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For a long time influential linguists considered language development to be basically completed by the age of five or six. Consequently, research on school age children and adolescents has been quite rare. However, during the last two decades, considerable effort has been made to understand the nature of writing processes among schoolchildren. The aim of this paper is to explore writing competence of younger school age children by investigating compound sentences and coordinating conjunctions during the production of a written text. The most important thing in learning how to write is the development of a child's ability to produce and understand complex sentences of various kinds. Coordinating conjunctions are useful for connecting sentences, but compound sentences are often overused and traditionally seem to implicate poor syntactic ability. The examinees were divided in 4 age groups (181 pupils). Each examinee wrote 3 essays, so the whole corpus consisted of 543 texts in total. The analysis of the collected material included two levels: first we identified compound sentences and the number of clauses, and then the type of coordination was determined. The obtained results show the number and type of coordinated constructions which pupils from the first to the fourth grade of primary school produce. Also, coordinating conjunctions indicate the higher level of syntactic complexity of the text they are produced in. This research provides a new insight into syntactic competence of younger pupils in primary school

Types of coordination and syntactic complexity in written discourse of younger school age children