How to Teach Composition Writing to Children

Erin schreiner.

Give your students the skills needed to tackle composition.

To successfully compose written works, children must engage in complex thought processes and utilize critical thinking skills. Because this task requires much abstract thinking, teaching composition to students presents a challenge. Increase the likelihood of success in teaching this skill to children by breaking down the task of writing into manageable, and teachable parts. Educate students on how to move through the process required creating a finished written work.

Select a writing mode upon which to focus. Each writing mode varies slightly in purpose and style, making it vital you select one on which to focus as to not confuse young writing pupils. Start with simple modes, such as narrative writing and short description essays. Advance to more complex forms, such as compare-contrast essays and research-based compositions.

Present clear examples of what the resulting composition should look like. If possible, use samples of writing in that mode produced by children of the same age as these samples more closely approximate what your pupils will be capable of producing.

Explain the concept of audience to your pupils, providing them with examples of how audience matters within the context of writing. Ask pupils to consider how the ways in which they speak varies depending upon who they are talking. Explain that audience writing is similar to this and that they should modify the way in which they speak depending on who they are trying to reach.

Discuss the writing process. Provide pupils with a graphic representation of this process, hanging a poster or signs depicting each step of this process on your classroom wall for students to reference as they move through the steps.

Provide students with graphic organizers for brainstorming and organizing. Begin with a web, asking students to place their topics in the center of the web and adding off-shoots that elaborate on the concept. Select graphic organizers appropriate for your selected writing mode to help students further organize their information.

Assist students in transferring information from planning sheets to the essay itself through drafting. Instruct students to lay their planning sheets out beside them and transfer the information, expanding their notes into paragraphs, to produce a complete written work.

Pair students and allow them to peer revise papers. If your students have no previous editing experience, practice this skill by moving through some examples before asking them to engage in peer revision.

Review second drafts yourself to look for additional errors in need of correction. Look over each composition yourself, allowing students to benefit from your expertise and keen eye for errors.

Instruct students to word process papers to create polished final drafts. If students have no experience creating word processing documents, assist them in opening and formatting one of these documents.

Allow for sharing of work to promote student pride in their written creations. Either give students the opportunity to share their work, or place the work on display allowing others to view each student composition.

  • 1 Scholastic: Teaching Students to Write

About the Author

Erin Schreiner is a freelance writer and teacher who holds a bachelor's degree from Bowling Green State University. She has been actively freelancing since 2008. Schreiner previously worked for a London-based freelance firm. Her work appears on eHow, Trails.com and RedEnvelope. She currently teaches writing to middle school students in Ohio and works on her writing craft regularly.

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Middle School Proofreading and Editing Activities

Middle School Proofreading and Editing Activities

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Berkeley Graduate Division

  • Basics for GSIs
  • Advancing Your Skills

Teaching Composition Skills

This page provides a bit of background on ways composition experts have approached the teaching of writing. It then advocates an overall strategy for teaching writing that addresses students’ motivation to improve their writing.

A Brief Introduction to Composition Pedagogy

In the mid-twentieth century the dominant approach to writing pedagogy focused on the written product. The practice required a single, final draft, comprehensive error correction by the teacher on that draft, and summative comments justifying the grade assigned. The teaching of writing was consigned to English and Rhetoric departments; it was assumed that such courses could give students a generic or neutral set of good writing skills to apply to whatever writing tasks they might encounter in other disciplines.

This traditional approach had drawn stiff critique by the 1970s and 1980s. The emphasis on eliminating error seemed adequate for students who were already skilled writers, but instructors working with students who made a lot of errors in Standard Written English found themselves pouring an excessive amount of time into voluminous markings and comments that students were too overwhelmed to learn from. Improvement from one assignment to the next was minimal.

Two important approaches have surfaced in the last few decades. One is process pedagogy, the other Writing Across the Curriculum (WAC) and the closely related movement Writing In the Disciplines (WID).

Process pedagogy emphasizes that good writing is achieved not in a single pass but through a series of activities involving multiple writing sessions and student reflection. The process, as well as the product, is important. Students learn from feedback they receive on their work at different points in the writing process and learn to make improvements on their own. As UC Berkeley’s College of Letters and Science guidelines put it, the R&C courses at UC Berkeley “emphasize the recursive nature of writing.” Developing an idea, crafting a thesis, creating supporting arguments, writing a draft, review, revision, and proofreading — with trips back through these steps as needed — all receive instructional time, review, feedback, and practice in the composition course.

Some critics confuse process pedagogy with affective or experiential pedagogy, in which students focus on their own opinions and lives in their writing. While process pedagogy can involve personal reflection, it is not at all a necessary component or a typical endpoint. Process pedagogy need not exclude working with evidence, reasoning, and disciplinary knowledge.

WAC works from the insight that writing can deepen student learning in any discipline because writing provides opportunities to recall, explain, apply, analyze, synthesize, or evaluate material learned; WAC also supports teaching students to improve their writing in all courses, not just “composition” courses. Excellent resources for a range of learning-by-writing activities for all disciplines include Davis’s Tools for Teaching , Bean’s Engaging Ideas , and the chapters on student writing in McKeachie and Svinicki’s Teaching Tips .

