Students’ strategies and competence in writing compositions maribel Fontiveros-Malana, Ph. D

Table 3. Level of competence of students in writing narrative composition

Criteria		Beginning (1) F %	Developing (3) F %	Skilled (5) F %
Content/Language 1 The student developed the narrative using the elements of character, setting and plot. 2 The student wrote the elements of narrative that were developed with appropriate details. 3 The student wrote the composition using definite introduction, body and conclusion. Sequence/Organization 1 The students used clear chronological order for the necessary events in developing the narratives. 2 The student used transitional words and phrases that maintained coherence and established sequence. 3 The students used precise, vivid language to tell the story. Grammar/Mechanics 1 The student committed minor errors in grammar. 2 The student used appropriately commas and other punctuation marks. 3 The student observed correct subject-verb agreement.	30 21.58 29 20.86 27 19.42 38 27.34 39 28.06 23 16.55 33 23.74 20 14.39 32 23.02		85 61.87 82 58.99 86 61.87 77 55.40 80 57.55 96 69.06 57 41.00 88 63.31 91 65.48	24 17.27 28 20.14 26 18.71 24 17.27 20 14.39 20 14.39 49 35.25 31 22.30 16 11.51

1 – Beginning 3 – Developing 5 - Skilled

Discussion:

The level of competence of students, as reflected in Table 3, reveals that they are developing especially on the aspects of using the elements of character, setting, and plot, and writing introductions. Although these skills may not be fully developed, 61.87 percent of them manifested this aspect on content/language. On the other hand, a significantly high percentage of 69.06 is reflected for sequence/organization which is indicative that the students are developing. Similarly, a relatively high percentage of 65.48 is reflected for grammar and mechanics which considers the students as developing.
The figures in the table reveal that the students could write relatively well narrative compositions in terms of the aspects mentioned, but they need to improve on them to make them adequate, with definite introduction, body and conclusion, and appropriate details.

Table 4. Level of competence of students in writing descriptive composition

Criteria	Beginning (1) F %	Developing (3) F %	Skilled (5) F %