TOPIC

CRITICAL ANALYSIS OF CONTINUOUS WRITING: A CASE STUDY OF SOME SELECTED

SECONDARY SCHOOL IN QUA’AN-PAN LOCAL GOVERNMENT AREA PLATEAU STATE
TABLE OF CONTENT
Title Page
Approval Page
Dedication -
Acknowledgement -
Table of content
CHAPTER ONE
1.1 Introduction/Background of the study -
1.2 Statement of problem
1.3 Research Question
1.4 Objective of the study
1.5 Significance of the study
1.6 Scope of the Study
1.7 Limitation of the Study
1.8 Definition of terms-
CHAPTER TWO
2.0 Literature Review -
2.1 Problems encountered in teaching continuous writing
2.2 Types of continuous writing
2.3 Organizing/Methods of teaching continuous writing
2.4 Method of teaching continuous writing
CHAPTER THREE
3.1 Methodology
3.2 The sampling of subjects and schools -
3.3 Research Design
3.4 Population of the Study
3.5 Sample and sampling technique
3.6 Instrument for Data Collection
3.7 Method of Data Analysis
CHAPTER FOUR
4.0 Analysis and Interpretation of Data
4.1 Conclusion
CHAPTER FIVE
5.0 Summary
5.1 Conclusion-
5.2 Recommendation/Suggestion
5.3 Bibliography/Reference-
 CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY.
Continuous writing is a type of writing that differs from directed writing. It requires the writer to
write an essay based on his or her experiences. In most cases, writers are expected to write just one out of
about five options. Continuous writing can come in form of any of the following: Narrative, Descriptive,
Argumentative, Expository/Factual Foyewa (2013)

According to Foyewa (2013) Critical analysis continuous writing contains information about
everything discussed in the essay. The whole content of the essay is discussed under the writing.
Points are expected to be logically arranged and discussed according to their importance. There is
no definite length or number of paragraphs that the body of an essay must contain. It depends on the
number of words the writers is asked to write.
English Language is Nigerians official language and a medium for communication and instruction in
our secondary schools. Student's inability to write effectively affects other subjects as they cannot express
themselves clearly in other subjects as well. It should be noted that English as language, which student must
understand in order to further in their educational pursuit, a pass at a credit level is demanded for most
courses. Therefore, students must have some means of developing the power of self- expression and creative
writhing to entrance good performance and in all subjects. An English Language teacher needs to be
encouraged on teaching continuous writing by giving the student a chance to put it down on paper. Banjo
(2017)
More so, lack of interest and skill on the part of the teachers to teach continuous writing effectively
affects the student. Poor performance of students in our schools today cannot be over emphasized. This ugly
situation has been blamed on teachers and students for lack of dedication on the part of the teachers and the
lack of seriousness from the students especially in the aspect of continuous writing. There is lack of
consistence in the use of English language textbook, for teaching continuous writing in our secondary
schools today. The ministry of education at different times changes textbooks at the expense of their
student's need for continuous writing.
Due to the corrupt nature of the ministry of education who collects money from "hungry authors" and
recommends their book for use in secondary schools, gives poor strategies for the teaching of continuous
writing skill in our secondary schools. Bangtu, (2014) and that these changes in English language textbooks
over the years produced poor results, and fallen standard of education.
It's at this background that a technique in the use of intensive English language book one,' two and three in
the teaching of continuous writing for junior secondary school is necessary. It our desire that this research
would go a long way in improving the teaching of continuous writing in our junior secondary schools?
Teachers of English language on reading this work should develop interest in English language textbooks
choice with consideration for provision of continuous writing in the book.
1.2 STATEMENT OF PROBLEM
Continuous writing is a type of writing that differs from directed writing. It requires the writer to write an
essay based on his or her experiences and most student don’t have the knowledge about it and this has been
a problem. In most cases, writers are expected to write just one out of about five options. It has been a
common complaint often heard that students are incapable of expressing themselves in a clear, correct and
comprehensible manner in writing. Students’ problems in writing may occur because of many factors like.
Mixed tenses e.g present and past, Poor topic identification, Awkward sentence construction, Poor spelling,
Inappropriate words and expressions, and Lack of adequate ideas to write on Poor Linguistic Background,
Unfamiliarity with the Topic, Lack of Knowledge of Different Types of continuous Writing, First Language
Interference, Bad Reading Culture, Poor Teaching Method, Lack of Proper Writing Skills , Lack of Interest,
Lack of Motivation to Write Encouraging , Inadequate Provision for Writing. Based on the stated problems
above the researchers drive the below research question to guide the study.
1.3 RESEARCH QUESTION
1. What is continuous writing
2. What are the Stages in continuous writing
3. What are the problems encounter in continuous writing
4. What are the types of continuous writing provided in the textbooks'?
5. What is the order of presentation of continuous writing?