WID , an offshoot of WAC, challenges the assumption in the traditional composition teaching model that any single department (traditionally English) can train students in a generic or neutral set of writing skills. Anthropologists value different aspects of writing from art historians, for example, and the style and formats students learn in their English classes might not be appropriate for their majors in anthropology or art history. WID researchers investigate how writing happens differently in different disciplines, the genres and discourses particular to individual fields, and (most especially) how to orient students to the writing tasks native to a particular field.

At UC Berkeley, R&C courses are given in several different departments, reflecting the WID approach. GSIs in German, Comparative Literature, Anthropology, Art History, African American Studies, and several other departments teach their R&C students to read different sets of texts and to write somewhat different kinds of papers, though they share the goal that students learn to devise persuasive analytical and interpretive arguments based on evidence in their formal essays. WID contextualizes the process of writing within each discipline.

The books listed below are available for use in the GSI Teaching & Resource Center, 301 Sproul Hall.

Bean, John C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom , 2nd edition. San Francisco: Jossey-Bass.

Davis, Barbara Gross (2009). “Helping Students Write Better in All Courses.” In Davis, Tools for Teaching . San Francisco: Jossey-Bass, 305–13.

Gottschalk, Katherine and Keith Hjortshoj (2004). The Elements of Teaching Writing: A Resource for Instructors in All Disciplines . New York: Bedford/St. Martin’s.

McKeachie, Wilbert and Marilla Svinicki (2006). Teaching Tips: Strategies, Research, and Theory for College and University Teachers (revised edition). Boston: Houghton Mifflin.

CreativEdge Learning

5 steps to write a picture composition for primary 1.

Primary 1 composition cover photo

Introduction to picture composition writing for Primary 1

For picture composition for Primary 1, there are 4 connected pictures which come together to form a complete incident.

Primary 1 English composition topic

With the 4-pictures format, pupils are to write a complete story by sequentially detailing the incident as shown in the 4 pictures.

How to plan and write a composition

The first step is to know the story structure – what are the important story elements that each composition must include.

With Primary 1 pupils, the SPACE planning strategy is a simple yet effective planning tool for pupils to understand the planning of story structure.

SPACE planning for Primary 1 English composition

1) S for Setting

Using the ‘W’s , the setting tells the reader the the time (When), place (Where) and main character (Who) of the story.

how to teach composition writing in primary school pdf

To identify the setting elements, we generally look at Picture 1 of the given topic.

how to teach composition writing in primary school pdf

For Question 1, the answer for the place is definitely according to Picture 1 .

There is more than one right answer for the day and time in Question 2. In this case, it can be any day from Monday to Friday during school hours.

To answer Question 3a, pupils must select the main character who should play a major role in the story. They must give the main character a sensible name.

For Question 3b, the main character’s action should be written according to what the main character was doing in Picture 1.

Now, we can use the answers to start the composition.

How to write the composition – Introduction Paragraph

how to teach composition writing in primary school pdf

2) P for Purpose

Next, we will identify the purpose of the story. Pupils can look at Picture 2 for the purpose.

how to teach composition writing in primary school pdf

It is important that pupils understand that composition writing goes beyond picture description.

This is the part that pupils need to tap on their imagination and see beyond the pictures to form a story.

In this case, think of a possible reason that the main character was queuing up.

how to teach composition writing in primary school pdf

3) A for Action

A purpose leads to an action.

This means that when the main character wanted to do something, it will lead to an action happening,

how to teach composition writing in primary school pdf

In this case, Picture 3 shows the action.

The main character was going to place her order when it was her turn. However, two boys shoved her aside.

how to teach composition writing in primary school pdf

How to write the composition (Introduction + Body Paragraphs)

The answers for the Purpose and Action can then be added on to continue forming the composition

how to teach composition writing in primary school pdf

4) C for Conclusion

A complete story requires a conclusion which tells the reader what happened at the end of the story as well as the lesson learnt.

how to teach composition writing in primary school pdf

For the conclusion, pupils should see beyond the pictures and think about what the main character did that led to Picture 4.

In this case, she should have informed a teacher who then scolded the boys.

how to teach composition writing in primary school pdf

How to write the composition (Introduction + Body + Conclusion Paragraphs)

We can add the conclusion to form the last part of the story.

Primary 1 English composition model sample

5) E for Emotions

Now that the entire story is complete. The emotions (feelings) of the main character can be inserted to complete the story.

how to teach composition writing in primary school pdf

As highlighted in our earlier post , do focus on specific adjectives to build the vocabulary word bank.

With SPACE Planning, Primary 1 pupils can learn connect the 4 pictures, see a story using the 4 pictures and to write a story using a proper story structure.

Our Primary 1 English enrichment classes teach pupils the essential writing skills , sentence structures and descriptive vocabulary, setting pupils on the path of being confident writers. Call us today to find out more.

