St.

Anthony's Canossian Secondary School

English Language and Literature Department
Secondary 2 G3 – 1184 (R)
Unit 3 – Society
Different Cultures: Teen Culture
Situational Writing Text Types

Type of Text: Formal Letter

1. Format (School)

[Date of the letter; spell month in full] 3 January 2024

[Name of writer] Anne Lim

[Designation] Chairperson
[Name of School] Secondary 4.10
St. Anthony’s Canossian Secondary School

[Name of recipient] Mrs Mary Tan

[Designation] Principal
[Name of School] St. Anthony’s Canossian Secondary School

[Salutation] Dear Mrs Tan (Dear Madam)

[Heading/Subject: Underlined; Capitalised First Proposal for Secondary Four Learning Journey
Letter of Words]
I am writing to propose for the Secondary Four students
[Introduction: Paragraph 1 – purpose] to have a learning journey to the Universal Studios ……

[Body: Paragraphs 2 to 5 – amplified points] (no indentation) ……………………………………………..

…………………………………………………………………
[Conclusion (a): Paragraph 6 – follow-up action]
…………………………………………………………………
[Conclusion (b): Paragraph 7 – ‘Thank you’] …………………………………………………………………

[Closing] Yours sincerely

[Signature]
Anne Lim
[Full name of writer]
Anne Lim
[Designation of writer] (optional)
Chairperson

Note:
Yours sincerely (if you know the recipient)
Yours faithfully (if you do not know the recipient)

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2. Features of Formal Letters

a. A heading which is a summary of the purpose or the main idea of the letter (sample)
 Letter of complaint: Complaint on Vandalism of Computers in the Computer Laboratory 4
 Proposal letter: Proposal for an Enrichment Programme for Secondary Four Students
 Letter of application: Application for the Position of Student Councillor
 Letter of appreciation: Appreciation for Contribution to the School
 Letter of request: Request for Donations for School Programmes

b. An introduction which features the purpose of writing the letter (sample)

 I am writing to extend an invitation to you to attend our school official opening on June 20
2019.
 I am writing to make a request concerning the facilities in the playground in the HDB
estate where I live.
 I am writing to inform you that there will be a school camp during the June holidays.

c. Paragraphs which amplify the points you have developed and addressed. Focus on one point
per paragraph.
 There are a group of boys who are often seen loitering around the block. …(add further
details to elaborate)
 The programme for the day will start at 7 pm and end at about 9.30 pm …(add further
details to elaborate)

d. A conclusion which:
i) expresses the hope that the recipient will assist in the matter or agree to the
request/invitation or accept the apology, etc. (samples) …

 I would appreciate it if action would be taken as soon as possible.

 I sincerely hope that you will be able to attend the function and look forward to seeing you.
 I sincerely hope that you will consider our request and look forward to hearing from you
soon.
 I sincerely apologise again for the behaviour of my students and seek your kind
understanding on the matter.

ii) thanks him/her for his/her time in reading the letter.

 Thank you for your kind attention.
 Thank you for your kind understanding.
 Thank you for your time in reading this.

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e. Formal language
 No contractions; No slang or informal words
 I sincerely apologise again for the behaviour of my students and seek your kind
understanding on the matter. Thank you for your time in reading this.

f. Repetition of words to create rhythm and impact

 Deliberate, rhythmic repetition of words can create an effect of emphasis and reinforce the
impact of a message.
 It is difficult for students to study when they sit on chairs that creak and shake. It
is difficult for them to use whiteboards with scratches and permanent ink stains on
them. It is difficult to create a conducive environment when the cupboards are
broken down and the locks do not work, and the bookshelves are old and on the
verge of collapse.
g. Modal Verbs
 Using modal verbs to show assertion: will, can, may
 Hyde Park will provide a more conducive environment for the retired residents.
 Hyde Park is thus a better choice for them as they can spend less on their
meals.
 Building the apartments in City Link may cost us a significant number of potential
buyers who are put off by the high cost of living and the congestion.
 Using modal verbs as hedges to ‘soften’ an opinion: would, could, might
 Hyde Park would provide a more conducive environment for the retired
residents.
 Hyde Park is thus a better choice for them as they could spend less on their
meals.
 Building the apartments in City Link might cost us a significant number of
potential buyers who are put off by the high cost of living and the congestion.
 Using modal verbs in polite expressions
 With these considerations in mind, I hope that you will concur with me that Hyde
Park is the better choice for the building project. I would appreciate it if you
could let me know your final decision as soon as possible so that I can inform
the rest of the directors.
 Note that will is used with words and phrases expressing hope or certainty, while
would and can/could are often used in ‘standard’ polite expressions.

h. Signing off, taking into account the relationship with the reader
 If you know the recipient: Yours sincerely

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  If you do not know the recipient: Yours faithfully

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 Type of Text: Electronic Mail (Email)
1. Format

Date: [Date of the letter; spell month in full] Date: 3 January 2024

To: [email address of recipient] To: anne@mail.com

Cc: [email address of any other people who would Cc: sec4-10@mail.com
benefit from the email.]

