A​ ​GUIDE​ ​ON​ ​COMPOSITION​ ​WRITING

INTRODUCTION

Composition writing is an important component in the KCPE examination Primary English

Paper. In fact it constitutes over 40% of what a candidate gets in the English paper. It goes
without saying that highlighting on the various skills, principles and challenges in writing a
composition​ ​would​ ​be​ ​very​ ​useful​ ​to​ ​KCPE​ ​examination​ ​candidates

What​ ​is​ ​a​ ​Composition?

The answer to this question varies from person to person depending on theme and areas of
specialization. But as for our case, based on K.C.P.E examination, a composition is a
combination of thoughts and ideas put down in a logical manner. A composition can either be
fictitious​ ​or​ ​factual​ ​depending​ ​on​ ​the​ ​title​ ​given​ ​(rubric).

Types​ ​of​ ​Compositions.

There are a number of composition types covered under the primary school curriculum. The
main​ ​ones​ ​include;-

(i)​ ​Narratives
(ii)​ ​Stories
(iii)​ ​Letters-​ ​friendly​ ​and​ ​official
(iv)​ ​ ​Recipes.
(v)​ ​ ​Reports
(vi)​ ​ ​Minutes
(vii)​ ​Dialogues
(viii)​ ​ ​Filling​ ​forms.
NB:- ​In all the themes covered in the English syllabus, the last exercises introduces a learner into
articulating what he or she has learnt orally into continuous writing. This dictates the need for
proper​ ​teaching​ ​and​ ​syllabus​ ​coverage​ ​to​ ​enhance​ ​the​ ​acquisition​ ​of​ ​language​ ​and​ ​writing​ ​skills

When​ ​does​ ​a​ ​child​ ​begin​ ​writing​ ​a​ ​composition?

The answer to this question is not fixed. It all depends on the interpretation. But one thing is
certain. That composition writing begins as soon as child begins to think critically and recall
what he or she sees, learns, hears and feels. This should tell us that a child begins ‘writing’
composition even before joining a formal system of education. In formal education, a pupil is
introduced to letters then to words and subsequently sentences. It is the combination of
sentences that bring about a paragraph and many paragraphs bring out a story. Of course the
paragraphs should be centered on a given goal lesson or subject. They should also make sense
to both the writer and the reader otherwise the whole process could be futile. The writers
 thoughts should come out strongly, in fact show me a piece of good writing and I shall tell you
the​ ​mind​ ​of​ ​the​ ​writer

Writing​ ​a​ ​Composition.

Writing a composition depends on a number of factors some of which are answers to the
following​ ​questions
1.​ ​ ​Is​ ​it​ ​a​ ​guided​ ​composition?
This​ ​is​ ​mainly​ ​done​ ​in​ ​class​ ​3,4​ ​and​ ​5
2.​ ​ ​Is​ ​it​ ​a​ ​topical​ ​composition?

This type of composition is some what restrictive in that the pupil is expected to develop the
story​ ​from​ ​a​ ​certain​ ​angle​ ​or​ ​point​ ​of​ ​view​ ​-​ ​Much​ ​is​ ​expected​ ​since​ ​the​ ​facts​ ​are​ ​known

Examples​ ​of​ ​topical​ ​compositions,​ ​given​ ​in​ ​form​ ​of​ ​a​ ​composition​ ​title​ ​are;

​ ​The​ ​August​ ​Holiday

​ ​A​ ​wedding​ ​Ceremony
​ ​A​ ​tree​ ​plating​ ​day
​ ​Soil​ ​Erosion
.

3.​ ​ ​Is​ ​it​ ​a​ ​started​ ​composition​ ​or​ ​an​ ​ended​ ​composition?
This has been the mode of K.C.P.E testing of composition since its inception. I don’t wish to
suggest that a change is impossible. All what is stipulated in the curriculum is examinable and
therefore​ ​candidates​ ​should​ ​practice​ ​on​ ​all​ ​the​ ​areas.
NB:- In most of the K.C.P.E composition tasks, the topic is often open ended. This means that
a learner has a wide scope of what to write about. Below are the beginning of compositions
for​ ​various​ ​years​ ​in​ ​K.C.P.E.