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Key Tips On Writing Good Compositions For Primary School

  • Primary School Composition Writing

Key Tips On Writing Good Compositions For Primary School

6 Tips On How to Write a Good Composition For Primary School Students

Writing is one of the creative ways for us to express thoughts and perspectives on a variety of subjects. However, for your child, it can be challenging to express what they want to convey accurately.

After all, it isn’t the same as talking to your friends, since in composition, they look for proper language. Unfortunately, Singlish isn’t proper English, and it’s not allowed in any paper! Moreover, writing literary compositions is essential, so long as your child remains in school. In fact, it can even extend to adulthood, since most jobs require some writing skills.

Telling your child to “Read more books”, “Write more compositions”, or “Use better phrases” can be too generic Sure, practice makes perfect, but you also have to work smarter, not harder.

Effective written communication is important in relaying information and conveying thoughts. Hence, it is important for your child to take note of these tips that can help them get one step closer to writing an impactful composition.

Before we delve into the nitty-gritty, let us understand what is composition writing all about.

Composition writing is tested in Paper 1 of the English language paper. It requires students to write a narrative essay based on a given theme and at least one of three picture prompts. The length of the essay is 150 words for P5 and P6 students (and lower for P1 to P4 students).

Students are assessed on their ‘Content’ and ‘Language’. To score well for the former, students need to demonstrate creative, logical and relevant ideas that align with the topic. Language, on the other hand, focuses on more technical aspects such as grammar, punctuation and spelling. A well-written composition will present clear and coherent ideas expressed in an appropriately creative manner.      

But before you read this post… you might want to download this ebook first.

More than 18,725 parents have downloaded this ebook for their children. A compilation of some of the best compositions from our students.

how to teach composition writing in primary school pdf

  • Common Test / Exam Compo Topics
  • Strong Intros
  • Descriptive Scenes
  • Impactful Endings
  • Powerful Vocabulary

1. Study the theme

Most picture compositions are composed of:

  • Introduction
  • Conflict / Problem

These four connect with one another to create a singular theme. It gives direction and purpose to the story to make it easy and enjoyable. When bringing out the central idea, it’s important to identify the keywords. For this, advise your child to look at the title.

Determine the Type of Composition

When it comes to the title, there can be three types of compositions :

  • Positive (e.g. A Memorable Event, An Achievement)
  • Negative (e.g. A Disappointment, A Bad Decision)
  • Neutral (e.g. A Competition, A Promise)

Get your child to read the theme carefully and identify the keywords. They could help your child figure out the type of composition they have to write.

A) Positive Composition Type

Positive composition types refer to – as the name suggests – a happy or an uplifting theme. Topics that fall under this umbrella include “A Celebration”, “A Success” and “A Pleasant Surprise” to name a few. Writing these type of composition can seem deceptively easy at first. However, the challenge lies in successfully incorporating a problem element in the story while staying true to the theme.

B) Negative Composition Type

Negative composition types include topics such as ‘Making a Mistake’, ‘Something That Was Damaged’, ‘A Disagreement’ and ‘Being Anxious’. Such compositions feature unfavourable circumstances and detail how the protagonist navigates these challenges. The overemphasis on negative composition types in the past means that students may struggle to come up with fresh takes and instead, stick to overused plot ideas.

C) Neutral Composition Type

Finally, the neutral composition type arguably provides the most room for creativity and nuance. This category encompasses prompts like “Something Unexpected”, “A Long Wait”, “Being Curious” and “An Adventure”. Although this allows for students to come up with novel ideas, care must be taken not to write out of topic.

Encourage them to categorise their compo question as well. This can help because sometimes, children may make the mistake of writing an accident as “A Memorable Event”.

how to teach composition writing in primary school pdf

Yeah, no injury is worth remembering, since you probably won’t consider an incident that got you hurt as special.

2. Analyse/choose the pictures for your composition

A very common mistake is that children follow the topic… but they forgot to use any of the three pictures! This can prove fatal to their final marks because if none of the pictures are used, it’s an automatic fail in Content, which comprises half the marks in the picture composition.

There are many possible plots just from one theme. However, always ensure that your child chooses at least one of the pictures and incorporates it into the story. Make sure there is some focus of the object in the story. Otherwise, your child probably won’t score very high in Content.

Of course, your child might have trouble deciding what picture to use. To help your child’s decision, let’s take a look at last year’s PSLE’s Picture Composition as an example.

how to teach composition writing in primary school pdf

One thing your child should consider is their current vocab. Ask them, “If you were to select this picture, do you have the necessary words and phrases to effectively describe it?”

For example, some may find it easier to use the first picture and use it as the primary focus of their story, because they might know a variety of words for anger (e.g. furious, livid). Your child should keep this in mind when choosing the picture since it gives them a writing advantage.

Whether you are writing a picture composition for primary 3,4,5 or 6…You may ask, “Should my child always avoid a picture because they don’t have the vocabulary/good phrases for it?”

The answer is: No.

