#Primary 3 Composition Writing Class

[creativelear]

Unlock Your Child’s Potential: Top English and Composition Writing Classes for Primary Students in Singapore

In Singapore’s competitive education landscape, mastering English from an early age is essential. Strong language skills form the foundation for academic success and confident communication. If you’re a parent looking to enhance your child’s English and writing proficiency, enrolling them in a specialized Primary English class can make all the difference. At Creative Learning, we offer a range of targeted programes from Primary 3 Composition Writing Classes to Primary 5 English Classes, all designed to cultivate strong language skills through engaging and structured learning.

Primary 3 Composition Writing Class: Building Strong Foundations

At the Primary 3 level, students begin to write more independently. Our Primary 3 Composition Writing Class is tailored to help students transition from basic sentence construction to writing full-length compositions. We focus on three key rules for success: structure, language, and content development. With creative prompts, vocabulary building, and feedback-driven exercises, students develop the confidence and clarity needed for effective writing.

Primary 4 English Writing Class: Enhancing Expression and Clarity

The Primary 4 English Writing Class goes beyond simple storytelling. It sharpens students’ abilities to organize thoughts clearly, use descriptive language, and write with purpose. Our curriculum aligns with MOE guidelines and emphasizes planning, character development, and thematic storytelling. We also include regular practice papers and guided feedback to strengthen exam readiness.

Primary 4 English Class: All-Rounded Language Mastery

Our Primary 4 English Class provides a comprehensive approach to language learning. In addition to composition writing, students improve their grammar, comprehension, vocabulary, and oral communication skills. This all-rounded programme ensures students are well-prepared for school assessments and confident in all aspects of English usage.

Primary 5 English Class: Preparing for the PSLE Years

As students enter Primary 5, the academic rigor increases significantly. Our Primary 5 English Class prepares students for upper primary challenges and sets the foundation for PSLE preparation. We integrate higher-level vocabulary, synthesis and transformation exercises, and advanced comprehension skills. Regular mock assessments and personalised feedback help students identify and work on weak areas.

Creative Writing Classes for Primary School Singapore: Imagination Meets Structure

At Creative Learning, we believe writing should be fun and engaging. Our Creative Writing Classes for Primary School Singapore blend imagination with structure. Whether your child loves fantasy stories or realistic narratives, our creative writing programmes nurture original thinking while teaching students how to structure their ideas effectively. Through theme-based writing, group discussions, and guided brainstorming, we transform reluctant writers into confident storytellers.

Primary Composition Writing Classes: Focused Skill Development

Our Primary Composition Writing Classes focus specifically on mastering the art of writing impactful compositions. We use proven teaching methods to help students understand story structure (introduction, climax, and resolution), character development, and plot coherence. With weekly writing practices and teacher reviews, students see continuous improvement in both creativity and technical accuracy.

Primary English Composition Class: Crafting Strong Narratives

Our Primary English Composition Class empowers students to craft well-developed narratives that capture attention. Students learn to write with purpose, clarity, and originality. Our dedicated tutors provide step-by-step guidance on planning, drafting, and revising compositions — skills that are crucial for excelling in school exams and national assessments.

Primary English Classes Singapore: Trusted by Parents Nationwide

Creative Learning’s suite of Primary English Classes in Singapore is trusted by parents across the country. With a low student-teacher ratio, customized lesson plans, and a supportive learning environment, we help every child reach their full potential. Whether your child needs help catching up or wants to get ahead, we have a programme that suits their needs.

Conclusion

Investing in the right English and writing class is one of the best ways to support your child’s academic journey. At Creative Learning, our carefully designed programmes — from Primary 3 Composition Writing Classes to Primary 5 English Classes — ensure that students are equipped with the skills, strategies, and confidence they need to succeed.

Explore our full range of programmes here and give your child the head start they deserve.

[creativelearningblog]

Find English Tuition for Primary 3 in Singapore

Find English tuition for primary 3 in Singapore.Primary 3 is the year when children get a more rigorous in English. CreativEdge Learning is english tuition class centre.

[megbritt]

Ok last job journal/productivity/studyblr-esque type post I promise ! Then I will return to my whimsy and return to the usual broadcast. Moving forward, posts like this will end up being on their respective blogs, but I digress. But for now, please bear with me.

I GET ASKED LIKE THE SAME THREE QUESTIONS ALL THE DAMN TIME (instagram dms, tumblr asks, even irl at every tech meetup imaginable what have you; im just directing you all here to this post from now on LOL)

questions like "how did you get into software engineering professionally"

"what is your technical background"

and arguably, more importantly "did you go back to grad school"

in this essay, i will sksksk

-

how did i get into swe

i have a bachelors degree in comp math, also known as applied mathematics - computer science emphasis. despite the name, i didnt really feel like i was a cs major regardless since most of my electives i chose as an undergrad were mainly theory.. I didn't take a lot of swe-centered courses. My courses in undergrad primarily focused on topics such as combinatorics in latex, n-color cyclic compositions, and linear algebra in r.

after my bachelors degree i ended up going to grad school to obtain a masters degree in theorical physics since i fell so daymn hard in love for physics as an undergrad- oof im !

missed coding for a few years.. ended up going to coding boot camp to sharpen my skills here we are <33

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what is my technical background

basically answered above !

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did i go back to grad school

no.

I currently am enrolled in a grad school level computer science course at the moment. But I'm enrolled as a "non-seeking degree grad student", or at least that's what it says on my transcripts. Currently, I'm still trying to figure out if I'm ready to commit to a second round of grad school for a second masters or phd.

May or may not take a few more grad level cs courses in the fall & spring; we'll see!

I am enrolled for the fall to take a bunch of random community college courses, one of which is cs, the others of which are like art lol.

The programming language class will be quite nostalgic, cause it's the same programming language i learned as an undergrad.. aww 🫶 It's quite unfortunate I don't really use that language at any of my jobs though.. One of my jobs primary focuses on C# backend so yeah c:

-

how am i going to focus on all this whilst working multiple jobs

¯\_(ツ)_/¯

WE'LL SEE LOL

Quite frankly, I'm barely holding on as it is. Have already contemplated either deferring to the next cohort or dropping the class entirely and waiting until next year but LOL

Somehow it's working out rn !

I kind of blame this on the fact that no one told me classes started two weeks ago??? I basically registed for this class thinking it would start in about two weeks or something NOT THE VERY NEXT DAY I MEAN LOLOL we're like three weeks into the course already as I'm writing this

I kinda do feel like I was just thrown into the fire with this one. It didn't help that I answered a skills survey maybe a bit too accurately i mean x3 kind of regretting answering it TOO honestly.. I should've put I was a beginner at everything cause level 1's group project is to get a front-end only project up and running. easy peasy why cant i do that. BUT IM IN THE HIGHEST LEVEL at level 3 we're all professional devs and we have to turn in a fullstack app with aws lambda and the works.. a working database and everything WHYY?!? LOL

It's nice though that we all have similar schedules though cause we're all working devs in the team but

-

The transition from not going to school for a few years bc of work to full blown working full-time with multiple jobs on the side AND going to grad school again but this time its part-time

HAS BEEN ROUGH LOL no denying

But I will admit I'm having a lot of fun.

I'm glad that before this I was, ya know, going to disneyland on the reg, and/or raving, going to as many raves as I can. Attending concerts like the concert junkie I am lol

I still plan to do these things of course, but I think it'll be a significantly less amount than before.

-

tl;dr im a massive nerd (but i prefer scholar ! it sounds better lolol)

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Lastly, I just wanted to plug my two new tumblrs I made recently!

You can find me there on those two, probably talking about my classes or work or other news. And productivity! megbrittstudies.tumblr.com & notreallystudyingcs.tumblr.com

　

Thank you for reading this far !! ily ! ♡

[kroashent]

Mermay 2024 - 3 - 'Love and Peace'

Beneath the waves of the Mor Bras, the Great Sea that surrounds the Armorican Peninsula, there is a city lost to time. Ker-Ys was once the jewel of a great kingdom, a beacon of prosperity and magic. But dark forces worked against the city and it was destroyed in a powerful magical storm, its princess condemned to live alone as a mermaid in her ruined home. But Ahes was resilient and clever, discovering that, while she could never again be human, she could make other Marie-Morgane. Taking in the lost and outcast of Alvez, Ys-Beneath-the-Waves rises again.

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Val's Notes: The prompt for this one, suggested by a viewer was "Love and Peace" I originally was going to go for a different vibe on it and use Renee and Ailinor for "warrior/armor" but went in a different direction. I went pretty deep on the design here.

The medieval concept of "Courtly Love" is very important to the Marie-Morgane, and part of their intricate Courtship ritual, of which the cleric Ailinor, and her paramour, the knight Renee, are a great example. I wanted to do something that showcased their relationship a bit more, since they are probably my favourite couple of the Marie-Morgane (Sorry Adele/Fleur!)

I decided to make an homage to one of the iconic Modern interpretations of the middle ages, the unparalleled work of Edmund Leighton in his 1900 masterpiece Godspeed in feel and composition.

I tried to replicate the architecture in the scene, but replace it with the quiet, lonely atmosphere of the sunken city of Ys-Beneath-the-Waves. The city was once the grandest in the North, but was destroyed by magic, nature and treachery. It is a ruin, overgrown by coral and maritime floraa, and the Marie-Morgane share it with fish, turtles and other creatures, including some rather nasty ones.

This scene takes place at the gate leading out of Castle-Hill, one of the three high points of the city. Ker-Ys was built within a great seawall, a network of balconies and bridges reaching from the sea-level gates down to the Lower Wards. When the city flooded, the city was quickly destroyed as water rushed down from the breaches walls.

For Renee's outfit, I really wanted to give her something that stood out as part of her new world, not merely her old human armor. She wears a tight, form-fitting shark-leather shirt, a coral gorget and a pair of turtle-shell pauldrons, fitted together with a thick shark-leather belt. Her weapon is an espadon, a polearm developed by the Marie-Morgane resembling the fin and bill of a swordfish, which serves as the primary weapon of the average soldier. The strip of cloth tied around the espadon you may recognize as part of Ailinor's old cleric robes, a token given to her girlfriend!

