CHAPTER ONE
INTRODUCTION
This study is entitled A Study on Writing Proficiency: A Comparison of B.A. and B.Ed. Students. This chapter consists of background of the study, statement of the problems, objectives of the study, research questions and significance and delimitation of the study and defining operational key terms.
1.1 Background of the Study 
Language is a means of human communication. Either spoken or written, it consists of the use of words in a structure and conventional way. As a system of communication used by a particular country or community, language is an expression of human personality. It is a form of social behavior that enables the individual to co-operate with others in a group. It is the universal medium for conveying the common facts including complex thoughts, ideas and feeling of everyday life. The fundamental function of language is to communicate (Bhandari, 1996).  
Language is always recognized in terms of different skills: listening, speaking, reading and writing. A skill means an ability to do something expertly. Writing is one of the most important skills. It is a productive and expressive skill of language. It is an expressive skill because we encode meaning by means of certain graphic symbols unlike decoding in receiving. It manipulates the mechanics-producing letter and their combination into sensible words, sentences and paragraphs. 
Moreover, writing is an act of placing the graphic symbols that present language in order to convey the meaning so that the reader can grasp the information. It is the last language skill and it is the most difficult of all the skills. It is difficult not only in generating and in organizing ideas but also in translating these ideas into readable text. Second language learners, thus, have to pay attention to higher level of skills of planning and organizing as well as the lower level skills of spelling, punctuation, word choice and so on. 
Similarly, White and Arndt (1991) argue that writing is used for transcribing language into written symbols. It is a thinking process in its own right. It demands conscious intellectual effort, which usually has to be sustained over a considerable period. Writing is a form of problem solving, which involves such process as generating ideas, discovering a ‘voice’ with which to write, planning and goal. Similarly, the process of writing involves selecting, monitoring and evaluation of what is going to be written as well as what has been written and searching for language with which to express exact meaning. Moreover, writers rarely know at the outset exactly what it is they are going to write because many ideas are only revealed during the act of writing (p.3).
From this definition, we can say that writing is a very complex process. It requires mechanics of writing, coherence and cohesion to integrate information properly as writing is an act of transmitting thoughts, feelings and ideas from past to present and from present to future. It is an activity through which human beings share their culture, religion, values, ideas and assumptions from one generation to another. 
On the other hand, proficiency is the state or quality of being proficient; competent or skilled in doing or using something. Writing proficiency is the ability that measures writing capacity. It is the mastery or skill demonstrated by consistently superior performance, measured against established or popular standards in written form .Moreover, writing proficiency is the ability or skill to translate one’s thoughts, feelings, ideas into paper with correct use of grammar and tenses. It refers to the capacity to give physical shape to the concepts.
1.2 Statement of the Problem
Writing is one of the most important skills to transmit thought or idea. Writing can change our life. It can help us discover who we are;facilitate us to make sense of the information that assaults us daily and to present ideas so that others will take us seriously. Moreover, it can broaden our world by enabling us to communicate efficiently and effectively with people locally or globally that, we have never met before. However, despite the tremendous advantages of writing well, many people persuade themselves that they can never learn to write because they believe that writing is a difficult and only talent people can write. Students who think in these terms are unlikely to write well because they lack motivation to take their writing seriously. The writing is the main mode of taking examination. There is high rate of failure and low marks in English in Nawalparasi district.  Thus, writing plays a vital role to give information from one person to another. There were many misconceptions of the students of public college at Bachelor level who took it as very hard work. A sense of anxiety emerges when they were asked to write. Therefore, the students  neglected writing. Certainly, it takes some efforts to write successfully.
Especially, in Nepalese context, different mother tongue languages are used. English language has been used as a foreign language. Nepalese students learn English language for the literary purpose rather than communicative purpose. They also assume that listening and speaking have low priority while reading and writing have high priority for the language learning activities. Therefore, it is necessary to emphasize on writing skill in Nepalese context. However, writing proficiency of bachelor level is not still compared and analyzed with different faculties such as B.Ed. and B.A level having English as a major subject. Therefore, this study entitled ‘A Study on Writing Proficiency: A Comparison of B.Ed. and B.A Level Students’ to attempt to analyze the situation.
1.3 Objectives of the Study
The objectives of this study were as follows:	
a) 	To find out free writing proficiency of B.Ed. and B.A students in terms of story, letter and essay writing.
b)  	To compare the proficiency of the students belonging to B.Ed. and B.A.  and make its item-wise comparison in average.
c) 	To suggest some pedagogical implications of this study. 
1.4 Research Questions
The study was oriented to find out the answers of the following research questions.
a) 	How proficient are B.Ed. and B.A students in writing?
b) 	What are the similarities and difference between the students of B.Ed. and B.A. in terms of their writing proficiency?
1.5 Significance of the Study
English has been taught as a foreign language in expanding circle countries in the world. In the case of Nepal, Nepalese students learn English language for the literary purpose rather than communicating purpose. They also assume that listening and speaking have low priority while reading and writing have high priority for the language learning program. Therefore, it is necessary to emphasize on writing skill in Nepalese context. Therefore, this study was focused on the writing proficiency of Bachelor level 2nd year students of Kawaswoti Municipality in Nawalparasi district. 
This study will be significant to those who are directly or indirectly involved in the field of teaching and learning English language as well as who are interested in comparative study in English languages. Similarly, this research will be significant for the perspective researchers who want to carry out research on writing. Particularly, it will be a great asset for the teachers who are teaching writing. Moreover, the finding of this study is also expected to be beneficial for policy makers, curriculum designers, textbook writers, teachers, students and prospective researchers in the field of writing.
1.6 Delimitation of the Study
The proposed study had following limitations:
a) 	The study focused on finding out writing proficiency of Bachelor level 2nd year students.
b) 	The study included only the Bachelor level 2nd year students.
c) 	The study incorporated thirty students as sampling size.
d) 	The study was limited to fifteen students of B.Ed. and fifteen students of B.A.2nd year.
e) 	This study was confined only one college of Nawalparasi district.
f) 	The study was limited only three questions.
1.7 Defining Operational Key Terms
a)	Mother tongue: the language that you first learn to speak when you are child.
b)	Proficiency: ability to do something well.
c)	Contrastive analysis: a comparative study of two or more language in their similarities and differences. 
d)	Semantic: connect with the meaning of words and sentences.
e)	Research: a careful study of subject, especially in order to discover new facts or information about it.
f)	First Language Acquisition: Language acquired automatically spontaneously and effortlessly without special instruction where normal children become full-fledged members of their language community within a short span of time. 
g)	Editing: An activity to identify and minimize errors, incompleteness, misclassification and gaps in the information obtain from the respondents. 
h)	Methodology: A set of methods that researcher follows in detail. 
i)	Mean: An arithmetical average of the sum of all the values in the data set divided by the number of values in the data set. 
j)	Primary Source: The source which provides first hand data.   
k)	Secondary Source: The source which provides second hand data. 
l)	Quantitative Research: A research based on systematic and empirical investigation of social phenomena and verification as well as product oriented. 
m)	Questionnaire: List of written questions which are purposive and selective to get information. 
n)	Sampling: The process of selecting fewer group from bigger group.  
o)	Second Language Acquisition: The study of how learners learn an additional language after they have acquired their mother tongue. 
p)	Research Design: A plan of the proposed research work that provides the guidelines to researcher to get answer of the research questions. 

