Q&A - PSLE English

[vksp]

ameryeducation:

As far as I am aware, there is a marking scheme, but it is \"supposed\" to be kept confidential by teachers. It is band-based marking with characteristics per band, with discretion given to teachers to award marks as they deem fit within each band. Due to its \"restricted\" nature, it is not available publicly.


But then again, I don't think students should learn writing based on knowledge of the marking scheme. Good writing is good writing, and any decent teacher will be able to differentiate good from bad.

It is about being aware of the mistakes which one can make, and about incremental steps to improve. A poor student cannot dream about improving quickly. Something step by step is necessary.

[The Alternative Story]

Hi vksp,


Like what ameryeducation has stated, it is supposed to be kept confidential by teachers.

However generally, these are the areas that the child should work on:

1) Sentence Structure

If the child is weak in this area, he should focus on getting simple sentence structures right

Eg: The flames were just behind them. They had to run as fast as they could.

They need to use the right tenses and know their subject-verb agreement.

If the child is already proficient in his basic sentence structure, then he needs to look into how to vary it.

Eg: Starting a sentence with 'ing' or having one-word sentences to punch in a certain action.

2) Vocabulary

The vocabulary must be appropriately used. This is where many students who memorize chunks of 'good' phrases go wrong. They try to squeeze in the phrases and sometimes either use them wrongly or put in too many phrases that the writing is over-the-top.

The child must know how to use the vocabulary for difference scenarios and how to apply the right vocabulary at the right part of the story.

3) Plot

Many times, the children are not sure how to develop a story and they are either too long-winded or most of the time, they do not develop the tension and they end in a sudden manner. Hence, the children must be taught how to stretch the tension in a story.

You can use scenes from movies, or extracts from storybooks to show them how the tension is stretched.

By the way, we are having a free workshop on creative writing for both parents and children. You could go to the marketplace forum to find out the details.

TAS (The Alternative Story)

[vksp]

If it is kept confidential by teachers - how about tuition centres? The checklist would be a good way to diagnose pogress and put a weightage on problem areas - rather than just a grade.


Does your tuition centre have suh a list?

[The Alternative Story]

Hi vksp,


We do have one as the centre is started by an ex-teacher. However, we do not make it available for students. We just train the teachers to look out for the important areas.

However, most of the time, compositions are more of an arts than a science, so even though there is a marking scheme, we also have to take into consideration the taste of the marker. That is why in the PSLE, there are 2 markers to mark each composition script, so that as much as possible, the students are given a fair chance.

TAS

[vksp]

My son reads a number of novels. But his writing skills is not good. The ideas jump about and he could not keep a straight line. Instead of developing the main story, he brings in distracting sidekicks. There is also no lack of selling and grammar mistakes.


The impact of the problem does not stop here. It affects his Science - by not being able to consistently putting forth a good argument. In his oral, he could not give a logical like of thought. This also affects Chinese too. Perhaps, I am exaggerating the problem a little, but being able to keep a straight line is important. Perhaps more important than the flowery vocabulary - or "Good Phrases and Good Sentences"- as the chinese teachers would say.

So, there must be a logical sequence of importance. I can definitely develop my criteria. But if the criteria are supported by teachers, and MOE, or in general by people, perhaps I would be able to persuade my son.

Since the end of P4 I have been telling him. Nothing has changed now that he is beginning P6. So, this needs to be fixed.

I see an accepted criteria list as key.

[The Alternative Story]

Hi vksp,


Actually the criteria for a good composition mainly has to do with a well-developed plot and good use of vocabulary. However, for the problem of not being able to put forth his thoughts clearly, I think having a criteria might not help address it. In order to be able to express his thoughts clearly in a coherent manner, he needs understand how to use a PEEL strategy.

P- Point
E- Explanation
E- Examples
L- Link

This strategy is used more for non-narrative essays. For narrative essays, he needs to know that when he develops a story, he needs to flesh out the problem and then describe the reactions of the characters to the problem- so it should go like this: Problem, Reaction, Problem Escalates, Reaction gets more intense, Problem escalates even more and then Reaction gets worse and then talk about how the problem is resolved.

For example:

Wisps of white smoke began curling from underneath the bedroom door (problem). I stared dumbfounded at the smoke. It could only mean one thing- a fire. (reaction) By now, the smoke was getting worse, bringing visibility to almost zero. (problem escalates) Choking on the acrid smoke, I stumbled in the gloom. Fear, raw and intense, surged through me. I had to get out. I had to. (reaction)…

TAS (The Alternative Story)

[vksp]

The Alternative Story:

Hi vksp,

Wisps of white smoke began curling from underneath the bedroom door (problem). I stared dumbfounded at the smoke. It could only mean one thing- a fire. (reaction) By now, the smoke was getting worse, bringing visibility to almost zero. (problem escalates) Choking on the acrid smoke, I stumbled in the gloom. Fear, raw and intense, surged through me. I had to get out. I had to. (reaction)....

TAS (The Alternative Story)

Upon 20, how many marks would what you wrote get - given that it is not out of point.

[The Alternative Story]

Hi vksp,


Provided that the child writes consistently well throughout the composition and the storyline is well-developed, a story like that would get about 17 to 18 over 20 (primary 3/4), if it is over 40 (primary 5/6), the child can get about 35 to 38.

TAS (The Alternative Story)

[vksp]

The Alternative Story:

Hi vksp,


Provided that the child writes consistently well throughout the composition and the storyline is well-developed, a story like that would get about 17 to 18 over 20 (primary 3/4), if it is over 40 (primary 5/6), the child can get about 35 to 38.

TAS (The Alternative Story)

Regarding the text you provided, why wouldn't it be a 20 upon 20? or 40 upon 40? given that the rest of the story is well developed. What else is missing? We are not talking about the Nobel Prize for Literature or Olympic gymnastics or Singapore Idol where judges would protect their dignity, or guard against any political reprisal. This is just PSLE - a very \"standard\" assessment - Not A level General Paper, not even 'O' level.

[atutor2001]

vksp:

Regarding the text you provided, why wouldn't it be a 20 upon 20? or 40 upon 40? given that the rest of the story is well developed. What else is missing? We are not talking about the Nobel Prize for Literature or Olympic gymnastics or Singapore Idol where judges would protect their dignity, or guard against any political reprisal. This is just PSLE - a very \"standard\" assessment - Not A level General Paper, not even 'O' level.

Just my own thought. I would argue that it is not upon 20 because there is lack of \"originality\". We can feel it - if a person is writing from the \"heart\" or if he/she is borrowing sentences.