These and many other questions dictated how a composition should be written. However, one
major factor in writing a composition is one’s preparedness. Think critically on what you have
to​ ​write​ ​about​ ​and​ ​list​ ​down​ ​the​ ​main​ ​points.

This may sound unusual but unless a person on a journey knows where he is, where he wants
to go and how far it is from his initial position, the journey may not take place. The writer can
ease the writing of a composition if an attempt is made to answer questions such as what?,
where?,when? How? and so? as relates to the composition to be written. For instance if one
was to write a composition on the topic ​A Wedding Ceremony​, the following questions can go a
long​ ​way​ ​in​ ​making​ ​a​ ​pupil​ ​focus​ ​on​ ​the​ ​topic,

1.​ ​ ​ ​Who​ ​is​ ​wedding?

2.​ ​ ​ ​Where​ ​is​ ​the​ ​wedding​ ​taking​ ​place?
3.​ ​ ​ ​When​ ​is​ ​the​ ​wedding​ ​taking​ ​place?
4.​ ​ ​ ​How​ ​are​ ​the​ ​preparations​ ​before​ ​the​ ​wedding?
5.​ ​ ​ ​What​ ​is​ ​your​ ​take​ ​or​ ​involvement​ ​in​ ​the​ ​wedding?
 6.​ ​ ​ ​What​ ​were​ ​the​ ​emerging​ ​issues​ ​during​ ​the​ ​wedding?
7.​ ​ ​So​ ​how​ ​did​ ​it​ ​end​ ​and​ ​what​ ​was​ ​the​ ​day​ ​like?

A​ ​good​ ​composition​ ​should​ ​therefore​ ​have​ ​the​ ​following​ ​notable​ ​characteristics:

(i)​ An interesting introduction – one that captivates the reader and acts as a gateway to the
writers​ ​thoughts.​ ​It​ ​should​ ​be​ ​short,​ ​clear​ ​and​ ​interesting.
(ii)​ ​A body – that brings together the writers thoughts and ideas logically and must be explicit/
elaborate.
(iii)​ ​A conclusion - This captures the lesson experienced in the whole plot. It brings out the
writers feeling about the whole story or sums up the story. At times it leaves the reader to
guess​ ​the​ ​outcome​ ​of​ ​an​ ​episode.
Basing on the title ​– A wedding ceremony – the introduction should be such that it touches on
the​ ​people​ ​wedding,​ ​the​ ​place​ ​or​ ​venue​ ​and​ ​the​ ​preparation​ ​in​ ​place.

The body should concentrate much on the ceremony itself- from the service, the officiating,
and the signing of the certificate, the cutting of the cake, the eating process and the giving of
gifts.

The conclusion should highlight the general feeling of the ceremony and the departure from the
venue. The attitude of the writer is felt here. Where need be, a proverb is best placed to
conclude​ ​a​ ​story.

SKILLS​ ​IN​ ​COMPOSITION​ ​WRITING.

​ ​Below​ ​are​ ​a​ ​number​ ​of​ ​skills​ ​necessary​ ​in​ ​writing​ ​a​ ​good​ ​composition.

(i)​ ​ ​Legibility
First and foremost, a piece of writing must be appealing to both the writer and the reader. The
teacher for that matter looks at the level of legibility as a merit. An illegible (one that cannot be
read) composition is bound to score less compared to the former. Let your lettering be correct.
Some pupils do not write certain letters correctly which bring about some confusion. For
example a pupil can write letter ​a look like letter ​Q, letter r that looks like ​v. ​Let your letters be
very clear. The rubbing of any letter or word should be such that the marks do not overlap
causing illegibility of the intended word. Avoid crossing a word and writing another one above
it.

The spacing of words should be uniform and not too close neither too far apart. The letters if
possible​ ​should​ ​follow​ ​a​ ​particular​ ​pattern​ ​preferably​ ​erect​ ​and​ ​should​ ​be​ ​large​ ​enough.

(ii)​ ​ ​ ​Fluency
A script should be such that ideas tend to flow in a logical manner. Many candidates find
themselves mixing up ideas. For example, what should have been the introduction comes last
and what should have been the conclusion comes first. In the case of events, we would expect
 a certain sequence of proceedings that do not seem to overlap. Fluency is also affected by
ideas that do not seem to fully develop or come in quick successions. Such a composition is
termed​ ​as​ ​being​ ​“jerky”.

