General Paper Refresher

thirtieth october 2007

paper one

skills you need to remember: #1: the all-important word #2: decision-making #3: kinds of questions #4: planning and brainstorming #5: the essential parts of the essay

#1: the all-important word

A-N-A-L-Y-S-E

#2: making the ‘best’ decision

 Should you zoom into your favourite topic?

 What are the key questions to ask yourself before deciding on the ‘best’ question for you?

#2: making the ‘best’ decision

 How familiar am I with the topic(s)?

 How many topics are there involved?

-

E.g: The Arts has lost its footing in today’s scientific world. Comment



#2: making the ‘best’ decision

Am I confident of all the words in the question?

-

E.g: Sport is human life in microcosm. To what extent is this true?

 Are the keywords easy to define?

- E.g: Simplicity is an underrated quality. Comment.



#2: making the ‘best’ decision

Have I noticed all the keywords in the question?

- E.g: Can the media ever be relied upon to convey the truth?

 Is the question demanding or complicated?

- E.g: To what extent are the young in Singapore favoured at the expense of the elderly?

#2: making the ‘best’ decision

Whatever you do, do not take risks

#3: kinds of questions



Absolute Questions I: Singular

only, solely, sole, no value  Consider this: How many things in this world have only one purpose? With such questions, it’s probably the easiest to disagree. But don’t dismiss what is mentioned in the question. - E.g: Apart from entertainment value,

films have no other value. Do you agree?

#3: kinds of questions



Absolute Questions I: Extreme

always, never, ever, everything, must  Can we be sure that something will always/never happen? A single success will contradict your stand. So always challenge such extreme statements.

 But how optimistic should we be? Consider time-frame.

E.g: Can Singapore ever attain international sporting success?

E.g: Can poverty ever be eradicated?

#3: kinds of questions



Absolute Questions I: Comparative

most important, key, main    

E.g: Is integrity the most essential quality of a good leader?

Take a look at the two stands you may take: Agree: Compare with other qualities and show why this is the most essential quality.

Disagree: Explain when the quality is of importance, but show how other qualities have to work in tandem with this particular quality.

#3: Kinds of questions



Listing questions

E.g: What are the responsibilities of the media in your country?

   Such questions are the most straightforward and possibly the easiest to tackle.

Remember you should not bother spending time disagreeing with the statement given.

The most basic requirement is to show what the responsibilities are..

#3: kinds of questions



Extreme Relationship Question

E.g: Is sport too closely linked to money these days?

E.g: Far too much attention is paid to paper qualifications in today’s society. Discuss.

  Compare with: Is sport closely linked to money these days?

These may look simple but they are not!

If you agree with these statements, you may face an uphill task, having to prove difficult relationships.

#3: kinds of questions



To what extent, How far?

  You’ll either agree or disagree to a large extent.

No more ‘small extent’, please!

#3: kinds of questions



Consider the importance/significance of …

 Must a thesis statement be given? Yes, but a simple one will do.

E.g: Water has a strong significance in all aspects of life.

#2: kinds of questions



Tag questions: Do you agree? Discuss. Comment.

  They’re all the same.

You need to engage with the question and make a clear thesis statement.

#4: planning and brainstorming



Should I come up with a thesis statement first?

Or brainstorm the points first?

#4: Planning and brainstorming

 BRAINSTORMING: THINK about Past/present - Any difference between developed and developing natons - Impact on individual, community, country and international world - Characteristics of the world today - Various topics you’ve learnt - Causes/Reasons, Consequences, Implications, Solutions and WHY?

#4: planning and brainstorming



PLANNING:

- Look through your points: Will you be able to cover all?

- Which are the most impactful points?

- Organise in order of importance - Decide which will be your counter arguments and main arguments - Finally, decide on thesis statement

#4: planning and brainstorming

Now you can finally start writing.

Do not fear if you find yourself spending more than 20-30mins on these steps.

#5: the essential parts

 General Structure of Essay: Intro, Body, Conclusion  Structure of counter-arguments and main arguments in Body: CA CA MA MA MA MA CA MA CA MA CA MA CA MA CA MA MA MA



#5: the essential parts

INTRODUCTION: Background information (not all compulsory): - why is this question worth asking/answering?

- what do the terms in the question mean?

- who does the answer to the question affect?

- how and when did th related phenomena come about?

Other information (not all compulsory): - a brief introduction of the main points/arguments you will raise - startling information (with elaboration) - interesting quotes

COMPULSORY: THESIS STATEMENT

#5: the essential parts

 BODY (Every paragraph in the body of the essay must be self-sufficient): - TOPIC SENTENCE (This should be specific to the question. It’s either clearly a counter/main argument) - ELABORATION - EVIDENCE/EXAMPLES (This is to support your topic sentence and not become your topic sentence) - SUMMING UP SENTENCE (Link back to the question )

#5: the essential parts

How to word the counterargument:  Critics may argue/say…   It has been argued that… Detractors may argue/say… How to word the transitory main argument:    To counter the above argument..

On the contrary It may seem true that ……, but…..

#5: the essential parts

CONCLUSION     Ways taken to solve the problem you have shown Ways to maximise the gain from a beneficial phenomenon Challenge your reader to consider what your arguments and project into the future, projecting what could happen should this trend continue Point out the flaws in our human condition and how this awareness will be the key to the change in situations

#5: the essential parts

 If you have time, check your spelling and grammar.

