ChiefKiasu\" post_id=\"2134531\" time=\"1717297591\" user_id=\"3:I majored in Linguistics and English Lanaguage in the University, and believe it or not, English is not as \"artsy\" as it is often perceived. There is indeed the figurative aspect of the language (mostly in Literature). However, the foundation of English, as with all other languages, is and has to be governed by a set of rules. This is especially evident in its syntax. There are principles involved, not unlike Maths and Science. One other reason I often make this \"English is like a Science\" connection is to provide students who are more inclined towards Maths/Science and often struggle with English a fresh perspective. With this new approach, they can adopt their more familiar thought process in their writing, and as a result will find English less intimidating.
I wouldn't call English a science, but you are right about giving examiners what they are looking for.
However, if that is all studying English is all about, then it will be very boring. I remember I used to hate going for English lessons to learn about sentence structures, grammar, etc. Granted that they are essential, but I feel learning how to use language to express oneself in unique ways is a critical aspect that is often ignored. The thing I liked about English lessons is doing compositions, where the student is given more scope to develop his creativity. If students are forced to memorize passages to reproduce during examinations, then I think we have to rethink our strategy of teaching English.
I agree that learning grammar and sentence structure can be a chore and a bore. But without them, your pair of wings are clipped. You won't have the ability to soar and fly. You won't have the proficiency or accuracy to indulge in your creativity and imagination. The importance of this Grammar/Sentence Structure aspect is further highlighted by the weighting given to the Situational Writing and Continuous Writing for the O Level. Currently, out of a total of 30 marks, content is worth only 10 marks while language takes up 20.
I'd be the first to be against memorising compositions. In my years of teachings, I have pleaded and reasoned with parents not to force their kids to do that. There are different types of compositions that will be tested for the O Level - Personal Recount, Descriptive, Reflective, Discursive and Argumentative or a hybrid of any of these. There is no way memory work can take place as a form of preparation. Generally, students are often confused and lost as to how to tackle the different types of essays. It is also a common challenge for students in constructing a decent Introduction and Conclusion. So my strategy is to equip my students with different templates for the different types of essays, and also give them a template for constructing any Introduction and Conclusion. Having these tools, the student can apply them to any essay. While such a method is more Scientific than Arts, it will not involve any of the rigid memorising that you are referring to.
There is of course a place for creative, imaginative and figurative writing where plot, characters and themes take centerstage. However, for academic expository writing, a clean and structured style works best as the focus is on the presentation of well-argued points, clarity of thought, appropriate examples and a logical flow of the essay.