This study utilized the descriptive-correlational design. Hence, the researcher gathered data on the competence level of the sophomore college students in writing the different parts of argumentative essays. It also determined their competence level along with grammar, vocabulary, spelling and correlated these to their competence level in writing an argumentative essay. The study revealed that students’ writing competence was still at the beginning stages and so with their competence in grammar, vocabulary, and spelling. Further, the level of competence of the college sophomore students has a significant relationship to their level of competence in grammar, vocabulary, and spelling. The results meant that students lack knowledge and competencies in writing the different parts of an argumentative essay at the current age and educational level. They were also deficient in grammar, vocabulary, and spelling competencies and needed intervention. The student’s competence in writing the different parts of an argumentative essay had no significant bearing or effect on their competence in grammar, vocabulary, and spelling. Lastly, the proposed learning exercises crafted in this study were relevant since they were based on the study's findings or given the students' current situation.
ISSN 2945-4921 (Online)
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