
This SMART Sheet helps you quickly review the grammar concepts you are most likely to encounter. You will gain a deeper understanding of the English language's grammatical rules. Even though its content is focused on the grammar MCQs component of the PSLE English exam paper, it benefits other components as well.

# Why you should fix your English grammar right now

Grammar constitutes approximately 55% of the PSLE English exam papers. Mastering grammar rules is a straightforward way to boost your exam scores and enhance both your writing and comprehension.

After looking through the answers of some grammar MCQs, if you still have any doubts, go back and review the content to fix any shaky parts.

# Add this SMART Sheet to your study

![PSLE grammar MCQs rules](/posts/smart-sheet-grammar/Smart-Sheet-Pack-background.png)

This SMART Sheet by [The Learning Board Tuition Centre](https://www.thelearningboard.com.sg/) helps you learn the 12 common grammar rules with ease. These rules will help answer questions that often appear in the PSLE English papers.

**Fill in the form** below and download a copy of the SMART Sheet. You also get access to the Explanation Notes and the Common Grammar Questions + Answers, everything you need to start your grammar MCQs revision.

What includes in this pack:
- 12 Examiners' Favorite Grammar Concepts **SMART Sheet** that helps your child understand, remember & review important concepts quickly
- Precise **explanations** & carefully chosen examples
- Frequently encountered **exam questions** & the thought process for answering them

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If you encounter any problems or are unsure about anything, feel free to [ask for assistance](/contact). We are always happy to help!

If you're looking to improve your English grades, it's vital to really get a solid grasp of grammar. Understand the basic rules, and you'll be able to ace Grammar MCQs (Multiple Choice Questions) on the PSLE English exam paper.

"12 Examiners' Favorite Grammar Concepts" SMART Sheet For PSLE


# ​Neutrality vs Taking a Stand

![stand](/posts/Argumentative-Discursive-01.png)

The baseline difference between Argumentative and Discursive is innate to definition. As the terms imply, an argumentative essay requires you to argue towards an explicit stand. Its individual points and structure revolve around putting across and strengthening this stand to convince the reader. Discursive, on the other hand, requires you to discuss an issue as is, primarily to educate the reader. Thus, there isn’t a need to take an explicit stand or frame its points towards one. 

It is important to distinguish this main difference between the two early-on; missing the purpose of the text type causes our writing to go haywire and become severely penalized.

# ​Balance & Scope

![scope](/posts/Argumentative-Discursive-02.png)

​The onus is on the writer in you to present the most holistic take on a topic as possible. However, both text types achieve the concept of balance and scope differently.

Discursive is generally neutral and free-for-all discussion; as such, we aim to maximize breadth and depth. There are 2 trains of thought to come up with a decent number of points to work with. The first way is to consider the dimensions of a topic. Most issues usually involve political, social and economic dimensions, and in some cases, technological, psychological, geographical and other applicable ones. We can dedicate one paragraph for a dimension and elaborate on it thoroughly. Secondly, we can analyze the topic at different scales – usually by considering how the topic affects the individual, group and society. Oftentimes, there are intermediate levels such as groups within an organization or groups of different backgrounds impacting each other. 

Argumentative essays, on the other hand, achieve a balance between thesis and anti-thesis that support and refute your stand respectively. You must devise enough thesis points that are sufficiently in-depth standalone, while being sufficiently-varied to cover factors for scope. The anti-thesis is also essential; without it, only presenting a thesis makes your writing appear one-sided and stubborn or silent regarding the flaws of your argument. In contrast, acknowledging these gaps and being able to counter-argue against them is a sign of strength. Not only do you acknowledge potential holes and exceptions in the opposite arguments, you can also refute them confidently and thoroughly, thus making your argument more holistic.

# Structure & Content Ratio

![ratio](/posts/Argumentative-Discursive-03.png)

In timed examination conditions, you are expected to write an introduction, five body paragraphs and a conclusion to compose an essay of healthy length and completeness.