CHAPTER TWO
REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK
This chapter includes review of related theoretical literature, review of related empirical literature, implication of review for the study and conceptual framework. 
2.1 Review of Related Theoretical Literature
Among the four skills of language, writing plays an important role in communication. The more command one has in writing, the more empowered one feels. Thus, writing is self-aggrandizement. Writing makes a special contribution to the way people think. When we write, we compose meanings. We put together facts and ideas and make something new, whether in a letter home, in a college essay, or in a report at work. Moreover, writing contributes uniquely to the way we learn. It helps us to find and establish our own information and ideas. It allows us to bring together and connect new and old ideas. By enabling us to clarify and deepen our understanding of new concepts, writing helps us relate them to other ideas. Thus, writing tests, clarifies, and extends our understanding of the world.	
2.1.1 The English Language
Among different languages existing in different societies, English is the most widely used language in the world. It is the linguafranka of the world because it is the only language that is widely adopted for communication between two speakers speaking different languages. Moreover, English language is used to achieve worldwide knowledge related to different fields like culture, religion, literature, education science, and technological discoveries. English has been recognized as the chief foreign language to be taught in different countries. It is the main language of the world books, newspapers and advertising. Now-a-days, English has become an indispensable vehicle for the transmission of modern civilization. We can never reach the rapid advancement and innovations made in the field of science and technology, industrial development, international relationship, tremendous progress made in different field of human knowledge without the proper knowledge of English. Thus, English language is used and found at every nook and corner of the academic world as well as day-to-day life. 
Thus, in our attempt to achieve communicative purpose, we have to choose which of the language form to use. Which form, given our situation is the most appropriate? Of course, in our choice of language in letter, email and text message
According to Levinson (1983) there are six variables of choice of language which are describe below:
Setting: we speak differently in libraries from the way we do in night clubs. We often informal and spontaneous language at home, whereas, we may use more formal pre-planned speech in an office or work environment. 
Participants: The people involved in an exchange – whether in speech or writing – clearly affect the language being chosen.
Gender: Men and women typically use language differently when addressing either members of the same or the opposite sex. Women frequently use more concessive language than men. 
Channel: There are marked differences between spoken and written language. But, spoken language is not all the same: it is affected by the situation we are in. Are we speaking face to face or on the telephone? Are we speaking through a microphone to an unseen audience or standing up in a lecture hall in front of a crowd?  
Topic: The topic we are addressing affects our lexical and grammatical choices. The words and phrases that we use when talking or writing about a wedding will be different from those we employ when the conversation turns to particle physics. 
Tone: Another feature of the register in which something is said or written is its tone. This includes variables such as formality and informality, politeness and impoliteness. 
These, then, are some of the factors that influence our choice of language. When we have study the way language is used in speaking or writing, we will want to draw their attention to such issues. 
Language is as social construct as much as it is a mental ability. It is important for all who are teaching and learning foreign or second language.( Harmer J. 2001). 
2.1.2 Language Skills
Skill refers to the ability to do something expertly with sound knowledge on it.  Language involves four language skills namely listening, speaking, reading and writing. Our choice of language skill depends upon the channel of communication. Literate people who use language have a number of different abilities. They will able to speak on the telephone, write letters listen to the radio or read book. 
In other words, they possess the four language skills of listening, speaking, reading and writing.
Listening Skill
Listening is one of the important skills. It is the first skill among the four-language skills. It is also called receptive skill. Effective listening skills are the ability to actively understand information provided by the speaker, and display interest in the topic discussed. It can also include providing the speaker with feedback, such as the asking of pertinent questions; so the speaker knows the message is being understood.“Listening as an activity of paying attention and trying to get meaning from something we hear” (Underwood, 1989, p.37). Listening is regarded as most important skill of all because exposure to language is a fundamental requirement for everyone wanting to learn language. In this post- modern era, we have verities of listening means such as lecture, T.V., radio, computer, and mobile phones. This means can be used for picking up information, making note and being successful in communication. Thus, listening involves active cognitive processing. “Listening is the process of receiving constructing meaning from and responding to spoken and responding message”(international listening association). 
Speaking Skill
Speaking skill is the one of the important skill among four language skills. Speaking skill is use to express, thoughts, ideas, opinions, etc among the people. If we want to speak fluently in English, we need to be able pronounce phoneme correctly, use appropriate stress and intonation patterns and speak in connected speech. According to Khaniya (2005), language is learnt for interaction by the fact that the teaching of speaking deserves considerable attention .It  is productive skill like writing and a very complex activity in the sense that it is difficult to describe how utterances are processed and how they come out while speaking. Speaking takes place in a situation where the speaker is under pressure to produce his or her utterances without having much time to organize what and how people want to say.
The Component of Speaking Skill 
The component is related to the issue of what aspect influence how well people speak English. According to (Harmer, 2001) speaking is a complex skill because at least it is concerned with following components:
•	grammar,
•	vocabulary,
•	pronunciation,
•	Fluency. 
Reading
Reading is receptive skill and the third skill after listening and speaking. Reading  is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.
Reading can be silent (in our head) or aloud (so that other people can hear).Reading is a receptive skill - through it, we receive information. However, the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves).To get maximum benefit from their reading, students need to be involved in both extensive and intensive reading whereas with the former, a teacher encourages students to choose for themselves what they read to do so for pleasure and general language improvement, the later is often teacher chosen and directed. It is designed to enable students to develop specific receptive skills such as reading for gist, reading for specific information, reading for detailed comprehension or reading for inference and attitude (Harmer, J. 2001).
“The way of understanding a text and understanding text means comprehending text. In a usual way, reading is handled as reading comprehension. Thus, it is an activity in which getting the message of the printed texts is completely concerned with the comprehension of the text” (Khaniya, 2005 p.139). Reading is dividing in to following types. 
Extensive Reading
 Extensive reading is a way of language learning, including foreign language learning, through large amounts of reading. As well as facilitating acquisition and learning of vocabulary, it is believed to increase motivation through positive affective benefits. In extensive reading programme is that student should be reading material, which they can understand. If they are struggling to understand every word, they can hardly be reading for pleasure .In language learning, extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text, it is focused on the language rather than the text. Extensive and intensive readings are two approaches to language learning and instruction, and may be used concurrently; intensive reading is however, the more common approach, and often the only one used (Harmer, 2001).
Intensive Reading 
Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. e.g the learners read a short text and put events from it into chronological order. In the classroom, Intensive reading activities include skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order (Harmer, 2001).
2.1.2.1. Writing Skill
Writing is one of the most important skills in learning a new language. It is an act of putting down the graphic symbols on paper that represent a language. So it is often regarded as the visual representation of speech. It is productive skill and powerful medium which we use to express our feeling, idea and inner content material. This skill is much slower than either speaking or reading.
Currently the teaching of writing is emphasized all over the world. It plays a great role at all the departments, conferences and research efforts as well as proliferation of support courses in universities or schools. White and Arndt (1991) say:
Writing is far from being a simple matter of transcribing language into written symbols: it is a thinking process in its own right. It demands conscious intellectual effort, which usually has to be sustained over considerable period of time. Writing is a form of problem solving which involves such processes as generating ideas, discovering a ‘Voice’ with which to write, planning, goal-secreting, monitoring and evaluating what is going to be written as well as what has been written, and searching for language with which to express exact meaning. Moreover, writers rarely know at the outset exactly. What it is they are going to writes because many ideas are revealed during the act of writing (p. 3).
From these definitions, we can say that writing is a very complex process   and requires mechanics of writing, coherence, and   cohesion to integrate information properly. Writing is an act of transmitting thoughts, feelings, and ideas from past to present and from present to future.
2.1.2.2 Importance of Writing Skill
Writing is one of the most important and superior methods of learning a language. It is a productive skill, which needs proper mechanics of writing to   make sensible sentences and paragraphs. Writing helps to transmit thoughts, feelings and ideas from past to present to future. Thus, it is a transparent mirror, which can present out knowledge as well as experiences. Writing is the output of listening, speaking and reading skills. According to Hyland (2002) “writing is a set of discrete, value-free technical skills which included decoding and encoding meanings ,manipulating writing tools, perceiving shape-sound correspondence, etc which are acquired trough formal education”
Writing well is an art that everybody should master in order to be successful. Writing well means conveying thoughts, ideas, and facts in simple and clear language. The art of writing is not something that is taught seriously to us in school. But to learn it is essential in order to excel at both academic and professional levels. Good writing skills are important for college students because of the following reasons (David, 2009 article.).
•	 Students with good writing abilities have an edge over the others. They generally score better than the other students do as they can effectively convey what they have learnt in the written examination
•	Good writing skills are also required for getting a job, be it a summer job, part-time job or a regular job after completing college. These days, the employers look for good verbal and writing abilities in the candidates.
•	Writing is important for every profession requires effective                                         communication, and good-writing skills are a must. These are required for making presentations and reports.
•	Writing is also important for communicative through e-mail.
2.1.2.3 Characteristics of Good Writing
Writing is an art of using language. But, it is a very complex task to write clearly and explicitly. In this context, learning to write either in a first or a second language is one of the most difficult tasks. Learning to write is difficult and lengthy process, that one induces anxiety and frustration in many learners. Good writing skills are essential to academic success and requirement for many occupation and profession. Thus, writing is the systematic organization of information. The characteristics of good writing are as follows:
a) Simplicity
The quality of good writing is reducing the complexities, expressing ideas and thoughts in natural ways. It avoids extra stylistic words, genres, jargons, flourishing and ambiguous words and so on. Simplicity and smoothness make writing understandable and readable.
b) Clarity 
Good writing must be free from ambiguity and should be clear. There should not be different interpretation and miss interpretation in writing. Ideas should be presented in clear orderly, readable, understandable and informative style. Good writing should avoid exaggeration as well as contradictory statements.
c) Continuity
Continuity of thought and natural link of ideas are important features of writing. There must be continuity of thought from one word to the following word, from one phrase to another, from one sentence to another, from first paragraph to another and from the first chapter to the chapter another.
d) Economy 
A shorter statement or analysis employing fewer terms is preferred to the one that is longer, other things being equal. The greatness of a writer lies in his/her capacity to express his/her ideas briefly and effectively.
e) Coherence
Good writing deals with one topic at a time. In good piece of writing, all the sentences are closely related to the central ideas.

f)	Complete
Good writing must be complete. It completes the topic as what it deals with. Good writing avoids exaggeration and self-contradictory statements.
g)	Free from error
As writing is the permanent of one’s thoughts or ideas, it must be accurate. Every written piece has to be free from orthographic, semantic, grammatical, idiomatic, punctuations and other errors.
The above mentioned characteristics of a good writing play a vital role in the writing proficiency of B.Ed. and B.A. level of students. The bachelor level students should have the ability to write clear, economic, continuous and simple and error free.
2.1.2.4 Components of Writing
Writing is often long and painful process in which the final text emerges through successive drafts. Thus, writing is not merely an activity of encoding verbal thoughts on printed symbols but it is the combination of various components. In this context, Heaton (1991, p. 142) states that writing is not a single skill but it is the combination of the following components:
-	Mechanics
-	Coherence
-	Cohesion
-	Orthographic and Para-orthographic text
a)	 Mechanics
The mechanics of writing mainly include spelling and punctuations. It is a very basic concept in writing process. It includes some aspects of writing such as spelling or alphabets, use of punctuation marks, use of capital and small letters, handwriting, use of abbreviations and numbers, spacing, format etc. The use of comma, hyphen, semi-colon, full stop is important in any written text. If punctuations are wrongly used, they bring change in meaning.
b)	Coherence 
Random collection of sentences is not writing. In other words, any combination of sentences to be a text or paragraph, the combination should be coherent. Coherence refers to the semantic relationship between sentences in a text. This relationship is based on the speakers’ shared knowledge in a spoken discourse but in written discourse, the meaning relationship between topic sentence and its supporting detail of a paragraph of text reflect coherence (Heaton, 1991).
c)	Cohesion
Cohesion refers to the grammatical link and lexical relationship between sentences in a text. Any combination of sentences to be a text, there should have grammatical relationship between sentences. The use of anaphora and cataphora makes the text cohesive. Cohesion includes different linking devices such as personal, comparative, demonstrative references, logical connectors. It also includes addition, comparison, contrast, enumeration, inferences, exemplification, replacement and reformulation of ideas (Heaton 1991).
d)	Orthographic and Para-orthographic Text
The orthographic system deals with linguistic symbols but Para-orthographic text is related to the use of diagram, figure, symbols etc. Orthographic text mainly deals with complexity and irregularity in spelling, outstanding spellings, and the spelling of loan words, the syllable structure and consonant clusters. On the other hand, Para-orthographic text is related to the change of orthography in the form of diagram, pie-chart, maps, tables etc. which requires special skills. , Heaton (1991)
2.1.2.5 Approaches of writing 
     There are number of different approaches to the practice of writing skills both in and outside the classroom. We need to choose between them, deciding whether we want students to focus more on the process of writing than its product, whether we want them to study different written genres, and whether we want to encourage creative writing-either individually or cooperatively. We will want to build the ‘writing habit’.
There are mainly two types of writing approaches:
a) Process approach
b) Product approach
c) Genre-based approach
d) Integrative approach
a) Process approach
According to Harmer (2001) Process approach is to pays attention to the various stages that any piece of writing goes through, By spending time with learner on free writing phases, editing, re-drafting and finally producing a finished version of their work, a process approach aims to get to the heart of the various skills that most writer employ and which are, therefore, worth replicating when writing in a foreign language. Indeed, it might be possible to argue that editing and re-drafting are even more important when we are writing in a foreign language than when we are writing in our first language. 
In its simplest form, a process approach asks students to consider the procedure of putting together a good piece of work. In reality, the writing process is more complex than this, of course, and the various stages of drafting, reviewing, re-drafting and writing, etc. Thus at the editing stage we may feel the need to go back to a pre-writing phase and think again’ we may edit bits of our writing as we draft it. The following figure shows the process cycle of writing: 

