Learn how to write Model Compositions GCE O level Secondary 4 Argumentative Essay Title: “Should Schools Place Less Emphasis on Academic Results?”
Key Points
- Research suggests that excessive focus on academic results in Singapore’s education system contributes to significant stress and mental health issues among students.
- Evidence indicates that modern economies, including Singapore’s, increasingly value soft skills like creativity, leadership, and problem-solving, which are often sidelined in grade-centric systems.
- While academic results are important for standardized assessments, Singapore is adopting alternative assessment methods to foster holistic development.
- The topic is debated, with some emphasizing the necessity of grades for opportunities, but a balanced approach prioritizing well-being and diverse skills seems beneficial.
Sample Composition
Introduction
In Singapore, the education system is renowned for its rigorous focus on academic achievement, with students facing intense pressure to excel in examinations from a young age. This emphasis on grades has sparked concerns about its impact on students’ mental health, creativity, and overall development. Schools should place less emphasis on academic results to foster holistic development, reduce stress, and better prepare students for diverse career paths.
The Toll of Academic Pressure
The relentless pursuit of high grades often leads to significant stress and mental health challenges for students. In Singapore’s competitive education system, students face immense pressure to perform academically, which can result in anxiety, burnout, and diminished well-being. A 2017 study cited in The Straits Times revealed that 86% of Singapore students worry about poor grades, compared to the OECD average of 66%, and 76% feel anxious about tests even when well-prepared, significantly higher than the OECD average of 55% (The Straits Times, 2017). This heightened anxiety can impair cognitive function and hinder personal growth. Reducing the emphasis on academic results can alleviate these pressures, fostering a healthier and more balanced educational experience.
Preparing for a Dynamic Future
A broader focus on skills such as creativity, critical thinking, and communication better equips students for the demands of modern economies. In Singapore, where industries like technology and finance are thriving, employers increasingly value soft skills alongside technical expertise. For instance, roles such as Project Managers and Business Development Directors, which are in high demand, require leadership, problem-solving, and effective communication—skills not adequately nurtured in a grade-centric system (Morgan McKinley, 2025). By prioritizing these competencies, schools can align education with real-world needs, ensuring students are prepared for diverse and evolving career paths.
Balancing Assessment Needs
Some argue that academic results are crucial for assessing knowledge and securing opportunities, such as university admissions and job applications. Grades provide a standardized measure that institutions rely on to evaluate candidates. However, an overemphasis on grades often neglects other critical skills, such as creativity and collaboration, which are equally vital for success. Singapore’s Ministry of Education has recognized this and is implementing reforms to reduce exam-centric assessments, incorporating alternative methods like project-based evaluations and oral presentations to assess students more holistically (The Straits Times, 2018). A balanced approach that values diverse skills alongside academic performance better serves students’ long-term success.
Conclusion
Schools should reduce their focus on academic results to promote holistic growth, alleviate stress, and prepare students for a dynamic world. By addressing the mental health challenges caused by academic pressure and prioritizing skills that align with modern workforce demands, education systems can nurture well-rounded individuals. Singapore’s ongoing efforts to reform assessments signal a promising shift toward this balance, ensuring students are equipped for both personal and professional success.
More Sample Compositions here:
🧠 Student Thinking Process: “Should Schools Place Less Emphasis on Academic Results?”
1. 🔍 Understand the Question Deeply
“What is this essay really asking me to do?”
This is an argumentative essay. You’re being asked to:
- Take a clear stand (Yes or No)
- Justify your position with reasons and evidence
- Consider both sides (your side + counterargument)
- End with a strong conclusion
🧠 Internal thought:
“Okay, the question is about whether schools should stop focusing so much on grades. I need to think about why this might be good (or bad) for students, society, and the future.”
2. ✅ Decide Your Stand Based on What You Know
“Which side can I write more convincingly about?”
Ask yourself:
- Do I feel too much pressure from exams?
- Do I think grades really reflect who I am?
- Do I know people who suffer from stress because of school?
- Do I believe that soft skills are as important as grades?