I changed the poses from Godspeed, as the keen-eyed may notice. In the original, the Lady ties a token to the knight's arm as he rides into battle. This moment of intimacy is held at arm's length, in accordance to the tropes of Courtly Love, but Renee and Ailinor have moved from that expression to a more direct, open and intimate relationship, closing the emotional distance that exists as the ideal of Courtly Love. They also meet alone, as Renee patrols the upper levels of the city, rather than a fleeing moment as an army marches away.

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Back in 2019, I launched a special series for Mermay, an art project to develop a small, but important part of the lore of Alvez, the world of Kroashent. The Marie-Morgane of Ys-Beneath-the-Waves are one of several merfolk races of the world. For this project, I decided to "adapt" each of the Dungeons and Dragons Character Classes into a character as they may appear in Alvez, then transform these characters into mermaids with art and short stories! Since then, I've been working hard on developing the world and the characters who live, there, even writing an ongoing novella, Kroashent: Bal des Loups, which you can read right now, for free!

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Planning on revisiting Ys-Beneath-the-Waves once more this Mermay and checking in on all the Marie-Morgane. I am currently looking for prompts to help inspire this set, so suggestions are welcome if you have ideas for the other girls!

First of 2024 - Ahes

https://www.tumblr.com/kroashent/749315089989091328/mermay-2024-1-welcome-back?source=share

Previous - 'Dance' with Isra and Mairead

https://www.tumblr.com/kroashent/749398157297942528/mermay-2024-2-dance

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Want to support Ailinor, Renee and the Kroashent project? Check out my patreon page, for exclusive alternate versions of this drawing and other great rewards! All your support means a lot to me and helps bring the world of Kroashent to life! Check it out here: www.patreon.com/Kroashent

Interested in getting your own idea drawn by me? Commissions are open: Interested in getting your own idea drawn by me? Commissions are open: https://www.deviantart.com/kathalia/art/Commission-Sheet-2024-1014668898

[literaturereviewhelp]

Ancient Rome” written by William E. Dunstan. The review will identify the specific topics, materials used in writing, opinions and assumptions made in the book. Moreover, the key problems discussed, various issues and arguments made by the author in the book will also be presented in this book review assignment. In this context, the report will mainly evaluate the above stated book based on the styles of writing, objectivity and general survey of the contents as depicted by the author. 1. ABOUT THE AUTHOR The author of the book “Ancient Rome” i.e. William E. Dunstan is associated with the University of North Carolina as a visiting scholar. As per the author, the book endeavored to explore the historical findings of ‘The Ancient Near East and Ancient Greece’ (Dunstan 1-597). 2. OBJECTIVE IN WRITING The main objective of the author behind writing the book can be ascertained as addressing the key issues prevailing in the general environment that are related with law, women, plight of unprivileged free people, sex, education, popular entertainment, food along with clothing and marriage as well as divorce. The other issues encompass the roles of slaves along with freedmen, death and burial, composition and power of the ruling class, finance and trade, scientific and medical achievements, religious institutions and practices and artistic and literary masterpieces among others (Dunstan, 1-597). 3. QUALIFICATIONS FOR WRITING ON THE TOPIC William E. Dunstan served as a visiting scholar in the University of North Carolina and also as a lecturer in various universities including University of North Carolina, North Carolina and State University and Carnegie Mellon University. The book outlines the viewpoints of Dunstan on a specific topic i.e. ‘social and cultural history’. Moreover, Dunstan in his professional life has gained remarkable position in the field of archivist, public lecturer, author, historical editor, college administrator as well as award-winning teacher. ‘The Chronicle of Higher Education’ hailed Dunstan towards writing appealing literature based on his life and his previous published books that include ‘The Ancient Near East and Ancient Greece’ (Dunstan, 1-597). 4. MATERIALS USED Materials that were used in the content are determined to be an essential element of the book that determines its high reliability. In this regard, it is often argued that the validity of any book firmly depends on the reliability of data obtained from various sources. Thus, for gaining maximum attention of various viewers and readers, the author i.e. William E. Dunstan focused on utilizing both primary and secondary sources for collecting relevant data. Specially mentioning, one of the primary sources of data collection involved the own perspectives of the author that he experienced and learned in his life. In this study, face-to-face interviews with three employees of three different companies were arranged for collecting primary data relevant to the study. On the other hand, data were also collected from accessing varied secondary sources. Notably, the secondary data was mainly collected through reviewing various previous literatures of different authors along with accessing distinct scholarly based articles, books and journals. Moreover, primary sources included the own works conducted by the author during the time of the study. On the other hand secondary sources entailed the opinions that have been gathered from earlier studies (Dunstan 1-597). 5. OPINION With regards to provide opinion about whether the author William E. Dunstan has attained his objective or not, it can be asserted that the book covers excellent material texts that eventually made quite readable, inclusive and well as attractive for the readers to read. The key reason behind such opinion is that the author has provided proficient mixture of military and political along with social and cultural histories of ancient Rome. Moreover, the students who wanted to obtain an in-depth understanding regarding the Roman world; they can be quite beneficial from the same. Besides, the readers might feel much pleasure in thoroughly reading the Ancient Rome and can become delightful, as the author presented certain fun related contents in the book. Furthermore, in this regard, it can be stated that the book is quite presentable, which provided great opportunity to the audiences in becoming familiar with the prevailed Roman culture (Dunstan 1-597). 6. CONTENT OF THE BOOK The book titled “Ancient Roman” itself provides a fundamental understanding about the prospective of the author and the problems that were associated with the Roman history. The book provides the amalgamation of the vast period of Rome from the period of second millennium BCE till the sixth century. Furthermore, the author hosted the world famous figures through including the ‘Alexander the Great’, ‘Theodora’, ‘Julius Caesar’, ‘Augustus’, ‘Cleopatra’, ‘Cicero’, ‘Hadrian’, ‘Diocletian’, ‘Hannibal’, ‘Constantine’, ‘Nero’, ‘Justinian’ and ‘Theodora’ presence in the content of the book. This will certainly help the readers to interact with the different dimensions and the views of the above depicted renowned and famous personalities. It is worth mentioning that the author Dunstan emphasized detailing the subjective content in the book. In this regard, as per the observation made by Dunstan, the Romans had to fight for building a strong nation, which would aid in addressing along with mitigating respective limitations and problems. Read the full article

[luckycheesefoodie321]

Y’all don’t even understand.

I teach primary school and I had a composite year 3 and 4 classroom (small Australian suburb school) for my first year (8-10 year olds) back in 2022. At this age is probably around the time I started learning about all these computer things bc I had a dedicated ICT class but society would have you believe that these days, kids already know all of it by this time.

Now at this school, these kids had STEM as a specialist subject but the tech part was mostly to do with programming and parts of a machine and all that jazz. Not so much the basic mechanics of a computer and it’s use (tho they do learn here and there bc it’s just embedded into the learning that hey you turn on a computer and access internet and log in here blah blah blah).

But I did a big information report research project with them in the final term and the amount of computer literacy issues that just popped up as we went along.

Googling basic information (didn’t know how to find google, didn’t know how to find information using google), clicking on website links and looking for information, using search bars WITHIN websites, basic typing posture.

ALL OF IT I had to explicitly teach.

Knowing that my Year 4s would be heading up to Year 5 where A LOT of assessment involves typing up writing pieces and using laptops with increasing frequency, I was genuinely horrified how little they actually knew how to do.

One of our major statewide (nationwide??) assessments, once they get to Year 5, involve typed writing pieces. And the way some of these kids used only one finger to do all the work???

I literally dedicated a couple sessions a week to typing practice and covering the basic parts of websites. What is a search bar? What is the refresh button for? What is a hyperlink? What is the home page? What is a URL? How do we use Google effectively?? (Keywords as opposed to typing whole questions into the search bar). How can you tell a website is safe or not?? How do you make a PowerPoint? How can you add images to a PowerPoint? How can you make a PowerPoint more interesting? How do you save a PowerPoint?

OH MY GOD HOW DO YOU COPY PASTE??? Like the use of the ctrl button was a revelation to them.

Now as time has passed, I acknowledge that my typing posture is shit. I use like 5 and a half fingers at best. But you bet your ass I can touch type and the way my kids reacted when I demonstrated that I did not even have to look at my screen to type while it took them a solid 20 seconds to find the s key.

Computer literacy at this time is wildly under-taught given how much these kids will be working in the digital space in future.

Telling young zoomers to "just switch to linux" is nuts some of these ipad kids have never even heard of a cmd.exe or BIOS you're throwing them to the wolves

[metamoreacademy-sg]

Boost Your Secondary School English: Effective Strategies for Students

As students transition from primary to secondary education in Singapore, the demands of the English language curriculum become increasingly complex. The secondary English in Singapore curriculum requires students to develop a more sophisticated understanding of reading comprehension, writing skills, and language usage. To excel in this academic journey, students need to adopt effective strategies and seek specialized support.

Navigating the Leap to Secondary School English

The leap from primary to secondary school English can be daunting, as students are now expected to:

Comprehend Deeper Layers of Meaning: Reading comprehension tasks involve analyzing a variety of texts to uncover their underlying themes and nuances.

Master Diverse Writing Genres: Composition writing assignments cover a broader range of genres, including persuasive, discursive, and narrative writing.

Interpret Visual Stimuli: Visual comprehension tasks require students to understand the relationship between text and visual elements.

Engage with Literature: The study of literary texts, such as novels, poetry, and drama, introduces new challenges in terms of interpretation and analysis.

To help students bridge this gap, effective strategies and targeted support can make a significant difference.

Strategies for Success in Secondary School English

Strengthen Comprehension Skills: Engage in regular practice with a variety of reading comprehension passages, focusing on understanding the main ideas, identifying supporting details, and analyzing the language used.

Expand Writing Repertoire: Familiarize yourself with different writing genres and practice planning, structuring, and crafting compelling compositions in each style.

Cultivate Visual Awareness: Regularly analyze the relationship between visual elements and written text, paying attention to how visuals can enhance or complement the written content.

