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Primary 5 English Workshop: Developing Writing Skills

The document provides information about developing writing skills for the PSLE examination. It outlines the assessment objectives for Paper 1, which include writing for a purpose and audience, using appropriate grammar and vocabulary. It discusses situational writing tasks that require conveying information in different contexts. Sample writing prompts and marking schemes are also included. The document emphasizes supporting students by exposing them to reading materials and building a language-rich home environment to encourage frequent writing practice.

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86 views23 pages

Primary 5 English Workshop: Developing Writing Skills

The document provides information about developing writing skills for the PSLE examination. It outlines the assessment objectives for Paper 1, which include writing for a purpose and audience, using appropriate grammar and vocabulary. It discusses situational writing tasks that require conveying information in different contexts. Sample writing prompts and marking schemes are also included. The document emphasizes supporting students by exposing them to reading materials and building a language-rich home environment to encourage frequent writing practice.

Uploaded by

cocoyip
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Primary 5 English

workshop
Developing writing skills
Outline

1. Overview of Paper 1
2. Situational Writing
3. Continuous Writing
4. Our Approach to Developing Writing
5. How to support your child
6. Q&A
PSLE examination syllabus
Paper 1 (Writing) – Assessment objectives
• AO1 Write to suit purpose, audience and context in a way that is clear and
effective
• AO2 Use appropriate register and tone in a variety of texts
• AO3 Generate and select relevant ideas, organising and expressing them in a
coherent and cohesive manner
• AO4 Use correct grammar, spelling and punctuation
• AO5 Use a variety of vocabulary appropriately, with clarity and precision
Situational writing
• Assesses students’ ability to convey information in different contexts
• Contexts can be informal or formal
• Students may be required to write emails, journal entries, reports etc.
• Question usually consists of:
• A visual text stimulus
• Task description
Your Task

You have been given the brochure shown on the


previous page. Your parents and you have decided
to join this tour during the June holidays.

Write an email to your cousin, Julia, asking her


to join this tour with your family.

You are to refer to the information in the brochure


shown on the previous page for your email.

In your email, include the following information.

 where you plan to go


 how long is the tour
 what is the cost of the tour
 which are the two places that you will be visiting
 how to get more information

You may reorder the points. The email must be


written in complete sentences.
Your Task

Imagine you are the pupil in the last picture who went to
inform a teacher about the fight in the fitness corner.

Write a report to your school principal, Mrs Lim,


regarding the fight you had witnessed at the school
fitness corner.

You are to refer to the given pictures and details for your
email.

In your email, include the following information.

 the date of the incident


 time of the incident
 what the boy on the monkey bar did
 the immediate reaction of the boy who was kicked
 how the other boys reacted
 how was the incident stopped

You may reorder the points. The email must be written in


complete sentences.
Situational Writing – Mark Scheme
• Task fulfilment (6 marks)
• Content: Required points dealt with fully
• Purpose, audience, context
• Language and organisation (9 marks)
• Clarity of information/ideas
• Accuracy in expression and use of language
Continuous Writing
• Write a composition of 150 words based on a topic and visual stimulus.
• Make use of at least 1 of the given visuals in any order.
• Address the pointers given in any order and include other relevant points.
Mark Scheme
• Content (20 marks)
• Relevance of topic – related to given topic
• Development of ideas and interest value
• Language and Organisation (20 marks)
• Grammar, spelling and punctuation
• Vocabulary
• Coherence: Sequencing of paragraphs, linking of ideas
Our approach at OEPS
Situational Writing
• Guide students to understand the question requirements
• Identify purpose, audience, context
• Highlight and number key points in the visual text
• Help students use the appropriate tone
Formal vs. Informal: Some differences

Informal Formal
• Salutation on first name basis (e.g. • Salutation based on formal title (e.g.
Dear John) Dear Mr. Tan)
• Opening greetings (e.g. How are you?) • Opening greetings not required
• Language more relaxed (e.g. We must • Language more objective (e.g. The date
register by… ) of registration is …)
• Closure with personal touch (e.g. I • Closure polite and brief (e.g. Thank
hope to hear from you soon.) you for your kind attention)
Continuous Writing
• Planning
• Identifying question requirements
• Story mountain
• 6 traits of writing: Ideas, Organization, Voice, Word Choice, Sentence
Fluency, Convention
• Showing and not telling
• Proofreading, editing, revising
Writing tips
Show and not tell
Tell Show
✗Jane was angry at her younger ✔With a flash of anger in her bulging
brother. eyes, Jane stomped her foot and
slammed the door behind her. Her
Telling the readers what you want them brother was left alone and confused in
to know the living room.

Using details to let readers picture the


story and draw their own conclusions.
Writing tips
strong introductions
An example of a typical story opening A better way to ‘hook’ the reader

It was a bright morning. John woke up and John loves reading more than anything else.
brushed his teeth. He had breakfast and In fact, he is always seen in the library,
made his way to the library. sitting crossed-legged on the floor with a
book in his hands. Mr Bookworm, as his
friends like to call him, decided to visit the
school library one day.
Describing the character.
Writing tips: strong introductions
Techniques That Will Examples
Hook Your Readers

1. Dialogue “ Hurry or you’ll be late!” called my mother from the bottom of the
stairs. “Today of all days you want to be on time.” If I had only
know what that day would bring, I would have stayed in bed.
2. A Question Have you ever had a day when you wished you had stayed in bed? As
I rushed to catch the bus on what seemed to be a perfectly normal
day I had no idea what was ahead of me.
3. Sound “Buzz!” The sound of my alarm clock droned in my ears as I
struggled to come awake. With a start I sat straight up in my bed.
This was my big day and I had to be on time.
4. Flashback Amy has learnt her lesson. She wished she had listened to her
mother. Lying on the hospital bed, she could only blame herself for
the accident.
Supporting your child in writing
• Expose your child to a range of reading materials
• Build a climate of rich language at home
• Converse with your child about his daily experiences
• Talk about common experiences like your overseas trips
• Encourage frequent writing
• Keep a diary, journal etc.
• Seize occasions to involve your child in writing, e.g. sending holiday cards
Sample of good writing
We value your feedback 

https://tinyurl.com/ycgnelwh
Let’s work together
Question & Answer

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