# data[].attributes.body
What are 3 key ideas from your reading?

# data[].attributes.body
What are 3 key ideas from your reading?

# data[].attributes.body
What are 3 key ideas from your reading?

# data[].attributes.body
What are 3 key ideas from your reading?

# data[].attributes.headline
Having good mentor text is essential to model good writing..

# data[].attributes.subject
Having good mentor text is essential to model good writing..

# data[].attributes.body
Teachers ourselves also need to read widely, in addition to the STELLAR texts, to provide mentor texts for the students.
The mentor text should be printed so that the students have a model to fall back on when writing.

# data[].attributes.body
having a good mentor text,
both teachers and students should read widely,
having discussion with students on good sentences

# data[].attributes.body
1) Teach them what to look out for in a mentor's text in terms of how a text is written.
2) Teachers to model aloud the writing process (struggles included) to the students.
3)Compare model texts with lower quality texts to continuously improve previous versions of draft.

# data[].attributes.body
1) Teach them how to write by giving them opportunities to write daily
2) To ensure that students have enough varied opportunities to write is to make writing an expectation in every class across the curriculum.
3)Effective writing should be organized, well-developed, audience-aware, free of mechanical and grammatical errors.

# data[].attributes.headline
(Irwan)1. Writing isn't done for test preparation. This rule allows students to creatively pen down their thoughts without knowing that there would be repercussions (such as corrections, not following structures of narratives, exponential writing, etc.)

# data[].attributes.subject
(Irwan)1. Writing isn't done for test preparation. This rule allows students to creatively pen down their thoughts without knowing that there would be repercussions (such as corrections, not following structures of narratives, exponential writing, etc.)

# data[].attributes.body
2. Writing is a transaction. Reading pupils' work as individuals rather than a dehumanized digit in a population provides them with a voice in their writing.

3. Writing is a process, and we can scaffold that process by providing good models of writing.

# data[].attributes.body
1. Building a rich reading life or culture allows one to have visual clues about how sentences should look and ultimately leads them to become better writers

2. Allowing pupils to write about what they like or something they have prior experience about enables them to build confidence in writing

3. Modelling writing and thinking aloud as I clarify and tune my sentence structuring and phrasing is very powerful in the teaching of writing

# data[].attributes.body
1. We should provide opportunities for students to write freely so that they enjoy writing. Teaching them writing in a structural way to prepare them for exam only, kills their interest and creativity in writing.

2. We shouldn't provide students chunks of beautiful phases to use in writing and get them to memorise them. We should teach them the function of grammar items in context and how to apply them. With this skill, students can compose many beautiful sentences on their own.

3. We can provide students with model writings and get them to analyze the goodness of the texts so that they can emulate them in their own writing.

# data[].attributes.body
1) Using of a well written model writing and emulate it by paying close attention to structure so that we can learn from it.
2)Teaching students what to look out for in model texts.
3) Teach students to write shorter composition with a given word count so that they will have learn how to combine and branch sentences before teaching them to write longer essays.

# data[].attributes.body
(1) Allow opportunities for students to do quick writing on topics that may interest them or allow them to debate.

(2) Writing should be taught, by providing structures, themes, etc. or even reading model writings and highlighting the good points of it so that students may model after it.

(3) Students should be provided with timely feedback on their writing and be given opportunities to revise and correct.

# data[].attributes.body
Idea 1: Understand the problem and  teach pupils how to write with confidence .
Idea 2: Provide pupils opportunity to write about something that they love/ like to inculcate the love of writing. From there, they will eventually want to write, using more structured way so that their piece of writing become more enjoyable for anyone who is reading it.

# data[].attributes.body
1) Reading and writing units need to be integrated.

2) Students need to write frequently across the curriculum to grow their writing skills.

3) Individual feedback that is helpful for a student's improvement focuses on a single aspect of his/her writing.

# data[].attributes.body
1. Writing is alive and messy. We should allow room for mistakes and not restrict our students with a set of rules for writing.  Only when they feel safe to make mistakes will growth take place.

2.  Our students  should be trusted to use their own knowledge and abilities to discover and develop ideas instead of teachers telling them what to write in order to prepare for a test or exam.

3.  We infuse possibility into our writing classroom when we provide a choice of topic and approach, expose students to  various genres and styles, and connect assignments to current obsessions and concerns

# data[].attributes.body
1) Teachers need to build a habit for young writers to have a desire to  read widely to have a constant visual clue about the look of sentences where the use of punctuation can create rhythm. Recommending a genre of books that match the ability and interest of students can spur them to read more.