Develop Literary Analysis Abilities: Actively engage with literary texts, exploring themes, characters, and the author's use of language and literary devices.

Enrich Vocabulary: Consistently expand your vocabulary by learning new words, understanding their meanings, and practising using them in context.

Seek Personalized Guidance: Consider enrolling in a specialized secondary English in Singapore tuition program that provides targeted support, individualized attention, and comprehensive exam preparation.

At MetaMore, we understand the unique challenges faced by secondary school students in their English language journey. Our comprehensive secondary English in Singapore program is designed to equip students with the necessary skills and strategies to excel.

Our curriculum is structured to address the specific needs of students at each stage of their secondary education:

Secondary 1 & 2: We focus on bridging the gap between primary and secondary school English. Our classes emphasize:

Strengthening reading comprehension and summary writing skills

Mastering diverse composition and situational writing tasks

Developing visual comprehension and analysis abilities

Introducing and exploring literary texts

Secondary 3: As students prepare for the O-Level examinations, our classes are tailored to:

Hone writing skills through extensive practice of various genres

Enhance reading and visual comprehension through thematic study material

Provide dedicated practice and guidance for the Oral and Listening Comprehension papers

Build a robust and versatile vocabulary

Secondary 4: In the final stretch towards the O-Levels, our program intensifies with:

Targeted exam-oriented practice across all four English papers

Comprehensive study material that integrates writing, comprehension, and vocabulary

Strategies for effective time management and maximizing marks

At MetaMore, we believe that success in secondary school English goes beyond just achieving high exam scores. Our holistic approach aims to nurture a genuine appreciation for the language, empowering our students to excel academically and develop valuable skills for their future endeavors.

Entrust your child's secondary school English journey to MetaMore, where personalised attention, expert guidance, and a supportive learning environment come together to unlock their full potential.

[azeez-unv]

UNDERSTANDING CHILDREN'S LEARNING STYLES

Learning style is a person's natural way of acquiring (getting) knowledge or skill.

It is a person's preferred mode of taking in concepts, facts or information with less mental effort or strain.

Every human being has their own unique learning styles. It is one instinct out of the several human instincts we are born with.

In every individual, there are some learning styles that are more developed than others. Some are more dominant than others.

Learning styles can be cultivated, nurtured and developed to produce maximally.

A pupil's learning style is his unique pattern of absorbing or understanding a concept, topic or lesson as an individual entity in his classroom.

Through a child's learning style, he can quickly understand an idea, a concept or skill easily.

A child's learning style often influences his/her career choice as teenagers/adults.

It could determine what profession or vocation they choose to engage in.

This is one of the reasons it can be so counterproductive when a child is compelled to study or become what he does not have a natural flair for.

It has also been observed that most intelligent and successful people have more than one learning styles.

They usually have their primary learning styles and secondary learning styles

This statement is equally through for almost all children. A child can have several learning styles but there will be one that is very dominant among others

TYPES OF LEARNERS

There are seven types of learners in our classrooms when grouped according to their learning styles.

As I mention the different types of learners, I will also give sufficient descriptions to help us identify the primary learning style of each child/pupil/student that fits into that category.

1. VISUAL LEARNERS

This class of learners prefer to learn by looking at the pictures, images, objects or symbols of whatever they are being taught.

They learn best by seeing what they are being taught.

They use the power of sight to their advantage a great deal when it comes to learning.

They like to observe things in their environment and can easily spot any difference if there has been a change to those things.

They can easily remember and describe any object or face they have seen before.

They like to use images/drawings (e.g. cartoon) to express/illustrate their thoughts and emotions.

They do well, often, in art and designs activities or tasks.

2. AUDITORY LEARNERS

This category of learners love to learn through music, rhymes or songs.

They engage their hearing faculty to get the best out of anything they have to learn.

Auditory learners find it relatively easy to process whatever they hear in their mind's eye

This quality helps them to excel in any activity that involves mental reasoning or calculations like quiz competition and mental sums.

They also take a spontaneous interest in musical appreciation.

The sound of anything attracts their attention almost instantly

They have a strong tendency to remember the lyrics of a songs for a long time.

They find it easy to mimic any sound/voice they hear

Some also like to make noise a lot as they detest quiet environment

3. VERBAL LEARNERS

They have their strengths in linguistic abilities.

They are powerful with words both in speech and writing.

They can learn different languages easily.

They have strong cognitive skills in spelling, creative writing (composition) and comprehension

They are powerful orators and they are good at delivering impromptu speeches.

They express themselves so easily with words.

They excel in extra curricular activities that involves words ( e g. debate).

4. KINESTHETIC LEARNERS

This group of learners engage their sense of touch a lot when learning.

They do well in learning activities that involve doing and moving.

They like to have sensory contacts with objects or people during learning activities.

They excel in technical skills.

They are usually energetic and tactile learners.

They have passion for sporting activities.

They find it difficult and annoying to sit still in a class for a long time without doing any activity that involves movement.

They rejoice best/most when it is break time.

5. LOGICAL LEARNERS

They prefer using logic, reasoning, systems and patterns to learn.

They are very analytical and mathematical in the way they embrace learning activities.

They are very good with numbers and calculations.

They possess fantastic thinking skills/abilities

They are good at putting things together in an orderly/ well-arranged manner.

They are good at organization skills. They can organize people, things or events very well

They are also very creative with concepts and objects (e.g.with toys, equipment, gadgets, etc. They like to assemble things.

6. SOCIAL LEARNERS

This category of learners prefer to learn in groups or with other pupils.

Lessons feel boring to them when there are no learning mates and vice versa.

They like to learn cooperatively

They also love to share what they learn or know with others.

They are very good at peer teaching activities.

They derive pleasure in collaborating with others to solve learning tasks. (e.g. solving academic exercises or studying in preparation for exams)

They are very sensitive to the emotions of the people around them.

They pay low attention during one-on-one lessons. Rather, they will want to turn the learning session into a chatting time.

They, specially, love to have as much fun as possible mixed with the learning activities.

7. SOLITARY LEARNERS

These learners prefer to learn alone.

They like to use self study to get on with their learning needs and activities.

They are independent learners.

They are usually internally driven/motivated to learn.

They prefer to learn at their own pace and time.

They need less external motivation to learn.

They don't like to be rushed or pushed to learn and may resist any attempt to be forced to learn when they are not motivated from within to do so.

Their self confidence and self esteem can easily be damaged if handled by someone who doesn't understand them

They do well in one-on-one learning sessions when they are in their learning modes ( particularly for preschool kids).

Their emotions and moods are part of the factors that influence what they get out of a learning activity.

They like to learn in quiet environments.

They have a strong sense of personal pride in their own abilty to learn independently as teenagers/adults.

Every learning style can be nurtured, stimulated and developed to produce at maximum capacity provided they are identified early and steps are taken to channel them into a productive force within the individual child.

May all our children/learners succeed excellently in their academic and life pursuits.

[asegbolu]

My First Day in Class: A Narrative Journey Composition English Grammar Primary 5 First Term Lesson Notes Week 3

Composition English Grammar Primary 5 First Term Lesson Notes Week 3 Subject: English Composition Class: Primary 5 Term: First Term Week: 3 Age: 9-10 years Topic: Narrative Writing Sub-topic: My First Day in My New Class Duration: 60 minutes Behavioural Objectives By the end of the lesson, pupils should be able to: Describe their first day in their new class. Identify the key elements of a…

[carlimuja]

5 Considerations for Choosing Chinese Composition Books

When selecting a composition writing book for Primary 3 students in Singapore, parents and teachers have various options around the city-state. With so many different books available, it can be challenging to identify which is best for your child or student. Here are some key considerations to keep in mind when selecting a Chinese composition writing book:

#1 Level of Difficulty

It's essential to choose a composition writing book that is appropriate for the child's level of proficiency in English. While some composition books may be too easy, others may be too advanced. It can lead to frustration and discouragement. Choose a Chinese composition book that offers a gradual progression of difficulty, starting with simple sentence construction and gradually building up to more complex paragraphs and compositions.

#2 Writing Styles and Techniques

Every composition writing book has its unique approach to teaching writing styles and techniques. Some Chinese composition books focus on building vocabulary, while others may emphasise grammar and sentence structure. Choose a book that aligns with the child's learning style and preferences. Ensure they can engage and connect with the material.

#3 Content and Topics

The content and topics covered in the Chinese composition writing book should be relevant and engaging to the child's interests and experiences. For example, a book that focuses on writing about animals may be suitable for a child who loves animals. Likewise, a book that covers various types of writing, such as descriptive, narrative, and persuasive, may be ideal for a child who enjoys a range of writing styles.

#4 Practice Exercises and Activities

A good composition writing book should include plenty of practice exercises and activities they peruse outside of attending online or onsite tuition classes in Singapore. It will allow the child to apply and practise the skills they learned. Look for books that provide clear and detailed instructions and opportunities for feedback and self-evaluation. Additionally, interactive activities such as group discussions, peer reviews, and online resources can help keep the child engaged and motivated.

#5 Feedback and Support

Choose a Chinese composition writing book that provides feedback and support to the child. Look for books that offer guidance and tips for improving writing skills. The composition book should also provide opportunities for feedback and self-evaluation. Additionally, consider seeking books with a teacher's guide or online resources that offer additional support and guidance.

In conclusion, when selecting a composition writing book for Primary 3 students in Singapore, it is essential to consider the difficulty level, writing styles and techniques, content and topics, practice exercises and activities, and feedback and support. The appropriate Chinese composition book will let children develop essential writing skills and confidence, helping them excel academically and beyond.

Many excellent Chinese composition books are available in Singapore for children. However, the best choice depends on the child's needs and preferences. Choose a book that aligns with the child's proficiency level and interests.

If you need a comprehensive and engaging composition writing book for Primary 3 students, check out our selection offered by EduGrove. Their books offer a gradual progression of difficulty, various writing styles and techniques, engaging content and topics, plenty of practice exercises and activities, and feedback and support to help children excel in writing.

