best o level english essays

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7 Essay Types at the O Level

• Posted By Randall Chew

Hello everyone! I’m Mr Ng Guo Liang, an English Language Curriculum Specialist and Teacher at Lil’ but Mighty.

When I was still teaching in a secondary school, I often had to address many questions — from both parents and students alike — about the different composition or essay types being tested in the O Level examinations; chief amongst which were:

– What composition or essay types will appear in the O Level examinations? – What is the difference between a discursive essay and an argumentative essay? – What is the difference between a recount and narrative essay? – What is the difference between a descriptive and reflective essay?

There were (and are) of course, many other questions pertaining to composition writing for the O Level. The ones above however — those concerned with conceptualising the types of compositions — are the ones I have had to address the most. In this blog post therefore, I will list the various types of compositions that could be tested in the O Level English Language Paper 1, and attempt to very briefly describe each of them.

Before I continue, I must make a disclaimer. This post is not meant to be a comprehensive set of notes or guide detailing and explaining each individual essay type, their features, and nuances. I must make it very clear to my readers that what I write and elaborate on in this post should not be taken as the absolute and definitive word on the various essay types; we should note that different teachers, authors, publishers, and reference materials describe, explain, and conceptualise the various essay types differently (and very possibly with different terminology). That being said, the descriptions I’ll make in this post are meant only as a very brief explanation of the various types of essays so that you can better understand what they generally require students to address in the examination.

Should you wish to enquire about and discuss the individual essay types at a more comprehensive and deeper level than that provided in this post, you can do so with your English teacher in school, or contact us and we shall endeavour to address your queries!

In the O Level examination, the following essay types could be tested:

1. Narrative 2. Personal Recount 3. Descriptive 4. Reflective 5. Discursive 6. Argumentative 7. Two-Part Essays

1. Narrative Essays

Narrative essays, as the name suggests, are essays that narrate a story. Most students reading this post should, by the end of primary school, be familiar with narrative essays as this is perhaps the essay type that they see the most in primary school and in creative writing classes. These essays are generally fictional in nature, and adhere to how narrative stories are developed in terms of their plots (beginning —> build up —> climax —> events that lead to a resolution —> a resolution —> and a coda/conclusion). Although these essays are generally fictional, that is not to say that students cannot use their own experiences to address the question. As long as the experience is relevant to the question, and features a rising plot which leads to a resolution, students are free to use their own experiences to inspire the narrative essay.

Sample questions:

– Freedom. – A challenge. – Write a story about kindness. – ‘It was my proudest moment.’ Write a story based on this.

2. Personal Recount Essays

Similar to a narrative essay, a personal recount essay retells a series of events that should be written in a linear and sequential manner. A personal recount essay is not to be confused with a narrative one. Narratives are often fictional in nature, and generally adhere to a rising plot development structure (most often with a climax and resolution). Personal recounts however, are not fictional in nature, and often relate to an event or experience which is meaningful or memorable to you (in other words, you should have personally experienced or witnessed this event or experience taking place.) Depending on the question asked, it can, of course, include a plot structure with elements similar to a narrative. However, unlike narrative essay writing, it does not require students to adhere strictly to a rising plot structure.

Personal recount essays, by nature of the questions given, typically require students to include an element of reflection. This usually focuses on the impact and significance that an event or experience have on them, and their thoughts, feelings, changing beliefs and attitudes as the series of events unfold. Such reflections should be interspersed and woven in and between the paragraphs of the essay. This is different for narratives, where reflections typically appear in the coda.

– Write about an interesting day out with your family. – Write about a mistake you regret making. – Write about how you conquered one of your fears. – Write about a task which turned out to be more difficult than you initially thought. – Write about a time a great act of kindness took place.

3. Descriptive Essays

Descriptive essays contain and emphasise descriptive elements. That is to say, such essays are written to appeal to the five senses, and should create vivid mental images for the reader when it is being read. This genre goes beyond describing physical attributes, but abstract ones as well (e.g. feelings, ideas, or a situation), and often involves reflecting on why something or someone is special or important. Unlike narrative essays, descriptive essays do not require a plot structure or storyline. This essay type most typically require students to write about and describe in detail one of the following topics:

1. An object 2. A person 3. A place 4. An event or incident 5. An experience

– Describe an individual who has had a great influence on you. – Describe a memorable celebration. – Describe your typical day in school. – Describe an object which you hold dear.

4. Reflective Essays

Essays of this genre require the students to reflect on themselves. Despite the reflective element, this is not to be confused with a personal recount. Personal recounts require students to recount and reflect on an event or experience which actually took place. Reflective essays however, are not about an event or experience, but are more about the students themselves.

Reflective essays typically require students to reflect on and make observations about their own personality and character. As such, it is more philosophical and insightful in nature.

Sample Questions:

– What would you consider to be your best and worst qualities? – What is your idea of a perfect day? – What are the type of books you enjoy reading? – Write about some of the things you value most in life.

Expository Essays: Argumentative and Discursive Essays

The next two essay types fall under the category we call ‘expositions’. An expository essay is one that explores and considers in depth the different aspects and perspectives to a particular topic or subject matter. We typically see two types of expository essays appearing in the O Level examination: argumentative and discursive essays.

5. Argumentative Essays

In an argumentative essay, students are typically given an issue, topic, or subject matter on which they are supposed to take a clear stand, and argue for that stand they have taken. This essay type is ‘biased’ in that regard, and the aim of the essay is to persuade the reader, with the strength of their points and arguments, that the stand taken in the essay is the right one.

1. The key features of an effective argumentative essay are: 2. There must be a very clear stand taken on the topic/subject matter given in the question. 3. Points/arguments given are supported by facts, statistics, observations or examples. 4. Points/arguments appeal to logic and emotion. 5. Using a persuasive tone and register. 6. Considering the opposing views and being able to rebut or refute them – this makes an argumentative essay the most persuasive and effective.

–  ‘People can only be happy if they feel they are treated fairly.’ Do you agree (2019 O Level 1) –  Do you agree with the view that students should never engage in part-time work? –  ‘Social media has destroyed communication.’ What is your opinion? –  Who has more problems to deal with — adults or youths?

6. Discursive Essays

Like argumentative essays, a discursive essay focuses on and concerns itself with one particular topic or subject matter. Unlike the argumentative essay however, one is not required to take a stand on the subject matter. Rather than pushing for and validating only one particular perspective, students are required instead to discuss and explore the multiple perspectives regarding the subject matter in an unbiased manner.

What is important to note is that students can state a preference for a particular perspective or viewpoint at the end of the essay, but the tone and register of the essay should not be a persuasive one (i.e. the way the essay is written should not dominantly favour one particular perspective or viewpoint over others). It should be written in a manner which reflects that all the perspectives and viewpoints you discuss in the essay are equally valid (even if you do eventually state a preference for one at the end) — in essence, an effective discursive essay is one that achieves balance .

–  What are the advantages and disadvantages of social media? –  What are the qualities a good leader should have? –  Discuss the implications of making home-based learning a permanent mode of education. –  Discuss your views on discipline.

7. Two-Part Essays

As the name suggests, two-part essays are essays which could comprise features and elements of two different essay types. What you will typically see is a question which explicitly has two distinct and separate parts students would have to address. For instance, the question would not only require students to describe something or someone, but also require them to reflect on that particular thing they are describing in the essay; such that the essay becomes a ‘mixed-genre’ essay.

For two-part essays, students need to ensure that they address both parts of the question, and do not make the common mistake of devoting too much time and too many words to the first half of the question and neglecting the second half of the question.

– Write about a mistake you regret making. What lessons did you learn from it? – Describe an individual who has had a great influence on you. Why is this person so special to you? – Describe an object which you hold dear. Why is this object so important to you? – Write about a time you were misunderstood by others. How did you feel?

This brings us to the end of this blog post. Although there is much more to the respective essay types regarding their features and styles, I hope that I have managed to provide you with brief but lucid explanations that will make it a little easier for you to understand the various essay types that could be tested in the O Level.

Until my next post, and on behalf of the Lil’ but Mighty family, stay happy, stay safe, and stay healthy!

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Mr Ng firmly believes that there is a strong correlation between effort and eventual success, and that finding success in English is something that is attainable by all of his students regardless of their background and starting point. He has a strong love and passion for the language and hopes to inspire that same passion in his students through his lessons. That being said, he looks forward to bringing out the best in his students and guiding them to fulfil the potential they all have.

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• Composition Strategy , English Composition , Exam Preparation , O Level English , Student , Writing Tips

10 Effective Tips for Writing O Level English Composition

• September 29, 2022
• No Comments

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When you write an O Level English composition, you know that choosing the correct topic can make or break your essay.

How many times have you found yourself wishing that you had chosen another topic instead but it was too late?

Why does this feeling always come up?

That is because some O Level English composition questions can be deceptive.

Yes. It seems as if it is easy to do but when you get down to writing it, the subjective part makes it difficult for you to write beyond 2 paragraphs.

So, what do you do? How can you know if the topic is deceptive and how can you avoid this calamity?

Ok, do not worry as I’ve got some great tips to get you off to a really great O Level English composition. 

Just follow the points I have set up for you and you will never go wrong in your O Level English composition. Ready?

#1 choose the right topic.

Ok. This is obviously the trickiest part as the entire O Level English composition hangs on this hinge. How do you know if the question is tricky or not?

Now, this is actually rather simple. Take a good look at the question. What is it asking you to do?

If the question is wordy and carefully asks you to examine the lifestyle of young people and if they are likely to be more or less independent. 

Most students will baulk at a long question like this but if the truth be known, the longer the better.

Yep. That’s because you get more clues and a better guideline for your essay. 

A short question like “Greed” may seem relatively simple and some students may think that it gives them all the freedom in the world to write. 

That is the biggest mistake to make. That’s because you will find yourself running out of points or steam once you start writing unless you are really good at writing subjective essays.

The next step is to focus on the words in the question. Choose the ones that are familiar. 

Have you done this before or read about this before? That should be a step forward in the right direction.

#2 Focus On The Keywords

After you have got past your initial qualm in choosing the O Level English composition question, focus on the question now.

It is time to get down to the brass tacks. What is the question asking? Focus on the keywords and what each one means.

Some key words could be separate words and others, phrases.

Each one will have a distinct emphasis and directive. 

You are meant to dissect each one and figure out the direction it is meant to take you.

Examine the meaning of these words and phrases in relation to what is going on in the world today.

Focus on your society if the words point you in that direction. Always give your view of the key words in the introductory paragraph. 

This is called your angle. This is really important as it tells the marker which direction you are headed in.

#3 Use A Strategy For The Template

Using a strategy means that you will cover all areas and leave nothing out. This is a good organisation skill as you will have enough content for your O Level English composition.

When you write a narrative or reflective type of essay, you will need a fairly good base to write on. 

Make sure you cover the background, profile and the build-up, climax and the learning part at the end. There should be a gradual climb up and down.

For argumentative and expository essays, it is more fact based.

You will need to write in PEELs – Point, Evidence, Elaboration and Link back.

Follow a strategy where you write your evidence in a gradual climb to reveal the most pertinent information reflecting the swings or shifts in society. 

Make sure your points and information are spread out evenly over a couple of sides of your writing paper.

#4 Build Your Content

Collect evidence from the latest and most impactful examples.

Your evidence is the base of your O Level English essay. Verify all information before you write it.

A good idea of the history of your essay will be a sound start.

If the essay is about lifestyles of people in your society, you will need to examine the various shifts starting from a certain point. 

Post–war changes and the way people gradually started to live differently till the modern times will be a sensible way to go about it.

#5 Sharpen Your Rebuttal

When you plan your template for the essay, make sure that you plan for your rebuttal as well. It should be a logical explanation of the other side of the O Level English composition question. 

You will have to engage in the latest examples and outcomes in societies.

The Rebuttal should be engaging and impactful. 

As always, check for the veracity of the example/s before using it.

#6 Use Exciting Words

The most exciting words make a difference! Make every word count. Avoid repetitive and boring words. Stop repeating your statements.

Use fresh and interesting adjective phrases in every paragraph especially when you are explaining your opinion.

Words bring an essay to life. They make the difference between a jaded, old explanation of a point to a fresh and startling way of looking at it.

#7 Be Insightful

Use examples and evidence that are insightful. Remember it is your choice of whom you want to highlight in your examples. 

Choose leaders or game-changers who have given something of worth to society. Do your research before you write. Practice writing like this so that you will be ready for your O Level English composition exam.

Being insightful means that you are able to study the question in detail and look into the deeper meaning of it. You need to show this by using useful examples of people connected to your points. 

Or there could be relevant examples of happenings in the past or recent present that could reveal this.

#8 Use Examples Of Great People To Lend Depth

I have always found that examples of great people can make an essay spring to life. People who have made great contributions to society or to education, to emancipation or those with major medical discoveries leading to relief. 

Choose your example carefully and try to use the ones that people do not always use. If you want to mention the more prominent ones, then highlight the reason why you are fascinated. 

Use some personal reference about how it impacted you, for example.

