CREATIVE WRITING

i
DEDICATION
To

My dear Parents

ii
 ACKNOWLEDGEMENT

All praises to Almighty Allah who gave me the courage and patience for completion of

this research and thesis. I wish to acknowledge the role of my teachers for their endless

persistence, support and encouragement, and for providing me an opportunity to do this

research work. I wish to acknowledge the role my thesis supervisor, Madam Alia Tariq,

who provided continuous guidance and reviews on my work. Her support and motivation

has been the vital factor in completion of this research work. I am also thankful to all

those people who directly or indirectly encouraged, supported me with their value added

input and guidance. I would like to acknowledge the support and information provided by

the teachers of the schools visited for the purpose of this research. I am very thankful to

my parents, my entire family and all friends who helped me for completion of this

research.

iii
 TABLE OF CONTENTS

DECLARATION CERTIFICATE.................................................................................................
DEDICATION................................................................................................................................
ACKNOWLEDGEMENT...............................................................................................................
LIST OF TABLES.......................................................................................................................
CHAPTER NO. 1............................................................................................................................
INTRODUCTION...........................................................................................................................
1.1 Introduction of the study.......................................................................................1
1.2 Objectives..............................................................................................................2
1.3 Statement of Problem............................................................................................3
1.4 Research Questions...............................................................................................3
1.5 Significance of the study.......................................................................................3
CHAPTER NO. 2............................................................................................................................
LITERATURE REVIEW................................................................................................................
1.5.1 Introduction.......................................................................................................5
1.5.2 Creative Writing................................................................................................5
CHAPTER NO. 3..........................................................................................................................
RESEARCH METHODOLOGY..................................................................................................
3.1 Research Design..................................................................................................15
1.5.3 Target Papulation............................................................................................15
1.5.4 Sample Size.....................................................................................................15
1.5.5 Sampling Technique........................................................................................15
1.5.6 Research Method.............................................................................................15
1.5.7 Research Instrument........................................................................................16
CHAPTER 4..................................................................................................................................
DATA ANALYSIS.......................................................................................................................
4.1 Data Interpretation..............................................................................................17
4.2 Data Analysis......................................................................................................17
4.3 Frequency Tables................................................................................................17
CHAPTER 5..................................................................................................................................
CONCLUSION & RECOMMENDATIONS................................................................................
5.1 Conclusion..........................................................................................................26
5.2 Recommendations...............................................................................................27

iv
References......................................................................................................................................
Appendix A....................................................................................................................................

v
 LIST OF TABLES
Table No. Title Page No.
Demographics 18
Table 4.1
Drawing competition are helpful in developing creative
19
Table 4.2 writing skills
Flash cards improve creative writing skills 19
Table 4.3
Missing-part activities help in developing analytical skills 20
Table 4.4
Sketches helps to create graphical expression of content 20
Table 4.5
Coloring choices improves creativity Stories 21
Table 4.6
It develops imagination and language skills. 22
Table 4.7
Poems helps in teaching creative writing 23
Table 4.8
Suggesting title and moral is helpful in teaching of creative
23
Table 4.9 writing
Stories develops creative thinking and gives satisfaction. 24
Table 4.10
Stories enriches vocabulary 24
Table 4.11
Use of language-games helps in enhancement of creative
25
Table 4.12 writing
Use of internet creates motivation for creative writing 25
Table 4.13
Use of graphical software promotes creative writing skills 26
Table 4.14
Computer games enhance creative writing 26
Table 4.15
Word processing software improves creative writing. 27
Table 4.16

vi
 1

CHAPTER NO. 1

INTRODUCTION

1.1 Introduction of the study

People in Pakistan have different perception about teaching methods and practices

about schools operating in public and private sector. It is commonly considered that

private schools have more emphasis on developing creative abilities and skills among

students. Creative writing is the ability to produce content which not a copy of text books

but created with own understanding and communication skills. This ability plays

important role in answering questions in assessment, expressing thoughts in a debate or

dealing an interview. The process of learning starts from reading and explaining the

knowledge but the climax of learning is the level how a learner expresses the knowledge.

The style, comprehension and effectiveness of writing from a student expresses the

beauty of teaching (Pereira, 2016).