A Chinese language tuition centre in Singapore might be an excellent approach for students to learn the language in a controlled and friendly atmosphere. Through their self-help evaluation and Chinese composition book collection, EduGrove wants to assist students in strengthening their composition writing talents. Visit EduGroves' website to learn more about the firm, its goods, and its services for children of all levels around the island, including composition writing for Primary 3 pupils.

[creativelear]

Elevate Your Child's English Proficiency with CreativEdge Learning's Primary 3 and 4 Classes in Sing

In Singapore's competitive educational landscape, mastering English is crucial for primary school students. CreativEdge Learning offers specialized programs tailored for Primary 3 and Primary 4 students, focusing on creative writing and comprehensive English skills. These programs are designed to enhance students' writing abilities, grammatical knowledge, and vocabulary, ensuring they are well-prepared for future academic challenges.​

Primary 3 Creative Writing Class

The Primary 3 Creative Writing program at CreativEdge Learning introduces students to composition topics similar to the Primary School Leaving Examination (PSLE) format. Through interactive lessons, students learn to craft stories with clear sequences and detailed descriptions. Key components of the program include:​

Story Structure Understanding: Students grasp the intermediate story structure appropriate for Primary 3, learning to plan narratives using a title and three pictures.

Content Development: Emphasis is placed on planning stories with proper flow, systematically describing each part, and visualizing events to enhance storytelling.

Exam Preparation: Students are taught exam rules and tips, applying writing skills effectively under exam conditions.

Vocabulary Enrichment: The program focuses on replacing common words with specific vocabulary to describe actions and feelings, utilizing thematic vocabulary for each writing topic.

By the end of the course, students can independently apply their enriched vocabulary and writing techniques to create compelling compositions.​

Primary 3 Composition Writing Class: 3 Key Rules

Understanding the structure and requirements of composition writing is vital for Primary 3 students. CreativEdge Learning emphasizes three key rules:​

Title Awareness: The title dictates the main character and theme of the story. Students learn to align their narratives with the given title, ensuring relevance and coherence.

Conflict Identification: Recognizing the main problem or conflict in the story is essential. Often, one of the provided pictures hints at the conflict, guiding students in developing their narratives.

Structured Expansion: Moving beyond simple storytelling, students are taught to expand their narratives meaningfully, adding depth and detail to their compositions.

These principles help students create well-structured and engaging stories, laying a solid foundation for advanced writing skills.​

Primary 4 English Writing Class

As students progress to Primary 4 writing class, the focus shifts to preparing them for upper primary challenges, including the PSLE composition exam. CreativEdge Learning's program offers:​

Advanced Story Planning: Students learn smart picture selection to choose appropriate storylines, plan stories with logical flow, and elaborate on key parts of the narrative.

Character and Conflict Management: The curriculum includes managing different characters and conflicts within a story, enhancing the complexity and interest of the narratives.

Critical Thinking and Visualization: Students are encouraged to visualize and write detailed main events, developing their critical thinking skills.

Language Mastery: The program emphasizes using vivid vocabulary to describe actions and feelings, varying sentence structures, and independently applying learned vocabulary.

This comprehensive approach ensures students are adept at crafting sophisticated and expressive compositions.​

Primary 4 English Class

Beyond writing, CreativEdge Learning offers a holistic Primary 4 English program that encompasses:​

Grammar and Vocabulary: Students master grammatical rules, thematic vocabulary, and sentence synthesis, applying these skills accurately in various contexts.

Cloze and Comprehension Skills: The program teaches students to read and understand passages, identify keywords, recognize different types of comprehension questions, and apply appropriate answering techniques.

Writing Proficiency: Students learn to create storylines with depth, plan logically sequenced stories, and use a rich vocabulary to write vividly.

This well-rounded curriculum ensures students develop strong English language skills, preparing them for future academic success.​

Why Choose CreativEdge Learning?

CreativEdge Learning stands out for its boutique approach to English education, specializing in teaching English and composition to primary students. Located at The Central, Soho 1, 6 Eu Tong Sen Street 05-16, Singapore 059817 (Clarke Quay MRT Station, Exit E), the center offers a conducive learning environment. Classes are conducted with small group sizes, allowing for personalized attention and tailored instruction. The dedicated educators at CreativEdge Learning are committed to nurturing each student's potential, fostering a love for the English language.

Testimonials

Parents have observed significant improvements in their children's writing abilities:​

"Previously Alethea would focus more on writing creatively hence she would write whatever that came to mind. After enrolling Alethea in the programme, I noticed that she is able to more fully capture the theme of the story so as to fulfil the exam requirements. Her story content has also became more substantial and the wider knowledge of vocabulary words as well as the writing techniques taught have further aided her in improving her writing too."

— Lena Lim, Mother of Alethea Tan, P6 (GEP

[creativelearningblog]

Primary 1 English Enrichment Class and Best English Class For Primary 1 - Creative Learning

In Washington, DC A nonprofit organisation, Creative Learning, Since its creation in 1977, Creative Learning has supported communities, non-governmental organisations, and educational institutions both at home and abroad in their efforts to bring about change that has a significant long-term social impact.

The potential of regional organisations to improve the lives of local citizens everywhere is strengthened by Creative Learning's focus on areas where there are pressing human needs. Establishing people-to-people partnerships is a particularly effective way for us to uphold human rights, advance social and economic development, and foster peace.

A new teaching and learning methodology (TLM) named "Creative Learning" was created by APCL with the goal of fostering an individual's creativity. Every child is creative from birth, according to the school. Development of the child's intrinsic learning processes is the system's primary goal. It makes an effort to cultivate seven fundamental skills known as Core Creative Competencies (C3): focus, power of observation, memory, thinking, imagination, emotional control, and communication/expression power. ([4] Although it incorporates them into contemporary educational systems, the system is founded on conventional Yogic cultural practises.

Click Here: Best Primary English tuition centre in Singapore

Every child receives individualised instruction according to his or her personality, family, and social surroundings. The contents are regularly adjusted to the child's strengths by using monitoring and evaluation.

Offering English enrichment classes and writing programmes for primary school pupils makes Creative Edge Learning proud. All of our students will leave our English and creative writing sessions with the necessary information and abilities to succeed in Singaporean examinations creative writing classes for primary schoo, Singapore . Additionally, in a collaborative and dynamic learning atmosphere, our professors will share advice on how to improve both analytical and creative thinking. Your child gradually learns and masters the language and writing skills through a continuous progression across the six primary school levels.

Your child gradually learns and masters the language and writing skills through a continuous progression across the six primary school levels.

Our programmes assist your kid in learning at every stage of their primary education, from being eager learners in the lower primary years to independent learning in the middle primary years to finally mastering the language in the upper primary years.

Why is creative learning important?

Learning experiences that are imaginative elicit strong student engagement. Learners retain information longer and develop their understanding when they actively participate in the process. However, that is only the beginning. The benefits of creative learning go far beyond that.

It encourages creative problem-solving.

Learning activities that are creative alter how students approach issues. They develop greater creativity and innovation, as well as an improved ability to manage uncertainty. Creative learners begin imagining alternatives or possibilities from several angles. They can anticipate and overcome challenges thanks to this change in perspective.

Strengthens critical thinking.

Students put up original solutions and ideas. The process is then improved by reviewing how well they've implemented them.

encourages taking risks Learners who engage in creative learning run the risk of failing. They have the option to make judgments, some of which may unavoidably fail to produce answers. However, engaging in creative learning gives students a setting where they can experiment and discover new things. Gaining confidence in "failure" enables students to take more risks while feeling less anxious.

It creates an attitude of curiosity. Unconventional approaches to education are creative. Unusual teaching methods stimulate interest in the subject and the learning process in students and encourage learning in general. Curiousity, conversation, and fascinating discoveries are all fostered by creative learning.

Boosts one's sense of assurance.

Confidence-building learning strategies are creative. As a result? Lessons learned are more likely to be applied by students.

For more info click here: Primary Composition Writing Classes

[pinkandwhitedog]

The Adam Project is NOT just “another Ryan Reynolds movie”

Now let’s get one thing clear (There will be a few things to explain. But ‘Let’s get 5 things clear’ doesn’t have as much of a ring to it). It’s currently spring break, I have a 6 page essay due in 3 days that I’m trying to work through. I haven’t read my sources yet and I’m trying to bullshit my way through it without having to read 50 pages of Martin Seligman and Aristotle to learn about this stuff before I write it down. But getting a good grade on this paper worth 20% of this English core class is not as important as setting the record straight: The Adam Project was a fucking masterpiece.

I won’t go too in depth about what the movie is. I have a lot on my mind and I don’t want to slow it down by stopping to explain the plot to you, so here’s a brief synopsis: Time travel exists! Adam Reed (Ryan Reynolds) travels back in time to try and rescue his wife, who got stuck in 2018. He lands in 2022 (he was under a lot of stress, okay?) and teams up with his younger self (Walker Scobell) to destroy time travel, because there’s a big monopoly on time that fucks with people’s lives. They go back in time to 2018, to work with The Adams’ father, Louis (Mark Ruffalo), who just so coincidentally was the one to accidentally invent time travel. And also, Louis died in 2021, and both Adams are still reeling with grief.

I watched this movie without pausing once, which is a great difficulty for my ADHD-raddled brain. But I was hooked from the start, the quick pace perfect to keep my attention, the characters enjoyable and connectable, and the cinematography fucking amazing. I could watch that movie on mute and still be mesmerized by the shot composition and color scheme throughout the film (I just like the color blue. It’s blue. It’s heaven for me). I looked up the reviews hoping to fill with pride at the praise it should undoubtedly receive, but I was quickly disappointed.

The primary critique I seem to stumble upon is that it is “just another Ryan Reynolds movie.” People are beginning to tire of Reynolds’ charisma and satirical sense of humor, the very thing that the same people praised about him in the first place. They don’t giggle anymore at the jokes pointed at other popular franchises, or laugh at the sly references that are a staple of Reynolds’ films. Which to this critique, I say: You fucking wanted this! Let’s be honest: The vast majority of people who watched The Adam Project wanted to watch Ryan Reynolds for almost two hours. Then, the same people get pissed that Ryan Reynolds is acting like Ryan Reynolds! Shocking.

