Abstract
This study aimed to determine the students competence in writing English compositions in terms of their content, organization, vocabulary, language use, and mechanics components; their strengths and weaknesses in writing; intervention strategy plan that could be proposed; and the implications of the findings to the teaching of English writing. To find out their writing competence along with the five components, the students were asked to write descriptive essays that were rated independently by three English teachers using the ESL Composition Profile designed by Jacobs et. al. (1981). The descriptive quantitative-qualitative research design was used to obtain pertinent data. A case study was conducted to get the desired qualitative data that supplemented and strengthened the statistical data gathered. The results of the study revealed that majority of the students were described as 'good to average' in terms of their descriptive essay content; 'excellent to 'very good' in organization; 'good to average' in vocabulary; 'excellent to very good' in language use; and ‘good to average’ in mechanics.
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