Based on our earlier reasoning, the optimal structure for Argumentative would be:
- State a stand in the introduction such that it is made strong and clear from the get-go
- Three body paragraphs supporting the thesis. It is sequentially logical to start the body text by substantiating it with your stand. It is also simpler to write more body paragraphs for the thesis than the anti-thesis so as to outnumber and overpower the latter. 
- A signpost paragraph that separates the thesis and anti-thesis points. Generally, writing the thesis and anti-thesis points separately also makes the argument clearer and easier to follow (without the need for intermediate sign-postings and complex expressions, at least).
- Two body paragraphs supporting the anti-thesis, each ending with a counter-argument that furthers your thesis.
- A conclusion that reiterates your stand for a lasting impact on the reader. It also contains closing comments.

Discursive structure is less rigid, but your sequence of paragraphs must be justifiably logical. For instance, if we generate our points using the scaling method, it is sensible to write them in ascending scale ie. a body paragraph about the individual level, then the group, then the organization, and finally, the societal level.

# Difficult Areas

![areas](/posts/Argumentative-Discursive-04.png)

​Which of these two text types is easier? You may find the Discursive to be harder as it requires you to devise a wider range of points. Or that the Argumentative is easier if you feel strongly for a topic or can express your views more directly, albeit bearing a higher risk for not sounding critical, balanced or clear-stating of your stand. Difficulty also varies with the question and to an extent, your prior knowledge of the topic (and similar ones). Ultimately, the answer lies in your ability and knowledge. Every situation is a different scenario. 

Do you have a preference for either text type? In the next part of our series, we shall zero-in on some smart ways to start each text type’s introduction.



​Argumentative and discursive writing form a large portion of the Paper 1 Syllabus, albeit often mistaken for each other due to their similarities and overlaps in writing techniques. In the first part of this two-part series, let us iron out the differences between these two text types so that we can tackle them better in our writing.

Differences Between Argumentative & Discursive Essay Writing


In order to help your child overcome their shyness, you should try to **identify and remedy the cause of their reluctance to speak up**.

Some of the causes could be:
- They are not confident in themselves or in their ideas
- They don't want to disappoint you by speaking up and making a mistake
- They are afraid of being judged by others
- The classroom environment is too distracting for them

Here are some tips that can help you along the way.

# Apply the power of encouragement

**Encouragement with children starts at home**. Parents need to set an example for their children when it comes to being positive. If parents are constantly negative, their kids will pick up on that and start to act the same way. If a parent is always giving praise and encouragement, the child will be more likely to have those traits as well.

Encouragement is a powerful tool that can be used by parents and teachers. It is important for children to feel supported when they are trying something new. It is not uncommon for some children to feel inferior, ashamed, afraid or inadequate. For these children, it can be helpful for them to know that the parent or teacher is there to help them succeed and provide support during the process.

# Praise your child when they do speak up, validate their thoughts and encourage more participation

The idea of "shy" children is a myth. Children are not born shy, they become shy due to their environment.

Shyness is about fear and anxiety, not about a lack of social skills. **Shy children often don't speak up because they fear being judged or criticized by others**.

It's important to teach children how to speak up without fear of being judged or criticized. They need to know that they have the right to express their thoughts and opinions without being made fun of or pushed away.

Validate your child's thoughts and encourage more participation. This will help them feel more confident in themselves. It will also give them a sense of accomplishment when they are able to speak up.

# Find a way to make it more comfortable for your child to share their thoughts

You want to find a way to make your child feel comfortable with sharing their thoughts and feelings. You should **listen to them and try to find something that they are familiar with**. If you show them that you're interested in what they have to say, it will make them feel more comfortable opening up.

It's important to provide children with a comfortable environment where they can feel safe. This can be achieved by doing something that they are comfortable with. For example, if they like drawing, then you should give them a sketchpad and some pencils so that they can draw whatever they want.

# Let your child ask their teacher when they don't understand something 

Encourage your child to speak up and ask questions in class. This will help them understand the lesson better.

If your child is shy, **encourage them to ask their teacher a question** when they don't understand something the first time it is said in class. They should feel comfortable speaking up because their teacher wants them to improve eventually.

It's not easy for kids to raise their hand in class. But there are some ways parents can encourage their child:
- Parents can model good behavior by asking questions themselves
- Parents can reassure their child that raising their hand won't be the end of the world

# Encourage your child to share their thoughts and questions with classmates during group work

When children are encouraged to speak up and ask questions, they are more likely to feel safe in a group setting. This will **allow them to take risks and explore new ideas**, which is a crucial part of learning.