Figure 1: The Process Wheel (Source: Harmer 2001, p.326)
Writing is the result of employing strategies to manage the composing process, which is one of gradually developing a text. It involves a number of actitivies: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. It is complex process, which is neither easy nor spontaneous for many second language writers (Hedge, 2014, p. 302). 
The findings of writing process according to Zamel (1983):
 -Planning was not a single phase but a thinking activity to which writers returned repeatedly during composing. 
-	These writers had individual strategies for ‘getting into’ writing. Some wrote notes, lists, or diagrams, and all of the students spent a good deal of time thinking at the outset, but two of the best writers wrote nothing down until they started the essay. 
-	The writing process was recursive and generative, with students re-reading their work, assessing it, reacting, and moving on. There was an interesting distinction between the poorer writers who seemed to focus on re-reading only smaller chunks of discourse and better writers who sometimes re-read whole paragraphs. 
-	Revising took place throughout the process and generally involved considerable changes: for example, composing something new, deleting sentences, and shifting paragraphs around and sometimes eliminating them. 
-	All of the writers paid attention to surface-level features but the better writers dealt with these at the end of the process. It was the poorer writers who spent time throughout the process changing words and phrases. 
-	Linguistics problems seemed to concern the writers least. The better writers used strategies such as leaving a blank or writing down a word in their first language in order not to be distracted as they developed ideas. 
-	Once ideas had been written down and developed, the writers began to edit for surface-level features such as accuracy in grammar, word-choice, spelling, and punctuation
One of the disadvantages of getting  students to concentrate on process of writing is that it takes time: time to brainstorm ideas or collect them in some other way; time to draft a piece of writing Edit in various way before ,perhaps, changing the focus ,generating more idea,  re-drafting, re-editing and so on. The various stages may well involve discussion, research. Language study and considerable amount of interaction between teacher and students and between students themselves so that when process writing handled appropriately; it stretches across the whole curriculum (Harmer, 2001) 
There is a great dispute whether writing is a process or writing as a product. Process oriented approach of writing view that competent writer never produce final text as their first endeavor, it takes a long time to be accomplish and it is often painful process in which the final text comes through a successive draft. Every writer has his/her own process but experience writer follows some processes that include finding topic, planning, drafting, editing, revising and producing the final draft (Miller 1992, p.7).
•	Controlled Writing
Controlled writing can be conducted under the supervision of the teacher. In it, student’s writing is controlled by various means; for instance, by providing questions to be answered, sentences to be completed, or words or pictures to be followed. The teacher provides in controlled writing are:
i.	Copying
ii.	Combining
iii.	Reproducing
iv.	Completing
In this way, exercises of controlled writing are designed to show the kind of writing they will produce in a   lesson for practice. They are devised so that student has virtually no freedom to make mistakes.
•	Guided Writing
The students should be given some freedom in selecting lexical items and structural patterns. In selecting the items the students should think to select the suitable items. As for example, he writes like this-“A kitten gives birth to two young ones”. Later he comes to know that a kitten never gives birth but a cat does such work. Then he uses CAT instead of KITTEN. Under guided writing, she/ he begins with ‘outlines’. These outlines allow for some individuality which also helps him to remember what he has already finished. Outlines may be like this: 
(Two beggars……….. one blind……… and the other lame….)
In guided writing, the students may begin with completion exercise, replacement exercise, expansion exercise, guided outlines, question answer, etc.
They may be allowed more freedom in their choice of expression as they advance in the skill. The exercises can include: questions on stories and articles which they have read, summary writing, story writing in different tenses, and changing a story into a dialogue form and a dialogue into prose form.
•	Free Writing
Writing something without any outline is known as free composition, e.g. ‘writing an essay on honesty’. Free writing is entirely concerned with the students of advanced stages. It is not given in early stages. Here, the students are free to select vocabulary and structures for the expression of personal meaning. Thus, free composition is known as creative writing. The transition from guided to free writing must be gradual. It means the students should not be transformed immediately after knowing some guided composition to free writing. Not all the topics are difficult for the learners. So, the exercises to write should not be the test of originality and invention. Likewise, let them describe the things like duster-its usefulness, the activity like preparing tea, etc. In describing such things the students come to know the correct use of prepositions.
Types of Free Composition
Composition writing can be of various types depending upon the purpose of the writer and the genre he/she is involved in. The main types of free writing are as follows:
i) Narrative (narrating an incident/story)
Narrative composition includes simple retold stories, histories, autobiographies (story of personal life), personal experience, everyday life etc. The students are given simple narrative structures to write free composition. After that, students should follow simple structures themselves, e.g. ‘a bad dream that frightened Samjhana,’ ‘your journey to Madi,’ ‘an unforgettable moment in my life’ etc.
ii) Descriptive (describing in the form of an essay or paragraph) 
Describing is a type of free writing on which the students express their ideas in the form of an essay or paragraph, e.g. ‘Write an essay about ‘Rivers in Nepal’.
iii) Reflective (replying in the form of a letter or application)
Replying is another kind of free writing. It is also creative writing. In this writing, the students read the letter/application or wanted notice and write the reply taking care of the actual purpose.
iv) Explanatory (explaining the reasons for something ……..etc.)
Explaining is the fourth kind of free writing. It is also a creative writing. Learners think about the topics of paragraph/essay and they write about the subject matters which are responsible for.
v) Imaginative ( pretending to be the different)
Imaginative composition is a form of free composition in which students imagine themselves as different persons, or being in a different place. Imagined character may be the writer himself/herself or someone else. Fiction writing or literary writing is an example of imaginative writing.
Stages of Free Writing
Learning to write coherently and in a way which is appropriate for one’s purpose and audience is something which many people can never easily manage in a foreign language because there exists a number of conflicting theories of planning and teaching a course in writing. Most often, process approach is used in teaching writing rather than genre-based approach. Process approach in writing consists of four basic stages. According to Ali Luke 
(2011), the four basic stages of teaching writing are:
i.	Planning 
ii.	Drafting 
iii.	Re-drafting
iv.	Editing 
Process writing in the classroom may be constructed as a programme of instruction, which provides students with a series of planned learning experiences to help them understand the nature of writing at every point. White and Arndt (1991, p.47) present the following model for writing process:	

Drafting

Structuring

Focusing

Generating Ideas

Evaluating

Re-viewing

Figure 2: Writing Stage 
Free Writing Activities
Free writing is a complex activity, which requires a variety of skills. It involves the production and arrangement of written sentences in an appropriate way. At this stage, the learners know how to select the appropriate vocabulary and structure to express their ideas in a meaningful way. They can express their ideas freely in this stage. Hedge (1988) states that “freestyle contains many different types of writing for a range of purpose, for example, writing letter articles instructions, notes and reports.” It has sometime been called speed writing or quick writing because its main feature is writing as quickly as possible without stopping. Normally, free writing includes the following writings:
i.	Paragraph writing
ii.	Dialogue writing
iii.	Letter writing
iv.	Report writing
v.	Essay writing
vi.	Précis and summary writing
vii.	Writing a book/film writing
viii.	Preparing resume
ix.	Calling meeting and writing minute
x.	Interpreting and using Para-orthographic text etc.
Among the above-mentioned types of free writing activities, the focus here is on the paragraph writing, dialogue writing, letter writing, report writing and essay writing. Which are briefly described below?
i) Paragraph writing
A paragraph can be defined as a piece of writing in which one’s thought as the central idea or controlling idea is developed by means of supporting details. The supporting details can be examples, reasons, comparative statements, or other related facts. Every good paragraph should have a controlling idea, to which its sentences are related. A paragraph is regarded as a good one only if the readers can completely understand the unit of information it contains; and if its central or controlling idea is completely developed by means of appropriate supporting details. There are different types of paragraphs such as descriptive, narrative, expository, reflexive etc.(Hedge 1988).
ii) Dialogue Writing
The literal meaning of ‘dialogue’ is the conversation or talk between two people; but there can be more than two participants of characters in a conversation, involved. Dialogue takes place in real life situations. There must be a topic or subject for a dialogue. We never converse without any purpose. So a dialogue is a conversation or a talk on a topic for a particular purpose between two or among more characters. (Hedge, 1988).
iii) Letter Writing
Letter writing is an art. It is the complete communication between friends, relatives and organizations. The information imparted by the letters should be clear and natural. The language and style differ from one letter to another. For instance, a personal letter is normally written in personal and informal style; and it can consist of colloquialisms, slang and dialects as well. On the other hand, a business letter or an official letter is written in a formal and impersonal style. The types of letter are personal letter, business letter, official letter, informal letter, letter of application etc (Hedge ,1988).
iv) Report Writing
A report is a factual account of something heard, seen, done, studied, experimented etc. which is published or broadcast in written or spoken form and is intended to the target receiver. A report writer can include his opinion and recommendation on the basis of the fact observed or resulted. The form of the report has to such that the intended receiver must draw the information from the report quickly and easily. The main types of report are reporting events, reporting excursions and newspaper report.
v)  Essay Writing
‘An essay’ means a piece of composition on a topic. The definition of it literally varies from person to person but the entire semanticity of different definition, to some extent, seems to be similar. Oxford Advanced Learners Dictionary defines ‘essay’ as a “piece of writing usually short and in prose, on any one subject”.The main types of essay are; descriptive, narrative, expository and reflective essay. 
 vi) Creative writing
The term creative writing suggests imaginative tasks, such as writing poetry , stories and plays. Such activities have a number of features to recommend them. ‘Creative writing most people feel pride in their work and want it to be read’ (Ur 1996:169). This sense of achievement is significantly more marked for creative writing than for other more standard written products. 
Creative writing is a ‘a journey of self-discovery, and self-discovery, and self-discovery promotes effective learning. This for the powerful motivation to fing the right word to express such experience. Creative writing also provokes the kind or input-output circle. Harmer (2001) .
b) Product Approach
Writing is product approach. Process approach finally catch product. Writing cannot be accomplished within the single stage instead its requires several stages only then anyone can produce the effective piece of text. The writers have to make the great effort from the very beginning to the final product. This is the traditional approaches in which students are encouraged to mimic model text, which is usually presented and analyzed at an early stage. The product approach focuses on writing tasks in which the learner imitates, copies and transforms teacher supplied models, it is focuses on the steps involved in creating piece of work. Nunan (1998). When concentrating on the product, we are only interested in the aim of a task and in the end-product. A consideration of written genre has a lot in common with a product approach to writing, i.e. an approach which values the construction of the end-product as the main things to be focused on. (Harmer, 2001). 
In sum, from the above definition product approach is a traditional approach. In this approach, students are encouraged to mimic/imitate a model text. 
It is usually presented and analysed at the early stage. Organization of ideas more important than the ideas itself. In this, student are required to produce a complete piece of writing straight away and emphasis on end product.
c) Genre-based writing approach
Genre represents the norms of different kinds of writing. Genre is a purposeful socially constructed oral or written communicative event such as, narrative casual conversation, description etc. When teacher concentrate on genre, students study texts in the genre in which they are going to be writing before they embark on their own work. Thus, if we want them to write business letters of various kinds, we let them look at typical models of such letters before starting to compose their own. This forms parts of the pre-writing phase.
A genre approach is especially appropriate for students of English for specific purpose. However, it is highly useful for general English students, even at low levels. Students who are writing within a certain genre need to consider number of different factors. They need to have knowledge of topic, the conversations and style of the genre (Harmer, 2001). 
Genre –based approach in improving students writing. The Rutledge Encyclopedia of the Language Teaching and Learning has defined the genre-based approach as a framework for language instruction based on example of a particular genre. The genre framework supports writing with generalized, systematic guiding principle about how to produce meaningful passages.
From the above views, the study implies that combining the genre-based approach and an activity based teaching method is suitable for teaching writing to students with learning disabilities. It is clearly helps students to organize their writing and understand the nature of the text. 

