Professional Documents
Culture Documents
Read the question carefully. Identify your task, your role and your audience.
Use the 45 minutes allocated for this question wisely.
Plan your essay and organize your thoughts (this includes what to write and how to elaborate on
points)
Include an introduction and a conclusion and make sure your paragraphs are well organized.
Use all content points given. It is advisable to cross out the points you have used, so that no
point is left out.
Include points of your own only if you are asked to. Otherwise, do not waste precious time
doing so because you will not get any extra marks.
Elaborate on the points given. Write 2-3 sentences to elaborate on each point. Remember a
crucial aspect of this paper is language and your ability to write can only be tested if you provide
sufficient language for the examiner to gauge your linguistic ability.
Use a variety of sentence structures so that your essay is not dull and monotonous.
Always read through what you have written. Correct grammatical, spelling and punctuation
errors before handing in your script.
1. ARTICLE
OUR HERO F1
Title
by Alina F2
Writer’s name
F3
....................wishing him all the best for his future. Well done John! Ending
(wish/hope)
2. SPEECH
F1
F3
......... Thank you.
Ending (Thank you)
3. FORMAL LETTER
Consumer Club, F1
25000 Kuantan.
______________________________________________________________ &
The Manager,
03 March 2014
Date
&
Title
&
David Tan
4. INFORMAL LETTER
F1
123, Taman ABC,
Sender’s address
25000 Kuantan
F2
F3
Betty
5. REPORT
To: Mr Lee F1
Principal To
SMK Kuantan
Title
(REPORT ON…)
Reported by, F3
Lee From
LEE LI LI (Reported by
SENTENCE TYPES
• The best way to improve your writing is to use a variety of sentence structure
• Variety of sentence structure is used to avoid monotony and to make the writing more
interesting and meaningful
• How do you do that? By using
– simple sentences
– longer sentences
– sentences with joining words
– sentences with different beginnings
• Simple sentences
– There is one main idea and one verb
• It was raining heavily.
• I was frightened.
• I started running fast.
***Writing a long series of short sentences will make your writing jerky and
choppy. It will also tire the reader thus make the reader lose interest towards
your writing.
• Longer sentences
– Aini was not allowed to leave the classroom. The teacher was busy in the office. She
had to get permission from the prefect on duty.
– As the teacher was busy in the office, Aini was not allowed to leave the classroom
unless she got the permission of the prefect on duty.
– I was on my way home from school. I saw thick black smoke. It was coming from a
burning house. I saw people rushing out with their belongings.
– While I was on my way home from school, I saw thick black smoke coming from a
burning house. People were rushing out with their belongings.
• Construct sentences with joining sentences such as conjunctions to make ideas flow
smoothly and combine two independent thoughts, giving both equal strength and
importance.
• Linking a whole string of complete sentences with conjunctions will make the paragraph
monotonous and boring to read, so it is advised to have varied paces in your writing as some
parts can be slow moving while others might be fast paced.
• Short sentences for action and excitement
– I sensed that someone was following me. I turned around. There was no one there.
Again, I heard the thud of boots. So, I quickened my steps. My heart started beating
fast.
• Longer sentences for slow-moving events
– Only an hour ago I had celebrated my twenty-first birthday and now he was gone. I
knew that I would never see him again but why was I still waiting for his phone call? I
hugged my mother and cried uncontrollably. We will never see him again but the
memory of those wonderful times we had would forever be embedded in my mind.
• Using sentences with different beginnings :
– Using one / two adverbs
– Using verb-part openers
– Using the …..ing opener ( Gerund )
– Using infinitives as openers
• “Show Me, Don’t Tell Me“ is an approach to writing a more vivid paragraph as it breathes
life and energy into any story.
• A reader would want to see how the characters in a story come alive and controls the
attention of the reader. When you ‘tell’ a story…it may seem mundane or boring.
• Telling sentences tell us something and gives general, non-specific and often vague ideas
• They do not involve the reader and these type of sentences are written in a dull and lifeless
manner.
• Telling is the wrong way of communicating facts to the reader.
• So if “telling” is not an effective way of writing…a good writer should use “showing”
sentences.
• “Showing” sentences show us - they describe the scene and actions, they help us see by
using clear, specific details to create clear, strong pictures in our minds.
• “Showing” sentences will get the reader to experience the story as if the reader is there
participating in the story.
• Now…let’s look at some examples
touch
Jack was afraid. As the footsteps tapped closer and closer, Jack felt his
stomach muscles tighten. He flattened himself to the
wall, the gritty bricks against his cheek. Jack was
afraid.
hear touch
• In the “telling” sentence, we are given information but in a way that doesn’t involve the
reader
• In the “showing” sentence however, the reader is brought in the scene along with Jack. Here
the 5S ( sense of touch, smell, feel, see, hear ) factor is used
• So the secret of a showing sentence is it’s beautifully simple with specified details that brings
life and stimulates the reader’s imagination so that the reader could project him or herself
into the scene and become part of the story.
