T1W7.2011.Summary Writing prepared by Kuronekosan for 3D / 3C / 3B.2011 at S.H.S.S.   How to Ace Summary Writing          ...
PARAGRAPH 1       Many parents feel stressed whentheir children sit high-stakes examinationslike the Primary School Leavin...
PARAGRAPH 1       Many parents feel stressed whentheir children sit high-stakesexaminations like the Primary SchoolLeaving...
PARAGRAPH 1                             Major or very importantContinually worrried orContinually anxious                 ...
PARAGRAPH 2        Schools should be an ally in thegruelling preparation for this major race.Unfortunately, many see their...
PARAGRAPH 2        Schools should be an ally in thegruelling preparation for this major race.Unfortunately, many see their...
PARAGRAPH 2               Very difficult and tiring               / Very challenging                                School...
PARAGRAPH 3        A friend who is a fulltime mother andcoaches her son personally was aghastwhen he scored just above 50 ...
PARAGRAPH 3       A friend who is a fulltime mother andcoaches her son personally was aghastwhen he scored just above 50 m...
PARAGRAPH 3                                                Terrified / horrified /                                        ...
PARAGRAPH 4       Many schools set mid-year-examination papers at an unrealisticallyhigh level of difficulty, deliberately...
PARAGRAPH 4       Many schools set mid-year-examination papers at an unrealisticallyhigh level of difficulty, deliberately...
PARAGRAPH 4                                    Many schools set mid-                         year-examination papers at an...
PARAGRAPH 5      Thousands of students will be in tearsover unwonted failing grades. Thousands ofparents’ stress levels wi...
PARAGRAPH 5      Thousands of students will be in tearsover unwonted failing grades. Thousands ofparents’ stress levels wi...
PARAGRAPH 5                                Thousands of                     students will be in tears over Unusual and    ...
PARAGRAPH 6        This practice of setting punitively difficult examinations inschools has been around for years. Schools...
PARAGRAPH 6        This practice of setting punitively difficult examinations inschools has been around for years. Schools...
PARAGRAPH 6                           Defend / explain / rationalise                                                      ...
PARAGRAPH 7        My question to those principals and teachers outthere blithely setting examination papers they know mos...
PARAGRAPH 7       My question to those principals and teachers outthere blithely setting examination papers they knowmost ...
PARAGRAPH 7   Lightheartedly /   In a carefree manner                                    My question to those principals a...
PARAGRAPH 8       The Ministry of Education should monitor anddiscourage this perverse practice. Guidelinesshould spell ou...
PARAGRAPH 8       The Ministry of Education should monitor anddiscourage this perverse practice. Guidelinesshould spell ou...
PARAGRAPH 8         The Ministry of Educationshould monitor and discourage thisperverse practice. Guidelines shouldspell o...
SUMMARY QUESTION•   Passage B discusses the effects of “sure fail” examinations on    students, parents and schools.••   U...
SUMMARY QUESTION•   Passage B discusses the effects of “sure fail”    examinations on students, parents and schools.••   U...
SUMMARY QUESTION                               • Passage B                                 discusses the                  ...
SUMMARY QUESTIONUsing your own words                QUESTION REQUIREMENT:as far as possible,                 WHAT TO DOsum...
THE POINT ORGANISER(A) The effects of           (B) what should besetting “sure fail”          done to discourageexaminati...
SUMMARY QUESTION                    WHERE IN THE TEXT SHOULD                    WE BE LOOKING FOR INFORMATIONUSE THE      ...
SUMMARY QUESTIONYour summary,which must be incontinuous writing(not note form),must not be longerthan 150 words (notcounti...
WHAT DOES YOUR SUMMARY       LOOK LIKE?It should be a SOLID one paragraph answerbeginning with the helping words given to ...
SUMMARY QUESTION Begin yoursummary asfollows: Oneeffect “sure fail”examinationsbring about is …[25 m]          THE BEGINNI...
WHAT TO DO FIRST AND THEN NEXTA             B              CCONTENT      LANGUAGE        YOUR OWNPOINTS       USED        ...
REMEMBERCONTENT          USE OF                        USE OF OWNPOINTS           ENGLISH                       WORDS   15...
PARAGRAPH 5      Thousands of students will be in tearsover unwonted failing grades. Thousands ofparents’ stress levels wi...
PARAGRAPH 6        This practice of setting punitively difficult examinations inschools has been around for years. Schools...
