ENGLISH LANGUAGE AND LITERATURE
1
INTRODUCTION
The English Language curriculum is a six-year programme with six year-long core modules that students
will undergo and must pass to fulfil the requirements for graduation with the NUS High School Diploma.
Foundational Literature is incorporated into the Year 1 and 2’s English Language modules, EL1108,
EL2108. These foundational modules are pre-requisites for optional higher level modules offered in the
subject. Students can opt for Literature as their choice of Humanities in Years 3 and 4, and as their 4th
major in Years 5 and 6.
In addition, English Language and linguistics elective modules are offered to further develop the talent
and passion of selected students.
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OVERVIEW OF THE MODULES
ENGLISH LANGUAGE
The English Language and Literature Curriculum aims to nurture students who are world-ready thinkers
and communicators. Students will communicate effectively in varied contexts as a result of their
development in listening, reading, speaking and writing. More importantly, it seeks to develop in
students a broad and mature understanding of a range of subject matter pertaining to the local and
world affairs as well as the ability to analyse and evaluate them critically and creatively. In addition, the
programme hopes to cultivate students’ literary consciousness, lifelong interest in the language, love for
and appreciation of texts of varied genres, which will enable their journey in self-directed learning.
The curriculum adopts a constructivism approach, which engages the learner in making meaning from
authentic texts and using language in real-world contexts. For every module, an integrated and holistic
strategy is used, to ensure acquisition of key language skills in listening, reading, speaking and writing.
Class time will be devoted to thinking, decision-making, learning-focused interaction and problemsolving in authentic contexts.
The curriculum in Years 1 and 2 focuses on the appreciation and creation of literary works and
functional texts. Through text types such personal recounts, narratives, descriptive works, poetries, and
plays, the modules aim to develop students’ language and literary skills. The study of Literature and
skills of literary analysis will be incorporated in the English Language modules. In addition, students will
be introduced to a wide range of functional texts like factual recounts and information reports. They will
apply knowledge of textual and linguistic features to communicate effectively for real world purposes.
In Years 3 and 4, students will be introduced to expository texts. Through exposure to a broad range of
expositions and other text types covering various social issues and concepts, students will learn to
understand, appreciate and analyse arguments and persuasive elements in these texts. They will acquire
techniques in responding to arguments and writing expository essays. In addition, students will apply
these skills to complete authentic tasks such as the creation of advertisements and collaterals; writing
and presenting advocacy speeches, campaigns, reports and proposals. Themes related to society such as
family, education, youth, the aged, media, the arts and culture, crime and discrimination will be studied.
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In Years 5 and 6, students acquire knowledge and understanding of diverse topic areas through
extensive reading, group discussions and independent research. These topic areas include the study of
social institutions; nation and policies; politics; science and ethics as well as global forces/events shaping
the world. They will develop skills in analysing and evaluating varied world issues across disciplines, and
understand their significance and implications for the individual, nation and the global community. They
will continue to hone their skills in critical reading and formulating cogent arguments.
Students must pass all English Language modules to fulfil the requirements for graduation with the NUS
High School Diploma. As English Language is a process skills subject, the department does not allow for
exemption or acceleration of modules. Class attendance and participation are imperative for skilldevelopment, hence they are not optional.
Table of CORE modules offered in 2015
Year
1
Module Code
EL1108
Module Title
Foundational Language and Literary Skills
7 (Year-long
module)
7 (Year-long
module)
2
EL2108
Intermediate Language and Literary Skills
3
EL3103
Introduction to Expositions
4
EL4104
Language in Society I
EL5101
Language in Society II
EL6103
Language in Society III
6
EL6104*
Critical Reading and Writing
6
EL6105*
Understanding Discourse
5
6
MC
6 (Year-long
module)
6 (Year-long
module)
6 (Year-long
module)
3
Semester
(1/2/1&2)
1&2
1&2
1&2
1&2
1&2
1
2
3
2
*Students have a choice of one module, subjected to department’s approval
Module Descriptors of CORE modules offered in 2015
Module
Code
EL1108
Module Descriptors
Foundational Language and Literary Skills
This module will build on students’ existing knowledge and language skills to help them
further develop the reading, writing, listening and speaking skills needed to become
effective users of the language. Through the study of the module’s key novel –A Wrinkle in
Time, along with a range of other rich texts, students will learn distinctive literary features
and put these skills to practice in the form of narrative writing. They will also learn
summary skills and critical thinking skills in the form of the Opinion-Based Question The key
focus of the module will be on the narrative form through an in depth exploration of
figurative language, character development and plot structure. As a complementary form of
writing, students will explore the Factual Recount through an independent project.
