essay writing for primary 2

Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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Essay Writing Worksheets and Printables

Activity: Story Mountain

Complete the story mountain to plan your sotry with a beginning, middle, and end.

Activity: Character profile

Come up with lots of interesting details about the lead character in your story.

Video: How to develop storytelling skills

Suzy Ditchburn offers practical tips for improving storytelling confidence.

What your child will learn at school

In Year 2 (age 6–7), your child will learn to:

• Write simple, coherent narratives about personal experiences and those of others (real or fictional)
• Write about real events, recording these simply and clearly
• Demarcate most sentences in their writing with capital letters and full stops , and use question marks correctly when required
• Use present and past tense mostly correctly and consistently
• Use coordinating conjunctions (for example, and , or , and but ) and some subordinating conjunctions (for example, when, if , that , and because ) to join clauses
• Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others
• Spell many common exception words
• Form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
• Use spacing between words that reflects the size of the letters.

Handwriting, spelling, grammar, and punctuation are all important aspects of writing too. You can find out more about them on our dedicated pages:

Handwriting in Year 2 (age 6-7)

Find out more about handwriting in Year 2 at Primary School.

Find out more

Spelling in Year 2 (age 6-7)

Find out more about spelling in Year 2 at Primary School.

Grammar and punctuation in Year 2 (age 6-7)

Find out more about grammar and punctuation in Year 2 at Primary School.

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How to write a perfect essay

Need to write an essay? Does the assignment feel as big as climbing Mount Everest? Fear not. You’re up to the challenge! The following step-by step tips from the Nat Geo Kids Almanac will help you with this monumental task. 

Sometimes the subject matter of your essay is assigned to you, sometimes it’s not. Either way, you have to decide what you want to say. Start by brainstorming some ideas, writing down any thoughts you have about the subject. Then read over everything you’ve come up with and consider which idea you think is the strongest. Ask yourself what you want to write about the most. Keep in mind the goal of your essay. Can you achieve the goal of the assignment with this topic? If so, you’re good to go.

WRITE A TOPIC SENTENCE

This is the main idea of your essay, a statement of your thoughts on the subject. Again, consider the goal of your essay. Think of the topic sentence as an introduction that tells your reader what the rest of your essay will be about.

OUTLINE YOUR IDEAS

Once you have a good topic sentence, you then need to support that main idea with more detailed information, facts, thoughts, and examples. These supporting points answer one question about your topic sentence—“Why?” This is where research and perhaps more brainstorming come in. Then organize these points in the way you think makes the most sense, probably in order of importance. Now you have an outline for your essay.

ON YOUR MARK, GET SET, WRITE!

Follow your outline, using each of your supporting points as the topic sentence of its own paragraph. Use descriptive words to get your ideas across to the reader. Go into detail, using specific information to tell your story or make your point. Stay on track, making sure that everything you include is somehow related to the main idea of your essay. Use transitions to make your writing flow.

Finish your essay with a conclusion that summarizes your entire essay and 5 restates your main idea.

PROOFREAD AND REVISE

Check for errors in spelling, capitalization, punctuation, and grammar. Look for ways to make your writing clear, understandable, and interesting. Use descriptive verbs, adjectives, or adverbs when possible. It also helps to have someone else read your work to point out things you might have missed. Then make the necessary corrections and changes in a second draft. Repeat this revision process once more to make your final draft as good as you can.

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Planning a composition in Primary 2

In Primary 1, students are required to write a few sentences based on one picture. In Primary 2, students are now faced with 4 sequenced pictures to a plot. This is a natural progression in schools to allow students to develop their English writing skills and enhance their plots and descriptions in their compositions. This change, however, can be daunting for some students. “I don’t know what to write about” is a common phrase that we hear our new lower primary students say. Fortunately, with weekly writing practices , our students adapt to the demands of Primary 2 Paper 1 component .

So, what is the first thing that we teach our students? Planning. At TF, we believe that Planning is the most important stage in composition writing . This is emphasized at all our levels. The advice I give my PSLE students every year is to take that 5 minutes to plan their stories even if they are confident of their plots. It is always better to plan instead of realising that they are out of point 30 minutes into the examination.