For school kids, at primary level, the art of expressing thoughts is provoked by

teaching drawings, sketches and modeling. This ability grows and develops the writing

skill and polished as creative writing. Communication with fellows, teachers, and family

members and with the society comes in practice on daily basis and this ability needs to be

developed as per appreciated standards. One of the ways students can boost their

academic performance and develop resilience is by building a growth mindset. Students

with a growth mindset focus on learning from mistakes and welcoming challenges rather

than thinking that they are dumb or unskillful by birth. Students have been listing and

reading stories at their homes and schools. This story telling adds many sorts of
knowledge to the memory and vocabulary of students. Creative writing is the art of using

that knowledge and vocabulary in developing the content for academic response or

communication (Mohammed, 2019).

These days, creative writing has fallen to the wayside in schools around the world.

Because of rigorous new standardized testing rules and teachers’ general lack of time to

dedicate to the subject, kids are no longer being challenged to find their creative sides in

the classroom. In this new age of social media and instant messaging, our vocabulary is

constantly changing. In fact, some even believe that the emoji is the fastest growing

language in the UK. If children are growing up in an environment where the use of the

emoji is more common than the use of real grammar, the effects could be damaging for

real-world communication (Tin, 2013). Creative writing can have an incredibly positive

impact on a child. As writing becomes more limited in the classroom, it is crucial that we

ensure our children do not miss out on these valuable benefits by taking active steps to

encourage their children to write creatively outside of the classroom (Tsai, Chang, & Lo,

2018).

The topic of this research is to compare the teaching of creative writing at secondary

level between public and private schools of District Pakpattan. In this study, the target

population will be secondary school teachers at public and private schools in district

Pakpattan. In this study, the teaching practices of secondary school’s teacher will be

studied and analyzed for the contribution in developing creative writing skill among

students.

1.2 Objectives

This research study will focus on achievement of following research objective:

2
 1. To compare and contrast the teaching of creative writing at secondary school level

in public and private schools of district Pakpattan

2. To investigate which sector has been effectively teaching creative writing at

secondary level?

1.3 Statement of Problem

Creative writing skill is very important for a student in terms of communication skills

development. There is need to measure and compare the teaching of creative writing at

public and private schools in district Pakpattan.

1.4 Research Questions

1. What is the difference in teaching of creative writing between pulic and private

schools at secondary level?

2. Which sector, public or private, has been effectively teaching creative writing at

secondary level?

1.5 Significance of the study

The aim of this study is to compare teaching practices of secondary school teacher at

public and private school for creative writing. This study will analyze various teaching

practices and approaches adopted by teacher from both sectors and will compare the

outcome of those approaches. The results of this will be helpful for teachers of both

sectors to assess the outcome in terms of development of creative writing skills in

students. The study will address the benefits and advantages of creative writing skill

among students. This exploration will provide motivation for teachers to improve

teaching of creative writing and in students to improve learning of creative writing. This

study will contribute to the provide answer for the question on effectiveness of different

3
teaching practices. The use and productivity of various innovative tools and technologies

for development of creative approach in students will also be contribution of this study.

4
 CHAPTER NO. 2

LITERATURE REVIEW

1.5.1 Introduction

Creative writing is one of the most enjoyable types of writing for students. Not only

does it allow students to explore their imaginations, but also it helps them to structure

their ideas and produce writing that they can feel proud. However, creative writing is a

relatively difficult type of writing to teach and offers challenges to both new and

seasoned teachers alike. Fortunately, though, with some work of their own, teachers can

better develop their own abilities to teach creative writing.

1.5.2 Creative Writing

The study conducted by Tsai, Chang, & Lo, (2018) aimed to verify the effectiveness of

creative thinking-based teaching using picture books in elementary schools, and

investigated the effects of positive emotions and time pressure on learners in a creative

thinking-based teaching environment. A quasi pretest–posttest experimental design was

employed for this study. The findings indicate that through the educational material set

“E.T. Thinker,” an appropriate level of time pressure is exerted on learners, triggering

positive emotions and improvements in creativity and imagination on the posttest relative

to the pretest. The findings of this study illustrate that the positive effects engendered by

positive emotions and time pressure can enhance the effectiveness of creative teaching

for both the teacher and learners.

Great works of literature share elements across the genres. In order for your

students to excel at creative writing, they need to know the fundamentals of storytelling.