Students will also hone their reading skills by mastering the short answer, summary and
2
Module
Code
Module Descriptors
OBQ questions. Additionally, students will develop their oratorical skills through
storytelling.
EL2108
Intermediate Language and Literary Skills
This year-long module will build on students’ existing knowledge and language skills and
help them further develop the reading, writing, listening and speaking skills needed to
become effective users of the language. The module will feature four main themes; namely
Heroes, Prejudice & Discrimination, Fear & Power and Crime.
In Semester 1, through the main text “The Giver”, students will explore the themes of
Heroes and Prejudice & Discrimination. The reading component (Passage Based Question)
will aid students in acquiring critical thinking and literary analytical skills. Students will also
hone their speaking and listening skills through the Socratic Seminar. As for writing,
students will write narratives based on the theme of Prejudice and Discrimination with
particular emphasis on conflict-resolution as well as characterization. For the project
module, students will be creating a blog dedicated to the theme of Heroes.
In Semester 2, the play version of “Lord of the Flies” will be used to introduce the basics of
scriptwriting. Students will then write an epilogue of the play in the form of a monologue;
which they will perform through hot seating. Students will also harness their narrative
writing skills on setting through the exploration of the theme of Fear and Power. Also,
students will be refining their reading skills as they engage themselves with varied texts in
line with the theme of Crime. As always, students will be encouraged to read beyond the
module materials through the suggested reading list which have the books grouped by
themes.
EL2107
Developing Language and Literary Skills IV
This is the last of four modules which will build on students’ existing knowledge and
language skills and help them further develop the reading, writing, listening and speaking
skills needed to become effective users of the language. In this module, students will
harness their narrative writing skills on setting and characterization through the exploration
of the Gothic and Coming-of-Age themes. Students will also be refining their reading skills
as well as have their first taste of being a participant in a Socratic Seminar where they will
engage in critical thinking through inquiry and debate. In the Drama component of the
module, students will be producing a dramatic production of their original scripts. Their
acquisition of theatrical skills will include acting and producing a mini-pantomime. The
overall aim of this semester is therefore to reinforce students' narrative writing skills and to
provide a holistic experience of Scriptwriting and Drama.
EL3103
Introduction to Expositions
This year-long module introduces the skills of critical reading and persuasive writing.
Building on students’ knowledge from Years 1 and 2, this module will further refine their
comprehension, summary skills and opinion based questions. In addition, they will be
introduced to the genre of expository writing where they will learn to form claims,
substantiate them with ample evidence and elaboration. They will be exposed to themes
like family, education, youth and the aged through reading material, writing activities and
class discussions. This module also focuses on functional texts in real life settings where
they get to apply their knowledge of textual and linguistic features to communicate
3
Module
Code
Module Descriptors
effectively for real world purposes.
EL4104
Language in Society I
This module is designed as an introductory course on the essential skills needed for an
English Language learner to be fluent and confident in expressing arguments and opinions
in an academic manner. At the end of it, students will have gained the necessary tools to
bridge the gap between expository and argumentative texts. The exploration of certain key
concepts will be done over the course of 4 main topics, namely, that of the Mass Media,
the Arts, Culture, crime and discrimination. In addition, key controversies arising from social
institutions like the family and education will be examined. Aside from essay and
comprehension components, students will also be assessed through active independent
student research and oral presentations. Varied text types such as newspapers and
periodicals will be used to promote critical thinking and inquiry. The module is designed to
prepare students to tackle more challenging and complex academic content in future
modules. This is a year-long module that spans two semesters.
EL5101
Language in Society II
This module is designed as an intermediate course on the essential skills needed for an
English Language learner to be fluent and confident in expressing arguments and opinions
in an academic manner. At the end of it, students would have gained the mastery of
analyzing argumentative texts.
