Literature Tuition Singapore
We Have Over 20+ Professional Tuition Coordinators.
Every subject team is led by a former senior MOE teacher.
Each of our tuition coordinators has at least 4 years of tuition matching experience.
We can therefore understand your tutoring needs. Immediately.
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We have over 37,000 highly qualified private tutors. Singapore’s best home tuition teachers have joined our team.
It’s easy for us to show you profiles of experienced tuition teachers with solid track records of improving grades.
All tutors go through at least 3 rounds of careful screening before we show their profiles to you.
Literature Tuition Singapore | English Literature Tuition | H2 Literature Tuition | Top Tuition Centre | Tuition Teacher
100% Success Rate.
We are experts in tutor matching, and our 1-to-1 home tutors are experts in the subjects they teach.
Our clients are always justifiably confident that they can easily hire the best tutors in Singapore once they contact us.
At affordable and reasonable hourly rates. No tuition agency fees.
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Exam Results Are Forever.
Make Sure They Are Good.
37,000 Qualified And Experienced Tuition Teachers Are Ready To Help
If you are 10 to 20% behind in the syllabus by March/April, now would be a good time to hire a professional tutor.
This ensures that by May or June, you would have caught up or even completed this year's syllabus.
When you have enough time to revise and practice the more challenging and demanding questions, your A for each of your subjects will then be assured and practically guaranteed.
Your Eventual And Ultimate Goal Is To Be Accepted By The University And Course Of Your Choice
Learn from the best. Our private tuition team comprises MOE teachers, experienced tutors who have PhD/Master's/Bachelor's or who are university undergraduates in the subject you want tuition in. All with 2 to over 30 years of strong track records of helping their students' grades improve by 10 to 40 marks
LIFE IS VERY COMPETITIVE
Whether you are in primary school, the Express/IP/IB streams - you need to score higher marks
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Exams will be a huge struggle once you fall behind in the syllabus
Before you let that happen, you MUST catch up and be thoroughly familiar with the breadth and depth that is required during your exams
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MOE teachers, experienced tutors who have PhD/Master's/Bachelor's or who are university undergraduates in the subject you want tuition in.
All with 2 to over 30 years of strong track records of helping their students' grades improve by 10 to 40 marks.
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Answer According To What The Exam Markers Expect From You
Your grades will determine which class, school, junior college/polytechnic, and university you will be accepted into
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Each tutor has 2 to over 30+ years of teaching experience
We have over 37,000 MOE Teachers, PhD, Master’s, Experienced Undergraduates, Graduated Tutors.
The 4 to 10 tutor profiles we show you have been carefully shortlisted for relevant tutoring experience.
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Competent tuition teachers
We accept tutor applications only if they have scored A’s in the subject(s) they teach. So that our students will be taught the correct content.
Literature Tuition Singapore | English Literature Tuition | H2 Literature Tuition | Top Tuition Centre | Tuition Teacher
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Reliable study methods, so that your grades will quickly improve
Our clients have no time to lose. Our tutors teach only proven techniques using the latest MOE syllabus, so that we can help your grades improve within 4 lessons.
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Latest MOE syllabus & exam requirements
We are focused on what is relevant and important for you to quickly understand what you really need to know, and to thoroughly prepare.
Getting that A is not elusive. It is achievable.
Transform your understanding of the complex syllabus.
Make sure that what you are studying now is actually really aligned to the MOE exam requirements.
The wrong study skills will erode your ability to answer the questions the way that the exam marker expects you to, in order to score that A - especially when your classmates, schoolmates or students from other schools are able to give those correct answers.
Good grades signal an ability to learn and analyze.
These valuable higher order thinking skills are some of the many crucial qualities that schools, junior colleges, polytechnics, universities and employers are looking for.
In the real world – and even in your exam questions (now that you are still in school) – information is not clear.
It comes from all different locations and various combinations. This results in exam questions that students find difficult to answer.
And businesses face different problems every day.
When you start working, you will find that an employee who is able to grasp the significance of the issues/problems, and is resourceful enough to find profitable solutions will be quickly promoted over (or given more decision-making authority than) those who lack the ability to use their resourceful thinking skills and market acumen.
Success in the workplace requires the ability to communicate complex ideas to a diverse team of people, relentlessly pursue solutions, and explore possibilities beyond current knowledge.
The answers to real world problems are more divergent than what we are usually accustomed to in primary school, secondary school, and the tertiary institutions.
We must therefore start to develop a good level of cognitive intelligence and ability to learn – especially now that we are young and in school.
Clearly, good grades signal this ability.