For example, in reference to a composition on ​A wedding ceremony​, it is not in order to have

the arrival of bridal team coming first, then followed by writing about the venue and then
jumping onto the party and then the signing of the certificate. In such a case the flow is
hampered. Another element that hampers flow in composition writing is the mixing of tenses
and wrong structures that tend to confuse the reader. Punctuation is yet another area that
affects the fluency of a composition as we shall see later under challenges in composition
writing.

(iii)​ ​ ​Accuracy
This includes all the other elements of language in terms of word agreement, correct use of
words, phrases, proverbs, paragraphing, and punctuation and so on. What hinder accuracy are
the​ ​numerous​ ​errors​ ​displayed​ ​in​ ​the​ ​scripts.​ ​ ​These​ ​will​ ​be​ ​highlighted​ ​later.

(iv)​ ​ ​ ​Creativity
This is a skill that has to be developed through interest and being dynamics while interacting
with the course content as well as the immediate environment. It involves coming up with a
unique composition that use correct but unfamiliar words, expressions and creates suspense -
You keep yearning for more when the story ends. Involvement of all the senses in a
composition makes it interesting, varied and the reader relates well with it. Creating scenes
within a scene but still keeping the flow can be one way of expressing creativity.- for example
on a composition on ​sports, a writer could create a scene within the main scene about sports
where perhaps a player is about to score but a mad man dashes into the field as if from hell
and picks the ball after which he runs with it into the maize plantation, or The guest of honour
in a harambee meeting thanks the audience and volunteers to pray for the hefty collection only
to​ ​find​ ​the​ ​money​ ​gone​ ​after.

(v)​ ​ ​ ​Originality
Our learning environment has become affected by an attitude of laxity. Most learners have a
tendency of copying work or cramming or memorizing passages, stories or paragraphs from the
many sample composition in textbooks in order to impress the teachers. This hinders
originality​ ​of​ ​a​ ​composition.

This is a practice that should be avoided at all cost. Candidates should realize that those who
mark KCPE composition are teachers who have come across all those compositions in revision
books. They can therefore tell when one writes such a composition that has been crammed
from​ ​books.

COMMON​ ​CHALLENGES​ ​IN​ ​COMPOSITION​ ​WRITING.

(a)​ ​ ​ ​Mother​ ​tongue​ ​influence

 A learner first interacts with his or her language before getting introduced to English. This has
an effect on the writing of the child unless thorough work is done to alleviate this. A good
example is:- ​‘today is today’ from the Kiswahili saying Leo ni leo msema kesho ni mwongo. It
may sound proper English but that is far from the truth. Other examples of instance where
mother​ ​tongue​ ​interference​ ​occur​ ​are;

-​ ​ ​ ​My​ ​brother​ ​removes​ ​job​ ​in​ ​Nairobi,​ ​instead​ ​of,​ ​My​ ​brother​ ​works​ ​in​ ​Nairobi
-​ ​ ​The​ ​tisha​ ​told​ ​us​ ​to​ ​go​ ​out,​ ​Instead​ ​of​ ​The​ ​teacher​ ​told​ ​us​ ​to​ ​go​ ​out
-​ ​ ​We​ ​ate​ ​lice​ ​rast​ ​night,​ ​Instead​ ​of,​ ​We​ ​ate​ ​rice​ ​last​ ​night
-​ ​ ​Where​ ​is​ ​my​ ​pook?​ ​Instead​ ​of​ ​Where​ ​is​ ​my​ ​book?

(b)​ ​ ​Spelling​ ​errors:

This is a very common problem with most pupils. Some words such as ​tomorrow, surprised,
beautiful, received, until, ​writing among other are often not spelled correctly. Teachers can give
dictation to pupils as a remedy to this problem. Pupils on the other hand are advised to read
widely.​ ​ ​Looking​ ​up​ ​new​ ​words​ ​in​ ​a​ ​dictionary​ ​is​ ​another​ ​sure​ ​way​ ​to​ ​arrest​ ​the​ ​problem.

