Summary of the Proposed Written Communication Enhancement Training Program

A. Objectives
The proposed written communication enhancement training program aims to:
1. Acquaint school personnel on the proper business letter format applicable to DepEdQuezon;
2. Provide information on the morphological, syntactical, lexical, and mechanical features
of the English language; and
3. Improve the written communication skills of the school personnel as effective
communicators.
B. Proposed Procedures
The table below shows the target competencies, topics, mode of action, procedures,
success indicators, and persons involved in this proposed training program.
Competency

Topic

Write/Prepare
a business
letter using
appropriate
formal letter
format

Business
Letter (and
Format)

Mode of
Action

Procedures

Business letter
parts and
format will be
discussed.

1. The school
personnel will be
given sample business
letters.
2. The sample
business letters will
be analyzed based on
parts and format.

Success
Indicators

Persons
Involved

The school
personnel are
able to write
correct
business letter
following the
prescribed
letter format.

School
Personnel

The school
personnel are
able to
improve their
English
language
skills with the
focus on
morphological
structures.

School
Personnel

3. The school
personnel (trainees)
will be given time to
prepare their own
business letter
following the format.
Improve
English
language
proficiency
with the focus
on
morphological
structures.

Morpholog
y

Morphological 1. Sample texts will

structures and
be provided to the
concepts will
school personnel
be discussed
(trainee).
and analyzed.
2. The texts will be
assessed focusing
on morphological
features of the

texts.
3. The morphological
features will be
discussed and
explained.
4. The morphological
errors found in the
texts will be
corrected by the
participants as part
of the training.
Improve
English
language
proficiency
with the focus
on lexical
structures.

Lexicons

Lexical
structures and
concepts will
be discussed
and analyzed.

1. Sample texts will

be provided to the
school personnel
(trainee).
2. The texts will be
assessed focusing
on lexical features
of the texts.
3. The lexical features
will be discussed
and explained.

The school
personnel are
able to
improve their
English
language
skills with the
focus on
lexical
structures.

School
Personnel

The school
personnel are
able to
improve their
English
language
skills with the
focus on
syntactical
structures.

School
Personnel

4. The lexical errors

found in the texts
will be corrected
by the participants
as part of the
training.
Improve
English
language
proficiency
with the focus
on syntactical
structures.

Syntax

Syntactical
structures and
concepts will
be discussed
and analyzed.

1. Sample texts will

be provided to the
school personnel
(trainee).
2. The texts will be
assessed focusing
on syntactical
features of the
texts.
3. The syntactical

features will be
discussed and
explained.
4. The syntactical
errors found in the
texts will be
corrected by the
participants as part
of the training.
Improve
English
language
proficiency
with the focus
on mechanical
structures.

Mechanics

Mechanical
structures and
concepts will
be discussed
and analyzed.

1. Sample texts will

be provided to the
school personnel
(trainee).
2. The texts will be
assessed focusing
on mechanical
features of the
texts.

The school
personnel are
able to
improve their
English
language
skills with the
focus on
mechanical
structures.

School
Personnel

3. The mechanical
features will be
discussed and
explained.
4. The mechanical
errors found in the
texts will be
corrected by the
participants as part
of the training.

C. Implementation
It is desired that the proposed training program will be implemented regularly. Trainings
should be provided by the Division Office among the school personnel regularly. In this case,
trainings should be done in groups. Separate trainings should be given among teachers, school
heads, and district supervisors. As much as possible, all school personnel should undergo the
training in the training center so that information will come from first hand sources. The training
should be provided at least twice a year, preferably at the beginning of each semester. Activities
in relation to the sample procedures will be provided during the series of trainings.
D. Monitoring

To determine if the school personnel have improved their written communication

competence, pretest and posttest activities will be provided among the learners. Activities
provided among the school personnel during the training will also be checked regularly to
determine the level of improvement.
E. Evaluation
For the evaluation purposes, written communications submitted to the Division Office
will again be monitored and checked to determine if the training program has been an effective
remedy. It can also serve as indicator in modifying the developed program.