gce o level essay writing

O-LEVEL PAST YEARS COMPOSITION QUESTIONS

In our ‘O’ Level English Enrichment Programme, we ensure that our graduating students are ready to ace the English Language examination. It is a race against time to prepare for the ‘O’ Levels, hence our programme focuses on teaching and reinforcing our students’ essay writing skills, comprehension answer precision, summary writing and oral examination techniques. All W@W secondary teachers spare no effort in coaching our students how to tackle popular examination essay topics.

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Janice glanced worriedly at her wrist watch. The time was already ten past seven. She had twenty minutes to make it to school on time. The sky was overcast. A slight drizzle rained down like a mist. It started raining cats and dogs as Janice reached the bus stop. She had ignored her mother’s advice to take an umbrella with her. She wondered how she was going to make itto school in the rain.

Jovan Ang, Primary 2

Rulang Primary School

It was an idyllic Saturday morning. Fluffy white clouds hung in the clear cerulean sky. Granny Lucy was tottering to the market. Her heart was filled with light-hearted cheer and her mouth curled into a smile. She was looking forward to preparing a feast for her grandchildren, who were coming for dinner that night.

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Raffles Girls’ Primary School

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7 Essay Types at the O Level

• Posted By Randall Chew

Hello everyone! I’m Mr Ng Guo Liang, an English Language Curriculum Specialist and Teacher at Lil’ but Mighty.

When I was still teaching in a secondary school, I often had to address many questions — from both parents and students alike — about the different composition or essay types being tested in the O Level examinations; chief amongst which were:

– What composition or essay types will appear in the O Level examinations? – What is the difference between a discursive essay and an argumentative essay? – What is the difference between a recount and narrative essay? – What is the difference between a descriptive and reflective essay?

There were (and are) of course, many other questions pertaining to composition writing for the O Level. The ones above however — those concerned with conceptualising the types of compositions — are the ones I have had to address the most. In this blog post therefore, I will list the various types of compositions that could be tested in the O Level English Language Paper 1, and attempt to very briefly describe each of them.

Before I continue, I must make a disclaimer. This post is not meant to be a comprehensive set of notes or guide detailing and explaining each individual essay type, their features, and nuances. I must make it very clear to my readers that what I write and elaborate on in this post should not be taken as the absolute and definitive word on the various essay types; we should note that different teachers, authors, publishers, and reference materials describe, explain, and conceptualise the various essay types differently (and very possibly with different terminology). That being said, the descriptions I’ll make in this post are meant only as a very brief explanation of the various types of essays so that you can better understand what they generally require students to address in the examination.

Should you wish to enquire about and discuss the individual essay types at a more comprehensive and deeper level than that provided in this post, you can do so with your English teacher in school, or contact us and we shall endeavour to address your queries!

In the O Level examination, the following essay types could be tested:

1. Narrative 2. Personal Recount 3. Descriptive 4. Reflective 5. Discursive 6. Argumentative 7. Two-Part Essays

1. Narrative Essays

Narrative essays, as the name suggests, are essays that narrate a story. Most students reading this post should, by the end of primary school, be familiar with narrative essays as this is perhaps the essay type that they see the most in primary school and in creative writing classes. These essays are generally fictional in nature, and adhere to how narrative stories are developed in terms of their plots (beginning —> build up —> climax —> events that lead to a resolution —> a resolution —> and a coda/conclusion). Although these essays are generally fictional, that is not to say that students cannot use their own experiences to address the question. As long as the experience is relevant to the question, and features a rising plot which leads to a resolution, students are free to use their own experiences to inspire the narrative essay.

Sample questions:

– Freedom. – A challenge. – Write a story about kindness. – ‘It was my proudest moment.’ Write a story based on this.

2. Personal Recount Essays

Similar to a narrative essay, a personal recount essay retells a series of events that should be written in a linear and sequential manner. A personal recount essay is not to be confused with a narrative one. Narratives are often fictional in nature, and generally adhere to a rising plot development structure (most often with a climax and resolution). Personal recounts however, are not fictional in nature, and often relate to an event or experience which is meaningful or memorable to you (in other words, you should have personally experienced or witnessed this event or experience taking place.) Depending on the question asked, it can, of course, include a plot structure with elements similar to a narrative. However, unlike narrative essay writing, it does not require students to adhere strictly to a rising plot structure.

Personal recount essays, by nature of the questions given, typically require students to include an element of reflection. This usually focuses on the impact and significance that an event or experience have on them, and their thoughts, feelings, changing beliefs and attitudes as the series of events unfold. Such reflections should be interspersed and woven in and between the paragraphs of the essay. This is different for narratives, where reflections typically appear in the coda.

– Write about an interesting day out with your family. – Write about a mistake you regret making. – Write about how you conquered one of your fears. – Write about a task which turned out to be more difficult than you initially thought. – Write about a time a great act of kindness took place.

3. Descriptive Essays

Descriptive essays contain and emphasise descriptive elements. That is to say, such essays are written to appeal to the five senses, and should create vivid mental images for the reader when it is being read. This genre goes beyond describing physical attributes, but abstract ones as well (e.g. feelings, ideas, or a situation), and often involves reflecting on why something or someone is special or important. Unlike narrative essays, descriptive essays do not require a plot structure or storyline. This essay type most typically require students to write about and describe in detail one of the following topics:

1. An object 2. A person 3. A place 4. An event or incident 5. An experience

– Describe an individual who has had a great influence on you. – Describe a memorable celebration. – Describe your typical day in school. – Describe an object which you hold dear.

4. Reflective Essays

Essays of this genre require the students to reflect on themselves. Despite the reflective element, this is not to be confused with a personal recount. Personal recounts require students to recount and reflect on an event or experience which actually took place. Reflective essays however, are not about an event or experience, but are more about the students themselves.

Reflective essays typically require students to reflect on and make observations about their own personality and character. As such, it is more philosophical and insightful in nature.

Sample Questions:

– What would you consider to be your best and worst qualities? – What is your idea of a perfect day? – What are the type of books you enjoy reading? – Write about some of the things you value most in life.

Expository Essays: Argumentative and Discursive Essays

The next two essay types fall under the category we call ‘expositions’. An expository essay is one that explores and considers in depth the different aspects and perspectives to a particular topic or subject matter. We typically see two types of expository essays appearing in the O Level examination: argumentative and discursive essays.

5. Argumentative Essays

In an argumentative essay, students are typically given an issue, topic, or subject matter on which they are supposed to take a clear stand, and argue for that stand they have taken. This essay type is ‘biased’ in that regard, and the aim of the essay is to persuade the reader, with the strength of their points and arguments, that the stand taken in the essay is the right one.

1. The key features of an effective argumentative essay are: 2. There must be a very clear stand taken on the topic/subject matter given in the question. 3. Points/arguments given are supported by facts, statistics, observations or examples. 4. Points/arguments appeal to logic and emotion. 5. Using a persuasive tone and register. 6. Considering the opposing views and being able to rebut or refute them – this makes an argumentative essay the most persuasive and effective.

–  ‘People can only be happy if they feel they are treated fairly.’ Do you agree (2019 O Level 1) –  Do you agree with the view that students should never engage in part-time work? –  ‘Social media has destroyed communication.’ What is your opinion? –  Who has more problems to deal with — adults or youths?

