Writing skill is a complex skill that poses challenges to its teaching and mastery by teachers and pupils. This study is an expository one that focuses elementary learners who are regarded as emergent writers and struggling writers who have passed emergent stages of writing but are still experiencing writing difficulties. English teachers are expected to have explicit knowledge in language skills particularly writing and adequate instructional strategies to provide timely instructional assistance that can position writing as not a difficult and complex skill. This study provides an academic window that both teachers and learners can access for better cognitive development in writing. The study exemplifies guided writing as a strategy to serve as an intervention to prompt teachers in assisting learners to grasp writing skills with ease. It is the conclusion of the study that guided writing assists both teachers and learners in ameliorating writing problems.
Keywords: elementary levels, expository, fill the gap, guided writing, substitution table
