Writing guide

Different Parts
W Classtuom Creatite wntins Guide 3
a Corn- osition
A composition is made up of three simple parts - the introduction,
the body and the conclusion.
The introduction helps the reader to understand how a story begins,
why certain things happen, or what you want to say. lt allows you to
explain the event that forms the main part of the story, and makes the
reader want to read on to find out more.
ln the introduction, we can:
(i) introduce or describe a
(ii) describe the time when
(iii) introduce or describe a
(iv) describe an event that
present moment.
place;
the story took place;
character; and/or
happened in the past, or even at the
You may start your story by using one
(a) a sentence in the direct speech
of the following ways:
(i.e. a coversation);
W's"rpl""Where are you going, Mommy?" asked Tommy.
(b) a statement or a declaration;
*ffi Jmmy /oyed to eat ice cream.
I hate to go to the movies.

(c) a question: or
Did you know that cats and tgers belong to the same family?
-
Haie you ever been to the graveyard in the middle of the night?
(d) an expression of a feeling (or a state).
Jacob was frightened.
Derek was sleeping when the burglar struck
Because the introduction is meant to make the reader want to read on, 1
we should not give away too much information in it. Generally, the- :
introduction shorlld contain just enough sentences to do at least one of "
the following: :
(i) make the reader wonderwhat has happened orwhat is nappening; i
(ii) make the reader ask 'who', 'what', 'when', 'where', 'why' and 'how' i
questions; :
(iii) make the reader want to read on to find out more; and/or ;
(iv) make the reader feel a Gertain way :
(e.g. curious, puzzled, agree/disagree, etc.) :
The introduction to a simPle
composition generallY takes
up only one paragraPh. lt
can contain anything from
one to five or six sentences.
Some very lengthy stories (e.g- a novel) can
have introductions as long as a whole chapter. A
good introduction usually makes up only a quarter
or less of the entire Story.
Clarstuom Crcatit e wntins cade J SX

conclusion). lt is the most important part of the (
composition because this is where you actually '
The Bodv
The body ofthe composition joins the beginning
of the story (the introduction) to the ending (the
tell the story.
The body of the composition is where you fill
and answer the'why','what','who','when',
in all the missing information,
'where' and 'how' questions.
There are no hard and fast rules to writing the body of the composition.
The important thing to remember is keeping the story interesting with
little or no grammatical errors and making it sound great with good
sentences and vocabulary. Use beautiful expressions and grand
vocabulary in this section to help to make your story come to llfe.
Compare the following examples:
Example 1
Amy grabed the cup and drank the water quikly. She eaten a
piece of dried chilie in her mouth, it felt teribly. Her tonge started to
burn. it were too hot for her.
Example 2
Amy grabbed the cup and gulped down the water quickly. She
had accidentally taken a piece of dried chilli. lt was too hot for her.
Her tongue had starTed
to burn immediately, and
she thoughtfor a moment
that smoke was going to
come out from her ears.
It was a terrible feeling.
VX Cbsnon Crcutive Witin. Guitle 3

The first example is a simple and plain passage. Only the basic information
b given. This makes reading the passage uninteresting, as the words
fovide only information to the reader, and nothing else. On top of that,
lhe sentences are not logically arranged, and there are spelling,
punctuation and grammatical mistakes, which make the passage difflcult
b read.
The second example, however, is well laid out and has additional
ifformation. Also, the same ideas are expressed with a different set of
uords, which flow smoothly. Here, the additional vocabulary and
hbrmation helps the reader to imagine the story in his/her mind, and
tus understand the passage more clearly. Thus, the passage comes to
ft and becomes more interesting.
RDrn the above examples, we can see that it is important to have:
@ logical sequencing in the sentences,
O conect spelling,
@) effective punctuation,
(ry) good written expressions and vocabulary and
(Y) good grammar.
Generally, you can write as much as you want for the body of the
composition, as long as you explain everything clearly and put everything
h a logical sequence. Naturally, the body should be longer than the
introduction and the conclusion.
Because of its length, this part of the composition is normally broken into
different paragraphs. ln orderto have a proper, logical sequence in your
story, you need to have a good storyline. Later in this chapter, we shall
discuss how to develop and organize your story properly.
The conclusion gives the story a proper'full stop'. lt is where you help
the reader feel that your story is complete. lt is therefore very important.
Classmon Crcative witins caide J EK

