LITERATURE Tuition

Don't get left behind - your grades determine the class, school, junior college, polytechnic and university that you are accepted into

About 70% of our customers are repeat clients – they either hire tutors from us for additional subject(s) for the same child, or they hire tutors for their other children.

Learn Fast is trusted. Because our tutoring methods work.

Since 2009, we have transformed our students' fail grades to b's and A's at the national exams

Write your own LITERATURE success story. Starting today

Singapore's Most trusted tuition agency

  • 37,000 qualified and experienced tuition teachers
  • Over 35% of our tutors have PhD’s, Master’s, or are NIE-trained current/ex-MOE teachers
  • 85% of our tutors are graduates or undergraduates from Singapore’s best publicly-funded universities (NUS, NTU, SMU, SUTD, SUSS and SIT)
  • Over 96% of tutors who apply to join the Learn Fast team have at least a Bachelor’s – or are about to achieve one – from the top local universities or the best universities globally (Oxford, Cambridge, Ivy League)
  • All of our tutors scored A’s in the subjects that they are teaching
  • Our tutors have between 2 to over 30 years of home tuition experience
  • All of the tutors whose profiles we show you have strong proven records of rapidly boosting their students’ grades 
  • Non-performing tutors are not included in our database

transform your grades. today.

literature tuition

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Hire singapore's most effective LITERATURE Tuition Teacher

How to choose a good tuition agency

Good tutors want to be represented by a reputable tuition agency

The size of the tutoring team is very important. The larger the team, the better the chances that the tuition coordinator can find the best tutor whose experience and qualifications suit your requirements. You should choose agencies that have a minimum of 20,000 home tuition teachers in their database.

At least 30% of a credible tuition agency should consist of tutors who have PhD’s, Master’s or are NIE-trained MOE current/ex teachers. The better tuition teachers want to join only the best tuition agencies. They know that dependable tutor agencies have more clients, and numerous good assignments for them to choose from every day.

Many of our parents/students avoid agencies that have more than 20% of their tutors whose highest academic qualifications are polytechnic diploma’s or junior college certificates. The market rate of hourly fees charged by experienced university undergraduates is $30/hr, and the rates tutors who had stopped studying at JC or polytechnic levels is $20/hr to $25/hr. 

How would you be able to know if a tuition agency’s database comprises mainly of lower-qualified tutors? Their websites will always emphasize “affordable tuition rates” as their main or only attraction. Given that the difference in monthly rates between a polytechnic graduate and a university graduate is only about $30 – and in most cases, are at the same rates or sometimes even lower than group tuition – “affordable tuition rates” shows up in websites whenever a tuition agency does not have tutors whose other clients are already paying them higher rates. 

Parents would pay rates that they feel are fair and appropriate, according to the tutor’s track record, academic qualifications, and number of years of experience. Tutors accept an assignment based on hourly rates, the grade target/current level of skills of the student, and the availability of slots in their teaching schedules.

University undergraduates or graduated tutors tend to have easily scored comfortable A’s in the subjects that they teach, and most parents would of course prefer that their children are taught the correct content, as well as skills in answering difficult questions. If the tutor was not able to score A in say Physics, can he/she help you score an A?

Good tuition agencies require that their tutors have at least 2 years of tutoring experience before including their details into the tuition agency database. This is to ensure that the tutor has the requisite commitment to being a good tutor, as well as the relevant experience and track record of improving their students’ grades, and are not experimenting with your child’s academic future.

Be wary of tuition agencies that promise to show you profiles “immediately”. If a tuition agency has a large pool of eligible and qualified tutors to reach out to for your assignment, it takes time for good tuition teachers to respond. Agencies that get back to you “immediately” with tutor profiles are either not thorough, or worse, have only a very small tutor database. Good home tutors might not respond immediately when they receive tuition assignment messages – because they are very likely to be busy teaching during that time and are not desperately and idly sitting around hoping for messages to arrive. Tuition teachers typically apply for assignments between 4 to 18 hours after they have received the assignment message. If a tutor waits too long, it might indicate that the tutor is not keen to take on more assignments at that hourly rate, or worse, has time management/punctuality issues. A good timeframe for a dependable tuition agency to get back to you with profiles of responsible tuition teachers should be 1 to 2 working days after you have given them the description of what you are expecting of your tutor. 

Trustworthy tuition agencies hire university graduates as their tuition coordinators because graduated coordinators can properly understand the academic and learning needs of tuition students. There is no difference in the hourly rate that you pay to your home tutor, so you might as well get the best value for money and professional service when you are looking for a good home tuition agency.

Tuition coordinators who are university graduates will be able to ask the assignment applicants the right questions in order to assess if he or she is truly able to teach according to your requirements – even if the tutor claims to have 8 to 10 years of tuition experience. Because at least 70% of each age cohort has at least a Bachelor’s degree, it will be easy to find tuition agencies that hire only university graduates as their tuition coordinators.  How would you know if the coordinator is likely to have at least a Bachelor’s? His or her English grammar and vocabulary, when you call or Whatsapp the agency.