Assist your child in choosing appropriate group work partners. If your child is timid and prefers to work with someone they know, encourage them to talk to their teacher for possible arrangements. This will keep them from being isolated, a common experience for kids who prefer to observe rather than take part in activities. 

Children may be shy and not want to interrupt the group, or they may be afraid of making mistakes and being criticized. You can help your child overcome these feelings by encouraging them to speak up when they have a question or an opinion. Let them know that in a group, **everyone has a chance to contribute and share their thoughts and ideas**.



Shy children are often perceived as being uninterested and unwilling to participate in class discussions. This can be frustrating for both the parents and the teachers, who are still figuring out how to improve the situation.

5 Ways To Encourage Your Child To Speak Up In Class


# Rule Of Thumb

Why is the point of view so important, you might ask? It not only sets a direction about the way the story is being told but also gives you as an author access to the happening in your writing.

If you, however, confuse any of them with another, you may ruin a probable masterpiece. It is very important that when we write an essay or a piece of short story, we stick to a particular point of view. We do not change point of view in the middle of the writing. 

**Common mistakes:**

- Beginning your piece of writing with first person then switching to third
- Using third person omniscient then changing to third person limited

These are story killers. What you would want to do is to establish your point of view by the end of your introductory paragraph and stick to it.

We shall take a look into three points of view that we may choose to write from: 
- The first person limited
- The second person
- Third person omniscient

​So, which is the suitable one for your piece of writing?

# ​The First Person Limited Point Of View

![scope](/posts/point-of-view_03.png)

This style is written from the view where the narrator is in the story and speaks from his or her personal experience.

**Example:**

*Walking up the flight of stairs, I lugged my heavy feet which were burdened by the massive weight of the bag that my shoulders bore. Having little choice of the books to bring to school, I brought the entire year’s collection on the first day of school with confidence.*

This is the most common point of view in descriptive writing.

​This point of view is interesting, but at the same time, challenging to write from as it only being told and explained from the narrator’s view of the event. It is a narrow view that does not share more about the surrounding or from another character’s view. Imagine watching a movie shot from the main character’s view point – seeing through the eyes of the character. It may be dull and biased.

# ​The Second Person Point Of View

![scope](/posts/point-of-view_08.png)

The second person writing is often used as a form of instruction, conveyance of message or persuasion. This style of writing pulls the readers in and makes them feel as though they are being spoken to. It pushes you as a writer to explore an uncommon way of writing as you narrate in a manner that speaks directly to the readers.

​This style can be fun and interesting but it is not recommended that you use it in the examination.

**Example:**

*You know how it feels like, walking into school on the first work day of the year and feeling a sense of emptiness. Lugging your heavy feet up the flight of stairs to a designated location you were told, your back baring the massive weight of the bag, you slowly moved into your classroom. If we had a choice, school should not be attended physically but rather via remote access from the comfort of your home!*

# ​The Third Person Point Of View

![ratio](/posts/point-of-view_02.png)

There are two ways for you to write from for this style: the third person omniscient or the third person limited. Either way, the narrator is outside of the story and relates the experience of the characters. Should you choose to write on a third person omniscient point of view, you (the narrator) would have full excess of the thoughts, feelings and expressions of all the characters within the story. On the other hand, if you choose third person limited point of view (which, by the way, works great for a single character story plot), you (the narrator) would be “limited” to the thoughts, feelings and expressions of that single character.

One important task of writers when they write in this view is that they have to deliberate on how far they should go into the detail. This is where the “show not tell” technique comes into play to elaborate on the actions. To best illustrate the thoughts, feelings and expressions of the character, describe the happening from the character’s point of view.

**Example:**

*On the first day of school, Brian braced himself for the worst to come: horrible classmates! It was anybody’s game at this point though everyone knew which class they would be in. They did not know what kind of classmates they would be with for the next year, at least. With a deep breath, he took the first step up the flight of stairs which would lead him to his final destination. Lugging his heavy and “well stocked” schoolbag, he dragged his legs up every flight of the stairs as though every step he took killed a little bit of him. “Be strong and face the class!” he chided to himself as a way to boost his morale.*

# Conclusion

Do consider carefully the point of view you employ as it will affect the way the readers perceive your piece of writing. Each point of view has their own strengths and benefits. The excellence of your writing lies in your choice of words.