2) Young writers often become dependent on teacher guidance for their writing because of fear / worry that they commit grammar / spelling error. Confidence building can start by guiding students to listen to their writing through ungraded practice.

3) Sentence study, imitating interesting sentences while noticing how the punctuation works in a sentence and using it to craft their own sentence can be used as a guide for building students' confidence when writing.

# data[].attributes.body
1)a skill that can be learnt
2) a way to ignite passion - students should be given some freedom to decide what to write
3) NOT something meant for test preparation only
(Alwiyah)

-

# data[].attributes.headline
1) Writing is a process that consists of prewriting, drafting & revising

# data[].attributes.subject
1) Writing is a process that consists of prewriting, drafting & revising

# data[].attributes.body
2) Mentor texts are a useful way for students to analyse & emulate good writing.
3) Students can be shown a comparison text so that they can compare & explain the differences between a good piece & something that needs some work.
(Alwiyah)

# data[].attributes.headline
1) Teachers should model the writing process so that students see what decisions have to be made etc.

# data[].attributes.subject
1) Teachers should model the writing process so that students see what decisions have to be made etc.

# data[].attributes.body
2) Explicit study of sentence structures is necessary. (e.g. combining sentences into complex sentences)
3) Students need opportunities to write freely, & then re-read, listen to their writing. (ungraded practice & revision)
(Awiyah)

# data[].attributes.body
1) Students should be given varied opportunities to write (eg Quick-writes, or reflections in other subjects)
2) Time has to be invested in providing individual feedback that is goal-referenced, tangible & transparent, actionable, user-friendly, timely & ongoing.
3) Teachers should TEACH the features of good writing (eg organised, well-developed, audience-aware, free of mechanical & grammatical errors)
(Alwiyah)

# data[].attributes.body
1. Students, like adults, need to refer to model texts before they can write.
2. Model texts can be taken from existing books/stories/poems.
3. Students need to be taught what to look out for in model texts so that they do not end up copying word for word.

# data[].attributes.body
1) Writing is closely related to reading and both involves meaning-making. In our context, MLEA, following SBA, comprises of shared experiences and these provide both the context and content for students to practise the four language skills of listening, speaking, reading and writing. 2) Writing is a humanizing process that connects writers and readers. We need to respond to the writer not the writing. Time and space must be provided for learners to experiment with adding details, revisions, sharing and evaluating. 3) Teaching writing starts with modeling. Discussions on what learners like about the writing allows them to become more conscientiously aware of the strengths and they can then emulate it in their own writing.

# data[].attributes.body
1) While it is good to give students many opportunities to write, it must be accompanied with explicit instructions on the moves good writers make as they compose.
2) Integrating reading and writing helps provide students with a substantive stimulus for their writing and also room for them to create their own understanding of the world.
3) Time should be invested in providing timely, thoughtful individual feedback to help writers grow in their writing skills and to learn to critique their own writing.
(Lay Syn)

# data[].attributes.body
1) Reading and writing are closely related and meaning making processes.
2) The importance of refocusing the purpose of writing to students. Students believe that the purpose of writing is to pass tests, and that may sometimes kills interest and creativity.
3) Writing is a skill that can be learned, both implicitly and explicitly.
(Jolene)

# data[].attributes.body
1. Students need to be allowed to study mentor texts for a certain amount of time. They should not be allowed to refer to it only at the start of the writing process.
2. Students benefit from observing the process in which a mentor text is written.
3. Comparing earlier and later drafts of writing is beneficial for students as they will be able to pick up differences and weaknesses. Students will then be able to work on these areas for improvements after they have become apparent.

# data[].attributes.body
1) Students need to have the opportunities to write frequently in order to become competent at it over time. To make writing an expectation in every class across the curriculum.
2) It is important to provide students with feedback about their writing as it not only hones their skills but also their thinking.
3) Students need to know the features of good writing (e.g. the writing must be audience-aware and free of mechanical and grammatical errors).
(Li Ting)

# data[].attributes.body
1) Writing is a transaction between the writers and  readers.Need to focus on the intention of the writer and respond to the writing instead of the writer.
2) Need to provide students the time and space for them to write freely and experiment. It is not merely a one time write and that's it.
3)Writing is a process, and we must teach it as one that's responsive to student's needs.