5
As a result, you need to spend some time focusing on the core elements of storytelling

(Tsai, Chang, & Lo, 2018).

The aim of this work was to gather different perspectives on the “key ingredients”

involved in creative writing by children – from experts of diverse disciplines, including

teachers, linguists, psychologists, writers and art educators. Ultimately, we sought in the

experts’ convergence or divergence insights on the relative importance of the relevant

factors that may aid writing instruction, particularly for young children. We present a

study using an expert knowledge elicitation method in which representatives from five

domains of expertise pertaining to writing rated 28 factors (i.e., individual skills and

attributes) covering six areas (general knowledge and cognition, creative cognition,

conation, executive functioning, linguistic and psychomotor skills), according to their

importance for creative writing. A Many-Facets Rasch Measurement (MFRM) model

permitted us to quantify the relative importance of these writing factors across domain-

specific expertise, while controlling for expert severity and other systematic evaluation

biases. The identified similarities and domain-specific differences in the expert views

offer a new basis for understanding the conceptual gaps between the scientific literature

on creative writing, the writer's self-reflection on the act of writing creatively, and

educators’ practices in teaching creative writing. Bridging such diverse approaches–that

are, yet, relatively homogeneous within areas of expertise – appears to be useful in view

of formulating process-oriented writing pedagogy that may, above all, better target the

skills needed to improve children's creative writing development (Barbot, Tan, Randi,

Santa-Donato, & Grigorenko, 2012).

6
 Many creative writers are turning to digital media and multimodal composition as

an emerging genre of storytelling; many, however, do not have sufficient familiarity with

digital tools to compose digital texts. Digital literacy is still an emerging area of

pedagogy; online literacy and multimedia composition are becoming more prominent in

classrooms, and deeper understanding of the effects of these tools on individual students

and their work is crucial to development of teaching practice. Tacit knowledge of written

narrative alone does not permit the creative writer to fully realize the narrative

possibilities inherent in the multimodal form. People in Pakistan have different

perception about teaching methods and practices about schools operating in public and

private sector. It is commonly considered that private schools have more emphasis on

developing creative abilities and skills among students. Creative writing is the ability to

produce content which not a copy of text books but created with own understanding and

communication skills. This ability plays important role in answering questions in

assessment, expressing thoughts in a debate or dealing an interview. The process of

learning starts from reading and explaining the knowledge but the climax of learning is

the level how a learner expresses the knowledge. The style, comprehension and

effectiveness of writing from a student expresses the beauty of teaching (Pereira, 2016).

For school kids, at primary level, the art of expressing thoughts is provoked by

teaching drawings, sketches and modeling. This ability grows and develops the writing

skill and polished as creative writing. Communication with fellows, teachers, and family

members and with the society comes in practice on daily basis and this ability needs to be

developed as per appreciated standards. One of the ways students can boost their

academic performance and develop resilience is by building a growth mindset. Students

7
with a growth mindset focus on learning from mistakes and welcoming challenges rather

than thinking that they are dumb or unskillful by birth. Students have been listing and

reading stories at their homes and schools. This story telling adds many sorts of

knowledge to the memory and vocabulary of students. Creative writing is the art of using

that knowledge and vocabulary in developing the content for academic response or

communication (Mohammed, 2019). Creative writing gets original and innovative ideas

flowing in a child's head and puts those imaginative ideas on paper. It also teaches

students how to express themselves and allows them to demonstrate solid vocabulary

skills as well as practice their abilities in grammar and sentence structure. Some creative

writing assignments can give students the opportunity to create characters, settings and

plot while others allow them to write creative nonfiction. One of the easiest and best

ways to get students to begin the creative writing process uses prompts, which can work

at any age (Cantrell, 2012). Writing prompts start students with very little information or

just a beginning sentence, and then allow them to finish the story. Starting with "what I

did on my summer vacation," "why I like my best friend so much" and "the place I love

to visit most" are all areas that can get students writing creatively. Older students can

write about the difference between right and wrong or giving alternatives to popular

stories. Asking students to write about an event they remember most or something that

affected them deeply can also begin a creative writing project. At a very young age,

children listen to stories regardless if they come from a grandparent, movie, book or

theater production.