I understand the complaint, Ryan Reynolds definitely has a character type that I and much of the world enjoy watching him play. The difficulty comes when this is used to undermine the movie as a whole – The Adam Project is absolutely NOT just another Ryan Reynolds movie. It’s about childhood, and grief, and figuring your shit out. It’s a physical manifestation of inner child healing! I can’t make people who don’t get it understand. But Adam has been carrying around the grief from his father’s death his entire life, and without processing it he has carried around his childhood-self this entire time. Now he gets to physically revisit himself, and figure his shit out.

After losing his father, young Adam doesn’t know what to do with himself. He uses his smart mouth to shield himself from others and the grief that is stewing within himself. He lashes out at his mother, doesn’t allow himself to develop connections with his classmates. He keeps spiraling, lets his pain fester for almost thirty years, until he is where we meet him: Cynical, deflective, angry. Then we see him as he was at the beginning of his journey: Clever, avoiding, and suffering.

We see the similarities between the two: the jokes, the pain. We also see their differences: Young Adam is more optimistic (although this is only in comparison to Big Adam), his anger is fresh, and he acts outwardly instead of inward. Big Adam has sat with his hatred for decades, and it has infected him. He hates himself for lashing out at his mother, like Young Adam is doing right now. It’s something that many people with a painful past do. We look back at ourselves, and our differences, and think “What happened?” or “Why did I do that?” Living in the past keeps us there. Staying stuck in our trauma keeps us from moving on.

And maybe this is getting a little too personal. But I think it has to! If you understand it, you do. If you don’t, the only thing I can do is refer back to myself to give you some sort of comparison. This isn’t about me, but here’s a little background info: My father never took care of me emotionally. Boohoo! There’s more to that story but I prefer to be cool and mysterious (Plus it’s a little bit of a downer). Point is, I feel my childhood self with me all the time. I feel him get angry at little things, like people not holding the door open for me or saying bless you when I sneeze. I feel him getting upset whenever friends don’t respond quickly enough, or whenever I don’t have anyone to help me take care of myself. It reminds him of growing up, and that’s painful for him.

I dabble a bit in inner child healing. This is when you recognize that there’s a wounded child version of yourself inside your mind, and he never got to grow up like you did. The point is to recognize the way he’s feeling, and reassure him that things are okay. Like there’s a traumatized dog in your mind. They can’t comprehend that they’re not in a safe space just yet. It’s about being compassionate with yourself and guiding yourself to healing.

And how much easier it would be if you could physically manifest your inner child. It would be so much easier to empathize, to recognize that he is a CHILD! That’s what The Adam Project is. Adam has spent so many years trying to shut out his childhood wounds, yet they have still been festering inside of him. It continues to affect him. He hates his younger self for how he acts, hates to think that he was once him. But then he’s forced to look at his 12 year old self, to see him as a separate being, and to reevaluate his emotions. And Young Adam helps Big Adam in ways he didn’t think he could.

“I think it’s easier to be angry than it is to be sad. And I guess, when I get older, I forget that there’s a difference.” –Young Adam to Big Adam

Anyway, where were we? This movie is about inner child healing. About addressing your younger self, acknowledging their pain, acknowledging YOUR pain. Forgiving yourself and finding compassion for your younger self, learning to grow together instead of leaving each other behind. And Big Adam getting to reunite with his father is just the icing on the cake. For decades Adam has taught himself to hate his father, because it’s easier than missing him. Now he gets the chance to experience the love his father has from him before he forgot about it.

And that’s the second thing that fucking gets you. The daddy issues. Dear god, the daddy issues. If you have a good relationship with your father I salute you. I hope you never watch The Adam Project and end with a feeling of bitter yearning in your chest for what Adam got – Closure. But I hope you can come to understand through second-hand knowledge that the closure Adam brings is something very important to everyone that won’t get the same thing from their father. How important it is to have that one last hug.

Sure, maybe it borders on fantastical. But when has that ever been a bad thing? Everything ends up alright in the end. In reality, that’s what all of us want. Despite pulling out my heart and stomping on it on at least four separate occasions, it��s a feel-good movie.

What feels the most insulting to me when reading the negative reviews for this movie is how critics disregard how personal it is. It’s obvious that this movie is a declaration of love to someone’s inner child, to someone’s pain. Someone poured their heart and soul into this movie, and people still don’t understand. Whether or not this is a great deal about Reynolds’ personal experiences (which I remember seeing once, but can’t for the life of me find where he said it. Let’s just go with a maybe), we can clearly see how personal this film is for him. To criticize his performance claiming it’s “too much like Ryan Reynolds” is just downright stupid. It is Ryan Reynolds! This is HIS movie!

Even if this film doesn’t take a lot from Reynolds’ life, you can’t argue that he didn’t fit this role to a T. The entire character of Adam revolves around deflection through anger and jokes, something that Ryan Reynolds does amazingly well. If anything, the RR character type only elevates this film, and it fits in just like a missing puzzle piece.

Basically, SHUT THE FUCK UP! It’s a fucking amazing movie. I’d watch it three times a day for the rest of my life if it didn’t make me think of my own issues with my father. Even if you don’t relate to Adam Reed on a personal level, you can’t deny that it’s still a fun movie. And when did we decide that Ryan Reynolds being Ryan Reynolds was a bad thing? I personally like going to see movies just because he is in them. He makes everything he’s in better.

I just spent an hour writing this instead of my essay. Why did I let myself do that? Okay, I needed to get it off my chest, I wouldn’t have been able to work otherwise. If you haven’t watched The Adam Project, GO WATCH IT! You won’t regret it (unless you’re lame and hate fun, healing, or Ryan Reynolds being Ryan Reynolds). GOODBYE!

Dr. Nine

[rudystopit]

Study Date

[iida Tenya x f!reader] 

summary: you and the other girls started making bets on who the class rep. has a crush on. you decided you’d find out yourself. 

*all characters are third years* 

warning: nsfw but wholesome, stripping, squirting, overstimulation, praising, and fingering. 

wc: 3.4k

You sat with mina and momo at lunch. they sat quietly. You look around. You see the class rep. You two make eye contact and he shyly waves. You flash a bright smile and wave back. You turn back to the other two.

“Let’s make a bet,” you say. You catch their attention. “Who does Mr Iida Tenya have a crush on?” You smile.

“$5, no one,” momo says, “he seems like he’d be the type to say ‘he doesn’t have time’” she laughs.

“$10 Uraraka,” mina says. You write down their bets as the rest of the girls show up.

“Whatcha writing?” Uraraka asks, looking at the paper.

“Bets, want in?” You tell her. you move the notebook so she can see it.

“What are we betting on?” Tsuyu asks, sitting next to mina.  

“Who Iida likes,” mina laughs,  “I said Uraraka,” Uraraka’s face goes red.

“$5 y/n,” Jirou says, sitting down next to momo.  

“Why me?” you ask.

“he stares at you all the time,” Jirou says.

“yeah,” all the girls say.

“i change my bet,” mina says. “$10 on y/n.”

“how about i ask him on a date and you guys pay me the bets, since you guys all think he likes me,” you sneer.

“ok,” mina says.

“fine. $5 each,” you say, getting up. you walk over to where iida is sitting. he’s reading and he looks up to see you. he smiles.

“hello, y/n,” he says sweetly.

“hey, i need help studying for that test. can you help me out?” you ask.

he smiles and says he wouldn’t mind and to come by his dorm this afternoon and he’ll help you. you thank him and walk back to the table. they all act natural when you turn around.

“so?” tooru asks.

“i’m going to his dorm tonight to study,” you sit down and they talk about what think is gonna happen. they start another bet if you’re gonna sleep with him or not.

that afternoon, you walk to his dorm. you wore a simple hoodie and some shorts. you held your books in hand. you didn’t need help on study but it was the only thing you could think of on the spot that didn’t sound to “datey.”

you knocked on his door. you heard some shuffling and the door opens. he stood in the doorway with a white shirt and some sweats. you smile. “hey, y/n, come in,” he opens the door wider.

his dorm was super clean. like show room clean. you doubt there’s even a speck of dust. damn he must clean everyday. you sit at the coffee table and he sits on the side next to you. he opens the textbook and starts reading what the test is going to be about. you zone out to his calming voice. you start to drift off to sleep.

“y/n!” he yells. you snap awake. “really? you asked for help,” he’s voice is rough.

“sorry, it just so boring,” you huff. you put your head on the table. he looks at you. a small smile creeps onto his face. you shoot up with an idea. “let’s make it a game!”

“like what?” he asks. you smile.

“ok, hear me out, every question i get right, i get to ask you a question wrong, one piece of clothing off,” his face gets red, “your choice of clothes, if you want,”

“no,” he almost yells. his face is super red.

“come on tenya~” you beg. “studying is so boring so let’s make it fun!”

“n-no y/n,” he stumbles. you give up and put you’re head on the table. you play with your hands, embarrassed. he probably hates you now, you thought. “well, maybe we could,” you turn your head to him. “w-we could try it. i just don’t want to make you uncomfortable,” he played with his hands.

“ok,” you answered.

“ok, umm,” he asks a question about the cell structure. you messed up the er and golgi body. his face goes beat red when he had to pick something for you to take off. “s-shorts, i guess, you don’t want to it’s fin-“ you stand up and pull them down and toss them to the side. you plop back down.

he asks about aerobic respiration. you answer correctly. “shirt,” he pulls it over his head. he looks away as you look at his toned abs.

he asked about the main parts of the cell. “easy, membrane, nucleus, and ctyoplsm,” you answer. “left sock” he gives you a weird look and pulls off his left sock.

“ok describe a lysosome,” he asks. he leans his elbows on the table as you described something and is totally not even close to a lysosome. “wrong,” he smiles. “give me your left sock,” he smiles. you take it off and throw it at him.

“here’s an easy one,” he says

“hey i’ve gotten two correct so far!” you yell.

“ok, do you want a hard one?” he leans over to you. “you really want me to take your clothes?”

your face goes red. “just ask the question.”

“where are organelles found?” he asks.

“in the cytoplasm,” he smiles.

