PSLE Composition Writing: How to Create Great Dilemmas in Your Stories

Hello, this is Teacher Jemmies here! I’m an experienced PSLE English teacher who has been guiding countless Primary 6 students through their composition writing journey for more than 25 years. Today, I want to share a powerful technique that can transform your PSLE Composition from ordinary to outstanding, and it is through creating compelling dilemmas in your stories.

What is a Dilemma?

A dilemma is a difficult situation where your story’s main character must choose between two options, and both choices have serious consequences. It’s like standing at a crossroad where neither path is clearly right or wrong. This technique is particularly effective for PSLE Composition writing because it:

• Creates tension and suspense in the story
• Keeps readers curious and engaged in the story
• Shows character’s emotions and internal struggles
• A well designed dilemma can impress your PSLE examiner

Common PSLE Composition Topics That Work Well with Dilemmas

Based on commonly tested PSLE and top schools’ Prelim Composition questions, here are topics where dilemmas work exceptionally well:

1. "A Difficult Choice"

The key is to make both choices equally challenging and you can elaborate on the main character’s internal struggles before making the choice.

2. "An Act of Kindness"

You can create a dilemma by making the act of kindness come with a personal cost or risk to the main character.

3. "Showing Courage"

Courage often involves choosing between personal safety and doing the right thing. A dilemma about making a dangerous move can create a lot of tension that will keep your reader at the edge of his/her seat.

The Two Essential Components of a Good Dilemma

For your PSLE Composition, a strong dilemma must have two key components:

Component 1: Two Clear Options

Your character must face exactly two distinct choices with different consequences or personal costs. Remember less is more. There is no added benefit of having more than two options because it can confuse your readers and weaken the impact.

Weak Dilemma: “Sarah didn’t know what to do about the situation. There were so many possibilities.”
Strong Dilemma: “Sarah stared at the exam paper on her best friend’s desk. She could either tell the teacher about the cheating or stay silent to protect her friendship. Sarah felt herself being stranded between the devil and the deep blue sea.”

Component 2: Serious Consequences for Both Choices

Both options must have real, meaningful consequences. If one choice is obviously better than the other, there’s no real dilemma. The consequences should matter to your character and affect the story’s outcome.

Weak Dilemma: “David could either help his brother or watch television.” Strong Dilemma: “David glanced at his brother being cornered by the bullies, then at his watch. He was going to be late for his competition that was due in 30 minutes. Helping his brother meant missing the competition which he had spent weeks preparing. Yet, walking away meant abandoning his brother who needed him.”

Step-by-Step Guide to Creating Dilemmas in Your PSLE Composition

Step 1: Identify the Core Conflict

Before you start writing, identify what your character wants and what is preventing him or her from getting it. This becomes the foundation of your dilemma.
Example:
• What the character wants: To win the race
• What prevents it: Discovering that your strongest competitor desperately needed to win this race to gift the trophy to his ailing mother

Step 2: Establish What's at Stake

Make sure readers understand why both choices matter. Use the FATS Framework (Feelings, Actions, Thoughts, Speech) from descriptive writing to show the internal struggle.
Example: “My hands trembled as I held the trophy. (Action) Pride swelled in my chest as the reality of my victory sank in. I had finally won! (Feeling) Just then, I saw Sarah wiping away tears from her eyes as I recalled overhearing her conversation with her ailing mother.. (Thought) ‘What should I do?’ I whispered to myself. (Speech) “

Step 3: Show the Decision-Making Process

Spend time to create the dilemma. Remember you must show how your character weighs both options.
Example Structure:
• Paragraph 1: Introduce the dilemma and Option A
• Paragraph 2: Present Option B and show internal conflict
• Paragraph 3: Make the decision and explain the reasoning

Step 4: Make the Choice and Show Consequences

Eventually, your character must choose. Make sure the consequences of this choice drive the rest of your story and lead to the resolution.

Complete PSLE Composition Example: "A Difficult Choice" - Dylan's Dilemma

Let me show you how to implement a dilemma in PSLE composition with a more lighthearted scenario that Primary 6 students can relate to.

