Allama Iqbal Open UnIversIty Islamabad

Name: Mansoor Khan

Student ID: 0000509866

Course code: 6468

Semester: Spring 2025

 Assignment No 2

Q. 1 What are the different issues in Creative Writing among

Pakistanis? Explain with examples.

Issues in Creative Writing among Pakistanis

1. Exam-Driven Rote Learning

• High-stakes testing dominates the educational system, pushing students to

memorize model answers rather than express original ideas. As a result,
creative writing is reduced to reproducing ready-made notes instead of
generating fresh content.

• Research confirms that students often rely on cramming, are unfamiliar with
creative techniques, and lack the freedom or confidence to write creatively.

2. Faulty Teaching Methods & Lack of Support

• English instruction tends to be teacher-centered, emphasizing grammar-

translation over creative expression. Teachers often reuse memorized
material rather than encouraging innovation.

• In many classrooms, especially public sector ones, feedback is minimal,

assessments focus on correctness, and opportunities to revise or experiment
are scarce.

3. Limited Exposure to Language & Reading

• A majority of students rely only on prescribed textbooks and lack broader

reading habits, leading to poor vocabulary, weak idea generation, and limited
language structures.
 • Insufficient reading stunts their capacity to write both imaginative and
coherent content.

4. Language Proficiency & Structural Weaknesses

• Common writing errors stem from grammatical misunderstandings, article

misuse, cohesion issues, and spelling mistakes — influenced by learners’
mother tongue interference and weak foundations.

• Such errors distract from creative expression and make conveying ideas
challenging.

5. Creative Suppression & Lack of Confidence

• Classrooms tend to discourage originality; students are uncertain and

sometimes afraid to write creatively because they’ve been conditioned to
prioritize correct answers over imaginative ones.

• Teachers themselves are often unclear on how to stimulate creative writing,

leading to rote composition reproduction.

6. Curriculum Constraints & Textbook Monotony

• Textbooks and curricula are often repetitive, boring, and uninspiring —

failing to spark curiosity or critical thinking necessary for creative writing.

• The lack of diverse, stimulating content denies students the chance to engage
with imaginative ideas.

7. Publishing & Cultural Barriers

• Beyond academic settings, aspiring writers face challenges in publishing—

editors may lack understanding of creative processes, and the industry is
 fraught with weak contracts, lack of proper editing, and even plagiarism or
deletion of author credits.

• For example, women writing in English encounter added pressure to

reconcile feminist themes with prevailing cultural and religious expectations,
resulting in naive or politicized content.

8. Market Pressures and Unhealthy Trends

• On social media and online platforms, informal or low-quality romantic

fiction proliferates. As noted by readers, many such works portray
unrealistic or harmful themes—like forced marriages or romanticizing
abuse—distracting from meaningful, impactful storytelling.

“There are some very very good Pakistani novels but ... cheap romantic novels
romanticizing and normalizing cousin marriage, forced marriage and even child
Marriage in the name of dark romance ... So why are they writing this kind of trash
instead of writing something meaningful and something that's actually impact full
on our society?”

Q. 2 Describe in detail the steps in the process of writing.

Steps in the Writing Process

Prewriting (Brainstorming & Planning)

This stage involves thinking deeply about your purpose and audience, and
generating ideas. You may start by noting down thoughts, impressions, and
observations through techniques like freewriting, listing, clustering, or mind
mapping. These tools help you explore different angles, identify your main idea,
and gather relevant content before you start writing.

Outlining (Organizing)
Once ideas are collected, organize them into a coherent structure. This may involve
creating outlines, grouping related ideas, and establishing an order for your points.
The goal is to sharpen your focus, highlight main themes, and build a logical
roadmap for your draft.

Drafting (Writing the First Version)

With your plan in place, begin writing your first draft. Focus on getting your ideas
on paper without worrying about perfection. Let structure, tone, and details evolve
naturally. This draft serves as a foundation—you’ll polish it later. It’s perfectly fine
if the draft is rough, unpolished, or fragmented at this stage.

Revising (Improving Content and Structure)

Here, you “see again” your draft with fresh eyes to reshape and enhance it. You
might rework the overall organization, clarify arguments, deepen examples, or
introduce transitions. Look for coherence, strength of ideas, and logical flow. This
step may involve significant rewrites, rearrangements, or deletions to improve
clarity and impact.

Editing (Refining Language & Style)

After revising structure and content, refine your writing at the sentence level.
Focus on improving grammar, word choice, clarity, and overall readability. Tighten
phrasing, eliminate awkward wording, and ensure your voice and tone are
consistent and engaging.

Proofreading (Polishing Surface Errors)

Next, meticulously check your text for spelling, punctuation, formatting, and
typographical errors. Look for small mistakes—like misspellings and misplaced
commas, that can distract readers. This polishing ensures professionalism and
clarity.