#9 Provide Useful Quotes Or Idioms

Having a quote or two makes a big difference. Or an idiom. Idioms are impactful too as they are short and meaningful. 

Useful quotes from statesmen are also enlightening. Pick on the ones that lend greater depth to your O Level English essay and what you are aiming at before you finish.

#10 Make Sure Your Conclusion Is Impactful

The conclusion is the main part of your O Level English essay whether you realise this or not. It is the last thing the marker looks at before grading you, so give it all you have got!

Include a futuristic view about the way the direction of the question is making you think it is heading in the near future. Do not just summarise what is in the essay but add something personal and emotional before you end. 

Make your conclusion count in the O Level English composition. All too often, students just write one single line for the conclusion as they run out of time. This is due to bad planning. 

If you had done the template properly, this should not happen.

Aim for a solid and meaningful conclusion and you will be surprised to see how your grades will be affected.

Well, those are my 10 tips for writing a really wonderful O Level English composition! I hope you will follow them and that it will give you the reward that you deserve!

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

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Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Bryson, S. (2023, July 23). Example of a Great Essay | Explanations, Tips & Tricks. Scribbr. Retrieved April 1, 2024, from https://www.scribbr.com/academic-essay/example-essay-structure/

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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Learning And Teaching English

How To Write A Perfect Summary For O Level English Language

Would you like to ace your O Level English language paper? Do you want to crack the code to write the perfect summary for your O Level English language paper?

In this post, you will learn to write a summary for your O Level English language paper without feeling distressed!

The Summary Writing Question for O Level English

Section 1: Reading for Ideas

Before we begin, let us review the summary writing question. In Paper 2, the Reading Paper,  you are required to write a summary of a nonfiction text in 150 – 180 words.

This question has two parts: Question 1(a) Notes and Question 1 (b) Summary . 

In Question 1 (a) you are supposed to select and write down the relevant main ideas in bullet form which do not need to be in your own words.

Whereas in Question 1(b), you are expected to write a coherent summary in your own words using your ‘already-selected and listed’ content points.

Write The Perfect Summary For O Level English In Six Easy Steps

Just follow these six easy steps and ace your O Level summary writing question.

Read the question first and underline the question requirements. 

Next, read the passage carefully and underline or highlight the relevant points as you read, and if you prefer, you can use brackets or number them.

While you underline or highlight each of the main relevant points, try writing synonyms to help you with rephrasing for Question 1 (b), and r epeat this process as you read through the rest of the section.

Now you may ask, “How do I make sure that the points I am selecting are correct and are relevant?

The answer is, “Simply avoid D.I.E.R.Q:

Details : If not asked in the question, avoid writing the details that support the main point.

Irrelevant Points : Ideas and points that are not required in the question must not be included. Refer to the question to ensure that you are selecting the required content points.

Examples: Unless required in the summary question, avoid writing examples or elaborations that support the main points. 

Repetitions: Do not repeat any points even if they have been repeated in the original text. A good idea is to combine similar/ ideas and mention them only once.

Quotations: Do not include any quotations when selecting the content points as they usually support the main idea.

In your O Level English reading paper, you should write the summary for two parts of the text which will be mentioned in the question.

To do so, make sure you use the given space to write your content points. For Question 1 (a) Notes, you are not required to write the content points in your own words as yet. Then, select 12 distinct content points/ notes in total (excluding the given content point). You may, however, write up to 15 content points.

Examiner Tip: For ‘Reading for Ideas’ Question 1(a), you may copy ‘directly lift’ the phrases from the text. In this part of the question, marks will not be deducted. However,  changing the points into substitute words may help you save time.

Once you finish listing down the content points for Question 1 (a), you need to rearrange the chosen points in paragraph form to write the summary for Question 1 (b) in your own words .

Now, the best way to ensure that you do not ‘directly lift’ text or copy from the given passage, is to use synonyms (without changing the meaning of the text) and combine two words into one word. When writing the summary, remember to:

• Keep the sentences simple and brief.
• Combine similar ideas, using complex sentences. Use subordinating conjunctions (as, while, although, even though, etc.)
• Paraphrase. Using synonyms and easier-to-understand language without changing the essential meaning of the main points. 

You must ensure that the summary is in your own words. To this end, use synonyms of keywords/ difficult words, rearrange the sentence/ word order, and make it easy to read.