What this means is your child should take this chance to expand their vocabulary, so that they could write for a broader range of topics. Moreover, you never know when the pictures might come up again, albeit for a different theme.

3. Plan the Composition

how to teach composition writing in primary school pdf

Ever heard of, “If you fail to plan, you plan to fail?” Your child should always plan for their picture compositions. While there is nothing wrong with writing on the fly, it is risky for less experienced writers. They may come face to face with the following problems:

  • Sudden transitions: What happened between two sentences remain a mystery. (e.g. I chased the thief. I caught him)
  • Change of pronouns: This happens when students decide to write from a third-person perspective and then switch to a first-person halfway, or vice-versa.
  • Writing a meaningless introduction: If the composition is about A Bad Decision, your child should not describe trivial things like the weather.
  • Lack of closure/weak ending: Your child may find themselves stuck in trying to solve the conflict they came up with or end the story.

Ask your child to pen down any ideas that come into their mind when they brainstorm for the topic.

Get them to lay out the following:

  • The characters & the roles they play in the story
  • The main problem
  • The resolution.

Think of the story as climbing a hill, getting to the top, and coming down it. From there, your child should order the points like this:

how to teach composition writing in primary school pdf

Most importantly, make sure the essay is realistic!

Even though you and I wish it was possible, if someone got into a car accident, there is no way a doctor would just put plaster and send them home.

4. Writing the Introduction

The introduction is similar to a first impression: It helps readers decide if it is worth reading. That is why your child is encouraged to write compelling introductions.

True, memorizing introductions from model compositions does help, but it defeats the purpose of creative writing. Writing is like art; it tells the readers something about the writer, and no two pieces are the same.

With that said, here are some common ways your child can start off with:

Your child can begin the story with a direct speech. Get the protagonist to say something captivating and meaningful to the title. This can help move the plot along or open up a door to show what happened.

For example, in the PSLE question A Long Wait, your child may start with a line like this:

“I’ve been waiting for hours!” I grumbled.

Get your child to begin with actions, use vivid phrases to describe them. Doing this is a powerful way to capture the reader’s attention, and they’ll ask: Why is the character doing that?

An example would be:

Amanda tapped her fingers on the table, furrowing her brows as the seconds ticked by. She stared at the time in her phone and heaved a sigh for the umpteenth time.

C) Description

This could apply to:

  • The character
  • The setting

When doing this, ask your child to consider these questions:

  • What is the character doing when the story began?
  • How did he/she feel?
  • What he/she would say at that point?
  • Where did the story take place? (Note: For this one, get them to describe the setting via two out of the five senses. Alternatively, they can describe the setting as the story is written)

5. Writing the Body

Hoo, boy. This would be a long section, so fasten your seatbelts.

The most essential part of the compo is the body, because that is where most of the action is. When it comes to the body, there are three parts to consider:

A) Rising Action (Events before the conflict)

Most of the stories you and your child might have read would always include some problem that the protagonist has to face. Without it, there would be no story, and the plot can be dry. The same goes for any picture composition.

One of the mistakes students make is to state the problem right after the introduction. This runs the risk of an underdeveloped story, which can affect their Content marks. Your child needs to learn how to write the events preceding the main problem, then describe the conflict. This is better known as the rising action.

For example, your child can describe what the character(s) did or did not do that may have caused the problem they would face as the rising action.

It does not have to be long, but it must build up the story’s tension, which would lead to the climax.

​B) Climax (The main problem)

This is where the peak of the story occurs, and the turning point happens. Your child should aim to show as much action and the characters’ emotions as possible. Depending on the topic, your child may need to write one of these types of conflict:

  • Internal conflict: A moral dilemma (e.g. Your best friend stole a wallet. Should you tell the teacher, or keep it to yourself?)
  • External conflict (Man-made) : (e.g. a bully)
  • External conflict (Natural): (e.g. a fire)

C) Resolution (Falling action)

The third part of the composition’s body is the resolution, or how the main character solves the problem. This is better known as the falling action. Unfortunately, many students would rush through by writing one or two sentences due to lacking time or ideas. This comes at the cost of a sudden transition.   

A thing to note is that most resolutions, primary school kids write would involve a figure of authority to solve the conflict for them. After all, in real life, most kids would turn to the adults, such as you or their teachers, to solve the problems.

If the story involves thieves, it would always have policemen included. In the case of a fire, no doubt there would be firemen. Rarely, the main character would solve the problem themselves.

It is true that some types of compositions(e.g. A Crime You Were Involved In) would leave them little choice but to involve the adults. If that happens, your child should describe the character’s attempts to do something about the problem before help arrives.

For a better resolution, your child should ask themselves two questions:

  • What could the protagonist do to solve the conflict?
  • How did he/she feel when they attempted to handle the problem?

6. Writing the conclusion

Once the resolution is done, remind your child to wrap up with an ending. That is where your child is supposed to tie up the loose ends and close the story. It is essential to give the readers an ending they are satisfied with, and not keep them in suspense.