The basis of creative writing begins with good storytelling, where students get their

introduction to characters, plot, setting and conflict resolution. Children's authors

8
typically address many of the issues that children face, including going to a new school,

living with a new pet and cleaning up their room (Poulsen, 2013). By exposing children

to as many stories as possible, this helps them learn good structure and what makes a

good story. Taking students out of the classroom and letting them observe human

behavior, visuals and scents forces them to take note of the details that play a vital role in

the creative writing process (Pawliczak, 2015). Teachers can take students to a farmers'

market, park or even a school library where, with notepad in hand, the students can write

down what they see and observe. Instead of the student just writing down that the student

sees "a woman in a red dress," teachers can press the students for details, such as asking

about the person's height, color of hair and if she wore a hat. While students can write

down as many adjectives they can think of, just a few allow the students to get into the

habit of taking notice. Assign your creative writing students to write a story based on five

photos clipped from a magazine. Students can work individually or collaboratively with a

partner. The students should cut out magazine pictures that appear to be interesting or

have the potential to generate a creative piece of writing. Provide students with phrases

on the front board like, "Once upon a time," to help jump start the writing process. Once

each student or pair has finished a story, allow students to share with the class or compile

the stories into an anthology that you can read aloud to the class (Kinra, 2015).

These days, creative writing has fallen to the wayside in schools around the world.

Because of rigorous new standardized testing rules and teachers’ general lack of time to

dedicate to the subject, kids are no longer being challenged to find their creative sides in

the classroom. In this new age of social media and instant messaging, our vocabulary is

constantly changing. In fact, some even believe that the emoji is the fastest growing

9
language in the UK. If children are growing up in an environment where the use of the

emoji is more common than the use of real grammar, the effects could be damaging for

real-world communication (Tin, 2013). Creative writing can have an incredibly positive

impact on a child. As writing becomes more limited in the classroom, it is crucial that we

ensure our children do not miss out on these valuable benefits by taking active steps to

encourage their children to write creatively outside of the classroom (Tsai, Chang, & Lo,

2018). This paper communicates the results of a practice-based research project, for a

while, conducted expressly to examine the changes wrought in the creative writer’s

process and understanding of narrative by shifting to a multimodal, digital composition

process. In this paper, I analyze my creative works prior, during, and after development

of explicit knowledge of digital fiction and digital composition tool, and discuss how

internalizing this explicit knowledge alters the creative composition process. These

conclusions, drawn from an in-depth experimentation for the express purposes of

research, have implications not only for individual creative writers, but also for students

and teachers moving into multimodal forms of digital communication (Skains, 2017).

Creative writing is the ability to produce innovative ideas. Researchers have shown that

Researchers have suggested that one way in which creativity is manifested in writing is

through the poems. Teaching creative writing is encouraging students to write by drawing

upon their imagination and other creative processes like support writing development in

all its components.

Creative writing is often defined as the production of fictional narratives or written

representations. It is the practice to enable students to produce academic content with

their own ideas and style to present their knowledge. Pereira (2016) considers creative

10
writing as an aesthetically motivated, highly disciplined and a personal activity that deals

less in facts than in the imaginative representation of emotions, events, characters and

experiences. The inclusion of creative writing in the language teaching practices is

justified due to several reasons: First, creative writing aids language development at the

level of grammar, vocabulary, and discourse. As learners manipulate the language in

interesting ways to express uniquely personal meanings, they necessarily engage with the

language at a deeper level of processing, which leads to significant gains in grammatical

accuracy and originality of lexical choice. Second, creative writing fosters ‘playfulness’,

which encourages learners to play creatively with the language, to explore the language

and discover things not only about the language but about themselves (Poulsen, 2013).

Creative writing also feeds into more creative reading and the development of aesthetic

reading skills, which provide the learner with a better understanding of textual

construction and contributes to their writing. In addition, creative writing puts the

emphasis on the right side of the brain, which focuses on feelings, physical sensations,

intuition, and the like. This leads to a balance between the logical and the intuitive

thinking. It also allows scope for learners whose hemisphere preference or dominance

may not be left-brain where more logical thinking is said to reside. The foremost

characteristics of creative students as those who can put things together in new ways,

construct more novel products, use more unconventional imagery to make points, observe

ordinary things and find in them an area to wonder about (Krauth, 2016). Writing poetry,

which involves the full personality of the individual, is first and foremost, a ‘playful’

activity’. Once students explore poetic language, they can gain useful ideas for creative

11
writing. In this respect, writing poetry can be a significant stimulation for students’

creativity (Skains, 2017).