Look at the tuition agency’s Facebook posts. The passion that the tuition coordinators and management have for the MOE subjects clearly shows if the agency is really qualified to help you find suitable tutors. If the tuition agency cannot be bothered to post the latest content and interesting developments that engage their discerning tutors, parents and students, would this tutor agency genuinely have enough outstanding tuition teachers? 

The way that the tuition agency prepares the tutor profiles indicates the quality of the tutor. Parents tell us that “testimonials” that are featured on websites of some tuition agencies are dodgy – who knows if these are real or made-up, even when there are “screenshots of comments by parents/students”? When you read the tutor profiles that tuition agencies send to you, the tuition teachers who are truly successful would be able to clearly elaborate on their teaching achievements, the schools and university that they and their students attended, and MOST importantly, the type of grade improvements they helped their students achieve. If a tutor does not describe all this important information well, then their teaching method might be blunt, cold, and might not tailor the teaching suit your learning style. And this tutor probably has limited abilities to help your grades improve.

give your LITERATURE grades a makeover

you are scoring low c's or high b's, and want a strong a

You will lose valuable marks when you simply just memorize formulas and content, but do not REALLY know when and how to use or apply them.

Carelessness and nervousness also cause students to lose marks.

Some tuition teachers are lazy, and they would take up the entire 1.5 or 2 hours with their students by making them practice on workbooks again and again.

Or worse still, they make you memorize “model” answers in the hope of being able to “guess” or “predict” the topics and questions that will be tested.

These methods are dangerous. 

Imagine how terrified you will feel when you find that most of the actual questions in your school or national exam are not the ones that your tutor and you “spotted”.

If you do not know why and what are the exact mistakes that you are making, you are training yourself to keep repeating the bad habits of using the wrong content and answering methods.

When you start to get used to these very unacceptable routines, you will have more difficulty in nurturing your capacity to logically and calmly analyze what the exam question wants you to do.

Any effective tuition teacher who had himself/herself scored an A for that subject (and who has extensive tutoring experience) would know that the current MOE syllabus arranges all the topics within the curriculum in an integrated way, to test the student’s ability to apply the fundamental and advanced knowledge that was learnt.

Professional and experienced tuition teachers from Learn Fast will help you connect the concepts across topics, which is a very important skill that you absolutely need to have, in order to get your A.

hire a winner

It is very easy for parents to find tuition teachers who are university graduates or undergraduates – because there are already so many of them now, in Singapore.

Every year, there are over 40,000 Singaporean students (Year 1 to Year 4, Master’s, PhD etc) studying at the NUS campus alone.

At least 40% of each cohort of people born in the same year are accepted into the government-funded universities (NUS, NTU, SMU, SUSS, SIT and SUTD).

Another 20% to 30% of this same cohort would have graduated from university-level programmes offered by private institutions, after they completed their polytechnic or junior college studies.

This means that 70% of every cohort of people born in a certain year would have at least a Bachelor’s degree.

Over 96% of tutors who apply to join the Learn Fast team have at least a Bachelor’s – or are about to achieve one – from the top local universities or the best universities globally (Oxford, Cambridge, Ivy League).

Our agency selects only experienced undergraduate or graduated tutors who are patient, committed, and who are professional tuition teachers. 

Most of all, they MUST have a proven track record of delivering improvements of 10 to 30 marks for their recent students, before we include them in our database and tutoring team.

This way, our clients know that they are hiring winners who can quickly help their children’s grades improve dramatically within 1 to 2 semesters.

The latest Moe syllabus does not reward STUDENTS WHO BLINDLY MEMORIZE

You can score much higher marks once you can successfully answer exam questions that require you to analyze and connect concepts across 2 or more topics.

A textbook is only as good as the teacher who uses it.

The textbook is designed as the main source of information.

However, we all know that national exams often ask questions that are not found in the textbook.

Students from average mainstream schools wrongly assume that learning is simply just a collection of basic facts and figures. And that their textbook has all the answers to all the questions that appear in exams.

Weaker students tend to see learning as an accumulation of “correct answers”. They would therefore think that plainly memorizing these “correct answers” will help them to pass or achieve a B3.

It is very risky for you to look at crucial content from only one perspective, or to focus purely on the content that is recommended in the textbook.

Students in the good schools never rely on only one source of information because they know that the exam questions expect them to be able to connect SEVERAL related or seemingly-unrelated concepts in order to arrive at the acceptable answer for challenging and tricky exam questions. 

The main reason for scoring low grades IS: "I can't understand the content"

Different students have different starting points.

Something that may be easy for one student (or one of your children) may not be so easy for someone else.

Everyone learns differently, whether it be faster or slower than normal. Some of us learn better by writing, reading or discussing. 

Catch up now, before you continue lagging behind even further, during the remainder of the academic year.

Right now is the perfect time for you to close up your learning gaps in that difficult chapter.

If these gaps aren’t addressed before the next chapter starts,
these learning gaps will only WIDEN, and you will find it much harder to catch up to your peers. Your grades will suffer, and you will hate that subject. While your classmates are able to go on to score an A.

