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Zhang, Aidong
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In Singapore, it is rather rare to see the teaching of Rhetoric incorporated into language teaching, rarer still, the analysis and study of the extant of how primary school pupils in Singapore use Rhetoric. This motivated the author to carry out research in this area. It is hoped that through the teaching of rhetoric, the writing skills and subsequently, the language ability of primary school pupils could be improved.

This study is carried out by way of action research. A group of 32 primary four pupils from CHIJ (Kellock) were involved in this study. Data was collected and analyzed from pupils’ questionnaires as well as independent writing (pre and post teaching) to evaluate whether the students’ attitude and ability towards learning of writing through classical chinese poetry have any significant impact. At the beginning of the writing programme, pupils had to write a composition. Their writings were assessed and evaluated by the author and placed into three groups. The pupils were then taught rhetorical skills in their writing lessons. They were then tasked to write another composition after the writing programme. These compositions were subsequently analyzed to gauge how the teaching of rhetoric has impacted on the pupils’ writing.

Preliminary statistics show that, after teaching the writing package, the pupils’ interest in learning and involvement in writing activities improved significantly. Their attitude towards writing have also improved significantly. In addition, significant progress was also observed in the pupils’ language expression. Thus, rhetorical skills when used properly, would make the pupils’ writing more lively and vivid, but not necessarily translate into a high score for the pupils’ writing. Nonetheless, the teaching of the writing package has a positive impact on students' writing skills.
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PL1271.5 W84
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Appears in Collections:Master of Education

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