Asia Pacific Journal of Multidisciplinary Research, Vol. 6, No. 2, May 2018 _________________________________________________________________________________________________________________ 1 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com Use of Innovative Prewriting Techniques in Enhancing the Writing Performance and Attitude of Second Year Information Technology Students Gilbert C. Magulod Jr (Ph.D.) Cagayan State University at Lasam, Lasam, Cagayan, Philippines gilbertmagulod_rdecsulasam46@yahoo.com Date Received: November 5, 2017; Date Revised: February 4, 2018 Asia Pacific Journal of Multidisciplinary Research Vol. 6 No.2, 1-9 May 2018 P-ISSN 2350-7756 E-ISSN 2350-8442 www.apjmr.com Abstract – Developing positive attitude towards writing is one of the roles of educators since writing plays a very important role in the academic and future professional success of students. Purposively, this study determined the effectiveness of the different interactive prewriting techniques in enhancing the writing performance of Filipino college students in one campus of a public higher educational institution in Region 02, Philippines. The research employed single group pre-test-post-test experimental design. The participants of the study were selected using purposive sampling method. Three phases of data gathering procedure was employed namely pre-treatment, treatment and post-treatment. Scores in the writing performance test and writing attitude inventory test were compared and significant differences were determined using dependent sample t-test. Results of the study unveils that post-test scores are higher than the pre-test scores of the participants, signifying that there is an improvement on the writing performance and attitudes of the students in writing composition. This implies that the different interactive pre-writing techniques helped the students to manifest better performance and attitude towards writing. Meanwhile, the participants also generally assessed the different prewriting techniques very interesting. This study also presents 19 prewriting strategies which will help facilitate the teaching writing as a fruitful and meaningful encounter among the students where the emphasis is a non-threatening and writing anxiety-free learning environment. Keywords - prewriting techniques, process approach, writing performance, college classroom INTRODUCTION In universities, writing is a way of life. Without ability to write well, students may not pass the course. Across the age levels from elementary school through university graduate courses, students write in order to succeed in mastering the subject matter. The students’ ability to present information and express their own ideas through writing plays a very important role in their academic and future professional successes. It is generally accepted that it is difficult to find a profession which does not require writing. Writing is one of the most important tasks in learning and cornerstones of success among university students in their pursuing their field of studies. Writing is one of the four macro skills in language art. It is the final stage in the process of communication that needs to be mastered after listening, speaking and reading. It’s considered as one of the foundational skills for literacy. Students should develop an early foundation in writing in order to communicate their ideas effectively and efficiently. The ability to write is an essential skill which can benefit students for the rest of their lives. In writing, the students learn to use language patterns and structure with excellent command in grammar and styles. They also learn how to communicate their ideas in a formal manner. Harmer [1] defines writing which is significantly different from speaking. The final product of writing is not nearly so instant, and as a result, the writer has a chance to plan and modify what will finally appear as the final product. Therefore, in writing, the writer has to consider the unity of ideas reflecting from the beginning, in the middle and at the end while observing grammatical concord and good vocabulary that will eventually construct an excellent academic text. Since writing is commonly viewed by students as a difficult task. Students manifest a negative attitude towards writing. Cohen and Cowen [2] affirm that one reason some students do not like to write is because they see it as a chore, as dreaded work, and as something to get done they do not perceive themselves as writers. If students are unaware how writing relates to their own lives, and how they are able to benefit from knowledge of written language, they might be less likely to learn. Researches would also confirm that one of the prevailing