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A 2011 Mid-year Webquest for Secondary 2C1 – 2C2

Designed by Secondary Two English Teachers

Singapore Seen!

Introduction | Task | Process | Evaluation Introduction

Mean-spirited acts can come in the form of inconsiderate, anti-social or disruptive behaviour. From ‘chope-ing’ seats with tissue packs; to maskwearing folks who occupy seats on MRT trains reserved for the elderly, handicapped, or pregnant; and even indiscriminate online flaming; the unsavoury behaviour of those who lack social awareness and graciousness have been making waves in the local news recently.

Welcome to our quest to shed light on some of mean-spirited acts in public
places and anti-social behaviour in cyberspace. Through this project, we hope to heighten awareness, as well as gain a better understanding, of the mindset of the offenders. At the same time, we hope to uncover the main driving forces behind the culprits’ ungracious acts. We also hope the opinions of the public will help you become more aware of and empathetic towards those around you, and hopefully allow you to reflect on and be more mindful of your behaviour. We hope that after this webquest, you will become an individual who is more socially aware and socially responsible, both in public and online.

All photos shown on this page are from

Introduction | Task | Process | Evaluation The Task

This assignment will require you choose a particular area of concern, then write a formal letter to The Straits Times FORUM in a convincing way to persuade readers to apply social pressure on these offenders. Your letter should be between 200 – 250 words long. It should be typewritten (Arial 12, double-spacing). Indicate your name and class at the bottom of the letter. In your letter, include the following information so that readers can receive accurate and comprehensive information: • • • What are the consequences of their behaviour? What are three ways in which members of the public can help reduce the problem? What are some activities secondary schools can organize for their students to raise awareness of the selected problem?

Introduction | Task | Process | Evaluation The Process
Step 1: Read the articles and response regarding socially-unacceptable behaviour of some Singaporeans. These are just some examples of topics you may wish to pursue. You may choose research and base your letter on a different topic.

Woman uses 'eye mask' tactic to avoid giving up seat Youth SG : Should reserved seats in public transport be exclusive? Employee curses boss and calls him 'stupid' on Twitter No tissue packets to 'chope' table? Family plays football at Changi T3 for 30 min, but no one stops them 'Why I parked at space for disabled' Step 2: Once you have decided on a topic, download the formal letter template and draft out your letter using the template. If you need more help, here are some samples of complaint letters: Sample 1 Take note of the following: • Edit your work for language accuracy. You may refer to your Semester 1 assignments on formal letter writing for the format and language features. • List the sources of any video clips, images or text that you are using to give credit to the owners and publisher. In citing the sources, you will need to include the name(s) of the resource providers, title and website address. • Sample 2

Avoid plagiarism.

It is a serious offence and an irresponsible

action. Construct new information so that you do not risk having to redo the task or failing the assignment. Submit your work to your EL teacher in your first English lesson in Term 3 Week 1. The marks allocated will form part of your CA marks for that semester.
Introduction | Task | Process | Evaluation

Marks will be awarded according to the rubrics below: Excellent! Task Fulfillment 9 – 10m - Accurate interpretation of task - Information is relevant - Clear elaboration of details Good! 7 – 8m - Satisfactory interpretation of task - Information is mostly relevant - Sensible attempt to elaborate You can do it! 4 – 6m - Some understanding of task - Information is not always relevant - Little description of details More effort, please! 1 – 3m - Vague understanding of task - Information is mostly irrelevant - Little or no attempt to elaborate 1 – 5m - Low linguistic ability - Very basic vocabulary - Incoherent expression

Language Use

16 – 20m - Very good linguistic ability - Wide range of vocabulary - Clear communication

11 – 15m - Generally good linguistic ability - Reasonable range of vocabulary - Generally clear communication

6 – 10m - Fair linguistic ability - Limited range of vocabulary - Insecure control of expression

Introduction | Task | Process | Evaluation