S.
4 NOTES ON COMPOSITION WRITING
What is a composition?
A composition is a group of paragraphs dealing with a single topic or idea.
Usually one paragraph called the introductory paragraph, states the main
idea of the composition. All the other paragraphs are related to the
introductory paragraph. They further explain or support the main idea.
What is a paragraph?
A paragraph is a group of sentences dealing with a single topic or idea.
Usually, one sentence, called the topic sentence, states the main idea. All
the other sentence are related to this topic sentence. They further
explain or support the main idea.
What is tested;
A student is supposed to write a composition ranging from 500 to 600
words. In this section, the examiner is looking for the following;
1. Originality
2. Accuracy
3. Organization and development
4. Variety of sentence structure
5. Appropriateness and range of vocabulary
6. Idioms, proverbs and other useful expressions used
These should not be planted haphazardly in the composition but rather
made to flow naturally, without straining the flow of reading and thought.
Examiners actually award good marks based on these two aspects.
1. Originality: A student should choose a title that is interesting in order
to write an equally interesting and personal composition. While
writing, he/she should use appropriate and varied woos/impress the
examiner so that he/she can score more marks.
2. Accuracy: A student should put emphasis on the spelling, grammar
and punctuation.
NB: Neglect of these can easily mar (deter) the smooth flow of the
composition and this will leave the examiner with a negative attitude
towards it.
3. Organization and development: A good written composition should
have a good beginning, middle and ending and these should link up
logically. To make this happen, words, ideas and story should be
arranged correctly in order to make the reading easy.
An important aspect to consider when preparing a composition is
planning. Any serious piece of writing is proceeded by a plan and the
student too, should draft a plan before writing the final composition.
In planning, the student should bear in mind that good writing shows
unity, coherence and emphasis. Unity means sticking to the story being
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written and ensuring that each event in some way contributes to the
unfolding of the overall plot.
Coherence means relating one event to another correctly in order to make
meaning. The order and arrangement in which these events are
presented should be chorological.
Emphasis means the proportion and position relative to the central ideas
of the composition. Events that are important to the central idea should
be treated in greater detail than those of less importance.
Structure of a composition:
Climax
Most interesting
part of the story
(suspense)
Rising action Falling Action
Exposition setting Ending
Introduction
Characters
SENTENCE STRUCTURES:
A student should strive to vary their sentences in order to keep their
readers interested. Sentences should be analysed and presented
correctly in order to facilitate fluent reading. Analysis of sentences means
to break them down into appropriate grammatical parts.
To achieve variety of complex sentence structures, they should use;
1. Sentences of varying lengths
2. Sentence inversion in order to interchange word order where
necessary e.g. the expression,
It was there.......... can be converted to There it was........
3. Using different sentence openings, constructions and planning e.g.
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A simple sentence contains a subject and a verb and expresses a
complete thought e.g. John likes to study in the morning.
2. Compound sentences:
A compound sentence contains two independent clauses joined
together by a co-ordinator like ‘and’ for example;
Julius played basketball and Esther went shopping.
3. Complex sentence:
A complex sentence has an independent clause joined by one/more
independent clauses. It also has a subordinate can join such as because,
since, after, though, or, when, or a relative pronoun that, who or which
e.g.
After they finished swimming, Joan and Sandra went to the cinema to
watch a movie.
NB: Whereas a comma is needed when a complex sentence begins with
a subordinate conjunction when, it is not needed if a sentence begins with
an independent clause and has a subordinate conjunction in the middle
e.g.
The teacher returned the homework after she noticed the error.
4. Compound complex sentences:
They combine one simple sentence and a complex sentence e.g.
Sir John Macnold had a serious drinking problem. When sober,
however, he could be formidable for the House of commons.
VOCABULARY AND IDIOMATIC EXPRESSIONS:
A good composition should include good use of vocabulary and idiomatic
expressions. These should be varied and appropriate (apt).
An idiom is a phrase which means something different from its literal
meaning for example, if you tell someone that he has cold feet, it doesn’t
mean that he has cold feet but under idiomatic expressions, he is nervous
or scared about something.
Sports day at school:
Last year during second term, there was sports day at school. The four
houses; Kakooza House, Hanlon House, Balikuddembe House and Kizito
House were competing for the blue ribbon.