“let me guess, my right sock,” he laughs. you hold out your hand. he pulls it off and hands it to you. “described cell theory,” you ramble on about cell theory but you miss a small part. “ooh so close but you missed apart, hand over the sock,” you glare at him and give him your right sock.

he asked about the parts of a nucleus. you answer. you almost didn’t get it right up, but you caught yourself. “well, gimme the pants,” his face is bright red the whole time he takes off his pants. he sits back down and won’t look you in the eyes. you’ve never seen his legs up close or with out the mufflers. you let your hand crease his calf. he tenses up. he crosses his arms and closes his eyes as you feel his leg.

“does it ever hurt?” you ask mindlessly.

“sometimes,” he answers. “not my legs but the rest.” you’ve heard about his quirk but you never could fully understand it. “let’s get back to studying,” his tone felt serious. he asks about the mitochondria and you say some dumb shit.

“come on. it’s literally the easiest thing to remember,” he yells.

“damn i’m sorry,” without thinking you take off your hoodie and hand it to him. he freezes and his face goes instant tomato red. you completely forgot what bra you were wearing. the lacy black one that you only wear when it’s a special occasions or laundry day. your cheeks get hot as he stares. “next question!” you yell.

“uh... ummm... oh, here, which organelle’s function is likely to be impaired because of an mutation?” he asks trying not to look at you.

“i don’t know ribosomes,” he looks at you with wide eyes. ha you got it right.

“c-correct,” he stumbles. he straights get up.

“the glasses! four eyes!” you’re beyond red. you hold out your hand. he takes them off. you stare at him. he only got hotter. he looks at you squinting.

“what?” he asks.

“n-nothing, next question!” you say looking away.

“Which of the following observations tells her that the organism is eukaryotic?” he asks with the book inches away from his face.

“ughh ribosomes again?” you say. he squints at you.

“no,” he quickly looks away and holds out his hand. you take off your bra and hand it to him. he looks at it and squints. face, red. he drops it. “bad time to ask for my glasses back?”

“iida tenya did you just flirt with me!” you joke.

“n-no i meant to read the questions!” he gets all fluster. you put the glasses across to him. he puts them on and blinks a few times. then he looks at you. his mistake because he instantly looks away with a mad blush.

you laugh and crawl over to him. he refuses to look at you. you grab his chin. he looks at your face only. “it’s okay, tenya. i don’t mind,” you drop his chin and grab his hand. you bring it up to your chest. he doesn’t know what to do at first but he looks down and starts squeezing it softly. his cheeks are super red. you smile at how cute he is. his hand drops and he turns tkt be book.

“well we should get back to work,” you decided not to fight it and sat down and waited for the question. “are you single?”

“yes,” you answer. “hey that correct!” you joke. he looked at you like deer in headlights. “i’m joking. also why would i ask to play this game if i dating someone?”

“i don’t know,” he says shyly. “What type of microscope would be most effective for studying a living cell?” he asks.

you thought a little bit then answered magnifying glass. he looks at you. “wrong” you got up and then turned around. you slowly pulled down your panties. you tossed them at him which he dodged. you laugh and sit back down.

“umm, Which of the following choices correctly describes the composition of a ribosome?” he asked.

“contains RNA, proteins, and... lipids?” you ask. he pinched the bridge of his nose, he sighs.

“no,” he looks at you. “what now?”

“hmm. you seem like you’ve never touched a girl so i guess everyone i get wrong you can explore?”

he’s overwhelmed. he’s way over his head. you broke him. “n-no,”

“fine ask me a question about myself,” you say leans back on your elbows. your whole body on display. he couldn’t help but stare.

“Based on the diagrams, which organism(s) are eukaryotic and why?” he slides the book to you. you sit up and stare. he soaked in every inch of your body.

“2 and 3? cause? they both have the tails?” you questions.

“come on y/n,” he huffed. “are you doing this on purpose?”

“yes,” you answer bluntly. he’s jerks back stunned.

“what do you mean?” he asks.

“nope, one question per lost,” you wave your figure in his face.

“Which of the following junctions form a watertight seal between neighboring cells?” then he lists four things. you think about it and try remembering that lesson. you remember hearing tight junction.

you get close to tenya and you put your index finger on the band of his boxers. you whisper in his ear “tight junction,” you snap his waistband. you sit back down facing away as he takes them off. you look over your shoulder. he’s scowling at you.

he flips through the book, “What is the primary function of the rough endoplasmic reticulum?” he asks and looks at you. you stare off thinking of the answer.

“modifying proteins!” you shout. he smiles.

“okay, hit me, what something your dying to know?” he laughs leaning on the table to hide his lap.

“virgin?” you ask.

“...yeah,” he says shyly.

“awww,” you yell and put your hand on his arm.

“Which of the following proteins attach desmosomes to one another?” he asks.

“a what?”

“desmosomes are junctions that attach themselves to its neighbors,” he explains. you move closer. you warm your arms around his. he tenses up and tries to push you off.

“like this?” you laugh.

“y-yes y/n g-get off,” he gets you off.

“hmmm, connexins?” you ask.

“nope, why are you doing this?” he asks in a hella scary tone.

“because,” you answer laying down, looking at the ceiling. you turn to him. he’s rubbing his temples.

“no seriously y/n!” he yells.

“damn fine, because i wanted to know if you liked me,” you answer sitting up. you tweedle with your hand. “mina and the other girls said they catch you staring at me and we wanted to know if you liked me,” you mumble. “it’s fine you don’t and i can leave if you want,” you reach over to grab your hoodie.

he grabs your wrist, “we’re not done studying,” what the fuck is up with him and study...

you sit back down and he looks through the book. “ah, Which of the following is a function of the extracellular matrix?” and he lists stuff out.

“i don’t know, storing genetic info?” you say shrugging. you weren’t feeling this anymore. you feel exposed and kinda tired.

“wrong, do you like me?” he asks.

“i guess,” you look at your feet. “after today yeah,”

“ok, Which of the following statements is true regarding gap junctions?” he asks.

“tenya, i don’t know, can we just stop,” you ask.

“nope,” he sighs, “fine, here’s a different question, Which of the following statements regarding chloroplasts is false?”

“thylakoids are pigments found in the chloroplast that’s what give plants the green color,” you sigh.

“correct,” he says. “what’s your question?”

“can i leave?”

“no, ask a better one,” he rolls his eyes.

“fine, who do you like?” you huff looking at the book. he moves next to you and grabs your chin. he lightly kisses you. it takes a second for you to process what is going on. he pulls away. he puts his hand on the back of his neck and laughs.

“i’ve liked you for awhile now. i just thought you had i think with someone mina is friends with,” he smiles. you just blank stare at him. you brain is somehow empty but also having a million consecutive thoughts at the same time. “sorry, you can leave if you want,” he moves back to his spot on the floor.

you practically lunge at him. your arms around his neck. you sit on his lap. you smash your lips against his. he’s taken by surprise but he closes his eyes and his hands make their way to your hips. you smile into the kiss. you part your lips and swipe your tongue across his lips. he pulls away.

“sorry, i’m not tha-“ you cut him off but kissing him and shoving your tongue into his mouth. you explore ever inch and your fingers tangle in his hair. his hands explore your body. he feels every inch of your back, ass and shoulder.

you pull away with a string of silva connecting you two. “i want to,” you pause. he thinks for a second. his eyes widen and he blushes.

“are you sure?” he asks. “we don’t have to it you don’t want to,”

“do you want too?” you ask.

he looks you on his lap, “yes, a lot,” he smiles. you get off of him and stand up. you hold out your hands for him. he grabs them and stand up. he pulls you to him and you rest your head on his chest. he kisses your head. you look up at him and he kisses your forehead. he starts to walk and you stumble back. he keeps giving you small pecks around your face. you giggle as he plays with your hands while walking. the cold back hit the wall.

he leans over you. he looks down at you and smiles. you smile back.

“you’re so beautiful,” he whispers. he dips his head to your neck and kisses till he find the spot that makes you melt. he leaves it purple and he drops your hands. his hands travel down your sides and onto your thighs. he grabs them and pushes you up. you hop in his arms. he grips right under your ass

“little hands there, lover boy,” you laugh.

“i’ve been wait so long for this, let me,” he winks and carries you to his bed. he lays you down gently. he kisses your neck and leaves a trail of small kisses down your chest and to you stomach. he rubs your hips. you tangle you fingers in his blue hair.

he smiles and moves away from you. you sit up, watching him. he squats down to his dresser and shuffles the clothes around. you hear a box get ripped open. you start laughing. of course he’s prepared. he looks over his shoulder.

“you’re cute,” you say. he blushes even more and you hear the ripping of plastic. he puts the condom on and walks back to you. he leans down and cups your face. he smiles down at you.

“are you sure?” he asks. you nod. “use your words, darling,” his thumb rubs your cheek.

“yes, tenya, i’m 100% sure i want you,” you whisper. he kisses your forehead and he pushes his tip in. you moan into his chest. he’s grateful you can’t see his face. you grab his hips and pull him closer.

he stretches you out. everything about him is huge so why wouldn’t his dick be just as big. you squeeze your eyes shut and moan louder into his chest. he bottoms out.

“are you ok?” he asks.

“yes ten,” you smile. he leans down and kisses your cheeks and travels down to your neck. he kisses your collarbone. you roll your hips slightly and tenya’s breathing hitches. you move him hips and he takes control. he slowly thrusts in and out. you wrap your legs around his hips. your arms snake around his back. he hugs you and picks up the pace.

“damn, y/n you feel so good,” he whispers. he starts slamming into you. you claw into his back and moan into his neck. “god you sound amazing,” he loves how your pussy clenches around him. he starts groaning in your ear and he comes. he lays on your and pants on your neck. he pulls out and walks to the bathroom.

you hear the water running from the sink. you lay there. he comes back and crawls in bed behind you. his huge arms wrapping around you. he kisses the back of your neck. he picks you up and sides underneath you. he’s sitting up against the headboard and you’re snuggled into his chest. one of his hands slides down your stomach. he slips two fingers in between your folds. he rubs a small circle around your clit. you bite your lip and move your legs wider. he keeps one of his arms across your chest.