It is therefore important that you do well in as many of your exams as possible, from the time you are in primary school.
There are a number of possible reasons that students get poor grades.
Some are external factors, such as the subject matter being too difficult, the teacher is hard to understand, and problems at home.
Other reasons have to do with student attitudes, such as not doing homework and was playing too much in class.
Here are some other common causes that could potentially be causing your lack of focus:
- Your study environment does not support learning. You may have too many distractions like noisy neighbours, background noise, and an uncomfortable study space
- You’re feeling tired because you’re not getting enough sleep
- Test anxiety
- Problems understanding the questions and content when doing homework and revision
- The pace is too fast for you to keep up with
- You did not learn the required material in previous classes (because you were not interested?)
- Teacher is not very good. Some may have an accent that makes it difficult to understand. Others can’t explain things in a clear manner. And some may not want to explain things at all. They might say, “You should have learned that last year/month, so I am not going to explain it over again.”
- There are also teachers who don’t like certain students, and this can affect their willingness to help those students. Also, some students don’t like certain teachers and thus may not cooperate in class
- Poor attitudes lead to poor grades. If you have negative attitudes toward school and studying, it can result in getting weak or failing grades
- Sometimes, you lack the motivation to do well in school. One reason can be that you have no dreams of what you want to do, or can see no benefit from going to school. It is good to have dreams, and for a mentor to guide you on how to achieve them step by step
- One of the biggest reasons why students do not do well in exams is because they didn’t study or do their homework
- Some students attend class but don’t pay attention
Our experienced specialist tutors have the latest best insights on each MOE/IB subject.
Every individual aspect of each exam section is given significant attention.
For each particular section, we build the skills required for your grades to improve.
We guide you in the thinking process behind how the correct answer can be generated, and how to accurately organize and present the answer to achieve maximum marks.
During home tuition, we will make sure you are spending the majority of your time on the key concepts that matter.
Learning how to think things through is a much better use of your time than trying to memorize everything.
Memorizing everything takes a lot of time and results in errors, whereas understanding everything will allow you to apply your knowledge to unexpectedly difficult questions.
After you have progressed beyond the foundational level, we will teach you more advanced and sophisticated techniques that help you secure perfection in your responses.
We believe that a mastery of the exam questions requires enhancing two broad sets of skills:
- Being able to understand what the question specifically requires you to answer
- Learning how to find the answer and how to present the answer in a precise manner for each question type
Therefore, we teach analytical and reading strategies so that you can break down each word in the exam question.
This way, you will not carelessly misunderstand, and give the wrong answers.
You will therefore be able to make the right inferences, as well as understand how and why the question was structured this way.
We will then teach you how to construct your answers to meet the requirements of the questions, and to get your A.
Here’s a little secret: nobody actually wants anyone to fail an exam.
It’s not good for your school or university, nor for the exam boards. They really want everyone to pass, because then everyone is happy.
All students take exams. But some students have better exam skills and therefore perform better at exams than others.
It is, therefore, important to develop the skills you need to prepare for, to take and excel in exams.
Effective and robust exam SKILLS are critically important to exam takers, because these skills allow you to respond at your best to all the challenges presented by any exam.
Fortunately, these skills can be learned.
One of the best ways to learn how to manage better during exams is to look at what NOT to do.
Apart from panicking, common mistakes made in exams include:
- Not answering the question. This is usually because you have misread the question, or have prepared a different response that does not answer what the question requires you to do (ie your answer was off-point). Always make sure that you read the questions several times, and re-check your answer against the question at every step of your answering process.
- Failing to notice the obvious clues. This might include the strong hints in the question itself (for example, ignoring words like “Analyse…” or “illustrating your answer with evidence from x”. You also need to be very aware of the marking scheme, and the number of questions. If you have a question worth 15 points, you will need to give more than a one-sentence answer.
- Failing to plan ahead. You need to plan your time for any essays that you have to write, and for any MCQ questions that are in the paper. Take a moment to work out how long you have for each question before you start – and make sure that you don’t take more time than this. If you are writing essays, plan them briefly before you start, to make sure that you have a sensible argument and structure. This will also mean that you might get some marks for your ideas even if you don’t have time to completely finish your essay.
Exam skills improve with practice, over time.
With the right focus via coaching, exam skills can be improved significantly.
Students taking exams often describe difficulties like anxiety and stress, various mishaps or mistakes during an exam, poor decisions during an exam, or the effects of poor preparation and/or overconfidence leading up to an exam.
Every student has his or her own individual strengths and weaknesses in exam skills.
Knowing what they are will lead to good exam performance.