tx
Since the conclusion is meant to end the story, you should answer the
question 'what happened in the end?' in it.
The easiest way to end your story would be to come to a logical stop.
Make sure that your conclusion is directly related to the gist of your story.
For instance, if your story is about an examination, try writing about how
the candidate fared at the end of the story (whether he passed or failed),
how he felt, or whether the result has changed the way he feels about
himself.
Generally, you may end the story by:
(i) describing how the characte(s) felt at the end of the story;
(ii) describing what happened to the character(s) at the end ofthe story;
(iii) describing what the character(s) did at the end of the story; or
(iv) repeating the main points (if you are writing a report).
Note that it is important nof to end your story suddenly, as that could
leave your reader feeling dissatisfied.
It is important not to make the ending too long, so as not to bore the
reader. Usually, llke the introduction, the conclusion is kept to five or six
sentences, or only as long as is necessary to end the story smoothly.
Cld$mon CNa|w wntint Cuide J

Devel
As mentioned earlier, it is very important to have a good storyline.
This means that you need to be able to plan and build up your story
in a logical sequence and at a reasonable pace. lt is also important
to avoid unexplained, questionable or illogical actions or events in
your story, as this could make the reader confused and frustrated.
Before you begin, remember that the time given for writing compositions
in the classroom is usually limited. lt is therefore wise to spend only a
fraction of the time planning your story Try not to take more than ten
minutes to plan your story, so that you will have enough time to write and
complete the story.
The following are some commonly used methods to plan your story:
Jotting down the main points on a piece of rough paper helps you
remember what they are as you write your composition. Use this method
uhen you are writing a factual report, e.g. 'How To Keep Your Pet Rabbit
Happy'.
On certain occasions, especially during an examination, marks are
given for every valid point or idea given. Thus, it is important for you to
put in all the important ideas if you want to get a
| - - --- better grade in the
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enw! - -;' ' "-- c'atrrofs f accidentally leave out any
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CLassno'n Crealn)e Writi,s G,i& J X&

i Brainstorming means coming out with ideas randomly in order to find a
i sotution to solve a problem (in this case, the composition you have to
i write).
i When you have lots of different ideas for a story, it means that there are
: endless ways to write your story This ensures that the story you write is
: different from other compositions.
! How your story develops then depends on both the ideas you have and
i the choices you make after the brainstorming session. For instance, if
i you brainstormed in a group, you and your friends may make use of
: different ideas at different parts of the story, and choose different endings* ul EICt lL tucd5 cl
i for your stories.
i Do notworry if your ideas sound I ;- -", -.-**--"- - - ,
i r'iaicutous
'riey could hetp i -'"".'""'', le sillv clou,'r
i^ ^ .,^^, ; -{ .:r.i-
,,'sy vvu,u ,'v'H | / !.vwrr
: develop your story in a very i - sla'r1s o1 lao- _r
; interesting way, or even make J - big +eer -
^6+
silll
'i
: f::'1,": I::11Y,': ll ?:J i .hoe.eanos<: yOUr SIOry numoIous. .ln
ally i - htnge,eA ntos"
- cov,teAia$
, case, you don't have to use 1 - qal-- o - taAeet-,
Iiii;H;jti;; ;;; ;; i ffi"*"",.-.", ;:;:'.:*::;_
I - cotaaicatl r'"rPsHck
i Brainstorming also helps you i - t* aunn, - lriPs ovee dwr +oorr uror rorvr rrrr r9 q,ou ,,u,P,vr
t to come up with words and
i phrases to help you make
: your story more interesting.
: Story webbing goes hand-in-hand with the brainstorming method.
'; Drawing up a story web is like drawing a sort of road map for your story.
: lnstead ofthe landmarks and places, are the ideas you have brainstormed.
I These are the possible scenarios that your story might take on. Lines
i and arrows form the 'roads' in your story 'map' that show which direction
! tne story is going. This means that you can determine which direction
i you want the story to go by drawing arrows. This way, it is easier when
I you wrlte your story, since you already know what will happen next in the
i story.
g& Ctassrcon Crcative writins Guide 3

