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The research was designed under the paradigm of action research. A total sample of 39 students’ from the same grade was chosen for the study. The baseline assessment was carried out to explore the pre-intervention writing skill score of the students prior to the intervention cycle one. Later, intervention and writing skill support strategies were carried out for eight weeks. In the end, post-test was carried out to explore the differences occurred in the writing score of the students as a post intervention effect. The findings obtained from the quantitative data showed the improvement in the written expression skills of the students.  \nIt was observed that through taking the above mentioned measures, the teachers can help students improve their writing skills.  \nKey words: creative writing skills, giftedness, creativity, improving writing skills, composition writing  \n1. Introduction  \nLanguage is considered is one of the most substantial elements of education and literacy. Its efficiency and commands come with the mastery in receive and productive skills. Conventionally and even today in the eastern world productive skills of language are given significance of which writing is the most preferred outcome expected of students. This standing is justified in the school where the students are required to master good writing compositions.  \n2. Literature Review  \nIn the language learning field, the researchers have shown interest in the area pertaining to writing composition. Richards (1990) found that the students’ interaction helps in developing the cognitive skills that involves generating ideas. Results from various language studies have shown that the teacher who emphasizes and focuses on the writing skills on the study can bring about a change. The students become efficient at generating and organizing creative ideas as a result. The most adopted teaching model that helps in developing writing skills in the balanced literacy approach is the method of writing process (Zampardo, 2008) .  \nBeing an ability, writing can be improved by learning through repetition. If the teachers would be aware of the writing process, this would help in teaching appropriate strategies and that would also improve the writing abilities of students in education environment (Oberman and Kapka, 2001) . Accordingly, studies conducted in Karachi at primary level shared the view that young students are lack writing skills and the teachers don’t seem to using a proper writing process too. Therefore, this study aimed at describing the difficulties pertaining to composition writing and strategies to develop writing abilities of the students to write creatively.  \nMainly, there are five stages of writing process, any stage can be skipped and returned to later. These are: Prewriting, Drafting, Revising, Editing and Publishing. Learning the writing process is important for the students as it enables students to express their thoughts, knowledge and feelings efficiently. The more the students learn the writing process, the more they will be able to express themselves efficiently (Casewell, 2008; Ozbell, 2006 & Smith, 2005) .  \nAccording to Brookes and Marshall (2004) imagination and originality are valued more than the standardization of thought and truthfulness while characterising creative writing. While assessing the student for creative writing, they are given space to fabricate the content. The main purpose is always to evaluate their creative writing and cognitive skills.In order for the students to write creatively, it is essential that their thoughts should not be restricted in any way (Sharples, 1996) . Planning, organization and discovery of thought are prerequisites for cre","cbCaikmZgE2AMUhv","https://ap.wps.com/l/cbCaikmZgE2AMUhv","pdf",227481,"English","# Introduction\n# Literature Review","[{\"question\":\"What was the purpose of the action research project?\",\"answer\":\"The project aimed to improve the written expression (composition) skills of 5th grade students through intervention and targeted writing support strategies.\"},{\"question\":\"How was the study designed and how many students were involved?\",\"answer\":\"The research followed an action research paradigm and selected 39 students from the same grade. Baseline assessment preceded the intervention cycle.\"},{\"question\":\"What did the results show after the intervention?\",\"answer\":\"Post-test findings indicated improved writing scores compared with baseline, demonstrating enhancement in students’ written expression skills.\"}]","ENHANCING STUDENTS’ CREATIVE WRITING SKILLS - Volume 6 - Number 2 - Action Research Project | PDF",15]