Subject: [Heading/Subject: Underlined; Subject: Proposal for Secondary Four Learning Journey
Capitalised First Letter of Words]

[Salutation] Dear Mrs Tan, (Dear Madam,)

[Introduction: Paragraph 1 – purpose] I am writing to propose for the Secondary Four students
to have a learning journey to the Universal Studios ……
[Body: Paragraphs 2 to 5 – amplified points]
(no indentation) ……………………………………………..
[Conclusion (a): Paragraph 6 – follow-up action] …………………………………………………………………

[Conclusion (b): Paragraph 7 – ‘Thank you’] …………………………………………………………………

…………………………………………………………………
[Closing]
[Full name of writer] …………………………………………………………………
[Designation of writer] (optional) …………………………………………………………………

Note:
Yours sincerely (if you know the recipient) Yours sincerely,
Yours faithfully (if you do not know the recipient) Anne Lim
Chairperson

2. Features of Email
 Formal Email (i.e. to your Principal or Magazine Editor) – Refer to Language Features of
Formal Letter

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 Type of Text: Magazine / Feature Article
1. Format

[Headline: Underlined; Capitalised First Letter of School or Skool – It’s Not a Big Deal
Words] English survived Webster and the Americans. It will
[Sub-headline] survive ‘skool’.
[By-line] By Rachel Teo

[Introduction: Paragraph 1 – lead sentence] (no indentation) ……………………………………………..

…………………………………………………………………
[Body: Paragraphs 2 to 8 – amplified points;
details] …………………………………………………………………
…………………………………………………………………
[Conclusion: Paragraph 9 – definite closure]
…………………………………………………………………
(See features for more information) …………………………………………………………………

…………………………………………………………………
…………………………………………………………………

…………………………………………………………………
…………………………………………………………………

…………………………………………………………………
…………………………………………………………………

…………………………………………………………………
…………………………………………………………………

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2. Features of Magazine / Feature Articles

a. Types of feature articles

 Analysis and opinion on current issues : Cheers and Fears Over Move to Scrap
 Profiles or interviews with well-known Exams
people : Young and Fearless
 Humorous reflections : Crossing to the ‘More Darker’ Side
 Personal experience or anecdotes : Happiness Comes in Many Forms
 Background information on local, national : Much Ado About a Fun Pack
or international events.
 Human interest stories. : The Little Nyonya: Nicole Seah hit 15K in
Facebook
b. Title/Headline which captures readers’ : School or Skool – It’s Not a Big Deal
attention and persuades them to read the : Blogging is Now Dated – Now You Twitter
article. It also highlights the main idea of : A Thing or Two about Twins
the article.

c. Sub-headline (below the headline) which : English survived Webster and the
gives more details about the topic. Americans. It will survive ‘skool.

d. By-line which tells you who wrote the : By Danson Cheong

report. Name of the writer must be written : By Siti Zubaidah Bte Ahmad
in full. : By Clark Kent

e. Sub-headings above paragraphs showing : Nature or Nurture

a new idea being developed : The Jim Twins
: Separated at Birth
: The Third Component
: Writing in Pen and Pencil

e. A lead sentence or introductory paragraph

which outlines the subject or theme of the

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 article i.e.
 A generalisation : Discovering why identical twins differ -
despite having the same DNA - could reveal
a great deal about all of us.
 A description : Her delicate features are framed by pretty
curls, and Chinese pianist Chen Jie also has
a winning smile.
 A quote : It has been said that the best source of
learning is in experiencing, and the girls who
went on the school trip will certainly agree to
that.
 A question : How can we be responsible citizens? This
was the question posed to students who
attended this year’s National Education
workshop.
f. Body of a feature article will follow a
format appropriate for its type i.e.
 A recount of an event : e.g. sports day, a cultural performance
 Cause and effect – the reasons and : e.g. benefits of a community involvement
results of an event or process are project
examined
 Compare and contrast – two or more : e.g. comparing a polytechnic education
items are examined side-by-side to see versus a junior college education
their similarities and differences

g. Conclusion for a feature article needs

more definite closure i.e.
 a final quote or comment : As Prof Zhang once said, “Blogs serve
many more functions than keeping friends
posted. Many bloggers post lengthy opinions
… something they cannot do on Twitter.’