PARAGRAPH POWER
• Every paragraph should contain the three main elements mentioned below
– Topic Sentence
– Lets the reader know the topic or main idea of the paragraph
– General Statements
– Gives general reason to go along with the main idea
– Supporting Sentences
– Added support and details to enhance a general statement
• Paragraphs should also be structured as a BLOT ( Bottom Line On Top )
– Topic sentence
Sets up the expectation in the mind of the reader. The paragraph fulfills those
expectations
– Key points and supporting details
– Concluding sentences
These sentences should lead into the topic sentence of the next paragraph and
remind us of the main point
In order to construct a meaning paragraph and establishing logical flow is the use of
transitions – words that logically link supporting sentences in a paragraph
To choose the correct transition words, first determine the conceptual category, then select
the words or phrases.
Showing cause and effect therefore, as a result, consequently, thus for this
reason
Transitions are signals, they establish the relationship between concept and paragraphs to
powerfully move the reader from paragraph to paragraph.
1. Topic ( Fast food ) + Main Point ( What will you say about the topic )
*** ( x ) with these type of sentences, not much elaboration can be done
A good paragraph contains a topic sentence, general statements, supporting details and a concluding
sentence
Practice 1
Fast food is getting healthier. Recently, in restaurants such as Mc Donald’s, you can find veggie
burgers and salads on the menu. Burger King even has special menus for people who have to avoid
certain food for health reasons. They list all the ingredients for people to see. Things have really
changed for the better on the fast food chain. Now, when you think of fast food, it does not have to
mean bad food.
The above paragraph contains the three elements mentioned above. It shows that a good paragraph
will have ample information about the topic supported with various sentences.
When constructing an interesting paragraph, the writer must think about the readers :
Practice 2
My favourite subject is English. I like to read interesting and exciting literature. Most of all, I like
debates, discussions we are able to have about the things we are studying. There is no class
compared to English.
As mentioned earlier, a good paragraph will consist of a topic sentence, general statements,
supporting details and a concluding sentence. Each general statement should be accompanied by two
supporting statements and transition words or phrases should be used to begin each general
statement. Transitions help the flow of the paragraph and at the end of each paragraph a concluding
sentence must be written.
My favourite subject
is English
concluding sentence
Here are the tips on how to write a good essay, based on each criterion:
Good essays should be without any major grammatical, spelling and punctuation errors. So, focus on
these key aspects. Make sure that you know the grammar rules well and apply them when you write.
Many students face problems with the sentence structure of the English language. The problem can
be solved through plenty of reading. When you read, your mind is fed with the correct sentence
structures over and over. In time, you will be able to write sentences with the right structure. When
you write an essay, use a variety of sentences - simple, compound, complex sentences, in both the
active voice and passive voice, etc. Thus, it is advisable to make good use of as much variety of
reading material as possible - storybooks, magazines, newspapers, etc. to expose yourself to
different types of sentence structures.
Reading helps to increase your vocabulary. When you see a new word, look it up in a dictionary to
learn its meaning. To score high marks, you need to show that you have a wide vocabulary. For
example, you can use 'delighted' or 'overjoyed' instead of 'happy'. Instead of using 'sad', use 'upset'
or 'downhearted'. Try not to use the same word repeatedly. Use different words with the same
meaning to impress the examiner. It is also important that you use a word precisely or accurately.
Wrong use of words will result in mark deduction. So, make sure that a word is suitable to be used in
a sentence or a particular situation before using it. Reading helps you understand the meaning of a
word accurately. When you read extensively, you tend to be familiar with words and know when to
use them and when not to. Look it up in a dictionary again when you forget the meaning of a
particular word.
When writing an essay, it is important to write about relevant points, or write about what the
question ask for. For example, for the title 'Describe an outing with your friends', the whole essay
should be about the outing. If you write about other things such as your friends' hobbies, that would
be irrelevant. As long as you understand the title and write relevant points, you will be safe. The lack
of points or ideas is a common problem faced by students when writing essays. Reading model
essays helps a lot, since it gives you plenty of ideas.
An Oxford dictionary defines 'coherence' as 'the situation in which all the parts of something fit
together well'. For instance, when writing an essay entitled 'My Hero', it is advisable to write about
things that are of the same nature in a paragraph. For example, after the introduction, you can write
about the childhood of your hero in the first paragraph. Then, in the second, third, fourth and fifth
paragraphs, you can write about his educational background, occupation, personalities and
An interesting essay does not talk about the boring stuff. For example, you decide to write an essay
entitled 'Describe an enjoyable weekend you have experienced' or ‘Describe a camping trip at the
beach with your family.’ Avoid including stuff like:
"When I woke up that morning, I went to the toilet to brush my teeth and wash my face. After that, I
dressed up and went downstairs to have my breakfast. I had bread and butter for breakfast..."