d)	Integrative Writing Approach: 
 It is one of the approaches of writing. It involves the testing of languages in context. It concerned primarily with meaning. is assess the learners ability to use two or more skills simultaneously integrative writing approach involves functional languages as well as characterized by the use of close testing and dictation, also oral interviews, translation and essay writing . Writing cannot be broke into several components, it is a unity (Ma Elena Obina Abinza, 2015) approaches to language testing. 
 Writing as a cooperative activity and it for learning
Although many people in their personal lives write on their own, whether at home or at work, in language classes teachers and students can take advantage of the presence of others to make writing a cooperative activity, with great, benefit to all those involved. 
Cooperative writing is immensely successful if students are writing on a computer. If the screen is big enough, everyone can clearly see what is being created, and everyone can make small changes both during the initial writing process and also later on. Students and teachers can also email each other, of course; and just as with Wikipedia, anyone can modify entries, so with student writing on the Internet (or on an Intranet – that is on a hard disk that everyone in the school, or from a group can access), other students can alter things that are there, and gradually co-construct a final finished product.
Writing-for-learning is the kind of writing we do to help students learn language or to test them on that language. Thus, if we say Write three sentences using the ‘going to’ future, our aim is not to train students to write, but rather to help them remember the going to future. The same is true when we get them to write four sentences about what they wish about the present and the past. 
When we ask students to design a good magazine advertisement, however, we are doing this so that they may become good at writing advertisement. When we get them to write a narrative, it is their ability to write a story that counts, not just their use of the past tense. 
If we are to build the students’ writing skills (as opposed to building their writing habits or getting them to write for language practice), we will have to use such writing-for-writing tasks as often as is appropriate (Harmer, 2001). 
2.2 Review Related Empirical Literature 
Poudyal, (1999) carried out a study on “comparative study of English language writing proficiency higher secondary college of Gulmi and Kathmandu.” The main objective of this study was to investigate the writing proficiency of the twelfth graders of Gulmi and Kathmandu district using non-random judgmental sampling procedure. In this study, the researcher selected ten students from each as a sample for this study by using simple random sampling procedure. The main tools for data collection were the test items. This study conducted Gulmi and Kathmandu district. The finding of his study was that urban area’s students were better than the students of the rural areas were. This study explicitly shows that the students of humanities and science, especially the girl had better proficiency in English writing.
Kafle (2008) conducted a research on “A study on the proficiency in guided writing.” The main objective of this study was to find out the status and compare the students’ guided writing proficiency. Besides,   its aim was to find out their weakness and strengths in writing as well. For this study, 60 students of class ten of Kathmandu valley and ten students from six schools were taken. He used test item as the tool for data collection. He found that the proficiency of girls was better than of boys and private school’s proficiency was better than of public school. 
Kaphle (2008) conducted a research on ‘A study on English language writing proficiency of grade eight in Chitwan’.  The main objectives of this study was to find out students' English language writing proficiency  of grade eight in Chitwan and to make comparative study of English language writing proficiency  such as Public Vs private school students, Boys Vs girls. For this study, the researcher administered the tests to all together 80 students both boys and girls, 10 student from each selected school. The research randomly selected four community based and four private schools of Chitwan district. The main tools for data collection were the test items. The finding of his study was English language writing proficiency of grade Eight in Chitwan was found satisfactory since total average score was found above 50%. The writing proficiency of Private Schools' students was found far better than Community based schools students since total marks score of Private Schools' Students was found 70.7 where as the Community based schools was found 38.15 only.
Karki (2011) has conducted a research entitled ‘A study on writing proficiency of grade eight students of Ramechhap district in guided writing and free writing’. The main objective of this study was to find out writing proficiency of grade eight students in terms of punctuation, vocabulary, grammar, format, and spelling. For this study, 60 students of class eight of Ramechhap district using random judgemental procedure sampling were taken. He used test item as the tool for data collection. The finding in his study was that writing proficiency of the students of private school did better in each question than the students of public school. This study also analyzed their writing proficiency in terms of grammar, punctuation, spelling and so on. 
Khanal (2011) has conducted research entitled ‘free writing proficiency of grade ten students’. The main objective of this study was to find out free writing proficiency of grade ten students of Bardiya district and to compare proficiency of the students between private and government-aided schools. For this study, the sample size was one hundred all students studying in class ten in both private and government aided schools of Bardiya  district were study population. He used non-random judgmental sampling procedure. The main tools for data collection were the test items. This study conducted in Bardiya district. The finding in his study was the students were seen poor in free writing i.e. out of 50; they obtained 16.86 marks in average which makes 33.72%.This study also analyzed their writing proficiency in terms of paragraph writing, dialogue writing, letter writing, report writing and essay writing.  Comparatively, the students of private schools were seen more proficient than the students of government-aided school. 
Dangal (2011) has conducted the research entitled ‘strategies used by the students of tenth grader in free writing competition’. The main objectives of this research were to find out the learning strategies used by the tenth graders to write free composition in English and to find out the relation between strategy used and the students' success in writing. The sample population of this study was the students of grade ten of Morang district who are studying in four private schools of Indrapur, Mrigauliya and Belbari VDC. The sample population of the study was 80 students from the four private schools of Indrapur, Belbari and Mrigauliya VDC of Morang district. 40 boys and 40 girls were selected for this study. He used to questionnaire to collect data as tool. The finding of this research was tenth graders used only memorization and textbook consulting strategies most of the time, nobody prepared the draft (outline) and note before writing, most of the students used two strategies i.e. translating and copying while writing free composition and most of the students did not use two strategies i.e. own creation and outlining while writing free composition. These are the research finding of Mani Raj Danga which was found in his research.
Khadka (2012) has conducted the research entitled ‘writing proficiency of higher secondary level students’. The main objectives of this research to find out writing proficiency of higher secondary level students and to find out of the students proficiency in terms of stream and sex. He used purposive (Judgmental) non-random sampling procedure in order to select the required number of students. The students of class XII were selected from Education and Management stream 60 students (30 boys and 30 girls) from three different Higher Secondary Schools were selected as the informants. He selected 10 boys and 10 girls from each school both from Education and Management streams. He designed test items to collect the required information. This study conducted at Rautha district. The finding of this study was as a whole 50% of the students were found above average in proficiency and 50% of the students were found below average where average proficiency was 24.11. In case of sex-wise comparison in his research, boys were found more proficient than girls were. As there were two different streams in this research, the students from of Management stream were found more proficient than the students of the Education stream were.
Neupane (2015)  has conducted the research ‘Free Writing Proficiency of Grade XI Students before and after Feedback’. The main objective of this research was to find out free writing proficiency of Grade Eleven students before and after giving feedback the total population of this study was all the students of Grade 11 of Siddharth Gautam Buddha Campus of Rupandehi District. Only the possible and required population was included in the study because of the time and other constrains.  Twenty students of Siddhartha Gautam Buddha Campus, Rupandehi District were taken for the study. He used to test item to collect data.  The finding of this research was the motivation level was higher than motivation before getting feedback. The students were encouraged to write on given topic. The readiness is first and most important factors in any task and learning.
Joshi (2015) has entitled ‘free writing ability of grade eight students. ‘The main objective of this research was to find out the free writing ability of grade VIII students especially in case of descriptive essay writing. The population of his study was all the students of grade eight of Beldandi Nabjyoti public school, Beldandi, Kanchanpur. Altogether 18 students studying in grade eight were the sample and population of the study.For this research, Beldadi Nabjyoti public school, Beldandi, Kanchanpur was selected through purposive, non-random sampling procedures. All the 18 students of grade eight were the sample of this study and they were selected using purposive non-random sample procedure. The tools he used to collect the data were test items. The finding of this research was Students got better result in third test than first and second tests. It was found that students used better grammatical and punctuation aspect of writing in second and third test.
Though all the four skills are inseparable from the teaching learning process. Nepalese people learn the English language for the literacy purpose rather than linguistic purpose. Nepalese people also emphasize that listening and  speaking have low priority while reading and speaking have high priority in  language learning process. Therefore, it is necessary to emphasize on writing skill in the Nepalese context. The researcher has made a review of relevant studies but a comparison of B.Ed. and B.A. students in terms of writing proficiency is not found. So, this researcher has proposed to   analyze both cause and solution of Bachelor level students in term of writing. So, this study particularly focuses on writing proficiency that will provide actual reinforcement for causes and remedies to the students of Bachelor level in terms of writing mechanism. 
2.3 Implications of the Review for the Study
In literature review is an integrate part of the entire research process which makes a valuable contribution to go through almost every operational steps. It helps to bring the clarity and focus on the research problem, improve methodology and broaden the knowledge base in the research area.
The studies that are carried out survey research and made use of test as research tool. In this sense, my research is similar to those studies because my study also makes use of test as research tool and is a survey research .With the help of review of  related literature, it becomes clear that no research is carried out to find out the ‘Writing Proficiency a comparison of B.Ed. and B.A level students’. As a researcher, therefore, I went through different existing literature, books, articles and empirical researches. The reviewed literature provided me the guidelines and to frame the methodology to carry out this research  Poudel’s (1999) thesis gave me idea to develop theoretical knowledge which brought clarity to my research,  Kafle’s (2008) thesis helped me to improve my research methodology, Khanal’s (2011) thesis helped me to interprete and analyze the data,  Karki’s (2011) thesis for which I got the idea how to collect data and to develop the tool, Khadka’s (2012) thesis helped me broadening my knowledge base in comparison, and its analysis, and to contextualize my finding etc.

