Testing Creative Writing in Pakistan: Tensions and Potential in Classroom Practice

Abstract

The paper entitled ‘Testing Creative Writing in Pakistan: Tensions and Potential in Classroom Practice’ aims at discovering the impact of creative writing tests on classroom practice in Pakistan. The data collected from the questionnaire and focus group interview with University of Education postgraduate students – who are also inservice school teachers – discovers that English teachers in Pakistan do not teach to develop the creative and communicative abilities of pupils studying the English language at Matriculation Level in Pakistan. The findings also explicitly indicate that these in-service teachers do not have information about approaches that are widely used for teaching writing in a western educational context, such as the ‘genre approach’ and the ‘process approach’. The classroom assessment is influenced by the Board Examinations, while the students memorise the essays and stories from their textbooks and reproduce them.

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