The exploration of certain key concepts will be done over the course of four main topics,
namely, that of Globalisation (Economic/ Social/ Cultural), Environment, Science & Ethics
and Poverty. Through the discussion of these issues students will be able examine local and
global issues critically and develop a sense of civic mindedness. A good understanding of
these topics will also equip students to handle more complex topics like Politics in year 6.
Aside from essay and comprehension components, students will also be assessed through
active independent group projects and oral presentations. Varied text types such as
newspapers, magazines and periodicals will be used to promote critical thinking and
inquiry. This is a year-long module that spans two semesters. In the course of the module,
students must take a proactive and independent approach in broadening current affairs
knowledge. This is essential if students wish to do well in this intermediate course.
EL6103
Language in Society III
This is the final of three modules in the senior years which develop students’ understanding
and use of Language in Society. It will build on the skills of exposition, persuasion and
argumentation to focus on global and political concerns. Through the study of political
ideologies, international relations and post 9-11 security issues, students will become
critically aware of the global concerns that affect themselves as global citizens. Aside from
Essay and Application Question components, students will also be assessed through active
independent group projects and oral presentations. Varied text types such as newspapers,
magazines and periodicals will be used to promote critical thinking and inquiry. This is a
semester-long module.
Critical Reading and Writing
Ethics deals with the guiding principles in moral decision or moral choice-- choices we make
that reflect our values. It is a philosophy that questions or explains morality, values and
subsequent outcome of certain act. Using ethical theories/framework, reasoning and
understanding of world issues, this module examines the ethical dilemmas facing key
institutions of modern life. Through the ethical lens, this module aims to provide students
EL6104
4
Module
Code
Module Descriptors
with the critical reading and writing skills necessary to develop and expand their potential
as thinkers, writers and communicators. During the semester, they will read a range of rich
texts and write analytical and argumentative essays in response to them. Through reading
and writing assignments, students will explore the interconnectedness of reading and
writing, and learn how to use both reading and writing as venues for inquiry, learning,
thinking, interpretation, and communication.
EL6105
Understanding Discourse
This module will explore discourse and expose students to frameworks and approaches to
analysing it. Different types of discourse can be seen as linguistic representations of
particular worldviews. A critical perspective on the analysis of specific discourses, whether
oral or written, aims to promote the general awareness that language is used to construct
and perpetuate particular viewpoints, and through such linguistic constructions, specific
(power) relationships are maintained. By virtue of the fact that discourse involves the
situated use of language in relevant sociocultural contexts, it is an orientation that
promotes the crossing of disciplinary borders.
English Language Electives
English Language electives are offered for students who are passionate in extending their knowledge
and skills in a particular field of English language and/or linguistics.
Table of ELECTIVE modules offered in 2015
Year
Module Code
6
EL6202
Introduction to Theory of Knowledge
2
Semester
(1/2/1&2)
2
6
EL6203
Advanced Creative Writing
2
2
Module Title
MC
Module Descriptors of ELECTIVE modules offered in 2015
Module
Code
EL6202
EL6203
Module Title, Descriptors and Key Information
This module seeks to provide a platform for students to explore the notion of knowledge and
to challenge existing assumptions, prejudices and biases that are often present in the process
of acquiring and evaluating knowledge. The course is designed to train students to become
more aware of the factors that have influenced their perspectives and the perspectives of
others, thereby developing a deeper appreciation for alternative points of view as well as to
gain a more holistic insight into the world they live in. The module will cover the following
areas of knowledge: language, history, human sciences, arts and paradigms. Through the
discussion of these areas of knowledge, students will be taught to critically evaluate the
various ways of knowing (cognition & logic, sense & perception and emotion etc.) and how
they affect their knowledge in the above stated areas. Aside from class participation and
journals, students will also be assessed through active independent group projects and oral
presentations. This is a semester-long module.
This elective module is intended for Year 5 or 6 students who wish to polish their fiction or
poetry writing. It will include significant close reading and discussion of notable literary texts,
completion of writing assignments and prompts, and peer review workshops. Students are
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expected to work on their own portfolios of poems, stories or novella. The workshop
framework is at the heart of the writing, reading and discussion of creative writing in this
module. Selected readings will cover both canonical as well as contemporary creative writing.
The best works will be published in the school publication Epiphanies and other journals, as
well as entered in competitions.
