The Sunday News
Charles Dube
THE above advice comes in handy to learners especially on composition writing. Many learners are not keen on planning before writing their essays assuming that it is time wasting. But, reality is that learners who plan spend less time writing out their compositions. Their composition is well co-ordinated. There is more cohesion in a well-planned composition than the other where a learner writes and breaks to think first on what to write.
For a couple of weeks we have been reminding learners of composition writing skills. Here is a recap of the points emphasised: Number all answers. All composition topics have numbers. You have Section A with eight topics from which learners choose to write on one topic. Numbering of topics is important in case a learner forgets to write the topic or a learner writes an answer which is off topic. The examiner will have a rough idea of what the learner is trying to say.
This is a fact as some learners just write essays that are out of topic making it difficult for the examiner to follow the question answered. Numbering of answers is key even on comprehension. Learners should stop presenting jumbled up work to score high marks. Examiners are unimpressed with muddled work. Paragraphing is equally important, yet, learners totally ignore paragraphing their work. This is shocking because such elements are emphasised from primary school level. Nothing changes at O-level.
The beginning is the first part of writing. It is the introductory part of a piece of writing. The introduction, according to experts, gives readers an insight into the story. It is the introduction that creates atmosphere to the reader who then want to read the whole story to see what happened next. Things like paragraphing are taken for granted. At times a paragraph is described as a section of a piece of writing. It may consist of one or more sentences or even a word or two.
Learners need to write on familiar issues. This helps in the sense that they become part of the story. It is easier to write on what you understand. As a writer you become part of the characters, through sharing n their happiness or sadness. Remember do not have too many characters in your composition as too much of these leads to confusion. Your story should not be one you read from somewhere unless asked for such. But ideas you came across will naturally come in.
In some topics expression of feeling is very important to create the appropriate atmosphere. For example as shown last week: fear, loneliness, sadness, happiness to mention just a few. Suitable vocabulary to be used. As in all compositions, correct grammar is the main point when it comes to marking. We have mentioned various types of compositions and learners can just recite them with no problems. We always start with the narrative type which many learners find easier.
You give an account of events or experiences. You write on anything related to the story. Learners also opt to write on descriptive compositions which they assume is easier. One writer who is my key source today says the writing that is descriptive describes what something is like. A descriptive composition therefore describes a subject. Description of things or events should show a pattern of continuity. In other words, the description should not be mixed up. There should be a place system of describing things. If you are describing a person, you should start with the head, neck, chest, tummy, down to the legs. This writer goes on to give a list of different approaches of describing things or events — describing from particular to general, describing from general to particular, describing from far to near. Description from inside to outside, describing from left to right and describing from top to bottom.
How can you get readers hooked to your story? You can start with a proverb, begin with a simile, begin with a figurative expressions, begin with a metaphor, begin with weather conditions, begin with a description of the landscape. Learners have a lot of areas to cover to come up with good compositions. Learn figurative language, proverbs, metaphors and similes to name but a few.
