Pupils are to select one of the following compositions and rewrite it in a different way as their holiday homework. Parents or tutors may wish to adopt or adapt ideas below. Pupils are to submit their best composition done during the June holidays when term starts.
Ideas on how to improve in composition writing:
1. Buy a model composition book. (If you want to challenge your child to write even better, buy a P5 or P6 model composition book.)
2. Get your child to read the first 5 to 10 compositions and ask him/her to select the best one. Ask your child to state his/her reasons why that particular composition was the best.
3. Ask your child to write a similar story. Help your child to edit after the composition is written.
4. After 2 or 3 days, get your child to think of 3 to 5 different ways to change the story e.g. different endings, plot, introduction etc and discuss their ideas with you or the tutor. They can decide on the best idea and rewrite the story. (If the composition was written on the computer, the child can save the second one as version 2.)
5. Your child can now proceed to read the next 5 to 10 compositions and carry out the thinking and writing process all over again.
Benefits:
Pupils learn to identify what makes a good composition.
Pupils develop creative thinking when they come up with ideas of different ways to rewrite their stories.
Pupils get to read good compositions.
Pupils will hone their composition writing skills.
Below are two very good compositions written by P4 pupils in 2012, SA1. Perhaps your child could read them and carry out the process stated above for one or both compositions:
1. Buy a model composition book. (If you want to challenge your child to write even better, buy a P5 or P6 model composition book.)
2. Get your child to read the first 5 to 10 compositions and ask him/her to select the best one. Ask your child to state his/her reasons why that particular composition was the best.
3. Ask your child to write a similar story. Help your child to edit after the composition is written.
4. After 2 or 3 days, get your child to think of 3 to 5 different ways to change the story e.g. different endings, plot, introduction etc and discuss their ideas with you or the tutor. They can decide on the best idea and rewrite the story. (If the composition was written on the computer, the child can save the second one as version 2.)
5. Your child can now proceed to read the next 5 to 10 compositions and carry out the thinking and writing process all over again.
Benefits:
Pupils learn to identify what makes a good composition.
Pupils develop creative thinking when they come up with ideas of different ways to rewrite their stories.
Pupils get to read good compositions.
Pupils will hone their composition writing skills.
Below are two very good compositions written by P4 pupils in 2012, SA1. Perhaps your child could read them and carry out the process stated above for one or both compositions:
English Language Paper 1
SA1, 2012, Question 1
Chen Junye George, 4.9 (modified and edited version)
The sun shone gloriously in the cerulean blue sky. Fluffy white clouds drifted across the sky as birds chirped merrily and crickets creaked. I was just getting up from bed and yawning lazily. Looking at my bed, I suddenly recalled the incident that happened to me two years ago. A wave of emotions drifted into me as I recalled that incident. It all started like this:
“Wake up! Wake up Mary!” mother hollered the umpteenth time.
“Mom, I am feeling feverish and I do not feel like going to school,” I replied with a hoarse voice. My throat was aching and swallowing was an agony.
“Stop your innocent act and wake up!” shouted mother again. I tried to get up but in the end, I was on the bed again. By that time, mother was furious and marched into my room. My mother saw that my face was pale and deduced that I was ill. Touching my forehead, my mother had a great shock, and told me that I had a very high fever. My mother then helped me out of bed and brought me to the nearby clinic. I wondered silently, why I was so unlucky to fall ill.
As my mother and I waited patiently for our turn, I was getting more and more bored as every minute passed. Finally, we heard the nurse calling my name and went into the doctor’s room. The doctor did a full body check-up for me and finally asked me to open my mouth. Then, the doctor used a torch to look at my throat. The doctor said, “You just have a high fever and a very sore throat. Don’t be too worried.”
My mother was most relieved. The doctor prescribed some medicine. The nurse showed us the medicine and I dreaded the number of pills I had to take. As the nurse slowly explained how they should be consumed, my mother listened attentively. The nurse also reminded me to take my medicine daily in order to recover quickly. After collecting my medicine, my mother and I walked home. I was angry with myself for getting ill and I was filled with envy as I thought of my friends playing happily in school. I wished that I could be in the pink of health as soon as possible.
After reaching home, my mother ordered me to go to bed immediately. I was sad and bored stiff. Everything was boring when I was ill, I could do nothing except sleep and eat! In addition, I had to eat all by myself as I had to stay a distance from my siblings so that they would not get affected. Moreover, I could only eat porridge when my siblings were having chicken rice and fried chicken wings. Luckily, with the help of the medicine and the care of my family, I recovered quickly. I was over the moon when I was able to return to school. This incident is etched in my mind. I always try to eat a balanced diet and keep fit so that I would not fall ill so easily.
“Wake up!” my mother shouted. “Okay!” I replied as I hurried to the bathroom to brush my teeth.
English Language Paper 1
Question 2
Nicole Soo, 4.9 (modified and edited version)
It was a scorching hot Tuesday and the sun’s rays beat mercilessly upon my back as I walked to school. I trudged past the gate and into the canteen. I saw my friend and both of us decided to buy a drink from the drink stall in the canteen. People in the queue were chatting happily. My friend and I joined the queue and soon we were sipping our favourite drinks.
Suddenly, a piercing scream was heard and everybody whipped around to see what had happened. My friend and I decided to investigate. There was a crowd in the middle of the canteen. A boy had been running in the canteen and he had knocked into a girl. Both of them had lost their balance and landed in a heap on the floor. The girl had been carrying a bowl of scalding, hot soup and the bowl was now on the floor, its contents spilled, creating a puddle. Some of the soup had scalded the boy.
I walked towards the two people and noticed the girl had a cut on her leg. I helped her up and walked her to the general office while the other boy who was scalded was helped by my friend. A teacher in the office applied medicine on the two children’s wounds while I told her what had happened. The teacher reprimanded the boy for being reckless and told him to be more careful. The teacher praised my friend and me and informed us that we would each receive an award the next day.
Sure enough, after pledge taking in the hall the next day, my friend and I were called up to the stage to be awarded prizes by the principal. She told the school what we had done and a thunderous applause could be heard when the principal finished her speech. I felt as proud as a peacock and told my parents about it when I got home. They said they were proud of me and told me to continue to help other people.
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