This document outlines an approach called "The Coma Style" to help pupils develop stronger writing skills. It encourages experimenting with sentence structure beyond the conventional "subject-verb-object" form. The technique has pupils identify the main idea and additional details from an image, then rearrange them into a sentence using commas to separate the elements. Examples are provided of rearranging details about a girl eating breakfast and a boy sleeping. The goal is to help pupils construct more creative and engaging sentences that could score higher on exams.

1. AMALAN TERBAIK PDP
‘THE COMA STYLE’
Prepared by :
DHIYA LIYANA BINTI YUZAIDEE
(S.R.I. III)

2. OVERVIEW
Azman saw a dog trapped under a big
branch. Azman and Abu lifted the
branch. They saved the dog.
Azman saw a dog trapped under a
big branch. Quickly, with the help
from Abu, Azman lifted the branch
to save the dog.

3. INTRODUCTION
A successful teaching and learning
process is crucial in pupils writing
development.
The latest UPSR format requires
pupils to think critically and
creatively especially in narrative
writing

4. INTRODUCTION
‘The Coma Style’ is a mini-
program under English Language
Panel of SRI III which aims to
achieve the above with a simple
method.

5. OBJECTIVES
To help pupils construct more
creative sentences especially
during examinations.
To encourage pupils to be brave
in experimenting different
language structure in narrative
writing

6. OBJECTIVES
To accustom pupils with the
unorthodox language style that is
more dramatic and portrays
HOTS.
To help pupils score higher
marks in UPSR English Writing
Paper (014)

7. PROBLEM STATEMENT
Pupils are too accustom with the
conventional ‘S V O’ style that most
teachers practice in schools all across
Malaysia.
S – Subject
V- Verb
O- Object

8. PROBLEM STATEMENT
 Hence, most of the pupils’ writing are
often identical with very little
evidences of creative element.
Pupils’ essay are monotonous and
could not grab the readers interest. Let
alone the exam markers.

9. TECHNIQUES
1. Pupils study a picture
2. The pupils are expected to master
the ‘S V O’ skills
3. The pupils identify the ‘main idea’ of
the picture.
E.g: The little girl cried alone

10. TECHNIQUES
4. The pupils identify another 1 or
two ‘additional details’ of the
picture.
E.g: -by the window
-silently

11. TECHNIQUES
5. The pupils rearrange the main idea
and additional details to create a
dramatic sentence.
E.g: Silently, by the window, the
little girl cried.

12. WHAT SUBORDINATE-POINTS SHOULD BE
USED?
 1. adverbs of manner / adverbs of time
 Gradually
 Slowly
 Spontaneously
 Quickly
 Gracefully
 Later
 After two hours of waiting
 2. preposition
 Beneath the tree
 At the canteen
 On a bench
 3. other info
 With a pen
 With a spade

13. EXAMPLE - “THE COMA STYLE”
 Main point : the girl ate her breakfast
 Sub : at the canteen
 Sub : chatting with her friends

14. EXAMPLE - “THE COMA STYLE”
Main point Sub Sub
Sub Main point Sub
Sub Sub Main point
The girl ate her breakfast on a bench while chatting with
her friends
While chatting with her friends, the girl ate her breakfast on a bench
On a bench, chatting with her friends, the girl ate her
breakfast.

15. NOW ITS YOUR TURN
Main point: Puan Salmiah waited
for the bus
Sub : reading a newspaper
Sub : on a bench
Sub Sub Main point
…………………………………………………………………………………

16. GROUP WORK
1. Each group will get a picture in a balloon.
2. Pop the balloon to see the picture.
3. The main point is given at the back of the
picture.
4. Add two sub point to make a complete
sentence with the style below.
Sub Sub Main point
INNOVATION

17. Main point The little boy slept
Sub With his pet python
Sub On the bed
FINAL
SENTENCE
On the bed, with his pet python, the little
boy slept.

18. Main point The little girl cried
Sub Alone
Sub On her ruined house
FINAL
SENTENCE
Alone, on her ruined house, the little girl
cried.

19. Main point The patient talked to the doctor about his back
pain.
Sub Slowly
Sub On his bed
FINAL
SENTENCE
Slowly, on his bed, the patient talked to the
doctor about his back pain.

20. GALLERY
 On the ruin, thinking about where to
live, the little girl cried.

23. The end.
Thank you for listening.