6. Discursive Essays

Like argumentative essays, a discursive essay focuses on and concerns itself with one particular topic or subject matter. Unlike the argumentative essay however, one is not required to take a stand on the subject matter. Rather than pushing for and validating only one particular perspective, students are required instead to discuss and explore the multiple perspectives regarding the subject matter in an unbiased manner.

What is important to note is that students can state a preference for a particular perspective or viewpoint at the end of the essay, but the tone and register of the essay should not be a persuasive one (i.e. the way the essay is written should not dominantly favour one particular perspective or viewpoint over others). It should be written in a manner which reflects that all the perspectives and viewpoints you discuss in the essay are equally valid (even if you do eventually state a preference for one at the end) — in essence, an effective discursive essay is one that achieves balance .

–  What are the advantages and disadvantages of social media? –  What are the qualities a good leader should have? –  Discuss the implications of making home-based learning a permanent mode of education. –  Discuss your views on discipline.

7. Two-Part Essays

As the name suggests, two-part essays are essays which could comprise features and elements of two different essay types. What you will typically see is a question which explicitly has two distinct and separate parts students would have to address. For instance, the question would not only require students to describe something or someone, but also require them to reflect on that particular thing they are describing in the essay; such that the essay becomes a ‘mixed-genre’ essay.

For two-part essays, students need to ensure that they address both parts of the question, and do not make the common mistake of devoting too much time and too many words to the first half of the question and neglecting the second half of the question.

– Write about a mistake you regret making. What lessons did you learn from it? – Describe an individual who has had a great influence on you. Why is this person so special to you? – Describe an object which you hold dear. Why is this object so important to you? – Write about a time you were misunderstood by others. How did you feel?

This brings us to the end of this blog post. Although there is much more to the respective essay types regarding their features and styles, I hope that I have managed to provide you with brief but lucid explanations that will make it a little easier for you to understand the various essay types that could be tested in the O Level.

Until my next post, and on behalf of the Lil’ but Mighty family, stay happy, stay safe, and stay healthy!

• Fine Out More

Mr Ng firmly believes that there is a strong correlation between effort and eventual success, and that finding success in English is something that is attainable by all of his students regardless of their background and starting point. He has a strong love and passion for the language and hopes to inspire that same passion in his students through his lessons. That being said, he looks forward to bringing out the best in his students and guiding them to fulfil the potential they all have.

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Argumentative Essay | The Ultimate Guide | O Level (1123)

If you want to know how to write a perfect argumentative essay , you will love this complete step-by-step guide I am about to share with you.

In fact, these are the exact strategies I used to ace this question in my English exam.

So keep reading.

But first of all, let me give you a brief introduction to the topic.

We'll take a look at:

What is an Argumentative essay?

You have heard of an argument, right? In simple words, it is the opposition or disagreement over something.

Argumentative writing is a genre (category) of writing in which you either speak in favour of a topic or against it. Plus, you use facts and examples to support your point of view.

Pretty simple, isn’t it?

In short, a well-written essay will:

• Have a compelling topic introduction to engage the readers
• Have a fair analysis of both sides of the argument
• Persuade the reader to consider a (new) different perspective

Do not worry! We will take a look at each of them in detail.

But first of all, let me tell you how to properly select a topic before writing.

How to select the “right” topic?

If you want to know, how to properly select a topic, this is for you.

Look, selecting a topic can be crucial . Here is a simple example for you:

Question 1 : ‘Sport is not just good for exercise – it teaches us lessons about values and behaviour.’ Do agree? Give reasons and examples to support your view.

Question 2 : ‘We should always obey rules, both inside and outside school: there is never an excuse for breaking them.’ What is your opinion? Give reasons and examples to support your opinion.

Let’s suppose that these were the topics you were to choose one from. What would you do? Here is a simple step-by-step guide for you.

• First of all, read both the questions twice and underline the keywords.
• Then, make a brief (but quick) mind-map . This will show you how much information you have for the particular topic.
• Select the topic that you find more interesting (and of course, for which you have better arguments).

Note : During the exam, MANY students just skim through the question (because they think they are running out of time). You DO Not have to do this. Take your time and decide which topic you will attempt.

When you know which topic to write on, it is time to move straight on to the next topic.

Format of Argumentative Writing:

Here is the format that you are going to use in your writing, “ the five-paragraph structure “.

Let’s take a look at each of them in detail now:

• Introduction
• Body Paragraphs (for arguments and counter-arguments)

Before moving ahead, let me tell you that each of these three sections has a unique structure . Let me show you how.

Introduction:

What do you know about an introductory paragraph already? The first part of your essay explaining what you are going to cover?

But here is a catch.

The introductory paragraph for an argumentative essay is divided into three parts :

Part 1 : Hooking your reader (grabbing the attention)

Part 2 : Background information

Part 3 : Thesis statement

Let me explain each part to you in detail.

The first thing you are going to do is to engage your reader (grabbing the attention). Look, a good introduction is the one that entices (attracts) the reader.

But, how can you hook your reader? Here are the three things you can do:

• Throw up questions :

Sometimes, a couple of questions straight away can be enough to grab your readers attention (as you will see in the example below ).

When you put questions in front of your readers at the start, chances are that they will go through the entire passage (essay) to find answers to those questions.

• State a fact:

Think of this: Will you be engaged by the passage that mentions a fact or an interesting finding straight away?

I would! And good chances are that you would also be.

So if you know a fact about a topic , you can simply start off with that as well. For example, the first line for the topic “Is a university degree enough to get a good job?” can be:

“Do you know that graduates still out-earn people without degrees…”

Now, let’s move on.

The second thing you have to do is to give some background information .

Here’s why.

This will help your reader understand what the topic is all about . Plus, this information will also explain the main keyword as well.

So after grabbing your readers attention, give some background information so that your reader understands the main context and the problem.

When you are done with these two parts, move on to the third and the most important part of the introduction, the thesis statement .

In simple words, this statement lets your reader know about your viewpoint (opinion) about the topic.

And if I say that this one-to-two sentence statement presents the main idea of your essay, I will not be wrong. Plus, your thesis is the MOST important part of your introduction.

Note : Your thesis should be “crystal clear”. This means that you should clearly give your opinion about the topic.

Further Reading:

How to get an A* in O Level English | 7 Best Tips

Narrative Writing Made Simple | Format and Sample

Account Writing | Directed Writing

Now, here is a simple example of an introduction for you:

The Question says:

“The students who study abroad achieve greater success”. Do you agree or disagree? Give reasons for your answer.

“Do you know that US students studying abroad during 2018-2019 increased by 1.6% (from 341,751 to 357,099)? But, does that mean studying abroad promises greater achievements? (Hooking the readers) For years, many students are interested in studying abroad as it helps them to have an understanding of the world, learn new languages, overcome challenges of living in another place and appreciate other cultures. To be precise, America’s first study abroad program (started by the University of Delaware ) was launched in 1923. (Background information) In my opinion, the students who study abroad achieve greater success because they develop their skills in a better way than those who study do not study abroad.” (Thesis statement)

With this, it is time to move on and talk about the body paragraphs.

