Writing skills are important to the macro skills required for meaningful and successful communication. Writing has implications for the entire curriculum at all levels of education and affects students academic skills in various disciplines. Students should practice this skill in various academic disciplines. This study aims to determine the impact of Pre-writing Activities on the motivation and academic writing skills of Grade 12 students in the Filipino subject, selected through purposive sampling. In a pretest-posttest group, 110 students with scores below 75 and between 75 and 84 were selected to participate in the study to undergo the Pre-writing writing intervention, such as Somebody Wanted But Then So, SAAC Method, 5W 1H, First Then Finally, listing, clustering, looping brainstorming, and graphic aid. The researcher discovered that students got the highest mean score in First-then-finally, 91.2% in 5W 1H, 91.05% in Somebody wanted to but then 89.8% in Brainstorming Listing-Clustering Session, 87.3% and in State, Assign, Action, Complete or SAAC Method 82.7%. It was found that students had a high level of motivation in writing, which came from enjoyment, followed by effort, confidence in self-ability, and recognition. Using a Paired Sample t-test, the results showed that the calculated t-values ​​of -15.54 (Intervention 1), 4.47 (Intervention 2), -10.88 (Intervention 3), -23.19 (Intervention 4), and -19.77 (Intervention 5) were higher than the calculated P-values ​​of -0.00032, 0.000, and 0.0036, respectively, which corresponded to the rejection of the initial hypothesis. Thus, there was a difference in the academic writing skills of Grade 12 students before and after the implementation of the initial activity, indicating that using initial activities effectively motivated students to write and was an effective way of developing students skills in writing academic papers. The students had Fairly Satisfactory writing skills or a 77.8% grade before the intervention. After the pre-intervention activities, the students skills became Very Satisfactory, with an 88.41% grade. The study recommends pre-intervention writing activities before the final writing activity to stimulate students interest.