"When I woke up that morning, I was excited as my whole family would be going on a camping trip at
the beach. After getting everything ready, we set off for the beach in my father's van..."
You can continue the essay by describing all the interesting things that you and your family saw and
did at the beach. It is a good idea to write about your own experience, since it shows originality.
When writing essays, it is also important to write about logical things.
Stated above are the important points to note. Apart from those based on the criteria, other points
to take note of include:
i) Practise writing essays, since 'practice makes perfect'. Besides school assignments, try to write
more essays and have someone qualified to correct them for you. When you make mistakes, learn
from them and make it a point not to repeat them , in order to improve your writing skills effectively.
When practising, learn to finish an essay within the time frame given. For instance, in SPM, you have
about an hour to complete an essay. Spend about 10 minutes, 35 minutes and 15 minutes on
planning, writing and checking the essay respectively.
ii) Remember, there are no short cuts to success. Essay writing skills take time to develop. There
goes the saying, 'Rome wasn't built in a day'. Diligence and perseverance are the keys to success. Do
not give up until you succeed.
iii) Look at the past year papers and study the examination format. Then, refer to the model answers
and familiarise yourself with the answering techniques in order to score high marks.
In short:
29. Dull — boring, tiring„ tiresome, uninteresting, slow, dumb, stupid, unimaginative,
lifeless, dead, insensible, tedious, wearisome, listless, expressionless, plain,
monotonous, humdrum, dreary
30. Eager — keen, fervent, enthusiastic, involved, interested, alive to
31. End — stop, finish, terminate, conclude, close, halt, cessation, discontinuance
32. Enjoy — appreciate, delight in, be pleased, indulge in, luxuriate in, bask in, relish,
devour, savour, like
33. Explain — elaborate, clarify, define, interpret, justify, account for
34. Fair — just, impartial, unbiased, objective, unprejudiced, honest
35. Fall — drop, descend, plunge, topple, tumble
36. False — fake, fraudulent, counterfeit, spurious, untrue, unfounded, erroneous,
deceptive, groundless, fallacious
37. Famous — well-known, renowned, celebrated, famed, eminent, illustrious,
distinguished, noted, notorious
38. Fast — quick, rapid, speedy, fleet, hasty, snappy, mercurial, swiftly, rapidly, quickly,
snappily, speedily, lickety-split, post-haste, hastily, expeditiously, like a flash
39. Fat — stout, corpulent, fleshy, beefy, paunchy, plump, full, rotund, tubby, pudgy,
chubby, chunky, burly, bulky, elephantine
40. Fear — fright, dread, terror, alarm, dismay, anxiety, scare, awe, horror, panic,
apprehension
41. Fly — soar, hover, flit, wing, flee, waft, glide, coast, skim, sail, cruise
42. Funny — humorous, amusing, droll, comic, comical, laughable, silly
43. Get — acquire, obtain, secure, procure, gain, fetch, find, score, accumulate, win, earn,
rep, catch, net, bag, derive, collect, gather, glean, pick up, accept, come by, regain,
salvage
44. Go — recede, depart, fade, disappear, move, travel, proceed
45. Good — excellent, fine, superior, wonderful, marvellous, qualified, suited, suitable,
apt, proper, capable, generous, kindly, friendly, gracious, obliging, pleasant,
agreeable, pleasurable, satisfactory, well-behaved, obedient, honourable, reliable,
trustworthy, safe, favourable, profitable, advantageous, righteous, expedient,
helpful, valid, genuine, ample, salubrious, estimable, beneficial, splendid, great,
noble, worthy, first-rate, top-notch, grand, sterling, superb, respectable, edifying
46. Great — noteworthy, worthy, distinguished, remarkable, grand, considerable,
powerful, much, mighty
47. Gross — improper, rude, coarse, indecent, crude, vulgar, outrageous, extreme,
grievous, shameful, uncouth, obscene, low
48. Happy — pleased, contented, satisfied, delighted, elated, joyful, cheerful, ecstatic,
jubilant, gay, tickled, gratified, glad, blissful, overjoyed
49. Hate — despise, loathe, detest, abhor, disfavour, dislike, disapprove, abominate
50. Have — hold, possess, own, contain, acquire, gain, maintain, believe, bear, beget,
occupy, absorb, fill, enjoy
51. Help — aid, assist, support, encourage, back, wait on, attend, serve, relieve, succour,
benefit, befriend, abet
52. Hide — conceal, cover, mask, cloak, camouflage, screen, shroud, veil
53. Hurry — rush, run, speed, race, hasten, urge, accelerate, bustle
54. Hurt — damage, harm, injure, wound, distress, afflict, pain
55. Idea — thought, concept, conception, notion, understanding, opinion, plan, view,
belief
56. Important — necessary, vital, critical, indispensable, valuable, essential, significant,
primary, principal, considerable, famous, distinguished, notable, well-known
80. Run — race, speed, hurry, hasten, sprint, dash, rush, escape, elope, flee