Body Paragraphs:

An argumentative essay contains three body paragraphs (can be more) that give reasons and explanations on why you support your thesis.

Plus, you also give one or two counter-arguments (the arguments that oppose your thesis) to create a balance.

You should know that a typical paragraph contains a topic sentence (telling why your reader should agree with your opinion), examples and studies etc.

Note : You will apply the inverted pyramid technique over here. This simply means that you will give your strongest argument first (followed by the relatively weaker one).

Let’s take a look at this example:

Here is a paragraph in favour of the topic: “ Skills are more important than knowledge “.

Einstein said: “Imagination is more important than knowledge…” He further explained that knowledge is limited, while imagination encircles the world. All the information in this world is useless unless it is used in creative ways. For example, if a person knows a lot of facts, it is impressive. But, it is not useful. On the other hand, skills make information management and innovation (the most desired in the business world). In short, skills are what bring about development because they are practically applicable.

Now, here is a counter-argument paragraph for the same topic.

However, some people say that knowledge is more impotent than skills. The reason being is that skill is the end product of knowledge. If you have good knowledge about how to set a camera for a shoot, then you can practice that knowledge and the practice over time will make you skilful for that work. And since knowledge is an accumulation of experiences, it is more important.

In short, you support your thesis (that you made in the introduction) in the body paragraphs.

This takes us straight to the next part, the conclusion.

The Concluding Paragraph:

I have a question from you: What do you know about a conclusion, apart from that it is the last paragraph of your essay?

Let me tell you.

This is the paragraph where you re-state your thesis . Plus, you also give a brief summary of the arguments you made in the essay above.

Remember that conclusion is NOT the place to introduce new points. In fact, to write a good conclusion, you will have to appeal to your reader’s emotions.

We will take a look at all this with the help of an example.

Here is the concluding paragraph for the topic: “Skills are more important than knowledge.”

“In short, yes skills are more important than knowledge because skills can be practically applied. Moreover, skills lead towards development and birth innovation. But, knowledge is also important if it is practically applied.”

With this, let me share some amazing tips for you if you want to ace this topic in your exam.

Tips for Argumentative Writing:

• Make your thesis crystal clear .

As I said above as well, you HAVE to state your thesis clearly.

For example, if you agree that “money can’t buy you happiness”, then state clearly : In my opinion, Yes! money cannot buy you happiness.

As just a quick reminder for you, the thesis will be mentioned in the introduction as well as the conclusion.

• Be convincing .

Here’s a deal.

If you want your essay to stand out, you have to be persuasive (convincing). But, how can you do so?

Firstly, remember that people are easily persuaded by logic. Therefore, you have to give strong arguments in favour of your claim.

Quick Tip : Before writing anything, make a rough draft where you write all the arguments you have. Then, shortlist the MOST convincing arguments.

The second thing you can do is to use plenty of facts , examples and anecdotes (your personal story or experience) to support your claim.

Let’s suppose that you are writing on the topic: “University degree is more important than skill.”

In support of this argument, you could have stated that the 2016/17 HESA survey shows that 81% of people who finished their undergraduate degree three years ago are in full or part-time work.

In short, try to use case studies, facts and examples to support your opinion. Do not JUST give your opinion, but back it up as well.

• Use effective transitions .

Now you might be wondering, what are effective transitions. These are the words (or phrases) that connect your ideas and paragraphs , effectively.

Simple isn’t it.

Effective transitions are essential if you want to create coherence (logic and unity).

Here is a list of transition words that you can use in your writing.

For similarity : In addition, In the same way, similarly, identically etc.

For Opposition : Besides, in contrast, on the contrary, unlike and above all etc.

For examples and support : For instance, specifically, to illustrate, undoubtedly and especially etc.

So, create unity and link between your arguments, as they help the reader to (better) understand your claim.

• Avoid repetition :

Let’s be honest.

This is the biggest issue in argumentative writing. And, this problem can really impact your grade.

In simple words, repetition is talking about the same ideas (point) multiple times. This usually happens when you run out of unique ideas .

Remember that repetition makes your response unconvincing . Here is how can you deal with it:

First of all, make a rough draft before writing and write down all the points that come to your mind. When you will have all points in front of you, good chances are that you will not repeat any argument.

The second thing you can do is to read your writing aloud . Look, it is easy to lose track of what you are writing.

So when you read your work aloud, you will remember what you are writing . As a result, you will not repeat the same point.

Wrapping Up:

With this, our topic of how to write an argumentative essay has come to an end.

Now I turn it over to you.

Which part of this topic do you find the most challenging? Is it writing relevant facts or writing strong arguments. Do let me know.

Remember that this topic is very important from an examination point of view for GCE O Level English (1123). So, do practise a couple of past paper questions as well.

Thank you for reading and staying with me till the end. Stay tuned for more.

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Tips To Ace the GCE ‘O’ Level English Paper 1 & 2

Nuha ghouse.

• Created on November 29, 2018
• Blog , Exam Tips , PSLE

A key aspect of conquering GCE O Level English is developing skills to anticipate new trends. As this is something that will make or break your L1R5, the team of experts in Tutopiya have curated a beginner’s guide to conquering the GCE ‘O’ Level English Paper 1&2. 

Read also: GCE O Levels: Using the L1R5 to your advantage

GCE O Level English Paper 1 

Assessment for gce o level english paper 1 .

English Paper 1 consists of 3 sections and they are namely, Editing, Situational Writing and Continuous Writing. 

Visit the official MOE website to find out more about the GCE O Level English Paper.

Tips for tacking English paper 1 

1 – Skim through the passage to determine whether the text is presented in the present or past tense. 

2 – Go down the list of grammatical errors to check against the context and sentence of the text. 

3 – There are only 2 sentences that are correct in the whole passage. Be sure to not tick more than 2 boxes otherwise you would be marked wrong.

A list of the typical errors to look out for: 

• Subject-verb agreement
• Singular and plural forms 
• Uncountable/ collective nouns 
• Adverbs 
• Pronouns 

B: Situational Writing 

Here are some tips on how you can tackle the situational writing portion of English paper 1. 

1 – PAC 

Teachers often stress the importance of identifying the Purpose, Audience and Context before writing. This will help provide students with a direction on how to begin.

2 – Explain your objective in the introduction

It is also important to identify the objective of the visual text and be able to pen it down in words. Hence, you will need to be able to understand the question and identify the purpose.

3 – Annotate your question paper as you read 

Read the question details thoroughly and make sure that you understand what the question is asking you to do. Additionally, you will have to be able to understand what the question is asking you. Annotate as you read in between the lines. 

4 – Including an insightful personal response

Students should include their own opinion and interpretation in their writing. It would be good to indicate your own stand (positive or negative) and explain why they feel this way. 

C: Continuous Writing 

After you have read the question and chosen which you’d like to answer, spend 10 minutes crafting an essay plan. Detail your introduction, body and conclusion in point form. This is crucial to ensure the subsequent essay you write is coherent and comprehensive. 

GCE O Level English Paper 2 

Assessment for gce o level english paper 2, tips for tacking english paper 2, visual text.