(b)​ ​ ​Mixing​ ​of​ ​speech

For example​, When ​the teacher came in he asked us ​are you going to the show​? We said ​Yes
and we boarded the bus. The underlined words were to be punctuated. The correct way of
writing it would be- When ​the teacher came in, he asked us “ ​Are you going to the show​?” We
said “​Yes” ​and we boarded the bus. ​Alternatively, it can be written as a reported speech to
read​- ​When the teacher came, he asked us whether we were to go to the show. We told him
that​ ​we​ ​were​ ​interested​ ​and​ ​we​ ​boarded​ ​the​ ​bus.

Pupils should learn how to write in the correct speech. This is only possible if they practice
writing​ ​compositions​ ​which​ ​should​ ​be​ ​marked​ ​and​ ​errors​ ​noted​ ​by​ ​the​ ​teacher​ ​corrected.

(c)​ ​ ​Use​ ​of​ ​short​ ​form

This is another area that challenges a number of pupils. KCPE candidates are advised to be
careful​ ​when​ ​writing​ ​short​ ​forms​ ​of​ ​the​ ​following​ ​words​ ​among​ ​others
Word short​ ​form
Cannot can’t
Shall​ ​not shan’t
Is​ ​not ​ ​isn’t

Will​ ​not won’t

Could​ ​not couldn’t

They​ ​are ​ ​they’re

Would​ ​not wouldn’t

​ ​Here​ ​is​ ​an​ ​example​ ​of​ ​a​ ​sentence​ ​with​ ​short​ ​form​ ​of​ ​some​ ​words.​ ​We​ ​couldn’t​ ​go​ ​home​ ​so​ ​the
teacher​ ​asked​ ​us​ ​to​ ​remain​ ​in​ ​class.​ ​ ​He​ ​wouldn’t​ ​let​ ​us​ ​play.​ ​ ​Unless​ ​in​ ​direct​ ​speech,​ ​contracted
form​ ​of​ ​verbs​ ​should​ ​be​ ​avoided.
(d)​ ​ ​Wrong​ ​use​ ​of​ ​vocabulary,​ ​expression,​ ​phrase
I​ ​will​ ​use​ ​the​ ​example​ ​below​ ​to​ ​illustrate​ ​wrong​ ​use​ ​of​ ​vocabulary,​ ​expression​ ​and​ ​phrase.

I ​occasionally without wasting time left the hall and went straight to the office. Within a
snitch​ ​of​ ​time,​ ​I​ ​was​ ​holding​ ​a​ ​convocation​ ​with​ ​the​ ​principal.

In the above example, the word ​occasionally refers to frequency and therefore does not sound
well with the sentence which is on time. ​In a nick of time, within a stitch of time or in a fraction
of a second ​would be the right expression to use. ​The writer must have held a conversation
with​ ​the​ ​principal​ ​or​ ​rather​ ​a​ ​dialogue.

​ ​(f)​ ​ ​Omission​ ​and​ ​commission

Some errors are mastered and unless revision is carried out, they will keep recurring year after
year. Such errors are such as ​return back​, ​enter in, discuss about, congratulate for reached at
among others are common. The additional prepositions are wrongly placed which distorts the
rule​ ​of​ ​the​ ​English​ ​language.

Another​ ​challenge​ ​here​ ​is​ ​joining​ ​words​ ​that​ ​should​ ​not​ ​be​ ​joined.​ ​For​ ​example

​ ​Iam​ ​ ​instead​ ​of​ ​ ​I​ ​am

Infact​ ​instead​ ​of​ ​In​ ​fact

Infront​ ​instead​ ​of​ ​ ​In​ ​front

Or​ ​separating​ ​a​ ​word​ ​that​ ​one​ ​for​ ​example

Can​ ​not​ ​instead​ ​of​ ​ ​Cannot

every​ ​thing​ ​instead​ ​ ​of​ ​everything​.

my​ ​self​ ​instead​ ​of​​ ​myself

There​ ​are​ ​also​ ​errors​ ​of​ ​omission​ ​such​ ​as​ ​in​ ​the​ ​two​ ​sentences​ ​below

1.​ ​ ​My​ ​uncle​ ​lives​ ​in​ ​USA.

2.​ ​The​ ​monitor​ ​put​ ​some​ ​on​ ​the​ ​table

The​ ​correct​ ​way​ ​of​ ​writing​ ​the​ ​sentences​ ​would​ ​be

(i)​ ​ ​ ​My​ ​uncle​ ​lives​ ​in​ ​the​​ ​USA.

