Guided Writing Practices in Basic Level English Classes

Abstract

The study entitled Guided Writing Practices in Basic Level English Classeswas an attempt to find out practicesof the guided writing by the teachers for the basic levels students of government-aided schools. This study was based on the survey research design. The researcher collected data from both primary and secondary sources. For the primary data, the researcher selected tengovernment aided schools of Ramechhap district by using non-random sampling procedure. The observation checklists were employed as research tools for data collection. The study has focused on the major three activities such as paraphrasing, parallel writing and developing a skeleton into fuller writing and five practices of guided writing such as modeled writing, immediate guidance, self-correction, shared writing and interactive writing. This study focused on guided writing practices used by basic level English teachers and the researcher observed the classes of ten teachers and 3 classes of each teacher in grade seven and eight. Most of the teachers didn’t use the techniques of guided writing and the study has found the major activities that they used as poor in their teaching. They involved in the traditional ways of teaching writing activities. The guided writing practices such as immediate guidance, self correction, modeled writing, shared writing and interactive writing activities weren't focused by the teachers. This thesis comprises five chapters. The first chapter deals with introduction thatconsists of general background, objectives and significance of the study. The second chapter reviews the theoretical and empirical literatures, implications of the review for the study and conceptual framework. The third chapter deals with the methodology used in the study: the sources of data, (both primary and secondary) sample population and sampling procedure, tools for data collection, process of data collection and limitations of the study. The fourth chapter consists of analysis and interpretation of the data to find out the techniques used by the teachers while teaching writing skills at lower secondary level. The collected data were analyzed and interpreted by using frequency distribution table. The fifth chapter presents the findings derived from the analysis and the interpretation of the data. It also suggests some recommendations on the basis of the findings. The final section of the study includes the references and appendices.