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A literature‐driven English Programme’s effectiveness in improving the writing skills of Grade 7 Singaporean students

Abstract A Literature‐Driven English Programme (LDEP) was designed and tested in naturalistic conditions in four diverse secondary schools in Singapore over a span of five to six weeks during 2004. These schools included single‐sex and co‐educational schools. The sample provided, within and across the schools, different levels of performance in a graded situation; multiple teachers and classes; and control and experimental conditions for the curriculum implementation. In the quantitative and qualitative analysis of the findings, it was found that the LDEP was effective in enhancing the narrative writing skills of many of the students in the experimental group.