Introduction: Setting Up the Dilemma

“The sharp sound of fabric ripping cut through the morning air like a knife through butter. I froze mid-step, my worst nightmare came true. My school shorts had torn right down the back seam as I vaulted over our gate in my desperate rush to catch the school bus. The morning sun seemed to mock me as I twisted my neck, catching a glimpse of the gaping hole that exposed my embarrassing Spiderman-prints underwear. My face burned hotter than a freshly toasted bun. In the distance, I could hear the familiar rumble of my school bus approaching, right on schedule. My heart sank like a stone. This was supposed to be a normal Monday morning. Instead, I was standing at my gate, school bag in hand, facing the most embarrassing decision of my twelve-year-old life.”

Teacher’s Analysis: This introduction immediately establishes the problem with a specific, relatable scenario. The situation is genuinely dilemma-worthy for a Primary 6 student.

Body Paragraph 1: Presenting Option A - Boarding the Bus

My first instinct was to pull my school bag around to cover the tear and board the bus as planned. After all, I reasoned desperately, if I stayed at the back and sat down quickly, maybe nobody would notice. The bus was already visible at the end of the street, its brakes squealing as it stopped three houses away. I had maybe thirty seconds to decide. My horrible attendance record flashed through my mind. I had maxed out all my quota of being late for school for this year and there were no more second chances. Missing this bus meant being late, and I would end up in the Disciplinary Master’s office again. Worse still, Mother had warned me just last week, ‘Dylan, if you’re late for school one more time this term, no more weekend gaming sessions for a month.’ One more time. Those words echoed ominously in my head. I’d already been late twice this term, both times because I’d overslept. This would be strike three.

Teacher’s Analysis: This paragraph presents the first option clearly and shows the real stakes involved—attendance record, school consequences, and parental punishment.

Body Paragraph 2: Presenting Option B and Escalating the Conflict

Reality crashed down on me like a bucket of ice water. If I boarded that bus, I would have to walk down the narrow aisle past all my classmates, my torn shorts on full display. I could already imagine the pointing, the laughter, the nicknames that would haunt me for the rest of Primary 6. Marcus, the class joker, would definitely have something to say. Probably something like ‘Nice undies, Dylan!’ that would echo through the bus and follow me for weeks, maybe months. My stomach churned at the thought. I glanced back at my house, a mere twenty metres away. I could sprint inside, change into my PE shorts, and be back outside in under two minutes. But two minutes was all it would take for the bus to leave without me. Even if I ran all the way to school, I would be at least ten minutes late. My legs felt rooted to the spot, pulled in two directions like a rope in a tug-of-war match. Face social humiliation, or protect my dignity and face the disciplinary consequences and Mother’s wrath?

Teacher’s Analysis: This paragraph effectively presents the alternative option with equally serious consequences from a twelve-year-old’s perspective. The specific details about potential teasing and the precise timing calculations show realistic problem-solving. The rhetorical question at the end emphasizes the genuine difficulty of the choice.

Body Paragraph 3: The Turning Point

The school bus pulled up to my stop with a hydraulic hiss, its doors swinging open invitingly. The driver, Mr Kumar, peered out at me expectantly. ‘Coming aboard, Dylan?’ he called out. I stood paralyzed, my mind racing faster than a cheetah chasing its prey. Through the bus window, I could see my classmates settling into their seats, oblivious to my crisis. Then I noticed something that made my decision suddenly crystal clear. There, in the third row, sat Benjamin, the boy who had transferred to our school recently. Last Friday, he slipped and fell in the canteen, spilling curry all over his uniform during recess. The whole class laughed at him for the entire day. I watched him spend the rest of the day trying to hide the stain, his face flushed with embarrassment. If I got on this bus, I would become the day’s entertainment, just like Benjamin had been. Could I really put myself through that? In that instant, I really regretted not standing up for Benjamin that day when he needed help. Taking a deep breath, I made my decision. I could not bring myself to get on the bus. Not like this.

Teacher’s Analysis: This paragraph shows the character’s decision-making process. The connection to another student’s embarrassment demonstrates empathy and maturity. The reasoning is clearly explained and shows personal growth.

Body Paragraph 4: The Resolution and Consequences

“Sorry, Mr Kumar! I need to go back for something!’ I called out, already backing away from the bus. The driver shrugged and closed the doors, the bus rumbling away. Without wasting another second, I bolted towards my house, my torn shorts flapping behind me like a tattered flag. I burst through the front door, startling Mother, who was washing dishes. ‘Dylan? What are you doing back?’ she asked, concerned. ‘Shorts emergency!’ I gasped, racing to my room. I grabbed my PE shorts from the drawer and changed in record time. When I emerged, Mother was waiting with her car keys and a knowing look. ‘Let’s go. I’ll drive you,’ she said simply. In the car, I confessed everything—the torn shorts, the missed bus, my regret towards Benjamin. I braced myself for the lecture about being more careful, about the consequences of my third late-coming. Instead, Mother surprised me. ‘You made the right choice, Dylan,’ she said quietly as we pulled into the school driveway. ‘Yes, you’ll get a late slip. Yes, there will be consequences. But you chose to face those consequences squarely. That’s my boy.'”

