Maryknoll School of Lupon, Inc.

Kambing Baratua St., Poblacion, Lupon, Davao Oriental 8207 Philippines

E-mail Address: maryknolllupon1960@gmail.com
Tel. No. (087) 8085242

A Questionnaire on Creativity Skills and English Writing Abilities of

Senior High School Students

Part I. Creativity Skills

Listed below are the statements that need your response for each
recurrence according to your experience. For each item stated, tick off (✓) the
corresponding level of frequency of your creativity skills in conformity to the
scale provided below.

5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

A. Idiosyncratic Skills
Mostly, as I evaluate my personal skills, I
persistently tend to a way of life, a character
5 4 3 2 1
attribute, a desire to see, hear or learn to discover
something novel, unique, and uncharted.
1. When I do something, I pay attention to the
details.
2. I have creative ideas for recyclable materials.
3. Sometimes, I spend a lot of time thinking
about a problem and attempting to find
solutions.
4. I can put concepts together in unusual ways
that others have not.
5. My goals are usually challenging and
complex.
B. Knowledge
Mostly, as I evaluate my knowledge, I tend to foster
creativity; one must expand one's knowledge base 5 4 3 2 1
areas of expertise at this time.
1. I am capable of providing constructive
criticism.
2. I enjoy discussing issues and expressing my
viewpoint.

Deus Super Omnia

 Maryknoll School of Lupon, Inc.
Kambing Baratua St., Poblacion, Lupon, Davao Oriental 8207 Philippines
E-mail Address: maryknolllupon1960@gmail.com
Tel. No. (087) 8085242

3. I devise a solution using other resources if a

particular resource is not readily available.
4. I want to work with something that requires
me to consider many new ideas.
5. I enjoy taking part in extracurricular activities
to learn new things.
C. Originality
Mostly, as I evaluate my writing task, I persistently
tend to come up with original or unexpected 5 4 3 2 1
thoughts.
1. I believe it is crucial to consider things from
several perspectives.
2. I have a lot of ideas for things that don't yet
exist.
3. I have a lot of ideas for things that don't yet
exist.
4. Instead of completing monotonous exercises,
I prefer to work on developing new things.
5. I have the ability to put concepts together in
novel ways that others have not.

Part II. English Writing Abilities

Listed below are the statements that need your response for each of its
recurrence according to your own experience. For each item stated, tick off
(✓) the corresponding level of agreement/disagreement on the given
statements exemplifying one’s level of English Writing Abilities in conformity to
the scale provided below.

5 - Strongly Agree
4 - Agree
3 - Neither Agree nor Disagree
2 - Disagree
1 - Strongly Disagree

A. English writing instruction

During the onset of English writing instruction, the

tasks given were the distinctions between various
5 4 3 2 1
text types or genres from formal to informal
language.
1. I have been taught how to adjust my

Deus Super Omnia

 Maryknoll School of Lupon, Inc.
Kambing Baratua St., Poblacion, Lupon, Davao Oriental 8207 Philippines
E-mail Address: maryknolllupon1960@gmail.com
Tel. No. (087) 8085242

language to the genre or text I am writing.

2. I've learned the conventions of informal
language.
3. I understand what is important when
constructing and structuring a text

4. 4. I know how to write texts that contain

pertinent information.

5. I have been taught how to change the

language in an informal text to become more
formal.

B. Opportunity to Improve
During the onset of the opportunity to improve, the
tasks are given to gain a better understanding of
English writing and identify areas that require
improvement.
1. I can effectively brainstorm to gather ideas
before writing.
2. I can take thorough notes during reading,
which I may later use to bolster my
arguments in writing.
3. I can use gerunds and infinitives correctly
when I write. (e.g., running, to run)
4. I can use correct word forms and parts of
speech when writing.
5. I can use subject-verb agreement correctly
when writing.
C. Criteria-Related Feedback
During the onset of criteria-related feedback, the
tasks given were included in the feedback as
important when writing an argumentative text like an
essay or article, for example, language, content,
structure, and coherence?
1. In the feedback from the teacher, I receive
comments on the use of articles (the, a/an).
2. I receive comments from the teacher in the
form of feedback on how I connected the
text's ideas using, for example, connectors

Deus Super Omnia

 Maryknoll School of Lupon, Inc.
Kambing Baratua St., Poblacion, Lupon, Davao Oriental 8207 Philippines
E-mail Address: maryknolllupon1960@gmail.com
Tel. No. (087) 8085242

(and, but, however ).

3. The teacher provides me with feedback, and

I receive comments on how I structure the
text into paragraphs.
4. In the feedback I get from the teacher, I
receive comments on text structure and
organisation.
5. The teacher gives me feedback that includes
criticism of the arguments' structure and
evidence.

For inquiries and/or clarifications, you may reach us through any of the given
contact information:

KREZA MAE L. RULE

krezamaer@gmail.com
+639489678784 (TNT)

KIMBERLY F. GALLARDO
Gallardok620@gmail.com
+639303423075 (TNT)

Deus Super Omnia