Consider:
Thinking Positively: Do you sometimes struggle to think positively about your exam ability and your exam performance?
Achieving Results: Do you sometimes get worse results than your study preparation and school/mock exams indicate?
Reading Questions: Do you sometimes misread questions on an exam paper and present a half-done or wrong answer?
Experiencing Exam/Mental Blocks: Do you sometimes experience “Exam/Mental Blocks” and struggle to calm down and continue with your exam?
Preparing Properly: Do you sometimes fail to prepare properly for exams, only to regret that when the exam starts?
Time Management: Do you sometimes run out of time and are not able to complete all the questions on an exam paper?
Answering All Questions: Do you sometimes choose to answer some questions well rather than attempt all questions required?
Picking Up Marks: Do you sometimes feel uncertain about how to score the maximum marks for your answers?
Having Panic Attacks: Do you sometimes have “panic attacks” right before an exam or during an exam?
Leaving The Exam Early: Do you sometimes leave the exam room early or put your head down on your desk, because you have exam anxiety or are disappointed with the questions you were given?
Performing As Expected: Do you sometimes leave the exam thinking that you did not perform as you were expecting?
When you are more aware of what are really causing you to lose marks (and sleep), you are one step closer to improving your exam management skills and your exam performance.
Active listening, reading comprehension, note taking, stress reduction, time management, testing practices, and memorization are some of the skills that our home tutors will teach you.
Perhaps the most important part of doing homework and/or revision – and often the most difficult – is simply getting started.
It is easy to allow yourself to get distracted, to decide that you just don’t feel in the mood today, or that there’s plenty of time.
The best thing to do is just to get on with it.
Just getting started will be a huge boost to your confidence.
We will keep your end goal in mind and will also use interim goals along the way:
- Set clear personal learning goals. Students perform better when they know what exactly is expected of them. They also want to know how they will be able to achieve those learning objectives. After we have established what is the gap between current skill levels and those required by MOE/IB exams, we will discuss with you your expectations of your upcoming learning schedule, based on your unique needs and personal goals
- Make learning convenient. Your tutor will structure content in small, manageable chunks that are easy to digest. We can also provide notes, tools, short videos, checklists or infographics to help make the content easier to understand and remember
- Get creative with course content. Boredom causes students to lose interest in the subject. We will use active engagement strategies so that we can deliver learning content that is creative and interesting
- We coach students. Instead of giving them the right answer, we ask the right questions so that the students are able to arrive at the right answers themselves. Hence, instead of spoon-feeding students, we guide them and encourage them to think critically, so that they are able to produce complex and insightful answers on their own, during their exams. This helps them consistently get higher marks, and prevents panic attacks when the questions are more difficult than they expected
Students who are weaker are given more help to meet the fundamental requirements.
We also constantly stretch our high-achieving students by introducing more complex concepts to help them develop greater critical thinking and more sophisticated writing and answering skills.
We want to help students develop the right strategies, higher-order thinking skills, techniques and analyses to score their A.
And to obtain perfection in exam techniques and skills.
With such expert guidance, you will soon have results that are superior to your peers in school.
It’s relatively easy to score the first 40% but increasingly difficult to achieve the next 60% in any exams.
It also helps if you bear in mind that the examiner may be faced with as many as a hundred (or more) exam papers/assessments to mark within a very short period of time.
What you should avoid when answering exam questions:
- Inability to address the question’s topic in your introduction
- Stray from the focus of the question (especially in the conclusion)
- Insert quotes without introducing them or relating them back to the topic
- Fail to provide credible references
- Use informal language, colloquialisms, or overuse rhetorical questions
- Write words that are too informal, unsophisticated, vague, exaggerated, or subjective, as well as those that are verbose, generally unnecessary, or incorrect
- Struggle to develop your ideas fluently (poor ideation)
- Have difficulty in keeping track of your thoughts
Exam responses that score higher marks have three well thought-out components: Introduction, Body, and Conclusion:
- Introduction. The purpose of an introduction is to introduce your essay. Importantly, it sets the stage to let your reader know that the content is worth reading further
- Body. The body of the essay develops and elaborates your argument, as well as the appropriateness and accuracy of references. The information has to be relevant and substantial in order for you to score well
- Conclusion. Your conclusion should not offer any new material and should summarize why the content in the Body is credible and important
There are many reasons students avoid writing. Primary reasons may be one or more of the following:
- They have a hard time getting started and feel overwhelmed by the task
- They struggle to organize and use mechanics of writing
- They are slow and inefficient in retrieving the right word(s) to express an idea
- They feel that the paper never turns out the way they want
- They realize that their answers are still sloppy even though substantial time and effort were spent
To write good answers:
- A reply to an exam question should have a single clear central idea
- Each paragraph should have a clear main point or topic sentence
- Every paragraph and sentence should support or expand the central idea of the paper
- The idea of each paragraph should be explained and illustrated through examples, details, and descriptions
- Be specific, use short sentences and avoid tripping around your points
- Make sure your work uses evidence of insight and synthesis, and has quality arguments. The confidence in your writing will shine through, gaining you those extra marks
- Remember to be clear on your view in the introduction and use the body of the essay to argue that position
- Include your point of view, supported by relevant ideas, arguments and evidence
- Summarize your arguments/points using a clear, organized structure that includes an introduction, body paragraphs and a conclusion
- Try to write neatly
- Use paragraphs of appropriate lengths (long paragraphs are difficult to read and/or understand)
- Try to have some meaningful ideas of your own rather than simply repeating “model answers”. Some exam markers do not like “model answers”. Also, do be aware that “model answers” are often wrong
- Be careful about spelling, punctuation, grammar, writing style, and legibility
Take The Safest Route To Score Much Higher Marks
Hire The Home Tutor With A Strong Track Record Of Helping Students' Grades Improve
37,000 Experienced Tutors
MOE Teachers,
Tutors With Proven Track Records,
PhD/Master's/Post-Doctoral Tutors,
Graduated/Undergraduate Reliable Tutors
Ms AKN has 10 years of Literature tuition experience. She was an MOE contract teacher for 2 years. Ms AKN has Master’s in Linguistics from NUS, and a Bachelor’s in English and English Literature from NUS (2nd Upper Class Honours). Ms AKN’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.
Ms BC has 9 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU. Ms BC taught at a tuition centre for 2 years. Her home 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.
Mr HA has 11 years of Literature tuition experience. He has a Bachelor’s in English language and English Literature from NUS (First Class Honours). Mr HA 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.
Mr HA has 6 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. He taught at a tuition centre for 5 years. Mr HA’s home tuition students attended Bartley Secondary School, CHIJ St Nicholas Girls’ School, New Town Secondary School, Riverside Secondary School, Catholic Junior College
Ms CW has 8 years of Literature tuition experience. She is NIE-trained and taught at a junior college for 7 years. Ms CW 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.
Mr JB has 13 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.
Prepare Correctly For All Your Important Exams
37,000 Experienced Tutors
MOE Teachers,
Tutors With Proven Track Records,
PhD/Master's/Post-Doctoral Tutors,
Graduated/Undergraduate Reliable Tutors
Ms WH has 7 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (Honours). Ms WH wrote the O Level and A Level Literature curriculum for a major group of tuition centres. Her home 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.
Mr GA has 3 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. Mr GA 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 JS has 5 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 JS’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 KA has 4 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU (Honours). Her home 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.
Mr FD has 5 years of Literature tuition experience. He has a Master’s in British literature from Fordham University (New York, NY). Mr FD 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.
Ms OH has 12 years of Literature tuition experience. She is NIE-trained and taught at MOE schools for 7 years. Ms OH’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 WL has 5 years of Literature tuition experience. He has a Bachelor’s from NTU, majoring in Literature (Honours). Mr WL taught at a tuition centre for 2 years. His home 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.
Mr VA has 10 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS (Honours). Mr VA 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.
Ms HGB has 8 years of Literature tuition experience. She is NIE-trained and taught at an MOE school for 8 years. Ms HGB 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 YW has 7 years of Literature tuition experience. She has a Master’s in Comparative Literature from Cornell University. Ms YW’s Bachelor’s in Literature was from NUS (First Class Honours). Ms YW’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 TH has 10 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 TH’s home 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 CS has 6 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. Mr CS 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 JC has 4 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.
Ms HB has 10 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (2nd Upper Class Honours). Ms HB’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.
Mr SWF has 7 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. His home 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 NP 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.
Mr HCS has 5 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS (2nd Upper Class Honours). Mr HCS was the Head of Literature at the group of tuition centres that he taught at for 5 years. Mr HCS’s home 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 DW has 9 years of Literature tuition experience. She is NIE-trained and taught at a junior college for 7 years. Ms DW 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.
Ms FE has 10 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS. Ms FE’s home 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 HS has 4 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 HS’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 TCW has 10 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS (Honours). Mr TCW 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.
Mr HS has 7 years of Literature tuition experience. He is NIE-trained and taught at an MOE school for 4 years. Mr HS 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.