Researchers have suggested that one way in which creativity is manifested in writing is

through the poems (Pereira, 2016; Pawliczak, 2015; Kırkgöz, 2014). Poems present

interesting themes and meaningful language, thereby increase emotional awareness in the

learners, and motivating learners not only emotionally but also cognitively to

communicate creatively in L2 (Krauth, 2016). Poems deal with universal themes and

human concerns; hence, they offer opportunities for students to project their feelings and

emotions, thus fostering personal involvement in writing tasks, which plays an important

part in learning a foreign language (Tin, 2013). Through exploring the poem, readers can

discover important ideas for themselves. Producing a poem is more than a mechanical

exercise; it demands a personal response from learners and encourages them to draw on

their own experiences. Each student may respond to poems differently. Poems provide a

basis or a stimulus, and serve as a good model for creative writing. As suggested by

Skains (2017), writing poetry involves the full personality of the individual, and is first

and foremost, a ‘playful’ activity. Poems encompass human dilemma, conflict, love and

sorrow that may be universal, and they often elicit strong reactions from learners. By

providing emotional response, ‘learners become more personally involved in the process

of language learning and can begin to own the language they learn more (Poulsen, 2013).

Once students explore the poetic language, they can gain useful ideas for creative writing.

In this respect, writing poetry can be a significant stimulation for student creativity.

12
As many experts claim academic writing in general plays a major role in higher education

both in student understanding of course content and the consequent assessment of student

knowledge. Newly developed studies highlighted that academic teachers were aware of

the importance of writing. According to Kinra (2015), almost 90% of academic teachers

felt that it was necessary to teach writing skills to university students. It can be concluded

from the survey that teaching academic writing has significant implications for both

lecturers. It is often the case that improving at creative writing requires massive amount

of exercises and practice. This suggests that actual writing is not just being attentive to

lectures dedicated to writing or doing grammar or vocabulary exercises. What helps in

achieving success in improving creative writing skills is also reading appropriate texts

and wise support from the teacher. The survey which is described later presents this

finding as the most essential (Poulsen, 2013). Creative writing, though, should not be

viewed as associate degree activity that happens solely inside a course room’s walls.

Lecturers have to support students’ development of writing habits and preferences also

outside university. It is very good when teachers recognize that almost all students do

intensive amounts of writing for their own purposes: emails, journals, instant electronic

communication, internet sites, and blogs. This potential can be used as the maximum

stimulus to broaden student’s “writing” horizons. Some of the students evidently pointed

out in the survey that support of the teacher concerning additional writing activities in life

outside of the university was welcomed very warmly. When students move in their

literary writing through a range of emotions that draw from their own memories and

expectations, learning of the English language can be greatly facilitated (Zhang & Gao,

2014).

13
It is clear from all the poems illustrated in the present study that the writing task can be

highly creative and constructive when the poem can be used as a source of input, through

which learners are emotionally and personally involved. Each student exhibited a range

of originality and quality in their composed work. While composing poems, students

were not imposed to obey the rhyming scheme; yet, finding an appropriate ending was a

challenge for them. During the course of this study, each student created many poems,

which provided a rich bank of writings of poems in meaningful context. In addition, the

students created poems based on different themes, ranging from a love story to friendship

and various other experiences (Tsai, Chang, & Lo, 2018). The notion that creative writing

may be a medium for thought is very important in many ways. Students in the survey

suggested variety of necessary uses for writing: to resolve issues, to spot problems, and to

rethink one thing one had already puzzled out and the most important to improve ways of

thinking. This insight that writing may be a tool for thinking helps students to achieve

goals never achieved before. And it definitely gives them satisfaction. Conclusions which

emerge from the analysis of the survey show that excellence in teaching creative writing

as thinking needs that the lecturer is familiarized with: Varied tools for thinking through

writing, like journals, blogs, on-line discussion forums, dialogue journals, and others.

Simply put, creative writing remains more doggedly reliant on, and rooted in, print

culture than almost any other discipline. Creative writing has been hesitant to join other

writing disciplines, such as rhetoric and composition and professional writing, that have

recognized the importance of digital influences (Skains, 2017).