: Each boy in his own way is trying to fly.

 a summary statement

h. Language features of feature articles

 a personal tone : Dave and Don Wolf of Fenton, Michigan,
have been coming to the festival for years.

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 Like most twins who attend, they enjoy
spending time with each other.

: (e.g. associated with earthquakes) She

 technical terms associated with the survived an earthquake that measured 8.5 on
topic the Richter scale.

: What could be so powerful that it trumps

 rhetorical questions that help to the combined effects of nature and nurture?
involve the reader
: When she first got the news, she felt
 emotive words that evoke a personal depressed and defeated. However, that did
response in the reader not stop her from sitting for the examination.

: And though it may not happen soon, the

 effective use of imagery and hope is that someday epigenetic mistakes will
description that engage the reader’s be as simple to repair as a piano that's out
imagination of tune.

: The Principal had this to say about the

 the use of direct quotes to personalise
students’ performances, “Our students have
the topic
a lot of talent, and I am amazed by the
quality of their performances.”

: The convention, jointly brought in by RWS

 Use of future time when referring to an
and Hasbro (Singapore), will feature an
upcoming event (one that has not
extensive display of Transformers toys,
taken place yet but is being looked
cartoon animation and video games….
forward to)

Guided Class Practice Questions

Your Mission

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As a student of the school, you want to address the challenges and stressors teenagers face
daily in a constructive manner. You want to bring attention to the importance of mental health
and well-being, showcasing how academic stress and social pressures impact teenagers.
Your goal is to advocate for positive change within your school community.

In it you should:
 provide some background information of the issue and why it caught your attention
 describe your points of view on the chosen issue in the article
 evaluate the persons, situations, feelings, ideas, points of view or topics presented in the
article
 provide supporting material to justify your evaluation

Chosen Article - https://tinyurl.com/S2ELCNA-Article

Option A Option B Option C

Write a letter to your Write an email to the Forum Write an article to
school principal, Ms Fiona Editor of the local school’s online
Koh, to express your views newspaper, SG Times, to newsletter ‘Voci
on the chosen article express your views on the Canossiane –
chosen article Students’ Voice’
section to share your
views on the chosen
article

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 Sample Response - Guided Class Practice Question A

1 March 2024 Date

Jane Lim Name of writer

Chairperson Designation
Secondary 2 Hope
St. Anthony’s Canossian Secondary School Name of school

Ms Fiona Koh Name of recipient

Principal Designation
St. Anthony’s Canossian Secondary School Name of school

Dear Ms Fiona Koh Salutation

Fostering Friendships: A Crucial Response to Alarming School Heading

Bullying Trends
I am Jane Lim from class Secondary 2 Hope. I am writing to express Introduction –
my concern and share my perspective on the critical issue of school Purpose
bullying, which has gained prominence in recent months.

The surge in reported incidents of school bullying, including Background

distressing cases involving students with special needs, has caught Information
my attention. The gravity of the situation, such as the attempted
suicide by a 14-year-old student who was subjected to bullying,
prompts a collective call for action to create a safer and more
supportive school environment.

In my view, building strong friendships plays a pivotal role in Points of View

mitigating the impact of school bullying. The article by Assistant
Professor Cheung Hoi Shan highlights the importance of parental and
peer support, as well as empathy training, in fostering a positive peer
culture that counters bullying tendencies.

In the article Assistant Professor Cheung provides a comprehensive Evaluation

evaluation of the various aspects associated with school bullying. It is
both enlightening and compelling to read how such distressing
situations unfold, making it crystal clear that we, as a school
community, need to do more than just mete punishments for bullies. I
totally agree with the call for a multi-pronged approach – the school
community must step up and take a stronger stand against bullying.
The focus on strong friendships, support from parents and peers,
along with empathy training, feels like the right way to tackle this
issue head-on.

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The article highlights empathy training as a promising route to reduce Supporting
the effects and incidence of bullying. Insights from the research Material - Empathy
indicate that high levels of empathy can significantly diminish the Training
anxiety experienced by bully-victims. I firmly advocate for the
implementation of empathy training as a crucial step in reducing
instances of bullying.

In conclusion, with a collaborative effort involving schools, parents, Conclusion

and the larger community, I firmly believe that implementing
structured and targeted programs focused on building strong
friendships, peer support, and empathy training can significantly
contribute to combating school bullying.