(ii)​​ ​ ​ ​The​ ​monitor​ ​put​ ​some​​ ​books​​ ​on​ ​the​ ​table.

The​ ​underlined​ ​words​ ​were​ ​omitted

 (g)​ ​ ​Tenses

This is a major concern in the writing and speaking of English. We more often than not write
what we speak and with a lot of broken English carrying the day, remedial measures must be
put​ ​in​ ​place.​ ​ ​It​ ​is​ ​not​ ​surprising​ ​to​ ​find​ ​a​ ​writer​ ​with​ ​the​ ​kind​ ​of​ ​writing​ ​shown​ ​below​ ​:

-​ ​ ​My​ ​mother​ ​take​​ ​coffee​ ​and​​ ​I​ ​took​ ​tea.

-​ ​ ​We​ ​eat​​ ​ugali​ ​and​ ​meat​ ​and​ ​then​ ​we​ ​go​​ ​home.
-​ ​ ​My​ ​uncle​ ​said​ ​that​ ​we​ ​can​​ ​go​ ​swimming​ ​that​ ​afternoon.
-​ ​ ​She​ ​wake​​ ​up​ ​hurriedly​ ​and​ ​shout​​ ​for​ ​help
-​ ​ ​I​ ​likes​ ​eating​ ​rice​ ​and​ ​meat
The correct way of writing the above sentences is as shown below. Note the underlined words
which​ ​were​ ​not​ ​correctly​ ​used​ ​earlier.

-​ ​ ​My​ ​mother​ ​t​ook​​ ​coffee​ ​bu​t​ ​I​ ​took​ ​tea.​​ ​took​ ​but​ ​to
-​ ​ ​We​ ​ate​​ ​ugali​ ​and​ ​meat​ ​and​ ​then​ ​we​ ​went​​ ​home.
-​ ​ ​My​ ​uncle​ ​said​ ​that​ ​we​ ​could​​ ​go​ ​swimming​ ​that​ ​afternoon.
-​ ​ ​She​ ​woke​​ ​up​ ​hurriedly​ ​and​ ​shouted​​ ​for​ ​help.
-​ ​ ​I​ ​like​​ ​eating​ ​rice​ ​and​ ​meat.​​ ​I​ ​like​ ​eating​ ​rice​ ​and​ ​meat.

(h)​ ​ ​Poor​ ​sentence​ ​construction:

A sentence is NOT a sentence unless it fulfills the grammatical rule. It would be ridiculous to
say:

Me​ ​I​ ​always​ ​come​ ​to​ ​school​ ​early,​ ​the​ ​correct​ ​way​ ​should​ ​be-​ ​ ​I​ ​always​ ​come​ ​to​ ​school​ ​early​.

We are see that is not easy to go back home. The correct way should be- We realize that it
was​ ​not​ ​easy​ ​to​ ​go​ ​home.

All​ ​visitors​ ​they​ ​could​ ​not​ ​believe.​​ ​ ​The​ ​correct​ ​way​ ​should​ ​be-​​ ​All​ ​visitors​ ​would​ ​not​ ​believe​.

That was the episode day to recall until I kick the bucket. ​The correct way should be- ​That was
an​ ​episode​ ​to​ ​recall​ ​until​ ​I​ ​kick​ ​the​ ​bucket​ ​or​ ​That​ ​was​ ​an​ ​unforgettable​ ​episode

NB: It is wrong to have two pronouns or a noun and a pronoun in a sentence following each
other.

(i)​ ​ ​ ​Punctuation​ ​errors

Many candidates either do not know the use of punctuation marks in writing or they simply
ignore them. Emphasis need to be put in order to alleviate the vice. Some common
punctuation​ ​errors​ ​involve​ ​wrong​ ​punctuation​ ​such​ ​as