“come on, darling, i want to hear you,” he says and moves his fingers faster. you let out a breathy moan. he kisses your shoulder. he moves his two fingers to your entrance. he slips them in. you out his name. he pumps his fingers for a little bit then curls them. you try to arc your back but his arm holds you against his chest.

his fingers rub against the rough part of your pussy. he moves his fingers at an inhuman speed. you moan out, “come on princess, come on my fingers,” with that you come undone on his fingers. he keeps his pace and you ride out your high until you feel like you have to pee. he keeps going.

“tenya, too much,” you moan out gripping onto his arm and wrist. he keeps going. yelled out and you felt a liquid flow out of you. you pant and you bury your face into his arm.

“yes, good girl,” he pulls his fingers out of your aching pussy. you watch him rub his fingers together with the slick fluid. he kisses your neck. “don’t worry baby. i just know the female body,” he kisses your shoulder.

he scoops you up bridal style and walks you to the bathroom. he sits you on the toilet while he starts a bath. you head swirl and you felt like passing out. you hang your held and close your eyes. tenya moves to sit in between your legs. his arms wrap around you waist. you put your hand on his head. you pet his soft hair. you two sat like that for a few minutes.

he moves away and feels the water. he takes your hands and pulls you up. he kisses your forehead. he pulls your closer into a hug.

“you’re amazing,” you whisper. he chuckles and pulls away. he climbs into the bath and follow in with him. you lay your head on his chest and the warm water relaxes your muscles. his arms are wrapped tightly around you arms. you played with his fingers. you drift off the sleep.

a warm sun hits your face. your eyes slowly open and your met with a sleeping tenya. you smile and shuffle closer to him. he smiles and grabs your waist and pulls you to his chest. you kiss him. he kisses back and opens his sleepy eyes.

“that’s a great way to wake up,” he mumbles. you giggle and snuggle into his chest.

[funigami-games]

A dream come true! The Prince's Heart is getting a Voice Over

When we started The Prince's Heart, we never thought we'd find so many wonderful persons willing to collaborate on our project.  Here we are now, a month later, with an entire crew of professional and aspiring Voice Actors willing to help us realize our Visual Novel!

Special thanks to our amazing Casting Director, Jacob Wilson, who directed the whole Voice Over process.

Let's meet the entire cast (in order of appearance in the game)!

Nick Chang as Edward (Protagonist)

I was born in Manhattan, but raised in Bryn Mawr, Pennsylvania, where I currently reside. I also proudly identify as a 2nd generation Asian American (half Hong Kong via my mother, half Taiwanese via my father) and a member of the LGBTQIA+ community (gay and demisexual). Since childhood, I have had a distinct love of music and performance. Having played violin from 4th to 12th grade and sung for even longer, I used music as a primary means to express myself growing up. As I progressed from high school to college, I discovered online voice acting, but it was not until my time in graduate school that I formally decided to become an actor. My interest initially stemmed from a desire to help out in localization projects, but over the time I have spent voice acting, I have come to not only develop a great appreciation of the craft of acting, but also further deepen my love of music and rekindle my love of performance. With my singing experience as a basis to my unique perspectives, I hope to bring sensitivity, curiosity, and innovation to every project I work on!

Jacob Wilson as Adam

I’m a voice actor, Casting and voice director based in Dallas Texas. I’ve been working in this field for almost four years Now. It’s a journey that has taken me literally around the world and I’m so thankful for all I’m able to do and have accomplished. Being a part of amazing projects like this one are what fuel me to pursue my passions. I realized I was bisexual when I was 18. It’s a group in the LGBT+ community that continues to get flak from seemingly all over. But my faith in it and myself has always been unshaken. Outside of VO I am a drag artist in the making under the name “Twilight Stunning”, who I’m going to show more properly in the coming months! I’m so thankful I’m in the position I am, and I can’t wait to see what we have in store for y’all!

Bradley Gareth as Michael (Main Character)

Bradley was raised in Western Pennsylvania, learning piano from age 5 and taking up local community theater at age 10. He pursued the performing arts throughout high school, consistently participating in high school musicals and chorus festivals during his tenure there. At the end of high school, he also took multiple classes in musical composition and began doing online voiceover work.

During his time in college, Bradley participated in numerous professional and amateur voiceover productions both online and at the University of Pittsburgh's student radio station, WPTS Radio. While at WPTS, Bradley also began writing advertisements and online content for websites.

Now out of school, Bradley continues to lend his voice to multiple productions, dabble in musical composition, and provide content writing for WrightlySo.com.

Jared Prize as David (Main Character)

Singing provides me with some of the greatest joy in life. Outside of that, I love voice acting, hiking, and hanging with friends. My day job involves working with computers, so I like to find a bit of an escape into the creative-realm during my free time. My sexuality has always been a struggle, but I find comfort in not putting a label on it (at least for now). Mostly, I am very excited to be a part of an ambition team of lovely people. Working within a project like this brings excitement during the process, and even more-so while waiting for the final piece! I hope you enjoy what's to come xo

Marisa Duran as Lady Marie

Hey there, I’m Marisa Duran. I’m an actress working and living in Dallas, Texas.

I caught the "theatre bug" at a young age. My parents will tell you that it started when I was two years-old, dancing around to the Barney theme song. I agree wholeheartedly.

I grew up in a suburb on the east side of Dallas and was fortunate to have the opportunity to explore a city known for its rich culture and artistic influence. My passion for theatre was fueled by the many musicals that toured through town and I quickly decided that I wanted to spend the rest of my life as a professional actor.

In 2016 I graduated Magna Cum Laude from Texas Christian University in Fort Worth, Texas with my Bachelor of Fine Arts in Theatre, emphasis in Acting. Since then, I’ve had the privilege of working with multiple professional theatre companies in the DFW area. I’ve also expanded my career into the worlds of film and voiceover, landing roles in short films, webseries, and commercials, and lending my voice to over a dozen anime titles at FUNimation.

Art has the power to heal, to change, and to empower. As an artist, I believe that my purpose on this earth is to tell stories, and through these stories I hope to make a positive impact and leave people better than I found them. I consider it an honor to be able to use my talents in such a profound way.

Whenever I’m not rehearsing or recording, you can usually find me at my day-time marketing job, playing video-games, or drinking coffee at a local coffeeshop.

Kiba Walker as Zachariah

Born Arthur Lee Walker III in Tacoma, Washington, Kiba Walker is an American actor, musician, director, writer, and performer based out of Dallas-Fort Worth, Texas.

Kiba trained under the likes of various industry professionals such as Shane Sparks, Donyelle Jones, Tony Oliver, Betty "Waters" Kennedy, Chuck Huber, Sonny Strait, Chris Rager, Justine Reyes, Lorette Spicer, Bill Quinby, Angie Irons, Dan Lorge, Holly Clark Lorge, Spencer Christian, and many others. With 16 years of collective industry knowledge, Kiba has performed with the likes of Alice Underground, The Stereo Killers, Frankly Fictitious, CRVSH, Grant Davis, Ashley Ann Farley, Steve "Warky" Nunez, BASH!, Ryland Lynch, Ross Lynch, Will Jay, and more.

Voice over came to Kiba in his later years, around the age of 18, when he found his love doing an ask blog for Tumblr. From there, he took the craft seriously and networked profusely with various actors and companies in the voice over realm. His first roles were as Boku Temagawa in "Love Games" and Mike Connelly in "Zoolaplex".

Since 2014, he's been cast in various other projects including MY HERO ACADEMIA, HORIMIYA, GENSHIN IMPACT, FRUITS BASKET, ONE PIECE, SAINT SEIYA (2019 Sentai Dub), BLACK CLOVER, BOFURI! I DON'T WANNA GET HURT SO I'LL MAX OUT MY DEFENSE, CAUTIOUS HERO: THE HERO IS OVERPOWERED BUT OVERLY CAUTIOUS, CASE FILE NO.221 KABUKICHO, CAMP BUDDY, FULL SERVICE, TO TRUST AN INCUBUS, TO LOVE RU, O MAIDENS IN YOUR SAVAGE SEASON, EARTHLOCK, POPUP DUNGEON, SOMETHING IN THE DARK, RADIANT, and many more!

He's also directed such titles as FULL SERVICE, IDUEL: BATTLE  FOR STARDOM, ISHIDA & ASAKURA, THE TITAN'S BRIDE, and CAMP BUDDY.

As a musician now, Kiba currently has one album out, titled "XO", that released in May 2016. He runs a music channel called "KibaKovers", adapting anime and video game openings into English for a broader audience, as well as regular Top 40 covers. He is also one of the champions of the hit Fort Worth Drag Competition, The 3, as Salem Moon!

Mike Young as Sir Tiphis

Hello, I’m Mike Young. A dynamic, versatile and different British VP voice actor with gravitas, who can turn on various shades of Bristol, and run the spectrum of silky smooth, to warm and friendly.

Under the brilliant tutelage of Tanya Rich, my road to a professional voice acting career begin in 2018, having produced a wide variety of stories and audiobooks.

I lend my talent to a range of different projects:

Hard sell and soft sell commercial and corporate scripts

IVR for telephone systems and mobile apps

Instructional e-learning courses

Promotional adverts and trailers

Public service announcements

Character narration for video games, film, audio dramas and books

…and more!

I love it all, I do it all! And if you like what you hear, contact me! I’ll be sure to make your project gurt lush.

[gascon-en-exil]

But What If You Want to Come Out on Vers Bottom?: A “Coming Out on Top” Review (Part 2)

Part 1

The main substance of Coming Out on Top - and around 80% of its wank material - lies in its main story love interests, so each of them deserves a dedicated section for review and...erotic evaluation, if you will. It would be much too cluttered to try to cover all six in one post however, so this one will only include the first three with Part 3 to follow with the remainder. Note that I’ll be doing these in alphabetical order, except for the sixth who was added in an update and whose route comes with some mechanical differences that warrant leaving him for last. I wouldn’t want to seem biased, would I? But I’ll be ranking them from most to least favorite at the end anyway.

