
# ​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


# 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


# School Holidays Moved To May

The Ministry of Education (MOE) will bring the June holidays to 5 May 2020. While HBL went well, it was an intense time of hard work and adjustment for parents, students and teachers. The early June holidays are going to give everyone a rest. Also, it buys us time to open a less restrictive school in June.

With school holidays brought forward, classes will resume on 2 June 2020 (more details on the format of these lessons – physical classes, partial HBL or full HBL – will be released at a later date depending on the national situation at that time). This means that Term 3 is now going to be longer, but MOE is going to give a one-week mid-term break from 20 to 26 July 2020.

These adjustments will apply to all MOE Kindergartens, primary, secondary and Pre-University students, including students from Special Education (SPED) schools. The revised academic calendar is as follows:
​
- 5 May 2020 to 1 June 2020: School holidays
- 2 June 2020: Start of Term 3
- 20 July 2020 to 26 July 2020: Mid-term break
- 6 September 2020: End of Term 3

# ​Rescheduling Of GCE-Level MTL Examinations

In view of the changes to the academic calendar, the Singapore Examinations and Assessment Board (SEAB) will reschedule the Mid-Year Mother Tongue Language (MTL) Written Examinations as follows:

Subject Examined | Original Date | Rescheduled Date
--- | --- | ---
O-Level MTL (Papers 1 and 2) & A-Level H1 MTL (Papers 1 and 2) | 1 June 2020 8 am | 18 June 2020 2 pm
O-Level MTL B (Papers 1 and 2) & A-Level MTL B (Papers 1 and 2) | 2 June 2020 8 am | 19 June 2020 2:30 pm

​Taking into consideration the Term 3 mid-term break from 20 July to 26 July, the listening comprehension for O- and A-level MTL and MTL B will be rescheduled as follows:

Subject Examined | Original Date | Rescheduled Date
--- | --- | ---
O-Level MTL and MTL B Listening Comprehension | 21 Jul 2020 | 27 Jul 2020
A-Level MTL and MTL B Listening Comprehension | 22 Jul 2020 | 27 Jul 2020

# Removal Of Certain Topics From The National Exams

The Common Last Topics (CLTs) will be removed from the national examinations this year, given the impact that the extended CB period has on curriculum time and to further allay students' concerns and anxieties about catching up with the curriculum. The CLT is a set of topics from the MOE-identified syllabus that would be taught by all schools at the end of the academic year.

The CLT gives the flexibility to MOE and SEAB to reduce the scope covered by national examinations should an unforeseen situation arise that does not allow schools to complete their graduated cohort teaching. The CLT will still be taught, but it will not be examined.

Examples of CLT to be removed include "Interactions within the Environment" for PSLE Science, Vectors for O-level Mathematics and "Introduction to the Chemistry of Transition Elements" for A-level H2 Chemistry.

It will not be meaningful and practical to identify CLTs for skill-based subjects such as English and MTL. In such cases, SEAB will take into account the disruption of curriculum time during marking and grading to ensure that all students are assessed fairly.

# ​Summary

MOE will continue to monitor closely the situation of COVID-19 and provide the necessary support to schools, educators and students. Parents are strongly encouraged to keep their children at home during this period of time.

For more information, please refer to the [press release](https://www.moe.gov.sg/news/press-releases/mid-year-holidays-brought-forward-as-schools-adjust-academic-calendar-institutes-of-higher-learning-to-extend-home-based-learning) by MOE.

![moe changes](/posts/New-school-terms-2020.png)



Due to the extended circuit breaker, June holidays will be brought forward. Certain topics are removed from the national exams. The infographic at the end of this article focuses on changes to the 2020 academic year in primary and secondary levels.

Changes To School Terms For AY 2020 Due To The COVID-19 Circuit Breaker

Please also visit the [MOE website](https://www.moe.gov.sg/education/national-examinations/national-exams-timetable) for the latest information.

# Oral Examination

Date | Paper | Time
--- | --- | ---
Thursday, 15 August 2019 & Friday, 16 August 2019 | English Language & Chinese / Malay / Tamil | ​0800 – 1300 h
Thursday, 15 August 2019 | Foundation English | 0800 – 1300 h
Friday, 16 August 2019 | Foundation Chinese / Foundation Malay / Foundation Tamil & Bengali / Gujarati / Hindi / Panjabi / Urdu / Foundation Bengali / Foundation Gujarati / Foundation Hindi / Foundation Panjabi / Foundation Urdu | 0800 – 1300 h