PARAGRAPH 7       My question to those principals and teachers outthere blithely setting examination papers they know most...
PARAGRAPH 8       The Ministry of Education should monitor anddiscourage this perverse practice. Guidelinesshould spell ou...
THE POINT ORGANISER(A) The effects of setting “sure                        (B) what should be done tofail” examinations   ...
THE POINT ORGANISER(A) The effects of setting “sure                     (B) what should be done tofail” examinations      ...
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T1 w7.sure fail examinations summary writing

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T1 w7.sure fail examinations summary writing

  1. 1. T1W7.2011.Summary Writing prepared by Kuronekosan for 3D / 3C / 3B.2011 at S.H.S.S. How to Ace Summary Writing prepared by Yeo Yam Hwee 13 1 February 2011
  2. 2. PARAGRAPH 1 Many parents feel stressed whentheir children sit high-stakes examinationslike the Primary School LeavingExaminations or the O or A LevelExaminations. They feel responsible fortheir children’s performance. Evenbalanced parents, who understand thattheir role is mainly a supportive one, feelas stressed as though they are taking thetest themselves. prepared by Yeo Yam Hwee 13 2 February 2011
  3. 3. PARAGRAPH 1 Many parents feel stressed whentheir children sit high-stakesexaminations like the Primary SchoolLeaving Examinations or the O or A LevelExaminations. They feel responsible fortheir children’s performance. Evenbalanced parents, who understand thattheir role is mainly a supportive one, feelas stressed as though they are taking thetest themselves. prepared by Yeo Yam Hwee 13 3 February 2011
  4. 4. PARAGRAPH 1 Major or very importantContinually worrried orContinually anxious Many parents feel stressed when their children Take sit high-stakes examinations like the Primary School Leaving Examinations or the O or A Level Examinations. They feelAccountable responsible for their children’s performance. Even balanced Rational or parents, who understand that reasonable their role is mainly a supportive one, feel as stressed as though they are taking the test themselves. prepared by Yeo Yam Hwee 13 4 February 2011
  5. 5. PARAGRAPH 2 Schools should be an ally in thegruelling preparation for this major race.Unfortunately, many see their roledifferently. Many schools use shock scaretactics which are remarkably outdated. Iam talking about the habit of many schoolsto set mid-year examination papers of anunduly high difficult level. prepared by Yeo Yam Hwee 13 5 February 2011
  6. 6. PARAGRAPH 2 Schools should be an ally in thegruelling preparation for this major race.Unfortunately, many see their roledifferently. Many schools use shock scaretactics which are remarkably outdated. Iam talking about the habit of many schoolsto set mid-year examination papers of anunduly high difficult level. prepared by Yeo Yam Hwee 13 6 February 2011
  7. 7. PARAGRAPH 2 Very difficult and tiring / Very challenging Schools should be anSupporter ally in the gruelling preparation for this major race. Unfortunately, many see their role differently. Many schoolsUnusually or use shock scare tactics whichsurprisingly are remarkably outdated. I am talking about the habit of many schools to set mid-year examination papers of an Overly unduly high difficult level. prepared by Yeo Yam Hwee 13 7 February 2011
  8. 8. PARAGRAPH 3 A friend who is a fulltime mother andcoaches her son personally was aghastwhen he scored just above 50 marks in hisMathematics paper in a mission primaryschool. However, the teacher assured herthat it was a very good score, consideringthe average score across the entire schoolwas 40-something. In other words, morethan half the school failed the paper. prepared by Yeo Yam Hwee 13 8 February 2011
  9. 9. PARAGRAPH 3 A friend who is a fulltime mother andcoaches her son personally was aghastwhen he scored just above 50 marks in hisMathematics paper in a mission primaryschool. However, the teacher assuredher that it was a very good score,considering the average score across theentire school was 40-something. In otherwords, more than half the school failed thepaper. prepared by Yeo Yam Hwee 13 9 February 2011
  10. 10. PARAGRAPH 3 Terrified / horrified / Dismayed / stunned / Shocked / appalled A friend who is a fulltime mother and coaches her son personally was aghast when he scored just above 50 marks in his Mathematics paper in a missionConvinced / primary school. However, thepersuaded teacher assured her that it was a very good score, considering the average score across the entire school was 40-something. In other words, more than half the school failed the paper. prepared by Yeo Yam Hwee 13 10 February 2011
  11. 11. PARAGRAPH 4 Many schools set mid-year-examination papers at an unrealisticallyhigh level of difficulty, deliberately to “jolt”students and parents into a state of panicto work harder for the PSLE or O levelexaminations. When the preliminaryexaminations roll around later this year,the same pattern will repeat itself. prepared by Yeo Yam Hwee 13 11 February 2011
  12. 12. PARAGRAPH 4 Many schools set mid-year-examination papers at an unrealisticallyhigh level of difficulty, deliberately to “jolt”students and parents into a state of panicto work harder for the PSLE or O levelexaminations. When the preliminaryexaminations roll around later this year,the same pattern will repeat itself. prepared by Yeo Yam Hwee 13 12 February 2011
  13. 13. PARAGRAPH 4 Many schools set mid- year-examination papers at anIntentionally / unrealistically high level of difficulty,Purposely deliberately to “jolt” students and parents into a state of panic to work harder for the PSLE or O level examinations. When the preliminary examinations roll around later this year, the same pattern will repeat itself. prepared by Yeo Yam Hwee 13 13 February 2011
  14. 14. PARAGRAPH 5 Thousands of students will be in tearsover unwonted failing grades. Thousands ofparents’ stress levels will rise, fearing theirchildren wil do as badly in the PSLE or Olevels, as they did for their preliminaryexaminations. I am not familiar with theteaching pedagogy but it seems sheer badeducational practice to intentionally set anexamination paper which seeks to fail moststudents. That is not education; that ispsychological manipulation of a rathernegative and perverse nature. prepared by Yeo Yam Hwee 13 14 February 2011
  15. 15. PARAGRAPH 5 Thousands of students will be in tearsover unwonted failing grades. Thousands ofparents’ stress levels will rise, fearing theirchildren wil do as badly in the PSLE or Olevels, as they did for their preliminaryexaminations. I am not familiar with theteaching pedagogy but it seems sheer badeducational practice to intentionally set anexamination paper which seeks to fail moststudents. That is not education; that ispsychological manipulation of a rathernegative and perverse nature. prepared by Yeo Yam Hwee 13 15 February 2011
  16. 16. PARAGRAPH 5 Thousands of students will be in tears over Unusual and unwonted failing grades. unexpected Thousands of parents’ stress levels will rise, fearing their children wil do as badly in the PSLE or O levels, as Plainly / purely / they did for their preliminary unquestionably/ examinations. I am not undeniably familiar with the teachingThe practice or pedagogy but it seems sheerstudy of teaching bad educational practice to intentionally set an examination paper which seeks to fail most students. That is not education; that is psychological Mental Influence manipulation of a rather negative and perverse Bizarre / strange / nature. by Yeo Yam Hwee 13 prepared 16 odd / queer / unusual February 2011
  17. 17. PARAGRAPH 6 This practice of setting punitively difficult examinations inschools has been around for years. Schools justify it by saying thata little bit of failure spurs students to try harder. They may argue thepractice results in better grades. However, people who argue thisforget the impact of repeated failure on a child’s motivation and self-esteem. Top students who score 75 instead of their customary 90 ina particularly difficult paper may indeed feel motivated to workharder to bridge the gap. However, what about the impact ofrepeated failure on the average child? A borderline student whofluctuates between a B and C, is likely to be pushed into a sea of redink when confronted with an exceptionally difficult examination.Demoralised, goaded by fear, the child works harder. Teachersraise the spectre of failure to coax the child to try harder. Tutors addon extra sessions. prepared by Yeo Yam Hwee 13 17 February 2011
  18. 18. PARAGRAPH 6 This practice of setting punitively difficult examinations inschools has been around for years. Schools justify it by saying thata little bit of failure spurs students to try harder. They may arguethe practice results in better grades. However, people who arguethis forget the impact of repeated failure on a child’s motivation andself-esteem. Top students who score 75 instead of their customary90 in a particularly difficult paper may indeed feel motivated to workharder to bridge the gap. However, what about the impact ofrepeated failure on the average child? A borderline student whofluctuates between a B and C, is likely to be pushed into a sea of redink when confronted with an exceptionally difficult examination.Demoralised, goaded by fear, the child works harder. Teachersraise the spectre of failure to coax the child to try harder. Tutorsadd on extra sessions. prepared by Yeo Yam Hwee 13 18 February 2011
  19. 19. PARAGRAPH 6 Defend / explain / rationalise Severely / harshly / This practice of setting punitively Of a punish nature difficult examinations in schools has been around for years. Schools justify it by saying that a little bit of failure spurs students to try harder. They may argue the practice results in better grades. However, people who argue Encourages / Effect this forget the impact of repeated failure on a child’s motivation and self-esteem. Top motivates / drives students who score 75 instead of their customary 90 in a particularly difficult paperUsual / normal may indeed feel motivated to work harder to bridge the gap. However, what about the Forewarning / shadow impact of repeated failure on the average child? A borderline student who fluctuates Premonition / bad vibes / Close between a B and C, is likely to be pushed into Omen a sea of red ink when confronted with an exceptionally difficult examination. Demoralised, goaded by fear, the child works Persuade harder. Teachers raise the spectre of failure to coax the child to try harder. Tutors add on extra sessions. Induced / prompted / motivated / Driven prepared by Yeo Yam Hwee 13 19 February 2011
  20. 20. PARAGRAPH 7 My question to those principals and teachers outthere blithely setting examination papers they know moststudents will fail in: Is the child, in such a state above, ina good frame of mind to take a high-stakes nationalexaminations? Some principals and teachers who usethis “fail-them” examination scare tactic will point out thatit has worked for years, and raises the school’s averagescores in PSLE. My retort to that is simple: Yourschool’s aggregate average grades may improve buthow many vulnerable children’s self-esteem have youdestroyed? How many individual students ended updoing worse, not better, because of anxiety and stress? prepared by Yeo Yam Hwee 13 20 February 2011
  21. 21. PARAGRAPH 7 My question to those principals and teachers outthere blithely setting examination papers they knowmost students will fail in: Is the child, in such a stateabove, in a good frame of mind to take a high-stakesnational examinations? Some principals and teacherswho use this “fail-them” examination scare tactic willpoint out that it has worked for years, and raises theschool’s average scores in PSLE. My retort to that issimple: Your school’s aggregate average grades mayimprove but how many vulnerable children’s self-esteem have you destroyed? How many individualstudents ended up doing worse, not better, because ofanxiety and stress? prepared by Yeo Yam Hwee 13 21 February 2011
  22. 22. PARAGRAPH 7 Lightheartedly / In a carefree manner My question to those principals and teachers out there blithely setting examination papers they know most students will fail in: Is the child, in such a state above, in a good frame of mind to take a high-stakes national examinations? Some principals and teachers Strategy / who use this “fail-them” examination scare tactic game plan will point out that it has worked for years, andReply / response / raises the school’s average scores in PSLE. Mycounterargument retort to that is simple: Your school’s aggregate Total average grades may improve but how many vulnerable children’s self-esteem have you destroyed? How many individual students endedDefenseless / up doing worse, not better, because of anxietyHelpless / and stress?susceptible prepared by Yeo Yam Hwee 13 22 February 2011
  23. 23. PARAGRAPH 8 The Ministry of Education should monitor anddiscourage this perverse practice. Guidelinesshould spell out the difficulty level of schoolpreparatory examinations, to align them with theactual standards of milestone examinations.Schools with large numbers of students whoconsistently fail mid-year and preliminaryexaminations, but who go on to do well at PSLE or Olevels, should not be praised for their students’“improved” results, but should instead bequestioned on why their internal schoolexaminations are so out of whack with the nationalones. prepared by Yeo Yam Hwee 13 23 February 2011
  24. 24. PARAGRAPH 8 The Ministry of Education should monitor anddiscourage this perverse practice. Guidelinesshould spell out the difficulty level of schoolpreparatory examinations, to align them with theactual standards of milestone examinations.Schools with large numbers of students whoconsistently fail mid-year and preliminaryexaminations, but who go on to do well at PSLE or Olevels, should not be praised for their students’“improved” results, but should instead bequestioned on why their internal schoolexaminations are so out of whack with the nationalones. prepared by Yeo Yam Hwee 13 24 February 2011