2.4 Conceptual Framework 
The study on ‘Writing Proficiency’ will be based on following conceptual framework:

Language Skills

Listening

Speaking

Reading

Writing

Copying

Reproduction

Recombination

Guided Writing

Free Writing

Type of free Writing

Stage of free Writing

Activities of free Writing

Narrative
Descriptive
Reflective
Exclamatory
Imaginative

Planning
Making outline
Preparing first draft
Revising editing and producing the final draft

Paragraph Writing
Dialogue Writing
Letter Writing
Report Writing
Essay Writing

Analysis and Interpretation

Conclusion

Process

Product

Genre-based

Integrative

Figure 3: Conceptual Framework
CHAPTER THREE
METHODS AND PROCEDURES OF THE STUDY
The following methodology was adopted to fulfill the above-mentioned objectives:
3.1 Design and Method of the Study
Survey research used to complete this study to find out the writing proficiency of students in terms of relevance and utility, the researcher followed the mixed research design (i.e. qualitative and quantitative) in general and survey in particular. As a part of this research, the researcher was visited determined area to find out the existing data. Specially, it was carried out in large numbers of population in order to find out the public opinion on certain event, issue or situation. In this regard, Cohen et.al (1985, as cited in Nunan, 1992, p.140) says:
Survey is the most commonly use descriptive method in educational research and may vary in scope from large scale government investigation through to small scale studies carried out by single researcher. The purpose of survey research is generally to obtain a snapshot of condition, attitude and/or event at a single point in time.
Moreover, Nunan (1992, p. 141) suggests the following eight steps procedures of survey research. 
Step 1: Define objectives-what do we want to find out?
Step2: Identify target population-who do we want to know about?
Step 3: Literature review-what have others said/discovered about the issue?
Step 4: Determine sample-How many subjects should we survey and how will we identify these?
Step 5: Identify survey instruments – how will the data be collected: questionnaire/interview?
Step 6: Design survey procedure-how will the data be assembled and analyzed?
Step 7: Identify analytical procedure-how will the data be assembled and analyzed?
Step 8: Determine reporting procedure-how will the data be written up and presented. 
The discussion above entails that survey is one of the important research methods used in educational investigations. It is mainly carried out to find out peoples attitude, opinions, and specified behavior on certain issues, phenomena events or situations, certain issues, educational peogrammes, activity and state of institution; to compare the finding: and provide suggestion. The finding of the survey is generalizable to study to any others. Research is systematic process of investigation we cannot conclude haphazardly.
3.2 Population Sample and Sampling Strategy
It is not possible to include all the population in the study. Therefore, the thirty students were chosen by using non-random sampling. The researcher choose Fifteen students of B.Ed. 2nd year   and fifteen students of B.A. 2nd year.
3.3 Study Field/Area
The population of the study was Bachelor 2nd year students of the Nawalparasi district. The sample size of this study was thirty students of one college.
3.4   Data Collection Tools and Technique 
The main tools for data collection were the test items. The researcher prepared three sample questions out of course of study to find out the free writing proficiency of the students selected from B.Ed. level and B.A. level. Those test items contained three varieties of free writing activities (e.g. story writing, letter writing and essay writing). Story writing has 15 marks, letter writing has 15 marks and essay writing has 20 marks. The researcher evaluates writing those tasks in terms of organization of information, grammar, coherence, cohesion, clarity, and mechanics of writing.
3.5 Data Collection Procedure 
In order to collect the data, the researcher prepared the test items based on the level of students. Then he visited the selected campus and contacted the campus authority for the management of proper time to conduct the tests. Before distributing the test items, the researcher consulted the students and made them clear about the nature and purpose of the task. Then, he conducted the test and collected the answer sheets of the students.
3.6	 Data analysis and Interpretation Procedure
The researcher used both qualitative and quantitative approach to the analysis and interpretation of data. Qualitative data was analyzed in a narrative way with description whereas quantitative data was analyzed and interpreted with simple statistic tool like mean percentage, etc. 

CHAPTER FOUR
ANALYSIS AND INTERPRETATION OF RESULTS
4.1 Analysis and Interpretation of Results
In this chapter, the collected data from the different sources were analyzed and  based on analysis and  interpreted  to fulfill the specified objective. Corresponding to the objective the data collected from the different sources were classified in terms of different feature and compared between the two different faculties. On the basis of the following topic, the data has been analyzed and interpreted.
a. Holistic proficiency in free writing  
b. Level-wise proficiency in free writing  
c. Total item- wise proficiency in free writing.
d. Comparative proficiency of the students of B.Ed. and B.A. level
e. Marking schemes of B. Ed. and B.A. level students in free writing.
f. Compare between two levels in item- wise marking schemes in free writing
4.2 Holistic Proficiency in Free Writing         
The overall proficiency of the students of selected campus has  been analyzed and interpreted in details using mean and percentile calculation in free writing in this heading. The following table shows the overall proficiency of the students in free writing in terms of Story writing, letter writing, and essay writing:

Table 1
 Holistic Proficiency of the Students in Free Writing
S.N.	No. of Students	Marks Obtained in Free Writing
(Out of 50)	Remarks	
		Average	Percentage		
1	30	17.43	34.86	Poor	
The above table shows that thirty students were selected from one campus of Nawalparasi district.  The students who were selected from one campus were evaluated by a set of test items related to free writing. It also shows that the mean score obtained by the students in free writing was 17.43 (out of 50) which make 34.86% in average. The result in total seems to be poor. Students were feel hesitate to participate free writing activities. They also said that we do not know how to write. Most of the students went outside from the classroom during the data collection or giving the test item. Only few students were taken as participants participated in writing among all students. If they were participated in writing but not happily only forcefully. 
4.3 Level-wise Proficiency in Free Writing
The proficiency of the students of B.Ed. level and B.A. level in free writing has been analyzed and interpreted in details using mean and percentile calculation. The following table shows the level-wise comparison of proficiency in free writing: 

Table 2
Level-wise Proficiency of the Students in Free Writing
S.N.	Level of students	No. of Students	Marks Obtained (out of 50)	Remarks	
			Average 	Percentage		
1	B.A	15	16.06	33.		
2	B.ED.	15	18.8	37.6		
The table shows that the overall average score and percentage were 17.43 and 34.86% respectively. The students of B. Ed. were seen the more proficient in free writing in the average score of 18.8 than the students of B.A. level were seen least proficient in free writing with the average score of 16.06. The students of B. Ed. level got 37.6 % out of 50 marks and the students of B.A. level got 33 % out of 50 marks. B. Ed. level students have secured 4.6 % more marks than B.A level students. 
4.4 Item-wise Proficiency in Free Writing
Under this heading, the proficiency of the students of selected campus in each item has been analyzed and interpreted in details with the help of mean and percentile calculation. 
The following table shows the proficiency of the students in story writing:
Table 3
Proficiency of the Students in Story Writing
S.N.	Variable School	No. of Students	Marks Obtained  
(out of 15)	Remarks		
			Average	Percentage			
1	B.Ed.	15	5.6	37.3			
2	B.A	15	4.6	30.6			
	Total	30	5.1	33.8			
The above table shows that the overall proficiency of students in story writing was 5.1 or 33.8 %.  Among the students of these two levels, the students of B.Ed. were found to be the most proficient and the students of B.A. were found to be least proficient in story writing. B. Ed. level students got 5.6 or 37.3 % while B.A. level students got only 4.6 or 30.6 % in story writing. In comparison B. Ed.level, students secured 6.7 % higher than B.A. level students.  In item-wise proficiency, the story writing proficiency were not found good  result but in comparison B.Ed. level seem more proficient than B.A. level in terms of characteristics of good writing such as content, mechanics, continuity, economy, complete etc.
 The following table shows the proficiency of the students in letter writing: 
                                                              Table 4
Proficiency of the Students in Letter Writing
S.N.	Variable School	No. of Students	Marks Obtained         
(out of 15)	Remarks	
			Average	Percentage		
1	B.ED.	15	6.6	44		
2	B.A	15	5.5	36.6		
Total	      30	    6	40.3		
The above table shows that the overall proficiency of students in letter writing was 6 or 40.3%. Among the students of these two levels, the students of B.Ed. were found to be the most proficient and the students of B.A. were found to be the least proficient in letter writing. In letter writing B. Ed. level students got 6.6 marks (44 %) in average while B.A.level students only got 5.5 marks (36.6%). It seems that B. Ed. level students secure 7.4 % more marks than B.A. Level students. 

