Five Ways to score in your Primary 4 compositions & P4 WA2 Model composition – A Mischievous Act

At the end of Term 2, some of our Primary 4 students were tested on composition writing for their WA2. Interestingly, three of them — all from different schools — received the same theme: “A Mischievous Act.”

One of our students scored an impressive 18 out of 20 for her composition — a fantastic achievement that reflects not only her creativity but also her solid understanding of story structure. So, what made her writing stand out? Let’s take a closer look at her work and break down the key features that helped her achieve such a high score.

1. Introductions and Conclusions

A strong introduction immediately draws the reader in. It sets the scene, establishes the tone, and provides a glimpse of the story to come.
When beginning a composition, ask yourself:

• Where is the story taking place — in school, at home, or outdoors?
• When is it happening — during recess, at night, on a weekend?
• What is the mood — cheerful, tense, or mischievous?

By answering these questions, you create an introduction that gives your story depth and direction.

In this composition, the student started by describing the start of recess and how students were heading to the canteen — the main scene of the story. This simple but effective setting immediately told the reader where the story would unfold.

Her conclusion was equally well-crafted. She ended with the proverb “You reap what you sow” to show that John, the mischievous boy, had learned an important lesson. She then added a short reflection — a hallmark of maturity in writing — explaining how John realised that his actions had consequences.

At Thinking Factory, we encourage our students to begin their stories descriptively, using sensory details to paint a picture in the reader’s mind. Likewise, we teach them to end their stories with a reflection and a proverb, tying back to the main theme.
Mentioning the theme again in the last paragraph is non-negotiable for our P4–P6 students — it shows control, consistency, and awareness of the question.

2. Characterisation

A story becomes truly engaging when readers can see and feel the characters come to life. This is where characterisation plays a crucial role.

Instead of simply saying, “John was mischievous,” describe what he does that shows his personality. For example:

“John snickered quietly as he slipped the frog into his classmate’s bag.”

Through action and dialogue, the character’s traits become more vivid and believable.

In this composition, the student described John not only as mischievous but also stubborn — a detail that gave the story more complexity. By the end, John’s behaviour changed; he reflected on his mistake and promised to be better.

This transformation showed character growth, which teachers love to see. It also added an emotional touch — readers felt satisfied knowing the main character had learned something valuable.

At TF, we emphasise characterisation because even two or three well-written lines can make a huge difference. A good character doesn’t need to be perfect — just believable, relatable, and capable of change.

3. Theme Development

From Primary 4 onwards, students are expected to develop the theme throughout their compositions. Whether the question comes with three pictures or just a phrase, the story must stay focused on the central idea.

In this case, the theme “A Mischievous Act” was cleverly developed in each stage of the plot:

• Introduction: John’s mischievous personality was hinted at.
• Build-up: His act of mischief took place during recess.
• Climax: The consequences of his actions unfolded.
• Conclusion: John realised his mistake, and the theme was mentioned again through reflection and a proverb.

At TF, we constantly remind our students that theme development is what gives the story coherence and focus. No matter how creative the writing, if it strays from the theme, marks will be deducted.

That’s why our students practise linking their ideas back to the theme — not only in the conclusion but also at key points throughout the story. This ensures the entire composition remains tightly structured and purposeful.

4. Language Accuracy and Style

Even the most exciting plot can lose marks if there are too many grammar or spelling mistakes. In this student’s work, there were only minor punctuation slips — no tense or spelling errors — which helped her secure a strong language mark.

To score well for Language, students must show:

• Correct tenses throughout (no switching between past and present unnecessarily)
• Accurate spelling and punctuation
• A range of sentence types — simple, compound, and complex
• WOW words — vivid verbs, adjectives, and adverbs to make descriptions lively

Here are some examples we teach at TF:

• Instead of “walked quickly,” try “hurried.”
• Instead of “said softly,” try “whispered.”
• Instead of “very big,” try “enormous.”

Good language isn’t about using “hard” words — it’s about using the right words that fit the tone and mood of the story.