On that day everyone was helter-skelter preparing for the busy day and
the vigorous matches ahead. Before this day, all athletes had burnt the
candle at both ends in order to take the prize. At the end of the day,
Balikuddembe House won the competition. The losers were seen wearing
long faces while the first and the second house which have always been
logger heads as usual hurled insults at each other.
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How I spent my day before lockdown?
At cock’s crow, the alarm woke me up from my slumber, I then crawled
out of my bed at snail’s pace and headed to the bathroom to take a
replenishing shower. I laid my bed and organized my property in apple
pie order.
Thereafter I ran to the school premises at breakneck speed and attended
the school assembly. In case I arrived late, I threw dust in the teacher’s
eyes that I was very sick to save my neck. But if he insisted, I threw in the
towel and accepted the strokes of the cane.
Armed to the teeth with books, pens, mathematical set and others, I
entered the class. Lessons began, teacher after teacher and at break
time, I moved out to let off steam. At the peak of the day, I made a
beeline to the dining hall for lunch since I was a famished.
As the day drew to its close, the bell for end of lessons was sounded. I
took to my heels to the playground, scored a few goals and then finally
headed back home because it was a Timbuktu.
Vocabulary:
Correct and varied use of vocabulary allows the students to cut out
unnecessary repeated expressions for example, the word limousine can
be used instead of a long, comfortable and luxurious car, much as they
refer to the same thing.
Examples of vocabulary:
Adorn
Akimbo
Amiable
Amicable
Apricot
Aura
Balmy
Succinct
Boxom
Chirruping
Clad/don
Delirious
Tete-a-tete
Eavesdrop
Ebullient
Copious
Flaxen
Guffaws
Farlorn
Baritone
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Nymphets
Mellifluous
Plethora
Pandemonium
Goliath
Grotesque
Sumptuous
Slithered
Salubrious
Saturnine
Horrendous
Ambience
Loquacious
Vocabulary pertaining to smell:
Sweet
Aromatic
Tang
Renud
Stale
Acrid
Savoury
Pungent
Piney
Reeking
In three paragraphs, write a story about a day you will never forget.
Use the following ingredients;
1. vocabulary and idiomatic expressions
2. different sentence structures and atleast using seven punctuation
marks
3. punctuation marks
Caution on tense and other aspects of language
The student should not mix tenses unless required.
Monotony should be avoided. Monotony born of sameness has a chilling
effect and will kill any interest the examiner might otherwise have
developed. This is particularly common with factual topics.
DESCRIPTIONS:
IN THE MORNING
Waking up with the lark
At the break of dawn
When the shadows are shortest
When the sun is scorching
MIDDAY/AFTERNOON
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At the peak of day
When the sun is overhead
INTRODUCTIONS:
1. ATMOSPHERIC INTRODUCTION
Begin with describing the weather.
Some students have a habit of starting every composition with the
weather descriptions regardless of topic and setting. Remember to use
weather descriptions only if weather plays a part in the story e.g.
If a raining weather contributed to the plot of the story, it is a good
idea to describe the weather especially the rain and coldness. If a story is
set outdoor, it is timely to describe the weather too.
However many students begin there compositions describing the sun,
clouds and the sky when the setting is indoor which is a huge mistake that
should be stopped.
Example of atmosphere introduction:
1. It dawned bright and the orange haze of the morning sun rays
spread across the horizon painting the sky a deep-yellow shed. The
weaver birds as if in command, began their endless twitter, creating
more noise than music, then suddenly like a choir the crickets set in
going, would be disaster a melodious tune.
2. I awoke as the sun bathed my room with light, only to keenly listen
to the marvels of nature and I exclaimed. What a wonderful world.,
2. Beginning with sound effects:
Example:
Suddenly, a sharp ululation broke the evening silence and the women
joined in with a high-pitched solo in pre-wedding night, and at the beat of
the first drum, virility dancers began falling in line with the rhythm of the
loud boom-boom every time the drummers hit their instruments.
In companion was the percussion from flutes and recorders as the
compound reverberated with resounding thuds of the youth landing on
the bare earth each time they leapt and gyrated to the beat.
VOCABULARY AND IDIOMATIC EXPRESSIONS
MORNING
Waking up with the lark
At the break of dawn
In the wee hours of the morning
At crock’s dawn
When the sun is creeping out of its hiding place.
