Paper 2 If it were your Enemy No. 1… Know it VERY WELL

Paper 2Paper 2

If it were your Enemy No. 1…If it were your Enemy No. 1…

Know it VERY WELLKnow it VERY WELL

Tackling the short structured Tackling the short structured questionsquestions

Focus of lecture: Focus of lecture:

►UnderstandingUnderstanding why the short why the short questions are set and questions are set and appreciatingappreciating them.them.

►Finding Finding strategiesstrategies to deal with these to deal with these

Part 1Part 1: Purpose of short questions: Purpose of short questions

1)1) To help students understand nuances in To help students understand nuances in the passage which might otherwise be the passage which might otherwise be missed and result in the students’ missed and result in the students’ superficial understanding of the passage.superficial understanding of the passage.

Example: Nov 2004 –Example: Nov 2004 – Explain how the three examples given in Explain how the three examples given in

lines 35- 39 are ‘situations where their lines 35- 39 are ‘situations where their choices are made for them’ (lines 34 – choices are made for them’ (lines 34 – 35). 35).

What CAN’T you miss when u read the What CAN’T you miss when u read the passage given such a question?passage given such a question?

Purpose of short questionsPurpose of short questions

2) Give students a more structured, systematic 2) Give students a more structured, systematic way to unlock the meaning of the passage.way to unlock the meaning of the passage.

► Normally, questions start from lines 6 – 7 and Normally, questions start from lines 6 – 7 and then progress to “in Para 3” and then to then progress to “in Para 3” and then to further down the passage BEFORE the further down the passage BEFORE the summary.summary.

► That’s why you never start on the summary That’s why you never start on the summary

and AQ before you have tried to answer the and AQ before you have tried to answer the short questions!!short questions!!


3) To highlight important or key issues, 3) To highlight important or key issues, arguments, concerns.arguments, concerns.

Example: Nov 2005 – Example: Nov 2005 –

What are 2 sources of conflict which What are 2 sources of conflict which the author claims, in paragraph 6, the author claims, in paragraph 6, can be resolved by science? Why, can be resolved by science? Why, according to the author, are they not according to the author, are they not being resolved? Use ….being resolved? Use ….


4) To highlight subtleties such as author’s 4) To highlight subtleties such as author’s attitude, tone, purpose, intention.attitude, tone, purpose, intention.

Example: Nov 2005 – Example: Nov 2005 –

From Paragraph 8, identify three From Paragraph 8, identify three statements which might seem statements which might seem controversial, and in each case, show controversial, and in each case, show how the author’s language seeks to how the author’s language seeks to give an impression of open-give an impression of open-mindedness.mindedness.

Part 2:Part 2: Strategies to surviveStrategies to survive

A)A) FigurFigurative language / ative language / ImageImageryry► Both terms embody this idea of capturing a Both terms embody this idea of capturing a

picture, an image, a figure. picture, an image, a figure. ►Hence, it is a technique frequently and Hence, it is a technique frequently and

normally employed by the author to help the normally employed by the author to help the reader understand the idea he has by reader understand the idea he has by providing you a means to ‘see’ this idea. providing you a means to ‘see’ this idea.

► By employing the use of figurative language By employing the use of figurative language to achieve this, he is to achieve this, he is ultimately finding ultimately finding similaritiessimilarities between his idea as well as the between his idea as well as the image. image.

► Your task is to identify what similarities are Your task is to identify what similarities are being highlighted.being highlighted.

Figurative language / Figurative language / ImageryImagery

Imagery – Imagery – metaphorsmetaphors, , similessimiles, , analogyanalogy

Example - To describe the idea of being Example - To describe the idea of being perseveringpersevering

► Simile: She is as tireless as an ant.Simile: She is as tireless as an ant.

►Metaphor: She is an ant.Metaphor: She is an ant.

► Analogy: The ant which carries its load, many Analogy: The ant which carries its load, many times its size, tirelessly without complaint times its size, tirelessly without complaint would be an apt analogy to use to describe her would be an apt analogy to use to describe her when she is faced with the challenge of when she is faced with the challenge of completing a task. completing a task.

Figurative language / Figurative language / ImageryImageryBasically to answer these questions, you will Basically to answer these questions, you will

need to remember 3 steps.need to remember 3 steps.► Step 1: Explain the literal. Step 1: Explain the literal.

Example – An ant is known to be….Example – An ant is known to be….► Step 2: Use key words which show Step 2: Use key words which show

similarities such as “Similarly”, “Also” etcsimilarities such as “Similarly”, “Also” etc

Example: - Example: - SimilarlySimilarly, she is also shown to be , she is also shown to be …..…..

► Step 3: Show the purpose of using the Step 3: Show the purpose of using the imagery by equating the characteristics.imagery by equating the characteristics.

Therefore, by using the _____, the author Therefore, by using the _____, the author shows how …..shows how …..

Other possible questions: Other possible questions:

The above technique can also be used The above technique can also be used when the question requires you to:when the question requires you to:

- identify similaritiesidentify similarities- what comparison does the author what comparison does the author

make, make, - compare the ideas presented in…compare the ideas presented in…

B) Use of contrasts/differencesB) Use of contrasts/differencesStep 1: A is …..Step 1: A is …..

Step 2 : word to show contrast (key words Step 2 : word to show contrast (key words = but, on the contrary, however etc) = but, on the contrary, however etc)

Step 3: B is …..Step 3: B is …..

►When the differences are presented as When the differences are presented as complex ideas with many parts, or there complex ideas with many parts, or there are multiple aspects being contrasted, are multiple aspects being contrasted, use the BOX. Remember, use the BOX. Remember, it comes in it comes in pairspairs..