Studying is easier when you are taught proven methods to learn what is difficult to you.

Learn Fast has the expertise to help you to do very well. 

We will teach you how to focus on processes and techniques that produce higher marks, instead of requiring you to memorize and write useless notes and answers.

Our exceptional tuition teachers will show you the quickest and most efficient way to understand complicated content, so that you can swiftly achieve subject mastery in Literature.

Achieve a breakthrough in the subject you are now dreading

Our tutors are approachable and friendly

All because we are expert tuition teachers, it does not mean that our lessons have to be boring.

Many students start lessons with our tuition teachers feeling afraid of the subject, because they are discouraged by their previous experience and feel too overwhelmed (or embarrassed) to approach the subject positively.

Home tutors that are skillful in listening and observing often pick up on what isn’t being said – such as any underlying anxieties that a student may have. 

Indeed, if an educator can truly understand a student, he or she can then target the root causes of the student’s low marks. This  will open the door for the student to readily receive and learn the content that is being taught.

An effective tutor needs to be adaptable. This is because students often have different moods (enthusiastic, desperate, reluctant, friendly) during each of the tuition sessions. The tuition teacher has to adapt the teaching strategy to handle each of these moods, in order to be productive.

If you were to imagine the perfect teacher that you want to be teaching you that difficult content or subject, you’re going to want someone who is very engaging in front of the student.

Our tuition teachers know that it is so important to be observant, patient, flexible, empathetic and to always have a positive attitude.

Singapore's Most trusted tuition agency

  • 37,000 qualified and experienced tuition teachers
  • Over 35% of our tutors have PhD’s, Master’s, or are NIE-trained current/ex-MOE teachers
  • 85% of our tutors are graduates or undergraduates from Singapore’s best publicly-funded universities (NUS, NTU, SMU, SUTD, SUSS and SIT)
  • Over 96% of tutors who apply to join the Learn Fast team have at least a Bachelor’s – or are about to achieve one – from the top local universities or the best universities globally (Oxford, Cambridge, Ivy League)
  • All of our tutors scored A’s in the subjects that they are teaching
  • Our tutors have between 2 to over 30 years of home tuition experience
  • All of the tutors whose profiles we show you have strong proven records of helping their students’ grades improve
  • Non-performing tutors are not included in our database

Mr WC has 9 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. He taught at a tuition centre for 5 years. Mr WC’s private tuition students attended Bartley Secondary School, CHIJ St Nicholas Girls’ School, New Town Secondary School, Riverside Secondary School, Catholic Junior College

Mr AT has 14 years of Literature tuition experience. He has a Ph.D. in Comparative Literature from Cornell University, and a Bachelor’s in Literature from NUS (First Class Honours). His private tuition students attended Catholic High School, Anglican High School, Cedar Girls’ Secondary School, Jurong Pioneer Junior College, River Valley High School, and Anglo-Chinese Junior College.

Ms RL has 6 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU. Ms RL taught at a tuition centre for 2 years. Her private tuition students attended Kuo Chuan Presbyterian Secondary School, Hwa Chong Institution (Integrated Programme), East View Secondary School, Anderson Serangoon Junior College, National Junior College, and Tampines Meridian Junior College.

Ms VG has 4 years of Literature tuition experience. She is NIE-trained and taught at a junior college for 7 years. Ms VG has a Bachelor’s from NUS, majoring in English Literature (Honours). Her private tuition students attended National Junior College, Raffles Institution, Catholic Junior College, Anglo-Chinese Junior College, Temasek Junior College, and St. Andrew’s Junior College.

Ms GS has 8 years of Literature tuition experience. She was an MOE contract teacher for 2 years. Ms GT has Master’s in Linguistics from NUS, and a Bachelor’s in English and English Literature from NUS (2nd Upper Class Honours). Ms GT’s private tuition students attended Crescent Girls’ School, Anglo-Chinese School (Independent),  CHIJ St Theresa’s Convent, Eunoia Junior College,  Hwa Chong Institution, and Victoria Junior College. 

Mr KH has 10 years of Literature tuition experience. He has a Bachelor’s in English language and English Literature from NUS (First Class Honours). Mr KH wrote the Literature curriculum taught at secondary school level and at JC level for the tuition centre where he taught for 6 years. His private tuition students attended Crescent Girls’ School, Methodist Girls’ School (Secondary), Montfort Secondary School, Nanyang Junior College, Hwa Chong Institution, and Victoria Junior College.

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Mr CH has 3 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. Mr CH was an MOE contract teacher for 1 year. His private tuition students attended Dunman High School, Crescent Girls’ School, Christ Church Secondary School, Ping Yi Secondary School, Ngee Ann Secondary School, and Singapore Chinese Girls’ School.

Mr PC has 6 years of Literature tuition experience. He has a Bachelor’s from NTU in Literature (Honours). He taught at tuition centres for 4 years and was an MOE relief teacher for 2 years. Mr PC’s private tuition students attended St. Margaret’s Secondary School, Yuan Ching Secondary School, Victoria School (Integrated Programme), Deyi Secondary School, Anderson Serangoon Junior College, Catholic Junior College, and River Valley High School.