1.4 OBJECTIVE OF THE STUDY

The objective of the study aim at looking at the critical analysis of coninous writing with reference to
some selected secondary school in Qua’an-pan Local Government Area of Plateau State. The specific
objectives of the study include:
1. To determine importance of continuous writing
2. To determine the stages in continuous writing
3. What determine the problems encounter in continuous writing
4. To determine the types of continuous writing
5. To determine the order of presentation of continuous writing
1.5 SIGNIFICANCE OF THE STUDY
Since English is core subject to other subjects, for that reason, the study of continuous writing is necessary
to improve writing in our secondary school.
To Secondary School: The study will be of great importance because it will enlighten the relevance of the
provision of continuous writing to meet the need of students of Secondary School. It will reveal and
appreciate the material Provided for the continuous writing in the textbook.
To curriculum planners: The study will draw the attention of curriculum planners, to now the types of
curriculum suitable to the learners of continuous writing. It will help the curriculum planners to know the
best textbook and material to be used in our schools.
To educational planners: the study will be of significant to the educational Platenner in providing them
with research problems and solution to the problems in the production and authorship of textbooks to the
need for the adoption of appropriate and suitable techniques for effective teaching of continuous writing in
our secondary school. To provide relevant information, methods of teaching continuous writing and provide
adequate skill on the teaching continuous writing among teachers and students alike.
It will give great consideration for recommendation to teachers the appropriate method for the use in the
teaching of continuous writing in secondary school and will enhance great performance at all levels of
education.
1.6 SCOPE OF THE STUDY
This study covers the critical analysis of continuous writing: A case study of some selected secondary school
in Qua’an-pan Local Government Area of Plateau State Nigeria.
1.7 LIMITATION OF THE STUDY
This study deals with the critical analysis of continuous writing: A case study of some selected secondary
school in Qua’an-pan Local Government Area of Plateau State Nigeria. Due to:
Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the
relevant materials, and in the process of data collection (internet, questionnaire and interview).
Time constraint: The researcher will simultaneously engage in this study with other academic work. This
consequently will cut down on the time devoted for the research work. Due to the above constrain the research
covers five (5) selected secondary schools in Qua’an-pan Local Government Area of Plateau State Nigeria . The
schools are GSS Kwalla, GSS Deomak, Porta Memorial Secondary School Kwalla, St. Theresa Secondary School
Deomak, and GSS Kurgwi.
1.8 DEFINATION OF TERMS.
In order to make issues right, some terms need to be explain as follows:
Critical: Saying that someone or something is bad or wrong
Analysis: Anything complex in order to understand its nature or to determine its essential features
Continuous: existing for period of time without interruption writing: the activities of writing.
Writing: Form of human communication by means of a set of visible marks that are related, by convention,
to some particular structural level of language
Essay: dissertation on a particular subject of a form of pure representation discourages.
Curriculum: a regular or particular course of study in school system Consistency: compatibility or harmony
between things
Teacher: is someone the imparts knowledge to students at various level or education, a person who teaches.
Argumentative writing: A reason to stand for or against an idea in a written form Descriptive writing:
characterized by or containing description serving to describe in writing form Narrative writing: is a spoken
or writing story or event Planners: are people who make plan to schools or organizations.
CHAPTER TWO
2.0 REVIE\V OF RELATED LITERATURE
2. 1 INTRODUCTION
The beginning of writing is when a child is presented with a task of leaving and forming the English
alphabets, (A, B, C, D, E ....) in his exercise book. The next task is to pick out letters from the alphabets to
form his or her name. It is undouble that no one learns to write automatically. One cannot write even a single
letter of the mind and hand and get beyond the single letter, one must be interested on how to form words,
how to put words together into sentence and how to punctuate these sentences. Teachers of English
Language are expected therefore, to help students develop writing skills they will most need.
Adinoyi Ojo 2003 (The Sun newspaper p.22) defined writing as a mental agony that one goes through in
trying to bring out characters in a play or style in an essay. According to James (1986, 2nd edition) writing
can be defined as a means of communication, you must consciously learn it. It is also defined as a solitary
act because you write alone without having someone to exchange words with
The Chamber zo" Century Dictionary defines writing, is to form (Letters of words) with pen, pencil or
others on a (usually papers) surface in order to put it in a broader perspective. Wilg (1968) puts it thus, in its
simplest form writing as to form writing can be the act putting down in conventional graphic form,
something which has been spoken, this may involve nothing more than the correct association of
conventional graphic symbols with sounds, which have for the writer no meaning and no significant inter-
relationship.
This according to River (1979) writing is the expression of an ideas in a convention way, according
to the graphic convention of the language in order words; writing is the act of forming words into sentence,
sentence into paragraphs with the sole aim of conveying some meaning to a targeted audience. Writing is a
skill which demands that students organize their thought clearly and effectively. Ubahakwe (1979), most
teachers have wrong impression that the act of writing is to "intoxicate" the students with grammar.
According to Egudu (1986) the ultimate goal of study of any language, be it English or any other language is
to communicate both oral and writing. An effective written communication is the objective of continuous
writing. It is important to note that without communication. No society can function effectively in respect of
education, social interaction, government and administrative duties, business endeavors, mass media,
etc. the study of continuous writing then should not be seen by students as something which begins and end
in the classroom. Egudu (1986 P. 92) further elaborate that every type of continuous Writing involves the
use of words to construct sentences and writing sentences for comparing paragraphs which constitute that
particular type of continuous writing. It follows therefore, that the ability to use the right words to construct,
correct sentence IS the fundamental requirement for continuous writing. Babuje (1998 p. 153) puts it this
way; writing is the use of language in its written form to express thoughts, ideas, emotions, feelings etc.
Writing is a means of communicating to the readers what every writer wants to pass across.
The task of continuous writing may look simple but this is on the surface and that is why Abodem (1980 p.
276) states that "Prior to 1964 failure in English Language means failure in the whole school certificate
examination, regardless of the grades made by the student in other subjects,
2.2 PROBLEM ENCOUNTERED IN TEACHING CONTINUOUS
WRITING
Teaching of continuous writing is hard and frustrating, for decades, teachers have assigned writing,
graded it, and watched papers covered in red ink in the student notebooks and papers, never to be read again.
Many teachers will admit being uncomfortable teaching writing, while graded teachers of educational
programmes spend time teaching writing and secondary school teachers may have little or no preparation for
the teaching of continuous writing. Article (200.6) states why students fail English language, is their
inability to write well. Students on their part easily grow frustrated as they are ask to write more and are
assessed very thoroughly on their writing with little or no good grade to show for. The reward to their hard
work is not seen. Therefore student run out of classroom or lesson because they thought the subject is
difficult.
Fumpun (2005) unavailable materials lead to failure and make research unrealistic.
Agada (2008) says government contributes in the problem facing continuous writing for they change
textbooks after every administration in the quest to improve education. The ministry of education is not
helping in their advice to administrators.
Headmaster Nanle (2010) during Patent Teacher Association (P.T.A) encourages parents to check the
notebooks of their children and help in the area they can assist.
Authors of English Language are making money with little or no impact to the students, especially in
the area of continuous writing, but give attention on reading etc.
However, continuous writing is not difficult as expressed by students and teachers. Teaching and
learning continuous writing is a few task but involves complex or various types of writing.
Teaching and learning continuous writing IS easier when we break those layers in the teaching of
continuous writing very well following them step by step.
Caroline (1981) based assessment of five features for effective continuous writing b focusing on
what is most important in a piece of writing which is communication. These features not only provide the
teachers with more objective set of criteria for assessing continuous writing, but also provide students with a
framework of reading, writing and improve their skills in writing. The five features of effective writing are: /
Organization, deliberation, style and conviction.
2.3 TYPES OF CONTINUOUS WRITING
Laib (1954) identifies the following types of continuous writing:
l. Narrative writing

