In view of the new 2015 PSLE format, there will be changes to the materials given to students w.e.f Jan 2016. Instead of giving fixed scenarios/plots, we will allow students to approach various topics with their own perspectives so as to prepare them for the 2015 PSLE composition exam(details below).
The core skills for narrative writing taught at The Write Corner remains crucial to help students excel in their Paper 1. Our methods and curriculum are frequently refined and we follow closely to the MOE syllabus.
We encourage all students to read widely and to think out of the box when they attempt every piece of writing!
Instead of 2 questions with fixed scenarios for candidates to choose from to write a narrative, 1 topic is offered which can be approached from any one of several perspectives. To help candidates think about the different perspectives of the topic, visuals will be provided. Three pictures that are not arranged in sequence will be provided in the question. They can choose to weave a story from either one of these pictures, or compose a story linking all three. This will test their ability to respond, write from different perspectives, and do both factual and fictional writing.
A new component, Visual Text Comprehension in Paper 2 will in the form of multiple-choice questions (MCQs). For example, students will answer questions based on a poster.
In Paper 2, the types of questions will now be varied and could include, for example, tables which candidates will fill in using information from the passage.
Will be replaced by the Stimulus-based Conversation component. Students will give their personal response to a visual stimulus that is thematically linked to the Reading Aloud passage. Students will then move on seamlessly to a discussion on a relevant topic. In the new exam, pupils will have to respond to anything from a poster to a map to a biscuit wrapper. “What we are interested in is hearing the children’s point of view and how they respond to whatever stimuli we give them because the focus is on oral communication, not on what is in the picture,” Dr Elizabeth Pang, programme director for literacy development said. Pupils will also be able to give their opinion – leading to a conversation with the examiner – and to “not just talk about what they see, but what they think of the situation”.
Will have more items with graphic representation compared to the existing paper.
In order to do so, the student should plan the plot carefully and ensure that the story illustrates the topic (E.g: Honesty) clearly.
For example, students can develop a story about returning a wallet or about admitting to breaking the vase at home.
A non-narrative continuous writing does not have a story. Instead, it is an open platform for students to write anything in continuous prose, in any text type, as long as it uses at least one picture and addresses the topic.
For example (Topic: Honesty), a student can discuss how being honest can be difficult; what honesty means to him; or even recount how being honest is the best principle in life.