Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students

Richmond Romar   Rivera,

Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students

Discipline: Education

Abstract:

Writing is one of the macro- skills that needed to be mastered by the students because it is an avenue for them to express their feelings. Some believed that there are students who are good at writing, but they are not good speakers. In the Senior High School Curriculum, the Humanities and Social Sciences need to write effectively because there are writing subjects that would enhance their skills such as Reading and Writing in the core subject, Creative Writing, and Creative Non-Fiction in their specialized subjects. In spite of the good intention of the HUMSS curriculum, there are students who could not write effectively. This paper can be instrumental as it sought to determine how competent are the HUMSS students with regards to writing. It could also help the teachers to identify the necessary steps in order to improve the writing competency of the HUMSS student. The study used the descriptive- correlational design was used to determine grammatical errors and writing competence of the HUMSS 11 students. Sixty (60) eulogies that serve as the written discourses were analyzed in the study. It found out that the respondents have a mean score of 2.37 (Fair to Poor) in their level of writing competence. The respondents committed grammatical errors on their written discourses wherein their inconsistent use of verb tenses was their common error. There is no significant relationship between gender and level of writing competence as gender is not a significant factor that affects the writing competence of the students. There is a significant difference between the scores of the respondents as female students tend to perform better than males.

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