2. Descriptive writing

3. Expository writing

4. Argumentative writing

5. Short story writing

6. Letter writing

2 NARRATIVE WRITING
.
Encort (2003) narrative writing is a story or an account of a sequence of events in the order in which they
happen which is retold to someone, it may be factual or imaginary. Babuje (1998) narrative writing is
relating a series of event or telling stories that are factual or imaginary. Every narrative involves people,
action, place and time.
Writing a good narrative writing involves the following following the order of event
- If the action took place over a period of time, it can be divided into
smaller time unit.
- For past events, past tense should be used.
- You may conclude by starting your expression based on what you have discussed.
In addition to a good note the story should have a beginning, a climax and a conclusion. The writer must
choose appropriate word and expression to create an appropriate atmosphere to the story. You remember the

following when you are about to write a narrative writing.

1. You should write' a topic based on the story or event you want to narrate
2. Since you are writing about activities or actions that have already taken place, the tense should be in
simple past tense and past participle.
2.3.2 DESCRIPTIVE WRITING
Babuje (1998). Descriptive writing IS a type of writing that gives account or point a picture in words
about a person, thing, place, process or events or any abstract idea.
Encarter (2003), defined descriptive writing a written account, representation or explanation of
something or person.
Babuje (1998) elaborate a good descriptive writing involves the following:
- Observing very well and forming mental picture
- Given a general idea about the person or thing you are describing.
- Compare with another familiar object if is not familiar.
- Describing the essential of the objective such as the composition, age,
condition, size, shape, Colour, weight etc.
2.3.3 EXPOSITORY WRITING
Encarter (2003). Expository is the act of describing and discussing a theory, problem, or of
commenting on a written text.
Babuje (1998), defined expository writing as explaining or exposing ideas about a process, an action
and it answer the question how. A good expository involves defining, narrating, describing etc. It should be
clear, concise and accurate.
An expository writing topic is one of that demands that the writer should explain how something is
done or how it is operated while a descriptive writing will demand that one describes his/her favorite dish.
An expository one will require explaining how his/her favorite dish is prepared. It calls for a clear
understanding of what things are and also how things work or done. Expository demands that the writer
should be conscious of things around him. It needs the writer to be knowledgeable of
the vocabulary of the relevant field concerned.
The expository writing has the following features; (l) Title (2) Introduction (3) Body of the writing
(4) Conclusion
2.3.4 ARGUMENTATIVE WRITING
Babuje (1998). Argumentative try to prove with good reason a particular point or view. The reason
for this argument is to clear doubt and conflict on the expression, view or topic.
Encarter (2003) Defined argumentative writing as tending to disagree or agree on an expression,
view, topic etc. and argue.
An argumentative writing is one which demands that the writer should carefully consider an issue
which has two sides to it and proves one side has more merits than the other. It requires the writer to prove
his point, expression, an opinion and strikes a balance between two sides of an issue.
 A debate or argument must contain the usual solution which begins as Chairman, Panel of judges,
accurate time keeper, co-debaters, ladies and gentlemen.
Rhetorical questions may be used to draw the attention of the reader to the point being made, but
slangs and colorization are not allowed in debate writing. It is a writing in which you are expected to argue
logically by outlining your point either in support or against a given topic. Its primary aim is to convince the
audience or readers about the topic. It does not require a topic, it therefore has the following outlines:
1. Greeting should be moderately
2. Introduction
3. Body of the argument
4. Conclusion
2.3.5 SHORT STORY
Encarter (2003) short story is work of prose fiction that is shorter than a novel.
This IS an informal writing often written as stories that trace a sequence of event from beginning to the end
with occasional interval of description or analysis.
It tells a complete story which is either completely or partly fictitious. It demands logical thinking
and connection of service of incidents and ideas to make up a story which could be assumed to be true.
2.3.6 LETTER WRITING
Encarter (2003) Letter writing is a piece of hand written or printed text addressed to a recipient and
typically sent by mail.
Babuje (1998) Letter writing IS a written message addressed to an individual or group of person or
organization. There are two main types of letter writing; informal and formal letter.
Idi (2009) Letter writing is the art of communication in writing one's request, feelings, ideas,
opinions etc. to someone or group of persons as one would talk to the person as if her were present. It is a
type of writing that is very essential in our daily life. The need to communicate across distance makes it
inevitable skill to require. One of the basic requirements of the West African Senior School Certificate
Examination in W AEC and NECO is the ability to write letters. Letter writing is therefore, essential for
examination purpose as well as for practical real life.