1 – Find the main purpose of the visual text and answer the question directly

“The main purpose of this flyer is to…”

Use call to action words likes, to convince, to raise awareness, etc. 

2 – Read the title of the visual text

The title can give you an idea of what the text is about and even allows you to know what the overall message or purpose of the text is. 

Comprehension

Determine first if the question is an inferential or direct question. 

If it is direct, many times, you could just rephrase the relevant portion from the passage. 

If it is inferential, take a bit of time to thoroughly read the relevant part and try to think a step further and figure out what the question is aiming to draw from you.

General tips for the GCE O Level English papers

Time-management.

This might be the most important skill to master. Write as quickly and as legibly as you can. But also slow down when it’s crucial. 

For instance, it’s important to ensure you fully understand the passage, so after you finish reading it, you should write a 2-line summary of what the passage was about just to test your understanding. If you’re unsure of what a question is asking, especially if it’s an inferential question, skip it and come to it again later. 

Be prepared ahead of time 

The GCE O Level English paper happens annually around November alongside with the other subject papers. It is important to schedule your studying plan ahead of time and remove all distractions to complete your revisions in time. 

Read also: Essentialism: The BEST way to study better before examinations

Online tutor 

Having additional help and guidance for your national examinations can help drastically. Your tutor will be able to attend to your doubts and questions and even provide you with more resources. 

For students who feel not challenged enough, having a tutor can help you to develop greater confidence and skills for your exams. 

Tutopiya provides live 1-1 online tuition to secondary 4 Express and Secondary 5 Normal (Academic) students taking their GCE O Level English. Speak to our experts today to book yourself a free trial lesson to experience online learning with us today!

Nuha Gouse is the Co-founder of Tutopiya and is equipped with a first class honours Math degree from Imperial College, London. Her mission is to provide personalized individual lessons online where students from around the world can learn at their own pace and convenience.

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2019 O Level Model Essay

‘it was my proudest moment.’ write about a time when you felt like this..

2019 O Level English Examination Question

I was the last speaker to deliver my speech in the room. Our school team sat just a meter or so away, so nervous I could physically feel anxiety radiating from them. Every painful hour of training we submitted ourselves to was for this moment. So far, it had gone well: we had trounced so many of the so-called elite debate teams, cementing our status as the underdog. No one expected a team of seemingly-quiet girls to have come this far, but here we were, in the finals, against a team that had won the championship for ten years in a row. 

Our coach held our hands tightly as we walked towards the lecture theatre where the results would be announced, reassuring us that we did well, and that accomplishing a guaranteed silver medal was still good enough. However, secretly in our heart of hearts, we hoped we would take the gold. Otherwise, what was all that training for?

I was so nervous I kept quiet, feeling the sweat trickle down the back of the school’s formal uniform that was set apart for only students who participate in the most prestigious competitions. My tie suddenly felt tight and uncomfortable, but I did not dare to loosen it and sully our image. Walking into the blessed air-conditioning of the lecture theatre, we sat down and awaited our fate. Unfortunately, we were seated next to our competitors, who kept pointing at us and laughing condescendingly, as if they were expecting the win.

“And the winner of the Singapore Debating Championships is…”

He trailed off into silence but I swore you could hear our collective hearts pounding in sheer anxiety. 

When he cried out our school name, I could not even react. It was like an absolute dream when everyone started bursting into tears of joy, while I stared, stunned, until I finally realised what happened. We won. The underdogs won. We, the quiet, unassuming team that had just barely made it to this high-level division via the qualifiers won. Our competitors looked disgusted and refused to shake our hands, choosing instead to cast us looks of disdain.

It was then my team and I stepped forward with courage we never knew we had, and turned around to face our opponents.

“You will display proper gentlemanly behaviour and sportsmanship, or you will forever be known as bad losers,”

I managed to say, as politely as I could, even though I wanted to scream inside me. Staring them directly in the eye even though I was at least a head shorter than them, I refused to break my gaze.  

Finally, they looked away, then embarrassedly stuck out their hands.

That was when I felt the proudest of myself and of my team. It was not the gold medal that went around our necks, not the championship trophy that we got to bring home, but the act of standing up against people who truly believed we would not make it. We had struggled through so much to make it this far and we deserved that respect. Even though we had to demand it, I still proudly reached out and shook their hands. From that day on, we would not just be known for our debating prowess, but for the fact that even though we seemed like pushovers, we were incredibly strong. Our gold medals shone brightly under the lights, but our faces and spirits shone ever brighter.

Total: 572 words

Teacher’s Commentary

• Building Tension We knew we were going to have fun with this question! We wanted to build up the tension and have it culminate at the point where we could describe where the writer was at her proudest.
• Championship Setting We picked a championship setting because it was the most relatable setting. We thought of setting it up so that it would seem that we were proudest because our hard work had won us the tournament.
• Competitor vs Home Team  It was important to show the build-up as to how and why we were so proud. So, we developed the contrast between the main team and the competitor’s team.
• The Twist  The climax was not the win as expected, but rather the moment where their characters were tested. Since the main team of the story was described as quiet and unassuming, speaking up against the more arrogant competitor’s team would be a surprise that no one would expect in the story.
• Reflection Finally, it was important to have some reflection as to why that was the proudest moment. This part would differentiate this writing from other students who chose the same 2019 O Level English examination topic. While other students would write about hard work paying off, we would talk about standing up for ourselves.

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• English Composition

English Compositions: Best Writing Guide for O-Level

• April 27, 2021
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Table of Contents

Writing English Compositions can be a fairly easy task if you remember the Golden Rules. 

You have to know the different types of composition genres and what is required for each one of them. Once you are able to identify with each one, practice every week and the English Composition exams will be an easy hurdle to cross.

Make sure that you find out about these genres and practices early enough so that you can have a good headstart in your practice.

Select Your English Composition Genre

Selecting the correct genre for English Composition is of prime importance.

Whether it is argumentative or descriptive, knowing the difference and choosing one accordingly can make all the difference.

First, identify the genre of the essay question. Is it asking you to choose a side? Or is it simply about recounting something that goes on in your society? The former is argumentative and the latter is reflective.

Looking out for the type of essay you are more suited for will be the first step in writing an essay. English Composition. As soon as you have made a selection, move on to thinking about the content. Actually, content planning is a fairly straightforward task.

The first step is to organise your facts in point form. All you need would be 4 points in writing an expository or reflective essay. You will need 3 pros and 1-2 rebuttals for an argumentative essay. Once you have defined what you want to say in English Composition, the rest is easy.

Unlike a narrative and reflective essay, you will need evidence to back up your points. The more current your evidence, the better it will be for you. You may start with the most important point first and support it with evidence from a media source or observation. The evidence has to be clear, relevant and accurately written. 

For reflective and narrative essays, anecdotal or story form of writing is the norm. Writing clearly is just as important but you will need to think of a strong plot. The plot, which will be explained in the later chapters, has to be watertight. The resolution should offer a way out of the difficulty for the main character or protagonist. There should also be a moral or sense of value being imparted at the end.

The narrative or reflective essay will only help a student to score well in English Composition if both an imaginative plot and value of the lesson learnt is written clearly. If the story is flat and boring, the composition fails to make its mark. So, choosing the correct genre for your English Composition exam is very important.