MIDDAY/AFTERNOON
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At the peak of the day
When the sun is overhead
When the shadows are shortest
When the sun is scorching
EVENING
At twilight
As the day had drawn to its close
At the edge of the day
When shadows are longest
At the awakening of the moon
When the sun is at peace.
MIDNIGHT
During the hooting of owls
In the wee hours of the night
In the dead of the night
When the moon takes over
IDIOMS
Take it with a pinch of salt
Born with a silver spoon in your mother
In a month of Sundays
A nose to a mouth distance
Wine and dine
Abode
Domicile
Rummage
Bellowed
Disarray
Colossal
Stiff-necked
Sauntered/stroll
Darted
Scampered
Cerise
Cerulean
Carmine
Sapphire
Euphoric
Gargantuan
Beginning your composition with proverbs:
“Birds of a feather flock together.” This adage came to reality when the
emaciated sickly and hunch-backed damsel was caught smoking. In a
month of Sundays, we all had noted that Tina was at a mouth and nose
distance with the spoiled rich kid, Dina.
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Beginning your composition with speech:
You can begin your story with direct speech. Let your character say
something captivating.
“I am famished!” Why is the queue moving so slowly?” grumbled John.
John and his Fidus achates, Wilson we re queuing in front of the noodles
stall in the school canteen during recess. They could not wait to start
eating as their stomach were growling, John glanced impatiently at the
snail-like queue.
When beginning with a direct speech, make sure the speech is meaningful
and helps to move the plot along. Avoid writing direct speech that is
meaningless or vague.
Words concerning movement (walked, ran, went)
Approached
Bolted
Charged
Climbed
Barrelled
Bounced
Chased
Pranced
Raced
Staggered
Sprinted
Strode
Skirted
Treaded
Trotted
Trudged
Crawled
Crept
Cruised
Darted
Dashed
Dodged
Drifted
Ducked
Plodded
Pursued
Ricocheted
Swerved
Tramped
Traipsed
Strutted
Trekked
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Fled
Glided
Hiked
Hobbled
Hurtled
Sashayed
Scampered
Sauntered
Rushed
Skidded
Shuffled
Sneaked
Strolled
Swaggered
Tiptoed
Waded
Wondered
Wobbled
Trudge
Beginning your story with an idiomatic phrase
“Once beaten twice shy”
These words caught up with me when our music team lost the trophy to
Elite High School in the inter-school Music festival this season.
Four years ago John Senior Secondary School remained unchallenged, I
being the Music, Dance and Drama prefect and was a good musician too.
In a way we began to take our victory for granted this time the tables had
changed and we slightly walked away with a crest fallen musk of shame
and bitter defeat.
“Pride comes before a fall.” This adage came true when the callous
Goliath that thought highly of himself.
Other examples;
“Birds of a feather flock together”
“pride comes before a fall”
“Never judge a book by its cover”
“Not all that glitters is gold”
Example:
“Not all that glitters is gold.” This adage came true when Jackie was
caught red handed stealing money from Sharon’s suitcase yet she
pretended to be born with a silver spoon in the mouth.
Action-packed introduction/Dramatic writing:
An action introduction takes the reader into the middle of an action
sequence. It forces the reader to read on to find out not only the
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significance of this moment but what led up to and followed it. It is
perfect for short stories/compositions.
Examples:
The bus was moving at 120 kilometres, one hundred metres ahead of me.
I had a screech of brakes followed by skidding tyres. This was shortly
followed by a shattering noise as the two cars scratched. Pandemonium
had broken loose, a woman wailed, close to the scene, I saw a
dismembered palm in a pool of blood.
Write a story title “The day”
Compose a story on the fire outbreak that took place in your school
Example:
Didas gathered up his opponent and threw him down in a heap.
Everybody thought he was dead. To their consternation, this opponent
sprawled and jumped to his feet, reading for his sword from its sheath.
He stabbed Didas’ shoulder twice before the farmer wrestled the weapon
from him. Given that Didas was now covered with blood, everyone
thought that was his end. They were wrong.
Flash back introduction
It is also possible for the students to use flash back to write a captivative
introduction to a narrative.
