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Abstract
The study was on the effects of editing instruction in teaching composition to SSII students in Government Senior Secondary schools in Jos North Local Government Area of Plateau State. The population was all the Senior Secondary two students in Government Senior Secondary Schools in Jos North LGA. The study adopted pretest-posttest experimental design. The sample was made up of twenty students from SS2 A at Government Senior Secondary School Gwom and another twenty SS2A students at Government Senior Secondary School Kabon for the experimental group, giving a total of forty SSII students for the experimental group. Another twenty SS2 students from SS2 B at GSS Gwom and GSS Kabon as the control group. The experimental group was exposed to editing instruction while the control group was denied such treatment. Relevant literatures were reviewed. Five research questions and two hypotheses were formulated for the study. The arithmetic mean was used to analyze the data obtained in order to answer the research questions, while the t-test for related samples was used to test the two hypotheses at 0.05 level of significance. The study found out that students exposed to editing instruction performed better than those who were not exposed to the treatment. The result led to the inference that the editing instruction has positive effects in teaching composition to SSII students. Therefore, recommendation was made by the researcher that English Language teachers should adopt editing instruction as a technique for teaching composition writing so as to enhance and improve students’ performance in composition writing. Keywords: Education, Students, Composition Writing, Teaching, English Language.