english essay example upsr

How to Score UPSR 2021 English Essay Writing

25 March 2021

7 minutes to read

• 01. What is the current status of the UPSR 2021 examination?
• 02. UPSR English Examination- Writing an Essay
• 03. More Tips & Tricks for UPSR English Writing Paper 2

English Makes the World Go Round

Have you ever heard of that idiom before? Maybe you’ve heard of the phrase, ‘Money makes the world go round’. So why did I say English makes the world go round instead? The idiom is used to express the importance of something to the normal and ordinary operation of life or even the whole world!

The English language has been a known and recognized medium used to communicate at a global level for decades now. Having a common language opens up all barriers, making it possible to learn things that might have not been accessible in your country and making friends with people all across the globe that shares the same interest as you.

Your world will feel a whole lot bigger the moment you learn how to utilize the English language. Even landing a job will be easier once you are able to communicate in English. Nowadays, most jobs will have a prerequisite condition for their employees to be able to speak English well.

This shows the vital significance of the English language in making the world move along the axis of modernization. Thus, we should not get left behind by other countries in pursuing a better future for our people.

What is the current status of the UPSR 2021 examination?

Ujian Penilaian Sekolah Rendah (UPSR) has been a standard to evaluate the teaching and learning curve for the students’ whole primary school experience. We’ve heard how the 2020 UPSR and PT3 examinations were canceled last year due to the virus outbreak. And some of you may or may not have heard the Ministry of Education (MOE) announcement on discontinuing UPSR examination in the future.

While some parents and teachers have different and divided opinions on the sudden news of the plan to abolish UPSR, the final decision for the abolishment still hasn’t been made. Thus, we should try to follow the usual norm until then, which is to do our best and prepare for the examination that is to come.

In today’s topic, we will be discussing the English subject for UPSR, mainly on Paper 2 Essay Writing, Section C questions! Although, before we start, get to know the UPSR English Paper Marking Scheme .

UPSR English Examination- Writing an Essay

English Paper 2 Writing for UPSR prioritized the student's ability in constructing sentences and writing an essay in English.

This paper plays a crucial role in the UPSR students' overall grades as more often than not, the student would achieve 4 or 5 A's and 1 B's in their UPSR result, the non-satisfactory grade being English as students would fail the writing section of English Paper 2 Penulisan (Writing).

Thus, we at Superprof would like to share some important tips to tackle UPSR English Writing questions.

Here, the overall mark to be obtained is 25 marks. You will be given two different sets of questions and you are only required to choose ONE.

The question will have two options. They will either give you a picture with several words that you can use in your essay or, they will give you around three pictures that show you how the story goes and include some disjointed sentences you need to connect. You can choose which scenario you prefer and write an essay on that question.

Some questions will provide a starting sentence and ask you to continue. For example:

Begin your story with:

Lisa and Ana were walking home from school yesterday. They were going to Ana's house to study together. Suddenly,...

When writing an essay, or any other narrative type stories, we would always use past tense, either simple past tense or a continuous past tense. This is because a story is usually a retelling of something that had happened in the past, fictitious or not. An exception to this is if you include a dialogue showing a conversation between the characters, in which case, you might want to use the present tense. So, when you start writing, always keep the tenses in mind and make sure it's consistent throughout the story.

For those of you who have difficulties in coming up with sentences to write a story, I have a great tip on how to achieve that.

Let's check out the latest format for UPSR English Examination .

First Step- Create a Draft for UPSR English Essay Writing

In any kind of essay, be it a formatted essay or a narrative kind, creating a draft is a crucial step to write a good essay.

Drafting your ideas can be as easy as scribbling out the points that came across your mind on the corner of the question paper, to create an organized flow chart of how you want your story to go. Whichever way you prefer it, having a draft can tremendously help you write an understandable story flow and also saves time!

You might think that writing a draft would waste precious time when it’s not! A draft acts as a referral point so you won’t forget the main point you want to come across in the story.

Identify the Subject, Verb, and Object in UPSR English Paper 2

The most important thing that you need to remember when drafting a story essay is to map out these 3 things:

• Subject- Who/what is the subject that was shown in the picture?
• Verb- What is the action that is going on in the picture?
• Object- Identify the who, what, where, and when.

Now, what about the verb? As we have learned in English classes, a verb is a word used to describe an action. Example of an action in the image is cycling! If you combine both the subject and verb together, it will sound like this;

‘Abu was cycling.’

Remember, past tense. Now, we've got two out of three items checked before we can make a full proper sentence.

Lastly, we need to identify the objects that can be used to describe the image better. It also acts as a complement for the first two words. As I have written, start by figuring the five wives one husband (5W1H). Remember what that means?

Looking at the context from the picture given, we can answer the 'When'. Study the picture. Look at the background. From the description given above, we can guess that the place where Abu is cycling is in the park. Be general. You don't have to be specific where exactly the park is unless the word is already given to you.

With the subject, verb, and objects combined, you will have a full sentence of;

‘Abu is cycling in the park.’