The following table shows the proficiency of the students in essay writing:
Table 5
Proficiency of the Students in Essay Writing
S.N.	Variable School	No. of Students	Marks Obtained
(out of 20)	Remarks	
			Average	Percentage		
1	B.Ed.	15	6.5	 32.5		
2	B.A.	15	5.8	 29		
	Total	30	6.15	 30.75		
The above table shows that the overall proficiency of students in essay writing was 6.15 or 30.75 %. Among the students of these two levels, the students of B.Ed. were found to be the more proficient and the students of B.A. were found to be the least proficient in essay writing. The average proficiency of the students in essay writing was poor. In essay, writing B. Ed. level students got 6.5 marks (32.5 %) in average while B.A level students only got 5.8 marks (29 %). It seems B.Ed. level students secure 3.5 % more marks than B.A. level students.
Table 6
Total Item-wise Proficiency of the Students in Free Writing
S.N.	Type of Writing	Marks Obtained 	Remarks	
		Average	Percentage		
1	Story  Writing(out of 15)	5.1	33.8		
2	Letter Writing(out of 15)	6	40.3		
3	 Essay Writing(out of 20)	6.1	30.7		
	Total	17.2	34.9		
The above table shows the total average marks and the total percentage of the marks obtained by the students in different types of free writing. It shows that the total average marks and the percentage were 17.2 and 34.9% respectively. It also reveals that the students were most proficient in letter writing and least proficient in essay writing. The average marks obtained by the students in story writing, letter writing, and essay writing were 5.1, 6, and 6.1 respectively. Clearly, the overall proficiency of the students in free writing is seen poor i.e. below 20 out of 50. 
4.5 Comparative Proficiency of the Students B.Ed. and B.A. Level
The proficiency of the students of B.Ed. level was seen higher than the proficiency of the students of B.A. level. The average marks obtained by the students of private schools were 18.8 and the average marks obtained by the students of B.A. level were 16.6 out of 50. Comparatively, the total percentage of the proficiency of the students of B.Ed. and B.A was 37.6and 32.13 respectively. The following table reveals the comparison of the proficiency of the students between B.A. and B.Ed. level.
Table 7
Comparative Proficiency of the Students between B.Ed. Level and B.A. Level
B.Ed. level	B.A. level	
S N	Level	Marks Obtained
(out of 50)	S N	Level	Marks Obtained
(out of 50)	
		Average	Percentage			Average	Percentage	
1	B.Ed.	18.8	37.6	1	B.A	16.6	33.2	
	Total	18.8	37.6		Total	16.6	33.2	
The table above shows that the overall average score and percentage of the students of B.Ed. level was 18.8 and 37.6%, respectively. Similarly, the overall average score and percentage of the students of B.A. level was 16.6 and 33.2 % respectively. Regarding the B.Ed. level, students seen more proficient than those students of B.A .The students of B.A. level are seen less proficient than those of the students of B. Ed. Therefore, B. Ed. level students secured 4.4 high marks than B.A. level students. From the data presented above, it is clear that the students B. Ed. level were seen more proficient than the students of B.A. level.
4.6 Marking Schemes of B. Ed. and B.A. Level Students in Free Writing  
Under this heading, the proficiency of the students of selected campus in each marking scheme has been analyzed and interpreted in detail with the help of mean and percentile calculation. 
The following table shows marking schemes of B.A. level students in three headings:
Table 8
Marking Schemes of B. Ed. level students
No.of students	Criteria	                          Obtained marks	
		Story(out 15)	Letter(out of 15)	Essay(out of 20)	
15		Average	Percentage	Average	Percentage	Average	Percentage	
	Content	1.86	37.2	2.2	 44	1.7	24.2	
	Org.idea	1	33.3	1.26	42	0.95	23.7	
Grammar	1.1	37.6	1.2	 40	 0.9	22.5	
Mechanics	0.8	40	0.93	46.5	0.7	35	
Cohesion and coherence	0.8	40	1	 50	0.6	21.6	
Total	5.59	37.62	6.56	44.5	4.9	27.14	
The table above shows the overall average score and percentage of marking scheme of the B.Ed. level students. Similarly, the overall average score and percentage of  content was 1.86 and 37.2 % , organization ideas was 1 and 33.3%, grammar was 1.1 and 37.6%, mechanics was 0.8 and 40% and cohesion and coherence was 0.8 and 40% respectively in story writing. Likewise, the average score and percentage of content was 2.2 and 44%, organization ideas was 1.26 and 42%, grammar was 1.2 and 40%, mechanics was 0.9  and 46.5%, and cohesion and coherence was 1 and 50% in letter writing. On the other hand, the average score and percentage of content was 1.7 and 24.2%, organization ideas was 0.9 and 23.7%, grammar was 0.9 and 22.5%, mechanics was 0.7 and 35% and cohesion and coherence was 0.6 and 21.6% respectively in essay writing. The analysis of the result shows that B.Ed. students were found more proficient in mechanics, coherence and cohesion than in story writing and letter writing. In essay writing, students were found more proficient in mechanics among all schemes. Individual analysis and interpretation of marks is given in detail in appendices VI, VII and VIII.

The following table shows marking schemes of B.A. level students in three headings:
Table 9
                           Marking Schemes of B.A. Level Students 
No.of students	Criteria	                          Obtained marks	
		Story(out 15)	Letter(out of 15)	Essay(out of 20)	
15		Average	Percentage	Average	Percentage	Average	Percentage	
	Content	1.4	28	1.6	 32	1.7	24.2	
	Org.idea	1.2	40	1.2	40	1.3	32.5	
Grammar	0.8	26	1	 33.3	 1	25	
Mechanics	0.6	30	0.9	45	0.8	40	
Cohesion and coherence	0.6	30	0.6	 30	0.8	40	
Total	4.6	30.8	5.3	36	5.6	32.3	

The table above shows the overall average score and percentage of marking scheme of the students of the B.A. level. Similarly, the overall average score and percentage of  content was 1.4 and 28 % , organization ideas was 1.2 and 40 %, grammar was 0.8 and 26%, mechanics was 0.6 and 30% and cohesion and coherence was 0.6 and 30% respectively in story writing. Likewise, the average score and percentage of content was 1.6 and 32%, organization ideas was 1.2 and 40%, Grammar was 1 and 33.3%, mechanics was 0.9 and 45% and cohesion and coherence was 0.6 and 30% in letter writing. On the other hand, the average score and percentage of content was 1.7 and 24.2%, organization ideas was 1.3 and 32.5%, grammar was 1 and 25%, mechanics was 0.8 and 40% and cohesion and coherence was 0.8 and 40% respectively in essay writing. The result above shows that students were found more proficient in organization idea than in story writing. In letter writing, students were found more proficient in mechanics of writing and in essay writing, students were seen more proficient in mechanics, coherence and cohesion than in other types of writing. Individual analysis and interpretation of marks is given in detail in appendices IX, X and XI. 
4.7 Comparison between Two Levels in Item- wise Marking Schemes in Free Writing
Under this heading, the proficiency of the students of selected campus in each marking schemes the comparison of between two levels in item-wise has been analyzed and interpreted in details with the help of mean and percentile calculation. 
The following table shows marking schemes of B.Ed. and B.A. level students in story writing:                            
Table 10
Marking Schemes of B. Ed. and B.A. Level Students in Story Writing
S.N	Variable School	No.of students	Marks Obtained (out of 15)	Remarks	
			Average	Percentage		
			B.Ed.	B.A	B.Ed.	B.A		
1	Content (out of 5)	30	1.86	1.4	 37.2	28		
2	Organization idea(out of 3)		1	1.2	33.3	40		
3	Grammar(out of 3)		1.13	0.8	 37.6	26		
4	Mechanics(out of 2)		0.8	0.6	40	30		
5	Cohesion and Coherence(out of 2)		0.8	0.6	40	30		
Total	30	5.59	4.6	37.62	30.8		
The table above shows the overall average score and percentage of the students of B.Ed. and B.A level in story writing was 5.59 and 37.6%, 4.6 and 30.8% respectively. The students of B.Ed. level got 1.86 and 37.2% marks but B.A students got 1.4 and 28% marks in content .This results shows that the B.Ed. students were more proficient in content than B.A level. Likewise, B.Ed. students got 1 and 33.3% but B.A students got 1.2 and 40% receptively in organization idea. In this result, B.A. students were found more proficient in organization idea than B.Ed. students. In grammar, B.Ed. students got 1.13 and 37.6% but B.A students got 0.8 and 26 % respectively. In this result, B.Ed. students were found more proficient than B.A students. In mechanics, B.Ed. students got 0.8 and 40% but B.A students got 0.6 and 30% marks receptively. It shows that B.Ed. students were more proficient than B.A. students. In coherence and cohesion, B.Ed. students got 0.8 and 40% but B.A. students got 0.6 and 30 % marks receptively. From this result, B.Ed. students found more proficient than B.A. students did. Regarding the B.Ed. level, students were seen more proficient in mechanics, coherence and cohesion than others schemes .The students of B.A. level were seen more proficient in organization idea than other schemes. Therefore, B. Ed. students were found less proficient in content where as B.A. students were found less proficient in grammar than in other schemes of story writing. 

