FACTORS AFFECTING WRITTEN COMPOSITION IN SOME SELECTED SECONDARY SCHOOLS: A CASE STUDY OF EGOR LOCAL GOVERNMENT AREA, BENIN CITY, EDO STATE

CHAPTER ONE

INTRODUCTION

Background to the Study

Among the heritage left behind in Nigeria by the British at the end of the colonial administration probably none is more important than English language. This is because it is the language of government, business, commerce, education, mass media, literature and internal as well as external communication. For this work or study, the entrenchment of English is more noticeable in the field of education. English is introduced as a subject in the first year of the primary school and from the third year of the primary school up to the university level is a medium of instruction. This means therefore, that every Nigerian child has assess to the cultural and scientific knowledge of the world through English. In order to acquire the knowledge of English, it is important to know that the curriculum or English is made the core subject in schools especially in secondary schools, and all other subjects revolve around it. A student will learn more if he acquires and know the language of instruction and in this case English language. This, therefore, makes it very important for English as a medium of instruction to be effectively taught and learnt in our secondary schools. Also, both the teachers and students should endeavour to utilize all the available materials and resources for the effective teaching and learning of English language. Among the various topics taught in English in our secondary schools including composition, comprehension, reading, spelling and grammar, the study of composition is given more attention, most of the time we see that secondary schools students are not interested in written composition or essay writing. This falls short of the fact that essay writing forms the greatest score in the assessment of students in English language.

This result to the fact that their results in English language became poor as compared with other subjects which they also communicate in English language. To improve on this, the teacher should arouse the students’ interest on essay writing. This could be achieved by positively reinforcing the best students on essay writing, such reinforcements could include the purchase of items that could enhance the learning of composition writing and verbal applauses. Essay or composition writing appears to be the most difficult out of the other aspects of the English examinations. This is so because, it is meant to test students’ ability to use English as a means of communication by expressing himself clearly and coherently. The understanding of the topic, organization, expressions and mechanical accuracy are tested in essay writing. This therefore, means that a student that is good in essay writing invariably is good in the language. Grieve (1965) observes that essay writing is the centre of English language. This is so because it is a way of finding out students’ ability in communicative competence in both normal and external examinations in English language. However, any examination in English language without the essay writing is regarded as incomplete. In other words, essay writing is an important academic hurdle which the students of English language must be prepared to scale through if they must pass.

He suggested that the students should be ready to work hard to pas English language by writing good essays at least one essay every week. If the marking of the scripts will be very uneasy to the teacher in terms of the number of scripts, it could be suggested that it should be spaced throughout the week. Grieve (1965) only discussed the importance of easy writing, its enhancement of excellence in effective English, he however, did not talk about problems that hinder good essay writing which this work aims at addressing. According to Mager (1991), the teacher on his part should avoid giving little hope or success, using inappropriate materials, threatening to expose ignorance, showing little understanding, hiding the means of evaluation, teaching and set of skills and testing another refusing to help and failing to provide feedback. Ubahakwe (1979) suggested the use of individualized methods to the teaching of essay writing. The method emphasize the fact that the students should work at their own pace, because students are working on the same materials at their own rate, the teacher has the opportunity to help students individually with their problems. Ubahakwe (1979) suggested the use of individualized method for the teaching of essay writing. He did not highlight some of the basic problems that students are oen faced with while writing essays. His ideas are good but better result would have been achieved had it been that he diagnosed such problems before suggesting cures and remedies. Researcher, therefore wants to identify some of these problems before proering solutions.

Statement of the Problem

Essay writing is an important aspect of English language in our secondary schools. This is because of its significant role it has to play in the pivot of which the study of all other subjects revolve round in Nigeria and as prominent requirement for admission into higher institution of learning. The importance of English language cannot be over-emphasized. The teaching and learning of this core subject should therefore be taken seriously by both teachers and students. Unfortunately, students have always performed poorly in this aspect of English language in some selected secondary schools. To solve these problems, the following questions are raised: