Joining two sentences is not just a way to make them longer. A connecting word can tell the reader that one event caused another—or that something happened despite an obstacle. Choose the wrong connection and the story changes.
For families exploring schools in Ang Mo Kio, English writing can be discussed through this small but important skill: does a learner preserve the intended relationship between ideas?
Jing Shan Primary’s published English approach provides the local school context. The original examples below are independent family practice, not excerpts from its worksheets or a statement of examination requirements.
eduKateSG · Neighbourhood education
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1. Understand the context · 2. Try the activity · 3. Review and continue
Contents
Explore, practise and connect · Four chapters
CHAPTER 1 OF 4
1. Connect the task to the local school
Jing Shan Primary’s English Language page describes learning across listening, speaking, reading and writing. Its writing approach includes attention to ideas, organisation, word choice and sentence fluency, alongside differentiated support.
These are useful points for a parent conversation: a sentence can be grammatically complete yet communicate a different idea from the one intended.
Ask the school about current classroom methods if needed. This guide focuses narrowly on the meanings carried by two common connecting words, rather than reproducing the school’s writing programme.
CHAPTER 2 OF 4
2. Use because to show a reason
Begin with an original example whose relationship is stated: “Maya opened her umbrella to keep dry. It was raining.” Combine the ideas as “Maya opened her umbrella because it was raining.”
The word because introduces the reason for the action. Ask which part names the action and which part explains why it happened.
Try reversing the clause order: “Because it was raining, Maya opened her umbrella.” In this example, place a comma after the opening because-clause.
Check the meaning before celebrating a longer sentence. “It was raining because Maya opened her umbrella” reverses the causal relationship and no longer expresses the intended situation.
CHAPTER 3 OF 4
3. Use although to show contrast
Try a different original pair: “It was raining. Maya still walked to the library.” Combine them as “Although it was raining, Maya walked to the library.” The rain is presented as an obstacle or contrasting circumstance, not the reason for the walk.
Compare that with “Maya walked to the library because it was raining.” That sentence supplies a causal explanation which the original pair did not establish.
A useful question is “Are these ideas connected by a reason, a contrast or something else?” Decide that before selecting the word.
In the standard construction used here, write either “Although it was raining, Maya walked to the library” or “It was raining, but Maya walked to the library.” Do not put although and but together as competing connectors for the same relationship.
CHAPTER 4 OF 4
4. Read the joined sentence back for meaning
Let the learner write a short pair of ideas and explain their relationship aloud. Then choose a connector and read the new sentence back.
Ask what the sentence now claims. Does it add an unsupported reason? Does it retain the contrast? Is the person or action still clear?
A parent can point to the exact place where meaning shifted rather than marking the whole attempt as poor writing. For a younger learner, working orally with one example is enough.
Finish with two contrasting sentences and a one-line explanation of each connector. The aim is not to collect fancy linking words; it is to make the connection between ideas truthful and easy to follow.
Sources and scope
School information checked on 13 October 2026 (Singapore time): Jing Shan Primary: English Language. Programmes may change. Family activities are independently written by eduKateSG, not official school tasks. This article does not imply school endorsement, rank schools or guarantee admission or learning results.