Ms HB has 10 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (Honours). Ms HB wrote the O Level and A Level Literature curriculum for a major group of tuition centres. Her private tuition students attended Fairfield Methodist School (Secondary), Raffles Girls’ School (Secondary), St. Hilda’s Secondary School, National Junior College, St. Andrew’s Junior College, and Hwa Chong Institution.

Ms SL has 4 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU (Honours). Her private tuition students attended Seng Kang Secondary School, Ahmad Ibrahim Secondary School, Anglo-Chinese School (Independent), Yishun Innova Junior College, Jurong Pioneer Junior College, and River Valley High School.

Ms AW has 12 years of Literature tuition experience. She is NIE-trained and taught at MOE schools for 7 years. Ms AW’s Bachelor’s in Literature was from NUS. Her students attended Maris Stella High School, CHIJ Secondary (Toa Payoh), National Junior College (Integrated Programme), Raffles Girls’ School (Secondary), St. Andrew’s Secondary School, and St. Joseph’s Institution.

Mr KL has 8 years of Literature tuition experience. He has a Master’s in British literature from Fordham University (New York, NY). Mr KL has a Bachelor’s in Literature from NUS (Honours). He taught at a leading tuition centre for 6 years. Mr CN’s private tuition students attended St. Anthony’s Canossian Secondary School, Victoria Junior College, Anglo-Chinese Junior College, National Junior College, Dunman High School, and Eunoia Junior College.

Mr YF has 13 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS (Honours). Mr YF taught at tuition centres for 5 years. His private tuition students attended Woodlands Secondary School, Temasek Junior College (Integrated Programme), St. Joseph’s Institution, Jurong Pioneer Junior College, River Valley High School, and Hwa Chong Institution.

Mr EC has 4 years of Literature tuition experience. He has a Bachelor’s from NTU, majoring in Literature (Honours). Mr EC taught at a tuition centre for 2 years. His private tuition students attended Greenridge Secondary School, Methodist Girls’ School (Secondary), Pasir Ris Secondary School, Yishun Innova Junior College, Anglo-Chinese Junior College, and Nanyang Junior College.

Ms TK has 10 years of Literature tuition experience. She has a Master’s in Comparative Literature from Cornell University. Ms TK’s Bachelor’s in Literature was from NUS (First Class Honours). Ms TK’s private tuition students attended Catholic Junior College, National Junior College, Raffles Institution, Tampines Meridian Junior College, St. Andrew’s Junior College, and Raffles Institution.

Ms FW has 12 years of Literature tuition experience. She has a PhD in Linguistics from the Massachusetts Institute of Technology (MIT). Her Bachelor’s was from NUS, in Literature (First Class Honours). Ms FW’s private tuition students attended CHIJ St Nicholas Girls’ School, Cedar Girls’ Secondary School, Methodist Girls’ School (Secondary), Hwa Chong Institution, Eunoia Junior College, and Anglo-Chinese Junior College.

Mr GS has 7 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. Mr GS was an MOE contract teacher for 2 years. His private tuition students attended Chong Boon Secondary School, Hai Seng Secondary School, Montfort Secondary School, Nanyang Junior College, Tampines Meridian Junior College, and St. Andrew’s Junior College.

Ms WC has 8 years of Literature tuition experience. She is NIE-trained and taught at an MOE school for 8 years. Ms WC has a Bachelor’s in Literature from NUS. Her private tuition students attended Bedok View Secondary School, Hong Kah Secondary School, Maris Stella High School, Singapore Chinese Girls’ School, Tanjong Katong Girls’ School, and Zhonghua Secondary School.

Ms JR has 7 years of Literature tuition experience. She has a Bachelor’s in Literature, from NTU. Her private tuition students attended Hai Seng Secondary School, Dunman Secondary School, Crescent Girls’ School, CHIJ St Theresa’s Convent, Ahmad Ibrahim Secondary School, and Bishan Park Secondary School.

Mr GT has 3 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. His private tuition students attended Ang Mo Kio Secondary School, Bowen Secondary School, Jurong Pioneer Junior College, Dunman High School, Tampines Meridian Junior College, and St. Andrew’s Junior College.

Ms JM has 13 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (2nd Upper Class Honours). Ms JM’s private tuition students attended Victoria School (Integrated Programme), St. Patrick’s School, Punggol Secondary School, New Town Secondary School, Catholic Junior College, and River Valley High School.

Ms WS has 3 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU. Her private tuition students attended St. Hilda’s Secondary School, Teck Whye Secondary School, Whitley Secondary School, Tanjong Katong Girls’ School, St. Patrick’s School, and Queenstown Secondary School.

Ms EG has 6 years of Literature tuition experience. She is NIE-trained and taught at a junior college for 7 years. Ms EG has a Bachelor’s in Literature from NUS (Honours). Her private tuition students attended Eunoia Junior College, Hwa Chong Institution, St. Andrew’s Junior College, Tampines Meridian Junior College, Anderson Serangoon Junior College, and Jurong Pioneer Junior College.