14
 CHAPTER NO. 3

RESEARCH METHODOLOGY

3.1 Research Design

1.5.3 Target Papulation

The population of the study were Secondary School Teachers from private and public

schools in Pakpattan.

1.5.4 Sample Size

A sample of 120 teachers, 60 each from private and public schools, was selected from

Secondary School Teachers from private and public schools in Pakpattan. As per research

time and resources, it was feasible to select a comparatively smaller sample. The research

scope was academic purpose; therefore, larger sample was not feasible.

1.5.5 Sampling Technique

Random Sampling technique was used to select a sample for the survey. Random

sampling is feasible to select sample for the survey among large population size

(Saunders et al., 2009, p. 236). The results of research on the selected sample are

considered the representative of the entire target population.

1.5.6 Research Method

Descriptive analysis is the first step to describe the results of data gather through a

survey. It provides details about frequency distribution, means values, standard deviation

and minimum and maximum range of response scale. It provides the insight for the

behavior of sample responses and basis for the conduct of statistical tests.

15
The study was conducted in academic scope. Therefore, the period has been limited and

controlled. Data was collected through questionnaire. Collected data was processed

through SPSS v.25. Statistical tests were applied through software. Correlation test was

run to check the relationship between variables. This research was a quantitative study of

the topic. Because the data was processed, using numerical system and measuring

variables was performed through statistical tests. Data analysis and association between

variables was presented in measurable format.

1.5.7 Research Instrument

For data collection, a questionnaire was developed. The questionnaire consisted of

two sections. Section A consisted of five questions related to demographic information of

the participants. The section B consisted of 15 items, comprising three scale variables.

The questionnaire was based on 5-point Likert scale. It has been more convenient tool for

gathering data from larger population. It provided responses, which can be measured and

analyzed quantitatively. Items Responses were obtained using a 5-point Likert-type scale

where:

Strongly Disagree = 1,

Disagree = 2,

Neutral = 3,

Agree = 4,

Strongly Agree = 5.

16
 CHAPTER 4

DATA ANALYSIS

4.1 Data Interpretation

This chapter consists of data analysis and reports of the research data. Data is analyzed

based on responses to the questions of the research tool. Responses for each question are

recorded in SPSS and report is presented in form of tables and graphs.

4.2 Data Analysis.

In this section, data analysis for responses from teachers is presented and discussed.

Questionnaire responses are analyzed against each variable. Descriptive statistics of the

responses using five point scales are given below:

4.3 Frequency Tables

Table No. 4.1

Demographics of participants
Count Column N %
Gender Male 74 61.7%
Female 46 38.3%
Age 18-25 12 10.0%
26-35 61 50.8%
36-45 37 30.8%
older than 45 10 8.3%
Education M. Phil or higher 12 10.0%
Master degree 96 80.0%
Bachelor 12 10.0%
FA /F.sc 0 0.0%
School Type Public 60 50.0%
Private 60 50.0%
Experience Less than 5 years 28 23.3%
5-10 years 38 31.7%
11-15 years 48 40.0%
more than 15 years 6 5.0%

17
 Drawings

Table 4.2

Drawing competition are helpful in developing

creative writing skills.

Frequency Percent

Strongly disagree 14 11.7

Disagree 6 5.0

Neutral 9 7.5

Somewhat Agree 55 45.8

Strongly Agree 36 30.0

Total 120 100.0

The table above showed that 75.8% of the participants agreed with the statement. Only

16.7% disagreed and 7.5% remained neutral in their response.

Table 4.3

Flash cards improve creative writing skills

Frequency Percent

Strongly disagree 14 11.7

Disagree 6 5.0

Neutral 10 8.3

Somewhat Agree 33 27.5

Strongly Agree 57 47.5

Total 120 100.0

18
The table above showed that 75% of the participants agreed with the statement. Only

16.7% disagreed and 8.3% remained neutral in their response.

Table 4.4

Missing-part activities help in developing

analytical skills.

Frequency Percent

Strongly disagree 12 10.0

Disagree 8 6.7

Neutral 10 8.3

Somewhat Agree 45 37.5

Strongly Agree 45 37.5

Total 120 100.0

The table above showed that 75% of the participants agreed with the statement. Only

16.7% disagreed and 8.3% remained neutral in their response.