Many P4 students have strong plots but lose marks because of careless grammar. That’s why we train our students to proofread their work before submitting it. A single missing full stop or misspelled word can make the difference between a 15 and an 18!

5. Plot Organisation and Flow

Another important feature of a good composition is logical flow. The story should move smoothly from one paragraph to the next, with clear cause-and-effect relationships between events.

At TF, we teach students to plan their stories using a five-part structure:

1. Introduction – Set the scene and introduce the characters
2. Build-up – Lead up to the main event
3. Problem / Climax – The key action or turning point
4. Falling Action – What happens after the problem
5. Conclusion – Reflection, lesson learnt, and theme revisited

Using transition words like “Soon after,” “However,” “To his horror,” or “In the end” helps connect ideas and keeps the reader engaged.

A strong composition combines creativity, clarity, and control. It’s not just about telling a story — it’s about crafting one with purpose.

At Thinking Factory, we focus on helping our students master each aspect of composition writing — from building vivid descriptions and developing themes to polishing grammar and structuring their plots.

With consistent practice, guided feedback, and the right writing techniques, every student can improve their marks and, more importantly, grow to enjoy the process of writing.

So, the next time you’re asked to write about “A Mischievous Act,” remember:
Start with a descriptive introduction.
Build your characters thoughtfully.

Stay true to the theme.
Conclude with reflection and a proverb.

Primary 4 composition model : A Mischievous Act

Pictures : Students at a drink stall & a boy placing a fake cockroach on the straw dispenser / a girl, holding a drink and getting a fright when she sees the fake cockroach / a teacher reprimanding the boy angrily

The tintinnabulation of the bell echoed in the school hall. Students quietly left their classrooms and headed down for recess. It was an excruciatingly hot day, and my throat was parched. I wanted a big gulp of my favourite cold soda.

The school canteen was full of noise and excitement. Children were laughing, talking, and queuing up to get their lunch. The smell of yummy food, like spaghetti, chicken nuggets, and warm bread, filled the air. I made a beeline for the drinks stall and stood behind John, my classmate. John was a mischievous and disobedient boy. He enjoyed playing pranks on other students. Despite our kind teacher, Mrs Tan, telling him not to play pranks in school, he continued to do so. He would often rub his hands in glee while watching his prank unfold.

“What do you want to order, boy?” said the drink stall vendor, looking at John.

John was acting very suspiciously. He had his hand in his pocket and a smirk on his face. John suddenly left the queue without ordering any drinks. What is he up to now? I thought to myself before quickly placing my order. Thanking the friendly vendor, I was about to grab a straw from the straw dispenser when I suddenly saw what I was most afraid of – a cockroach! It was on top of the straw dispenser.

Within seconds, I gave a blood-curdling scream that echoed in the canteen. In an attempt to run away from the cockroach, I lost my footing and fell backwards. The drink I was holding spilled all over my pristine school uniform, but that was not the worst. I hit my head on the side of the drink stall, and blood oozed out of the cut immediately. Suddenly, I heard peals of laughter behind me. When I turned around slowly, I saw John clutching his stomach and laughing at me. That was when I realised that he had played a prank by placing a fake cockroach on the straw dispenser.

“John Tan Chee Hean!” a loud, fierce voice boomed in the canteen.

The canteen was completely silent, even the vendors had stopped working. I looked in the direction of the voice. It was Mr Ahmad, the school’s Discipline Master. Everyone was afraid of Mr Ahmad. John stood motionless, his legs trembling. Mr Ahmad helped me up and looked at the wound on my head. Fortunately, it was not serious. Then, he reprimanded John severely for playing a prank, especially in a crowded canteen, and causing me to be hurt. With tears in his eyes, John apologised to me. Mr Ahmad accompanied both of us to the General Office. He called my mother to explain what had happened and then cleaned up my wound and gave me a change of uniform. Then, he called John’s parents.

You reap what you sow. John learnt a valuable lesson that day. He was also punished at home, and he had to attend detention in school for two weeks. He understood that playing pranks was not just a harmless joke. He promised not to be mischievous and never played pranks again.