How to write a PSLE composition with theme Excitement? with Sample Composition
Step-by-Step Guide:
- Hook Your Reader (Introduction)
- Begin with a powerful sentence that conveys a feeling of excitement.
- Use sensory details: What can you see, hear, or feel?
- Establish the Setting
- Let the reader know where and when the story is happening.
- Build the Tension (Rising Action)
- Introduce the challenge or conflict.
- Show how the character feels: heartbeat, sweaty palms, nervous thoughts.
- Climax: The Peak of Excitement
- Describe the most thrilling part vividly.
- Use strong action verbs and short sentences to create pace.
- Resolution
- Show the outcome: Did the character succeed or fail?
- Highlight what the character learned.
- Moral or Reflection
- End with a reflection: What did the experience teach the character?
- Link back to the theme: excitement isn’t always about success—it’s about trying your best.
To write a compelling PSLE composition based on the theme “Excitement,” follow the Singapore Ministry of Education’s Primary School Leaving Examination (PSLE) English composition requirements. The composition should be 150–300 words, include a clear structure (introduction, body, conclusion), and address the theme effectively. For the theme “Excitement,” focus on vivid storytelling, sensory details, and a relatable narrative to engage the reader. Below is a step-by-step guide and a sample composition.
Sample Composition
A Thrilling Adventure
The stadium roared with cheers as I stood at the starting line, my heart pounding like a drum. It was the annual school Sports Day, and I was competing in the 100-metre race for the first time. Excitement surged through me, but so did nerves. Could I win?
The whistle blew, and I shot forward, my legs pumping furiously. The crowd’s cheers filled my ears, urging me on. I could feel the wind rushing past and see my rival, Tom, just a step ahead. My chest tightened, but I pushed harder, determined to catch up. Every muscle screamed, yet the thrill of the race kept me going. “You can do this!” I told myself.
As we neared the finish line, the crowd’s screams grew louder, electrifying the air. I leaned forward, giving everything I had. In a blur, I crossed the line, neck-and-neck with Tom. The announcer’s voice boomed, “It’s a tie!” The stadium erupted, and I felt a rush of exhilaration. I had done it!
Panting, I shook Tom’s hand, both of us grinning. Later, standing on the podium, I felt proud. The race taught me that excitement comes not just from winning but from giving your all. That day, I learned to embrace challenges with courage.
(Word count: 198)
Steps to Write a PSLE Composition on “Excitement”
- Understand the Theme: Excitement implies high energy, anticipation, or thrill. Think of scenarios like a competition, an adventure, a surprise, or a significant achievement.
- Plan Your Story:
- Introduction: Set the scene and introduce the main character(s) and the exciting event.
- Body: Describe the events leading to the peak of excitement, using sensory details (sight, sound, touch) and emotions. Include a conflict or challenge to build suspense.
- Conclusion: Resolve the conflict and reflect on the experience or lesson learned.
- Use the PEEL Structure for Body Paragraphs:
- Point: State the main idea of the paragraph.
- Explain: Describe what happened and why it was exciting.
- Evidence: Use sensory details or dialogue to show excitement.
- Link: Connect back to the theme or the next part of the story.
- Incorporate Keywords: Use words like “thrilled,” “heart-pounding,” “electrifying,” or “exhilarating” to emphasize excitement.
- Keep Language Simple and Clear: Avoid overly complex vocabulary, as PSLE compositions prioritize clarity and coherence.
- Check Word Count and Grammar: Ensure the composition is within the word limit and free of spelling or grammatical errors.
Tips for Success
- Start with Action or Dialogue: Grab attention immediately (e.g., “The whistle blew, and I shot forward”).
- Show, Don’t Tell: Use actions and sensory details to convey excitement (e.g., “heart pounding,” “roared with cheers”).
- Vary Sentence Length: Short sentences for intense moments, longer ones for reflection.
- Practice Time Management: Allocate 10 minutes for planning, 30 for writing, and 5 for checking.
This structure and sample should help you craft an engaging PSLE composition that captures the theme of excitement effectively.
Now let’s see the differences in grades AL1, AL3 and AL6:
✨ Version 1: AL1 (Advanced Learner – Top-tier Writing)
A Thrilling Adventure (AL1)
The stadium roared with life, a thunderous echo of cheers crashing through the air. My heart thudded like a war drum as I crouched at the starting line, sweat trickling down my brow. This was it—my first 100-metre dash on Sports Day, and the stakes felt monumental. I stole a glance at my rival, Tom, who looked calm and focused. In contrast, my insides twisted in a cocktail of nerves and excitement.