A story web does more than simply describe which direction you take, or
which places you go to.
As you move along your storyline, you may add in any additional ideas
lhat you have brainstormed. These ideas may help to explain certain
hings, such as describe a relationship, the appearance of a character,
etc. Such 'extra' ideas are joined to the relevant parts of the web with
fnes, so as to make your story more interesting and complete. A story
web can grow in any direction:. upwards, downwards, left, right or even
diagonally, and every story can come up different, depending on which
direction (ideas) you take.
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Ctisstoo Creatiw writinT clrdei E&

i The following is an example of a simple story web based on the story
: 'Sleeping Beauty'.
,. i .qly.hil,
i i
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i _ <l.e?ih9.tseaub.-
i --- I
Fih<es'
. i o^"i,""* I' i , .la Pa"erB t lits +'6H e'ih'e
ill ", "i- I {
I :/ t ,Y
' i ii *'"-t^r)-- - >bl<(sne' -na e:Hr "/
. ijl *t{'' " ",,..,,j.r,,,,
i r ----- Ii I -----...-._- 1
" i rwi.ver'
ra:* .'*"..,;,;_______ /l .
/
: i .u..-ai€oc l.thlirthzLaY
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l
i
' i P'(l {:hge' 6h seih'rle
i Look at the story web below. How different is it from the story web above?
i Try writing out both stories. Do you see how adding or changing a few
i points or re-joining the ideas in a different way can change the story?
I Can you think of any other ideas to put into the web? What happens if
I you use some of your ideas instead?
,?l
i/
"
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prih.els
^ra eateel( 'iv€r halr,l) eve. a+l e' . ,n,"
^t.O
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-.tl/,i"'*. / /b.' s€hnble /
', I l/
vll/{ gooa---- > 5r.rri.9j^.a 9't
W Classnon Cruative wnins Gume 3

Com osrtron
As mentioned earlier, it is important to organize your composition
into a logical, smooth-flowing story or essay. This not only helps
your reader to understand your story bettet but also allows him/her
to enjoy the story as he/she reads it.
When you receive a composition question, it is important to first determine
what the problem or issue is, and what stand you wish to take.
lf it is a picture that you have to write on, then you will need to take your
stand as an observer and decide on whether what you see is what it
appears to be. This means you have to decide:
(i) who the main characters in the pictures are,
(ii) what kind of characters they are,
(iii) the time of day or year,
(iv) the place, and
(v) the situation.
For instance, study the pictures below and answer the questions that
follow.
Where was the place?
Who was the boy?
Why was the dog chasing him?
Why was the farmer so angry?
What happened in the end?
?a
wrntit ouLde 1 tA-

Here, although you cannot really change the way the story develops, you
may introduce some interesting ideas in the beginning and at the end-
For instance, if you have been brainstorming, you may come up with the
following:
Example 1
At the beginning:
- boy passed by farmyard
- bananas hanging outside fence
- hungry
- picked and ate bananas
or:
Example 2
At the beginning:
- boy mischievous
liked to steal and cause trouble
passed by farmyard
got chased by dog
ln the end:
- boy felt sorry
- apologised to mother
and farmer
- forgave him
the end:
mother angry
made boy pay from
pocket money
boy felt sorry
ln
- bananas hanging outside fence
- plucked and threw at dog
Although both examples are based on the same set of pictures, the way
the story is told can be very different because of the different ways you
see the characters and the situation.
Paragraphing is very important because it helps your reader to understand
what you are trying to say.
It does this by:
(i) putting ideas that are the same together
When you put ideas that are similar together, it helps the reader to
focus on the topic. Where possible, ideas which are similar in nature
ggg Ctassnon credti|e witine Guitle 3

(iD
should be placed together in one paragraph. lf the paragraph gets too
long, you may break it up into two or three paragraphs, but make sure
the ideas flow logically and smoothly. lf you have to write a few
paragraphs on the same idea, make sure you keep these paragraphs
together.
laying out ideas in a logical sequence
Whenever you read a story, you will find that there is always a
'before', 'during'and 'after' stage in the story. Some stories are
simpler and begin with'in the beginning'and end with'in the end'.
What all these mean is that slories must be laid out in a logical
sequence so that readers can easily follow what is happening at any
time.
Sometimes, it is possible to show which ideas should come first by
using words like 'first', 'next'and 'finally'. However, it is not always
possible to do so, especially when you are writing a story ln such
instances, it is important to describe clearly which events happen first
and which come later. This is where the arrows in your story webs
come in handy - they help to indicate which directions your story is
going, so you don't get confused yourself.
It is important to make sure that your paragraphs flow into one
another smoothly. lf you decide to change the ideas, or to sta(
talking about something else, you may use a word or a sentence or
two to make the flow smoother. The following is an example of how
this can be done:
(end of last paragraph)
(next paragraph) We love each other . . .
Here, the idea that your sister and you flght does not agree with the
next sentence about your loving each other. This makes the second
sentence sound contradictory and causes a break in the flow of
thoughts. The problem can be easily solved by adding the words
'nevertheless' or'in spite of that' at the start ofthe next paragraph, as
follows:
(end of last paragraph)
(next paragraph)
Chssroom Creative writinq Gri.1e 3 Xm