🧠 Student logic:
“I think schools focus too much on grades. It causes stress, ignores other talents, and doesn’t always prepare us for the real world. So I’ll say YES, schools should place less emphasis on academic results.“
3. 🧱 Plan 3 Solid Main Points
Each paragraph should support your stand. Think of reasons like:
| Paragraph | Thinking as a Student |
|---|---|
| 🧠 1. Mental Health | “Students are so stressed out by exams. I’ve seen friends cry over results. Some can’t sleep or eat before exams. We need less pressure.” |
| 💼 2. Real-World Skills | “We learn for exams, not for life. Jobs today need creativity, teamwork, leadership. School doesn’t always teach that.” |
| 🎯 3. Balance is Better | “Yes, grades are important. But projects, communication, and problem-solving should also count. It’s about balance.” |
4. 💬 Include a Counterargument
“Some people say grades are necessary to measure our abilities.”
🧠 Response as a student:
“True, but we can measure learning in other ways too. Presentations, teamwork, and innovation are also part of success.”
This shows you’ve considered both sides and adds depth to your essay.
5. 📝 Plan Structure in Your Head or Rough Paper
- Introduction: Set context, state position
- Body Paragraph 1: Mental health impact
- Body Paragraph 2: Skills for the future
- Body Paragraph 3: Need for balance
- Counterargument: Why grades still matter — but shouldn’t dominate
- Conclusion: Reaffirm your stand and give a hopeful suggestion
6. 🧠 While Writing: Use Your Voice Thoughtfully
As a student, think:
- “How can I make this real and relatable?”
- “Can I use personal school experiences or examples I’ve seen in the news?”
- “Do I sound mature, balanced, and persuasive?”
Don’t rant. Be logical.
Don’t be casual. Use formal, respectful tone.
Don’t generalize. Give examples (e.g., “In Singapore, 86% of students…”)
7. 🔚 Wrap It Up with Insight
Your conclusion should leave the reader thinking:
“Education should help students become successful, happy, and prepared for life — not just exams. Less focus on grades can help us grow in many more ways.”
🧭 Summary: What Should I Be Thinking?
| 💡 Thinking Point | 🧠 Student Thoughts |
|---|---|
| What’s the question asking? | “Should grades be less important in schools?” |
| What is my stand? | “Yes — schools should focus less on academic results.” |
| What reasons do I have? | “Mental health, real-world skills, need for balance.” |
| Can I include the other side? | “Yes — some people say grades help with opportunities.” |
| How do I write this? | “Formally, logically, and with good examples.” |
| What tone should I use? | “Mature, persuasive, balanced.” |
Ideas to fuel arguments
“Should Schools Place Less Emphasis on Academic Results?”
This analysis is suitable for Secondary 4 GCE O-Level students writing argumentative essays and for educators teaching them how to think critically, balance perspectives, and use evidence to support claims.
🔍 Core Issue
This question asks whether schools should reduce their focus on academic results, such as exam grades and test scores, and instead prioritize other aspects of student development like mental well-being, creativity, or skills for the future.
The debate revolves around:
- The purpose of education
- The definition of success
- What is fair, measurable, and relevant in today’s world
✅ Arguments FOR placing less emphasis on academic results
1. 🧠 Mental Health and Student Well-being
Explanation:
An overemphasis on grades has created a high-pressure, exam-oriented culture, especially in countries like Singapore, South Korea, and China. This pressure leads to stress, anxiety, burnout, and even depression among students.
Evidence:
- Straits Times (2017): 86% of Singapore students worry about poor grades; 76% feel anxious even when prepared.
- IMH (2019): ~2,400 new teenage cases annually in Child Guidance Clinics for school-related stress.
Implication:
Reducing emphasis on grades allows students to grow in a healthier, less stressful environment, nurturing emotional resilience and confidence.
2. 💡 Development of 21st-Century Skills
Explanation:
Today’s workforce requires skills beyond academics, such as:
- Communication
- Critical thinking
- Creativity
- Leadership
- Collaboration
Many of these skills aren’t assessed by exams or reflected in grades.
