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Analysis of Written Work

(d) Checking routine and learning to check
In the conventional way of writing composition, importance is not given to writing cohesive paragraphs with proper linking and sequencing words.  While modifying the coursebook sentences learners commit a number of errors because the activity is done mechanically.  The teacher also does not draw learner’s attention to various aspects of writing.  As a matter of routine work the teacher allots a single score out of ten to each composition week after week without developing the knowledge of improving their own written work by means of editing and revision.

In the experimental group learners practiced editing and revision in group.  They checked each other’s work and suggested ways of revising their friend’s work. To train them in the processes involved in revising their friends work.  To train them in the processes involved in revising a written piece of work, sample compositions of the learners were put up on the blackboard and the teacher along with the learners read them from a reader’s point of view and pointed out the in appropriate or ambiguous sentences which were then revised and rewritten.  In this way learners were made aware of the necessity to choose appropriate words and phrases, which conveys their meaning effectively.

Learners also wrote descriptions of processes like sharpening a pencil.  This kind of writing gave indication of their ability to think clearly and express their ideas systematically (Appendix 9h).

These were again discussed in groups for purposes of editing and revision. To produce original pieces of writing learners need to be given a lot of support in the beginning stages when they are learning to write.  A paragraph reproduced from memory may appear as a good piece of writing but in reality it does not give an indication of the learners’ competence in written communication.