# Listening Comprehension Examination

Date | Paper | Time
--- | --- | ---
Friday, 20 September 2019 | Chinese / Malay / Tamil | ​0900 – 0935 h *
Friday, 20 September 2019 | Foundation Chinese / Foundation Malay / Foundation Tamil | 0900 – 0940 h *
Friday, 20 September 2019 | Bengali / Gujarati / Hindi / Panjabi / Urdu / Foundation Bengali / Foundation Gujarati / Foundation Hindi / Foundation Panjabi / Foundation Urdu | 0900 – 0930 h *
Friday, 20 September 2019 | English Language / Foundation English | 1115 – 1150 h *

​* Actual duration may differ slightly

# Written Examination

Date | Paper | Time | Duration
--- | --- | --- | ---
Thursday, 26 September 2019 | English Language Paper 1 | 0815 – 0925 h | 1 h 10 min
Thursday, 26 September 2019 | English Language Paper 2 | 1030 – 1220 h | 1 h 50 min
Thursday, 26 September 2019 | Foundation English Paper 1 | 0815 – 0925 h | 1 h 10 min
Thursday, 26 September 2019 | Foundation English Paper 2 | 1030 – 1150 h | 1 h 20 min
Friday, 27 September 2019 | Mathematics Paper 1 | 0815 – 0915 h | 1 h
Friday, 27 September 2019 | Mathematics Paper 2 | 1030 – 1200 h | 1 h 30 min
Friday, 27 September 2019 | Foundation Mathematics Paper 1 | 0815 – 0915 h | 1 h
Friday, 27 September 2019 | Foundation Mathematics Paper 2 | 1030 – 1130 h | 1 h
Monday, 30 September 2019 | Chinese / Malay / Tamil/ Bengali / Gujarati / Hindi / Panjabi / Urdu Paper 1 | 0815 – 0905 h | 50 min
Monday, 30 September 2019 | Chinese / Malay / Tamil / Bengali / Gujarati / Hindi / Panjabi / Urdu Paper 2 | 1015 – 1155 h | 1 h 40 min
Monday, 30 September 2019 | Foundation Chinese / Foundation Malay / Foundation Tamil Paper 1 | 0815 – 0855 h | 40 min
Tuesday, 01 October 2019 | Science | 0815 – 1000 h | 1 h 45 min
Tuesday, 01 October 2019 | Foundation Science | 0815 – 0930 h | 1 h 15 min
Wednesday, 02 October 2019 | Higher Chinese / Higher Malay / Higher / Tamil Paper 1 | 0815 – 0905 h | 50 min
Wednesday, 02 October 2019 | Higher Chinese / Higher Malay / Higher / Tamil Paper 2 | 1015 – 1135 h | 1 h 20 min

# Post-exam

When your child receives their PSLE results, you and your child have to select the secondary schools you wish to attend. Submit your choices to MOE one week after the PSLE results are released.

Activity | Date & Time
--- | ---
Release of the PSLE Results | Between 21 November 2019 and 25 November 2019 ​(both dates inclusive)
Secondary 1 Posting Exercise | **Via Secondary 1 - Internet System (S1-IS):** 7 calendar days, starting from the release of the PSLE results. For example, if the PSLE results are released on 21 November 2019, submission will take place from 21 November 2019 to 27 November 2019. This online service is open 24-hour, starting from 11am on the first day until 3pm on the last day of S1 Option Phase. **Via Primary Schools:** 5 working days, starting from the release of the PSLE results. For example, if the PSLE results are released on 21 November 2019, submission will be on 21, 22 and 25 - 27 November 2019. This service is open from 11am to 3pm on the first day and 9am to 3pm from the second to the last day of the school choice submission period. Students who missed the one-week period for submission of options can approach their primary schools for assistance the day after the submission closes, from 9am to 12pm. This half-day submission is for new submission of S1 school options and not for amendments to earlier submissions.
​Release of Posting Results | The 2019 S1 posting results will be released on 20, 23 or 24 December 2019
​Students to report to their secondary school for registration | Next working day after the release of posting results. For example, if the S1 posting results are released on 20 December 2019, student have to report to their posted secondary school on 23 December 2019.

You can find some helpful information on this [FAQs](http://www.ifaq.gov.sg/seab/apps/fcd_faqmain.aspx?qst=2fN7e274RAp%2bbUzLdEL%2fmCxs7iwcgv8gv2atNDOvsLAntqsqzbyiiQ%2bomQCbpocZa502wfbGALddKaykDQiOjNB6MTJVs2I5R4f3vaCXHUdkcl3tbGa55I7htzFXFKz2lKLcsmhMdBLURAKX6rOo41qVWPc0u6zkKntfd8iSUmXj9LX8X5reShWekmqISMYObfGIfocvsO0598EMeAVb7O6vxt0f9vG0GCUaBXEV0aydkhojC8tJ7PIxeBXN%2fc5vyCrnE9X%2f%2bGW0fBDscsNK%2bc8Ro2nz13M0#TOPIC_6321) page from the Singapore Examinations and Assessment Board. If you have any doubts, contacting your school for clarifications is the best option. We wish your child all the best in their exams!

