Abstract
In this paper, I examine the sociocultural context in Singapore to determine the existence of an examination culture there. I argue that this examination culture has important repercussions for the introduction and implementation of innovative practices into the education system. I examine the 1991 English language syllabus and go on to show how the introduction of process writing into the primary school has been hampered by the emphasis on examinations in the school system. Underlying the discussion is the theme of borrowing and adapting literacy practices from other cultures into the Singapore system.
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