Aka (1978) divides letter writing into three, which include; formal letter, informal letter and senti
formal letter.
2.3.6.1 FORMAL LETTER:
These are official letter to business firms and public organization. It requires the formal language and
specified rules and forms. It is strictly in personal, hence do not call for personal greeting, exchange of
jokes, use of slangs expression and contracted forms. The writer is expected to go straight to the point.
Formal letters have the following features:
1. It contains two addresses; the writer's address and d.uc (to!) right huud side) and destination address
(left hand side) recipient address.
2. Salutation (Dear Sir/Madam)
3. Title
4. Body of the letter
5. Subscription (Yours faithfully)
6. Signature of the writer
7. Name of the writer in full.
2.3.6.2 INFORMAL LETTER:
These are personal letters written to a person very close to the writer, ·the writer is expected to know much
about the person he/she is writing to. As a result, no formality is required. They allow for varying close
interaction between the writer and the receiver. Examples of informal letters are letter to your mother, father,
friends, cousins etc.
The following features are found in informal letter;
1. Address of the writer and date (top right hand side)
2. Salutation (Dear plus first name of the addressee)
3. Body of the letter
4. Subscription
5. First name of the writer only
2.36.3 SEMI FORMAL LETTER
These types of letters comprise both element of formal1etter and informal letter. It is written to somebody
with whom we do not have a personal/relationship with. The example such letter are letters
to your boss in the office e.g. principal, teacher, landlord etc. It has the following features: (1) Addressees)
(2) Salutation (3) Body of the letter (4) Conclusion (5) Subscription/signature (6) Names of the writer.
2.4 METHOD OF TEACHING CONTINUOUS WRITING
Opara, S.E. (2000) says "continuous writing is not a mere collection of a string of sentence but
systematic development of writing.
To discuss these important skills method of teaching it will be significant, we should look at
elementary and intermediate method of teaching continuous writing and will include writing sentences and
paragraphs and on general topics.
The following continuous writing teaching methods will look into:
1. Controlled writing method:
a. Copying sentences, dialogue, chart etc
b. Writing in full patterns practice sentence development
c. Add new element to sentence
d. Answer sequential question to form paragraphs.
2. Continuous writing method
a. Use pictures to enable students to complete activities given
b. Ask series of questions and have students give answers to them following the sequence
c. Display pictures in sequential order and have students develop a story.
d. Use table for students to develop a story from it.
3. Activities
a. Write and retelling of stories and have students write 111 their own words
b. Ask them to reconstruct a sad story.
c. Teach them to write for specific audience to give them reason to write e.g.
i. Write a letter to a friend
ii. Review a book they read and to write their likes and dislikes.
d. Write article for school newspaper use what happen in the school.
e. Discussing, preparing and reciting in a written form. Conclusion: The teacher should try and examine
the student to find their Responses and interest in continuous writing using all types of continuous
Writing.
CHAPTER THREE
3.0 RESEARCH PROCEDURE AND METHODOLOGY.
3.1 INTRODUCTION
Both primary and secondary sources of date collection are the method employed in this study. The primary
method of data collection includes questionnaire, observation and oral interviews; while secondary sources
of data collection includes textbooks unpublished sources like the articles, speeches e.t.c.
The intention of this research is to distribute questionnaire to some randomly selected secondary- school in
Mangu L.G.C. The questionnaire will be distributed to both the student and teachers in the selected school.
The main continuous writing presented in each volume of the textbook series to a large external, how
student can develop higher skill in continuous writing.
3.2 SAMPLING OF SUBJECT AND SCHOOL
Mangu Local Government Council has about 1.SOsecondary school spread allover the geographical location
The research is restricted to some few randomly selected secondary schools, based on their geographical
nature of the location of the council. The number of the selected school are five (5) they are: Mangu
secondary
schools (MSS Mangu). Government Secondary School Ampang (G.S.S Ampang). Government Secondary
School Bwalbwang Gindiri (G.S.S Bwalbwang.) Government Secondary School Kombun. (G.S.S Kombun).
Government Secondary School Panyam (G.S.S Panyam) on the topic critical analysis of continuouss writing
we are using both students and teachers, 8 student per school and 2 teachers per school. Making the total of
10 per school. Sec table one below:
SAMPLING Of SCHOOL AND SUBJECT

SINO -School No of Student No of Teachers Total

1 G.S.S. Mangu 8 2 10
2 G.S.S Ampang 8 2 10
3 GSS Bwa1bwang 8 2 10
4 GSS Kornbun 8 2 10
5 G.S.S. Panyam 8 2 10
TOTAL 40 10 50

3.3 INSTRUMENT USE

The instrument used is questionnaire, oral interview and observation.
3.4 ADMINISTRA TION OF QUESTIONNAIRE.
The questionnaire will be distributed to both students and teachers. 8 questionnaires will be distributed to
teachers per school. The rating will be of fire rating scale S.A, A, OF, D, SO, respectively and YES NO
 Doubtful. See table 2 below:
TABLE 2 ADMINISTRATION OF QUESTIONNAIRE.
SINO School No Q Student No of Q TOTAL
Teachers
1. MSS Mangu 8 2 10
2. GSS Ampang 8 2 10
3. GSS Bwalbwang 8 2 10
4. GSS Kombun 8 2 10
5. GSS Panyarn 8 2 10
TOTAL 40 10 50

