thanks glendt, musings & pokoyoko for your reply. Yes, I will try to speak to the teacher but quite difficult as she has another class after that.

Actually this was what I did before I send him to TAS. I forced him to read & memorise model compo, made him write out & told him, to include 1 or 2 problems in between so as not to make the compo so model. Somehow I felt that he should write something original rather than memorising from model compo. Also, if it is effective than why aren’t the schools getting the students to memorise model compo? Isn’t it much easier life for the teachers to mark model compo rather than 40 different scripts? no offence.
I believe TAS could be reading the thread & may like to explain?

hi, I hesitated for quite a while before I decided to post…this is my experience when my son just started attending TAS. He was given a model compo and asked to memorise so that the next following week when he attend the class, he is able to write a similar one. 1st time, think he forgotten to memorise therefore he wrote his style which was badly done (if he’s good then he won’t be attending the class)… teacher did her part, corrected his grammar etc, however didn’t rate him, wrote a remark: learn your model compo…

The next round, was also given a model compo, he memorised and wrote similar to the model compo… teacher rated him, 36/40. I quite puzzled (in fact very), why do the children have to memorise model compo? Shouldn’t there be a method/procedure to coach the children so as to let their imagination flow instead of memorising? My question, when TAS conduct seminar for parent to assist their children in creative writing, do they provide model compo & inform the parents to get their children to memorise? If no, then why must the children in class have to memorise?