81. Scared — afraid, frightened, alarmed, terrified, panicked, fearful, unnerved, insecure,
timid, shy, skittish, jumpy, disquieted, worried, vexed, troubled, disturbed,
horrified, terrorized, shocked, petrified, haunted, timorous, shrinking, tremulous,
stupefied, paralyzed, stunned, apprehensive
82. Show — display, exhibit, present, note, point to, indicate, explain, reveal, prove,
demonstrate, expose
83. Slow — unhurried, gradual, leisurely, late, behind, tedious, slack
84. Stop — cease, halt, stay, pause, discontinue, conclude, end, finish, quit
85. Story — tale, myth, legend, fable, yarn, account, narrative, chronicle, epic, sage,
anecdote, record, memoir
86. Strange — odd, peculiar, unusual, unfamiliar, uncommon, queer, weird, outlandish,
curious, unique, exclusive, irregular
87. Take — hold, catch, seize, grasp, win, capture, acquire, pick, choose, select, prefer,
remove, steal, lift, rob, engage, bewitch, purchase, buy, retract, recall, assume,
occupy, consume
88. Tell — disclose, reveal, show, expose, uncover, relate, narrate, inform, advise, explain,
divulge, declare, command, order, bid, recount, repeat
89. Think — judge, deem, assume, believe, consider, contemplate, reflect, mediate
90. Trouble — distress, anguish, anxiety, worry, wretchedness, pain, danger, peril,
disaster, grief, misfortune, difficulty, concern, pains, inconvenience, exertion, effort
91. True — accurate, right, proper, precise, exact, valid, genuine, real, actual, trusty,
steady, loyal, dependable, sincere, staunch
92. Ugly — hideous, frightful, frightening, shocking, horrible, unpleasant, monstrous,
terrifying, gross, grisly, ghastly, horrid, unsightly, plain, homely, evil, repulsive,
repugnant, gruesome
93. Unhappy — miserable, uncomfortable, wretched, heart-broken, unfortunate, poor,
downhearted, sorrowful, depressed, dejected, melancholy, glum, gloomy, dismal,
discouraged, sad
94. Use — employ, utilize, exhaust, spend, expend, consume, exercise
95. Wrong — incorrect, inaccurate, mistaken, erroneous, improper, unsuitable
16. From A to Z
( to know everything in detail)
eg. You should know the details of the topic from A to Z.
You have just returned to Kuching from a holiday in Johor. Write a letter to your uncle, thanking him
for the wonderful time you had.
Before you start elaborating, read the question and complete the F.A.C.T.S below:
Format
Audience
Contents
Task
Situation
2. parents
there to
fetch
3. thank him - I would like to thank you for all the Mom and dad are especially delighted to
gifts, thoughtful gifts and souvenirs you bought receive the beautiful, batik baju kurung
souvenirs us. and shirt so does everyone else.
4. thank aunty Please thank Aunty Lily for her delicious I learnt a lot of new dishes and recipes
- delicious cooking. It was most sumptuous and from her and I’ll try some for them later
cooking mouth-watering. with mom.
5. wonderful
trip - Johor
7. exciting time
- Legoland
8. shopping -
City Square
9. photos -
remembran
ce
12. tell him Before I pen off, I would like to tell you the
latest news latest news. Our family pet, Snowball, has
- given birth to eight kittens.
Read the question below and complete the graphic organizer. Work in groups.
You have just returned from a three-day outdoor activity camp. You have decided to write a
letter to a friend about your experience at the camp. Write your letter based on all the notes
below
who organized the camp
date of the camp
transport to the campsite
number of participants
location of the camp
accommodation
give two relevant examples of
- activities
- benefits
- problems
PRACTICE 3: Article
Your school has carried out activities for Health and Safety month. Write an article to your
school magazine regarding the activities organised. In the article, you must describe the
problem faced and the activities that have been carried out.
PROBLEMS
ACTIVITIES
- practised 3Rs
- cleared clogged drains
- organised Clean-up Day
- cut off old, overhanging branches
- provide a title
- include your name
- use all the notes given
- provide two more problems and two more activities of your own
Before you start elaborating, read the question and complete the F.A.C.T.S below:
Format
Audience
Contents
Task
Situation
2. filthy toilets
3. clogged drains
4. dirty floor
5. problem 1
6. problem 2
7. practiced 3Rs
8. cleared
clogged drains
9. organized
Clean-up Day
11.activity 1
12.activity 2
PRACTICE 4: Article
The dengue cases reported in your neighbourhood is on the rise. Write an article for the school
newsletter about the symptoms of dengue and advising the students on dengue treatment and
how to prevent it.
Symptoms
- sudden high fever
- pain behind the eyes
- nausea – vomiting
- skin rash
Treatments
- a lot of rest
- plenty of water
- clinic or hospital
Precautions
- mosquito net and repellent
- long sleeved shirt when outdoor
- breeding areas
provide a title
Include your name
Use all the notes given
recommend two effective programmes that your neighbourhood/school can organise to
raise public awareness on the danger of dengue.