Ms NG has 5 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 NG’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 JW has 3 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU (First Class Honours). Mr JW was an MOE contract teacher for 1 year. His home 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.
Ms BA has 10 years of Literature tuition experience. She has a PhD in Applied Linguistics at the University of Edinburgh. Ms BA has a Bachelor’s in Literature from NUS (2nd Upper Class Honours). She was an MOE contract teacher for 4 years. Her home 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.
Mr TW has 7 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. Mr TW’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 HS has 4 years of Literature tuition experience. She has a Bachelor’s from NTU, majoring in Literature. Ms HS’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 JW has 3 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU. Ms JW was an MOE contract teacher for 2 years. Her home 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.
Mr DH has 10 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. Mr DH’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 YS has 9 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 YS’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 HK has 7 years of Literature tuition experience. He has a Bachelor’s in Literature from NTU. Mr HK’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.
Ms JL has 11 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.
Ms BW has 4 years of Literature tuition experience. She has a Bachelor’s in Literature from NUS (Honours). Ms BW was an MOE contract teacher for 2 years. Her home 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.
Ms LT has 11 years of Literature tuition experience. She is NIE-trained, and taught at MOE schools for 7 years. Ms LT 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 DW has 5 years of Literature tuition experience. She has a Bachelor’s in Literature from NTU (2nd Upper Class Honours). Ms DW taught at a tuition centre for 2 years. Her home 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.
Mr BC has 4 years of Literature tuition experience. He has a Bachelor’s in Literature from NUS. Mr BC 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.
Mr JY has 8 years of Literature tuition experience. Mr JY was an MOE contract teacher for 2 years. He has a Bachelor’s in Literature from NUS (First Class Honours). His home tuition students attended Anderson Serangoon Junior College, Dunman High School, Nanyang Junior College, Temasek Junior College, Yishun Innova Junior College, and Raffles Institution.
Mr AH 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.
Ms SK has 13 years of Literature tuition experience. She has a Master’s in Linguistics from NUS and a Bachelor’s in English Literature (First Class Honours) from NUS. Ms SK’s home tuition students attended Anglo-Chinese School (Barker Road), Cedar Girls’ Secondary School Integrated Programme, Kuo Chuan Presbyterian Secondary School, Anglo-Chinese Junior College, National Junior College, and Victoria Junior College.
Tuition Rates
Literature Tuition Singapore | English Literature Tuition | H2 Literature Tuition | Top Tuition Centre | Tuition Teacher
Hire the most professional and qualified tutors with proven and consistent track records of improving grades
PRIMARY 1 - 3
$30-$60/hr
- Experienced University Undergraduate ($30-$40)
- Full/Part-Time Graduated Private Tutor ($30-$45)
- MOE Teacher ($40-$60)
PRIMARY 4 - 6
$30-$65/hr
- Experienced University Undergraduate ($30-$45)
- Full/Part-Time Graduated Private Tutor ($30-$50)
- MOE Teacher ($45-$65)
SECONDARY 1 - 2
$35-$80/hr
- Experienced University Undergraduate ($35-$45)
- Full/Part-Time Graduated Private Tutor ($45-$55)
- MOE Teacher ($60-$80)
SECONDARY 3 - 5
$40-$90/hr
- Experienced University Undergraduate ($40-$60)
- Full/Part-Time Graduated Private Tutor ($40-$60)
- MOE Teacher ($65-$90)
Junior College
$50-$120/hr
- Experienced University Undergraduate ($50-$60)
- Full/Part-Time Graduated Private Tutor ($60-$80)
- MOE Teacher ($90-$120)
University-Level
$60-$120/hr
- Experienced University Undergraduate ($60-$70)
- Full/Part-Time Graduated Private Tutor ($80-$230)
- University Lecturer (starting from $90)
Take The Safest Route To Score Much Higher Marks
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Your Literature tuition teacher will clearly explain to you:
- 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
- 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
- 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
- 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.
- 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
- 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
- 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
- Respond to and critically compare two unseen poems
- At least one of the questions will feature a Singaporean poem
- Mary Shelley: Frankenstein (1831 text)
- F Scott Fitzgerald: The Great Gatsby
- Anita Desai: Baumgartner’s Bombay
- Jane Austen: Pride and Prejudice
- Tom Stoppard: Arcadia
- William Shakespeare: Measure for Measure
- George Bernard Shaw: Saint Joan
- * Arthur Miller: Playing for Time (stage play version)
- 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
- 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
- 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?
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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’
- 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’
- 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’
- 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
- 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
- The Mower against Gardens
- Damon the Mower
- The Mower to the Glowworms
- The Mower’s Song
- The Garden