ENGLISH LITERATURE
Through a broad selection of literary texts which include representative works from various genres and
periods, the Literature programme aims to:





Nurture students to be Readers for Life who can appreciate different genres of Literature and its
contribution to the human civilisation
Groom students to be proficient in understanding various literary forms and its features in
achieving specific desired ends
Facilitate students to form perceptive thought and original ideas towards what they read
Guide students towards an objective, conscious and critical discussion reflective of both
emotional and intellectual awareness of themes, characters, settings and contexts
Develop students to be able communicate and present effectively and convincingly with proper
analysis and evaluation in both the written and spoken mode
The foundation Literature module is incorporated into the Year 1 and 2’s English Language modules,
EL1105, EL1106, EL2106 and EL2107. These foundation modules are pre-requisites for all higher level
modules offered in the subject.
Years 3 and 4 will form the developing stage to the 3 main genres of Literature – Prose, Poetry and Play.
For Prose, students will actively engage in the study of Fiction in both the form a Novel and Short
Fiction. For Poetry, students will experience a broad selection of poetry from different cultures and eras.
Students will also explore both local and international theatre in their study of Play. Each module will be
grounded within a over-arching theme as a focal point of exploration for both breadth and depth.
Years 5 and 6 will progress students from developed students of Literature to being advanced students
with a richer and more diverse experience of Literature whilst simultaneously rooting them deeper into
the study of specific ideas of critical reading and thinking. Students will have to read extensively and
intensively representative works of recognised literary merit spanning across different eras, movements
and genres. The modules will be categorised according to periods and topics. Their study will culminate
in an independent research programme which will take the form of an extended essay. The extended
essay will be an investigation into the transformation of literary works either across genres/periods.
Table of CORE modules offered in 2015
Year
Module Code
Module Title
Pre-requisites
MC
EN3108
The Novel and Poetry I –
Self and Identity
EL2106; EL2107
2
EN3109
The Play and Prose I – Self
and Environment
EN3108
2
3
6
Semester
(1/2/1&2)
1
2
EN4108
The Novel and Poetry II –
Self and Progress
EN3108; EN3109
2
EN4109
The Play and Prose II –
Self and Conflict
EN4108
2
EN5106 /
EN5206
Tragedy and Comedy
EN4108; EN4109
3
EN5107 /
EN5207
Topics in British Literature
EN5106
3
EN6103 /
EN6203
Topics in American
Literature
EN5106; EN5107
2
EN6102 /
EN6202
Adaptations
EN6103
2
EN6111
Advanced Research in
Literature
EN5106; EN5107
(Year-long module)
2
4
5
6
1
2
1
2
1
2
1&2
Module Descriptors of modules offered in 2015
Module
Code
EL1108
Module Title, Descriptors and Key Information
EL2108
Intermediate Language and Literary Skills
This year-long module will build on students’ existing knowledge and language skills and
help them further develop the reading, writing, listening and speaking skills needed to
become effective users of the language. The module will feature four main themes; namely
Heroes, Prejudice & Discrimination, Fear & Power and Crime.
Foundational Language and Literary Skills
This module will build on students’ existing knowledge and language skills to help them
further develop the reading, writing, listening and speaking skills needed to become
effective users of the language. Through the study of the module’s key novel –A Wrinkle in
Time, along with a range of other rich texts, students will learn distinctive literary features
and put these skills to practice in the form of narrative writing. They will also learn summary
skills and critical thinking skills in the form of the Opinion-Based Question The key focus of
the module will be on the narrative form through an in depth exploration of figurative
language, character development and plot structure. As a complementary form of writing,
students will explore the Factual Recount through an independent project. Students will also
hone their reading skills by mastering the short answer, summary and OBQ questions.
Additionally, students will develop their oratorical skills through storytelling.
In Semester 1, through the main text “The Giver”, students will explore the themes of
Heroes and Prejudice & Discrimination. The reading component (Passage Based Question)
will aid students in acquiring critical thinking and literary analytical skills. Students will also
hone their speaking and listening skills through the Socratic Seminar. As for writing, students
will write narratives based on the theme of Prejudice and Discrimination with particular
emphasis on conflict-resolution as well as characterization. For the project module,
students will be creating a blog dedicated to the theme of Heroes.