The school canteen is a place where most of the students in your school spend their time after
hours of learning session. As one of the daily visitors of the canteen, you found that the canteen
service is poor recently. You have carried out a survey to get more information about this
situation from other students. Based on your findings, write a letter to the Principal regarding
the matter. In your letter, tell the principal how poor the canteen service is.
Stain glasses
Poor Service Lack of Cleanliness
Messy counter
Broken benches
Poor Facilities
Slow water
Note :
For your speech you will receive up to 15 marks for the format and content points, and up to 20
marks for the quality of your writing.
Before you start elaborating, read the question and complete the F.A.C.T.S below:
Format
Audience
Contents
Task
Situation
2. Oily fried
‘keropok’
3. Less vegetable
4. Lack of
Cleanliness
5. Stain glasses
6. Messy counter
7. Poor Facilities
8. Broken
benches
9. slow water
10. Suggestion 1
11. Suggestion 2
12. Suggestion 3
You are a resident of Taman Indah, Melaka. You are concerned about the rise in the crime rate
in your area. Based on the notes provided, write a letter to the Officer In- charge of Police
District (OCPD) of your city to complain about the matter:
Complaints:
many cases of burglary
- a few cases every night
Suggestion:
Note:
For your letter, you will receive up to 15 marks for the format and content points, and up to 20
marks for the quality of your writing.
PRACTICE 7: Speech/Talk
Your school is celebrating Reading Month and you have been asked to give a talk to the
students to encourage them to read novels.
READING FICTION :
an inexpensive entertainment
Before you start elaborating, read the question and complete the F.A.C.T.S below:
Format
Audience
Contents
Task
Situation
2. transports one
to another world
3. develops your
social brain
4. builds better
relationships
5.improves
leadership skills
6. encourages
understanding of
people
7. instills values
such as tolerance
8.encourages
understanding of
different cultures
9. prepares one
to face the world
11. Point 11
12. Point 12
PRACTICE 8: Speech/Talk
Disciplinary cases have been an ongoing problem occurring in many schools in our country
nowadays. As the Head Prefect of your school, you have been asked by your teacher to give a
speech about the problems and suggestions to solve this matter. Use the notes given below to
write your speech
Problems:
• smoking
• bullying
• gangsterism
• vandalism
• playing truant
• theft
Suggestions
• counselling session
• parents’ attention
• motivational talk
• ongoing monitoring
PRACTICE 9: Report
It’s the Environment Month in your school. In conjunction with the Environment Month, one
of the activities is to visit the Recycling Centre. You, as one of the participants have been
requested to write a report to the teacher- in-charge of the visit.
Date
Numbers of students on the trip
Name the recycling centre
Objectives:
- Widen students’ knowledge on recycling
- Encourage students to play their role
Benefits
(suggest TWO BENEFITS you gained during the visit)
Before you start elaborating, read the question and complete the F.A.C.T.S below:
Format
Audience
Contents
Task
Situation
2. Numbers of
students on the
trip
3. Name the
recycling centre
4.Widen
students’
knowledge on
recycling
5. Encourage
students to play
their role
6. Welcomed by
the recycling
centre manager
7. Videos on
benefits of
recycling and the
effects of landfill
8.Quizzes on
recycling
10. Visit to
Education room
– see recycled
display items
11. Benefit 1
12. Benefit 2
PRACTICE 10 : Report
Recently, as a member of the Reading Club of your school, you have carried a survey on why
students do not like to spend their free time in the library. As the member of the school’s
Reading Club, you have been asked to write a report to the Principal to inform about the
findings of the survey and to suggest solutions to overcome the problems.
Include the following points in your report:
COMPLAINT SUGGESTIONS
Outdated books and in poor conditions Purchase new books and other reading materials
School library is underfund Get sponsorships
insufficient chairs and tables Add new chairs
Less electronic resources Purchase more computers
Library hours too short Extend the library hours
(ADD ONE MORE COMPLAINT) (GIVE ONE SUGGESTION)
CONTINUOUS WRITING
TYPES OF CONTINUOUS WRITING
• NARRATIVE – writing a story
• ARGUMENTATIVE – stating views
• DESCRIPTIVE – describing an event/scene, place, person
• FACTUAL – characterising facts
• REFLECTIVE – reflecting OWN experience
ii) Paragraphing :-
o INTRODUCTION:
A brief, relevant and interesting introduction to attract readers‟attention. When writing the
introductory paragraph, always remember “what, how & why” questions. You must be able
to lead your reader into defining the purpose of your piece of writing.
o CONTENTS:
You must be able to define your main ideas relevant to the topic clearly and accurately. Your
supporting idea must be stated clearly which must be relevant to the main idea. This should be
followed by further elaboration and examples which are relevant to the main idea.
a) Main Idea
b) b) Supporting Idea
c) c) Elaboration/Explanation
d) d) Relevant examples
o CONCLUSION:
A convincing and satisfactory conclusion with suggestions & possible solutions. You should be
able to end your writing effectively and give your readers a sense of completion or satisfaction.
