was trying to understand the art of creative writing, I realized that emotions and thoughts are less judgeable when expressed through written words. I believe that any person can be a writer especially when driven by emotions.

Ampao, Janine B.
MAEngEd 2nd Yr. - BUOU

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Personally, even before going on the journey of teaching, I think Constructivism and Connectivism have lived with me to survive. I have never been an arrogant person as a colleague, teacher, and friend. I accept criticism as an improvement opportunity, especially in teaching. and I also believe that collaboration with people is a new dimension of learning and experience. As much as possible, I influence my students to learn how to accept feedback with learnings, share ideas with each other, and be able to assess their own.

Ampao, Janine B.
MAEngED 2nd Yr. - BUOU

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In essay writing, I let my students maximize their thoughts and creativity. I let them reflect and express their experiences that are relevant to the topic. I give them the freedom to have their desired concept that triggers their personality. For example, in literature class, I let my student visualize the point of view of their favorite literary or fictional characters and use it as a new perception in writing.

Ampao, Janine B.
MAEngED 2nd Yr. - BUOU

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I incorporate experiential learning theory in teaching writing as it permits students to learn writing by writing. I give writing prompts that involve the senses for my students to practice the way of writing based on their personal and unique experiences.

Aliza Bianca D. Emaas

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I want my students to be able to express their ideas confidently, clearly, and coherently through writing. By achieving that, I want them to learn that writing is not learned in a single-sitting but through series of writing practice.

Aliza Bianca D. Emaas

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Most of my students believe that writing is a difficult task because they do not know where to start. On instances like this, aside from giving them words of motivation as to why we need to keep on writing, I would ask them to do free writing for 1 minute with a word I would throw. In this way, I let my students to realize that we can always write something by how the word relates to us. The only thing to consider after which is how to organize them.

Aliza Bianca D. Emaas

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I am currently teaching reading and language subjects to my elementary and secondary students. I often assigned them writing tasks for the purpose of measuring their learning in the subject or simply for evaluation. Sometimes, I give them writing assignments so that they can freely express their thoughts and creativity. If students know how to scribble their thoughts and feelings, they will be effective communicators.

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I have a strong grip in my belief that one must learn to write to echo voices. Writing is not always formal and academic but also creative and expressive. When we learn how to write, we also learn how to put our feelings into words. With that, we feel like we are shouting our rested thoughts for the world to hear. Write to express not to impress.

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The idea behind this theory is that children learn through experiences and reflection. Constructivist pedagogy places the child at the center of the learning.

Students are the driver of learning. I believe that we are facilitators of learning and our role is to guide the students in achieving the specific objectives.

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REFLECT. Schema is a huge help in the writing process. Reflection is a way for the students to outline the significant moments of their lives and be able to use them in writing.

(W)RITE. In this phase, I let them randomly scribble their thoughts through a graphic organizer or outline. After which, I let them put transitions in formal writing.

READ. This is my personal technique in writing. I read my piece out loud and if possible feel it like it is the moment.

REWRITE. Editing and proofreading stage.

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What makes a good write-up?

It takes an ample amount of theoretical knowledge and rhetorical devices to be a master of the craft, but I usually teach my students to master the basics first.

A good example would be in crafting essays, I always remind them to identify their thesis statement or main idea and build from there. Instructing them to think of two or three important pointers you want to explain and allocate a paragraph for each, conclude by retelling what you said and explain why your main point is important.

Be it an essay, a short story, or whatever genre, I would always remind them, when you are in doubt, stick with the basics first.

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Writing sessions seem to be boring and bland for a millenial like me.

Writing demands you to be imaginative, spark colour and ignite a certain sense among your readers but this becomes a bit too daunting when in reality, what you have in front of you is a blank sheet of paper.

Writing exercises where you let your students write whatever it is they want can be actually more overwhelming than freeing. Thus I always implement some writing prompts which appeal to their personal experiences.

They are able to share genuine and original compositions that stem from their personal space which allows me to connect and understand my learners better. This I believe appeals to me because I too, want my readers to feel emotions when they read what I write.

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What I love about writing is that it can be an instrument to allow me and my learners connect on a personal level.

This happens at the start of the school year when I let them recount their recent experiences similar to what Maam Ren made us do in our midterms.

In a writing class, this hits not just two birds with one stone but probably more; I get to understand my learners more, we earn a personal connection thus they feel more comfortable at sharing their thoughts and lastly, it also allows me to assess how well their writing skills are.

These experiential/sensory writing sessions are dotted throughout the semester in order for me to see their progress and build even deeper connections along the away.

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Writing is an essential life skill, as it not just end alongside students'  academic life, but its significance grows as they progress in thier professional life or chosen career path.

My learning goals for my students in terms of writing is for them to be fully equipped with the basic competencies in writing (since i'm teaching grade 7)  and for them to freely express their thoughts and ideas. More than the technicalities, i want them to find joy in writing. If they enjoy writing, the more likely they will pursue to learn the craft (and hopefully be good at it in the long run).

-Jennylyn Atanante

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I believe that learning to write is a process of discovery. You learned it not just because your writing teacher told you to write  simple essays or  drabbles, but also because somewhere in between those scribbled words, you discovered that it's liberating--a mind's greatest freedom!  It also symphonizes with reading. A wide reader is more likely to be an excellent writer.

-Jennylyn Atanante

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I've always been a firm believer that firsthand discovery of ideas and learning through unique experiences cements acquisition of knowledge. That's why as a teacher i've always embodied Discovery-based learning. As championed by Jerome Bruner, Discovery-based learning is when the teacher, rather than giving direct instruction, creates learning opportunities for the students to engage with materials and uncover meaning and understanding by themselves.

-Jennylyn Atanante

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Practice! Practice! Practice! - is my 3Ps in learning/improving writing. I always alot time for my students' "write o'clock" sessions in my teaching instruction (depending on the learning competency of the day). And apart from that,  what's more promising than a journal or a diary for them to practice writing? Yes, it may sound primitive or clichè but i let them do it. I think i was heavily influenced by my teachers back in the old days where aside from theme writing, diaries and journals were the writing trends. Well, it worked out for me, so why not try it to the young minds?

-Jennylyn Atanante

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I've often thought that writing is just writing words and sentences in a sheet of paper. That is probably the reason why I seldomly won writinf competitions during my elementary and high school years despite being one of the "best in English" awardees.

Later on I've found that I lacked emotion and connection to my reader. I usually write what is on my mind without considering the mind of the readers, and that is what I want to teach my students.

Write to appeal to your readers, don't just write for the sake of writing. Write because you want to tell a story, write because you want to change and affect someone's perspective.

-Jesse James Pigon