Teacher’s Analysis: This paragraph delivers the resolution with specific actions and realistic consequences. The mother’s unexpected understanding adds an emotional layer that rewards the protagonist’s difficult choice. The acknowledgment that there are still negative consequences makes the story honest and believable.

Conclusion: Reflecting on the Experience

I walked into school seven minutes late, late slip in hand, my head held high despite knowing my name would be called during assembly. As I entered my classroom, I caught Benjamin’s eye. He gave me a small, understanding nod, as if he somehow knew I would be facing a difficult morning for being late. That afternoon, Mother kept her word about the gaming ban—one week without video games for being late. It stung. But as I sat doing my homework that evening, I realized something important. The difficult choice I made that morning taught me that sometimes doing what is right means accepting uncomfortable consequences and learning to become a better person.

Teacher’s Analysis: The conclusion ties back to the theme of “A Difficult Choice” while maintaining the lighthearted tone established earlier. The character’s reflection shows genuine growth and learning. The ending acknowledges that the right choice still came with real costs. The final sentence provides a satisfying resolution without being overly moralistic.

Key Learning Points from This Example

This lighthearted dilemma story demonstrates several important PSLE Composition techniques:

1. Relatable Stakes: The consequences matter to a Primary 6 student—social embarrassment versus school discipline

2. Realistic Timing: Specific time constraints (30 seconds to decide, 23 minutes until school) add urgency

3. Authentic Voice: The language and concerns feel genuinely age-appropriate

4. Balanced Consequences: The protagonist still faces punishment despite making the right choice, showing realistic outcomes

5. Character Growth: Dylan learns about self-respect and dignity through the experience

6. Lighthearted Tone: The scenario is serious to the character but not melodramatic, maintaining appropriate emotional weight

Remember, effective dilemmas don’t always need to involve life-changing decisions. Sometimes the most compelling stories come from everyday situations that test our values in small but meaningful ways.

Transform Ordinary Stories into A-Star Compositions

At WRITERS AT WORK, we believe great writing doesn’t happen by chance, it’s the result of structure, strategy, and the right storytelling mindset.

Our PURE Composition Writing Programme is designed to help Primary 4 to 6 students master every element that examiners look for: strong plots, emotional depth, realistic dialogue, and of course, well-crafted dilemmas. Students learn how to apply proven writing frameworks such as the FATS Framework (Feelings, Actions, Thoughts, Speech) and STORYBANKING®, our signature method that builds a library of story ideas, experiences, and moral lessons that can be easily adapted for any composition question.

Through weekly guided writing practice, students learn how to plan faster, write more creatively, and express complex emotions clearly — skills that go far beyond the PSLE. Each class is carefully structured to help students internalise story flow, develop confident language use, and refine their writing voice under the guidance of experienced teachers like Teacher Jemmies.

📘 Register or sign up for trial now for our PURE Composition Writing Programme to help your child build a strong foundation in story planning and composition writing.

Frequently Asked Questions (FAQs)

Q1. What is a dilemma in PSLE composition writing?

A dilemma is a situation where the main character faces two difficult choices, and both have serious consequences. In PSLE compositions, dilemmas make stories more realistic and engaging by showing your character’s emotions, values, and decision-making process.

Q2. Why should I include a dilemma in my PSLE story?

Including a dilemma creates suspense and emotional tension. It helps examiners see that you can write with depth, not just describe actions, but show inner conflict and growth. Well-written dilemmas often help students score higher for content and language marks.

Q3. How can I create a strong dilemma in my composition?

Start with two clear, equally challenging options, each with meaningful consequences. Then, use the FATS framework — Feelings, Actions, Thoughts, and Speech — to show the character’s internal struggle and reasoning before they make the final choice.

Q4. What are good PSLE composition topics for dilemmas?

Common PSLE themes that fit dilemmas include “A Difficult Choice,” “An Act of Kindness,” and “Showing Courage.” Each allows students to explore moral or emotional choices — for example, helping a friend versus following rules, or choosing between safety and doing the right thing.