Publishing (Sharing the Final Piece)

The final step is to share or submit your work. Depending on your context, this
could mean handing in an assignment, posting a blog, submitting to a competition,
or distributing to your intended readers. This is your chance to present your
polished writing to the world.

Summary of the Sequence

1. Prewriting (Idea generation)

2. Outlining (Organizing ideas)

3. Drafting (First draft)

4. Revising (Content & structure enhancement)

5. Editing (Refining language/style)

6. Proofreading (Correcting surface errors)

7. Publishing (Sharing the completed work)

Q. 3 Give a complete picture of “Passive Voice” with examples of its

usage.
Passive Voice: A Detailed Guide

Understanding Passive Voice

Passive voice is a grammatical construction where the subject receives the action
rather than performs it. It shifts emphasis from the actor to the action or receiver.
For example:

• Active: “The chef cooked the meal.”

• Passive: “The meal was cooked by the chef.”

Structure of Passive Sentences

The formula for forming the passive voice is:

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[New Subject] + [form of “to be”] + [past participle] + (optional “by” + Agent)

• New Subject is usually the object from the active sentence.

• To be adjusts to match the original tense (is, are, was, were, has been, will
be, etc.).

• Past participle is the third form of the main verb (e.g., eaten, written,
conducted).

• The agent (doer) is optional and included only if needed for clarity.

Passive Across Different Tenses

Tense Passive Structure

Present Simple is/are + past participle

Past Simple was/were + past participle

Present Continuous is/are being + past participle

Present Perfect has/have been + past participle

Future Simple will be + past participle

Modals can be / must be / should be + past participle

Examples:

• “The cake is eaten.” (Simple Present)

• “The report was written.” (Past Simple)

• “A letter is being written.” (Present Continuous)

• “The task has been completed.” (Present Perfect)

• “The project will be finished soon.” (Future Simple)

Why Use Passive Voice?

1. Agent Unknown or Irrelevant:

“My wallet was stolen.”
(Who stole it is either unknown or unimportant.)

2. Action or Recipient Focus:

“The experiment was conducted.”
(Emphasizes the experiment, not the experimenter.)
 3. Formal, Scientific, or Objective Tone:
Common in academic writing or official statements—e.g., “The law was
passed.”

4. Politeness or Indirectness:
“Mistakes were made.”
(Avoids assigning direct blame.)

Odd Constructions and Variants

• With “get”: In informal English, “get” can replace “be” for emphasis or
emotion—e.g., “He got promoted.”

• Indirect Object as Subject:

Active: “They gave him a reward.”
Passive: “He was given a reward.”

• Promoted Prepositional Complement as Subject:

Active: “They operated on Sue.”
Passive: “Sue was operated on.”

Converting Active to Passive: Step-by-Step

1. Identify Subject, Verb, and Object in the active sentence.

2. Move the object to the beginning as the new subject.

3. Insert the correct “to be” form.

4. Change the verb to its past participle form.

5. Optionally add “by + original subject” if needed.

Example Conversion:
 • Active: “The clerk counted the money.”

• Passive: “The money was counted by the clerk.”

Advantages and Cautions

• Advantages:
Useful for focusing on results, maintaining neutrality, and crafting formal or
scientific prose.

• Drawbacks:
Overusing passive voice can weaken clarity and make writing less engaging.

Example Comparison:

• Passive: “The test was administered.”

(Focuses on the test, not who administered it.)

• Active: “The teacher administered the test.”

(Clearer, more direct.)

Q. 4 Write a detailed account of Punctuation.

Punctuation: A Detailed Account

1. Definition & Purpose

Punctuation consists of symbols used in writing to clarify meaning, indicate

structure, and guide readers through pauses, stops, rhythm, and emphasis. Without
punctuation, writing becomes confusing and ambiguous.

2. Major Punctuation Marks and Their Functions

Full Stop (Period) “.”

• Marks the end of declarative or imperative sentences.

• Used in abbreviations (e.g., “Dr.”, “Prof.”).

Question Mark “?”

• Ends direct questions.

• Can express doubt, emphasis, or uncertainty when used creatively.

Exclamation Mark “!”

• Conveys strong emotion, emphasis, or a raised intonation (e.g., surprise,

urgency).

• Common in warnings or expressive statements.

Comma “,”

• Separates items in lists and independent clauses joined by conjunctions.

• Sets off non-essential phrases or direct addresses, and can indicate pauses.

Colon “:”

• Introduces lists, explanations, quotations, or subtitles.

• Creates emphasis or signals elaboration.

Semicolon “;”

• Links closely related independent clauses without a conjunction.

• Separates complex list items containing commas (like super commas).

Apostrophe “’”

• Indicates possession (e.g., “Sara’s book”) or contraction (e.g., “don’t”).

Quotation Marks (“ ” or ‘ ’)

• Enclose direct speech, quotes, titles of short works, or ironic phrases.

Hyphen “-”

• Joins compound words (e.g., “well-being”) or splits words between lines.

• Differentiated from dashes visually and functionally.