Also, if anyone is wondering why most of my screenshots are from dialogue scenes rather than CGs, it’s because there are remarkably few CGs in this game that are both interesting enough to include in a review and tame enough for Tumblr’s censorship standards.

Alex: Mark Makes the Grade (With His Ass)

And how fitting it is that I get to start with Alex, fresh off over a year of involvement in the fandom of Fire Emblem: Three Houses and all its exaggerated pearl-clutching over that game’s teacher/student relationships. That’s exactly what Alex’s romance with Mark is, begun under more innocuous circumstances wherein Alex judges Mark’s alcohol preferences (the uncultured barbarian favors whiskey, and has nothing to say if you have Mark order a glass of presumably passable cabernet) but then progressing rapidly to hot for teacher territory once Mark discovers that Alex is his anatomy professor. As expected a handful of jokes - and one sex scene, kind of - hinge upon Alex’s field of expertise, but compared to the other routes of CooT this one is remarkably tame. It’s the only one in which it’s impossible to have sex with the love interest during the game and still get his ending, and the story requires the player to thread a fine line between expressing attraction to the man and respecting his professional boundaries. Alex is nothing if not ethical, almost to a fault, and the game also doesn’t allow you to lose sight of how strange his connection with Mark is...allegedly, anyway. I personally don’t see much issue with it, when Mark is of age (this isn’t even the largest age gap of the main love interests) and about to graduate. Eh, I’ll chalk it up to a cultural difference and move on.

The plot of the route also pivots around the potential scandal to be found in some hot one-on-one anatomy lessons, as Mark finds himself embroiled in the cutthroat world of tenured professorships and overworked postgraduate toadies moonlighting as paparazzi. I guess I lucked out in my much more reasonable graduate advisors, but I think I would have taken well to snooping around in men’s locker rooms looking for hot gay action/blackmail material. With all that going on it’s little wonder that there’s no real sex to be had on the full route, and that the one potential steamy encounter Mark can have with Alex in the professor’s office swiftly ends the romance then and there. I suppose it’s worth noting that Alex is also the only primary love interest who will never bottom for Mark in any encounter the player gets to see, so props if you’re looking for a total top. He’ll give head though, so that’s nice.

That said however, I can’t help but feel as though CooT wants to have its cake and eat it too when it comes to the teacher/student fucking. Amidst everyone being reasonable and ethical about the situation Mark can have a dream in which Alex fingers him and gives him a prostate orgasm as a live demonstration during a lecture - unquestionably hitting some of those teacher crush buttons even as it comes with the easy out of being a dream sequence. I’ve also seen reactions to this route labeling it as an example of the type of lover/beloved relationship found in ancient Greek pederasty, in that Alex is lowkey masc4masc and that he and Mark bond over the ancient and manly sport of, er, racquetball (I don’t know, just go with it). You also have to keep Mark’s grades up to get Alex’s full ending, which is both entirely logical - Mark is trying to date his professor after all, even if he doesn’t fully get there until the semester is over and he’s ready to walk the stage - and an extension of the idealized pederastic relationship as an educational one for the beloved younger man. If you’re into that kind of thing, Alex’s route is among the better options in this game to find it.

There’s also this obscure random line, which triggers an unusual extra CG added in an update that might be pet play? It’s honestly hard to tell - and I say that as someone who likes pet play. Something you may notice in my review is that, while the five romances included in the game on initial release are all fairly mundane, the writers clearly felt more free to get weird in the later additions. 

Brad: Frat Boys Gone Wild Parts 2, 5, and 7

Do you like beefy jocks, and huge dicks, and harsh but realistic indictments of the unequal attention lavished upon athletics departments at most American universities? One of these things is not like the others, but thankfully the route knows where to place most of its priorities. This is the story that puts Mark to work in his job as a writing tutor, tasking him with saving a hunky frat boy from failing his composition class and losing his scholarship in the process. Much unlike my own time as an undergraduate writing tutor however Mark is required to make house calls, setting him on a collision course for Brad’s burgeoning homosexuality and almost getting his ass kicked by the other equally hunky - but tragically straight - members of the frat. Brad is indeed the only one of Mark’s love interests who struggles to any degree with his sexuality, but it’s a muted part of this storyline and only really comes up in one scene involving Brad’s overbearing older brother. Despite some heavier moments here and there CooT is still a lighthearted dating sim at its core, so don’t expect too much in the way of angst even for a character who under more realistic circumstances would likely have to keep his inclinations on the DL.

Where there is plenty of intensity though is in those tutoring sessions, because, well -

- Mark ends up with a serious case of blue balls from all the UST and frequent teasing of Brad’s behemoth cock. Disclaimer: despite years of professional phallus measurements, this reviewer is unable to determine if Brad’s endowment is measurably more impressive than those of the other love interests based on his CGs alone; all pronouncements to this effect may thus be taken as the hyperbole of a horny size queen.

An even bigger source of tension in this route is the cheating angle: during their first meeting Brad will attempt to pressure Mark into writing his paper for him, remarking that American football players at universities get this kind of preferential treatment all the time and that their grades are basically irrelevant. Mark can actually take him up on this offer, and end up quite a bit richer for it via a little bribery (a nice perk if you’re angling for Ian’s friendship ending). Doing so will make it impossible to obtain Brad’s good ending but will instead lead to an alternate storyline with its own set of CGs, culminating in some saucily unethical fellatio as Mark proves to Brad that he can provide just as many perks as the rival female tutor who’s been capturing the jock’s attention with blowjobs and amateur porn. Incidentally, while it very quickly ends the route I like that Mark has a dialogue option to offer those exact services to Brad in front of the other tutor. It’s almost as funny as the earlier option about rimjobs that also ends the route but results in a dream CG of the straight frat guys having their way with Mark. That’s like wish fulfillment Inception, or something.

But no, to finish this route properly you have to keep both Mark and Brad honest, and convince Brad to write his own essay with Mark’s help...and provide genuinely good help, so I hope you know the basics of how to structure an academic essay just kidding you can save scum through that stuff. Many heartwarming life lessons are learned through all-nighters, ruminations on long-term career prospects, and mutual masturbation, until at last the two of them succeed and celebrate their victory with full penetration. How exactly you prefer the penetration to go down isn’t the most intuitive set of dialogue options in the world, but bear in mind that on initial release the only possibility was Brad splitting Mark open with that ginger club swinging between his legs. As I brought up in Alex’s section, the later additions usually get rather freakier. In this case that means an extended dream sequence with football role play (which is a thing that exists, I guess?) followed by some actual sex, with Brad bottoming in both scenes and much loving detail lavished upon his meaty ass. It’s...clever, I suppose, but I think I prefer the original version. Maybe that’s just because I always thought American football uniforms looked ridiculous; where’s the sex appeal to be found with those ridiculous shoulder pads?

Ian: Oh My God They Were Roommates

Even years later I still don’t know for certain whether including Ian so casually with the other love interests counts as a minor spoiler. He’s introduced alongside Penny as Mark’s longtime roommate, and in that first scene it’s also established that he has an on-again, off-again girlfriend. I’m going to err on the side of it not being a spoiler however, because well before his route proper begins the game drops hints that there might be more to Ian than a goofy slacker best friend with appalling personal hygiene. His route progresses as might reasonably be expected from Mark’s coming out, with Ian as the fantasy gay-friendly straight guy who turns out to be not quite as straight as initially advertised. 

There’s just one very large problem with that and it’s not the size of his dick. Because Ian is first and foremost Mark’s roommate he has the privilege of appearing as a supporting character in routes other than his own, and in fact there are CGs featuring him in some of those routes. This results in Ian receiving the most overall development of any of the love interests, ranging from the oddball humor that he injects into situations all over the story to his raging and, er, adventurous libido leading to all manner of masturbatory mishaps for Mark to, most jarringly, poorly-disguised jealousy over the other love interests should Mark choose to pursue them. One would expect this to result in a fantastically fleshed-out character and an excellent foundation for a route of his own that builds off Ian’s simple charm and manic energy to craft an excellent best friend romance.

Yet...it kind of doesn’t? It took me until my most recent playthrough to appreciate this properly, but more than any of the others Ian’s route is written as the most conventionally romantic. It incorporates a host of romcom staples - UST, misunderstandings, miscommunication, more than one romantic false lead, a wedding at the end, mood lighting for its softcore bondage scene - and while most of the other routes include one or two of those elements as well this is undoubtedly the only one that ever comes close to feeling cheesy or maudlin. Unfortunately however that kind of writing just doesn’t play well with Ian’s over-the-top comic relief antics, and so for most of the latter part of his own route he comes off as oddly bland. The writing mines some jokes out of his growing jealousy of the other men Mark expresses interest in dating, and it offers Mark a devastating early sex scene bad ending opportunity in the form of Ian coming onto Mark while drunk and forcing the player to choose between a rimjob now or double oral and/or flip-fucking later. Sure, that setup and some of what comes before it plays right into who Ian is as a character - a well-meaning idiot with a lot of insecurity surrounding his relationship to Mark - but after that point whether you take the rimjob or not Ian practically fades into the role of generic romantic lead as Mark must work to repair their friendship and then guide it into uncharted territory.

To illustrate the point I’m trying to make, contrast these two CGs. The first is from Ian’s friendship ending (something only he and Penny get, based on spending time with them on weekends among other factors); the second is from his romantic ending.

Which of these images tells you more about Ian’s characterization, or about his dynamic with Mark?

I’m not going to deny that Ian has sex appeal, or that he doesn’t have a slew of genuinely funny lines all over the game’s script, or that there’s nothing satisfying in watching Mark and his best friend fall in love with each other - but it’s the lack of integration between Ian the comic relief roommate and Ian the love interest that doesn’t sit well with me. When I was reviewing Chess of Blades I name-dropped Ian in comparison to that game’s own best friend love interest Arden. I’ll do the reverse here: Ian may be sweet and a ton of fun, and there may be far more options for which pegs go into which slots in this storyline, but Arden’s character and story stick in my mind more because they’re never at odds with one another. Ian in the earlygame and outside his own route is so goofy that it’s very hard to take him seriously as someone who could be a romantic partner for Mark, and unfortunately that comes across all too well when the occasion finally arises.