A closer look at EL PAPER 1

Writing

PSLE Components

Paper1 MarksSituationalWriting 15ContinuousWriting 40TotalMarks 55

PSLEComponents

Part1:SituationalWriting

•Apicture(3parts)ofascenario•Pupilsaregivenatasktoconveyrequiredinformation

Part1:SituationalWritingThepicturesbelowshowwhatAmyTandidaftershesawwhathappenedtoaboyinschool.

Part 1: Situational WritingYourTask

Imagineyousawwhathappenedinthepictures.

Writealettertoyourprincipal,Mr Raj,requestinghimtoincludeintheassemblytalkwhatAmyTandid.

Youaretorefertothegiveninformationforyourletter.

Inyourletter,includethefollowinginformation:· thedateyousawwhathappened· whatAmytoldtheboynottodoandwhy· whatAmyimmediatelydidfortheboy· theadviceAmygavetheboyabouthisworksheet· oneimportantvaluethatpupilscanlearnfromAmy

Youmayreorderthepoints.Writeincompletesentences.

Howpupilsareassessed

Content 6marks

Language&Organisation

9marks

Total 15marks

SituationalWriting

Content

• Purpose: thereasonthattheyarewriting• Audience:towhomtheyarewriting• Context: the situation for the writing and whetherit needs to be formal or informal.

Only when all the key information isprovided with a clear understanding of thepurpose, audience and context can a full score of6 points be given.

SituationalWriting

Language&Organisation

• Thewritingispresentedinagrammaticallyaccuratemannerwithclearsequencing ofideas

• Strivenottohaveanyerrorsingrammar,spellingorpunctuation

• Thekeyinformationisarrangedinasequencethatiseasyforreaderstounderstandandfollow

Steps#1:Readthesituationalstimulus(picturesorposteretc.)carefully.#2:Readtheinformationinthetaskbox.Pickupvitalinformation.

Highlightandlabelallthesevitalinformation• 1.Whoyouare(Attimes) [Isanamegivenorisityourname?

Isasurnameneeded?]2.Thepersonyouarewritingto [DearSir, DearMrRaj,?]3.Thepurposeforyourwriting [request...appeal...complain...

sharing]• Decideifyourwritingshouldbeformalorinformal.A formalpieceofwritingisusuallytopeopleofauthority(e.g.theprincipal,manager)or peoplewhomyouarenotfamiliarwith(e.g.theresidentsofyourneighbourhood).Ifyouarewritingtoafriendorrelative(e.g.“Mary"oryourcousin),thewritingwillmostlikelybeinformal.

Steps#3:Readandnumberthepointsthatyouneedtoanswer.• Haveallthekeyinformationprovided#4:Highlightandnumbertheanswersforthe6points• The taskboxcontainsvaluableinformation#5:Write!Startitright!• Format:TotheleftExceptforthebeginningofanewparagraph,writetotheleft

• SalutationAlwaysuseuppercaseforyouraddressee: DearJohn/SirorMadam(forsomeonewhomyoudonotknowthenameof)/Grandmother

• GreetingUseagreetingonlywhenyouarewritinganinformalletter("Howareyou?").Nogreetinginaformalletter.

• CompletesentencesStandardEnglishandcompletesentences(bothformal&informalwriting).Informalwritingonlymeansthatyoucanbefriendly(noslangsornon-standardEnglish).

• TickthepointsPutatickforeachpointansweredtoensurethateverypointisanswered.

Steps#6:Writetherightlength!• Keepitsimple. Focusisonansweringthe6points.Writingmoredoesnotgiveyoumorepoints! Importanttosoundauthenticratherthanjustafewparagraphslistingtheanswerstothepoints. Toomuchunnecessarydetailsmayincreasechancesofmakinggrammaticalerrorsandcutdowntimeforcontinuouswriting.

#7:Endright• AsmoothendingDonotendabruptly.Endoffbygivinga"Ihope..."ora"Ilookforwardto..."statement.

• Forformalwriting- restatethepurposeofyourletterorstatetheactionthatyouhopetheprincipal,manager,etc.willtake.

• Forinformalletter- "Ihopetohearfromyousoon."or"Ilookforwardtoyourreply."

• Signoffcorrectly• Informalwriting– “Bestregards”or“Yourfriend”&Nosurname(Amy)

Steps• Formalwriting- a fullnamewiththesurnamemustbeused.