You may like to highlight the issues discussed and suggest possible solutions to the issues
highlighted.
1. NARRATIVE WRITING
a) Definition of a narrative
A narrative tells or narrates a story or a sequence of events. It may be about something
common or uncommon, for example, a strange encounter or events, a sudden catastrophe, a
crisis, a conflict, a victory, an exciting adventure or discovery. However, it may be also be about
an ordinary experience or the daily routines that can occur in our daily life.
ARGUMENTATIVE WRITING
a) Definition of an argumentative
In an argumentative essay, students are required to state their views on an issue. These views
can be in favour or against the issue. Students may be required to make a stand or present a
balanced view of the issue and state their stand or recommendation in the conclusion.
Whatever the format required, all views, for and against, must be supported by examples and
facts.
• Body
- Arguments for
- Arguments against
Give supporting statement
- Give evidence
- Compare& contrast
- Justify argument
- Justify with examples
- Conclusion or recommendation
- Restate your stand
a) Features of an argumentative
i) Introduction
- TO AGREE : Thesis statement of agreement
- TO DISAGREE : Thesis statement of disagreement
- NEUTRAL : Thesis statement of neutrality
ii) Body
• Topic sentence 1 (first reason) Supporting ideas to support the topic sentence
• Topic sentence 1 (Reason (s) for agreement) Supporting ideas to support the topic sentence
• Topic sentence 2 (second reason) Supporting ideas to support the topic sentence
• Topic sentence 2 (Reason (s) for disagreement) Supporting ideas to support the topic sentence
• Topic sentence 3 (third reason) Supporting ideas to support the topic sentence
• Topic sentence 3 (Reason (s) for dis/agreement) Supporting ideas to support the topic
sentence
DESCRIPTIVE WRITING
There are three (3) types of descriptive essays:
A. Describing a scene/event
B. Describing a person
C. Describing a place
A. Describing a scene/event
When describing a scene or event, you are required to write in some details about the people
and activities going on.
B. Describing a place
When describing a place, you are required to describe the place in detail. In your description,
include the people and activities going on.
DO’s DON’Ts
• Have a good grasp of the topic • Choose a topic if you don’t understand
• Write about the place/scene only if you have • Try to describe a place/scene if you are not
the knowledge about it sure about it
• Describe the activities of the people in it • Leave out the activities of the people in it
• Write about your feelings / impressions of • Leave out your feelings about the place/
the place or scene scene
• Write concluding lines about your • End your description without a conclusion
description
C. Describing a person
When describing a person/a group of people, you should give enough details about the
person/people. Include their lifestyle, contributions if any and daily activities.
DO’S DON’TS
• Have a good knowledge of the topic • Choose a topic if you are not sure about the
• Jot down the points facts
• Define the topic & give relevant examples • Start writing immediately
• Arrange points according to importance • Start writing without giving any clear
• Give relevant examples & figures definition
• Present points clearly • Jumble up your points
• Sum up points accurately • Forget to give relevant examples &
illustrations
• Present points poorly
• End without a conclusion
REFLECTIVE WRITING
a) Definition of a reflective
A reflective tells or narrates personal story or experience. It may be something that changes
one’s attitude, opinion or behaviour. However, it may be also be about an ordinary experience
or the daily routines that is memorable.
I. Tense
A narrative usually describes events or happenings in the past. Thus, the Past Tense forms are
usually used in narrative writing. Other tenses are also used but not as frequently.
II. Cohesiveness The flow of the story is important as it sets the mood of the storyline. Events
should be arranged logically and systematically. This can be done by using connectors and
suitable linkers.
III. Plot
The plot is the story framework. It is the storyline of, for example, how a character changes or
how a mystery is solved or how an enemy is defeated. To be interesting, a story must have a
good plot.
IV. Characterization The event in the story usually happens to the main character and how
he/she solves a problem or overcomes challenges thrown towards him. Thus, characterization
should include the description, the characteristics as well as clear incidents that show his
utmost outstanding personality.
SAD • heart missed a beat or two • slumped shoulders • do not want to face anyone
• jumped out of my skin • head bowed anymore
• eyes nearly popped out • heart breaks into • want the ground to open to
pieces swallow (you)
B. THE BEACH/SEA
• Tall coconut palms swayed gracefully to the sounds of the sea waves (beach)
• The gentle waves rolled endlessly towards the white sparkling beach (beach)
• The whispering breeze and splashing waves gently rocks me to sleep.
• The winds caresses my cheeks and ruffles your hair as I relish the tickling sensation of the
waves crashing at my feet.
C. A STORM
• The sky darkened and it threatened to rain but the weather held (gloomy with no rain)
• Lightning streaked across the sky
• There was a flash of lightning followed by a rumble of thunder.