To make your summary coherent, use Transition Words/ connectives to join your paraphrased content points as you write your summary. Use connectives and join similar or close ideas using complex sentences. Try using ‘and’, ‘but’, ‘however’, and ‘also’.

In this step, use the given summary starter. Remember, the given summary starter will be counted in the word count.

O Level Summary Writing Checklist

Use this FREE Summary Writing Checklist before and after writing the summary when practicing for your reading paper. This will help keep you focused and ensure you fulfill the requirements of the summary writing question.

Top Tips For O Level Summary Writing

• Read the selected part of the passage to be summarized (paragraphs or whole passage).
• Highlight/ underline the key points.
• Check the selected points are relevant (reread the question)     
• Omit unnecessary points (examples, elaborations, quotations, and irrelevant points)
• Count your content points (12 – 15points)

Check out ‘How To Write A Summary For O Level English Reading Paper’ Lesson Slides and learn from me as I take you through all the steps involved in writing a summary for O Level English paper.

Books to Get A* in Your O Level English Paper

Here are some books that I personally recommend using when preparing for your O Level English exam.

• Cambridge O Level English Language Coursebook 2nd Edition by Helen Toner and John Reynolds
• Cambridge O Level English by John Reynolds and Patricia Acres
• First in the series: Oxford Progressive English Book 8 by Rachel Redford
• Second in the series: Oxford Progressive English Book 9 by Rachel Redford
• Third in the series: Oxford Progressive English Book 10 by Rachel Redford

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Online Resources

O level english expository essay: mastering the peel format.

by LearningGems.sg | Jul 20, 2023 | 1 comment

1. Introduction | O Level English Expository Essay

A well-structured essay with clear arguments and a logical flow demonstrates proficiency in communication and critical thinking. One effective structure that aids in crafting coherent essays is the PEEL format, a widely recognised format used in essay writing. This format provides students with a systematic framework to organise their ideas and present them coherently.

PEEL stands for Point, Explanation, Evidence and Link.

2. Writing Body Paragraphs using the PEEL format | O Level English Expository Essay

2.1 point: crafting a strong topic sentence.

Within the PEEL format, the Point component holds significant weight as it sets the direction for each paragraph. The Point can also be known as the topic sentence. A strong topic sentence serves as a concise preview of the paragraph’s content, encapsulating the main idea or argument. It should be clear, specific, and should also answer the essay question directly.

A good topic sentence not only captures the essence of the paragraph but also engages the reader from the start. For example, in an essay about the impacts of social media on society, a strong topic sentence could be: “The pervasive influence of social media has transformed communication patterns and reshaped social interactions.” This topic sentence clearly states the focus of the paragraph and presents a compelling point for further discussion.

On the other hand, a weak or vague topic sentence can lead to confusion and a lack of clarity in the paragraph. For instance, a weak topic sentence in the same essay topic could be: “One impact that social media has on society is its impact on humans.” This topic sentence lacks specificity. It is too general and fails to provide a clear direction for the paragraph. It does not offer any indication of the particular aspect of social media being discussed.

By crafting strong topic sentences, students establish a solid foundation for their paragraphs, allowing for targeted and impactful discussions throughout the essay. Effective topic sentences provide a roadmap for the reader, ensuring that the subsequent components of the PEEL format align with the overarching argument and contribute to the overall coherence of the essay.

2.2 Explanation: Providing Context and Analysis

The Explanation component of the PEEL format plays a crucial role in connecting the Point and the Evidence. It serves as a bridge that provides necessary context, analysis, and interpretation to support the main argument. Offering in-depth explanations allows students to showcase their critical thinking skills and demonstrate a deep understanding of the topic.

When crafting explanations, it is important to provide relevant background information and clarify any terms or concepts that may be unfamiliar to the reader. This contextual information helps to establish the foundation for the evidence that follows. Additionally, students should delve into the significance and implications of the point being made, providing insightful analysis and interpretation.

For example, if the essay is discussing the impact of climate change on biodiversity, the explanation should go beyond stating the facts. It should explore the interconnectedness between climate change and biodiversity loss, analysing how changes in temperature and precipitation patterns can disrupt ecosystems and lead to the decline of species. By providing such context and analysis, the writer not only educates the reader but also strengthens the overall argument.

Effective explanations should also consider alternative perspectives or counterarguments, demonstrating the writer’s ability to critically evaluate different viewpoints. By addressing potential counterarguments and providing a thoughtful rebuttal, students can strengthen the persuasiveness of their essays and showcase their ability to engage in nuanced discussions.