• YourssincerelyThenameofthepersonwhomyouarewritingtois given.(e.g.MrRaj,MsTay.)

• YoursfaithfullyThenameofthepersonwhomyouarewritingtois unknown(e.g.SirorMadam,thestoremanager,residentsinyourneighbourhood)

#8:Readthrough• Check– 1)Content- allthekeyinformationis

provided,thetoneandsign-offarecorrect

2)Language- thelanguageisaccurateandexpressionisclear.

http://www.lilbutmightyenglish.com

PSLEComponents

Part2:ContinuousWriting

A given topic with 3 supportingpictures to offer different anglesof interpretation

Writeacompositionofatleast150words aboutachallenge.

Thepicturesareprovidedtohelpyouthinkaboutthistopic.

Yourcompositionshouldbebasedonone ormore ofthesepictures.

Considerthefollowingpointswhenyouplanyourcomposition:

• Whatwasthechallenge?• Whywasitchallenging?

Youmayusethepointsinanyorderandincludeotherrelevantpointsaswell.

Part2:ContinuousWriting

• Offersmorescopeforcreativityintermsofcontent-- onetopicisofferedwhichcanbeapproachedfromanyoneofseveralperspectives.

• Pupilswillbefreetowriteanarrative orexpositionoranyappropriatetexttypelearnedinschools.

• PupilsMUST writeaccordingtothegiventheme• PupilsMUST basetheirwritingonatleastonepicture

• Useofpicturescanbebasedoninterpretationforeg.pictureofclockcanbeinterpretedaslimitedtimeleftduetoterminalillness

Howtoteachwriting?

• Using theSTELLAR*strategies -- throughclassdiscussionandclass-

dictatedstoryfollowedbygroupwritingandeventuallyindividual

writing

• Emphasizingontheplanningstageandbrainstormingofideas.- eg.Brainstormingofideasbasedongiventopicortheme– pupilstowritedownasmanyideaswithinagiventime- Brainstormingofideasbasedonindividualpicture–pupilstowritedownasmanyideaswithinagiventime

*STrategies forEnglishLanguageLearningAndReading

Howtoteachwriting?

• Teachingpupilshowtomakelinksbetweenthegiven

picturesandthegiventheme/topic.

- Discusspossibleplotslinkingideasfromthe

themeandthepictures

• Exposingpupilstodifferentgenresofwriting– eg.

newspaper,letters,reports,journaletc.

Howtoteachwriting?

• Exposingpupilstovariedvocabularyandwaysofexpression

• Newspaperarticles• Showingcreativeandinterestingwritings• Useofvariousstorystarters– sound,dialogue,beginwiththeend,maincharacter,flashback

• Useofvariousendings– advice,quotation,feeling,lessonlearnt,goodendingsthathaveasolutiontotheproblem,aresolutionthatisgraduallydeveloped,agreatlastlinethatleavesalastingimpression.

Whatmakesagoodstory?PLOTSTRUCTURE

Introduction

Risingaction/conflictproblemclimaxfallingaction

Resolution/conclusion

1/5

3/5

1/5

Introduction/Beginning• Charactersandsettingareintroduced- Whathappened?- Whowas/wereinvolved?(characters)- When/wheredidittakeplace?(setting)

Introduction/Beginning• Notmeanttofillthepagesormeetthelengthrequirement

• Mustserveapurpose– introducethemaincharacterandgivereaderssomebackgroundtothecomposition/story

• Itcreatessettingandmoodofthestory

Introduction/Beginning• ExamplesofIntroduction- Weather(onlywhererelevant)- Dialogue/Monologue- Action- Flashback- Theendatthebeginning

Beginning thestorywithDialogue/Monologue

“Oh dear!” moaned my mother.“Didn’t I tell you to leave early to

beat the jam!”Our car was barely moving on the

causeway. Diesel fumes billowedaround us.

Beginning thestorywithAction

Panic-stricken, Tom searched thecrowd for the sight of his mother’sfamiliar dress. It was nowhere to beseen. All around him were strangefaces.

Beginning thestorywithFlashback

• As I looked at my class photograph, apainful memory that I had long buried inmy subconsciousness emerged from deepwithin.

• Looking at the birthday card in my hand, Iremembered the day when the terribleaccident happened.

Beginning thestorywiththeend

• The worst part for Tom came. He had toring his parents and tell them what hehad done. He felt so ashamed of himself.He felt sorry for the shame he hadbrought on his parents. He vowed hewould never do such a terrible thingagain.