Sometimes, you may find that you need to go back a little way in your
story so as to explain certain events or actions (e.g. why a character
jn the story feels a certain way). ln order to do this, it is important to
use appropriate words that describe the time of the action, e.g.
'earlier', 'a while ago', etc. This helps to bring the reader to a 'before'
state, so that he/she can understand your story better.
There is no rule as to how many sentences a paragraph should contain.
The idea is simply to help the reader understand your writing more easily.
Generally, a new paragraph is required to introduce:
(i) a new character,
(ii) a new place,
(iii) a change in time, or
(iv) a change of idea.
New paragraphs are also required for conversations where one person
stops talking and another begins. This is to help the reader easily identify
who is speaking.
(D) Editin
Editing your composition means going through what you have
written so as to correct and improve it. There are a few important
points to note when editing a composition. They are:
Punctuations are very important. They help make your composjtion clear.
They are especially useful when you are writing dialogues and other
conversations, and to express different feelings. lt is therefore important
to knowing which punctuations to use at which point.
ffl ctu"uu,,^ c,eoriut wtiLinsGude J

l{eedless to say, it is important to spell all your words correctly. Sometimes,
tou may forget the spelling for certain words. When this happens,
especially during a test or an examination, try using the standard phonics
b help you spell the words - there is a good chance that you will get it
nSht.
Sometimes, it is acceptable to spell a word wrongly or in a nonsensical
way, such as when you want to express a sound (e.9. 'Bam!') or a
mispronunciation by a character (e.9. 'str-a-n.j'- someone trying to read
lhe word 'strange').
Remember that marks will be deducted for every wrong spelling that is
mt deliberately meant to be so. Editing your composition helps you to
@rrect every careless spelling mistake you might have made.
When your composition is written with good grammar, it makes it easier
fior your reader to read and enjoy it. Make sure you know all the basic
grammatical rules. Rules of agreement (e.9. many are...; one of the
boys was.. ., etc.) are especially important when forming sentences.
Also, remember that how you construct your sentences can change the
meanings of the sentences.
lf you are not partiGularly good at sentence construction, try keeping your
sentences short so that you will not make unnecessary mistakes. However,
a mixture of short and long sentences makes the story sound more
interesting.
Clarsmon Creattue wtuin? Guittz 3 $ffi

(E) The Tnck roWritin
: As mentioned, writing a composition is not as difficult as it may
" seem. AII you really need to do is to put your thoughts onto a paper,
. or if you're telling a story or relating an incident, it is simply a matter
" of writing down your spoken words.
l lf you are not very good at writing, the number of words required for a
i composition may appear daunting at first, but try to look at it this way: if
i you need to write a minimum of 120 words, you may try to think of it as
: writing ten 12-word sentences, or twelve 1 o-word sentences. ln reality,
I of course, you need a mixture of long and short sentences, so you may
: need to write a few more sentences than that. The important thing to
: remember is that the story should be well-planned, with a proper beginning
: and a proper ending. The trulh is: no examiner is going to count the
. actual number of words you have written!
I Supposing you have already planned your composition, forming the
l sentences can be as easy as rewriting the rough notes you nave ptted
: down, using proper grammar. Add in one or two more sentences to help
i describe the details you have left out in your plan, and you could have a
: proper paragraph!
I lf you have planned your story, you can simply follow these steps to write
: out the whole story:
:
; (i) picture each part of your plan as a scene in a movie (your story),
: (ii) write a few sentences to describe each scene, using the words you
* have brainstormed, and
. (iii) move on to the next scene.
;
" lhrs way, you can ensure that the story flows smoothly and logically.
;
W Ctasstuon Creattuewitins C ide 3

(7) Adding Conversations
Adding conversations in your story can make the story come to life. lt
can also make what you are trying to say clearer. ln addition, the
punctuations in the conversations (e.9. the exclamation mark (!)) can
often help to emphasize certain feelings which cannot be so clearly
shown in simple, passive sentences. Compare the following:
Example 1 :
Peter boasted that he was the most faithful of the followers.
Peter boasted,
faithful of all!"
"l am the most
Yvtich sentence would you say is
Yvlich one shows more clearly the
around him?
more interesting and easier to read?
impression Peter gave to the people
A AM TUE MO,T
FAIT].IFUT /,.,
Classrcom Crealive wtitin| cu le 3 W