Every English Composition is accompanied by a guided practice with answers, notes and vocabulary guide. If you follow the steps outlined for every practice, you will be sure to excel in your writing.

Important Tips For Writing Descriptive Essays

1. what is descriptive.

It is the observation of people, places or circumstances and padding it with one’s personalised style of describing it.

2. How do you start writing a descriptive essay?

Examine the keywords and zoom in on the main word or phrase.

3. How to write the Descriptive Introduction?

The Introduction is the most important paragraph as it tells the marker if you have understood the question or not.

Always start by mentioning the location or the time. If not, start with the most personal feeling you have about the subject or happening. 

Elaborate slightly on the effect and a general truth or some words of wisdom regarding it. Keep it brief.

Then lastly, write about how you managed to balance it in your life. This will prepare you to write on the good and bad effects of the object or event you are going to describe.

This also means you will not run out of content in English Composition.

Narrative Writing Techniques

How to write a good story.

Writing a good story entails 3 main features:

• A good protagonist (the main character)
• A protagonist who has a problem which is unusual and intriguing
• A suspenseful climax

Reflective Essay Techniques

These essays reflect a personal experience through which one gains insight and depth in one of the areas in one’s life. One of the most important aspects of a reflective essay is the mature tone and the value it imparts at the end in English Composition. 

A reflective essay is essentially about telling a story which delves deep into the story teller’s experience to provide insight into the values. The extent to which the values are affected and the extent to which the storyteller tells the tale by revealing his deepest psyche is up to him/ her. Every story is told from a different angle and every tale has a truth.

A reflective essay should start by describing the experience and then go on to reflect on the value of the experience.

Value of the experience

English Composition Techniques for Writing Argumentative Essays

An argumentative essay relies on 5 main factors:

• The thesis statement
• The cons (rebuttal)
• The conclusion

You need a good hook to start the essay. The hook should be the first sentence which shows that you have understood the question and it should reflect the way you have interpreted the question. 

A good hook should grab the attention of the reader. For example, if the question is about whether people should eat organic food, a hook could be as follows:

Turn your back to pesticide ridden vegetables and fruits packed with chemical sprays and welcome naturally grown food. 

This is a good hook in English Composition and grabs the reader’s attention straightaway.

The first step is to analyse the question carefully and understand what is required. All argumentative questions ask for a clear stand so you have to decide which side you are on. What is the best way to decide your stand?

It does not really matter whether you believe in the side you are taking though if you do so, it will help.

What really matters is that you decide to write on the side which has more points. This will depend on the current information available in the media, your reading depth and your ability to link it to the question. 

The thesis statement is very important as it tells the examiner what you feel about the essay. It should reflect your stand on the English Composition topic. Do you agree or disagree? You may say that you agree to a large extent. This leaves you with the flexibility to mention the opposite side in your rebuttal.

For example, if your English Composition essay is about why it is beneficial for people to eat organic food, you will need to think of 3 pros to support your argument. 

• The first Pro is the first point in favour of the side you have. So, the argument will begin as, “People will benefit from eating organic food as it is grown without pesticide or chemicals. They will derive the full nutritional benefits of the type of food which is grown. 
• The second Pro will be the next point to support your argument. People who eat organic food have remarked on feeling and looking more healthy. Longer lifespan and better energy levels are a result.
• Organic food is also supposed to help people to resist diseases like cancer. Cancer sufferers have also turned to organic food in an attempt to turn their lives back to a more healthy state.

Cons (Rebuttal)

The next step is to think of the cons or the rebuttal in English Composition. You may need one good rebuttal or two. The rebuttal should be a fresh point which opposes the pros mentioned earlier.                                         

• Organic food tends to be expensive and most people will find it hard to afford it.
• There is no scientific evidence which states that organic food makes a big difference from food which is grown without pesticides. If one washes vegetables carefully, the chemical coating can be removed.

The Rebuttal should be clear and accurate. If there is only one rebuttal, make sure that the evidence is accurate and up to date.

Organic food tends to be expensive and most people will find it hard to afford it. They tend to be priced at nearly ten dollars or more for a small bunch of vegetables. For families who cook a sizable portion on a daily basis, this cannot be an economical choice. Most families will opt for a cheaper option and turn to feed their families. Many people will prefer to buy vegetables and fruits which are grown with pesticides. They may feel that the health risks are minimal. A bag of organic apples costs nearly ten dollars whereas the chemically treated bag of apples may cost only a fraction of it. Cost always plays a large deciding factor for the consumer. 

This rebuttal or con has a point and evidence to support it. The paragraph has many details to highlight the point so another rebuttal may not be necessary. 

Hybrid Essay Writing Techniques

Hybrid essays are a mixture of expository, argumentative and descriptive. It could even be part narrative and part descriptive.

The subject matter could range from an expository topic such as pollution and one could be asked to give one’s opinion based on one’s views of society. So, this will be an expository essay with a descriptive content. Hybrid essays invite one to write with a personal viewpoint so a subjective treatment of a topic which is purely factual is the result.

The Expository and Narrative Hybrid

Eg. Write about your view of how a person should conduct his day to day living if he wanted to save the environment.

This topic invites personal views. So, a narrative version is possible. However, the subject is about saving the environment so there are facts involved.

You will have to write about an average person who should be more conscientious about society by recycling. An average person should not waste food, electricity or water. He should throw his paper and plastic in bins provided for that use. He should think about the future generations. What sort of world will the children of our future inherit? This trend of thought should occupy his mind. 

The Expository part:

Tells the examiner about the factual side of the English Composition essay.

“Saving the environment” means how to contribute to a greener world or efforts to preserve what we have. There are many points which can be raised about recycling, saving energy and using energy saving devices.

The Narrative part:

Tells the examiner the personal side to the English Composition essay. The part about “how a person should conduct his day to day living” can be seen from an anecdotal point of view.

The Argumentative and Descriptive Hybrid

The question is posed with reference to a topic about one’s community for instance.

The hybrid topic does not discuss world topics or factual topics but will ask you to write something rather different.

For instance, you may be asked if there is any value in playing traditional games and how much does it mean to you.

Or, it could be asking you your opinion on the performing arts and why you consider it important for yourself.

Though you may have to defend your view, there is an emphasis on your own story, your own life. You may have to explain your desire for the arts, your need to perform due to your passion. Then there will be a brief anecdote about your stint in the performing arts.

Or you may choose to write about your peers and how they view the performing arts. Why did you decide to learn that skill? If it was playing the cello, why did you choose it? What is the value in it?

How do people see you when you play it? Do they become enriched when they hear you play? Is this the value?

When you answer these questions in English Composition, you will be able to blend both the argumentative and descriptive portions of the essay.

The argumentative part: 

This is where you take a stand. Why is it important? So, you list out the reasons. This may be just for yourself or for your family.

The descriptive part:

This is where you become more introspective. You discuss your own desire for the performing arts. How it resonates within you. Your personal feelings. Does it make you happy? Which part? When you perform or rehearse? Or is it when it is over? 

Reflective or Narrative and Expository

Reflective and Narrative require you to tell a story with your own personal recount. You may write in an anecdotal style about a particular activity and what happened to you. There could be an interesting encounter or something you learnt which is relevant to the English Composition topic.