Evidence:
- Morgan McKinley (2025): Employers seek soft skills like leadership, adaptability, and interpersonal effectiveness.
- Economist Impact (2023): Singapore’s workforce prioritizes digital and human skills, not just academic credentials.
Implication:
Less focus on grades gives students time and freedom to explore passions, creativity, and real-world problem-solving.
3. 🧪 Grades Don’t Fully Reflect Intelligence or Ability
Explanation:
Standardized tests usually assess memory, time management, and exam technique — not deeper learning or potential. Students who are talented in arts, sports, innovation, or entrepreneurship often feel left behind or “unsuccessful” because of poor grades.
Implication:
Reducing emphasis on results allows for more diverse definitions of success, making school more inclusive.
4. 🏫 The System Is Already Changing
Explanation:
The Ministry of Education (MOE) in Singapore has already begun shifting away from excessive grading.
Evidence:
- Straits Times (2018): MOE removed mid-year exams in lower levels; introduced project work and holistic assessments.
- “Subject-based banding” and “AL scoring” at PSLE were introduced to reflect broader development.
Implication:
Reducing grade emphasis aligns with current policy direction and encourages whole-child development.
❌ Arguments AGAINST placing less emphasis on academic results
1. 🎯 Grades Are a Standard, Objective Measure
Explanation:
Academic results are one of the few tools that fairly assess students across schools, regions, and even countries. They provide a common benchmark for:
- University admissions
- Scholarships
- Job applications
Implication:
Without standardized academic results, selection becomes more subjective and potentially biased.
2. 🏆 Meritocracy Depends on Results
Explanation:
In a society like Singapore’s, meritocracy (rewards based on effort and talent) relies heavily on academic results. Grades reflect effort and learning. If schools reduce this emphasis, some fear privilege, connections, or bias may influence outcomes more than performance.
Implication:
Maintaining academic rigor helps ensure fair competition and mobility, especially for students from less advantaged backgrounds.
3. 📉 Risk of Declining Academic Standards
Explanation:
If schools place less emphasis on academic outcomes, some students may become complacent, leading to weaker foundational knowledge in subjects like mathematics, science, and languages.
Implication:
Over time, academic quality may fall, affecting national performance in global benchmarks (e.g., PISA rankings) and reducing the country’s competitiveness.
4. 🎓 Academic Skills Still Matter for Success
Explanation:
Even in the digital age, many careers — doctors, lawyers, engineers, accountants — require strong academic discipline, literacy, and numeracy. These can only be reliably assessed through academic tests and examinations.
Implication:
Reducing focus on academic results could hurt student preparedness for demanding tertiary courses or professions.
⚖️ Balanced Middle Ground: Reform, Not Removal
While both sides offer valid points, the most reasonable stance may be to reform how we use academic results, not remove them entirely.
A Balanced Approach May Involve:
- Reducing the stakes of one exam (e.g., PSLE)
- Using alternative assessments like project work, oral presentations, digital portfolios
- Valuing non-academic achievements alongside grades
- Teaching study-life balance and emotional intelligence
- Encouraging lifelong learning, not just short-term memorisation
🔚 Conclusion: Synthesis of Both Sides
The question of whether schools should place less emphasis on academic results taps into a deeper issue — what kind of human being we want to educate.
- If we value grades above all, we risk creating students who are anxious, narrow-focused, and fearful of failure.
- If we ignore grades entirely, we risk abandoning objective standards and accountability.
The solution likely lies in a balanced, progressive education system that values both academic excellence and holistic development — preparing students not just for exams, but for life.