Dash (– em dash)

• Adds emphasis, interruption, or parenthetical information—more dramatic

than commas or parentheses.

Parentheses “( )”

• Enclose supplementary or clarifying information that isn’t essential to the

main sentence.

Brackets “[ ]”

• Used within quotations for editorial clarifications, corrections, or

commentary.

Ellipsis “…”

• Indicates omitted words or a trailing, unfinished thought.

• Common in quotations or to create suspense.

Slash “/”
 • Shows alternatives (“and/or”), fractions (“3/4”), or separates lines when
quoting poetry.

Interrobang “‽” (less common, stylistic)

• Combines question mark and exclamation mark to express excited or

rhetorical questions (e.g., “You did what‽”).

3. Why Punctuation Matters

• Clarifies meaning: Prevents misreading (“Let’s eat, Grandma.” vs. “Let’s

eat Grandma.”).

• Structures text: Helps organize ideas and guide reader flow.

• Conveys tone: Signals urgency, question, excitement, or subtlety.

• Affects readability: Proper use enhances clarity; misuse leads to confusion.

4. Effective Usage Tips

• Use full stops to end complete thoughts.

• Keep commas for lists, pauses, or non-essential info—but avoid comma

splices.

• Reserve colons for emphasis or introductions, semicolons for linking relates

clauses or lists with internal commas.

• Use quotation marks for dialogue and titles; apostrophes only for possession
or contractions.
 • Apply ellipses sparingly for omissions or pacing.

• Choose active punctuation (like dashes) for added impact; and use
parentheses or brackets for side notes.

Q. 5 How can we assess Narration skills? Give examples.

Assessing Narration Skills: A Complete Guide

Narration skills—one’s ability to tell a story effectively—can be assessed through

varied, structured, and insightful methods. A strong assessment covers structure,
language use, coherence, creativity, and delivery.

1. Use of Narrative Prompts and Tasks

• Story Retelling: Provide a short story, then ask the learner to retell it in their
own words. This checks comprehension, memory, sequence, and clarity.

• Story Generation from Visuals: Use wordless picture books, comics, or

series of images. Ask the learner to create a narrative based on what they
see—this encourages creativity and ability to organize ideas coherently.

2. Macrostructure vs. Microstructure Analysis

• Macrostructure: Assess presence of key story elements—setting,

characters, beginning, complication/conflict, resolution. Good narration
follows a clear arc with a logical flow.

• Microstructure: Focus on language features—use of cohesive devices (e.g.,

"then," "afterward"), varied sentence structures, rich vocabulary, correct
grammar, and descriptive language to enrich storytelling.
3. Oral vs Written Narration

• Oral Narration: Listen for clarity, pace, coherence, voice quality, and
engagement. Does the narrator hold attention? Use expression, intonation,
and appropriate pausing to enhance storytelling?

• Written Narration: Check structure, organization, use of paragraphs,

descriptive vocabulary, punctuation, and grammar. Written stories can show
planning and depth of thought.

4. Rubrics and Exemplars

Use a rubric with clear descriptors for each level of performance. Categories may
include:

• Plot and Organization: Coherent sequence, logical progression, appropriate

beginning/end.

• Language and Vocabulary: Use of descriptive words, narrative verbs,

active vs passive choices.

• Voice & Creativity: Unique style, engagement, originality, emotional

impact.

• Mechanics (for writing): Grammar, spelling, punctuation, paragraphing.

Provide exemplar narratives at different quality levels so learners (and
assessors) understand expectations.

5. Narration Samples Over Time (Portfolios)

Collect multiple narrative tasks over time—oral recordings or written pieces.

Reviewing these longitudinally highlights improvement in structure, language
fluency, creativity, and confidence.
6. Language Sample and Analysis

Record learners' spontaneous talk or storytelling. Transcribe and analyze:

• Sentence complexity

• Story cohesion

• Vocabulary diversity (type-token ratio)

• Pronoun/reference consistency
This approach reveals natural narrative strengths and areas needing support.

7. Peer and Self-Assessment

Encourage learners to review their own or peers’ narratives using the rubric.
Asking, “Did I tell a complete story?”, “Is my language engaging?”, “Where could
I add more detail?” builds metacognition and ownership of improvement.

8. Tailored Feedback and Targeted Intervention

Use assessment results to design focused support:

• If structure is weak, teach story outlining (beginning → conflict →

resolution).

• If vocabulary is limited, provide word banks or modeling descriptive

language.

• If oral delivery is flat, work on expression, pacing, and voice modulation.

9. Examples of Tasks

• Oral Task: Show a three-frame comic. Ask: “Tell me what happens from
start to finish.” Score based on coherence, detail, engagement.
• Written Task: Provide a setting and ask students to write a short narrative
with a clear beginning, challenge, and ending. Use rubric categories to mark.

• Portfolio Review: Compare a student's early and later narratives to highlight

growth in detail, structure, and fluency.