1. How do our P2 students plan their compositions?

Every composition should have an Introduction, Body, Ending .

We ask our students to reflect on the following questions:

What is the story about?

What is the Problem/ Rising Action?

What is the Solution/ Falling Action?

What is the ending?

1.2 Setting

Describing the setting of a story will allow students to learn how to be descriptive in a composition .

As students gain confidence in their writing skills, they begin to enjoy writing about different scenes and places, especially if they have visited the places themselves.

To kickstart them off in learning how to describe settings, we ask them the following questions:

What does the protagonist see?

What does the protagonist hear?

What does the protagonist feel?

These questions can be revisited throughout the story and not just in the Introduction of the story.

1.3 Characterisation

At TF, the characters in our students’ stories play an important role .

In our experience, examiners react well to compositions that portray realistic and descriptive characters .

The best characters are the ones who evolve from the start to the end of the story.

We ask our P2 students the following questions:

Who is the protagonist in the story?

Are there other characters?

What do they look like?

What are they feeling?

How do they behave to show what they are feeling?

What did the protagonist learn at the end of the story?

Once again these questions are asked again as students plan the Body and Ending of the story .

With these 3 points in mind, let us take a look at the composition below.

2. Composition planning example

2.1 Introduction (Picture 1)

Setting : The school canteen

See : bustling with students rushing to buy their food

Hear : loud chatter and laughter echoed in the canteen

Smell : the delicious aroma of chicken rice wafted through the air

Protagonist: Mary

Mary : A primary 2 student in a new school

Characterisation : Sweet but shy girl

Emotions : Feeling lonely as she had not made any friends in school yet

2.2 Body – Problem / Rising Action (Picture 2)

Problem : Mary slipped on a puddle of spilled juice. Her bowl of hot noodles flew in the air and landed all over the canteen. She scalded her hand.

Emotions : Embarrassed and in pain. Burst into tears.

2.3 Body – Solution / Falling Action (Picture 3)

Solution : Two of her classmates who witnessed the incident rushed forward to help her by…

Emotions : Relieved and grateful. Stopped crying and thanked them.

2.4 Ending – (Picture 4)

The two classmates invited Mary to sit with them. They chatted together. Mary learnt the importance of being careful in the school canteen.

Emotions : Happy

We hope that the tips above will help your child take the first step in writing a good composition .

Check the other articles from this section

• P2 English: Evaluating grammar rules, comprehension and writing skills
• P2 Vocabulary List & 5 Ways to build Vocabulary
• Three ways to help lower primary students develop a love for writing
• P2 Grammar Rules
• Primary 2 English Holiday Project – A Book in a Box
• P2 English Comprehension Open-ended : 3 steps to ace this component
• 3 Fun Ways to get your child to do some creative writing this June holidays
• P2 Composition: 3 Writing skills that students should start developing
• P2 Composition – Characterisation & Model Composition
• P2 Composition Tips & model – A Good Deed

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Essay for Primary School: Simple Guide for Kids [with Samples]

The age of primary school students ranges from 5 to 11 years. At this stage of education, children start developing their writing skills. They make their first steps to analyzing and proving their points of view. Besides, they study how to write an essay for elementary school.

Correctly preparing all types of homework, from creative to persuasive writing, is something they should learn how to do. Surely, they need assistance in completing the first tasks. Right now, we will present to you the essentials of a good essay for primary school:

• A captivating topic;
• A precise and clear thesis statement;
• Several introductory sentences;
• Several supporting sentences;
• A strong concluding part.

If now you are looking for some hints for writing primary school essays, you have come to the right place. Especially considering the fact that children may approach the task in a variety of ways depending on how they prefer to study (which is easy to find out by taking a learning style quiz for kids). Below, our team has prepared tips and tricks for kids to nail their primary-level academic papers.

💡 How to Write an Essay for Primary School

An essay is one of the first written assignments you may get. So, we advise you to pay special attention to what your teacher says. Before assigning such a task, they give you explanations for preparing a primary school essay.

Usually, elementary school essays are meant to fire up kids’ imagination and expose their writing skills. No matter what the purpose is, you should approach the task with care.