🧠 Balanced Analysis Table: Should Schools Place Less Emphasis on Academic Results?
| Aspect | Arguments FOR Less Emphasis | Arguments AGAINST Less Emphasis |
|---|---|---|
| Mental Health & Well-being | – High academic pressure causes stress, anxiety, burnout. – 86% of Singapore students worry about grades (Straits Times, 2017). – More holistic systems reduce student anxiety. | – Academic pressure builds resilience and time management. – Some stress is necessary to motivate learning and performance. |
| Skill Development | – Emphasis on creativity, critical thinking, collaboration prepares students for modern jobs. – Soft skills are increasingly in demand (e.g., leadership, innovation). – Project-based learning fosters real-world skills. | – Strong academic foundation still essential for core disciplines (e.g., law, medicine). – Reducing focus on results may lead to students neglecting core subjects. |
| Relevance to Future Careers | – Employers value skills over grades (Morgan McKinley, 2025). – Careers in tech, design, entrepreneurship often prioritize portfolios, creativity, and communication. | – Many jobs (engineering, finance, medicine) still require strong academic qualifications. – Universities and employers use grades as key selection criteria. |
| Fairness & Objectivity | – Grades can be narrow and don’t reflect full ability or effort. – Non-academic strengths (e.g., sports, arts) should also be valued. | – Academic results offer a standardized, objective way to compare students. – Reducing their importance may introduce bias or favouritism. |
| Social Equity / Meritocracy | – Current system may disadvantage students who can’t afford extra tuition. – A broader view of success helps level the playing field. | – Grades allow low-income, hardworking students to rise based on merit. – Removing this measure could increase inequality and favour the privileged. |
| Education Policy Trends | – MOE is already reducing focus on grades (e.g., no mid-year exams, subject-based banding). – Emphasis on holistic development aligns with global education reforms. | – Singapore’s education success is built on academic rigor. – Lowering standards could affect global standing (e.g., PISA rankings). |
| Preparedness for Exams / Tertiary Education | – Less focus on exams allows for deeper understanding, not just memorisation. – Students become more engaged in learning for life. | – Exams train discipline, time management, and focused revision. – Needed for success in universities and standardized tests. |
| Alternative Assessments | – Project work, presentations, group tasks offer authentic evaluation. – Reflect broader capabilities and encourage innovation. | – Alternative assessments may lack standardization and be hard to grade fairly. – Risk of subjectivity and inconsistent expectations. |
Further Comprehensive Analysis of Academic Emphasis in Singapore’s Education System
Introduction
Singapore’s education system is globally recognized for its academic rigor, consistently producing high-performing students in international assessments like PISA. However, this focus on academic excellence, driven by a competitive culture and societal expectations, has raised concerns about its impact on students’ mental health, creativity, and preparedness for diverse career paths. The question of whether schools should place less emphasis on academic results is complex, with implications for student well-being, educational outcomes, and alignment with modern economic demands. This analysis argues that reducing the emphasis on grades can foster holistic development, reduce stress, and better prepare students for the future, supported by empirical evidence and Singapore-specific insights.
The Mental Health Impact of Academic Pressure
The intense focus on academic results in Singapore’s education system has been linked to significant mental health challenges among students. The pressure to excel in high-stakes examinations, such as the Primary School Leaving Examination (PSLE), begins early and persists through secondary and tertiary education. This environment, fueled by a cultural “kiasu” (fear of losing out) mentality, contributes to anxiety, depression, and burnout. A 2017 study cited in The Straits Times found that 86% of Singapore students worry about poor grades, compared to the OECD average of 66%, and 76% experience test anxiety even when well-prepared, far exceeding the OECD average of 55% (The Straits Times, 2017). Additionally, a 2019 report from the Institute of Mental Health (IMH) noted an average of 2,400 new cases annually at its Child Guidance Clinics from 2012 to 2017, with many teenagers from top schools seeking help for school-related stress (The Straits Times, 2019).
These findings are corroborated by broader research. A 2023 systematic review published in the Journal of Affective Disorders analyzed 52 studies and found that 48 reported a positive association between academic pressure and mental health outcomes like depression, anxiety, and suicidality (Journal of Affective Disorders, 2023). In Singapore, this pressure is exacerbated by parental expectations and a strong tuition culture, where students attend additional classes to stay competitive. Reducing the emphasis on grades could alleviate these mental health burdens, allowing students to develop resilience and emotional well-being, which are critical for long-term success.
