Supervised Writing
The recommended time for each piece of writing is 40–50 minutes and the writing must be in continuous prose.
However, the format is not prescribed—it could be journal writing, or it may be more like a draft. At the end of the
lesson the writing must be handed to the teacher.
Teachers need to provide three or four prompts for each work studied. There must be no opportunity for students to
prepare beforehand, so it is essential that students are not given the prompts prior to the lesson.
The aim of the prompts is to encourage independent critical writing and to stimulate thinking about an assignment
topic.
Below are examples of prompts for the supervised writing:
 Which minor character plays the most significant role?
 Do you think there are some characters in the work whose chief role is to convey cultural values?
 Identify one or more symbol, motif or strand of imagery. What role do they play in the work?
At this stage, it is no longer important to consider the cultural or contextual elements of the work.
Formal requirements
There is no specified length.
Length
Administration
The task is “open book” and students should have access to the literary works being used for the
writing. Annotations are acceptable, but students should not have access to secondary material.
Sample of Supervised Writing
(excerpted from Language A: literature teacher support material)
Prompt: Choose one key episode in the novel and consider its significance to the work as a whole.
Key episode: Bazarov’s duel with Pavel Petrovich
Significance: highlighting key themes: the conflict between the generations. It’s almost as if the duel is a physical
representation of the animosity between Pavel and Bazarov. Right from their first meeting they disliked each other
and Pavel always seems to be rudely challenging Bazarov’s ideas (and even his personal traits). So when Pavel sees
Bazarov kissing Fenichka, he immediately seems to see it as an opportunity to vent his anger against Bazarov.
Significance: highlighting key themes: chivalry. The episode shows the idea of chivalry. Pavel finds it quite natural to
use the notion of fighting for the honour of Fenichka as an excuse to duel with Bazarov, even though the real reason
is that he detests him. The patriarchal structure of society, as well as the supposed nonexistence of female intellect
is emphasized in the book and is connected with chivalry towards women. It’s Pavel who challenges Bazarov and
who represents the older generation’s tradition of settling disputes through organized violence, though the shooting
is managed in a sophisticated, formal way. The way that it’s arranged so casually (and that Bazarov goes along with
it, even though he thinks it’s stupid) shows that it’s still accepted in the Russian society.
Significance: high point of tension. Tension has been building throughout between the two characters. It ‘erupts’ in
this episode.
Significance: depicts transformation of character. The duel helps both Bazarov and Pavel (mainly Pavel) overcome
their arrogance. They become much more cordial to each other afterwards. It gives Pavel perspective about his
‘aristocratic outlook’ and prompts him to reconsider his family. Despite Pavel’s earlier disapproval of inter-class
marriage, he urges Nicholas to marry the one he loves (Fenichka).