Risingaction/Conflict/Problem

• Charactersarefacedwithproblems(theme)andmustcontinuallyovercomeproblems- Whydidithappen?- Howdidithappen?

• Conflictisavitalpartofeverystory.Withoutit,therewouldbenoactions,suspenseorurgency.Storieswouldbeboringthen.

TypesofConflicts

• Personvs.person(problemwithanothercharacter)

• Personvs.society(problemwiththelawsorbeliefsofagroup)

• Personvs.nature(problemwithforceofnaturelikeastormorflood)

Climax/TurningPoint

• Thestoryreachesacriticalturningpoint;tensionhasreacheditshighestpoint- Theclimaxisthepointofthestoryatwhichtheleadcharactereithersucceedsorfailstosolvetheproblemhefaces.- Climaxmustgrowlogicallyoutoftheplot

FallingAction

• Tensioneasesandthingsstarttogetworkedoutinthestory

Conclusion/Resolution/End

§ Everythinggetsworkedoutandthestoryends

Conclusion/End• Itisrequiredandnecessary• Itgivesthestoryaclosure

Conclusion/End• ExamplesofConclusion- Emotionalstate– howyoufeltaftertheincident- Returnstotheintroduction- Endswitharhetoricalquestion(foreffectoremphasis)– eg. Thereisnopoint,isthere?Whoknows?

- Endswithmorequestions– eg. CouldIhavedonemore?Wouldithavemadeadifference?

- EndatBeginning- Moral/Proverb/Idiom(thisisanexampleofaclichédconclusion!Soavoidthis!)

WhatToAvoid• Overlylongintroduction• Irrelevantintroduction• Redundantsubplot• Inaccuratefactualdetails• Lackofdetails• Illogicaltimesequence• Settingincoherence

WhatToAvoid• Logic/Plotimpossibility• Toomanycoincidences/suddenly’s• Abrupt/Clichéconclusion• Conclusiontooconvenientandoutoftheblue• Supernaturalthemeseg.ghost,monster,fantasy,aliensorDREAMS!!!

WhatToAvoid• InformalLanguageeg Dad,Mum(unlessinadirectspeech)

• SMSlanguageeg.Cusoon• Contractionseg.couldn’t,didn’t• Abbreviationseg.TV• Illegiblehandwriting!!!

Examplesofweak/clichédclimaxesandendings• Theleadcharacterfacesincrediblehardship.Wheneverythingseemshopeless,hewakesup.Itwasonlyadream.

• Theleadcharacterwakesupfromthedream,onlytofindthatthedreamiscomingtrue.

• Whenfailureseemsinevitable,arichuncle,aunt,lostparentorsomeoneelsearrivestosavetheday.

Examplesofweak/clichédclimaxesandendings

• Theproblemturnsouttobeamisunderstanding.Therewasneverarealproblem.

• Thecharacterperformsanamazingfeatofsupernaturalstrength.

• Thecharacterissavedbyluckorcoincidence.

Howtousewiderangeofvocabulary?

• DifferentwaysofsayingSay

Angry bellowed, growled,barked, hollered,commanded

Happy chirped, cheeredSad whined, sobbed

Howtousewiderangeofvocabulary?

• DifferentwaysofsayingHappy

Ecstatic, jubilant, exuberant

In high spirits, on cloud nineAs happy as a lark, grinning like a Cheshire cat

Howtousewiderangeofvocabulary?

• Differentwaysofsaying

Immediately Wasting no time, with no delay, without hesitation

Ran Sprinted, dashed, ran helter-skelter, took to his heels

Quickly At breakneck speed, rapidly, like an arrow from a bow

Useofextensionsto“said”• …said hastily• …said suddenly• …saidexcitedly• …saiddejectedly• …saidwithafrown• …saidsarcastically• …saidthecunningshopkeeper• …saidBen,thumpingMuthu’s back• …said,pullingthebookoutofhisbag• …saidKen,hismouthwateringatthethought

UseofthesensesDescribewhattheysee,hear,smell andtouchateachsetting.

• See: Thewaytheseaisthesameblueasthesky,makingithardtotellwhereoneendsandtheotherbegins.

• Hear:ThetickingoftheclockinthemiddleofthenightmadememoreawarethatIwasallaloneathome.