Mr BC has  9 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS (2nd Upper Class Honours). Mr BC was the Head of Literature at the group of tuition centres that he taught at for 5 years. Mr AL’s private tuition students attended St. Margaret’s Secondary School, Serangoon Secondary School, Nan Hua High School, Eunoia Junior College, Temasek Junior College, and Anderson Serangoon Junior College.

Ms TL has 8 years of Literature tuition experience. She has a Master’s and Bachelor’s (2nd Upper Class Honours) in Literature from NUS. She taught at a top tuition centre for 5 years. Ms BL’s private tuition students attended Hong Kah Secondary School, National Junior College (Integrated Programme), Northbrooks Secondary School, St. Andrew’s Junior College, Nanyang Junior College, and Anderson Serangoon Junior College.

Mr FW has 14 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS (Honours). Mr FW taught at tuition centres for 6 years. His private tuition students attended Nanyang Girls’ High School, Paya Lebar Methodist Girls’ School (Secondary), Nan Hua High School, St. Andrew’s Junior College, Catholic Junior College, and Jurong Pioneer Junior College.

Ms BY has 7 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS. Ms BY’s private tuition students attended Yuying Secondary School, Kranji Secondary School, Raffles Girls’ School (Secondary), National Junior College, Tampines Meridian Junior College, and Eunoia Junior College.

Ms AN has 8 years of Literature tuition experience. She has a PhD from Stanford University in Linguistics. Her Bachelor’s in Literature was from NUS (First Class Honours). Ms AN’s private tuition students attended Cedar Girls’ Secondary School, Anglo-Chinese School (Independent), Catholic High School, Hwa Chong Institution, St. Andrew’s Junior College, and Victoria Junior College.

Mr YE has 3 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU (First Class Honours). Mr YE was an MOE contract teacher for 1 year. His private tuition students attended Guangyang Secondary School, Fairfield Methodist School (Secondary), Coral Secondary School, CHIJ St Joseph’s Convent, Xinmin Secondary School, and Temasek Secondary School.

Mr CM has 6 years of Literature tuition experience. He is NIE-trained and taught at an MOE school for 4 years. Mr CM has a Bachelor’s in Literature from NUS (Honours). His private tuition students attended Peirce Secondary School, Nanyang Girls’ High School, Methodist Girls’ School (Secondary), Loyang Secondary School, Greenridge Secondary School, and First Toa Payoh Secondary School.

Mr SA has 10 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. Mr SA’s private tuition students attended Swiss Cottage Secondary School, Presbyterian High School, Nanyang Girls’ High School, Catholic Junior College, River Valley High School, and Temasek Junior College.

Ms GA has 8 years of Literature tuition experience. She has a PhD in Applied Linguistics at the University of Edinburgh. Ms GA has a Bachelor’s in Literature from NUS (2nd Upper Class Honours). She was an MOE contract teacher for 4 years. Her private tuition students attended Holy Innocents’ High School, CHIJ St Nicholas Girls’ School, Dunman High School, Hwa Chong Institution (Integrated Programme), Anglo-Chinese Junior College, and Raffles Institution.

Ms HC has 4 years of Literature tuition experience. She has a Bachelor’s from NTU, majoring in Literature. Ms HC’s private tuition students attended Loyang Secondary School, Compassvale Secondary School, Anglo-Chinese School (Independent), Eunoia Junior College, Victoria Junior College, and Jurong Pioneer Junior College.

Ms GJ has 8 years of Literature tuition experience. She has a Master’s in Literary Studies from NTU. Her Bachelor’s in Literature was from NUS (Honours). Ms GJ’s private tuition students attended St. Margaret’s Secondary School, River Valley High School, Outram Secondary School, Hwa Chong Institution, Temasek Junior College, and St. Andrew’s Junior College.

Mr ME has 13 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. Mr ME’s private tuition students attended Beatty Secondary School, CHIJ Katong Convent, Crescent Girls’ School, Anglo-Chinese Junior College, National Junior College, and Yishun Innova Junior College.

Ms YA has 6 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU. Ms YA was an MOE contract teacher for 2 years. Her private tuition students attended Hwa Chong Institution (Integrated Programme), Fuhua Secondary School, Fajar Secondary School, Jurong Pioneer Junior College, Anderson Serangoon Junior College, and National Junior College.

Ms CW has 10 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (Honours). Ms CW was an MOE contract teacher for 2 years. Her private tuition students attended Yishun Town Secondary School, Temasek Junior College (Integrated Programme), St. Hilda’s Secondary School, Tanjong Katong Girls’ School, St. Gabriel’s Secondary School, and Damai Secondary School.

Mr SC has 5 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. Mr SC’s private tuition students attended Evergreen Secondary School, Commonwealth Secondary School, Fairfield Methodist School (Secondary), National Junior College, Eunoia Junior College, and Tampines Meridian Junior College.

Mr LC has 8 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. Mr LC taught at a leading tuition centre for 3 years. His private tuition students attended Montfort Secondary School, Greendale Secondary School, Crescent Girls’ School, St. Joseph’s Institution, Seng Kang Secondary School, and Yuying Secondary School.