What should an essay for primary school include?

• A captivating topic ; Selecting a topic is the first thing you will do after you get your assignment. Carefully examine the task’s details and think about something appropriate for your elementary level. Brainstorming your ideas is an excellent place to start.
• A precise and clear thesis statement; Make sure your thesis statement is accurate and brief. Without a clear thesis, your essay will not have a central idea and will be hard to develop. A precise statement tells the reader what your writing is about. Besides, it exposes how good your grip on the central idea is.
• Several introductory sentences; A great introductory paragraph can help you grab your readers’ attention. You can start by including a quote, telling an anecdote, or asking a question. In the introduction, the author also identifies the purpose of the essay and the topic. The paragraph ends with a thesis statement and prepares the reader for the supporting sentences.
• Several supporting sentences; This part of your essay will include the position you presented in the thesis statement. It will either offer an idea or defend it. It can be done in several ways: you can include reasons, examples, and supporting points.
• A strong concluding part. The conclusion wraps up the essay, but it emphasizes all the principal points you have argued throughout your essay. It is the last chance to sway your reader by explaining why the topic is relevant to them. Ending your essay with a strong concluding part shows that the thesis statement has been defended.

Essays for primary schools do not require research or analytical data. All you need is to present your ideas on the specified or chosen topic. Mind the proverb, “the written word remains” while writing your first elementary level essay.

The thing is:

The essay structure explained above will work for assignment kids will face in elementary school, middle school, high school, and up to college level. Teaching kids to write a traditional five-paragraph essay is essential for their academic success. It helps explain to them how to argue their ideas in a coherent and structured manner.

If you need more help with writing essays or with essay proofreading , you are welcome at our site.

✨ Topics for Primary School Essays

See the primary school essay topics that are manageable for an elementary level. It should be interesting for a kid but also informative and engaging for the readers.

These topics will get an A+ for your next school assignment:

• Our world in 50 years;
• My first day at school;
• Future profession;
• My summer holidays;
• My journey through primary school;
• When I grow up… etc.…

You can find a good topic but have no idea how to write a good paper on it. These five essay prompts can be helpful if you need some inspiration.

• What is your favorite day of the week, and why? Think about a day of the week you enjoy the most. Why do you like it? Most of us wait for weekends to rest and spend time outside and with our families and friends. If that’s your case, describe how your usual Sunday looks and explain why you enjoy it.
• What do you like the most about winter? This is another great topic to consider, especially for creative writing. Everyone can pick at least several things they enjoy about winter. Whether it’s the snow, the winter sports, the holidays, or the winter break, write about something you like. It’s a fun and engaging topic for everyone.
• Who’s your hero? All of us have a person they admire. It can be your father, your friend, or a celebrity. Think about the qualities or their actions that make them so special. You can try to tell a little bit about their biography and explain how they influenced you.
• What’s a good friend? You probably have a best friend. In this essay, you can try to explain what qualities do you personally appreciate in them. If you haven’t found a best friend yet, you can try to think about what kind of people you enjoy interacting with.
• Your biggest dream. People are born with the ability to dream. What is your biggest dream? Is it to learn how to drive a boat or visit savanna and see the big five? This essay lets your imagination and your creativity run wild.
• The car I dream about.
• Explain what friendship means to you.
• Describe your parents.
• How do you understand happiness?
• Write how you help your classmates with autism to feel included.
• The most important event of my childhood.
• Discuss why physical activity is important for children and what types of activity you like best.
• Do you like to take part in competitive sports?
• Explain why you like or don’t like figure skating.
• A person who inspires me: my mother .
• What dog would you like to have?  
• Describe your visit to Disneyland or any other theme park.
• My travel to Dresden.
• What challenges did you face in primary school?
• Do you believe in online-friendship?
• What do you do when you feel stressed?
• Tell about your puppy and how you take care of it.
• The reasons my teacher is the brightest figure in my life.
• Describe the kindergarten you went to and explain why you liked or didn’t like it.
• How did you deal with bullies in the kindergarten.
• How I won the fight by losing it .
• Write about your favorite primary school teacher.
• Why everyone should have a pet .
• Explain how you interact with other kids at school.
• Tell about the most exciting event in your life.
• Explore how eating healthy food can help you to do better at school.
• Describe your first visit to a museum.
• The difference of being a child in the past and today. 
• Write about your trip to Yellowstone National Park and what you liked the most about it.
• What makes a good parent?
• How does your dream home look like?
• Do you remember what difficulties you faced while learning to write?
• Tell about your favorite holiday.
• What do you like about Christmas?
• How I learned to ride a bicycle.
• Describe the lessons you have in primary school and which of them is your favorite.
• Write about your physical education teacher.
• Discuss the pre-school education facility you’ve visited.

