Appropriacy of process approach in the teaching of composition writing in upper primary classes in Kenya

Abstract

Imaginative composition writing skills (IMW) in Kenyan primary schools strengthen learners’ learning, thinking and reflect on their overall academic performance. However, achieving good composition writing is challenging especially to non-native learners of English because of its complexity and nature. Some factors attributed to learners’ writing difficulties are: the curriculum, the pedagogic approach used and teachers’ lack of ability in writing instruction. These factors are in tandem with the ICW status in Vihiga County where over (70 percent) of Class 8 learners’ composition score are unsatisfactory, 60 % of teachers are uncomfortable to teach ICW while 75 percent of learners find it boring.