Creation of personal anthologies: A pathway to achieving a higher level of written communicative competence of students in selected literary texts

This study aims to identify and analyze the strategies employed by teachers in teaching the writing of literary texts, based on the stages of writing—before, during, and after. The research was conducted among Filipino subject teachers, examining their level of knowledge and the methods they use at each stage of the writing process. Demographic factors such as age, sex, designation, academic background and major, years of teaching experience, and level of writing workshop attended were also considered. The results of the study showed that the most commonly used strategies before writing were the use of handouts and timetables. During the writing process, dominant practices included using a quiet classroom, activating prior knowledge, and organizing ideas. After writing, the strategy with the highest mean was giving detailed feedback. Regarding teachers' knowledge in writing various literary forms, writing epic received the highest mean, followed by poetry, legend, essay, and short story. The analysis also revealed no significant differences in writing strategies based on age, sex, designation, years of teaching experience, and workshop level. However, a significant relationship was found between the teachers' academic degree and major and the strategies used after writing. Based on the research findings, the creation of personal anthologies was proposed as a means to help students attain a higher level of written communicative competence in selected literary texts. Likewise, it serves as an intervention to enhance students’ writing skills.