Sometimes such prompts can help you better than primary school essay writing samples. First of all, it gives you a direction by leaving you with the questions that only you can answer. Second, it shows you a variety of topics and themes available. Nevertheless, we still encourage you to look at some simple essays for primary school for better results.

All in all:

Essays are the most common academic paper that might seem easy to a writer. Our free tips will help you to get through any kind of paper. Still, if you are stuck on essay writing, you can always ask us for help!

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Further reading:

• Essay Topics for Grade 8, 9, 10, 12
• What Does an Excellent Essay Look Like?
• 1000-Word Essays: Quick Answers
• Breaking Down the Types of Essays
• A Complete Guide to Essay Writing
• How to Write a Good 5 Paragraph Essay
• The Basics of Effective Essay Writing: Becton Loveless, Education Corner
• 50 Writing Prompts for Elementary School Children: Janelle Cox, ThoughtCo
• Student Writing Models: Thoughtful Learning K-12
• Elementary Archives: JournalBuddies.com
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Being a primary school teacher of English language, I have discovered that many students leave primary school without basic essay writing skills. This is because as teachers, we do less to help and guide the learners in this aspect. We do less because we lack the knowledge and ability to guide the learners perfect this writing skills yet it is considered the production stage of language learning. Kindly help me. Guide me further so that I can also guide my learners.

A great suggestion for primary teachers and parents!

This is a very good method to preach the acknowledgments on report writing towards people.

Thank you for your great effort and help. Your blog has taught me many things! Thanks for this fantastic blog post on writing primary school essays.

Thanks for the post on writing essays for primary schools. It’s a real help for me and my son, who just starts to learn how to write essays.

Identifying the features of an essay

I can identify the logical argument of an essay and I can identify an essay's linguistic features in a model.

Lesson details

Key learning points.

• Essays can either examine both sides of an issue in a balanced way, or they can argue persuasively on one side only.
• Essays include subject-specific language and they are written in formal tone.
• A one-sided essay presents a logical argument that reveals a series of points.
• Points made within essays must be explained and backed up by evidence in order to be effective.
• A range of fronted adverbials, sentence types and parenthesis in brackets are linguistic features of essays.

Common misconception

Pupils may believe that an essay is always a two-sided discussion leading to the writer's own conclusion.

In this unit, we will write a one-sided essay which makes the argument posed in the title; we will avoid presenting this as the writer's own opinion.

Essay - a piece of writing that explores arguments about a particular issue

Logical argument - one that follows a series of steps that lead clearly towards a conclusion

Evidence - information or facts to show something is true

Linguistic features - the language structures that are used within a text

This content is © Oak National Academy Limited ( 2024 ), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Starter quiz

6 questions.

relative complex sentence -  

These fuels, which are buried in the ground, are high in energy.

non-finite (-ing) complex sentence -  

They trap heat in the atmosphere, adding to the greenhouse effect.

fronted adverbial of time -  

In 2019, the Earth's temperature was the highest in 100,000 years.

parenthesis in brackets -  

Fossil fuels (such as coal) are formed underground.

Additional material

Model Compositions for Primary School Students

• Primary School Composition Writing

Examples of Model Compositions from Primary School Students in Singapore

Here’s a collection of Model Compositions (aka compos) written by Primary School students in Singapore. 

These compos are written by our students.  They are based on the latest school syllabus.  These students learnt how to write from the P5/P6 Creative Writing Master Class online course.  Some also learn in our live, physical classes.

These compositions are categorised by common examination topics .  The mistakes in these compos have been corrected.  They have also been edited for easier reading.  

