Composition and Template-Based Approach for Persuasive Writing in Grade 10

Abstract

This study aimed to investigate the effectiveness of composition writing templates in enhancing the persuasive writing skills of Grade 10 students. Specifically, it aimed to investigate the impact of student demographics on writing competencies, identify common gaps in persuasive writing, and evaluate the acceptability and validity of the writing templates in terms of format, content, presentation, and accuracy. The study used a developmental research design, focusing on the creation and evaluation of instructional material. A total of 42 Grade10 students from Lucban Academy participated in the study, completing pretest and post-test persuasive writing tasks. Eleven English teachers assessed the composition templates. Data collection involved a self-made questionnaire and an analytic rubric for scoring pretest and post-test tasks. Results showed that students faced challenges in understanding persuasive text features and formulating clear arguments. However, the use of composition templates significantly improved their writing skills, with post-test scores indicating a marked increase in proficiency. The templates were found to be highly acceptable across all evaluated areas: content, format, presentation and organization, and accuracy/up-to-datedness. Paired t-tests showed statistically significant improvement in the students' writing proficiency. The study concluded that structured writing templates are a valuable instructional tool for improving persuasive writing skills and recommended their continued use.