Congratulations! Now we have a working sentence that can serve as the start of our essay. BUT!

The sentence sounds plain. This might work for a standard one student, however, a UPSR candidate must show that they have a wider range of vocabulary compared to the younger students. You are going into a secondary school next year. You should be able to write an interesting essay that will captivate your English teachers as they mark your paper.

So, what can you do to improve your writing? Check out the Latest UPSR Reference Papers .

More Tips & Tricks for UPSR English Writing Paper 2

Word Linkers and Time

To make an essay more polished, there must be a mixture of different styles and writing formats. One thing that you can do is include linkers or combining two sentences into a compound sentence. Make full use of the FANBOYS word, (For, And, Nor, But, Or, Yet, So) to make your sentence more developed and interesting.

There are also a few options of words that you can memorize to include in your essay, for example, suddenly, after that, then. Moreover, when starting a story, you will also mention the time. One day, last Friday or last weekend.

Have I caught your attention when you read out the first sentence in this article? That is the power of using a catchphrase or idioms in your writing. In this case, you should also memorize a few common and uncommon idioms or similes to use in your essay. When you want to say, ‘He ran quickly,’ you can change or tweak the sentence into, ‘He ran as fast as lightning.’

The use of a simile in that sentence makes it more vivid and entertaining to read.

You can keep it simple while making it interesting! However, make sure that what you write is related to the picture. Do not makeup stories! Double-check your essay after you finish writing. Check for spelling errors and make sure you use the correct articles for each word.

To get more tips and info, check out the Complete Guide to UPSR English .

So there we have it. Writing an essay for UPSR Paper 2 Section C can be easy if you follow these tips and do a lot of exercises. For more tips on answering UPSR question papers, check out Superprof as we also compiled the past year's papers for you to refer to.

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Alia Jamaludin is known as a passionate environmentalist and animal lover. By being both educator and writer, she can reach out her positive thought to almost every being on this planet.

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Bryson, S. (2023, July 23). Example of a Great Essay | Explanations, Tips & Tricks. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/academic-essay/example-essay-structure/

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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43 thoughts on “bahasa inggeris (english) tahun 1 2 3 4 5 6: soalan peperiksaan, percubaan, ujian, nota=”.

i want a example essay for form 1

haha good luck you guy

I want an example essay for year 6 (UPSR)

i want example essay for year six

I want few example of paper 1 and paper, please,

doakan saya berjaya dalam peperiksaan

saya lulus kerana saya copy this exercise….

me too! i get 5A in UPSR 2015

Terbaik lh website nie….mdh-mdhn ini blh membntu murid yg akn ambil exam lbih2yg akn ambil UPSR…to u all…Gud Luck

wah….bnyak solan blh amik buat latihan..Thank you…:)

Good Luck pde spe yg akn mengmbil UPSR..Termasuk lh sye.. Mudh mudhn dpt straight ‘A’…AMINNN!!!!!

sya amat kecewa kerana soalan UPSR bocor

Nanti doakan semoga berjaya…………

Insya allah

doakan saya berjaya dalam UPSR

doa kan untuk kamu je ke?saya pon nak jugak…

semoga saya berjaya dalam UPSR harap allah permudahkan saya ketika menjawab nanti

doa kan saya dalam peperiksaan upsr nanti…..semoga ALLAH permudah kan

doakan semua murid di Malaysia.As’salam.

harap-harap saya dapat 5A tahun ni amiin…

Harap2 saya dapat 5a dalam upsr ini….Bagi tahun 2015…..makburka doa saya ya allah……amin …………….

AMIN…DOA KAN saye jgk tau hehe

insyallah saya akan Berjaya dan saya akan focus dgn UPSR

Doakan saya dalam upsr

Ya ALLAH…makbulkanlah doa kami agar mendapat keputusan yang cemerlang dalam UPSR pada tahun ini(2016)….AMINN……..:-)

harap saya dapat 5A dalam UPSR.

doakan saya supaya mencapai kejayaan yang cemerlang fdalam UPSR pada tahun ini ( 2015 ) AMIN …

DOAKAN SAYA JUGA

Doakn sye juga untuk upsr (2016)

doakan anak saya untuk dapat 6A upsr

doakan saya supaya dapat 6A upsr 2016 amin

Doa kan saya supaya mendapat jawab semua soalan peperisaan petengahan tahun dan akhir tahun.

jangan nak minta doakan diri sendiri saja… Tapi ingat, doa kan untuk semua calon UPSR biar semua lulus! jangan pelihara ‘D’ dan ‘E’ okey? 🙂 🙂

6A !!!!!!!!!!!!!

6A BOLEH !!!!!!

DOA KAN SAYA MENDAPAT 6 A UPSR AMIN

DOAKAN SAYA MENDAPAT 6 A AMIN

Saya ingin kn 6A untuk ibuku

Saya pun nak dapat 6A Semoga kawan kawan doakan saya Amin….

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