The 2019 PSLE is only a few days away. Get yourself familiar with the following important dates.

Important Dates For Students Taking The 2019 PSLE

# Key Changes

If you only have 5 minutes, here are the main points you need to know. There's also a high-resolution PDF that you can download and print out. Please find the download button below the image.

![moe exam changes](/posts/MOE-exam-changes.png)

# ​The Details

Here is the mobile-friendly table extracted from MOE's [press release](https://www.moe.gov.sg/news/press-releases/-learn-for-life---preparing-our-students-to-excel-beyond-exam-results). 

Changes | Currently | From 2019 | From 2020 (or 2021)
--- | --- | --- | ---
Adjusting School-Based Assessment Structures | P1 – no examination, but weighted assessments are conducted throughout the year P2 – weighted assessments throughout the year and year-end exam P3-P6 – MYE and year-end exam, in addition to weighted assessments throughout the year Secondary level – most schools conduct MYE and year-end exam, in addition to other weighted assessments throughout the year | P1 and P2 – removal of all weighted assessments (including P2 year-end exam) S1 – removal of MYE From P3 to S4/5 – schools to conduct no more than one weighted assessment per subject, per school term. This is in addition to MYE and year-end exam at levels where this is applicable. | P3, P5, S3 – removal of MYE
Refreshing the Holistic Development Profile | Use of academic indicators to report students' learning in all subjects and non-academic indicators (e.g. physical fitness, involvement in community-based and cocurricular activities etc.) | P1 and P2 – Use qualitative descriptors to report students’ learning in all subjects. Nonacademic indicators will be retained. All other levels – academic indicators adjusted for HDP. Non-academic indicators will be retained. | -
Revising the criteria for the Edusave Merit Bursary (EMB) for P1 and P2 and Edusave Good Progress Award (GPA) for P2 and P3 | **EMB for P1 and P2** Singapore Citizen Top 25% of school’s level and course in terms of academic performance. Good conduct Monthly household income does not exceed $6,900 (or per capita income does not exceed $1,725) **GPA for P2 and P3** Singapore Citizen Top 10% of school’s level and course in terms of improvement in academic performance Good conduct | **EMB for P1 and P2** Singapore Citizen EMB will be adjusted to award students who consistently demonstrate good learning orientations Good conduct will continue to be a criterion Monthly household income does not exceed $6,900 (or per capita income does not exceed $1,725) **GPA for P2 and P3** Singapore Citizen GPA will be awarded to students who do not qualify for EMB, but have shown improvement in learning orientations within the year Good conduct will continue to be a criterion | -

# Thoughts

Even though MOE's new implementations can be controversial ​and questionable, their intention of motivating students beyond exam results is plausible. In fact, The Learning Board has been focusing on long-term goals of academic achievement rather than immediate academic success. We ensure that our holistic approach with educating students not only prepares them academically, but also fulfills the aspect of emotional and social needs.

Students at The Learning Board get to:

- Take responsibilities: We teach our students to accept their responsibilities. They must be the ones who work for their own academic improvements. We accompany them and provide support so they achieve their goals.
- Enjoy studying: Curiosity and fun should be part of studying. We keep our class atmosphere lively, open and friendly so our students love coming to class and actively participate in discussions
Master time management: Students need to know how to manage their time so that they can still have some time left for their personal matters. We concentrate during class so everyone learns how to manage time.
- Realise their strengths: We recognise our students' potentials, help them reinforce their strengths and work on their weaknesses together.
- Be resilient: We encourage students along the way so they think positive when things turn unfavourable. Success comes with patience and persistence.

As an academic institution, we understand exactly what academic success is and position students to develop lasting skills to improve themselves through motivation, curiosity, perseverance and time management.

In September 2018, MOE announced some major changes to the current education system in Singapore. According to its statement, our students need to be lifelong learners to meet the challenges of an increasingly complex world. To nurture lifelong learners, we need to help our students discover more joy and develop stronger intrinsic motivation in learning. The changes aim to move away from an over-emphasis on academic results.

Differences Between Argumentative & Discursive Essay Writing

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

Changes To School Terms For AY 2020 Due To The COVID-19 Circuit Breaker

Important Dates For Students Taking The 2019 PSLE

3 Must-known Changes In Exams & Assessments Announced By MOE

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