What your child can write in the conclusion:

  • Character’s reflections and thoughts about the story’s events
  • Their feelings over what happened
  • Their concluding actions or decisions of future actions.

Regardless, it’s advised for your child to always link the ending back to the theme or topic they are writing about.

It may sound like a lot to take in, but it’s possible for your child to learn how to write a good primary school composition. Writing is like any other skill; there are no shortcuts.

Once your child masters the six tips, all your child needs is time and practice. After all, it doesn’t matter how slowly your child progresses, as long as they don’t stop.

See more related articles on Writing Samurai:

  • Common PSLE Composition Topics – How to Handle Them?
  • PSLE English Composition – Marking Scheme with Pictures!
  • Example Model Compositions Primary School Students
  • How to Write Argumentative Essays
  • How to Write Discursive Essays

“Help! My child can’t write! How can I improve my child’s writing skills?”

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good phrases for composition writing

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Using Creative Words and Phrases for Composition Writing & Essays

50 idioms your child can use for composition writing.

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how to teach composition writing in primary school pdf

Blue Ribbon Teacher

How to Teach Writing Through Picture Composition

  • Post author: Annette Durbin
  • Post category: Coaching / Coaching Teachers / Literacy / Writing
  • Post comments: 44 Comments

Teach Writing: Writing Visually

As a beginning writing teacher, oftentimes I would hear . . .

  • I can’t think of anything.
  • I don’t know what to write about.
  • Do I have to write?
  • Why do I need to write?
  • I have nothing to write.

Does this ever happen to you? Students have a lot of “stories” to share, but struggle to get their thoughts on paper . . .

how to teach composition writing in primary school pdf

 . . . and for many of those students, they just sat there and waited for the bell to ring. Now add in the challenge to motivate students to write, you have a recipe for nonengaged learners. This is sad! 

What do we know ~ teaching “writing” is a difficult skill to teach.

how to teach composition writing in primary school pdf

So . . . what can you do to motivate your students and provide essential learning opportunities for students to develop writing skills, strategies, and become effective writers?

Oftentimes, writing instruction focuses on parts of speech, punctuation, spelling, and penmanship.  Did you know that this is only PART of what writing represents?  The other part of writing is the actual content and how thoughts are communicated.  Even with this, there are still other important characteristics that go into writing these thoughts down such as style and voice.

Teach Writing: Overcoming Challenges

Yes, writing is complicated, and as a result, writing can be challenging to teach. Watch this video as I break down some challenges students experience and how you can help them overcome those challenges.

Well . . . over the course of my years in education, I found it important to overcome this instructional challenge and find alternative, creative methods to motivate my students to write.  I am happy to say, I achieved my goal!! 

Teach Writing: Picture Composition Strategy

One strategy that I use to help students overcome writing challenges is picture composition. How many times do we have students write a piece and then draw a picture or do some other type of visual project that coincides with the writing? If you’re an elementary teacher ~ 90% of the time. If you’re a secondary teacher ~ 90% of the time. Students draw pictures, create presentations, design projects, etc. in order to help articulate what is in the writing piece. In this section, I want to share with you the “picture composition strategy”.

There are several methods to begin using picture composition to teach writing. The easiest way is for students to draw a picture. Allow students to color the picture and include labels sharing a few picture details. Then encourage students to choose two or three sections of their drawing and include more information, perhaps jotting down their thoughts on a post-it note. Do you see how students are using this visual to generate information to write down?

Now that students have a detailed picture and are writing some thoughts down, it is time to get those thoughts onto paper. Students can use an outline or graphic organizer to start getting their thoughts into a coherent piece of writing. This is an important step, as oftentimes, students who struggle with writing want to create a “one and done” draft. Therefore, using the visual supports (picture, outline, graphic organizer) will aid the student as the picture becomes words.

Alright . . . are you ready for more nuts and bolts about picture composition? Instead of overwhelming you with tons of information, I placed ALL of my lesson plans, tips, mini-lessons, and more in this e-book just for you!  Once I implemented these instructional strategies to excite my students, pulled in a variety of multiple intelligences, and allowed my students to visualize first  . . . then write . . . my students were more successful writers!!  The other exciting part of this “aha moment” . . . my students implemented these strategies into their reading, too!! Talk about a WIN-WIN!

Teach Writing: Picture Composition eBook

In this eBook, you will find all the resources needed to begin an instructional unit focusing on developing a picture composition while strengthening and solidifying other literacy skills. This 6-8 week instructional unit utilizes reading and writing visual literacy strategies and engages students in a backwards design to create a story using picture composition techniques.  This strategy is very effective in supporting students. In this video, I share a little bit about my picture composition eBook.

As stated, in this eBook, I walk you step-by-step on this journey with mini-lesson ideas and activities that incorporate children’s literature mentor texts, and provide full, detailed lesson plans for visual writing and reading instruction. I also provide printable art center placards to help guide students during the construction phase of visual literacy and save you precious prep time, so you can focus on instruction. Finally, because a picture is worth a thousand words, sample texts are shared from my students’ stories to guide you and your students along this journey.

