MENTAL MODELS OF SENIOR HIGH SCHOOL STUDENTS’ WRITING THROUGH LITERACY NARRATIVES

Abstract

This study aimed to explore the mental models in students’ writing through literacy narratives and experiences. A phenomenological case study was utilized in conducting the research wherein purposive sampling was used in selecting the 10 participants of the study. The responses and observations were transcribed and coded. Thematic analysis was used in examining and analyzing the data. The findings of the study showed that students view writing as a systematic process; that reading improves writing, the importance of writing mechanics and process as a whole, the need to be comfortable when writing, and the hindrances in writing. The elements of good writing that experienced by the students considered for one to have a good output are specific central idea, relevant supporting details, grammar, punctuation and spelling, emotion, choice of words, sensitivity and avoidance to bias and applying elements when writing.