  25. 25. PARAGRAPH 8 The Ministry of Educationshould monitor and discourage thisperverse practice. Guidelines shouldspell out the difficulty level of schoolpreparatory examinations, to align themwith the actual standards of milestoneexaminations. Schools with largenumbers of students who consistentlyfail mid-year and preliminaryexaminations, but who go on to do wellat PSLE or O levels, should not bepraised for their students’ “improved”results, but should instead bequestioned on why their internal schoolexaminations are so out of whack withthe national ones. Not working together correctly prepared by Yeo Yam Hwee 13 25 February 2011
  26. 26. SUMMARY QUESTION• Passage B discusses the effects of “sure fail” examinations on students, parents and schools.•• Using your own words as far as possible, summarise what the author thinks are the effects of setting “sure fail” examinations and what should be done to discourage such practice.• USE THE MATERIAL IN PASSAGE B FROM PARAGRAPH 5 TO PARAGRAPH 8.• Your summary, which must be in continuous writing (not note form), must not be longer than 150 words (not counting the words given to help you begin).• Begin your summary as follows: One effect “sure fail” examinations bring about is … [25 m] Word Doc prepared by Yeo Yam Hwee 13 26 February 2011
  27. 27. SUMMARY QUESTION• Passage B discusses the effects of “sure fail” examinations on students, parents and schools.•• Using your own words as far as possible, summarise what the author thinks are the effects of setting “sure fail” examinations and what should be done to discourage such practice.• USE THE MATERIAL IN PASSAGE B FROM PARAGRAPH 5 TO PARAGRAPH 8.• Your summary, which must be in continuous writing (not note form), must not be longer than 150 words (not counting the words given to help you begin).• Begin your summary as follows: One effect “sure fail” examinations bring about is …• [25 m] Word Doc prepared by Yeo Yam Hwee 13 27 February 2011
  28. 28. SUMMARY QUESTION • Passage B discusses the effects ofBACKGROUND INFORMATION “sure fail” examinations on students, parents and schools. Word Doc prepared by Yeo Yam Hwee 13 28 February 2011
  29. 29. SUMMARY QUESTIONUsing your own words QUESTION REQUIREMENT:as far as possible, WHAT TO DOsummarise what the WHAT TO FOCUS ONauthor thinks are theeffects of setting “surefail” examinations andwhat should be doneto discourage suchpractice. Word Doc prepared by Yeo Yam Hwee 13 29 February 2011
  30. 30. THE POINT ORGANISER(A) The effects of (B) what should besetting “sure fail” done to discourageexaminations such practice.A1 B1A2 B2A3 B3A4 B4 prepared by Yeo Yam Hwee 13 30 February 2011
  31. 31. SUMMARY QUESTION WHERE IN THE TEXT SHOULD WE BE LOOKING FOR INFORMATIONUSE THE TO SUMMARISEMATERIAL INPASSAGE BFROMPARAGRAPH 5TO PARAGRAPH8. Word Doc prepared by Yeo Yam Hwee 13 31 February 2011
  32. 32. SUMMARY QUESTIONYour summary,which must be incontinuous writing(not note form),must not be longerthan 150 words (notcounting the wordsgiven to help you STANDARD INSTRUCTIONSbegin). Word Doc prepared by Yeo Yam Hwee 13 32 February 2011
  33. 33. WHAT DOES YOUR SUMMARY LOOK LIKE?It should be a SOLID one paragraph answerbeginning with the helping words given to letyou start off your writing.Do not discard any of your working as youdraw up your points you have gathered.If you run terribly out of time, submitwhatever you have done. REPEAT – do notdiscard any of your working. Submitwhatever you have. prepared by Yeo Yam Hwee 13 33 February 2011
  34. 34. SUMMARY QUESTION Begin yoursummary asfollows: Oneeffect “sure fail”examinationsbring about is …[25 m] THE BEGINNING WORDS WHICH YOU MUST USE Word Doc prepared by Yeo Yam Hwee 13 34 February 2011
  35. 35. WHAT TO DO FIRST AND THEN NEXTA B CCONTENT LANGUAGE YOUR OWNPOINTS USED WORDS15/15 10/10 10/10ALWAYS GET DIVIDE BY 217 – 19 MAKE SURE YOUR USE YOUR VOCABULARY POWERPOINTS FIRST SENTENCES ARE TO HELP YOU REPLACE GRAMMATICALLY WORDS AND CORRECT EXPRESSIONS CORRECTLY prepared by Yeo Yam Hwee 13 35 February 2011
  36. 36. REMEMBERCONTENT USE OF USE OF OWNPOINTS ENGLISH WORDS 15/15 10/10Make sure you Always write Leave this toalways try to relevantly. Do the last. Do notget 17 – 18 not add new waste time ifpoints. Do not information to you cannotjust get 15. your summary. come up with your own words. prepared by Yeo Yam Hwee 13 36 February 2011