-​ ​ ​What​ ​a​ ​great​ ​day​ ​it​ ​was?​ ​ ​Instead​ ​of​ ​What​ ​a​ ​great​ ​day!
-​ ​My brother’s wives are coming today. This might sound ambiguous but reading through a
composition, the writer might be referring to his two or three brothers’ wives. To correct this,
 the apostrophes should come after (s) so that the sentence reads- ​my brother’s wives are
coming​ ​today.
Mr. Nguri our teacher of English is absent today. Commas are, missing to separate the main
idea from the additional statement. - This is very common. The correct way of writing is ​-Mr.
Nguri,​ ​our​ ​teacher​ ​of​ ​English,​ ​is​ ​absent​ ​today

(j)​ ​ ​Irrelevancy

This comes about when the writer deviates from the subject matter and goes on to write a
story that has no relationship with the topic one supposed to write about. For example if one
was writing on the topic ​Sports​, it would be a grave mistake to go a head and ignore the subject
and instead write about a kidnap ordeal or wedding. This is usually common among candidates
who​ ​cram​ ​a​ ​given​ ​sample​ ​composition​ ​from​ ​books​ ​prior​ ​to​ ​a​ ​test.

Once again I would like to discourage this. There are instances where a whole class crams a
given composition which they reproduce during the examination. If this happen during KCPE
examination,​ ​chances​ ​of​ ​all​ ​the​ ​candidates​ ​being​ ​penalized​ ​is​ ​very​ ​high.

CONCLUSION

In conclusion, I wish to state that for a learner to be able to write an elaborate story, a lot of
preparedness has to be done. The teacher has to inculcate the discipline of wide reading,
research, use of the dictionary and the speaking of English. This enhances confidence in the
learner​ ​which​ ​in​ ​turn​ ​creates​ ​a​ ​sense​ ​of​ ​determination​ ​in​ ​composition​ ​writing.

To​ ​the​ ​teacher,

The evaluation or making of composition should be objective. A teacher should target what to
look for in a given composition. If for instance your aim is to look for spelling errors, do so
without putting much emphasis on writing or any other aspect of language. This should be
alternated every other time with emphasis on a different area. Since practice makes perfect,
pupils​ ​should​ ​be​ ​made​ ​to​ ​write​ ​as​ ​many​ ​compositions​ ​as​ ​is​ ​practical.

As for the candidates, I wish to advise that you desist from lifting passage, stories or extract
from past papers, newsletters, revision composition books or any other source but rather be
creative in your own way. This does not mean that you should not borrow words, expressions,
phrases,​ ​but​ ​copying​ ​a​ ​whole​ ​story​ ​hampers​ ​your​ ​own​ ​intellectual​ ​capability

Read the story below and underline the errors discussed earlier. There are more than thirty
errors!
 SAMPLE​ ​COMPOSITION.

I wake up very early in the mourning and headed to the bathroom. I took a cold shawer that
left me as fresh as a cucumber. I took a few minutes at the dressing table before emerging
looking​ ​elegant.

The table has been set. I sat comfortably and served myself. Their were all sorts of
delicacy ranging from sausages, bacons, egg not to mention tosted bread. In no time, I had
grulped my scrimptions breakfast and washed it down with a glass of worm water. I was set for
the​ ​long​ ​journey​ ​that​ ​awaited​ ​me-​ ​a​ ​tour​ ​in​ ​Tsavo​ ​National​ ​park.

The journey was to comment shortly before eight thirty. I walked the short distance from
home to the local market centre where the Moi primary school bus was to pick up. To my
utter amazing, Ochola, the moniter of our class, was already their. I joined him and
congratulated​ ​him​ ​for​ ​his​ ​early​ ​arrival.

By quarter past eight almost everybody had arrived at the place except Kasuve who, as long as
I​ ​could​ ​remember​ ​has​ ​never​ ​arrived​ ​to​ ​school​ ​earlier​ ​than​ ​eight.​ ​ ​He​ ​was​ ​a​ ​reknowed​ ​latecomer.

The bus negotiated a corner from the far end of the end of the market and halted at the bus
stop area. we filed in as the classteacher Mr Nguri called the register. It was not until the driver
ignited the engine that Kasuve was seen running towards the bus. As soon as he entered in the
bus​ ​it​ ​set​ ​of.

You may ask questions if you wish, the teacher said as the bus drove on and on. With it’s
windscreen glittering as the sun shore on it was surprising to find that what seem a days
journey​ ​took​ ​us​ ​not​ ​more​ ​than​ ​two​ ​hours​ ​to​ ​be​ ​there.