Ms GS has 4 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU (2nd Upper Class Honours). Ms GS taught at a tuition centre for 2 years. Her private tuition students attended Regent Secondary School, Hong Kah Secondary School, Maris Stella High School, Fairfield Methodist School (Secondary), Anderson Serangoon Junior College, and St. Andrew’s Junior College.

Ms SC has 15 years of Literature tuition experience. She is NIE-trained, and taught at MOE schools for 7 years. Ms SC has a Bachelor’s in Literature from NUS (Honours). Her private tuition students attended Fuchun Secondary School, Cedar Girls’ Secondary School, Anglican High School, Methodist Girls’ School (Secondary), Marsiling Secondary School, and North View Secondary School.

Ms PC has 12 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (Honours). Her private tuition students attended Mayflower Secondary School, Orchid Park Secondary School, Raffles Girls’ School (Secondary), Anglo-Chinese Junior College, Victoria Junior College, and Nanyang Junior College.

Mr AD has 10 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. His private tuition students attended Maris Stella High School, Nanyang Girls’ High School, Jurongville Secondary School, Yishun Innova Junior College, Catholic Junior College, and Raffles Institution.

Mr SF has 8 years of Literature tuition experience. Mr SF was an MOE contract teacher for 2 years. He has a Bachelor’s in Literature from NUS (First Class Honours). His private tuition students attended Anderson Serangoon Junior College, Dunman High School,  Nanyang Junior College, Temasek Junior College, Yishun Innova Junior College, and Raffles Institution. 

Ms CK has 14 years of Literature tuition experience. She is NIE-trained and taught at MOE schools for 7 years. Ms CK has a Bachelor’s in English and English Literature from NUS (2nd Upper Class Honours). Her home tuition students attended CHIJ St Nicholas Girls’ School Integrated Programme, Cedar Girls’ Secondary School Integrated Programme, Anglo-Chinese School (Independent) δ IB Programme, St Andrew’s Junior College, National Junior College, and Eunoia Junior College.

Ms JC has 11 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (2nd Upper Class Honours). Ms JC’s private tuition students attended Victoria School (Integrated Programme), St. Patrick’s School, Punggol Secondary School, New Town Secondary School, Catholic Junior College, and River Valley High School.

The MOE states that:

“Candidates will be assessed on their ability to:

  • Demonstrate, through close analysis, knowledge of the literary texts studied
  • Respond with knowledge and understanding to literary texts from the genres of prose, poetry and drama
  • Demonstrate understanding of the ways in which writers’ choices of form, structure and language shape meanings
  • Communicate a sensitive and informed personal response to what is read; Express responses clearly and coherently, using textual evidence where appropriate

How to study literature, using the latest Singapore MOE syllabus:

  • The Assessment Objectives are inter-related. Candidates’ responses will be assessed holistically on the attainment of these Assessment Objectives in an integrated and meaningful way
  • Raise awareness of timeless issues concerning society
  • Promote the appreciation of multiple perspectives; and
  • Build empathy and global awareness
  • Promote heightened appreciation of nuances of language
  • Sensitise students to artistic decisions made by writers
  • Demonstrate understanding of the ways in which writers’ choices of form, structure and language shape meanings
  • Express responses clearly and coherently, using textual evidence where appropriate
  • Develop greater acceptance for ambiguity and open-endedness
  • Ray Bradbury: Fahrenheit 451
  • Kiran Desai: Hullabaloo in the Guava Orchard
  • Philip Holden (ed.): Hook and Eye: Stories from the Margins
  • Critically analyse and evaluate literary texts
  • Appreciate and make informed personal responses to literary texts
  • Communicate ideas effectively and persuasively
  • Negotiate complexities and ambiguities, being aware of diverse perspectives
  • The relationship between texts and their cultural contexts
  • The ability to read texts independently
  • A love for reading literature.
  • Test the candidate’s ability to critically compare and evaluate unseen texts
  • and the set texts they have studied with regard to the elective papers
  • Ability to identify, compare and critically assess key features of each text
  • Appropriate reference to the literary features of the period or topic covered by the paper
  • The candidate must organise and present information, ideas and arguments clearly and effectively
  • Grammar, punctuation, and spelling will also be taken into account
  • The texts are literary explorations of the world of 16th and early 17th century England
  • Ben Jonson: selected poems
  • Andrew Marvell: selected poems
  • Sir Philip Sidney: selected sonnets from ‘Astrophil and Stella’
  • Francis Bacon: selected prose
  • Thomas Nashe: The Unfortunate Traveller
  • Thomas Kyd: The Spanish Tragedy
  • Christopher Marlowe: Doctor Faustus
  • Thomas Middleton: Women Beware Women
  • William Shakespeare: The Tempest
  • Explore the relationship between the mind and self as represented in Literature
  • Examining the means by which writers offer insight into how consciousness is linked to identity, individuality and social contexts
  • Underscores various forms of revelation and discovery
  • William Shakespeare: Hamlet
  • The definition of a genre, the individual form of the text and its stylistic features
  • An appreciation of how the texts studied relate to the contexts in which they were created, including social, cultural and historical contexts
  • Exploration of the ideologies and assumptions in the texts
  • The events and ideas that predominated during the period in which these texts were created
  • Elements of style, such as register, figurative language, rhythm and language patterns
  • The effects of the use of language to create meaning by writers from the word level right through to discourse levels
  • Make informed personal and critical responses to the texts and account for their responses
  • Understand and comment on the ways in which the historical and cultural backgrounds of text and author inform the meaning of the text
  • Reflect critically on the development of their own informed response
  • Comment on the ways in which both content and form shape the
  • reader’s response
  • Demonstrate knowledge of ways in which a text invites the reader to
  • Respond
  • Key social, cultural and historical influences in the creation of texts
  • Understand the elements of literary genres
  • Analyse stylistic devices including voice, persona, symbolism, irony,
  • mood and tone
  • Analyse the use of language including register, diction, tone,
  • imagery, rhythm in a text
  • Recognise imaginative or dramatic techniques for creating effects
  • Present a sustained interpretation supported by appropriate and
  • detailed references to the text(s)
  • Ben Jonson: selected poems
  • Epigrams – II To My Book
  • Epigrams – XIV To William Camden
  • Epigrams – XXII On My First Daughter
  • Epigrams – XXIII To John Donne
  • Epigrams – XXVIII On Don Surly
  • Epigrams – XLII On Giles and Joan
  • Epigrams – XLV On My First Son
  • Epigrams – LXV To My Muse
  • Epigrams – LXXVI On Lucy, Countess of Bedford
  • Sonnet 17 ‘His mother dear Cupid offended late’
  • Sonnet 18 ‘With what sharp checks I in myself am shent’
  • Sonnet 19 ‘On Cupid’s bow how are my heart-strings bent’
  • Sonnet 20 ‘Fly, fly, my friends, I have my death wound, fly’
  • Sonnet 21 ‘Your words, my friend, right healthful caustics, blame’
  • Sonnet 22 ‘In highest way of heaven the sun did ride’
  • Sonnet 23 ‘The curious wits, seeing dull pensiveness’
  • Sonnet 24 ‘Rich fools there be, whose base and filthy heart’
  • Sonnet 25 ‘The wisest scholar of the wight most wise’
  • Sonnet 26 ‘Though dusty wits dare scorn astrology’
  • Sonnet 27 ‘Because I oft, in dark abstracted guise’
  • Sonnet 28 ‘You that with allegory’s curious frame’
  • Sonnet 29 ‘Like some weak lords, neighboured by mighty kings’
  • Sonnet 30 ‘Whether the Turkish new moon minded be’
  • Sonnet 31 ‘With how sad steps, O moon, thou climb’st the skies’
  • Francis Bacon: selected prose
  • The Advancement of Learning (Book 1)
  • New Atlantis
  • Essays (1625):
  • ‘Of Truth’
  • ‘Of Death’
  • ‘Of Simulation and Dissimulation’
  • ‘Of Marriage and Single Life’
  • ‘Of Love’
  • ‘Of Goodness and Goodness of Nature’
  • ‘Of Nobility’
  • ‘Of Discourse’
  • The Mower against Gardens
  • Damon the Mower
  • The Mower to the Glowworms
  • The Mower’s Song
  • The Garden
  • An Horatian Ode upon Cromwell’s Return from Ireland
  • Upon the Hill and Grove at Bilbrough
  • Sir Philip Sidney: selected sonnets from ‘Astrophil and Stella’
  • Sonnet 1 ‘Loving in truth, and fain in verse my love to show’
  • Sonnet 2 ‘Not at first sight, nor with a dribbed shot’
  • Sonnet 3 ‘Let dainty wits cry on the sisters nine’
  • Sonnet 4 ‘Virtue, alas, now let me take some rest’
  • Sonnet 5 ‘It is most true, that eyes are formed to serve’