The expository portion will require you to write in a more objective way. You will need to be more concise and set forth an argument or point of view which examines the question.

Reflective and Argumentative

Reflective: A personal point of view is needed.

Eg. I feel that women should not serve in the national service as it may be too tough for them to handle. There are many of my fellow female students who find it difficult to do the marathon run. We barely manage to make it as we find it painful due to cramps.

Argumentative: Where it involves others.

Eg. Women may be an untapped resource for a country like Singapore where we have limited manpower.

This is the complete writing guide for writing excellent English Compositions for the O-levels. The next step is for you to get started with practising each genre till you reach your goal. 

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O level english expository essay: mastering the peel format.

by LearningGems.sg | Jul 20, 2023 | 1 comment

1. Introduction | O Level English Expository Essay

A well-structured essay with clear arguments and a logical flow demonstrates proficiency in communication and critical thinking. One effective structure that aids in crafting coherent essays is the PEEL format, a widely recognised format used in essay writing. This format provides students with a systematic framework to organise their ideas and present them coherently.

PEEL stands for Point, Explanation, Evidence and Link.

2. Writing Body Paragraphs using the PEEL format | O Level English Expository Essay

2.1 point: crafting a strong topic sentence.

Within the PEEL format, the Point component holds significant weight as it sets the direction for each paragraph. The Point can also be known as the topic sentence. A strong topic sentence serves as a concise preview of the paragraph’s content, encapsulating the main idea or argument. It should be clear, specific, and should also answer the essay question directly.

A good topic sentence not only captures the essence of the paragraph but also engages the reader from the start. For example, in an essay about the impacts of social media on society, a strong topic sentence could be: “The pervasive influence of social media has transformed communication patterns and reshaped social interactions.” This topic sentence clearly states the focus of the paragraph and presents a compelling point for further discussion.

On the other hand, a weak or vague topic sentence can lead to confusion and a lack of clarity in the paragraph. For instance, a weak topic sentence in the same essay topic could be: “One impact that social media has on society is its impact on humans.” This topic sentence lacks specificity. It is too general and fails to provide a clear direction for the paragraph. It does not offer any indication of the particular aspect of social media being discussed.

By crafting strong topic sentences, students establish a solid foundation for their paragraphs, allowing for targeted and impactful discussions throughout the essay. Effective topic sentences provide a roadmap for the reader, ensuring that the subsequent components of the PEEL format align with the overarching argument and contribute to the overall coherence of the essay.

2.2 Explanation: Providing Context and Analysis

The Explanation component of the PEEL format plays a crucial role in connecting the Point and the Evidence. It serves as a bridge that provides necessary context, analysis, and interpretation to support the main argument. Offering in-depth explanations allows students to showcase their critical thinking skills and demonstrate a deep understanding of the topic.

When crafting explanations, it is important to provide relevant background information and clarify any terms or concepts that may be unfamiliar to the reader. This contextual information helps to establish the foundation for the evidence that follows. Additionally, students should delve into the significance and implications of the point being made, providing insightful analysis and interpretation.

For example, if the essay is discussing the impact of climate change on biodiversity, the explanation should go beyond stating the facts. It should explore the interconnectedness between climate change and biodiversity loss, analysing how changes in temperature and precipitation patterns can disrupt ecosystems and lead to the decline of species. By providing such context and analysis, the writer not only educates the reader but also strengthens the overall argument.

Effective explanations should also consider alternative perspectives or counterarguments, demonstrating the writer’s ability to critically evaluate different viewpoints. By addressing potential counterarguments and providing a thoughtful rebuttal, students can strengthen the persuasiveness of their essays and showcase their ability to engage in nuanced discussions.

Incorporating thorough explanations within the PEEL format helps to connect the main point with the supporting evidence, ensuring a coherent and well-developed argument. It demonstrates the writer’s depth of knowledge and analysis while providing the reader with a comprehensive understanding of the topic at hand.

2.3 Evidence: Supporting Your Point

The Evidence component within the PEEL format plays a pivotal role in bolstering the main point and providing credibility to the argument. Well-chosen evidence strengthens the writer’s position and convinces the reader of the validity of their claims.

Effective evidence can take various forms, such as statistical data, expert opinions, direct quotes, or real-life examples. It is essential to select evidence that directly supports the main point and helps to substantiate the argument. For instance, when discussing the benefits of exercise on mental health, citing scientific studies or referencing experts in the field can serve as compelling evidence.

To ensure the effectiveness of the evidence, students should avoid including certain types of evidence such as anecdotal examples. While anecdotal examples and personal experiences can be compelling, they should generally be avoided. The exception is when students are writing a reflective exposition. This is because anecdotal examples are based on personal observations or experiences, rendering them subjective and limited in their applicability to broader contexts. Just because an event occurred to one individual does not imply its occurrence or likelihood for everyone else!

Further, it is worth noting that simply presenting evidence is not sufficient; it is equally important to analyse and explain its significance. Connecting the evidence back to the main point and offering insightful analysis helps to reinforce the argument and allows the reader to see the logical progression of ideas.

2.4 Link: Ensuring Smooth Transitions and Coherence

The Link sentence in the PEEL format connects the paragraph to the overall argument and succinctly summarises what was discussed within the paragraph. It acts as a bridge between the supporting evidence and the main point expressed in the topic sentence, effectively rounding up the argument presented in that paragraph.

It is important to note that link sentences should be concise and purposeful, avoiding unnecessary repetition of information or phrases. Many students have the tendency to just repeat the topic sentence, but doing so does not add any value to the paragraph. In fact, it merely creates redundancy and diminishes the overall impact of the paragraph.

A good link sentence should wrap up the key ideas within the paragraph and connect them to the central argument. Mastering the art of linking within the PEEL format enhances the overall readability and impact of the essay.

3. A Sample Body Paragraph using the PEEL format | O Level English Expository Essay

Let us now look at how we can put all these together and apply it in writing. Can you identify the elements of the PEEL structure in this sample paragraph?

Question: Should Artificial Intelligence (AI) be regulated? Explain your views.

The development and prevalent use of AI poses significant risks to individuals and society. One of the primary risks is the potential for biased algorithms. AI algorithms are only as unbiased as the data sets they are trained on. Therefore, if these data sets contain biased information, the AI will replicate and even amplify those biases. This could result in discriminatory decisions, such as denying someone of an employment opportunity based on their race or gender. For example, in 2018, Amazon scrapped an AI-powered recruiting tool after it was discovered that the system had a bias against women. The system was trained on resumes submitted to Amazon over a ten-year period, which were mostly from male applicants. As a result, the system taught itself that male candidates were preferable, and it downgraded resumes that contained words like “women” and “female”. Without regulation, these risks could lead to significant harm to individuals and our social fabric. Therefore, it is essential to regulate AI to ensure that it is developed and used in a responsible and ethical manner, with appropriate safeguards in place. By mandating transparency, accountability, and fairness in the development and deployment of AI systems, we can mitigate the potential harms associated with this powerful technology.