Aligning Education with Modern Workforce Needs
Modern economies, including Singapore’s, increasingly prioritize soft skills and innovation over rote memorization and academic credentials. As Singapore positions itself as a global hub for technology, finance, and innovation, its job market demands skills like creativity, critical thinking, leadership, and communication. A 2025 report by Morgan McKinley highlights that in-demand roles such as Project Managers and Business Development Directors require not only technical expertise but also soft skills like stakeholder management, problem-solving, and effective communication (Morgan McKinley, 2025). Similarly, a 2023 report by Economist Impact notes that 69% of Singapore employees prioritize digital skills, but soft skills like collaboration and adaptability are equally critical in a digitalized economy (Economist Impact, 2023).
In a grade-centric system, these skills are often sidelined, as the focus remains on exam performance and memorization. For example, traditional assessments may not evaluate a student’s ability to innovate or collaborate effectively, yet these competencies are essential for roles in Singapore’s growing sectors like artificial intelligence and green technology. By shifting focus to project-based learning, creative problem-solving, and communication skills, schools can better prepare students for the dynamic demands of the 21st-century workforce.
The Role of Academic Results
Proponents of maintaining a strong emphasis on academic results argue that grades provide a standardized, objective measure of knowledge and are critical for securing opportunities. In Singapore, academic performance is a key criterion for university admissions and competitive scholarships, such as those offered by the Public Service Commission. Grades also serve as a benchmark for employers, particularly in fields like finance and engineering, where technical proficiency is essential. The consistency and comparability of grades make them a practical tool for institutions to evaluate candidates in a highly competitive environment.
However, an overemphasis on grades can neglect other vital skills and create a narrow definition of success. Singapore’s Ministry of Education (MOE) has acknowledged this issue and is implementing reforms to reduce exam-centric assessments. For instance, a 2018 announcement outlined plans to cut down on examinations across school levels and introduce alternative assessments, such as project-based evaluations and oral presentations, to foster holistic development (The Straits Times, 2018). A study on alternative assessment strategies in Singapore secondary schools found that incorporating journal writing and oral presentations improved students’ attitudes toward mathematics and enhanced their communication skills (NIE, n.d.). These reforms indicate that a balanced approach, combining academic rigor with diverse assessment methods, can better prepare students for long-term success without sacrificing opportunities.
Policy Responses and Future Directions
Singapore’s education system is evolving to address the challenges of academic pressure. Initiatives like the Social and Emotional Learning (SEL) framework, introduced in 2005, and the Holistic Health Framework aim to support students’ mental well-being (MOE, 2016). Additionally, the MOE’s efforts to reduce examination frequency and promote applied, hands-on learning by 2023 reflect a commitment to holistic education (The Straits Times, 2018). These changes align with global trends toward competency-based education, which prioritizes skills over test scores.
To further mitigate the isolating effects of academic pressure, schools could adopt strategies like mindfulness programs, peer support groups, and curriculum designs that emphasize collaboration and creativity. Parental education is also crucial, as societal expectations often perpetuate the focus on grades. By fostering a cultural shift toward valuing diverse talents, Singapore can create an education system that nurtures well-rounded individuals.
Supporting Data
The following table summarizes key findings from referenced sources:
| Source | Key Finding | Details |
|---|---|---|
| The Straits Times (2017) | High levels of academic anxiety among Singapore students. | 86% worry about poor grades (OECD: 66%); 76% anxious about tests (OECD: 55%). |
| The Straits Times (2019) | Increase in teens seeking help for school stress. | IMH reported ~2,400 new cases annually (2012–2017) at Child Guidance Clinics. |
| Journal of Affective Disorders (2023) | Academic pressure linked to mental health issues. | 48/52 studies found positive association with depression, anxiety, suicidality. |
| Morgan McKinley (2025) | Soft skills in demand in Singapore’s job market. | Project Managers, Business Development Directors require leadership, communication. |
| The Straits Times (2018) | MOE reducing exam emphasis, adopting alternative assessments. | Reforms include project-based evaluations, oral presentations. |
Conclusion
Singapore’s education system should reduce its emphasis on academic results to promote holistic growth, alleviate mental health challenges, and align with the demands of a dynamic global economy. The evidence—high anxiety levels among students, the growing importance of soft skills in the job market, and ongoing MOE reforms—supports a shift toward a more balanced approach. By prioritizing well-being and diverse competencies, schools can nurture students who are not only academically capable but also emotionally resilient and professionally adaptable, ready to thrive in a rapidly changing world.