  • Cultivate metacognitive habits of mind as students pay attention to the impact of language on one’s thoughts and feelings
  • Equip students with the skills to convince others of their interpretations, based on sound reasoning with evidence
  • Demonstrate, through close analysis, knowledge of the literary texts studied
  • Respond with knowledge and understanding to literary texts from the genres of prose, poetry and drama
  • Dalene Matthee: Fiela’s Child
  • Ngugi wa Thiong’o: The River Between
  • Elizabeth Wein: Code Name Verity
  • Lillian Hellman: The Little Foxes
  • Arthur Miller: A View from the Bridge
  • William Shakespeare: Macbeth
  • Haresh Sharma: Off Centre
  • Tennessee Williams: The Glass Menagerie
  • Make informed personal and critical responses to the texts, exploring connections between texts where appropriate, and account for their responses
  • Demonstrate how the literary context of the text informs their understanding of the text
  • Critically analyse and evaluate ways in which writers’ choices of form, structure and language shape meanings
  • Clearly communicate the knowledge, understanding and insights appropriate to literary study
  • To test the candidate’s ability to respond to either an unseen text extract, or a passage from a set text
  • Demonstrate the ability to analyse both the formal and stylistic features of the extract
  • Test the candidate’s ability to write a critical analysis of the set texts they have studied
  • Demonstrate an ability to make an informed personal and critical response
  • to the text as a whole
  • Respond to and critically compare two unseen poems
  • At least one of the questions will feature a Singaporean poem
  • The English Renaissance (1509–1660)
  • The Renaissance period was one of ‘rebirth’ of classical ideas and art forms, characterised by the influence of the classics in literature, language, and philosophy, as well as the development of new ideas and art forms
  • The Literature that developed during this period was, amongst other things, an artistic engagement with many changes in society such as an increase
  • in literacy and the abandonment of a feudal system, and their impact on morality and identity
  • Sylvia Plath: Ariel
  • Elizabeth Jennings: selected poems
  • William Wordsworth: The Prelude, Book One & Book Two (1805 version)
  • James Joyce: A Portrait of the Artist as a Young Man
  • J M Coetzee: Age of Iron
  • Pat Barker: Regeneration
  • Alan Ayckbourn: Woman in Mind
  • Edward Albee: Who’s Afraid of Virginia Woolf?
  • How texts relate to movements in artistic creation at a particular point in time
  • The study of literary forms
  • A sonnet written by a Romantic poet to have an understanding of the general features of the Romantic movement as well as knowledge of how the sonnet form has developed in Literature in English up to that point
  • Proficiency in the use of the English language in both a functional and literary sense
  • Language use at the grammatical, lexical and structural levels
  • Analyse and evaluate critically the ways in which writers’ choices of form, structure and language shape meanings
  • Communicate clearly knowledge, understanding and insights appropriate to literary study
  • Develop an informed personal response
  • Make connections between their own ideas and experiences and
  • those in the text
  • How characters, viewpoints, and situations convey the social conventions, beliefs and attitudes of individuals and groups in a particular society
  • Identify and interpret the ideas, viewpoints and values expressed in
  • a text
  • Understand literary influences and traditions and the notion of
  • reader, text and author
  • Analyse literary form including structure, setting, character, conflict,
  • plot, methods of characterization, themes
  • Present an evaluative/critical comparison and make connections
  • between two or more texts
  • Write effective literary essays to convey their knowledge and understanding of, and insight into the texts
  • Use appropriate literary terms in their responses
  • Present a clear and coherent argument in support of their ideas
  • Epigrams – XCI To Sir Horace Vere
  • Epigrams – XCIV To Lucy, Countess of Bedford, with Mr Donne’s Satires
  • Epigrams – XCVI To John Donne
  • Epigrams – CI Inviting a Friend to Supper
  • The Forest – II To Penshurst
  • The Forest – IV To the World
  • The Forest – V Song. To Celia
  • The Forest – VII Song. That Women are but Men’s Shadows
  • The Forest – VIII To Sickness
  • The Forest – IX Song. To Celia
  • The Forest – XV To Heaven
  • Underwoods – V In the Person of Womankind
  • Underwoods – VI Another. In Defence of Their Inconstancy. A Song
  • Underwoods – VII A Nymph’s Passion
  • Underwoods – XVII Epistle to a Friend
  • Underwoods – XVIII An Elegy
  • Underwoods – XXIII An Ode. To Himself
  • Underwoods – XXVIII A Sonnet, to the Noble Lady, the Lady Mary Wroth
  • Underwoods – XXIX A Fit of Rhyme against Rhyme
  • Underwoods – XLI An Elegy
  • Miscellaneous – XV To the Memory of my Beloved, the Author Mr William Shakespeare: And What He Hath Left Us
  • Andrew Marvell: selected poems
  • A Dialogue, between the Resolved Soul and Created Pleasure
  • On a Drop of Dew
  • The Coronet
  • Eyes and Tears
  • Bermudas
  • A Dialogue between the Soul and Body
  • The Nymph Complaining for the Death of Her Fawn
  • Young Love
  • To his Coy Mistress
  • The Unfortunate Lover
  • The Gallery
  • The Fair Singer
  • The Definition of Love
  • The Picture of Little T.C. in a Prospect of Flowers
  • Sonnet 6 ‘Some lovers speak, when they their muses entertain’
  • Sonnet 7 ‘When nature made her chief work, Stella’s eyes’
  • Sonnet 8 ‘Love, born in Greece, of late fled from his native place’
  • Sonnet 9 ‘Queen Virtue’s court, which some call Stella’s face’
  • Sonnet 10 ‘Reason, in faith thou art well served, that still’
  • Sonnet 11 ‘In truth, O Love, with what a boyish kind’
  • Sonnet 12 ‘Cupid, because thou shin’st in Stella’s eyes’
  • Sonnet 13 ‘Phoebus was judge between Jove, Mars and Love’
  • Sonnet 14 ‘Alas, have I not pain enough, my friend’
  • Sonnet 15 ‘You that do search for every purling spring’
  • Sonnet 16 ‘In nature apt to like, when I did see’

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