Teach Writing: Let’s Start

Are you ready to let your students enjoy writing? Are you ready to turn those students from passive to active writers? Don’t wait another minute!!  Head over to access your very own e-book and get those students writing!!  You’ll be glad you did!!

how to teach composition writing in primary school pdf

Teach Writing: Conference Testimonials

Following a presentation about Visual Literacy at the Alaska State Writing Consortium, participants shared their thoughts after participating in the process outlined in this eBook.  While the educators did not complete the prewriting stage (I did this ahead of time), they all were able to engage in selecting papers and creating stories that were shared at the end of this three hour session. Read below to hear what they had to say about Visual Literacy and picture composition.

Dear Annette, Holy smokes, that was rad! You absolutely respected us as learners. Do you care about this lesson? Heck yah! And you definitely involved us in the learning process. Respectfully, Matt
Dear Annette, There are so many ways to adapt and extend this writing instruction into the whole curriculum. In all classes, this could be used and the students will gain so much from this experience. Talk about ownership, WOW! Our hats are off to you! Thank you so much! Respectfully, Jane
Dear Annette, We are truly in awe at how engaging this lesson was. I was dead tired and I was sparked to life. We are still blown away by your preparation and organization, proving that well thought out lessons are crucial.  You were the first to give us real teaching attitude, but we like it. Thank you for sharing this wonderful writing unit about visual literacy! Sincerely, Mary
Dear Annette, Thank you for sharing this writing strategy!! All the information will help us implement this lesson later. We could easily see there are writing, elements of a story, and reading standards. Mary and I think it would be fun to buddy up an older class with a younger class and have them do the activity together. We will definitely use this unit in our classrooms. Thank you! Thank you, Nicole

Picture Composition: Related Resources

Now that you have this resource, see how these lessons can be implemented in a classroom with a writer’s workshop framework.  Take your students to the next level of writing with this eCourse, Creating a Culture of Writers.  In this course you’ll take your writing instruction to a new level that supports personalized learning and continues to motivate every student to excel in literacy. 

Looking for more resources to support your work as a writing teacher? Here are more resources to add to your writing journey.

Creating a Culture of Writers

Educator Coaching

Thanks for checking out these resources!!!  If you have any questions, do not hesitate to reach out to me.  I’m happy to assist however I can. 

Picture Composition: Final Thoughts

Engaging students in a variety of opportunities to write is key to strengthening their skills and purpose for writing.  Check out my “Overcoming Writer’s Block” video series and other writing instructional videos on my YouTube channel: Blue Ribbon Teacher TV. Using visual literacy strategies as a springboard to support all writers is an instructional strategy that is often overlooked but can bring great results when you tap into the multiple intelligences to engage writers.  Happy writing!!! 

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This post has 44 comments.

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Thanks for sharing your knowledge and experience. I’m sure it’ll be very helpful for other educators.

'  data-srcset=

Excellent information!

'  data-srcset=

Thanks for all you do! This was a well-written post and was very helpful and informative

'  data-srcset=

Great content . Hoping to not be in the role of homeschooling this fall.

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Thanks!! I do understand. If you do find yourself homeschooling, this resource will certainly provide hours of fun with art and writing.

'  data-srcset=

It is so nice to see a teacher who is actually interested in connecting with the students. When my boys were in school it was more about passing standardized tests. Unfortunately, not all kids are “standard”. We found that a lot of teachers had no interest in breaking the mold to help the non-standard learners.

Thank you!! Kids are not “standard” and need opportunities to experiment, discover, and ultimately love learning.

'  data-srcset=

As the parent of 2 neurodiverse gifted kids, and being dyslexic myself, THIS is absolutely something I hoped and wished for in schools. Gifted kids often have unusual and unique ways of understanding and learning, and visual learning is often really a big difference for them. Thank you for writing this. I’m sharing this in my FB page and may come to you for a reference on a future blog post.

Thank you for sharing!! Anytime I can help, you know where to reach me. 🙂

'  data-srcset=

Congrats on your e-book!! I used to love writing when I was in school but actually struggle with it a bit more now (haha kind of funny since I just launched my blog, too!). I think it’s wonderful to encourage children to write as a creative outlet.

'  data-srcset=

Looks like an amazing resource! Sometimes getting kids to write can be super difficult. Love the visualization ideas.

I think coming up with the “idea” can be the hardest part. This backwards design has worked to take that fear away for ALL my diverse learners.

'  data-srcset=

Annette, this is amazing! Such a great way to inspire young writers with a great step by step instruction and ebook!

Thank you!!

'  data-srcset=

I love this … I think it will help many kids to get into writing.