Bang! The whistle pierced the air. I launched forward like a spring released, legs pounding against the track. Wind lashed against my face as spectators’ voices blurred into a single roaring wave. Tom surged ahead, his strides fluid and powerful. A flicker of doubt threatened me, but I shoved it aside, digging deep.
“Push! Just a little more!” I urged myself.
We tore down the track, neck and neck. The finish line gleamed under the morning sun—so close. I threw myself forward in a final burst, heart racing faster than my feet. Snap! We crossed together.
“It’s a tie!” the announcer cried.
Gasps turned to cheers. Tom and I clasped hands, our grins wide with adrenaline. I didn’t just run a race. I embraced the thrill of competition and discovered the joy of pushing past limits.
(Word count: 226)
🌟 Version 2: AL3 (Competent Learner – Good Vocabulary and Structure)
A Thrilling Adventure (AL3)
The stadium was filled with excited cheers. I stood nervously at the starting line of the 100-metre race during Sports Day. My heart was beating very fast. I had never taken part in this event before, so I felt both scared and thrilled at the same time.
The referee blew the whistle, and I dashed forward. My legs moved as fast as they could. I could hear the loud cheering from the crowd, and it gave me strength. Tom, the fastest runner in class, was just a little ahead of me.
“I must catch up!” I thought.
I pushed myself harder, ignoring the pain in my legs. The finish line was coming closer. I leaned forward and gave everything I had.
We both crossed the finish line at the same time. “It’s a tie!” the announcer said. Everyone clapped and cheered loudly.
I smiled and shook Tom’s hand. Even though I didn’t win alone, I felt very proud. It was one of the most exciting moments of my life. I learned that trying my best was just as important as winning.
(Word count: 202)
⭐ Version 3: AL6 (Developing Learner – Simpler Structure and Language)
A Thrilling Adventure (AL6)
It was Sports Day. I was going to run the 100-metre race. I felt very excited but also a little scared. I had never joined a race before.
When the whistle blew, I started running as fast as I could. My legs were moving quickly. The crowd was shouting and cheering loudly. I saw Tom in front of me. I wanted to catch up.
I ran faster. My heart was beating fast, and I was breathing hard. The finish line was near. I leaned forward and ran as hard as I could.
Tom and I crossed the line together. The teacher said, “It’s a tie!” Everyone clapped.
I was happy. I shook Tom’s hand. I did my best, and that made me feel proud. It was a very exciting day.
(Word count: 147)
PSLE Composition AL1, AL3 and AL6 Grade Differences and Analysis
Here’s a breakdown of the differences between the AL1, AL3, and AL6 versions of the composition “A Thrilling Adventure”, along with an analysis of each level’s marking according to the PSLE Continuous Writing assessment rubrics used by SEAB and MOE.
✦ PSLE Composition Marking Criteria
MOE’s Primary English Continuous Writing marking focuses on four main domains:
- Content – relevance, originality, and development
- Language – grammar, vocabulary, sentence structures
- Organisation – paragraphing, coherence, transitions
- Expression – tone, style, personal voice
✅ AL1 Composition Analysis (Top Tier)
Overview:
- Level: Advanced
- Marks Range: 34–40 / 40
Strengths:
- Content: Highly relevant to the theme “Excitement”. The narrative is personal, vivid, and emotionally resonant.
- Language: Varied sentence structures, strong vocabulary (e.g., surged, exhilaration, electrifying), good use of figurative language (e.g., heart pounding like a drum).
- Organisation: Logical sequence, natural flow, strong paragraphing with build-up and resolution.
- Expression: Authentic personal voice, emotions clearly conveyed, reader is engaged.
Why It Works:
This version shows maturity, confidence, and language finesse. It demonstrates understanding that excitement is not only about results, but also about effort and self-growth—an insight aligned with AL1 criteria.
✅ AL3 Composition Analysis (Mid Tier)
Level: Competent
Marks Range: 24–27 / 40
Example Features (if adapted from original):
- Less descriptive vocabulary (e.g., “I was nervous but excited” vs “excitement surged through me”).
- Simpler sentence structures.
