Teacher-written model compositions become primary reference materials for students

Department/Committee/Team: Chinese

Leader(s): ZHANG RONGHUA

1.  What was the current need/gap that you were addressing?

1.• Chinese composition is a comprehensive reflection of students' Chinese language abilities, yet it is also one of the more challenging aspects of their learning. 2.• Teachers often set writing requirements and provide writing techniques. While students may understand the writing requirements and how to approach the task, they still lack a clear and specific concept of what a finished composition should look like. 3.• Although students study texts from their textbooks, these texts are not designed or organized from a writing perspective, and they are often disconnected from the actual content of students' writing tasks. For example, for material-based compositions on exams, students cannot find any similar texts in their textbooks. Therefore, they are unable to directly obtain concrete examples of composition from their textbooks. 4.• Even after completing their compositions and receiving feedback and scores from the teacher, students cannot make horizontal comparisons. If the teacher points out flaws, students may make corrections, but they still cannot determine if they have achieved the expected standard, as they lack a specific reference composition for comparison. 5.• For students with a weaker foundation in Chinese, writing poses even greater challenges. Increasing the number of writing assignments does not lead to improvement, as students remain confined to their existing understanding of writing methods. These students especially need to break out of their limitations by first understanding what an excellent composition looks like, so they can have a clear direction to strive toward. 6.• In the past, teachers would photocopy certain students' compositions as examples for others to learn from. However, this approach has its flaws: (A) Students' compositions may contain mistakes, and using them directly could mislead others; (B) While a student's composition may serve as a good reference, it is not suitable as a model for writing instruction, as students do not write with instructional goals in mind, so these examples cannot fully meet teaching needs.

2.  How had it been experimented and enacted?

Basic Strategy: Teachers personally write model compositions and flexibly integrate these into various stages of the writing instruction process as needed to enhance students' writing abilities. Phases: • 2020: Provide model compositions for key types of compositions and challenging topics. • 2021: Provide model compositions for various types of compositions. • 2022–2024: Increase the quantity of model compositions for all types and establish a comprehensive model composition system from Secondary 1 to Secondary 3. Results: 38 complete model compositions for various types of compositions; 13 detailed outline templates for different types of compositions. Method 1: Before students begin writing (especially when encountering a composition type for the first time), the teacher writes a model composition, consciously emphasizing the fulfillment of writing requirements, demonstrating writing techniques, and outlining content distribution. By reading and analyzing the model, students can clearly understand the structure and specific application of writing techniques for that composition type, using the model as a "crutch" to guide their own writing. Method 2: After students complete their writing (especially if the results are unsatisfactory), the teacher writes a model composition that consciously addresses common issues identified in students’ work, providing the correct approach. Through reading and analyzing the model, students can understand the proper methods and compare the model to their own writing to reflect on their strengths and weaknesses, thereby supporting their improvement in the next assignment. Method 3: Before or after students’ writing, the teacher writes comparative model compositions—two different essays on the same topic—to allow students to read and analyze the differences between the compositions. This comparison strengthens their understanding and application of specific writing essentials. Method 4: During the writing process, the teacher provides an outline of a model composition (a complete framework including an introduction, conclusion, transition paragraphs, and central sentences for key points). Students can then add their own detailed content, reinforcing and improving their understanding and writing fluency. This method is suitable for students who have a basic grasp of a composition type but still struggle to independently handle more challenging topics within that type.

3.  Which group(s) had benefited?

Students (Entire Cohort), Teaching Staff (Selected Groups)

4.  What was the positive impact?

1.• Teacher-written model compositions can present abstract writing concepts to students in a more direct and visual way, reducing the need for unnecessary explanations and discussions. This “clarity at a glance” approach improves teaching efficiency. 2.• These teacher-written models serve as study references for students before they begin writing, helping them gain an intuitive understanding and deeper grasp of the composition type. 3.• Teacher-written compositions strengthen students' self-evaluation and reflection after writing. By referring to the models, students have a continual target to strive toward and room for improvement. 4.• Writing model compositions also provides valuable feedback to teachers. Instead of solely assigning topics, teachers become writers themselves, engaging more deeply with the writing prompt and gaining a better perspective on how to guide students’ thought processes. This reduces the disconnect between assignments and students’ results, avoiding mere “theoretical teaching.” 5.• Writing model compositions also tests teachers' own writing skills. As Chinese composition topics continue to evolve, teachers need strong writing abilities to adapt to various requirements. This foundational skill ensures they can guide students effectively, avoiding a “source-less river” or “rootless tree” in teaching. 6.• The teacher’s class demonstrates a solid grasp of various composition types, achieving excellent results.

5.  What is a future need that this IdEas@work could meet?

With the continuous advancement of text-processing AI, teachers can combine their model compositions with AI, leveraging AI’s extensive resources and vast information to compensate for the limitations of individual knowledge. This integration makes teacher-written model compositions more representative and comprehensive.