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Effective Learning and Teaching of Writing pp 323–337 Cite as

Teaching How to Write Argumentative Texts at Primary School

  • Milagros Gárate 16 &
  • Angeles Melero 16  

2992 Accesses

1 Citations

Part of the Studies In Writing book series (STUW,volume 14)

This chapter describes a classroom intervention working with 16 pupils in 5 th grade Primary Education (11 year olds). The objective was to ascertain whether written argumentative abilities could actually be improved through teaching, to investigate what this improvement consisted of and to analyse the relationship between production and comprehension of this type of text. Two classes were involved: one was the experimental class and the other, of the same educational level and from the same school, served as the control class. The pedagogic intervention was carried out over several one-hour sessions. Different procedures were used: direct instruction, modelling, participative learning and microinstruction, basically. The pupils were also given a series of six help-cards, which showed them the steps they had to take as they progressed towards autonomous text writing. Both a pre-test and a post-test were carried out, and these included a test of text production and another of comprehension, both based on an argumentative text. Statistical analyses relating to the production test reveal a significant difference between the experimental class and the control class in the post-test, and also between the pre-test and the post-test of the experimental class. From a qualitative point of view, the principal achievement of this group was the construction of counterarguments, which were totally lacking in the control group. However, although the results concerning the relationship between production and comprehension were significant, they are not so clear. Some of the implications of these results are looked at in greater detail in the discussion.

  • Argumentative writing
  • writing teaching
  • primary school
  • argument and counterargument
  • argumentative scheme

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University of Cantabria, Spain

Milagros Gárate & Angeles Melero

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Utrecht University, The Netherlands

Gert Rijlaarsdam  & Michel Couzijn  & 

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Gárate, M., Melero, A. (2005). Teaching How to Write Argumentative Texts at Primary School. In: Rijlaarsdam, G., van den Bergh, H., Couzijn, M. (eds) Effective Learning and Teaching of Writing. Studies In Writing, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-2739-0_22

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Guide to composition writing

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ENGLISH SENIOR

Matthews Mwanza

The English Language pamphlet was the great idea initiated by the Kitwe District Education Board Secretary, Mr. Allan Kaoma. This was done with the view to improving examination results in Kitwe District. It was not an easy project, as there were challenges experienced in terms of time, adequate research, resources and material. However, this end product will help prepare the learners to practice English Language skills, be able to use the language and apply the similar knowledge in the Examinations. It is in this vein that we would like to thank the people who participated in this project which will in no doubt help learners as second Language learners. English Language teaching and learning has always been a challenge. It is for this reason that this Pamphlet will directly benefit the learners and enhance good results. In this regard, this pamphlet may be of help to the subject teachers to effectively impart relevant knowledge and skills of English Language. We sincerely thank the administrators in particular, Mr. G. Hamusonde- Kitwe Boys Secondary School, Mrs.G.M.Funga- Helen Kaunda Secondary school and Mr. F. Nkutika – Wusakile Secondary School for facilitating in terms of hosting and printing of the material. We would like to thank all the Heads of Department and teachers of Language from various schools for their time and contribution to this project

how to teach composition writing in primary school pdf

Hevny Muhyiddin

Francis Rew

Nanda Meilani

heaton's book

Montserrat Estrada

Inara Ishanova

Omer Hago , Prof. Omer E . H A G O Elmahdi

ABSTRACT This study aims at investigating the English syntactic structures experienced by Sudanese Students at secondary schools. The researcher used the analytical descriptive method in this study and a test as a tool for collecting data. The sample of the study was about ninety nine students at secondary schools in the academic year (2013-2014). After the analysis of the types of errors made by the subjects, the study has come out with many findings. Here are some of the important results: The major problem behind the students errors is the mother tongue interference, the Sudanese learners of English in general seem not to have an adequate proficiency in understanding the meaning and semantics when they express themselves in English syntactic structures. Students need a supplementary method in order to express themselves accurately. Finally the researcher has recommended certain areas such as: Teachers and students should be aware of the importance of writing in relation to other skills. Activating English literature lessons and providing a library for extra activities. Students need enough time to practice writing in the class room because the time allotted for teaching English is not matched to the content of the syllabus designed. Students should be prepared to use the language for a variety of purposes beyond the classroom.