Do bookmark this page and check back every now and then for updates about model compos!

Before you carry on reading, you might want to download our FREE ebook of the Top 10 Model Compositions written by our students.  You will be awestruck by their compo writing skills!

• Common Test / Exam Compo Topics
• Strong Intros
• Descriptive Scenes
• Impactful Endings
• Powerful Vocabulary

Example Model Compositions

For an example of composition writing –  your child will be given a topic and 3 pictures to choose from.  The minimum word requirement for P5/P6 is 150 words. Whereas for P3/P4, the minimum words requirement is 120 words.  It is advisable however to write more than just the minimum word requirements as a lack of content usually results in lower composition scores.  For P5/6 we advise writing about 300 words.  For P3/P4, we’d advise writing about 200-250 words for your compo.

If you need an idea of how a model composition should look, below are some English composition examples for common topics written over the years by some of our students.  

* Click or tap on the links in blue to view the compos *

Overcoming Fear

Isabelle ong, p6 – overcoming fear.

Naomi Rai, P6 – Overcoming Fear

Natalie Chua, P6- Overcoming Fear

Charmaine Khoo, P6 – Overcoming Fear

Braedon, P6 – Overcoming Fear

Caius Chin, P4 – Overcoming Fear

Ajay, P6 – Overcoming Fear

Krishna, P6 – Overcoming Fear

Challenges / Competition

Michela, P4 – The Day I Won a Competition

Naomi Rai, P6 – A Challenge

Megan Ng, P6 – A Challenge

Irfan, P5 – A Challenge

Bravery / Courage / A Courageous Act

Jasmine, P6 – A Brave Act

Lim You Heng, P6 – A Heroic Act

Rachel Lee, P5 – A Courageous Act

Unforgettable / Memorable Incidents /  A Memorable Learning Journey

Braedon, P6 – An Unforgettable Incident

Melissa Liew, P6 – First Day in School

Dyan Loo, P4 – A Memorable Learning Journey

Acts of Kindness / Graciousness

Ying Xuan, P5 – Charity

Natalie Chua, P6 – Charity

Megan Ng, P6 – Helping Someone Out

Haziq, P6 – Being Kind

Being Disrespectful

Tricia Lim, P6 – Being Disrespectful

Ying Xuan, P6 – Being Disrespectful

Louris, P6 – Being Disrespectful

Myra, P6 – Being Disrespectful

An Unexpected Incident

Ying Xuan, P5 – An Unexpected Incident

Celeste Ong, P5 – An Unexpected Incident

Darren Tan, P6- An Unexpected Incident

Trying Something New / Learning a New Skill

Benjamin Ng, P5 – Trying Something New

Natalie Chua, P6 – Trying Something New

Toby Toh, P6 – Trying Something New

Darren Tan, P6 –  Teamwork

Marcus Chan, P6 –  Teamwork

Marcus Low, P6 –  Teamwork

A Touching Moment

Eugene Seah, P6 – A Touching Moment

Darius Lye, P6 – A Touching Moment

Venus Ho, P6 – A Touching Moment

Choo Kaeci, P6 – A Touching Moment

Hannie Lim, P5 – A Touching Moment

Dillon Lim, P6 – A Dilemma

Brian Chua, P6 – Pride

A Bad Idea / Bad Decision

Joanne Zhu, P6 – A Bad Decision

Teo Gi Min, P6 – A Bad Idea

Jolene Tan, P6 – A Bad Idea

A Foolish Act / Being Careless

Fuiji Aimi, P6 – A Foolish Act

Yan Lin, P6 – A Foolish Act

Amanda Tan, P6 – A Careless Mistake

Making a New Friend / Friendship / An Unexpected Friendship

Isabelle Tan, P6 – Making a New Friend

Adabelle, P6 – Making a New Friend

Bharat, P6 – An Unexpected Friendship

A Close Shave / A Narrow Escape

Stephanie Lee, P6 – A Close Shave

Peng Ruijia, P6 – A Close Shave

Claudia Poh, P6 – A Close Shave

Being a Leader

Gervin Tan, P5 – Being a Leader

A Dream Come True

Janelle Lee, P6 – A Dream Come True

We hope you found these example compos useful.