The following table shows marking schemes of B.Ed. and B.A level students in letter writing.
Table 11
Marking Schemes of B. Ed. and B.A. Level Students in Letter Writing
S.N	Variable School	No. of students	Marks Obtained
(out of 15)	Remarks	
			Average	Percentage		
			B.Ed.	B.A.	B.Ed.	B.A.		
1	Content (out of 5)	30	2.2	1.6	 44	32		
2	Organization idea (out of 3)		1.26	1.2	42	40		
3	Grammar(out of 3)		1.2	1	 40	33.3		
4	Mechanics(out of 2)		0.93	0.9	46.5	45		
5	Cohesion and Coherence(out of 2)		1	0.6	50	30		
Total	                             30	6.56	5.3	44.5	36		
 The table above shows the overall average score and percentage of the students of B.Ed. and B.A level. In letter writing, B.Ed. students secured 6.56 and 44.5%, and B.A. students secured 5.3 and 36% respectively. The students of B.Ed. level got 2.2 and 44% marks but B.A. level students got 1.6 and 32% marks in content. The result shows that B.Ed. students were more proficient in content than B.A. level. Likewise, B.Ed. students got1.26 and 42% but B.A students got 1.2 and 40% receptively in organization idea. In this result, B.Ed. students were found more proficient in organization idea than B.A. students. In grammar, B.Ed. students got 1.2 and 40% but B.A students got 1 and 33.3 % respectively. In this result, B.Ed. students were found more proficient than B.A. students. In mechanics, B.Ed. students got 0.93 and 46.5% but B.A students got 0.9 and 45% marks receptively. It shows that B.Ed. students were more proficient than B.A. students. In coherence and cohesion, B.Ed. students got 1 and 50% but B.A. students got 0.6 and 30 % marks receptively. From this results, B.Ed. students were found more proficient than B.A students. Regarding the B.Ed. level, students were seen more proficient in coherence and cohesion than others schemes .The students of B.A. level were seen more proficient in mechanics than in other schemes. Therefore, B. Ed. Students were  seen less proficient in grammar but B.A.  students were found  less proficient in cohesion and coherence than other schemes of letter writing. 
The following table shows marking schemes of B.Ed. and B.A. level students in essay writing:
                                                  Table 12
Marking Schemes of B. Ed. and B.A. Level Students in Essay Writing
S.N	Variable School	No.of students	Marks Obtained (out of 20)	Remarks	
			Average	Percentage		
			B. Ed	B.A	B. Ed	B.A		
1	Content (out of 7)	30	1.7	1.7	 24.2	24.2		
2	Organization idea(out of 4)		0.95	1.3	23.7	32.5		
3	Grammar(out of 4)		0.9	1	 22.5	25		
4	Mechanics(out of 2)		0.7	0.8	35	40		
5	Cohesion and Coherence(out of 3)		0.6	0.8	21.6	40		
Total	                                       30	4.9	5.6	27.14	29.6		
The table above shows  the overall average score and percentage of the students of B.Ed. and B.A. level in essay writing was 4.9 and 27.1%, 5.6 and 29.6% respectively. The students of B.Ed. level got 1.7 and 24.2% marks but B.A students got 1.7 and 24.2% marks in content. This shows similar results of  B.Ed. and B.A. level students. Likewise, B.Ed. students got 0.95 and 23.7% but B.A. students got 1.3 and 32.5% more proficient in receptively in organization idea. In this result, B.A. students were seen organization idea than B.Ed. students. In grammar, B.Ed. students got 0.9and 22.5% but B.A students got 1 and 25 % respectively. In this result, B.A. students were seen more proficient than B.Ed. students. In mechanics, B.Ed. students got 0.7 and 35% but B.A students got 0.8 and 40% marks receptively. It shows that B.A. students more proficient than B.Ed. students. In coherence and cohesion, B.Ed. students got 0.6 and 21.6% but B.A. students got 0.8 and 40 % marks receptively. From these results, B.A. students were seen more proficient than B.Ed. students. Regarding the B.Ed. level, students were seen more proficient in mechanics than in others schemes. The students of B.A. level were seen more proficient in mechanics, coherence and cohesion than in other schemes. Therefore, B. Ed students were seen less proficient in coherence and cohesion but B.A. students were less proficient in content than other schemes of essay writing.
4.8     Summary of the Findings
After the analysis and interpretation of collected data, the researcher comes up with the following findings. 
•	The finding from holistic proficiency of B.Ed. and B.A level 2nd year students were seen poor in free writing, i.e. out of 50, they obtained 17.43 marks in average, which makes 34.86 % only. 
•	The finding from level-wise proficiency, in average, B.Ed. level students  were found more proficient.  they obtained  18.8 marks out of 50 . Whereas, B.A.  level students were seen less proficient.  They obtained 16.6 marks only. The B. Ed. level students secured 2.2 marks more than the students of B.A. level.
•	The finding from item-wise proficiency, the students obtained 5.1 in story writing out of 15, 6 in letter writing out of 15, and 6.15 in essays writing out of 20 in average. 
•	In story writing proficiency, the B. Ed. level students were found to be  more proficient than B.A. level. B. Ed. level students secured 6.7 high marks than the students of B.A level.
•	In letter writing proficiency, B. Ed level students were found more proficient than B.A. level. B. Ed level students got 6.6 marks but B.A level got 5.5 marks only.
•	In essay writing, B. Ed. level students were found to be more proficient than B.A. level.  
•	In all item -wise proficiency, students were found to be more proficient in letter writing than in other items in terms of story writing and essay writing.
•	Comparatively, the students of B.Ed. level were found to be more proficient than the students of B.A. level. 
•	The students of B. Ed. level obtained 18.8 marks and the students of B.A. level obtained 16.6 marks in average, i.e. 37.6 % and 33.2 % respectively.
•	  The overall average score and percentage of  content  of the B.Ed. level students was 1.86 and 37.2 % , organization ideas was 1 and 33.3%, grammar was 1.1 and 37.6%, mechanics was 0.8 and 40% and cohesion and coherence was 0.8 and 40% respectively in story writing.
•	The average score and percentage of content was 2.2 and 44%, organization ideas was 1.26 and 42%, grammar was 1.2 and 40%, mechanics was 0.9, 46.5%, and cohesion and coherence was 1 and 50% in letter writing of B.Ed. level students. 
•	The average score and percentage of content was 1.7 and 24.2%, organization ideas was 0.9 and 23.7%, grammar was 0.9 and 22.5%, mechanics was 0.7 and 35% and cohesion and coherence was 0.6 and 21.6% respectively in essay writing of B.Ed. level students.
•	The overall average score and percentage of  content was 1.4 and 28 % ,organization ideas was 1.2 and 40 %, grammar was 0.8 and 26%, mechanics was 0.6 and 30% and cohesion and coherence was 0.6 and 30% respectively in story writing of B.A. level students.
•	  The  average score and percentage of content was 1.6 and 32%, organization ideas was 1.2and 40%, grammar was 1 and 33.3%, mechanics was 0.9 and 45% and cohesion and coherence was 0.6 and 30% in letter writing of B.A. level students.
•	  The average score and percentage of content was 1.7 and 24.2%, organization ideas was 1.3 and 32.5%, grammar was 1 and 25%, mechanics was 0.8and 40% and cohesion and coherence was 0.8 and 40% respectively in essay writing of B.A. level students.
•	Regarding the marking schemes of B.Ed. level, students were  found to be  more proficient in  coherence and cohesion and mechanism than  in story writing and letter writing. In essay writing, students were seen more proficient in mechanics than other schemes. 
•	Regarding this marking schemes of B.A. level, students were seen more proficient in organization idea than other schemes in story writing. In letter writing, students were seen more proficient in mechanics of writing and in essay writing, students were seen more proficient in mechanics, coherence and cohesion than other schemes of writing.
•	B.Ed. students were seen more proficient in content, grammar, mechanics, cohesion and coherence than B.A. level in story writing.
•	Students of B.A. level were seen more proficient in organization idea than B.Ed. students in story writing.
•	B.Ed. students were seen more proficient in all marking scheme items than B.A. level students in letter writing. 
•	 B.Ed. and B.A. level students were found to obtain same result in content of essay writing.
•	 B.A. students were seen more proficient in organization idea, grammar, mechanics, coherence and coherence than B.Ed. students do in essay writing.

CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions
Writing is one of the most important skills in learning a new language. It is an act of putting down the graphic symbols on paper that represent a language. So, it is often regarded as the visual representation of speech. In this study, different terms such as, essay writing proficiency, letter writing proficiency, and story writing proficiency and their comparison of two levels have been studied. In some aspect researcher also found similarities proficient  in both level such as in terms of simplicity, punctuation, paragraph changing .point  the selection of vocabularies and contents, the use of grammatical structure and formation of words were nearly errorless of both level.This research study has been carried out to identify the proficiency of three terms in free writing  such as story writing ,letter writing and essay writing .In the study, the different terms have been used to make clear and ease, the tables have been used.
In this study, three terms were compared in free writing of two levels. The students are more proficient in letter writing rather than story writing and essay writing of two levels. The students were seen least proficient in essay writing among three terms. In comparison, the B.Ed. level students were seen most proficient rather than B.A level students in free writing in average. Knowing the writing proficiency is important for learners. Description and explanation of the data might clear about the writing proficiency and their comparison between two levels. Description and explanation of the data meet the objective of the research.
5.2 Recommendations
Writing itself is a difficult task it needs sound knowledge of the language .Moreover, writing is very difficult term as it needs vast knowledge to know and contrast the foreign language, second language and target language and their  formation. It is subjective notion to evaluate the writing as a good or bad. There are not any universal rules, standard principles to judge the quality of writing .so judging the degree of equivalence may not be free the subjective notion. Still I tried my best to be objective as far as possible in this study.
Based on the finding of the present research work, the following points can be recommended for improving the free writing proficiency of the students:
•	Reading is prerequisite for writing. So, encourage the students to read different articles, novels, stories, newspaper etc. 
•	The students should be asked to write daily activities note in English.
•	Developing skeleton into fuller should be encouraged. 
•	Different type of program like criticizing, reporting etc should be conducted as an extra-curricular activities. 
•	Essay writing was very much difficult for most of the students. Therefore, students should be encouraged different free writing competition. 
•	To enrich their different types of vocabulary game should be played.
•	To develop English language proficiency on students, campus should be established moderate library having many English books, magazines and others materials.
•	While teaching in class, teacher should be used different types English materials that develop English language. 
•	The students should be made clear about the process of writing etc.  
Based on the findings the researcher has been pinpointed the main implications of the study on three different levels as below:

5.2.1 Policy Level
Many policies have been followed to carry out this research. The main objective of this study is to identify, compare, and contrast the free writing found in the two levels, namely; B.Ed. level and B.A. level. They have been described and analyzed with the help of different data.
•	The main implications of the study at this level are as follows:
•	It would be helpful for policy makers who are in ELT.
•	It would be helpful for curriculum development center to make new courses. It helps to select writing according to availability of resources.
•	It can be highly effective in making policies for multilingual learners
•	Language planning agencies will be benefited to make policies for achieving language use.
•	The university itself can be benefited to design the curriculum from the study of writing proficiency.
•	The government of Nepal can utilize the study of formulate the policies in the field of ELT.
5.2.2 Practice Level
Writing has become one of the parts of human life .It is very difficult to survive in this twenty first century in absence of comparison. The comparison has been practiced from the classroom to actual field .The major implications of the study in practice level are:
The professional language teachers can effectively use the study in their actual practice.
•	It is benefit for learner.
•	Teacher who is teaching English language can take direct benefit from this study.
•	It is very much useful for teachers, translators, analysts, etc.
•	It helps to keep knowledge of nouns in three languages.
•	It will be beneficial for a teacher who teaches two or more language.
•	The study will help students to develop critical thinking.
•	The students studying writing as a subject can get practical feedback from the study.
•	The novice teachers who are practicing work of analysis will certainly be facilitated with the present study.
•	It will be beneficial for teachers to understand the understanding of use of writing on students.
5.2.3 Further Research Level
This study does not talk about all writings; talks only about free writing proficiency in only two level students. Free writing in two levels of B.A. and B.Ed. are compared and analyzed. Writing are broad discipline; thousand of studies can be conducted in this field .Many emerging field are there in terms of similarities and differences. Most of the studies in the departments are conducted on comparisons. This study can work as a step of a ladder. By stepping on it others, researchers can reach in their destination. Therefore, I hope this study will be highly beneficial for the researchers who are interested in conducting further studies in this broad field. The following three potential further research topics based on my research.
a)	A study on writing proficiency: A comparison of girls and boys studying in B.A. and B. Ed. level 2nd year.
b)	A study on writing proficiency: A comparison of remote area and urban area students studying in B.A. and B. Ed. level 2nd year.
c)	A study on writing proficiency of B.A. and B.Ed. level 2nd year student in free writing.