4. Conclusion | O Level English Expository Essay

In summary, the PEEL format equips students with a structured framework to effectively organise their ideas and present them with clarity and flow. Ultimately, incorporating the PEEL format empowers students to craft well-structured essays that engage readers, showcase their depth of knowledge, and present compelling arguments.

Preparing for the O Level English Exam is never a walk in the park, but you should never navigate the journey alone. Should you require additional support in mastering the PEEL format, our experienced tutors are here to provide personalised guidance and assistance. Together, we can help you refine your writing skills and achieve the success you desire!

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9 Tips for English Summary Writing (O Levels)

O-Level Comprehension: Summary Writing

The summary question is usually the last question in Paper 2 Section C (non-narrative comprehension) and it carries 15 marks. For this question, you are required to condense the main points of certain paragraphs into 80 words or fewer.

To score well for the summary question, you need to pay attention to the two main components that make up the marking rubrics: Content and Language. Content is worth 8 marks; Language is worth 7 marks.

So how do we go about maximising our scores for the summary question?

But before you go on reading… You might want to download a pdf copy of this article as it is quite long!

Click the blue download button, enter your email, and the pdf file will be delivered to your inbox! (Remember to check spam!)

1. Allocate Sufficient Time for Summary

Students with poor time management tend to leave very little time for summary and end up having to rush through the segment.

As a result, they either write a half-baked summary, or worse, not attempting it at all. This is such a pity because it is not difficult to score well for the summary question. A well-planned and well-written summary can mean the difference between an average Paper 2 score and an excellent one.

So allocate 25 – 30 mins for it. Give it the time it deserves!

2. Use Synonyms of Question Keywords to Help You Search for Content Points

It’s crucial that you identify the focus of the summary question. To write any good response, you first need to know the question requirements.

After you identify the keywords in the question. try penning down synonyms for these keywords.

This is helpful because the passage very often uses synonyms of the keywords as signposts or signal words. This makes your task of searching for content points much easier!

Do not make the fatal mistake of diving into your search for points without fully understanding the question. You might include the irrelevant points or miss out on a potential content point.

Let’s apply this tip and see how we can break down the 2017 O-Level summary question:

3. Identify the Number of Parts That Constitute the Question

A summary typically consists of one or two parts. Here’s a table to show you the trend of past year summary questions:

Notice that the parts are joined by the conjunction “and”. This means that to identify the parts, you can simply look out for the word “and”!

Bonus tip: Most of the time, students are required to look for 4-5 content points per part. So tally up the number of points you have for each part and check if you’ve got 4-5 content points per part.

Now, let’s look at how to search for content points.

4. Search for Relevant Content Points

Don’t let exam stress take over. Firstly, select points only within the designated paragraphs! You will not be given credit for points from other paragraphs.

Do not rush your search.

For every sentence you come across, ask yourself if it addresses the summary requirements. If it does, label the content point; if it doesn’t, move on to the next sentence. 

What if you’re not sure if it is a content point? When in doubt, make a little note. Perhaps you could add a question mark after labelling the content point.

Pay close attention to connectors, conjunctions, and transitional devices. They are signposts that help you determine whether the content point is relevant! Here are some common connectors that are found in text passages:

• Connectors of addition: Additionally, also, and
• Connectors of cause and effect: Thus, Therefore, so, because
• Connectors of contrast: but, yet, however, nevertheless

Make sure you have at least 8 content points.

Bonus tip: Since content is worth 8 marks, it is recommended that you give an extra content point (9 points in total) just in case one of the content points is incomplete or inaccurately conveyed.

5. Leave Out Unnecessary Information

Many students have problem differentiating “important information” from “unimportant information”. “Everything looks important to me!” Does this sound familiar? If you try to include every detail in the text, you’re not doing it right. If everything is important, nothing is important. So, focus on the main points and leave the rest out.

Do not include the following in your summary (unless otherwise specified):

Examples are there to illustrate the author’s main point. They often come in the form of quotes, statistics, date, facts and figures, etc. Common connectors that are used as signposting include “for example”, “for instance”, “such as” or “like”. Include the main point; leave out the example.

• Irrelevant details

Every detail must address the summary question. If it doesn’t, it is irrelevant. Be sure to ask and answer the question “Is this relevant to the summary requirements?” each time you label a content point!

• Redundancy or repetition of ideas

The same point can be conveyed using different phrasing. Authors sometimes do this for emphasis. It’ll be your duty to recognise that the same idea is being repeated and to exclude that as a content point.

This brings us to the next problem — students not including necessary supporting details.

6. Do Not Leave Out Necessary and Important Details

Another common mistake is that students take only the main point and leave out supporting details of the point. This is a mistake when the details are important and necessary!

A main point without important details is considered an incomplete content point. This means you do not get awarded that content point.

Important reminder: Some students think that all adjectives and adverbs can be excluded. This is a misconception! It depends on the focus of the summary question; adjectives and adverbs are sometimes very relevant to the question. If so, remember to include them as part of your content point.

Here’s an example of how to apply Tips 5 and 6. Let’s practise using the summary question and text from the 2021 O-Levels:

Can you distinguish between the relevant and irrelevant details? Try this out on your own and compare your answers with ours on the next page.

The remaining points are found in the other paragraph. Now that you have learnt how to select content points, let’s move on to the next step!

7. Paraphrase by Changing Word Forms or Using Synonyms

Here’s a word of warning: it is not recommended to do a word-for-word substitution using synonyms. You risk distorting the meaning of the content point and this will cost you marks for both content and language! Only use synonyms if you are confident that they convey the same meaning and can be used in the same context.

Don’t fret if you do not have a wide vocabulary. A simple way to paraphrase is to play around with the parts of speech or word classes.

There are four main word classes: nouns, verbs, adjectives, and adverbs. Transforming words from one word class to another ensures that you retain the meaning.

It is recommended that you use a blended approach: combine the use of synonyms with the transformation of word classes.

Let’s look at an example using the 2021 O-Level summary question:

Robots can be used to support human activity when they…

The most important thing is that you have accurately conveyed the author’s meaning. Always prioritise securing your marks for content before considering ways to improve on your choice of synonyms.

Effective paraphrasing goes beyond basic word substitution. Simply using synonyms without paying attention to collocations and sentence structure can result in awkward expression, which will impact your marks for Language.

Bonus tip: do you know you can use antonyms to paraphrase too? For example, when describing a robot that “keeps on working”, we can use “working nonstop” or “working ceaselessly”. So when you can’t think of a synonym, try thinking of an antonym instead.

8. Use Linking Devices to Improve the Flow of Your Points

To bring cohesion to your summary and improve fluency, use sentence connectors to link your points together.

• Addition connectors: and, additionally, furthermore, moreover, besides etc.
• Cause-and-effect connectors: therefore, hence, because, thus etc.
• Contrast connectors: however, although, yet, unlike, contrarily, whereas etc.

Be smart! Avoid using connectors that take up multiple words like “in addition”, “as a result”, “on the other hand” etc.

Using the right conjunctions or connectors can increase your language score 

9. Check Your Work!

After writing your summary, count the number of words and make sure you haven’t exceeded the word count.

Warning : All summary responses are counted and any content in excess of 80 words will be crossed out.