Example:
Nineteen Seventy five, still lingers in my head. On that day there was a
deluge despite the heavy down pour. I placed to my maternal
grandfather’s home in Seguku I was completed nimble on my feet. My
father had been hit by a life threatening stroke. We had taken him where
the doctor on duty gave him a short shriff as we do not have money
enough to bribe him. I had just reached the middle of the silent mapasa
swamp when I had a scripy sound from the direction of the fall needs.
Being young my mind was scanty as to what I had in order to reach next
to my destination in a close share.
Character introduction
The description of the character should be related to plot of the story and
should be meaningful.
Types of character description:
Character description comes in two ways;
(i) The inward traits
(ii) The outward traits
Describing a character’s outward traits:
When describing a character’s traits, we describe his/her physical
appearance. Are there any interesting traits of this character’s
appearance. Some common areas to describe are;
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1. The size of the character
- He was a towering boy
- Big sized
- Petite, skinny
2. The facial features
- Thick eyebrows, wrinkled face, squirted eyes, radiant smile,
cherubic face, rosy chicks
3. The way he/she walks
- Walks with a limp
NB: No matter what physical traits you are describing the key is to focus
on the traits that are related to the topic of the composition.
Describing the character’s inward traits:
This applies to the inward traits. When describing a character’s inward
traits strengths or personality, the important thing is to focus on the
personality that is related to the topic of the composition.
If the composition topic is on helping an elderly, it does not make sense if
you create a character who is a terror, murderer or a bully. These thraits
are not related to the composition topic at all and does not help you to
develop the plot of your story.
Sample:
Kabode was well built with ropey muscles. His physique always chilled
many to their spines. It was rumpuned that he once strangled a man to
death when he caught him sleeping with his wife in an “away match” It
was out of that rumour that he had been named murderer.
BODY OF A COMPOSITION
The body of a composition is the most important part of a composition. It
is where the ‘meat’ of the story is.
There are three parts in the body of a composition;
1. Rising Action (Events leading to the problem)
2. Climax (The conflict/Turning point of the story)
3. Falling action (Resolution)
1. Rising Action:
Most captivating stories include a conflict (problem) that the main
character has to face and solve. A story without a conflict can be plain
and uninteresting. A big mistake many students make is to describe the
problem immediately after the introduction. In doing so, the composition
faces the risk of being under-developed.
Students need to learn to write the events leading to the problem before
proceeding to the problem.
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Events leading to the problem can be a description of what happened
before the climax. Student can describe what the character(s) did or did
not do that directly led to the problem. It is also known of the Rising
Action of the composition.
Every composition must contain a lesson learnt
The rising action does not have to be long. However, it must build up the
tension in the story leading to the climax.
2. Climax: this is where the story reaches its peak, it is also where a
turning point or change takes place. Here you should describe as much
action and character’s emotions (feelings) as possible.
Your story character would face atleast one conflict as the story progress.
The type of conflict faced depends on the topic. There are three types of
conflicts;
1. Internal conflict – it is where a character conflicts within themselves.
This can be seen through their thoughts.
2. External conflict – This can be caused by another person and an
external conflict caused by the environment.
For students compositions to be well developed
- Students can use two conflicts
- let the main character face a number of problems such that at the
climax the story reaches its peak and then it has a turning point.
3. Falling Action:
It is also known as the solution to the problem. Unfortunately, this is the
part where most students rush through either due to lack of time or lack
of ideas.
To write a good resolution, ask yourself these questions;
1. What could the main character do to solve the problem?
2. How did he/she feel when attempting to solve the problem?
Conclusions:
When ending a narrative composition, a student should bear in mind that
the plot of the story remains the same.
The ideas and the structure should have connected from the beginning,
middle till the end.
It is vital you give the reader(s) a satisfactory ending and not leave them
hanging or in doubt at the end of the story. The ending can be
predictable or unpredictable.
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Example of an unpredictable ending;
She at last turned to the lad who stood beside her she searched her face
for a better understanding and one confirmation and compared with what
she saw into her husband’s features; the long pointed noise, watery eyes,
radiant smile.......” Yes, she’s is a true replica of my husband,” she
muttered to herself she finally cried out aloud, “Favour, you are son.”