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APPENDICES

APPENDIX I
Dear students,
	This research is a part of my study entitled A Study on Writing   Proficiency: A Comparison of B.A. and B.Ed. Students under the supervision of  Dr. Purna Bahadur Kadel Department of English Education, T.U., Kirtipur. This test is a research tool to gather information. Therefore, the correct information provided by you will be a great help for completing my research. May I kindly request you to spare a few minutes to fill out this test? I would appreciate your opinion expressed honestly and I assume that your responses will be completely anonymous and used only for this research purpose.
Researcher
Sharada Lamsal
Name of the student:
Class:
Name of the college:
Attempt the following questions.
1. Write a story of a movie you have recently watched.
2. Write a letter to your friend who has been living in Kathmandu valley for three years. (Focus on the changes that have taken place in the village in the last three years)
3. Write an essay on “Women Education”.
Thank you for your kind co-operation

APPENDIX II
The researcher used the following criteria while evaluating the students’ free writing proficiency:

S.N.	
Criteria	Marks allocated	
		Story writing (out of 15)	Letter writing (out of 15)	Essay writing (out of 20)	
1	Content	5	5	7	
2	Organization idea	3	3	4	
3	Grammar	3	3	4	
4	Mechanics	2	2	2	
5	Coherence and cohesion	2	2	3	
	Total	15	15	20	
Similarly, the proficiency of the students determined into the rating scale given below:
Obtained marks	45-50	40-44	35-39	30-34	25-29	Below    24	
Proficiency level	Excellent	Very good	Good	Average	Below average	Poor	

Appendix III
Marks Obtained by the Individual Students
1.	B.A. level students
S.N.	Name of Students	Full Marks	Obtained Marks	story	letter	Essay	
1	Bindu Ghale		50	10 	2	4	4	
2	Puspa kandel	50	18	6	7	5	
3	Surendra Sharma	50	15	3	4	8	
4	Samikshya Giri	50	25	9	9	7	
5	Kabita Adikari	50	20	7	5	8	
6	Puja Sharma	50	18	4	7	7	
7	Debaka Mahato	50	12	3	5	4	
8	Subash Giri	50	16	4	6	6	
9	Susan TiWAri	50	15	7	4	4	
10	Ranjit Pun	50	13	2	6	5	
11	Tara khand Thakuri	50	24	6	9	9	
12	Sangita Bhurtel	50	15	5	5	5	
13	Indra Bhote	50	6	2	1	3	
14	Rima Bhote	50	10	3	3	4	
15	Sadikhya poudel	50	24	7	8	9		
Total	70	  83	88       	

Appendix IV
Marks Obtained by the Individual Students
2. B.Ed. level students
S.N.	Name of Students	Full Marks	Obtained Marks	story	letter	Essay	
1	Samikshya Ghale	50	        26 	7	9	10	
2	Sumitra shrestha	50	13	6	6	1	
3	Dhan kumara mahato	50	19	7	8	4	
4	Asmita Thapa	50	15	3	5	7	
5	Sita Adikari	50	12	4	3	5	
6	Anita  Sharma	50	12	3	5	4	
7	Sita kharel	50	13	2	6	5	
8	Sita Gautam	50	12	4	4	4	
9	Asha chaudary	50	18	6	7	5	
10	Bhupendra sen	50	24	9	6	9	
11	Paru poudel	    50	33	10	10	13	
12	Sabita Rana	     50	12                	2	6	4	
13	Sima Gaire	      50	 22	8	6	8	
14	Pratima Ghale	     50	17     	5	6	6	
15	Aasan Dip Ghimire	     50	 34          	9	12	13	
Total		85	99	98	

APPENDIX –V

Statistical Formula Used on the Study
Formula of the average or mean

Hence,  Average or mean
    X = Student scores
     = sign of summation
N= total No. of the students

Appendix VI
Marks Obtained by the Individual Students
 B.Ed. level students scheme wise marks in story writing
S.N.	Name of Students	Full Marks	Obtained Marks	Content(out of 5)	Origination idea(out of 3)	Grammar(out of 3)	Mechanics(out of 2)	Coherence and cohesion(out of 2)	
1	Samikshya Ghale	15	 7	3	1	1	1	1	
2	Sumitra shrestha	15	6	2	1	1	1	1	
3	Dhan kumara mahato	15	7	2	2	1	1	1	
4	Asmita Thapa	15	3	1	0	1	1	0	
5	Sita Adikari	15	4	1	0	1	1	1	
6	Anita  Sharma	15	3	1	1	0	1	0	
7	Sita kharel	15	2	1	1	0	0	0	
8	Sita Gautam	15	4	1	1	1	0	1	
9	Asha chaudary	15	6	1	2	1	1	1	
10	Bhupendra sen	15	9	4	1	2	0	2	
11	Paru poudel	    15	10	3	2	2	2	1	
12	Sabita Rana	     15	2                	1	0	1	0	0	
13	Sima Gaire	      15	 8	3	1	2	1	1	
14	Pratima Ghale	     15	5    	1	1	1	1	1	
15	Aasan Dip Ghimire	     15	   9         	3	2	2	1	1	
Total	85	28	16	17	12	12	

	

Appendix VII
Marks Obtained by the Individual Students
2. B.Ed. level students scheme wise marks in letter writing
S.N.	Name of Students	Full Marks	Obtained Marks	Content(out of 5)	Origination idea(out of 3)	Grammar(out of 3)	Mechanics(out of 2)	Coherence and cohesion(out of 2)	
1	Samikshya Ghale	15	 9	3	2	2	1	1	
2	Susan Tiwari	15	6	2	1	1	1	1	
3	Dhan kumara mahato	15	8	3	2	1	1	1	
4	Asmita Thapa	15	5	2	0	1	1	1	
5	Sita Adikari	15	3	1	0	1		1	
6	Anita  Sharma	15	5	1	1	1	1	1	
7	Sita kharel	15	6	2	1	1	1	1	
8	Sita Gautam	15	4	1	1	1	0	1	
9	Asha chaudary	15	7	2	2	1	1	1	
10	Bhupendra sen	15	6	2	1	1	1	1	
11	Paru poudel	    15	10	4	2	2	1	1	
12	Sabita Rana	     15	6                	2	1	1	1	1	
13	Sima Gaire	      15	 6	2	1	1	1	1	
14	Pratima Ghale	     15	6   	2	1	1	1	1	
15	Aasan Dip Ghimire	     15	   12        	4	3	2	2	1	
Total	99	33	19	18	14	15	

                                                   

Appendix VIII
Marks Obtained by the Individual Students
B.Ed. level students scheme wise marks in Essay writing
S.N.	Name of Students	Full Marks	Obtained marks	Content
(Out of 7)	Organization idea(out of 4)	Grammer (out of 4)	Mechanics(out of 2)	Cohesion and coherence(out of 3)	
1	Samikshya Ghale	20	 10	4	2	2	1	1	
2	Sumitra shrestha	15	2	1	1	0	0	0	
3	Dhan kumara mahato	15	3	1	1	1	0	0	
4	Asmita Thapa	15	7	3	1	1	1	1	
5	Sita Adikari	15	5	1	1	1	1	1	
6	Anita  Sharma	15	4	1	0	1	1	1	
7	Sita kharel	15	5	2	1	1	0	1	
8	Sita Gautam	15	4	1	1	1	0	1	
9	Asha chaudary	15	5	2	1	0	1	1	
10	Bhupendra sen	15	9	3	2	2	1	1	
11	Paru poudel	    15	13	5	2	2	2	2	
12	Sabita Rana	 15    	   4          	1	1	1	1	0	
13	Sima Gaire	  15    	 8	3	2	1	1	1	
14	Pratima Ghale	    15 	 6 	2	1	1	1	1	
15	Aasan Dip Ghimire	     15	  13                	4	3	3	2	1	
Total	98	34	19	18	14	13	

Appendix IX
Marks Obtained by the Individual Students
 B.A.level students scheme wise marks in story writing
S.N.	Name of Students	Full Marks	Obtained Marks	Content(out of 5)	Origination idea(out of 3)	Grammar(out of 3)	Mechanics(out of 2)	Coherence and cohesion(out of 2)	
1	Bindu  Ghale	15	 2	1	0	1	0	0	
2	Puspa Kandel	15	6	2	1	1	1	1	
3	Surendra Sharma	15	3	1	1	1	0	0	
4	Samikhya Giri	15	9	3	2	2	1	1	
5	Kabita Adikari	15	7	2	2	1	1	1	
6	Puja  Sharma	15	4	1	1	1	1	0	
7	Debaka Mahato	15	3	1	1	0	0	1	
8	Subash Giri	15	4	1	1	1	0	1	
9	Susan Tiwari	15	7	2	2	1	1	1	
10	Ranjit Pun	15	6	2	1	1	1	1	
11	Tara Khand Thakuri	    15	2	1	1	0	0	0	
12	Sangita  Bhurtel	     15	5               	1	2	1	1	0	
13	Indira Bhote	      15	 2	1	1	0	0	0	
14	Rima Bhote	     15	3  	0	1	o	1	1	
15	Susan Tiwari	     15	   7        	2	2	1	1	1	
Total	70	22	18	12	9	9	

Appendix X
Marks Obtained by the Individual Students
 B.A. level students scheme wise marks in Letter writing
S.N.	Name of Students	Full Marks	Obtained Marks	Content(out of 5)	Origination idea(out of 3)	Grammar(out of 3)	Mechanics(out of 2)	Coherence and cohesion(out of 2)	
1	Bindu  Ghale	15	 4	1	1	1	1	0	
2	Puspa Kandel	15	7	2	2	1	1	1	
3	Surendra Sharma	15	4	1	1	1	1	0	
4	Samikhya Giri	15	9	3	2	2	1	1	
5	Kabita Adikari	15	5	1	1	1	1	1	
6	Puja  Sharma	15	7	3	1	1	1	1	
7	Debaka Mahato	15	5	1	1	1	1	1	
8	Subash Giri	15	6	2	1	1	1	1	
9	Susan Tiwari	15	6	2	1	1	1	1	
10	Ranjit Pun	15	4	1	1	1	1	0	
11	Tara Khand Thakuri	    15	9	3	2	2	1	1	
12	Sangita  Bhurtel	     15	5               	1	2	1	1	0	
13	Indira Bhote	      15	 1	0	0	0	0	0	
14	Rima Bhote	     15	3  	0	1	O	1	1	
15	Sadikhya Poudel	     15	   8        	3	2	1	1	1	
Total	83	25	19	15	14		10	

Appendix XI
Marks Obtained by the Individual Students
 B.A. level students scheme wise marks in Essay writing
S.N.	Name of Students	Full Marks	Obtained Marks	Content(out of 7)	Origination idea(out of 4)	Grammar(out of 4)	Mechanics(out of 2)	Coherence and cohesion(out of 3)	
1	Bindu  Ghale	15	 4	1	1	1	0	1	
2	Puspa Kandel	15	5	1	1	1	1	1	
3	Surendra Sharma	15	8	3	2	1	1	1	
4	Samikhya Giri	15	7	2	1	2	1	1	
5	Kabita Adikari	15	8	3	2	1	1	1	
6	Puja  Sharma	15	7	2	1	2	1	1	
7	Debaka Mahato	15	4	1	1	0	1	1	
8	Subash Giri	15	6	2	1	1	1	1	
9	Susan Tiwari	15	4	1	1	0	1	1	
10	Ranjit Pun	15	3	1	1	1	0	0	
11	Tara Khand Thakuri	    15	9	3	2	2	1	1	
12	Sangita  Bhurtel	     15	5               	1	2	1	1	0	
13	Indira Bhote	      15	 5	1	2	1	1	0	
14	Rima Bhote	     15	4 	1	1	O	1	1	
15	Sadikhya Poudel	     15	   9      	3	2	2	1	1	
Total	88	26	20	16	13	13