• Smell: Theheavenlyaromaofroastduckwaftedintomynostrils,makingmesalivateinstantly.AsIlaythecrispandwhitenapkinonmylap,mystomachgavealoudcomplain.Iwasreadyfordinner.

• Touch:Acold,sweatyhandshake

Show,NotTellTelling:Thechildrenwereexcited.Showing:Gigglesandscreamsfilledtheplayground.

Telling:Theroomwasvacant.Showing:Thedooropenedwitharesoundingechothatseemedtofillthehouse.

Telling:Hewasangry.Showing:Sittingathistable,hisjawtightened.Hiseyesflashedheatwavesatme.

Telling:Shewassad.Showing:Saltywarmtearsstreameddownherpalesoftcheeks.

MarkingGuideMarkRange

Content(20marks) LanguageandOrganisation (20marks)

18-20l Fullyrelevantideasl Highly interestingand

thoroughly-developedcomposition

l Language is accurate with hardly any errors in grammar, expression, spelling andpunctuation

l Wide and appropriate use of vocabularyl Very good sequencing , paragraphing and linking of ideas and facts

15-17l Relevantideasl Interestingandwell-

developedcomposition

l Language is largely accurate with a few errors in grammar, expression, spelling andpunctuation

l Adequate and mostly appropriate use of vocabularyl Good sequencing , paragraphing and linking of ideas and facts.

12-14l Generallyrelevantideasl Fairlyinterestingand

sufficiently-developedcomposition

l Language is fairly accurate with a some errors in grammar, expression, spelling andpunctuation

l Fairly adequate use of vocabulary, some words may not be used appropriatelyl Fairly good sequencing, paragraphing and linking of ideas and facts

9-11l Somerelevantideasl Compositionisofsome

interestandisminimallydeveloped

l Many errors in grammar, expression, spelling and punctuation but communication is notaffected

l Use of vocabulary tends to be restricted mostly to mundane wordsl Satisfactory sequencing , paragraphing and linking of ideas and facts

5-8l Afewrelevantideasl Mundanecomposition

thatismostlyundeveloped

l Numerous errors in grammar, expression, spelling and punctuation that slow downreading and may affect communication at times

l Limited vocabularyl Poor sequencing, paragraphing and linking of ideas and facts

1-4l Ideaslargelyirrelevantl Compositionisvagueand

confusing

l Full of errors in grammar, expression, spelling and punctuation that communication isaffected

l Very limited vocabularyl Very poor sequencing, paragraphing and linking of ideas and facts

AcloserlookatComprehensionOpen-ended

Paper 2 : Comprehension Open-Ended

• Visuals: pictures, diagrams, charts, graphs, tables together with written texts

• A text• 10 OE questions • in tables and sentences • test sequencing• true/false justification• comparison

Mark Scheme • Mark allocation ranges from 1 to

4 • Marks awarded only for content,

no deduction for language errors.

•AreaofWeaknessComprehensionOpen- ended

• Scenario Mary, a Primary 4 pupil is looking at the comprehension passage which her teacher has given her as homework. She reads through it paragraph by paragraph and by the time she reaches the end of the passage, she has forgotten what the initial part of the passage is about. She reads the questions and is stumped, she wonders where to locate the answers.

HowtohandleComprehensionOpenEndedQuestions•Skimthroughthequestionsbeforereadingthepassage•Highlightthequestionword(e.g.why,what,etc.)ineachquestion•Payattentiontothetenseofthemainverbinthequestion•Rememberthatthequestionsfollowthechronologicalorderofthepassage•Ask/Writedownquestions–activereaders,thinkingreaders•Writedefinitionsofunfamiliarwords

Ask:• Who are the characters in the story?

Write them on the margins

• Where did this story take place?

• What happened first in the story? Whathappened next? Are you sure?

• What was the problem in the story? How did the character(s) solve the problem?

•Common Errors nGiving incorrect answers (pupils do not

understand the questions) nGiving partial answers only nTendency to give answers with no evidence of

having referred to the text nNot quoting the sentence accurately

CONTEXTUAL&GRAMMATICALCLUES

•Contextualcluesinreadingpassages•Makeaccurateinferencesaboutthemeaningofchallengingwords,characters’actions/feelingsandeventsinthetext.•Grammaticalclues

Check their work!!!

GrammarAgreementSpellingPunctuation

Check their work!!!

ClarityRelevantAccuratePrecision