“How Can My Child Write a Model Composition?”

 A composition can qualify as a model example if it meets the following requirements:

Good Control of Grammar

Firstly, writing with good grammar rules is a MUST.  Good grammar is the first and most obvious requirement to even be considered for a model composition.

Your child must get his basic grammar rules correct. The three most important rules are – Subject-Verb Agreement, Tenses, and Word Formation. (There are a lot more rules, but being able to focus on the 3 aforementioned rules should be adequate.)

The examiner will also assess if your child is able to join sentences together. Also, your child should know how to use punctuation appropriately .

Expand Your Vocabulary and Use it Effectively

Also, poor vocab will also result in stale, repetitive writing. This will bore readers and reflect badly on your child’s writing proficiency. A writer who knows how to wield the power of words can transform a mundane topic into one that captures the reader’s imagination.

Get Organised & Combine Your Ideas to Write a Great Story

Being organised is essential to qualify as a model composition. Your child must be able to write the story in a proper sequence. There should be no loopholes, and descriptions should not be jumbled up.  Paragraphing plays an important role in organising a story.  But the secret to being organised is simply – planning.  ( An activity that the average writer neglects to perform.)

Explore Your Creativity

Finally, to achieve an exemplary composition status in a class full of high-level writers, your child must display creativity.

Being creative means your child must be able to come up with a plot that is not only unique, but also related to the topic.  

Your child must be to draw unique references from the pictures given in order to write a creative compo. (Yes, there are lots of strategies to do so and they are covered in our flagship online courses – The Little Writers Master Class (for P3/P4) and the Creative Writing Master Class (for P5/P6) .)

In a class where everyone has good grammar and good vocab, a compo with a unique story line will win hands down.

Furthermore, no examiner likes reading the same old plots again and again!

Hopefully, the tips above will help you in writing a PSLE model composition as well 🙂

Other related articles on Writing Samurai:

• Free Picture Compositions Examples
• How to Write An Essay For Primary School?
• How to use Proverbs in Composition?
• Top Exam Tips for Situational Writing
• Top Tips for Primary English Papers

Hang on… You might find this useful as well!

Get your child this best-selling ebook of Top Model Compositions with Detailed Analyses  

In this ebook, our Writing Samurai teachers have provided detailed analyses and  explanations of the writing techniques used. 

Hence, your child can learn the writing secrets that our students employ to get a huge boost in their marks! Common compo topics included.

Click on the image above or this link for more details >>> https://writingsamurai.com/product/ebook-model-compositions-with-detailed-analyses/

Follow Writing Samurai on Telegram for the latest tips and strategies for English, Chinese, and Creative Writing!  Pssst... We will also share the latest compo topics during test or exam season!

Click this link to follow our channel >>> https://t.me/writingsamurai

Common PSLE Composition Topics - How to Handle Them from Writing Samurai

9 common mistakes made in psle english composition writing.

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CreativEdge Learning

How to write a primary 2 composition.

Today, we are going to learn how to write a Primary 2 composition, specifically the middle paragraph which is also known as the body paragraph.

Young writers typically have some issues with going beyond the pictures to write a complete story.

To better understand how to write the body paragraph, we are going to use the following 4-picture composition topic to illustrate how to do so.

Two self-questions to write the body paragraph

For young writers, the learning process should be kept simple for their easier learning.

To teach children to visualise and write the story in a step-by-step manner, we use the following questions:

• What comes next?
• Can I say more?

Using the following picture composition topic, we will illustrate how the 2 questions can be used to write the body paragraphs.

Writing the body  paragraphs (1)

Let’s examine the above picture topic.

To write the body paragraph, the focus is on Picture 2 and 3 .

However, to start the body paragraph, we should consider what happened just before Picture 2. Thius means pupils should imagine what happened between Picture 1 and 2.

It is logical to assume that all three boys were playing with the ball prior to the scene in Picture 2.

Writing the body  paragraphs (2)

Teaching notes

We can use “Can i say more?” to write more about what the boys were doing as they were kicking Jim’s football.

Since they were at the bus stop, it is logical to assume that they were kicking the football and waiting for the bus too.

