Art and composition writing

Abstract

This dissertation looks at Art and Composition Writing in four Junior 6 classes in a Girls' Church School and a Boys' Private School. The students were chosen from these schools as the literacy levels needed to be satisfactory for the study. The writer uses two methods to conduct the study. One is the traditional method of Composition Writing using brainstorming that leads on to composition writing. In the second activity, the writer asks the children to draw a picture about the title then write about it in the composition format. Forty-five compositions use the mind mapping method, and the other compositions use the drawing method. From the compositions analysed, the writer looks at a generic selection of errors to create as broad a spectrum as possible. These errors are systematically considered. A theoretical framework and a review of literature regarding language acquisition, bilingualism and the situation in Malta is offered. Different types of composition and error analyses feature prominently in this study. The core of the study is thus based on the analysis and a sample of ninety compositions taken from the two schools. The study concludes with a close look at the different methods used and their outcome. Which method worked if any difference emerges is noted and a number of useful suggestions that would help motivate students and instil a better learning environment in schools are put forward.