3.4 METHOD OF DA T A ANALYSIS AND INTERPRETATION

The researcher depends solidly on the primary sources of data collection such as questionnaire were
designed and used in the study in order to collect information from despondences. The method of data
collection analysis is:
x 100
Simple percentage x
y 1
Where x represents the number of responses and y represent the total number of respondents.
3.5 LIMITATION/SCOPE OF STUDY.
Due to the scope of this research and to the number of schools involved, limited resources geographical
location and time factor, the researcher depended solidly on questionnaires. Based on the geographical
nature of the local government council to find relevant information to represent the Geographical are
CHAPTER FOUR
4.0 ANALYSIS OF DA TA
4.1 INTRODUCTION
The data collection 111 the research IS to analyze the questionnaires on continuous writing.
In this chapter the researcher presented collected data from all the selected schools with responses from both
students and teachers. The questionnaire on continuous writing will be analyzed using percentage on the
responses of both the teachers and students. The total number of despondences times one hundred divided
by the total number of the questionnaire.
x 100
x
y 1
Where x represents attempted number of questionnaires. While y represents the total number of respond
4.2 STUDENTS RESPONSE ANALYSIS.
Below is the table of responses of the students on questionnaire.
1. Are you being taught continuous writing or essay writing?
S/No Response Frequency Percentage ()
l. Yes 40 100
2. -No -
,.., Doubtful
.) . -
 Total 40 100

From the above table all students which represent 100 are being taught writing is their respective
schools. Therefore, continuouss writing is taught in all schools.
2. Which textbook are you using?
S/No Textbook Frequency Percentage ()
1. Intensive English 35 87.5
2. English project 1 2.5
3. Comprehensive Eng. 4 10
Total 40 100
From the above table 35 respondents representing 87.5 use "Intensive English" which one respondent
representing 2.5 us 'English project" and 4 respondent representing 10 use Comprehensive English.
Therefore, "Intensive English" is the most popular English textbook used in our secondary schools.
3. Do you have teacher of continuous writing?

S/No Response Frequency -~

Percentage %
1. Yes 40 100
2. No -
Total 40 100
From the above table all students representing 100 have teachers of continuous writing in their respective
schools. Therefore, all schools have English language teacher.
4. Do you!" textbooks provide adequate teaching on continuous writing?
S/No Response Frequency Percentage %
l. Yes 22 55
2. No 13 32.5
3. Doubtful 5 12.5
Total 40 100
From the above table 22 respondents which represent 55 agreed that their English textbook provide adequate
teaching on continuous writing. While 18 respondents represents 45 disagreed of their textbook to provide
adequate teaching on continuous writing. Therefore, 55 agreed, which is the highest response show that their
English textbooks provide adequate reaching on continuous writing.
5. Do you find teaching and learning of continuous writing simple?
S/No Response Frequency Percentage %
l. Strongly agreed 6 15
2. agreed 24 60
3. Doubtful 7 17.5
4. Disagreed 3 2.5
5. Strongly disagreed - -
Total 40 100

30 respondents which represent 75 agreed that teaching and learning of continuous writing is simple, 7
respondents which represents 17.5 are in doubt about it, 3 respondents representing 7.5 disagreed that
teaching and learning continuous writing is not simple.
 Therefore, 73, which is greater funds teaching and learning continuous writing is not simple. This
means that teaching and learning of continuous writing is simple.
6. Are there adequate provisions of each topics in your English textbooks?
S/No Response Frequency Percentage %
l. Yes 20 5O
2. No 13 32.5
3. Doubtful 7 17.5
Total 40 100

From the above table 20 respondents which represents 50 agreed that their English textbook provide
adequate topic on continuous writing. 13 respondents representing 32.5 disagreed that their English textbook
did not provide adequate topic on continuous writing. 7 respondents representing 17.5 are in doubt of it.
Therefore, English textbooks need improvement.
7. Are the topic on continuous writing in line with the national curriculum of education?
S/No Response Frequency Percentage %
l. Strongly agreed 9 22.5
2. agreed 13 32.5
3. Doubtful 13 32.5
4. Disagreed 3 7.5
5. Strongly disagreed 2 5
Total 40 100

From the above table 22 respondents, representing 55 agreed that continuous writing topics are 111 line with
the national curriculum of education. 13 respondent representing 32.5 are in doubt of whether or not the
topics on continuous writing are in line with the national curriculum of education. While 5 respondents
representing 12.5 disagreed that the topics are not in line with national curriculum of education.
Therefore, based on the 55 agreed, shows that continuous writing topics are in line with the national
curriculum of education.
8. Will the topics on teaching continuous writing prepare students for final? Examinations?
S/No Response Frequency Percentage %
1. Strongly agreed 9 22.5
2. agreed 20 50
3. Doubtful 10 25
4. Disagreed - -
5. Strongly disagreed 1 2.5
Total 40 100
29 respondents, representing 72.5 agreed that the topics on teaching continuous writing will prepare students
for final exams. 10 respondents, representing 25 are in doubt about it. And one respondent, representing
2.5% disagreed.
Therefore, topics on teaching continuous writing will prepare students for final examinations.
9. Is the order of presentation of continuous writing adequate for students?
S/No Response Frequency Percentage %
l. Strongly agreed 16 40
2. agreed 13 32.5
3. Doubtful 8 20
4. Disagreed 1 2.5
5. Strongly disagreed 2 5
Total 40 100

From the above table, 29 respondents, representing 72.5 disagreed that the order presentation of continuous
writing is adequate. 8 respondents representing 20 are in doubt of it. While 3 respondents, representing
7.5 disagreed. Therefore, the order of presentation of continuous writing is adequate for students.
10Do the teachers of continuous writing have adequate materials for teaching?