Example of a predictable ending:
We all looked amorously at slovenly woman who was parking her
merchandise in a satchel. She got her shawl, untied the knot and started
counting the money in it. She counted notes first, one hundred thirty
thousand shillings, then the coins; one thousand shillings. Altogether,
there was one hundred and thirty-one thousand shillings “Oh! What a
successful day this has been!” she exclaimed.
Four ways to begin your composition:
Lawrence dashed to the school canteen when the recess bell rang. He
was famished as he did not have his breakfast. He joined the shortest
queue in the canteen. He tapped his foot impatiently. Lawrence finally
ordered a plate of fried irish potatoes. He walked to a table and joined his
friends. He gobbled up the fried irish within minutes.
Rewrite the above paragraph using four ways to begin the sentence
Lawrence dashed to the school canteen when the recess bell rang. As he
did not have his breakfast, he was famished. Joining the shortest queue in
the canteen, he tapped his foot impatiently. Finally, Lawrence ordered a
place of fried irish potatoes, He walked to a table and joined his friends
within minutes, he gobbled up the fried irish.
The four ways;
1. Begin with a very ending with – ing.
Instead of beginning a sentence with proper nouns/pronouns. Students
can sometimes begin with an ‘-ing’.
Example: James felt miserable and locked himself in a room for the
whole day.
Feeling miserable, James locked himself in a room for the whole day.
2. Begin with an adverb ending with ‘-ly’.
Lyna walked in the room quietly.
Quietly, Lyna walked into the room.
3. Begin your sentence with ‘ To’
Another way students can write interesting sentences is by using
the word ‘To’.
Example: He was disappointed. He did not win the race.
To his disappointment, he did not win the race.
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This should be used sparingly as having too many sentences that begin
with ‘To’ would make the paragraph sound unnatural too.
3. Begin with a preposition phrase
Example of prepositions
Under, At, In, Below, Across, Beside, along, within, of, etc
Example:
Everyone had a good time at the party.
At the prom party everyone had a great time.
Other words you can use to begin your sentences are;
No sooner
Hardly had
As soon as
Despite
Inspite
VOCABULARY TO USE WHEN DESCRIBING THE VERB ‘SAID’:
Announced Greeted Pleaded Snarled
Barked Growled Questioned Sneered
Blurted griped rambled on sobbed
Boasted grumbled ranted squealed
Bragged howled rared stammered
Chattered insisted recited suggested
Chimed in insulted replied teased
Chirped lashed out reprimanded threatened
Complained mimicked scotted urged
Exclaimed moaned screamed uttered
Fumed mocked shouted vented
Gasped mumbled sighed whined
Giggled muttered snapped whispered
Bellowed yelled
ARGUEMENTATIVE COMPOSITIONS
It is also known as a discursive composition. This is a type of composition
which sets out clearly and logically differing opinions on pertinent issue.
In this type of writing, a student takes a stand and attempts to convince
the reader about the merits of his/her point of view.
A student is supposed to argue out clearly and persuasively while backing
up the points with examples. This can be done by using developing and
linking words.
Qualities of a good argumentative writing;
The composition should bear a title that has a title.
The use of factful and courteous language; language that demeans those
who hold contrary views is not tolerated. The topic should be balanced
and unbiased. In order for a student to appear realistic, he/she must point
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out that the issue up for discussion is controversial but afterwards takes a
stand.
Convincing evidence should be used to support arguments. This should
come from facts, statistics, personal experience and views from experts.
The following paragraphs may be of help to students wishing to write good
argumentative compositions.
1. Opening paragraphs
Today, more and more people are aware of......
Today more and more people are getting concerned with..........
Recently, the issue of......has become debatable
...........is a question that concerns all
..........is a controversial issue.
2. The middle paragraphs
Many people are of the opinion that.......
There is not that.............
Opposers of this question claim that................
It is argued that..............
Ending paragraphs:
If one considers these arguments..........
To sum up
Conclusively
To crown it all up
I believe that or I am of the opinion that or I feel strongly that.
Example;
Should polygamy be practiced in your community?
How to answer such a question?
The student should have some background information about the topic or
subject.
NB: The student is also required to take a stand in the final analysis, let
he/she gets penalized.
Discursive composition:
The student should be able to define the key word in the question.
He/she should be knowledgeable and equipped with facts (no room for
gambling)
Should be able to argue out your points logically, giving evidence to
support your views.
This involves well explained and developed paragraphs not outlines.