Since the boys were kicking and waiting at the same time, students are encouraged to use conjunctions such as “as” to combine the actions.

Writing the body  paragraphs (3)

Pupils should imagine what happened next.

This is clearly shown in Picture 2 as one boy kicked the ball hard.

Sequencing words such as “then” can be used to depict the next action.

Writing the body  paragraphs (4)

Imagine what comes next after Tom kicked the ball.

Since the boys were standing beside the busy road, it is logical to assume the ball flew towards the road.

Writing the body  paragraphs (5)

Since the ball flew towards the busy road, what did the boys do?

It is logical to assume that it was difficult to retrieve the ball with the car zooming past so the boys did not know what to do.

Writing the body  paragraphs (6)

Writing the body  paragraphs (7 )

To say more, students will have to identify the keyword or phrase. In this case, saying more on “get his ball back” will mean elaborating on what exactly the character did to do so.

Advanced writers can also improve their vocabulary by replacing common verbs such as “ran”.

Most students will use “sped across” rather than “onto”. However, it is important to stop and think if the action makes sense – Is it possible at all to run across a busy road with cars speeding past?

Writing the body  paragraphs (8)

Additional comments

Bearing in mind that other than the main character (Max), there are two other boys, students can “say more” on the other two boys’ actions.

Conjunctions such as ‘while’ can be used to connect actions which are happening at the same time.

Writing the body  paragraphs (9)

Writing the body  paragraphs (10)

We use sentence starters such as “Suddenly” to show actions that happen quickly and unexpectedly.

Advanced writers can make use of dialogue.

Young writers should keep the dialogue simple. This means to keep the speech short and simple.

The key is to focus on the right moment to insert the dialogue (example: critical moments like the above)

Writing the body  paragraphs (11)

Writing the body  paragraphs (12)

This is the complete body paragraph written sentence by sentence.

Using such a step-by-step teaching method makes for easier understanding especially for young writers.

Join us for our Primary 2 English and Writing classes which cover writing in detail for every lesson.

For more information , Whatsapp us at 87873371 or email us at [email protected]

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• Class 2 Essay

Essays For Class 2

Creative essay writing is considered one of the most effective ways to encourage kids to utilise their creative minds and use their imagination while writing an essay on a given topic. Reading and writing essays for Class 2 will enhance their mental ability to come up with alternative ways to write an essay.

Writing an essay for Class 2 broadens their thought processes and helps in improving their problem-solving and analysis skills. As young learners start writing an essay for Class 2 in English, it helps them to assess their thinking power and talent along with their writing prowess.

For a youngster, composing an essay or paragraph for Class 2 in English is like a golden opportunity to express his/her views about a topic in black and white and aids in understanding and analysing his/her writing expertise.

Here we bring you a list of English essays for Class 2 that kids would enjoy writing. This will help them to enhance their creativity and broaden their mindset and intellect.

List of Essay topics for Class 2:

What’s unique about the essays provided by us.

• The language of the essay has been kept quite simple and compelling.
• Each essay has been divided into 10 concise lines so that kids find the essays easy to understand.
• For each topic, all its important aspects have been covered. 
• The essays have been drafted and verified by our team of subject-matter experts in order to bring the most appropriate essays for your little one.

Writing an essay for Class 2, however, encourages young learners to exercise their own thinking ability and expand their imagination in weaving their ideas into simple words.

As kids gradually understand the importance of reading essays for Class 2, they become more competent and proficient in understanding a topic of interest and look forward to writing a paragraph in a standard English format.

Writing an essay for Class 2 helps children improve their communication skills and vocabulary. Kids can be given a few essay topics for grade 2 and asked to choose one. Later, you can ask them to write a simple paragraph or 10 lines essay. In addition, you can also let them explore topics and compose an essay. By doing this, they feel confident and remember the new words they have learnt. You can also let the kids choose random topics to write an essay, and help them find appropriate words to form meaningful sentences. A solid vocabulary plays an important role in building a child’s communication skills.

You can explore a huge variety of topics in English essays for grade 2. Take a look at our Kids Learning section, and you will find the best learning materials for kids .

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

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