• The wind shrieked. The wind howled
• A peal of thunder boomed in the distance.
D. A VILLAGE
• The village houses were hurdled together ,surrounded by lush green shrubs and trees
• As it was a fruit season, the wind carried the strong fruity aroma, tantalizing all who came
across it.
• Behind the quaint little huts, thick green forests and hills lends a majestic surrounding to the
village.
• The garden was a kaleidoscope of colour as red, pink and orange flowers danced gracefully in
the gentle breeze
E. DAY/NIGHT
• The dark night was slowly crawling by and the dawn was approaching
• As the moon makes a retreat, the sun rises in all its radiance and splendour.
• A new day is born.
• The night crawled by slowly.
• The stars twinkled in the black sky like thousands of fireflies
• The cry of million cicadas broke the silence of the night
• In the dead of the night, came the sound of the banging of a door.
1. Write a story because your errors (grammar, spelling, sentence structures and so on) will not
be so glaring in a story compared to a factual/argumentative essay.
2. Always write about something real and close to you. It is easier than writing about something
fictional, which you have to create and imagine.
3. Combine description with narration and you will get a wonderful story (see the sample of a
narrative story ending with "We had never laughed so much in our lives").
4. Prepare a story in advance. Write a story about two pages length; do not write too long
because it will make the examiner spend longer time to read and mark your essay, which is
quite annoying. Ask your teacher to check the grammar and the sentence structure. Then,
memorize everything. Make sure that when you enter the exam hall, you have a story in your
mind. Do not go there empty-headed; you will waste a lot of your precious time thinking of
what to write on the spot. When you get the question paper, what you have to do is to adjust
and adapt the story in your head to the question. Usually the question will ask you to write "a
story beginning with..." or "a story ending with...”. So, be smart and creative.
5. Be positive (think positively) about yourself because self- confidence is important in writing a
creative & interesting story.
6. Be bold to create a story based on personal experience or extensive reading (story books,
etc.) as it allows your brain to flow freely as ideas can pop up now& then (feel free to express
yourself or your thought). Jot it down quickly as the ideas pop up because our minds can play
tricks on us.
7. Be smart to evaluate the ideas that pop up in your brain & only choose those are relevant to
your story.
8. Be cautious about your sentences (simple, compound & complex) & to be safe, always use
simple sentence (weak), simple & compound (average), compound & complex (good).
9. Be adventurous in creating your story either a real life story based on your personal
experience or a fictional story with some adjustments based on your extensive reading.
10. A good writer keeps the examiner guessing whether the story is real or just fiction.
SET 1
1. Describe an exciting holiday you had with your friends and how you felt about it.
3. Describe how a sudden change in the weather brought disaster to your community.
4. Write a story about a young boy who lost his family ending with:
Describe an experience when something you had planned well shattered into pieces.
SET 2
b) “The future of the world lies in educating the younger generation.” Discuss.
SET 3
SET 4
1. My dream job.
4. Write a story about your friend who never gives up. End your story with:
SET 5
4. Write a story about someone you know who have failed many times but never gives up
until she became successful. Begin your story with:
“Everyone thought she was going to fail again. After all, she has always failed….”
SET 6
Format - 3 marks
Content - 12 marks
Language - 20 marks
__________________________
TOTAL : 35 marks
__________________________
A FORMAT (3 marks)
C1 - Unhealthy Food
C3 - Less vegetable
C4 - Lack of Cleanliness
C5 - Stained glasses
C6 - Messy counter
C7 - Poor Facilities
C8 - Broken benches
C9 - Slow water
A The language is entirely accurate apart from occasional first draft slips.
Sentence structure is varied and sophisticated – shows that the
candidate is able to use sentence length and type to achieve an
intended effect.
19 – 20 Vocabulary – sophisticated and is used with precision.
Punctuation is accurate and helpful to the reader.
Spelling is accurate across the full range of vocabulary used.
Paragraphs have unity and are appropriately linked.
The style and tone are appropriate for a formal student-principal
communication.
B The language is almost always accurate but there will be minor errors
of first draft slips.
Sentence show some variation in length and type, including the
confident use of complex sentences.
16 - 18 Vocabulary is wide enough to convey intended shades of meaning with
some precision.
Punctuation is almost always accurate and generally helpful to the
reader.
Spelling is nearly always accurate.
Written in paragraphs which show some unity and are usually linked
appropriately.
The style and tone are almost appropriate for a formal
student-principal communication.
U(i) Meaning is fairly clear but the incidence o errors is high and definitely
impedes the reading.
A script at this level will have ew accurate structures.
Vocabulary may not extend beyond a simple range of words that are
4–6 inadequate to express intened shades of meaning.
There may be frequent spelling errors.
Punctuation will sometimes be used correctly but sentence separation
errors may occur.
Paragraphs may not be used, or if used, show a lack of planning.
