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Analysis of Written Work

(d) Appropriacy & Accuracy
In all the tasks appropriacy was given more importance than accuracy.  Once the learners had discussed a number of write ups from the point of view of the message conveyed and the intended reader, they paid more attention to ‘how they express’ their ideas and feelings. 

In letter writing much of the discussions was about sentences like ‘convey my love to your father’ which the learners felt was not appropriate. 

They said that it should be reworded as ‘Convey my regards to your father’.  Alternatively they suggested the following:

How is your father?
Hope your father is doing well.

Even when some sentences were grammatically correct, learners did not accept them because they thought that they were not appropriate. For example, while doing the first task, when a sentence like ‘Jyotica is my friend’ was written on the blackboard, learners strongly objected to this and said that it would be appropriate to reward it as ‘Jyotica is my sister’ because according to their custom it was not appropriate for a boy to have a girl friend.
 
(e) Link and knit together
An important point to be noted in the written work produced by the learners of the experimental group is the unity of paragraphs which is brought about by the use of linking and sequencing words.

For example,

Learner A says:

My town is big and beautiful.  It has a primary school and high-school. And it has a college too.  (Appendix 9 b).

Learner D says:

There is a garden in my town.  It is a very big and clean garden.  It is very beautiful too.  There are many huge buildings in my town.  There are many schools in my town.  These schools are very big.  Patel Vidya Mandir is very famous school in my town.  I am studying in this school. (Appendix 9 e).

(f) Feel and communicate
The write ups of the learners of the experimental group provide evidence to the fact that they have gained confidence to express their own ideas and feelings. Though the learners worked in groups to discuss a topic, note-down the points that could be included in their composition, they developed these points individually.  They were free to add their own points or leave out some of the points, which they did not consider necessary.  Each learner had his or her own reasons for liking or not liking something.  For example, writing about their hometown, learners tried to give reasons as to why they like their native place. Though the sentences were not always error free, they effectively conveyed the learner’s feelings.

I like my city very much because I love nature and its had many naturally things like tank and tree and garden and river        ( 3.2.4. Task 7 ).

I love to my town as I love to my mother   ( Appendix 9b ). 
I like this place very much, really, No other city is so fine as Keshod for me.  My town is a twinkle star of heaven.        ( Appendix 9c ).

Even while merely enumerating the different places worth seeing in their town, some learners had tried to say something more about each place, relating it to their personal experience of the place           ( Appendix 9e ).