How to teach this in class?
To teach a Secondary 4 student how to write a GCE O-Level argumentative essay on the topic:
“Should Schools Place Less Emphasis on Academic Results?”
— an educator’s approach should blend critical thinking, writing structure, personal relevance, and current affairs.
Here’s a step-by-step breakdown of how an educator should guide the writing process:
🧑🏫 1. Clarify the Essay Type and Purpose
🎯 Goal: Help students recognise that this is a discursive/argumentative essay.
Teaching Point:
- Explain the difference between argumentative and narrative writing.
- Emphasize that students must take a clear stand, use logic, and include a counterargument.
🗣️ Educator Says:
“This essay isn’t about how you feel emotionally — it’s about constructing a solid argument using real evidence and reasoning.”
📚 2. Activate Background Knowledge and Personal Relevance
🎯 Goal: Connect the topic to students’ own lives.
Teaching Point:
- Ask them how they feel about exams, school stress, CCA vs grades.
- Show news clips, statistics, or MOE initiatives (e.g., reducing mid-year exams) to ground the discussion in reality.
🗣️ Educator Prompts:
- “How do you feel during exam periods?”
- “Do you think your grades reflect your abilities?”
- “What skills do you think matter in future jobs?”
This builds authentic engagement and helps students craft arguments that matter to them.
🧠 3. Model the Thinking Process (Metacognition)
🎯 Goal: Teach students how to think about the question, not just what to write.
Teaching Strategy:
- Use Think-Aloud technique: Demonstrate your thought process step by step.
🗣️ Educator Says:
“Let me walk you through how I think. First, I underline key words in the question. What does ‘less emphasis’ mean? What counts as ‘academic results’? Then I ask myself, what’s the opposite of that? Soft skills? Creativity? And then I decide — do I agree or disagree?”
Encourage students to jot down thoughts, brainstorm both sides before choosing their stance.
📑 4. Teach Essay Structure (with Flexible Frames)
🎯 Goal: Provide a scaffold so students organise their ideas logically.
Use a PEEL/PEEEL Paragraph Frame:
- Point
- Explain
- Evidence
- Example
- Link
Suggested Structure:
| Section | Teaching Notes |
|---|---|
| Introduction | Hook + Background + Clear Thesis |
| Body Paragraph 1 | Argument 1: Academic pressure affects mental health |
| Body Paragraph 2 | Argument 2: Focus on skills for future (creativity, communication) |
| Body Paragraph 3 | Argument 3: Balance is more effective than obsession with grades |
| Counterargument | Acknowledge opposing view (grades = standard measure) but rebut |
| Conclusion | Restate position + summarise points + offer forward-thinking comment |
🧠 Strategy Tip: Use model paragraphs, colour-coded for each PEEL part.
🧪 5. Teach Evidence Selection and Relevance
🎯 Goal: Train students to use real, relevant support (not vague generalisations).
Activities:
- Present data in tables (e.g., OECD stress stats, IMH reports).
- Compare “weak” vs “strong” evidence:
- ❌ “People are stressed.”
- ✅ “86% of Singapore students worry about poor grades — 20% higher than the OECD average (Straits Times, 2017).”
🧠 Mini-lesson idea:
Teach how to integrate evidence into writing naturally using phrases like:
- “According to…”
- “A 2023 report by… suggests…”
- “This supports the view that…”
📝 6. Guide Drafting with Peer and Teacher Feedback
🎯 Goal: Encourage iterative improvement through structured feedback.
Tools:
- Use a writing checklist (e.g., Did I take a clear stand? Is my evidence relevant? Did I address a counterpoint?)
- Peer review sessions using “two stars and a wish” method.
- Show model essays with teacher think-alouds.
Classroom strategy:
Break the essay into parts and write collaboratively before attempting a full composition.