Thank you for your time and consideration. ‘Thank you’ line

Your sincerely Closing

Jane Lim Signature
Jane Lim Full name of writer
Chairperson Designation

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 Sample Response - Guided Class Practice Question B

Date: 1 March 2024 Date

To: sgtimesforum@gmail.com Email address

of recipient

Subject: Urgent Need for Building Strong Friendships to Combat Heading

School Bullying

Dear Forum Editor Salutation

My name is Jane Lim, a student from Secondary 2 Hope at St. Introduction –

Anthony’s Canossian Secondary School. I am writing to bring attention Purpose
to a critical issue that has gained prominence in recent months –
school bullying.

The surge in reported incidents of school bullying, particularly Background

distressing cases involving students with special needs, has captured Information
the attention of our school community. The severity of the situation,
highlighted by incidents such as the attempted suicide by a 14-year-
old student who fell victim to bullying, calls for immediate action to
create a safer and more supportive school environment.

In my perspective, building strong friendships is pivotal in mitigating Point of View

the impact of school bullying. The article by Assistant Professor
Cheung Hoi Shan, which I recently read, emphasises the importance
of parental and peer support, along with empathy training, in fostering
a positive peer culture that counters bullying tendencies.

The article provides a comprehensive evaluation of the various Evaluation

aspects associated with school bullying. It sheds light on the
distressing situations faced by victims, prompting the need for a more
comprehensive approach than mere punishments for bullies. The call
for a multi-pronged strategy, including strong friendships, parental and
peer support, and empathy training, resonates with the urgent need to
address the root causes of bullying effectively.

Research findings, as highlighted in the article, indicate that high Supporting

levels of empathy significantly diminish the anxiety experienced by Material -
bully-victims. I firmly believe that empathy training is a crucial step in Empathy
reducing instances of bullying, empowering students with the skills to Training
understand diverse perspectives and foster a compassionate school
culture. Hence I sincerely urge that all schools consider implementing
empathy training as a standard practice within their curriculum. By
doing so, we can collectively contribute to creating a safer and more
inclusive educational environment, where empathy becomes a
fundamental aspect of our students' social and emotional
development.

In conclusion, I urge the SG Times to amplify the importance of Conclusion

building strong friendships in combatting school bullying. A

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collaborative effort involving all schools in Singapore, parents, and the
larger community is imperative to create an environment where
students feel valued, supported, and free from the scourge of bullying.

Thank you for your time and consideration.

‘Thank you’ line
Your faithfully Closing
Jane Lim Full name of
writer

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 Sample Response - Guided Class Practice Question C

Building Bonds, Breaking Barriers: The Power of Strong Friendships Headline

By Jane Lim By-line

Imagine a school where every Canossian student feels not just safe but Introduction –
truly supported, where strong friendships form an unbreakable shield Lead sentence
against bullying. This is not a far-off dream. It is a vision inspired by the
urgent need highlighted in a recent article. Our school community
needs to unite against bullying, and I believe building strong friendships
is the key.

Recent months have brought to light distressing incidents of school Background

bullying, compelling us to reflect on the values that define our school Information
culture. The attempt by a fellow 14-year-old student to take their own
life due to relentless bullying has shaken us to our core. It is time for us,
the students of St. Anthony's Canossian Secondary School, to take a
stand and foster a more compassionate environment.

In my view, the importance of building strong friendships cannot be Point of View

overstated. Strong friendships are like a superhero cape, providing
protection and support. The original article by Assistant Professor
Cheung Hoi Shan struck a chord with its emphasis on parental and
peer support, along with empathy training. Now, more than ever, we
need to cultivate a positive peer culture that counters bullying
tendencies.

The article serves as a rallying cry for us to stand united against Evaluation
bullying. It is a call to action, urging each student to become a beacon
of support for their peers. The distressing situations faced by victims,
the responses from parents and the Ministry of Education, all stress the
gravity of the issue.

Research findings, as highlighted in the article, indicate that high levels Supporting
of empathy significantly diminish the anxiety experienced by bully- Material -
victims. If we learn about each other and be kind, we can create a Empathy
school where everyone feels happy and safe. Training

Let’s be buddies against bullying. Be a good friend to everyone, invite

someone who is left out to join in, and make our school a friendlier
place. If someone feels sad, talk to them, and listen. We can all be
there for each other. If you see bullying happening, do not just watch.
Stand up for your friends and classmates. Let us make it clear that
bullying is not okay in our school.

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In conclusion, let's be buddies against bullying. By being good friends, Conclusion
talking and listening, and standing together, we can make our school a
place where everyone feels happy and safe.

Let's stand up, speak out, and be the friend someone needs today!

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