Incorporating thorough explanations within the PEEL format helps to connect the main point with the supporting evidence, ensuring a coherent and well-developed argument. It demonstrates the writer’s depth of knowledge and analysis while providing the reader with a comprehensive understanding of the topic at hand.

2.3 Evidence: Supporting Your Point

The Evidence component within the PEEL format plays a pivotal role in bolstering the main point and providing credibility to the argument. Well-chosen evidence strengthens the writer’s position and convinces the reader of the validity of their claims.

Effective evidence can take various forms, such as statistical data, expert opinions, direct quotes, or real-life examples. It is essential to select evidence that directly supports the main point and helps to substantiate the argument. For instance, when discussing the benefits of exercise on mental health, citing scientific studies or referencing experts in the field can serve as compelling evidence.

To ensure the effectiveness of the evidence, students should avoid including certain types of evidence such as anecdotal examples. While anecdotal examples and personal experiences can be compelling, they should generally be avoided. The exception is when students are writing a reflective exposition. This is because anecdotal examples are based on personal observations or experiences, rendering them subjective and limited in their applicability to broader contexts. Just because an event occurred to one individual does not imply its occurrence or likelihood for everyone else!

Further, it is worth noting that simply presenting evidence is not sufficient; it is equally important to analyse and explain its significance. Connecting the evidence back to the main point and offering insightful analysis helps to reinforce the argument and allows the reader to see the logical progression of ideas.

2.4 Link: Ensuring Smooth Transitions and Coherence

The Link sentence in the PEEL format connects the paragraph to the overall argument and succinctly summarises what was discussed within the paragraph. It acts as a bridge between the supporting evidence and the main point expressed in the topic sentence, effectively rounding up the argument presented in that paragraph.

It is important to note that link sentences should be concise and purposeful, avoiding unnecessary repetition of information or phrases. Many students have the tendency to just repeat the topic sentence, but doing so does not add any value to the paragraph. In fact, it merely creates redundancy and diminishes the overall impact of the paragraph.

A good link sentence should wrap up the key ideas within the paragraph and connect them to the central argument. Mastering the art of linking within the PEEL format enhances the overall readability and impact of the essay.

3. A Sample Body Paragraph using the PEEL format | O Level English Expository Essay

Let us now look at how we can put all these together and apply it in writing. Can you identify the elements of the PEEL structure in this sample paragraph?

Question: Should Artificial Intelligence (AI) be regulated? Explain your views.

The development and prevalent use of AI poses significant risks to individuals and society. One of the primary risks is the potential for biased algorithms. AI algorithms are only as unbiased as the data sets they are trained on. Therefore, if these data sets contain biased information, the AI will replicate and even amplify those biases. This could result in discriminatory decisions, such as denying someone of an employment opportunity based on their race or gender. For example, in 2018, Amazon scrapped an AI-powered recruiting tool after it was discovered that the system had a bias against women. The system was trained on resumes submitted to Amazon over a ten-year period, which were mostly from male applicants. As a result, the system taught itself that male candidates were preferable, and it downgraded resumes that contained words like “women” and “female”. Without regulation, these risks could lead to significant harm to individuals and our social fabric. Therefore, it is essential to regulate AI to ensure that it is developed and used in a responsible and ethical manner, with appropriate safeguards in place. By mandating transparency, accountability, and fairness in the development and deployment of AI systems, we can mitigate the potential harms associated with this powerful technology.

4. Conclusion | O Level English Expository Essay

In summary, the PEEL format equips students with a structured framework to effectively organise their ideas and present them with clarity and flow. Ultimately, incorporating the PEEL format empowers students to craft well-structured essays that engage readers, showcase their depth of knowledge, and present compelling arguments.

Preparing for the O Level English Exam is never a walk in the park, but you should never navigate the journey alone. Should you require additional support in mastering the PEEL format, our experienced tutors are here to provide personalised guidance and assistance. Together, we can help you refine your writing skills and achieve the success you desire!

Calling all Sec 2 students! Are you ready to elevate your expository essay skills and master the PEEL format? Join our Expository Writing Booster Workshop today!

Learning Gems  is a premium tuition centre that provides quality English tuition to PSLE and GCE ‘O’ Level students in Singapore. Our teachers are well-versed with the latest MOE syllabus and have taught at various schools in Singapore. Be it the primary or secondary level, we possess the relevant experience and are fully qualified to help your child.

How to register for the sec 1 head start?

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