S/No Response Frequency Percentage %

1. Yes 19
2. No 14
3. Doubtful 7
Total 40 100

19respondent, representing 47.5% agreed that teachers of continuous writing have adequate teaching
materials for teaching 14 respondent, representing 35 disagreed while 7 respondents representing 17.51lo are
in doubt. Therefore, teachers of continuous writing have adequate teaching materials for teaching.
l 1. Do you think that Government contributes to the poor teaching of continuous writing?

S/No Response Frequency Percentage %

l. Strongly agreed 13 32.5
2. agreed 11 27.5
b
3. Doubtful 15 37.5
4. Disagreed 1 2.5
5. Strongly disagreed - -
Total 40 100

24 respondents representing 60 agreed that government contributes to the poor teaching of continuous
writing. 5 respondents representing 37.5 are in doubt and one respondent representing 2.5 disagreed.
Therefore, Government contributes to the poor teaching of continuous writing.
12. How are continuous writing topics taught ill your school e.g. letter, Narrative, descriptive,
argumentative, short-story and expository writing are they adequately taught in your school?

S/No Response Frequency Percentage %

l. Strongly agreed 16 40
2. agreed 13 32.5
3. Doubtful 8 20
4. Disagreed 3 7.5
5. Strongly disagreed - -
Total 40 100

From the above table, 29 respondents, representing 72.5 agreed that continuous writing are taught in their
respective schools. 8 respondents representing 20· are in doubt about it. 3 respondents which represents
7.5 disagreed. Hence, continuous writing topics letter, narrative, descriptive, short-story, argumentative and
expository writing are adequately taught in our schools.
13. Does "Intensive English" textbook prepare students for final examination?

S/No Response Frequency Percentage ()

l. Strongly agreed 11 27.5
2. agreed 21 52.5
3. Doubtful 5 12.5
4. Disagreed 3 7.5
5. Strongly disagreed - -
Total 40 100

75 of the respondents agreed that "Intensive English" textbook will prepare student for their final
examination 12 are in doubt and 7.5 disagreed. Therefore, "Intensive English" will prepare student for final
exams.
14. Do you like the method your English teachers use to teach you continuous writing?

S/No Response Frequency Percentage %

l. Yes 30 75
2. No 7 17.5
3. Doubtful 3 7.5
Total 40 100

From the table above 30 respondents which represents 75 like the methods their teachers use to teach them
continuous writing. 7 respondent representing 17.5 do not like the methods their teachers use to teach them.
While 3 respondents representing 7.5 are in doubt. Therefore, based on the above table student like the
method their teachers used to teach them.
4.3 TEACHERS RESPONSES
1. Do you teach continuous writing?
S/No Response Frequency Percentage %
l. Yes 10 100
2. No
3. Doubtful
Total 10 100
From the above table, 10 respondents, representing 100 do teach continuous writing in their various schools.
Therefore, all teachers of English language teach continuous writing.
2. Which textbook(s) are you using?
S/No Textbook Frequency Percentage %
l. Intensive English 10 100
2. English project
3. Comprehensive Eng.
Total 10 100
From the table above 10 respondents representing 100 use "Intensive
English" textbooks.
Therefore all schools use "Intensive English" textbooks.
3. Do you have enough teachers of continuous writing? +
S/No Response Frequency Percentage %
1. Yes 8 80
2. No 2 20
3. Doubtful - -
Total 10 100

8 respondents representing 80 have enough teachers of continuous Writing while 2 did not have enough
teachers of continuous writing in their school. Therefore, most schools have enough teachers of continuous
writing.
4. Do your textbook provide adequate topic on continuous writing?
S/No Response Frequency Percentage %
l. Yes 7 70
2. No 2 20
3. Doubtful 1 10
Total 10 100
From the above table, 7 respondents which represent 70 agreed that their textbooks provide adequate topic
on continuous writing. While 3 respondents, representing 20 disagreed that their textbooks do not provide
adequate topic in continuous writing and one respondent is in doubt of it. Hence, most textbooks provide
adequate teaching on continuous writing
5. Do you find teaching continuous writing simple?
S/No Response Frequency Percentage
1. Strongly agreed 3 %
30
2. agreed 3 30
3. Doubtful 4 40
4. Disagreed - -
5. Strongly disagreed - -
Total 10 100

6 respondents, representing 60o/c, agreed that find teaching continuous writing simple. 4 respondents
representing 40 are in doubt. Therefore, teaching continuous writing is simple.
6. Are there adequate provision of each topics in your English textbook?
 S/No Response Frequency Percentage %
l. Yes 6 60
2. No 4 40
3. Doubtful - -
Total 10 100

From the above table, 6 of the respondent representing 60 agreed that their English textbook provide
adequate topics of continuous writing. While 4 respondents representing 40 disagreed that their English
Textbooks do not provide adequate topics on continuous writing. Therefore, English textbook provide
adequate topic on continuous writing.
7. Are the topics on continuous writing in line with the national curriculum of education?