- Shorter descriptions of settings or actions.
- Ending may still contain a moral but less emotional depth.
Strengths:
- Content: Still focused on the theme; may lack depth or original perspective.
- Language: Understandable and clear but limited vocabulary.
- Organisation: Mostly logical but may have weaker transitions.
- Expression: Some personal voice, but less engaging or detailed.
Why It’s Mid-Tier:
It demonstrates understanding but lacks the linguistic precision and emotional intensity of AL1. Vocabulary is safe, with little risk taken in style or phrasing.
✅ AL6 Composition Analysis (Lower Tier)
Level: Developing
Marks Range: 14–17 / 40
Example Features (if adapted):
- Basic plot, e.g., “I ran in a race. I was excited. I won.”
- Limited vocabulary: repetition of simple words (e.g., run, happy, fun).
- Sentence fragments or grammar errors.
- Minimal emotional or narrative depth.
Weaknesses:
- Content: May drift from theme or remain underdeveloped.
- Language: Grammar and vocabulary mistakes, simple sentence structures.
- Organisation: Weak paragraphing; events may seem disconnected.
- Expression: Lacks voice, lacks emotional engagement.
Why It Scores Lower:
The student has basic understanding but lacks the skills to articulate events meaningfully. May struggle with structuring a full narrative or using descriptive language to evoke excitement.
🔍 Summary Comparison Table
| Feature | AL1 (Top) | AL3 (Middle) | AL6 (Lower) |
|---|---|---|---|
| Vocabulary | Advanced, precise, emotive | Common, safe, functional | Repetitive, limited |
| Sentence Variety | Complex, fluent | Some variety | Mostly simple |
| Theme Handling | Deep, insightful | Straightforward, basic interpretation | Literal, possibly underdeveloped |
| Organisation | Logical, well-paced | Some lapses in flow | Choppy, unclear paragraphing |
| Personal Voice | Strong, reflective | Present but less distinct | Absent or inconsistent |
| Grammar | Almost error-free | Occasional mistakes | Frequent mistakes |
| Overall Impact | Engaging and memorable | Satisfactory and understandable | Needs improvement |
PSLE English Composition Marking Rubric
Here’s a PSLE English Composition Marking Rubric designed for both students and teachers, aligned with MOE/SEAB expectations and suitable for AL1–AL8 banding. This rubric focuses on the four key assessment areas:
📘 PSLE Composition Marking Rubric (Out of 40 marks)
| Criteria | Excellent (AL1) | Good (AL3) | Developing (AL6) |
|---|---|---|---|
| 1. Content (10 marks) | Fully relevant, engaging, and well-developed. Original with excellent elaboration and depth. | Relevant and clear. Some originality. May lack depth in parts. | Generally relevant but may drift. Ideas are simple or underdeveloped. |
| 2. Language (15 marks) | Wide range of vocabulary, accurate grammar, vivid expressions. Sentence structures are varied and fluent. | Adequate vocabulary, mostly accurate grammar, with some vivid phrases. Some variety in sentence structure. | Limited vocabulary, frequent grammar errors. Mostly simple sentences. |
| 3. Organisation (10 marks) | Clear and effective paragraphing. Logical sequence with strong connectors. Good introduction and conclusion. | Organised with mostly clear paragraphing. Logical flow, though some transitions may be weak. | Loosely organised. Abrupt transitions, poor paragraphing. |
| 4. Tone & Audience Awareness (5 marks) | Voice is engaging and appropriate for purpose. Strong emotional engagement. | Tone is appropriate. Some connection with reader. | Tone may be flat or inconsistent. Weak audience awareness. |
🧠 How to Use This Rubric:
- Self-Assessment: Students can use this to review drafts before submission.
- Peer Review: Pair students for peer marking and feedback using the rubric.
- Teacher Grading: Break down marks based on each category. Use comments to explain strengths and areas for growth.
💡 Optional Band Conversion Guide (for reference):
| Total Score (40) | Approx. AL Band |
|---|---|
| 35–40 | AL1 |
| 30–34 | AL2–AL3 |
| 25–29 | AL4 |
| 20–24 | AL5–AL6 |
| 15–19 | AL7 |
| <15 | AL8 |
✅ Final Remarks
Understanding these differences helps:
- Teachers guide students progressively
- Students know how to improve
- Parents support writing practice at home