,(2) Addinq'Sounds'
: lf you have ever watched a silent
"interesting or easy to understand
same way, when you introduce
i make it come to life.
:l:l and put him/her more
character in the story.
interesting to read.
movie, you would find that it is not so
as one that comes with sound. ln the
'sound'effects to your story, You can
Adding 'sounds', e.g.
'Crash!' for a something
falling to the floor, or
'Brringg!' for a ringing
telephone helps to liven uP
the imagination of the reader,
readily into the shoes of the
This makes the story more
.(
: (3)
!rry out different.words to, produce the effect you- w?.] ,l
]?I^"t^"f;i Words that describe something common and familiar (e.g. the nice, cool
I breeze at the beach) or a sensation (e.g. the salty smell of seawater) can
^.Jri-^ ^^^r^^ri-l^I help the reader idbntify with your story better. Adding appropriate
: punctuations to the
1 words also help to
i bring the words to
- [le.
: Some words can help the reader to 'experience' certain feelings' e g the
i word 'gooey' gives the impression that something is slimy and yucky, and
; may ciuse-him/her to feel disgusted, while the word 'spooky' may make
: him/her feel scared.
0eNu!!
@ Classroon Creatire wnti g Cuide 3

(F) Vocabul
Compare a composition that is filled with interesting, beautiful expressions
to a plain composition. The former would easily come across as more
interesting and well-written. Thus, it is always advantageous to have a
good vocabulary on hand.
As you grow older, your vocabulary would naturally increase. You would
be able to use more different words to describe a single quality. You may
even change the order of your words to put the same meaning across in
a more interesting way.
One way to increase your vocabulary is to look out for new words, find
out their meanings and try using them in your daily conversations.
Although some people think it is better to memorize new words, this may
not be such a good idea, as it can get boring, and you may find it difficult
to understand or fit into your sentences. Doing word puzzles, in which
the meanings and relevant sentences with blanks for the words are
given, might be a better way to learn new words effectively.
Try experimenling with the different effects that different words can have
on your story by introducing new vocabulary wherever possible.
Sometimes, the same words can be phrased
at different positions to help give emphasis to
te tollowing sentences:
in different ways or placed
different ideas. Compare
Classtuam Cruattue Witin1 Czide 3 frS$

: Examole 1
: Example 2
: Example 3
The terrible creature growled fiercely at the boy only.
The terrible eaturc only growled fiercely al the boy.
Only the terrible creature growled fiercely at the boy.
: Sometimes, if you phrase the words wrongly, you may get a funny result,
, #W I saw a cat in a basket that was mewing.
(4,
W CLassrconcrcattue wnin? Gui.te 3

lf this is what you intended, that is fine. (For instance, the above example
would fit verywell into a comic strip.) However, if the story you are writing
b a serious one, it would cause some confusion. lt is therefore important
b phrase your words properly to give the sentence the meaning you
want,
1ffi t saw a cat that was mewing in a basket.
Do /rc Your Com os1t10n
(1) DO NOT Put Yourself in the Picture
When you receive a picture that you have to write about, you should
neuer put yourself into the picture. You may, however, describe the
scene as an observer, or as a reporter trailing the main character(s)
in the story.
(2) DO NOT Make Very Long Sentences
Although it is good to have a variation of long and short sentences
in your story, it is not advisable for you to make ultra long sentences.
t4tA,w
CLasstuon Cftatii)e Witine Guitle 3 W

These are not only difficult to read, but you may also run into the
problem of not knowing where and what kind of punctuations to put
in them. lf possible, try to break very long sentences into two or
three shorter sentences, so they are clearer and easier to manage.
Often, you may find that one sentence makes up a whole paragraph
in a newspaper article. NEVER attempt to do the same in your
compositions!
(3) DO NOT Use the Same Word Repeatedly
Using the same word repeatedly in your composition not only glves
your reader the impression that you have a very limited vocabulary,
but also makes the story very boring to read.
lf you cannot think of a better word to use, try rephrasing the
sentences to give the same meaning you have in mind.
(4) DO NOT Use Too Many Big Words
Although it is good to include some big words and new vocabulary
in your composition, it is not good to overdo it. Overloading your
composition with too many big words not only makes it difficult to
read, but tells your reader that you are trying too hard to make your
composition sound good. Also, there is the danger that you may be
using the wrong words.
Just like adding pepper to a dish, it is better to use new and big
words sparingly and in appropriate places only. You may also rephrase
your sentences and expressions so as to add colour to your
composition, where single words cannot do such a good job.
@ Clussroon Creativewitin. Guide 3

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