S/No Response Frequency Percentage %

1. Strongly agreed 4 40
2. agreecl 4 --
40
3. Doubtful 2 20
4. Disagreed - -
5. Strongly disagreed - -
Total 10 100

8 respondent representing 80 agreed that the topics on continuous writing are in line with the national
curriculum of education while 2 respondents representing 20% are in doubt.
Hence, the topics of continuous are in line with the national curriculum of education.
8. Do the topics and teaching of continuous writing prepare students for final examination?
S/No Response Frequency Percentage %
l. Strongly agreed 2
2. agreed 8
3. Doubtful - -
4. Disagreed - -
5. Strongly disagreed - -
Total 10 100
10 respondents representing 100 agreed that topics and teaching of continuous writing prepare students for
final examination.
Therefore, topics and teaching of continuous writing prepare students for final examination.
9. Is the order of presentation q/ continuo us writing adequate for our student?
S/No Response Frequency Percentage %
l. Strongly agreed - -
2. agreed 9 90
3. Doubtful 1 10
4. Disagreed - -
S. Strongly disagreed - -
 Total 10 100
-- that the order of presentation of continuous
From the above table 9 respondents representing 90 agreed
writing is adequate for our students while one respondent, representing 10 is in doubt. Hence, the order of
presentation of continuous writing is adequate for our students.
10. Do the teachers of continuous writing have adequate materials for teaching?
S/No Response Frequency Percentage %
l. Yes 4 40
2. No 5 50
3. Doubtful 1 10
Total 10 100

5 respondent representing 50 said that teacher s do not have adequate materials for teaching continuous
writing. 4 respondent representing 40 agreed that teachers have adequate materials for teaching continuous
writing while one respondent representing 10 is in doubt.

Hence, teachers do not have adequate materials for the teaching of continuous writing.
1 l.Do you think that government contribute to the poor teaching of continuous writing
S/No Response Frequency Percentage %
l. Strongly agreed 6 60
2. agreed 1 10
3. Doubtful - -
4. Disagreed - -
5. Strongly disagreed 3 30
Total 10 100
From the above table, 7 respondents representing 70 agreed that government contribute to the poor teaching
of continuous writing. While 3 respondent representing 30 disagreed that government do not contribute
To the poor teaching of continuous writing. Hence, Government contributes to the poor teaching of
continuous writing.
12.Are most of the continuous writing topics taught in your schools e.g. letter, narrative, descriptive, short-
story, argumentative and expository writing?
S/No Response Frequency Percentage %
1. Strongly agreed - -
2. agreed 10 100
3. Doubtful - -
4. Disagreed - -
5. Strongly disagreed - -
-- Total 10 100
---

From the above table 10 respondents, representing 100 agreed that most of continuous writing topics are
taught in their school. Therefore, most of the continuous writing are taught in our schools.
13. Do "Intensive English" textbooks prepare students for final examination?
S/No Response Frequency Percentage %
l. Strongly agreed 5 50
2. agreed 5 50
3. Doubtful - -
4. Disagreed - -
5. Strongly disagreed - -
Total 10 100

10 respondents representing 100 agreed that "Intensive English" textbooks prepare students for final exams.
Therefore, "Intensive English" textbooks topics prepare student for final examination.
14. Do you like teaching continuous writing?
S/No Response Frequency Percentage %
l. Strongly agreed 8 80
2. agreed 2 20
3. Doubtful - -
4. -Disagreed - -
5. vStrongly disagreed - -
Total 10 -100
--

From the above table 10 respondents representing 100 agreed that they like teaching continuous writing.
Hence, Teachers like teaching continuous writing.
15. Do your students like continuous writing?

S/No Response Frequency Percentage %

l. Strongly agreed - -
2. agreed 5 50
3. Doubtful - -
4. Disagreed - -
5. Strongly disagreed 5 50
Total 10 100

From the above table 5 respondent representing 50 agreed that their students like continuous writing while 5
respondent representing 50 disagreed that their students do not like continuous writing. Hence, half of the
students like continuous writing while half do not like continuous writing.
4.4 CONCLUSION
Both students and teachers responded to the questionnaire as expected.
CHAPTER FIVE
5.0 SUMMARY
English language is a core subject to others subjects and continuous writing is a core in English
language. Which students must understand and pass. A credit for one to further his or her education
 From the research finding it was discovered that must schools use "intensive English" textbooks and
continuous writing is taught in our secondary schools and also all schools have teachers of English language.
The must common use English textbooks provide adequate learning and teaching of continuous
writing, students and teachers find learning as well as texting of continuous writing simple. Also English
textbook provide adequate topics on continuous writing as well as the topics are in line with national
curriculum of education. And the topic and teaching of continuous writing will prepare student for their final
examination.
On the order hand student do not like learning and teaching of continuous writing and teachers do not have
adequate material for the teaching of continuous writing.
The government on their part of contributes for the poor teaching and learning of continuous writing
in our secondary school
5.1 CONCLUTION.
From the analysis of the research is a step forward in the improvement of teaching and learning of
continuous writing in our secondary schools. The authors of English textbook (Intensive English) provide
adequate approaches to each topic for learning and teaching of continuous writing
The qualitative approach of learning and teaching of continuous writing employed are in line with
the national curriculum of education.
5.2 RECOMMENDA TION/SUGGESTION
From the critical analysis of continuous writing the following recommendations/suggestions are
made by the researchers:
1. The teacher of English language should complement the effort of the authors of English textbooks to
improve in their teaching
2. We strongly recommended and encourage the use of" intensive English" textbooks for our secondary
schools, for the authors provided adequate topic for teaching and learning of continuous writing
3. Government should make policies that will make teaching and learning of continuous writing
successful in our secondary school
4. Government should encourage the teachers of continuous writing by paying their salaries on as when
clue.
5. Proprietors and government should materials available for the teaching and learning of continuous
writing our secondary schools.
6. Both teachers and students should use the opportunity provided in the
English textbooks to improve in their teaching and learning.
5.3 BIBLIOGROPHY/REFERENCE
Adinoy, ojo (2003) "The sun news Pepper P.22 1 ST September 2003. Allen, H.B (1965) Teaching English
as a Secondary Language. Babuje D, et' al (1998) Language and Communication Gindiri
Ecanta (2000), A website in the Computer Egudu, R.N (1986) Guide for Continuous Writing: Enugu Haris
Priting and
Publishing Company LTD.
"Federal Ministry of Education National Curriculum Language for
Secondary School" Volume 2. (1999)
Gorman, p. (1973) Methods of Teaching to Students: Advance Level Paper
Presentation on teaching English as Second Language.
Krik Patrick E.M (2ED 1983) Chambers 20th Century Dictionary: W &R
Canaders Eduburgh.
Opara E.S (2000) Teaching English Language