Mark B Ulla

The purpose of the study was to determine, identify, classify, describe and analyze the language errors found in the compositions of the faculty respondents of FSUU. The inquiry’s results would hopefully shed light on the language problems of the participants. The information and insights gained could serve as basis or compass for the action plan--a crash Language Training Program to be included in the 5-day classroom management training conducted yearly at the start of the academic year by the University, which all the newly hired faculty members are required to attend. The respondents of the study were fifty (50) selected probationary faculty members of Father Saturnino Urios University, Butuan City. The study was conducted during the second semester of the school year 2011-2012. The following guide questions aided in framing and maintaining the focus of this study. 1. What local and global errors are found in the compositions of the participating faculty members? 2. What other types or classes of language errors at the morphological, syntactic and lexical levels are found in the corpus of data? What could account for the occurrence of these types of errors? 3. What action plan can be designed to address the problem revealed in the study? The descriptive method was applied by the researcher through the use of the three-step procedure adopted from Corder (1971): Identification-Description-Explanation. The corpora of errors were derived from the composition written by the faculty respondents. The rubrics or categories used are from the taxonomy of errors developed by Burt, Kiparsky and Krashen (1972). In the data presentation, interpretation and analysis, the researcher used frequency and percentage distribution. Between the global or local errors in the compositions of the probationary faculty members of FSUU, the local errors are more preponderant or common. This general category registered an overall frequency of 118. Global errors had only a total frequency of 16. Of the local syntactical errors in the local category, preposition (misuse/omission of prepositions) was the area that recorded the highest occurrence. This was followed by verb (misuse/omission of verb) at the local lexical level. Local morphological errors were not a problem since only a few errors, mostly having to do with the subject-verb concord were discovered. Global errors that were found in the corpora of texts were mostly serious. They needed major repair work or revision because they hindered communication of the intended meaning. Of this category of errors, global syntactical errors involving pronouns (misuse/omission of pronouns) formed the largest group of errors followed by word order and prepositions (misuse/omission of prepositions). This was followed by global lexical errors which include noun (misuse/omission of nouns) and verb (misuse/omission of verb). The least number of errors was global morphological subdivision with plural markers (improper use of plural marker) forming the smallest group. Other types of errors that were found in the compositions of the faculty respondents were mechanical errors which were mostly misuse of punctuation marks (omission/misuse of punctuation marks), capitalization (misuse/omission of capitalization), and misspelling and other language errors involving conjunctions and word choice. For global mechanical errors, punctuation marks got the highest number of errors, followed by capitalization, and conjunction. In the case of local mechanical errors, punctuation marks had the highest number, followed by misspelling and word choice, conjunction, and capitalization. Most of the local errors discovered in their compositions are believed to be “slips” “lapses” or “careless errors”. In other words, these are performance--related. All the errors found in the texts examined for error analysis and presented may be attributed to the fact that most of the participants were not language teachers and their knowledge of the basics of language was limited. Most of the respondents have inadequate knowledge of forms and verb structures. Inevitably, this turned out to be among the areas in which they were most vulnerable or prone to errors. They lack mastery of the English language system. The facts also reveal that probationary faculty members cared less about the organization of their composition. They just wrote whatever things came to their mind and they did not review and edit their work. Thus, content organization is also a problem. Another factor behind the commission of language errors by these faculty respondents is their proficiency problem. Their global errors and some of their local errors at the syntactic level betray their low proficiency level or deficient competence in the English Language. These facts reveal that the probationary faculty members really need a refresher course on the basics of the language so that they could enhance their language ability. Finally, the most significant product of this study is the crafting or hammering out of a language enhancement training for the probationary faculty members to address the problem in the study.

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the study unveils the essence of playing

Model Composition for Primary School

Good english composition examples for primary school.

The model compositions compiled here are written by our students. These are good English composition examples and they give you an idea of what primary school students are capable of writing.

We take in a wide range of students in our weekly writing classes and online courses . Some of them are excellent writers but they join us to receive constructive feedback and regular writing practice to continue honing their writing skills. Others are weaker in their writing and need professional guidance from an experienced writing teacher. As long as the child is willing to learn and has a positive attitude, we welcome him/her!

Some of these model compositions featured here are written by our online Writing Academy and Junior Writing Academy students. Others are written by students attending our weekly writing classes conducted by our Writing Coaches.  All our Writing Coaches are either former MOE primary school teachers or tutors who are experienced in teaching English and creative writing.

Click here to take a look at how our Writing Coaches mark our student’s compositions based on Content and Language.

The model compositions are grouped according to level. This compilation will be updated as and when we have good English composition examples written by our students. Enjoy reading the stories written by our young writers!

Model Compositions Written By Our Students

A Kind Deed

Lost and Found

A Celebration Gone Wrong

An Adventure

An Embarrassing Incident

A Dangerous Act

A Fortunate Escape

Overcoming A Problem

DOWNLOAD OUR FREE PSLE MODEL COMPOSITION EBOOK TODAY!

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IMAGES

  1. Pin on Composition Writing

    how to teach composition writing in primary school pdf

  2. 😀 How to write composition for primary 3. How to Make Primary Writing

    how to teach composition writing in primary school pdf

  3. Composition Writing

    how to teach composition writing in primary school pdf

  4. Composition Writing for Primary 3 and 4 by Acel Learning

    how to teach composition writing in primary school pdf

  5. Types of Composition Writing and Examples

    how to teach composition writing in primary school pdf

  6. English Composition Writing for Primary One

    how to teach composition writing in primary school pdf

VIDEO

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  2. Kinds of Composition: Essay Writing and Letter Writing

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  2. (PDF) Strategy Instruction for Writing Composition at School and Home

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  5. PDF Strategies for Teaching Writing

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  11. 5 steps to write a picture composition for Primary 1

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    Model writing. Let your kids read your writing and give you their feedback. Make writing authentic (real, and in context) for your child. Provide opportunities to write. Show your child examples of good writing. Read your child's writing and get them to read it out loud to you. Encourage your child to copy his/her favourite song lyrics ...

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