🎓 7. Link to Real-World Applications
🎯 Goal: Make writing meaningful beyond exams.
Discussion prompts:
- “How does this essay help you understand yourself better as a student?”
- “If you could change the education system, what would you do?”
This makes writing feel authentic — not just for marks but for expressing a thoughtful voice.
🛠️ Additional Tools for Educators:
- Graphic organisers: Venn diagrams for both sides of the argument
- Padlet or Jamboard: Brainstorm reasons before writing
- Exemplar folders: Store distinction-grade samples
- Sentence starters bank: For arguments, counterarguments, conclusions
🧭 Summary for Educators:
| Teaching Stage | Key Strategy |
|---|---|
| Understand the question | Highlight keywords, define terms |
| Connect to real life | Engage student emotions, personal experiences |
| Model critical thinking | Think-alouds, discuss both sides logically |
| Teach structure | Scaffold PEEL paragraphs, use outlines |
| Use evidence effectively | Provide data, show how to embed facts |
| Practice and revise | Peer feedback, model writing |
| Reflect on purpose | Link writing to student identity and the future |
What to say in class?
🧑🏫 Teacher’s Sample Class: Introducing Argumentative Essay
Title: Should Schools Place Less Emphasis on Academic Results?
👩🏫 “Good morning, class! Today, we’re going to learn how to write a powerful argumentative essay — and our focus will be on a topic that’s close to your hearts:
Should schools place less emphasis on academic results?
Now, this is not just about writing for exams — this is about learning to argue clearly, think critically, and use evidence to support your point of view.”
1️⃣ Step One: Understand the Question
👩🏫 “Let’s start by unpacking the question.
What does ‘place less emphasis’ mean?”
(🗣 Let students answer: “focus less on,” “not so obsessed with,” etc.)
👩🏫 “Exactly. And ‘academic results’? That’s things like test scores, exam grades — the numbers we often stress over.
So this question is asking: Should schools stop focusing so much on grades?
Do we need to change how we measure success?”
2️⃣ Step Two: Connect It to Your Life
👩🏫 “Now, before we jump into writing, let me ask you this:
How many of you have ever felt stressed, anxious, or exhausted because of exams?”
(✋ Hands go up)
👩🏫 “I thought so. You’re not alone. A study in The Straits Times showed that 86% of students in Singapore worry about bad grades, and 76% feel nervous even when they’re prepared.
So this essay? It’s about you. It’s about your experience — and how we can argue for a healthier, smarter approach to learning.”
3️⃣ Step Three: Take a Clear Stand
👩🏫 “For argumentative essays, the first thing you must do is take a clear position.
For example, I could say:
‘Yes, schools should place less emphasis on academic results because the pressure affects mental health, ignores other talents, and doesn’t reflect future job needs.’
Or I could say:
‘No, schools need to keep emphasizing results because grades are a fair way to measure performance and decide who qualifies for opportunities.’
There’s no right answer — but there is a smart answer. That means the one you can argue logically and support with good evidence.”
4️⃣ Step Four: Plan Your Points
👩🏫 “Let’s brainstorm. If you agree with the statement, what reasons could you give?”
🗣️ “Mental health.”
🗣️ “Soft skills like creativity are ignored.”
🗣️ “Jobs need more than grades.”
👩🏫 “Great. These are the bones of your body paragraphs. Let me show you how to turn one into a PEEL paragraph.”
🧱 Example: PEEL Structure
👩🏫 “Let’s take the first point: mental health. Watch how I build a paragraph.”
Point:
Academic pressure causes mental health issues in students.
Explanation:
Students are constantly told their grades define their future, which leads to anxiety and burnout.
Evidence:
A 2017 Straits Times article found that 86% of students in Singapore worry about grades and 76% feel anxious before tests, even when prepared.
Link:
Clearly, the current system places too much pressure on academic results, and reducing this could lead to healthier, happier learners.
👩🏫 “See how it flows? Strong point, clear support, real-world data. That’s what examiners love to see.”