  37. 37. PARAGRAPH 5 Thousands of students will be in tearsover unwonted failing grades. Thousands ofparents’ stress levels will rise, fearing theirchildren will do as badly in the PSLE or Olevels, as they did for their preliminaryexaminations. I am not familiar with theteaching pedagogy but it seems sheer badeducational practice to intentionally set anexamination paper which seeks to fail moststudents. That is not education; that ispsychological manipulation of a rathernegative and perverse nature. prepared by Yeo Yam Hwee 13 37 February 2011
  38. 38. PARAGRAPH 6 This practice of setting punitively difficult examinations inschools has been around for years. Schools justify it by saying thata little bit of failure spurs students to try harder. They may argue thepractice results in better grades. However, people who argue thisforget the impact of repeated failure on a child’s motivation andself-esteem. Top students who score 75 instead of their customary90 in a particularly difficult paper may indeed feel motivated to workharder to bridge the gap. However, what about the impact ofrepeated failure on the average child? A borderline studentwho fluctuates between a B and C, is likely to be pushed into asea of red ink when confronted with an exceptionally difficultexamination. Demoralised, goaded by fear, the child worksharder. Teachers raise the spectre of failure to coax the childto try harder. Tutors add on extra sessions. prepared by Yeo Yam Hwee 13 38 February 2011
  39. 39. PARAGRAPH 7 My question to those principals and teachers outthere blithely setting examination papers they know moststudents will fail in: Is the child, in such a state above,in a good frame of mind to take a high-stakesnational examinations? Some principals and teacherswho use this “fail-them” examination scare tactic willpoint out that it has worked for years, and raises theschool’s average scores in PSLE. My retort to that issimple: Your school’s aggregate average grades mayimprove but how many vulnerable children’s self-esteem have you destroyed? How many individualstudents ended up doing worse, not better, becauseof anxiety and stress? prepared by Yeo Yam Hwee 13 39 February 2011
  40. 40. PARAGRAPH 8 The Ministry of Education should monitor anddiscourage this perverse practice. Guidelinesshould spell out the difficulty level of schoolpreparatory examinations, to align them with theactual standards of milestone examinations.Schools with large numbers of students whoconsistently fail mid-year and preliminaryexaminations, but who go on to do well at PSLE or Olevels, should not be praised for their students’“improved” results, but should instead bequestioned on why their internal schoolexaminations are so out of whack with the nationalones. prepared by Yeo Yam Hwee 13 40 February 2011
  41. 41. THE POINT ORGANISER(A) The effects of setting “sure (B) what should be done tofail” examinations discourage such practice.A1 Many students will be in tears over unwonted B1 Schools should ask themselves is the failing grades. fearful child, in a good frame of mind to take a high-stakes national examinations.A2 Many parents’ stress levels will rise, fearing B2 Schools should ask themselves how many their children will do as badly in the PSLE or O vulnerable children’s self-esteem have been levels, as they did for their preliminary destroyed. examinations.A3 There may be positive impact of repeated B3 School should ask themselves how many failure on a bright child’s motivation and self- individual students might end up doing esteem. worse, not better, because of anxiety and stress.A4 But there is serious impact of repeated failure B4 The Education Ministry should monitor and on the average child – he may not be similarly discourage this perverse practice. motivated to do better.A5 A borderline student is likely to fail an B5 Guidelines should spell out the difficulty exceptionally difficult examination. level of school preparatory examinations, to align them with the actual standards of milestone examinations. prepared by Yeo Yam Hwee 13 41 February 2011
  42. 42. THE POINT ORGANISER(A) The effects of setting “sure (B) what should be done tofail” examinations discourage such practice.A6 Demoralised, goaded by fear, the child B6 Schools with large numbers of students works harder. who consistently fail mid-year and preliminary examinations, but who go on to do well at PSLE or O levels, should not be praised for their students’ “improved” results,A7 Teachers raise the spectre of failure to coax B7 but should instead be questioned on why the child to try harder. their internal school examinations are so out of whack with the national ones.A8 Tutors add on extra sessions. prepared by Yeo Yam Hwee 13 42 February 2011

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