​Stick to the perspective that you have chosen right from the start and tell your story confidently. Spread your wings of creativity and colour the world with your beautiful expressions.


Every story has its point of view. It is the angle or mode of narration that an author uses to convey ideas to the readers. In this tutorial, we take a look at the different point of views, the common mistakes when applying them and how to use them effectively.

Creative Writing: Points Of View & Best Ways To Use Them In Your Compositions


It's important for young writers to learn how to correct their own work because it will only get harder as they grow older. This post is all about how to fix the most common grammatical errors and mistakes that young writers make in their compositions.

# Dangling Participles

Dangling participles are a sentence construction error in which the participial phrase does not modify the word it should to create a logical meaning. Readers are sometimes confused when they come across a dangling participle because it's unclear to them what it is referring to.

The noun closest to the modifier is its partner. This means that if you have a dangling participle, you should go back and find out what it may be modifying in order for it to make sense.

Fixing a dangling participle can be as simple as adding or removing some words, but sometimes it requires more work and rewording of sentences.

**Example:**
- Speeding through the tunnel, the mountain came into view. (incorrect - This means "the mountain sped through the tunnel")
- As we sped through the tunnel, the mountain came into view. (correct)

**Example:**
- Broken into pieces, Sarah swept up her favorite cup. (incorrect - This means "Sarah is broken into pieces")
- Sarah swept up her favorite cup, now broken into pieces. (correct)

# Contraction vs Possessive Pronouns

**It's** is a contraction of the phrase “it is” or “it has (present perfect tense)”.

**Its** is a possessive pronoun.

Many students make the mistake of using "its" when they should be using "it's" and vice versa.

Here is the difference between contraction and possessive pronouns. A contraction is the short form of two words combined together. A possessive pronoun, on the other hand, is a pronoun that shows ownership. 

**Example:**
- Its not my problem. (incorrect)
- It's not my problem. (correct - It is not my problem)

**Example:**
- I like apples because of it's nutritional value. (incorrect - This would mean "it is nutitrional value", which is grammatically incorrect)
- I like apples because of its nutritional value. (correct)

# Fragmented Sentences

Fragmented sentences are sentences that do not have a subject or a main verb. You would want to avoid using them in your essay. Rememer that your sentence always needs a subject and a verb.

There are many ways to fix fragmented sentences. You can add a subject or a main verb. You can connect a dependent clause to a main clause with a conjunction. Try to proofread your sentences and identify the main subject and verb to fix any possible fragments. 

**Example:**
- John was late for the meeting. Because it took him a while to book a taxi. (incorrect - "Because" introduces a subodinate clause which can't stand alone)
- John was late for the meeting because it took him a while to book a taxi. (correct)

**Example:**
- The fact that my teacher explained the step-by-step solution. It helped me understand the problem a lot better. (incorrect - The first "sentence" is just a noun phrase)
- The fact that my teacher explained the step-by-step solution helped me understand the problem a lot better. (correct)

# Parallel Structures

Parallel structures are two or more phrases, clauses or sentences that have the same grammatical form but different meanings. The most common parallel structures are lists and series of equal parts.

The most common mistake that students make when using parallel structures is not following the same pattern. You can fix this by making sure the non-conforming part matches other parts in form. Alternatively, you can split up your sentence so that each part is independent of each other.

**Example:**
- John is interested in watches, video games and going to the cinemas. (incorrect)
- John is interested in collecting watches, playing video games and going to the cinemas. (correct)
- John is interested in watches and video games. He also likes going to the cinemas. (correct)

**Example:**
- She not only likes to play the violin but also dancing. (incorrect)
- She not only likes to play the violin but also likes to dance. (correct)

# Conclusion

We have discussed the common grammatical errors that students make and how to correct them. We hope you have learned something from this post and will use it to improve your writing skills in and out of school.


It's not uncommon for students to make grammatical errors when writing essays. These mistakes are usually easy to correct and with a little bit of practice, they can be avoided.

"12 Examiners' Favorite Grammar Concepts" SMART Sheet For PSLE

Differences Between Argumentative & Discursive Essay Writing

5 Ways To Encourage Your Child To Speak Up In Class

Creative Writing: Points Of View & Best Ways To Use Them In Your Compositions

The 4 Most Common Grammatical Errors Students Make In Their Compositions

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