help on compo plot

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help on compo plot

Postby jwxh » Fri Apr 12, 2013 4:20 pm

any good plot on the following compo:

during PE lesson, your classmate fainted while listening to the teacher.


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Re: help on compo plot

Postby Wockets » Thu Dec 05, 2013 11:29 am

any good plot on the following compo:

during PE lesson, your classmate fainted while listening to the teacher.


The typical approach involves letting the reader know who was involved , where they were and what time it was.

Questions are already planted into the reader's mind. They want to know a few things like : What did the teacher do ? What was wrong with the student ? How did the child's class mate react ? What happened next ? What happened in the end ?

Assuming that it is a primary 6's assignment , I would have these main ideas.

Paragraph 1 : Background + event.
Paragraph 2 : Description of the scene.
Paragraph 3 : Action of teacher / reaction of students
Paragraph 4 : Describe the journey to the doctors
Paragraph 5 : Resolution - getting answers from either the doctor or the child himself.

This general approach would be the easiest way to frame the ideas independent of the writing style. It could easily be customised according to the child's style

e.g. The child likes to write "flashbacks".

A simple self-containing flashback introduction :

Whenever James sees the picture of his P.E. teacher , memories of a particular embarrassing incident would flood his mind.

then he could use the general plot

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Re: help on compo plot

Postby celebratelife » Wed Dec 11, 2013 3:36 pm

Hi jwxh,

When penning narratives, it's best to think of various scenarios in which the context takes place.

Consider your composition title:

During PE lesson, your classmate fainted while listening to the teacher.

A composition is usually assessed based on two components: grammar and content.

For grammar, students can improve through continuous reading and doing assessment books on grammar. However, they can expedite their learning processes through the guidance of an experienced tutor whose personality and teaching style are aligned with their own.

As for content, this is where it gets tricky because it's more challenging to come up with an exciting and unusual storyline than to ensure grammatical fluency in one's writings.

This is because enhancing one's grammar proficiency only takes practice. Thinking of an interesting storyline involves a student's imagination, which requires experience and guidance in self-expression.

So, what are some ways that students are able to come up with interesting and unusual storylines? We focus on the composition topic and come up with questions, as follows:

i. What did the writer's classmate do or encounter prior to attending the PE lesson?

Some possibilities: skipped breakfast in the morning before coming to school, done some excessive warm-up exercises previously, slept too late in the night due to exam revisions, had an asthma attack the night before but was not properly treated, suffered a concussion the day before but never seek treatment etc.

ii. What was the teacher talking about?

Some possibilities: Some rigorous exercises, so the writer's classmate feigned fainting to avoid the exercise; A partnering exercise with a classmate, so the writer's classmates - upon hearing that he or she was to be paired with someone whom she dislikes, feigned fainting to avoid the exercise; An exercise which involve heights and/or weights, so the writer's classmate - being timid - fainted out of fright etc.

iii. What did the writer do upon witnessing the incident?

Some possibilities: The writer rushed to the aid of his or her classmate; The writer alerted the teacher.; the writer took the initiative to take control of the situation, directing a classmate to the General Office to ask for help while he or she escorted the classmate, with the help of the PE teacher etc.

iv: What happened subsequently?

Some possibilities: Writer's classmate was treated and was thankful to all; Writer's classmate's parents were infuriated over the negligence of their child during the PE lesson and demanded an explanation; Writer's classmate was rushed to the hospital and was hospitalised for a period of time, where she was visited and taken care of by both the staff and students of his or her school, and his or her parents are grateful etc.

This sort of brainstorming is not easy for students and it requires consistent practice, either between a teacher/tutor and themselves, or their parents and themselves. Stories should be read through together with the students, while efforts should be made to correct their pronunciation as and when necessary. Efforts should be made to stop at specific parts of the story at certain time intervals to question the students on how much they understand the story. If they don't, explain to them again. Patience is needed here. And if they do, do not just move on. Ask them questions about the story characters' personalities and/or motivations, the settings of the story, how students feel about the characters and story, as well as what they would do if they happen to be any of the characters. Allow students to disagree with the actions of the characters but always make it a point to discuss about their disagreements. Always keep an open mind. Doing so builds up critical thinking.

How to get students to love reading:

I hope the above helps.

Warmest Regards,

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Re: help on compo plot

Postby TheWriter » Sun Dec 22, 2013 4:05 pm

The two commenters above have already given excellent responses to the plot; I would just like to comment on the planning itself:

Many students tend to neglect the planning. Consequently, their narrative either:

A. Amounts to less than a page with very sparse description and use of vocabulary. This affects their scoring across both Language and Content.

B. An inordinate amount of time is given to the introduction and set up (e.g. discussing the weather, the gymnasium and the teacher's appearance) with very little time for the Climactic scene (assuming exam conditions). Consequently the latter half of the narrative become sentential versions of "Someone fainted because he was sick -> an ambulance was called -> ambulance came -> I felt sad that P.E was canceled." Language marks may be given for some evidence of good use of phrases, but the story as a whole still suffers.

In writing this narrative (or any other, for that matter), do bear in mind the planning process, which doesn't have to be extremely detailed, but the student should be encouraged to have the Climax scene in mind and work from there.

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