The style and tone are inappropriate for a talk.
SET 2
MARK SCHEME
PAPER 1
Maximum Marks
Content 15 marks
Language 20 marks
___________
Total 35 marks
___________
FORMAT : 3 MARKS
CONTENT : 12 MARKS
LANGUAGE : 20 MARKS
____________________________________
TOTAL : 35 MARKS
Format :
F1 – Greeting
F2 - Purpose of talk
F3 - Appropriate ending
Content :
C1 an inexpensive entertainment
Enrichment Exercises
Section A
Directed Writing
[ 35 marks]
The English Language Society of your school has recently made a trip to a hill resort. The
teacher-advisor of the society has asked you to write a report on the trip for the school
magazine. As Secretary of the society, write out the report.
Write the report based on the information below.
State the place
Number of participants
Objectives of the trip
- appreciate nature
- learn the importance of nature and environment
- get to know each other
Places visited
- garden or park
- state another place
Activities
- sightseeing
- nature walk
- activity 3
Successful visit
One good memory of the trip
Note:
For your report, you will receive up to 15 marks for the format and content points, and up to 20
marks for the quality of your writing.
SECTION B
Continuous Writing
[50 marks]
[Time suggested : One hour)
SET 3
FORMAT : 3 marks
CONTENT : 12 marks
LANGUAGE : 20 marks
______________________
TOTAL : 35 marks
______________________
FORMAT ( 3 marks )
C8 - sightseeing 1 mark
SET 7
[35 marks]
Your school has organised ‘The Patriotism Week’ in conjunction with the National Day
Celebration. As the secretary of English Language Society, your teacher has asked you to
write a report about the event to the principal.
Launching ceremony
objective
Activities:
class decoration
poem recitation
key-chain drawing and decorating
essay writing
drama
public speaking
Jalur Gemilang – paint
singing competition
Note:
For your report, you will receive up to 15 marks for format and content points and up to 20
marks for the quality of your writing.
FORMAT : 3 marks
CONTENT : 12 marks
LANGUAGE : 20 marks
----------
TOTAL 35 marks
======
FORMAT MARKS
F2 = title 1
F3 = name 1
Sub-total 3
(All keywords must be mentioned or paraphrased before any content point can be
C1 launching ceremony 1
C2 objective 1
C3 1
class decoration
C4 poem recitation 1
C5 1
key-chain drawing and decorating
C6 essay writing 1
C7 drama 1
C8 public speaking 1
Sub-total 12
Grand Total 15
SET 8
You have just returned from Sabah as an exchange student. You have been asked by your
teacher to give a talk about your experiences being an exchange student.
Write your talk based on all the notes below.
Organizer
Duration of the programme
Accommodation
Activities :
- visit places of interest
- study in a local school
- join community service
- participate in cultural show
Benefits :
- gain knowledge
- get new friends
- be independent
______________________________________________________________
SET 9
CONTENT - 15 marks
** Do not award one mark for the mere mention of the main idea.
Format points:
F1 - writer and receiver addresses 1 mark
F1 - any appropriate salutation 1 mark
F3 - any appropriate closing 1 mark
Content points:
C11 Suggestion
C12 Elaboration
SET 11
(35 marks)
Your school is celebrating Reading Month and you have been asked to give a talk to
the students to encourage them to read novels.
READING FICTION :
an inexpensive entertainment
transports one to another world
develops your social brain
builds better relationships
improves leadership skills
encourages understanding of people
instills values such as tolerance
encourages understanding of different cultures
prepares one to face the world
helps to see things from another’s perspective
g) “The future of the world lies in educating the younger generation.” Discuss.
SET 12
Section A
Directed Writing
[ 35 marks]
The English Language Society of your school has recently made a trip to a hill resort.
The teacher-advisor of the society has asked you to write a report on the trip for the
school magazine. As Secretary of the society, write out the report.
Write the report based on the information below.
State the place
Number of participants
Objectives of the trip
- appreciate nature
- learn the importance of nature and environment
- get to know each other
Places visited
- garden or park
- state another place
Activities
- sightseeing
- nature walk
- activity 3
Successful visit
One good memory of the trip
Note:
For your report, you will receive up to 15 marks for the format and content points,
and up to 20 marks for the quality of your writing.
SECTION B
Continuous Writing
[50 marks]
The dengue cases reported in your neighbourhood is on the rise. Write an article for the
school newsletter about the symptoms of dengue and advising the students on dengue
treatment and how to prevent it.
Symptoms
- sudden high fever
- pain behind the eyes
- nausea – vomiting
- skin rash
Treatments
- a lot of rest
- plenty of water
- clinic or hospital
Precautions
- mosquito net and repellent
- long sleeved shirt when outdoor
- breeding areas
provide a title
Include your name
Use all the notes given
recommend two effective programmes that your neighbourhood/school can organise
to raise public awareness on the danger of dengue.
[50 marks]
[Time Suggested : One hour]