7
In Semester 2, the play version of “Lord of the Flies” will be used to introduce the basics of
scriptwriting. Students will then write an epilogue of the play in the form of a monologue;
which they will perform through hot seating. Students will also harness their narrative
writing skills on setting through the exploration of the theme of Fear and Power. Also,
students will be refining their reading skills as they engage themselves with varied texts in
line with the theme of Crime. As always, students will be encouraged to read beyond the
module materials through the suggested reading list which have the books grouped by
themes.
EN3108
The Novel and Poetry I – Self and Identity
In this module, students will relate the skills learnt in EL2106 on elements of
narratives in performing textual analysis on a full-length novel. The text selected for
this module IS To Kill a Mockingbird by Harper Lee. In the unseen poetry section,
students will explore the themes of Coming of Age, Family, Friendship, Prejudice and
Discrimination, Loyalty and Acceptance.
EN3109
The Play and Prose I – Self and Environment
In this module, students will develop their skills of studying the play as a literary text
and further hone their writing ability to generate a literary response. Students will
also continue exploring the themes of Family and Society that was introduced in
EN3108.
EN4108
The Novel and Poetry II – Self and Progress
This module will explore the evolution of Man in relation to progress, civilisation and
technology through the lens of Utopian vs Dystopian theories. Students will study the novel
of Brave New World by Aldous Huxley but are encouraged to foray into relevant Utopian
and/or Dystopian works of a comparative/contrastive nature for the fulfillment of their
module project. Students will continue to develop their skills in handling the Unseen Poetry
which will also serve to further reinforce their understanding and appreciation of the
module themes.
EN4109
The Play and Poetry II – Self and Conflict
In this module students continue the study of the play and short prose through an
exploration of the main idea – “Self and Conflict”. They will engage with two esteemable
plays – Arthur Miller’s The Crucible and David Auburn’s Proof in exploring the self in conflict
both within and beyond. In addition, students will also study selected short stories from the
Oxford Book of American Short Stories.
EN5106
Tragedy and Comedy
In this module, students will study the elements of Tragedy and Comedy in drama by looking
at Shakespeare's Macbeth and Twelfth Night. In addition, they will explore the quintessential
themes of Shakespearean theatre and analyse the relevance of it both within the context of
Elizabethan era and present day society.
EN5107
Topics in British Literature
In this module, students will look at elements that defined 19 th century British
Literature. They will do a thorough study of Great Expectations by Charles
Dickens, a cornerstone text of this period. In addition, students will also be
exposed to established poets of this period such as Robert Browning, W.B.Yeats,
Christina Rossetti and Lord Alfred Tennyson.
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EN6103
20th Century American Literature
In this module, students will experience some of the foremost American Literature that
emerged in the 20th century. Each text expresses some of the most distinctive American
literary voices that have come to stand the test of time; starting with The Great Gatsby by
F.Scott Fitzgerald, Catcher in the Rye by J.D Salinger, short stories by Earnest Hemingway,
Stephen King, John Updike, Chuck Palahniuk and poetry by Sylvia Plath, Langston Hughes
and Robert Frost amongst others. Students will explore the issues and concerns of the
American society and the reactions of the American individual spanning from the aftermath
of the First World War to the emergence of the millennium.
EN6102
Adaptations
This final year module provides an opportunity to explore the ways in which literary texts
are transformed through adaptation in a variety of media and genres including spanning the
novel, play, short prose and film. Particular attention will be paid to the historical and
cultural contexts which inform our understanding of adapted narratives as well as to the
theoretical considerations arising from the process of adaptation. What happens to notions
of meaning, authorship and audience when a literary text is transformed in this way? What
is the relationship between page and stage, word and image underpinning the practice and
process of ‘reimagining’ literary texts? The module will address such questions by examining
a series of interrelated case studies ranging from Pride and Prejudice, One Flew Over the
Cuckoo’s Nest, The Girl with the Dragon Tattoo, The Curious Case of Benjamin Button and
Minority Report.
EN6111
Advanced Research in Literature
This is an independent research in literature module that fulfils part of the overall
requirement for all literature students majoring in the subject. Students will have to embark
on a rigorous research topic of their choice and conduct a thorough literature review. By the
end of the module, students will demonstrate a balanced, sound and well-researched
evaluation of their selected literary topic/text presented in both the written and oral form.
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