5️⃣ Step Five: Include a Counterargument
👩🏫 “To make your essay balanced and mature, include a counterargument. This shows you’ve thought about both sides.
For example:
Some may argue that grades are still necessary for university entry and job selection, since they provide an objective way to compare students. While this is true, schools can also use alternative assessments — like projects or interviews — to measure skills beyond exam results.
This makes your argument stronger.”
6️⃣ Step Six: Write and Reflect
👩🏫 “Now that you understand the question, picked your side, planned your arguments, and learned the structure — it’s time to start writing.
I want you to:
- Use PEEL for each paragraph
- Integrate at least two real-world statistics
- Include one counterargument
- Finish with a conclusion that looks to the future of education
Remember — this is your voice. Write as a young adult with ideas. Be clear, be firm, be convincing.”
🧠 Final Teacher Tips
👩🏫 “Let me leave you with this:
Your grades are a part of who you are — not all of who you are.
This essay is not just about arguing; it’s about standing up for what education should be.
Let your writing speak for students who’ve ever felt overwhelmed by a number.”
Vocabulary List
Here is a list of 30 high-impact vocabulary words with definitions that Secondary 4 students should learn and use to write an argumentative essay on the topic:
“Should Schools Place Less Emphasis on Academic Results?”
These words are grouped into 5 categories to help students use them meaningfully in various parts of their composition:
📘 1. Essay Structure & Argumentation
| Word | Meaning |
|---|---|
| 1. Thesis | A central idea or main argument in an essay. |
| 2. Assertion | A strong statement or claim made to support an argument. |
| 3. Counterargument | An opposing viewpoint to the writer’s position. |
| 4. Refute | To prove a statement or viewpoint to be wrong or false. |
| 5. Reinforce | To strengthen or support an argument with evidence. |
| 6. Contend | To argue or state a position firmly. |
🧠 2. Academic Pressure & Mental Health
| Word | Meaning |
|---|---|
| 7. Rigorous | Extremely thorough or strict (e.g., a rigorous curriculum). |
| 8. Stress-induced | Caused by or resulting from stress. |
| 9. Burnout | Physical or mental exhaustion caused by prolonged stress. |
| 10. Anxiety | Feelings of worry, nervousness, or unease. |
| 11. Mental well-being | A state of mental health and emotional stability. |
| 12. Overwhelmed | Feeling buried or drowned by too many demands. |
🌱 3. Holistic Education & Skills Development
| Word | Meaning |
|---|---|
| 13. Holistic | Relating to the whole person, not just academic results. |
| 14. Well-rounded | Having a balanced set of skills and interests. |
| 15. Creativity | The ability to produce original and innovative ideas. |
| 16. Adaptability | The ability to adjust to new situations or changes. |
| 17. Collaboration | Working effectively with others toward a shared goal. |
| 18. Critical thinking | The ability to analyze and evaluate ideas logically. |
💼 4. Future Readiness & Employability
| Word | Meaning |
|---|---|
| 19. Soft skills | Non-academic skills like communication and leadership. |
| 20. Competencies | Skills and abilities needed to perform effectively. |
| 21. Innovation | The act of introducing new ideas or methods. |
| 22. Versatility | The ability to adapt to many different tasks or functions. |
| 23. Real-world application | The use of knowledge and skills in everyday life or the workplace. |
| 24. Digital literacy | The ability to use digital tools effectively. |
⚖️ 5. Education Policy & Societal Impact
| Word | Meaning |
|---|---|
| 25. Curriculum | The subjects and content taught in a school. |
| 26. Assessment | The process of evaluating student performance. |
| 27. Standardized testing | Exams that are the same for all students. |
| 28. Meritocracy | A system where advancement is based on ability and talent. |
| 29. Reform | A change made to improve a system. |
| 30. Equity | Fairness in access, resources, and outcomes for all students. |
🧠 Bonus Teaching Tip:
Encourage students to:
- Use at least 5 of these words in their essay naturally.
- Practice writing mini sentences or paragraphs using 3–4 words from each category.
- Create vocabulary flashcards or use them in oral arguments during class discussions.
