The effect of using writing models on the writing performance of secondary English as a second language students

This study was designed to investigate whether or not the use of writing models have a significant effect in students' writing performance. The null hypothesis tested in this study was that there is no significant relationship between the students' writing performance and the imitation of writing models in the instructional procedures. The level of writing performance was measured holistically and analytically using the Diederich scale. The study involved 56 Level II English as a Second Language (ESL) students grades nine through twelve. The design was a fully crossed 2x2 with 2 levels of treatment and instructor. To test equivalence of grouping in level of writing performance, students wrote a pre-test composition which was rated holistically and analytically. Results verified equivalence of writing performance among the sample groups. [...]