5.4 APPENDIX 1
1. Are you being taught continuous writing or essay writing? r 1 Yes r 1
No [ ] Doubtful
2. Which textbook are you using?
3. Do you have teacher of continuous writing? [ ] Yes [ ] No
[ ] Doubtful
4. Do your textbooks provide adequate teaching on continuous writing?
[ ] Yes [ ] No [ ] Doubtful
5. Do you find teaching and learning of continuous writing simple? [ ]
Strongly agreed. [ ]Agreed [ ]doubtful [ ]disagreed [ ] strongly disagreed
6. Are there adequate provisions of each topic in your English textbooks?
[ ] Strongly agreed [ ] Agreed [ ] doubtful [ ] disagreed [ ] strongly disagreed
7. Are the topics on continuous writing in line with the national curriculum of education? [ ] Strongly
agreed [ ] Agreed [ ] Doubtful
[ ] disagreed [ ] strongly disagreed
8. Will the topics on teaching continuous writing prepare students for final examinations? [ ] Strongly
agreed [ ] Agreed [ ] doubtful
( ) disagreed [ ] strongly disagreed
9. Is the order of presentation of continuous writing adequate for students?
[ ] Strongly agreed [ ] Agreed [ ] doubtful [ ] disagreed [ ] strongly disagreed
10. Do the teachers of continuous writing have adequate materials for teaching? [ J Strongly agreed [ Agreed
[ [doubtful [ disagreed [ ] strongly disagreed
11. Do you think that Government contributes to the poor teaching of continuous writing? [ ] Strongly
agreed [ [Agreed [ ]doubtful [ ] disagreed [ ] strongly disagreed
12. How are continuous writing topics taught in your school e.g. letter, Narrative, descriptive,
argumentative, short-story and expository writing are they adequately taught in your school? [ ] Strongly
agreed [ ] Agreed [ ] doubtful [ ] disagreed [ ] strongly disagreed
13. Does "Intensive English" textbook prepare students for final Examination? [ ] Strongly agreed
Disagreed [ ] strongly disagreed
14. Do you like the method your English teachers use to teach you Agreed doubtful continuous writing? [ ]
Yes [ ] No [ ] Doubtful
] Agreed [ ] doubtful [ ]
2.37 APPENDIX 2
1. Do you teach continuous writing? [ ] Yes r ] No [ ] Doubtful
2. Which textbook(s) are you using?
3. Do you have enough teachers of continuous writing? [ ] Yes [ ] No [ ] Doubtful
4. Do your textbook provide adequate topic on continuous writing? [ ] Yes [ ] No [ ] Doubtful
5. Do you find teaching continuous writing simple? [ ] Strongly agreed [ ] Agreed [ ] doubtful [ ] disagreed
[ ] strongly disagreed
6. Are there adequate provisions of each topic in your English textbook? [ ] Yes [ ] No [ ] Doubtful
7. Are the topics on continuous writing in line with the national curriculum of education? [ ] Strongly
agreed disagreed [ ] strongly disagreed
8. Do the topics and teaching of continuous writing prepare students for final examination? [ ] Strongly
agreed [ ] Agreed [ ] doubtful [ ]
disagreed [ ] strongly disagreed
9. Is the order of presentation of continuous writing adequate for our
Students'? [ ] Strongly agreed [ ] strongly disagreed
I Agreed [ ] doubtful [disagreed)
10. Do the teachers of continuous writing have adequate materials for teaching? [ ] Yes [ ] No [ ] Doubtful
11. Do you think that government contributes to the poor teaching of continuous writing? [ ] Strongly agreed
[ ] Agreed [ ] doubtful [ ] disagreed [ ] strongly disagreed
12. Are most of the continuous writing topics taught in your schools e.g. letter, narrative, descriptive, short-
story, argumentative and expository writing? [ ] Strongly agreed [ ] Agreed [ ] doubtful [ ] disagreed [ ]
strongly disagreed
13. Do "Intensive English" textbooks prepare students for final examination? [ ] Strongly agreed [ ]
Agreed [ ] doubtful [ ] disagreed [ ] strongly disagreed
14. Do you like teaching continuous writing? [ ] Strongly agreed [ ] Agreed [ ] doubtful [ ] disagreed [ ]
strongly disagreed
15. Do your students like continuous writing? [ ] Strongly agreed
[ ] Agreed [ ] doubtful [ ] disagreed [ ] strongly disagreed