Top 5 Things Students Do That Lower Their Writing Scores – Even When It Looks Complete

One of the most confusing moments for both students and parents is reading a composition that seems fine, only to receive a result that falls short of expectations. The story is coherent, the ideas are understandable, and there are no obvious mistakes that immediately stand out. Yet the score still settles at AL2.

In most cases, this has very little to do with a student’s ability. What we see far more often is writing that is safe. Yet, PSLE English has become far less forgiving of safe writing than it once was.

Below are five common habits that quietly lower writing scores, even when a composition appears complete.

1. Trying to Do Too Much in One Story

Many students feel that including more events, more emotions, and more ideas will make their composition stronger. Unfortunately, the opposite often happens.

When a story tries to cover too much ground, its focus becomes blurred. Instead of one clear idea being developed, several smaller ideas compete for attention. The writing remains busy, but it does not deepen.

Stronger compositions usually centre around one main meaning. Every paragraph exists to support that meaning, rather than pulling the story in different directions.

What helps:
Before writing, students should be able to explain what their story is really about in one clear sentence. If that sentence keeps changing, the story is likely losing focus.

2. Paragraphing by Events Instead of Purpose

Most students understand the need to paragraph, but many organise their paragraphs simply by “what happened next”. While this creates a logical sequence, it does not always lead to strong writing.

In higher-scoring compositions, paragraphs serve different purposes. One paragraph might build tension, another might show a turning point, and another might reveal a change in thinking. When paragraphs only move the story forward without adding meaning, the writing can feel flat.

What helps:
Instead of writing paragraph by paragraph based on what happens next, students can plan using a story mountain. This helps them organise paragraphs by purpose, such as building tension or showing change, rather than just sequence.

3. Adding Description That Does Not Strengthen the Story

Descriptive language plays an important role in composition writing, but it needs to be used carefully. Some students add description to “upgrade” their writing, only to weaken it in the process.

When emotions are repeated without development, or when figurative language is added purely for effect, the story loses clarity. Examiners are not looking for the most colourful language. They are looking for relevant details that support meaning.

What helps:
Students should ask whether a detail helps the reader understand the moment better. If it does not, it is usually unnecessary.

4. Ending the Story Without Carrying the Meaning Through

Many compositions end neatly, but the ending feels disconnected from the rest of the story. This often happens when the lesson or reflection appears suddenly at the end, without being clearly prepared for earlier.

In stronger compositions, the lesson learnt does not come out of nowhere. It grows naturally from the events, choices, and emotions that have already been developed. When the ending reflects what the story has been building towards, it feels meaningful rather than forced.

What helps:
Students should ensure that the lesson or reflection in the ending is clearly supported by what happens earlier in the story. When the change in thinking or learning is developed gradually, the ending feels earned and convincing.

5. Trying Too Hard to Impress

As PSLE approaches, many students feel pressure to sound more “advanced”. This often results in longer sentences, forced vocabulary, or imitation of model compositions.

Ironically, this tends to lower scores rather than raise them. In recent years, examiners have become more sensitive to clarity, control, and judgement. Writing that is clear and purposeful often scores better than writing that overreaches.

What helps:
Confidence in simple, controlled writing is far more effective than flashy language used without precision.

Improvement rarely comes from writing longer or memorising more phrases. It comes from learning to make better decisions while writing. This includes deciding what matters, organising ideas with purpose, and leaving out details that do not serve the story.

Sometimes, raising a writing score is not about adding more.
It is about choosing more carefully.