A student should have a convincing conclusion.
Should have some background information about the topic or subject.
Sample question:
Parents should find spouses for their children. Do you agree?
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DESCRIPTIVE COMPOSITION:
This is a type of composition where a writer points a word or mental
picture of a person, thing or place by helping the reader see specific
details. You can achieve this if you do the following;
1. Appealing to as many senses as possible: sight, feeling, taste,
touch, smell.
To be able to do this, you need to be very observant and sensitive
but significant details that most people would ignore.
2. Using words that capture precisely the image you want to portray
If you wish to describe someone who has gone without food without
for days, “famished” would do better than “very hungry.”
DESCRIBING A PERSON:
In describing a person, you could consider the following;
1. Physical appearance in terms of height, weight, age, complexion,
hair, face, clothing and posture.
2. Behaviour in terms of mannerisms; gestures and facial expressions.
You can also include details on the way of talking and eating.
SAMPLE DESCRIPTION OF A PERSON:
The best dressed woman was sitting outside with a young man. All other
chairs were empty, she was towering, imposing and wore a cerulean
gown. Three rows of silvery beads hung on her bare upper chest. She
was fair-skinned with hair simply platted into a single thick roll down on
her giraffe-like neck. Her nose was very large but smooth and rounded.
Her face was particularly youthful, always seeming to be smiling. She
would hardly qualify as her beauty queen but she was what her friends
called “smooth and gentle.”
Example 2
Sammy was a suave Adonis with blue turquoise eyes that forced many
girls look down if he looked straight in their eyes. Betty he called out my
name as I turned to look at him. He stretched out his tender-like hands,
he touched my head and woke me up since it was time to go back home.
DESCRIBING OBJECTS:
In describing an object, you give complete and concrete details about
shape, size, weight and colour. You can also include information about
how it feels, sounds, smells and tastes.
SAMPLE DESCRIPTION:
The shoes the small boy wore loudly told a story of misery. He had
collected them from a garbage heap some months earlier. It was obvious
that they were several sizes bigger than his small feet. As for colour and
material who could tell? For they were covered in several generations of
caked mud, making them look and feel like a pumice stone. However, the
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fact that the boy with an easy giant suggested that they were still light
enough.
His toes appeared to be naughtily peering out. The toes, their mouth age,
could do nothing but sulk. The boy looked down and as if noticing their
sorry state for the first time, he addressed them “Your best days are over
but mine are definitely ahead”
DESCRIBING A PLACE
This is how to go about when describing a place
1. Indicate a view point where you are as you describe the place,
inside, outside, far, near, above
2. Select the time (day, midday, night or morning) and probably
season (wet or dry)
3. Indicate the dominant mood (joyous or sombre)
4. Explain what you see, hear, smell or feel
DIRECT AND INDIRECT SPEECH
Direct speech Indirect speech
1. Present simple Past simple
2. Present continuous Past continuous
3. Present perfect Past perfect
4. Present perfect Past perfect continuous
continuous
5. Past simple Past perfect
6. Past continuous Past continuous/Past perfect continuous
7. Future (shall Conditional (would)
8. Future perfect conditional
1. Note: When the reporting verb say takes an indirect object it is
changed to tell before indirect speech.
‘We shall go on holiday at the end of June,’ he said to me.
He told me they would go on holiday at the end of June.
2. If it felt that what was said is still true when it is reported, we can
leap the tense of the original speech. This is particularly
common when we are reporting scientific facts;
‘water boils at 100oC, “the teacher said”.
The teacher said that water boils at 100oC.
Demonstrative Adjective changes:
Direct Indirect
This that/the
These those
Words concerning movement
Approach
Bolted
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Charged
Dimbed
Barrelled
Bounced
Chased
Pranced
Raced
Staggered
Sprinted
Strode
Skirted
Treaded
Trotted
Trudged
Crawled
Crept
Darted
Cruised
Dashed
Dodged
Drifted
Ducked
Plodded
Pursued
Ricocheted
Swerved
Tranped
Traipsed
Strutted
Trekked
Fled
Glided
Hiked
Hobbled
Hurtled
Sashayed
Scampered
Sauntered
Rushed
Skidded
Shuffled
Sneaked
Strolled
Swaggered
Tiptoed
Waded
Wondered
wobbled
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