So what should you do if you have exceeded it? Check that your response does not include:

• unnecessary details (examples, repeated ideas, irrelevant details);
• long-winded expressions

As a rule of thumb, each content point should span an average of 10 words.

Lastly, run through this checklist of questions before submitting your work:

• Did I make any Subject-Verb Agreement (SVA) errors?
• Did I make any Tense errors?
• Did I use any incomplete sentence fragments?
• Did I use any comma splices?

Bonus tip: use a variety of simple, compound and complex sentences if possible.

This concludes our 9 tips on how to effectively tackle the summary question. Apply these tips when working on your summary practices to improve your confidence during exams. All the best for your exams!

You might want to download a pdf copy of this article for future reference!

See more related articles and information on Writing Samurai:

• How to Write Argumentative Essays
• How to Write Discursive Essays
• Benefits of Secondary English Tuition
• Past O-Level Essays and Questions

7 Exam-Smart Tips For Language Editing

• Exam Smart Tips for Secondary English

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…………………………………………………………………………………………………………………………………………………………………………………………………………………………. 9 Tips for English Summary Writing (O Levels) O-Level Comprehension: Summary Writing The summary question is usually the last question in Paper 2 Section C (non-narrative comprehension) and it carries 15 marks. For this question, you are required to condense the main points of certain paragraphs into 80 words or fewer.

But before you go on reading… You might want to download a pdf copy of this article as it is quite long!

1. Allocate Sufficient Time for Summary time management

So allocate 25 – 30 mins for it. Give it the time it deserves!

2. Use Synonyms of Question Keywords to Help You Search for Content Points Keyword search

3. Identify the Number of Parts That Constitute the Question A summary typically consists of one or two parts. Here’s a table to show you the trend of past year summary questions:

Year Question No. of parts 2021 The ways in which robotic technology can be helpful to humans 1

2020 The appearance and behaviour of penguins on land, and in the water 2

2019 The actions the organising committee have to take before and during the race to make it a Gold Label marathon 2

2018 The difficulties linked with Brazil nut trees for both commercial growers and private individuals 2

2017 The challenges that road builders have faced, and the improvements they have made to overcome each of them, during the twentieth and twenty-first centuries. 2

2016 The ways in which elephants were used by human beings in the past, and are still used today. 2

4. Search for Relevant Content Points treasure hunt

For every sentence you come across, ask yourself if it addresses the summary requirements. If it does, label the content point; if it doesn’t, move on to the next sentence.

Connectors of addition: Additionally, also, and Connectors of cause and effect: Thus, Therefore, so, because Connectors of contrast: but, yet, however, nevertheless Make sure you have at least 8 content points.

5. Leave Out Unnecessary Information Many students have problem differentiating “important information” from “unimportant information”. “Everything looks important to me!” Does this sound familiar? If you try to include every detail in the text, you’re not doing it right. If everything is important, nothing is important. So, focus on the main points and leave the rest out.

unnecessary details

Examples Examples are there to illustrate the author’s main point. They often come in the form of quotes, statistics, date, facts and figures, etc. Common connectors that are used as signposting include “for example”, “for instance”, “such as” or “like”. Include the main point; leave out the example.

Irrelevant details Every detail must address the summary question. If it doesn’t, it is irrelevant. Be sure to ask and answer the question “Is this relevant to the summary requirements?” each time you label a content point!

Redundancy or repetition of ideas The same point can be conveyed using different phrasing. Authors sometimes do this for emphasis. It’ll be your duty to recognise that the same idea is being repeated and to exclude that as a content point.

6. Do Not Leave Out Necessary and Important Details attention

4 Summarise the ways in which robotic technology can be helpful to humans.

Use only information from Paragraphs 4 and 5.

There is no doubt that human beings have essential qualities that go beyond productivity – empathy, compassion, dedication, and the ability to make fine judgements, to name a few. These cannot be provided by a robot worker, meaning human beings are still essential in most fields of work. There is also a growing belief that we should seek to use artificially intelligent machines alongside human workers, allowing robots to, for example, retrieve dangerous materials that may harm a human. They could also do time-consuming, laborious jobs which demand a meticulous approach free from human error, such as inspecting every pipeline and bolt on a ship. Robots can also work in extreme environments, such as deep in the oceans or on hostile planets in outer space, where human limitations and vulnerabilities may hinder progress. Mining robots help save lives as they work deep underground, in addition to enhancing efficiency by mining around the clock, which can lead to increased profits.

# From the Passage Is this relevant? Reason — There is no doubt that human beings have […] to name a few. x This is about the qualities of humans, not robots. — These cannot be provided by a robot worker, meaning human beings are still essential in most fields of work. x No mention of how robotic technology is useful. — There is also a growing belief that […] alongside human workers, x No mention of how robotic technology is useful. 1 allowing robots to, for example, retrieve dangerous materials that may harm a human. √ Although the phrase “for example” is used, the “example” here is one way in which robots can be helpful.

It is a main point for this summary.

2 They could also do time-consuming, laborious jobs √ Definitely a main point. 3 which demand a meticulous approach free from human error, √ Notice that being meticulous and error-free is distinct from being “time-consuming” and “laborious”. This is therefore relevant additional information — such as inspecting every pipeline and bolt on a ship x Example of Point 2 4a Robots can also work in extreme environments, √ Definitely a main point. — such as deep in the oceans or on hostile planets in outer space, x Example of Point 3. 4b where human limitations and vulnerabilities may hinder progress. √ Explains why the robots’ ability to work in extreme environments is helpful to humans. Leaving this out renders the content point incomplete. — Mining robots help save lives as they work deep underground, √ Similar to Point 3; working deep underground is an example of “extreme environments”. Recommended to subsume this under Point 3. 5 in addition to enhancing efficiency by mining around the clock, which can lead to increased profits. √

Definitely a main point.

7. Paraphrase by Changing Word Forms or Using Synonyms Paraphrase

From the passage Paraphrased … retrieve dangerous materials that may harm a human. … handle hazardous substances which can threaten humans’ safety They could also do time-consuming, laborious jobs which demand a meticulous approach free from human error do time-consuming, labour-intensive tasks that require precise and error-free execution

8. Use Linking Devices to Improve the Flow of Your Points To bring cohesion to your summary and improve fluency, use sentence connectors to link your points together.

Addition connectors: and, additionally, furthermore, moreover, besides etc. Cause-and-effect connectors: therefore, hence, because, thus etc. Contrast connectors: however, although, yet, unlike, contrarily, whereas etc. Be smart! Avoid using connectors that take up multiple words like “in addition”, “as a result”, “on the other hand” etc.

9. Check Your Work! editing 3

Warning: All summary responses are counted and any content in excess of 80 words will be crossed out.

unnecessary details (examples, repeated ideas, irrelevant details); long-winded expressions As a rule of thumb, each content point should span an average of 10 words.

Did I make any Subject-Verb Agreement (SVA) errors? Did I make any Tense errors? Did I use any incomplete sentence fragments? Did I use any comma splices? Bonus tip: use a variety of simple, compound and complex sentences if possible.

How to Write Argumentative Essays How to Write Discursive Essays Benefits of Secondary English Tuition

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BY JERRY LEE | OCTOBER 26, 2023 | ONLINE TUITION | 0 COMMENTS |

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