Table 4.5
Sketches helps to create graphical expression of
content.

Frequency Percent
Strongly disagree 14 11.7
Disagree 6 5.0

Neutral 15 12.5

Somewhat Agree 32 26.7

Strongly Agree 53 44.2

Total 120 100.0

19
The table above showed that 70.9% of the participants agreed with the statement. Only

16.7% disagreed and 12.5% remained neutral in their response.

Table 4.6

Coloring choices improves creativity Stories.

Frequency Percent

Strongly disagree 13 10.8

Disagree 7 5.8

Neutral 14 11.7

Somewhat Agree 36 30.0

Strongly Agree 50 41.7

Total 120 100.0

The table above showed that 71.7% of the participants agreed with the statement. Only

16.6% disagreed and 11.7% remained neutral in their response.

Table 4.7

It develops imagination and language skills.

Frequency Percent

Strongly disagree 13 10.8

Disagree 9 7.5

Neutral 10 8.3

Somewhat Agree 41 34.2

Strongly Agree 47 39.2

Total 120 100.0

20
The table above showed that 73.4% of the participants agreed with the statement. Only

18.3% disagreed and 8.3% remained neutral in their response.

Table 4.8

Poems helps in teaching creative writing

Frequency Percent

Strongly disagree 10 8.3

Disagree 10 8.3

Neutral 10 8.3

Somewhat Agree 38 31.7

Strongly Agree 52 43.3

Total 120 100.0

The table above showed that 75% of the participants agreed with the statement. Only

16.6% disagreed and 8.3% remained neutral in their response.

Table 4.9

Suggesting title and moral is helpful in teaching of

creative writing.

Frequency Percent

Strongly disagree 7 5.8

Disagree 9 7.5

Neutral 17 14.2

Somewhat Agree 36 30.0

Strongly Agree 51 42.5

Total 120 100.0

21
The table above showed that 72.5% of the participants agreed with the statement. Only

13.3% disagreed and 14.2% remained neutral in their response.

Table 4.10

Stories develops creative thinking and gives

satisfaction.

Frequency Percent

Strongly disagree 6 5.0

Disagree 11 9.2

Neutral 14 11.7

Somewhat Agree 40 33.3

Strongly Agree 49 40.8

Total 120 100.0

The table above showed that 74.1% of the participants agreed with the statement. Only

14.2% disagreed and 11.7% remained neutral in their response.

Table 4.11

Stories enriches vocabulary

Frequency Percent

Strongly disagree 5 4.2

Disagree 9 7.5

Neutral 16 13.3

Somewhat Agree 41 34.2

Strongly Agree 49 40.8

Total 120 100.0

22
The table above showed that 75% of the participants agreed with the statement. Only

11.7% disagreed and 13.3% remained neutral in their response.

Table 4.12

Use of language-games helps in enhancement of

creative writing.

Frequency Percent

Strongly disagree 7 5.8

Disagree 9 7.5

Neutral 17 14.2

Somewhat Agree 36 30.0

Strongly Agree 51 42.5

Total 120 100.0

The table above showed that 72.5% of the participants agreed with the statement. Only

13.3% disagreed and 14.2% remained neutral in their response.

Table 4.13

Use of internet creates motivation for creative writing.

Frequency Percent

Strongly disagree 14 11.7

Disagree 6 5.0

Neutral 15 12.5

Somewhat Agree 32 26.7

Strongly Agree 53 44.2

Total 120 100.0

23
The table above showed that 70.9% of the participants agreed with the statement. Only

16.7% disagreed and 12.5% remained neutral in their response.

Table 4.14

Use of graphical software promotes creative

writing skills

Frequency Percent

Strongly disagree 13 10.8

Disagree 7 5.8

Neutral 14 11.7

Somewhat Agree 36 30.0

Strongly Agree 50 41.7

Total 120 100.0

The table above showed that 71.7% of the participants agreed with the statement. Only

16.6% disagreed and 11.7% remained neutral in their response.