 Remember the common mistakes: - existence, definitely, argument, portray, athlete, advertisement, received - research, evidence, proof, equipment, aid - Science and technology, sports/sport, mass media  Grammar issues: - do/does/did/will/would/shall/should/can/ could/may/might + take - is/was/are/were/has/have/had + taken - will/would/shall/should/can/could/may/ might + be+ taken

paper two

skills you need to remember: #1: before you start #2: the all-important word #3: question types #4: summary #4: application question

#1: Before you start…

  Read the lead-in of AQ Check the number of questions  Where’s the summary?

 Control time, don’t let time control you

#2: the all-important word

A-N-A-L-Y-S-E

#3: question types

 What to do with these phrases: - “Use your own words as far as possible; - “in your own words”  If they do not appear, it is VERY LIKELY to be an inferential question.

 But if they appear, they can be either a PARAPHRASE or INFERENTIAL question

#3: question types

 What to do with these phrases: - “Use your own words as far as possible; - “in your own words”  If they do not appear, it is VERY LIKELY to be an inferential question.

 But if they appear, they can be either a PARAPHRASE or INFERENTIAL question

#3: question types

General rule: - Keep paraphrasing; Do not lift unless you see the word “identify” -

E.g: From your reading of paragraph 3, identify the statement that contains a paradox.

- E.g: Identify and explain two phrases which…..

#3: question types

WHEN TO PARAPHRASE OR INFER?

   Look for clues in the question

E.g: Explain two distinct criticisms that the writer raised about the media.

E.g: Explain the author’s stand …..

#3: question types

WHEN TO PARAPHRASE OR INFER?

 Explain what the author means by “full sentence from passage”

E.g: Explain what the author means by “Enough is not a possibility for our species”.

versus

E.g: Explain what the author means by “the obesity epidemic is myopia in action”.

#3: question types

WHEN TO PARAPHRASE OR INFER?

 Explain what the author means by “phrase from passage”

E.g: Explain what the author means by “a concerted effort”.

versus

E.g: Explain how the obesity epidemic is “myopia in action”. ’

#3: question types

INFERENTIAL QUESTIONS: 

When a single word from the passage is highlighted:

- E.g: What does the word “shock” imply about the population explosion?

- E.g: What does the word ‘goosebumps’ suggest about our reaction ‘when we approach these grand questions’ ?



Focus on the meaning of the word and link it back to the question: E.g: It implies that the population explosion was unexpected/surprising.

#3: question types

INFERENTIAL QUESTIONS: 

Metaphor questions

- These may not always be identified as metaphors.

- Use the “Just as” method OR give the literal meaning and the metaphorical meaning (2 parts).

   Attitude questions: Critical Tone questions: Sarcastic

Justify your answer E.g: The author’s tone is sarcastic as he says that the media is manipulative as he describes them as “……”

#3: question types

INFERENTIAL QUESTIONS: 

Intention questions

E.g: What is the writer’s intention in …… Answer: The writer’s intention is to emphasise/highlight/criticise/warn…… *depending on what the question asks

#3: question types

INFERENTIAL QUESTIONS: 

Irony/Paradox/Contradiction questions

- Use the structure of “It is expected that A but it is ironic

that/the paradox is/the contradiction is

B.

- A: What you expect - B: What’s happening in the passage

#3: question types

INFERENTIAL QUESTIONS: 

Parenthesis (brackets)

E.g: What does the author intend you to understand by the use of parenthesis in the line “Politicians are not priests or moral guides: since they are now treated with (unjustified) contempt, they are unlikely to assume the mantle of the nation's happiness gurus”?



Answer: This is an aside which

reflects the author’s personal feelings

as opposed to what others think.

He feels that

without respect.

there are no good/acceptable reasons for people to treat the politicians

#3: question types

INFERENTIAL QUESTIONS: 

Inverted commas/quotation marks

E.g: Why is the word “greater” in inverted commas?



Answer: The author is sarcastic as he does

not agree with the original meaning of the

word, “greater”. The word “greater” is usually used to imply A, but the author means B.

  A: how word/phrase is usually used B: how word/phrase is used in passage

     

#4: summary

Analyse ALL summary requirements carefully.

Time to take: About 20-25 minutes Try not to leave this question too close to tne end.

Highlight your points Make good decisions: - Which points are easier to paraphrase quickly?

Paraphrase; do not include your personal opinion

#5: application question

  Mark out the requirements Identify the scope to discuss, if any - the world? or your country/society?

#5: application question

 Follow the structure for each requirement:      Give stand Quote ONE argument Rephrase the argument Evaluate, using keywords Give examples to support YOUR evaluation

#5: application question

 When evaluating, you could:    Point out if the passage is supported by evidence/statistics/examples How reliable are these?

Use evaluative keywords like: ‘sweeping statements’, ‘flawed’, ‘loopholes’, ‘generalisations’, ‘credible’, ‘well-supported’.

#5: application question

   When evaluating measures/solutions, you should:  point out both strengths and limitations Examples should come from your ‘own knowledge and experience’ Singapore examples – please explain

Finally…

 Remember the all-important word  Use dark-coloured pen  Keep calm and level-headed  Be logical  Have confidence  Sleep well