The monography presents a historical overview of theories of written compositions in school commencing from the year 1850 to the present time, including four important turning points (I) originators of composition writing Majar (1850) and in continuation Praprotnik. (II) The second period marked by Bezjak and Lichtenwallner (1908) strive to promote, a new, no longer the old teaching of writing. Originating from this period are also textbooks by Bezjak and Schreiner, reading – books by Bajec, Rupel, Sovre and Kolarič. (III) The third period is represented by Šilih (1955), who tries to re-evaluate teaching, new, no longer the old manner of teaching composition writing. This period is carried into the 1950's by Trdina (1955–1964) and Silvester (1959– 1960) and is followed by a time in which writing is schools emphasizes on the text – product of writing and linguistic correctness of written compositions. (IV) The 1980's and 1990's mark the beginning of creative workshops simulated not only by the influence of American schools but also by the development of the educational system, mother – tongue didactics and literature, a greater democratization of teaching and a new conception of the child. This has lead to a division between poetry prose workshops on one hand and creative writing in school on the other. The end of the twentieth century marks the emergence of contemporary theories of writing.
Additions to the monography are titles of written compositions dating from 1849 to 2000. These titles are thematically and structurally analyzed in the second part of the thesis and like the work itself indicate further research possibilities.
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