Table 4.15

Computer games enhance creative writing

Frequency Percent

Strongly disagree 13 10.8

Disagree 9 7.5

Neutral 10 8.3

Somewhat Agree 41 34.2

Strongly Agree 47 39.2

Total 120 100.0

24
The table above showed that 73.4% of the participants agreed with the statement. Only

18.3% disagreed and 8.3% remained neutral in their response.

Table 4.16

Word processing software improves creative writing.

Frequency Percent

Strongly disagree 13 10.8

Disagree 9 7.5

Neutral 10 8.3

Somewhat Agree 41 34.2

Strongly Agree 47 39.2

Total 120 100.0

The table above showed that 73.4% of the participants agreed with the statement. Only

18.3% disagreed and 8.3% remained neutral in their response.

25
 CHAPTER 5

CONCLUSION & RECOMMENDATIONS

5.1 Conclusion

This project was done to compare and contrast the teaching of creative writing at

secondary school level in public and private schools of district Pakpattan.

People in Pakistan have different perception about teaching methods and practices

about schools operating in public and private sector. It is commonly considered that

private schools have more emphasis on developing creative abilities and skills among

students. Creative writing is the ability to produce content which not a copy of text books

but created with own understanding and communication skills. This ability plays

important role in answering questions in assessment, expressing thoughts in a debate or

dealing an interview. The process of learning starts from reading and explaining the

knowledge but the climax of learning is the level how a learner expresses the knowledge.

Creative writing skill is very important for a student in terms of communication skills

development. There is need to measure and compare the teaching of creative writing at

public and private schools in district Pakpattan.

The population of the study were Secondary School Teachers from private and

public schools in Pakpattan. A sample of 120 teachers, 60 each from private and public

schools, was selected from Secondary School Teachers from private and public schools

in Pakpattan. As per research time and resources, it was feasible to select a comparatively

smaller sample. The research scope was academic purpose; therefore, larger sample was

26
not feasible. Random Sampling technique was used to select a sample for the survey.

Random sampling is feasible to select sample for the survey among large population size

A questionnaire was distributed among the parents to provide responses for questions

on Likert scale. Responses from participants were recorded in SPSS v.25. Demographics

frequency distribution was presented. Frequencies of responses for each questions were

presented. Results and analysis showed that there has been more work and emphasis on

creative writing in private schools as compared to public schools.

5.2 Recommendations

1. More extra curricular activities at public schools should be planned to improve

creativity among students.

2. Creative writing competition at public schools should be arranged.

3. Assessment should be based on creative content

4. Motivation for creative content should be made through reward and recognition

27
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Thinking Skills and Creativity, 7(3), 209-223. doi:10.1016/j.tsc.2012.04.006

Barbot, B., Tan, M., Randi, J., Santa-Donato, G., & Grigorenko, E. L. (2012). Essential
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29
Appendix A

Questionnaire

Dear Respondent,

I am a student of MA English Language Teaching at Virtual University of Pakistan. I am

conducting a research on teaching of creative writing at secondary school level between Public

and Private Schools of Pakpattan. Please take a few minutes to fill this questionnaire. It is ensured

that data collected will only be used for educational purpose and no identity information will be

disclosed to anyone.

1. What is your gender?

Female

Male

2. Which category below includes your age?

18-25

25-35

35-45

Older than 45

3. What is the highest level of education you have completed?

Ph. D

Master degree

Bachelor’s Degree

30
Professional Certification

Technical Degree

4.  What is your school type?

Public

Private

5. What is your teaching experience?

Less than five years

5-10 years

10-15 years

More than 15 years

Neither
Strongly disagree Strongly
Drawing Disagree Agree
Disagree nor Agree
agree
1. Drawing competition are helpful
in developing creative writing
skills
2. Flash cards improve creative
writing skills
3. Missing-part activities help in
developing analytical skills
4. Sketches helps to create
graphical expression of content
5. Coloring choices improves
creativity
Stories
6. It develops imagination and language
skills.
7. Poems helps in teaching creative
writing

31
8. Suggesting title and moral is helpful in
teaching of creative writing
9. Stories develops creative thinking and
gives satisfaction.
10. Stories enriches vocabulary
Use of Technology
11. Use of language-games helps in
enhancement of creative writing
12. Use of internet creates motivation for
creative writing
13. Use of graphical software promotes
creative writing skills
14. Computer games enhance creative
writing
15. Word processing software improves
creative writing.

32