C) Use of Irony C) Use of Irony /Paradox/Contradiction/Paradox/Contradiction

What is What is ironicironic (_____________________________)(_____________________________) in this in this phrase: phrase:

1) In an age when many look for 1) In an age when many look for independenceindependence, , marriagemarriage is still very is still very much a necessity. much a necessity.

2) Nov 2002 – 2) Nov 2002 – Explain what is ironic or Explain what is ironic or contradictory about the headline NO contradictory about the headline NO SINGLISH PLEASE, WE ARE SINGLISH PLEASE, WE ARE SINGAPOREAN.SINGAPOREAN.


What is What is paradoxicalparadoxical (_____________________________)(_____________________________) in this in this phrase?phrase?

1) It is only because the school 1) It is only because the school lovesloves you that they take pains to you that they take pains to hurthurt you. you.


What is What is contradictorycontradictory (_____________________________)(_____________________________)

As soon as the As soon as the CommunistCommunist government government came into power, they implemented a came into power, they implemented a policy of policy of freedom of speechfreedom of speech..


►All 3 share the existence of a “gap”.All 3 share the existence of a “gap”.

What is this gap? What is this gap? ►Normally, the gap is when you are able Normally, the gap is when you are able

to highlight between what was to highlight between what was __intendedintended__ and what was the and what was the __actualactual__. .

►Or show the mismatch between what Or show the mismatch between what was the was the __perceivedperceived__ and what was and what was __realreal______. .


Unlike the above categories, these 3 Unlike the above categories, these 3 share one common feature – share one common feature –

► ie. They are ie. They are subtlesubtle OR OR not obviousnot obvious..

► It requires some thought and It requires some thought and understanding before being able to understanding before being able to grasp. grasp.

►Contradiction would be the most Contradiction would be the most obvious of the 3. Very layman - “say obvious of the 3. Very layman - “say one thing and do the opposite”one thing and do the opposite”

C) Use of Irony C) Use of Irony /Paradox/Contradiction/Paradox/ContradictionThere are also 3 steps:There are also 3 steps:

As soon as the Communist government came into power, they As soon as the Communist government came into power, they implemented a policy of freedom of speech.implemented a policy of freedom of speech.

Step 1: Identify and state intended/perceived Step 1: Identify and state intended/perceived ► Eg. A communist government is characterized as being Eg. A communist government is characterized as being

inflexible and one which would like to assume absolute power. inflexible and one which would like to assume absolute power.

Step 2 : key words – BUT/yet/however…(words that show an Step 2 : key words – BUT/yet/however…(words that show an opposing relationship)opposing relationship)

► ButBut by implementing a policy of freedom of speech by implementing a policy of freedom of speech

Step 3: Highlight the mismatch/gap with a reasonStep 3: Highlight the mismatch/gap with a reason► It goes against the idea of absolute power It goes against the idea of absolute power becausebecause freedom of freedom of

speech gives the people the power to voice their thoughts and speech gives the people the power to voice their thoughts and openly challenge the government which openly challenge the government which contradictscontradicts the the nature of the government which implemented it.nature of the government which implemented it.


Example – Nov 2004Example – Nov 2004

‘‘narrow uniform lives…diversity is the new narrow uniform lives…diversity is the new conformity’ (lines 6-7). Explain the conformity’ (lines 6-7). Explain the contrast contrast the writer is making here and in what way it the writer is making here and in what way it is is contradictorycontradictory..

From Passage:From Passage: These choices have These choices have liberated liberated them from the them from the narrow uniform livesnarrow uniform lives of their of their ancestors. Indeed, ancestors. Indeed, diversity is the new diversity is the new conformityconformity..

D) Use of “…”D) Use of “…”► could probably be the easiest question in the could probably be the easiest question in the

paper.paper.

► Requires students to show that they Requires students to show that they understand a particular phraseunderstand a particular phrase

► And use OWN WORDS to explain the meaningAnd use OWN WORDS to explain the meaning

► Need to break the question into Need to break the question into partsparts

► (NOT a substitute word-for-word exercise!!)(NOT a substitute word-for-word exercise!!)

D) Use of “…”D) Use of “…”► Nov 2002 – Nov 2002 –

‘… ‘… the playing field for young the playing field for young Singaporeans would not be level if Singaporeans would not be level if they did not or could not learn to they did not or could not learn to code-switch’ (lines 90-92).code-switch’ (lines 90-92).

What are the What are the PARTSPARTS??

1)1) The playing field…levelThe playing field…level

2)2) They did notThey did not

3)3) Could notCould not

4)4) Learn to code-switchLearn to code-switch

Rephrase:Rephrase:_______________________________________________________ ___________ ______________________

D) Use of “…”D) Use of “…”Cambridge comment:

Candidates needed to cope with 2 metaphorical expressions: “level playing field” & “code-switch”. Many omitted the important consideration that the ability to code switch included the understanding of when it was appropriate to do so. Another overlooked detail was the distinction between “did not” and “could not”, which required students to recognise that the chance to learn how to do this was not always available.

D) Use of “…”D) Use of “…”

► Some points to note:Some points to note:

You need to capture these in your You need to capture these in your rephrase:rephrase:

1)1) Extent (A lot or a little? Major or minor?)Extent (A lot or a little? Major or minor?)

2)2) Tone – positive, negative, neutral?Tone – positive, negative, neutral?

3)3) Coherence between parts of the answer Coherence between parts of the answer to make it a to make it a WHOLE.WHOLE.

D) Use of “…”D) Use of “…”

►More examples:More examples:

Nov 2003 – Nov 2003 –

‘‘It is sentiment, not reason, that fuels It is sentiment, not reason, that fuels their fanaticism’ (line 29). Explain their fanaticism’ (line 29). Explain what the author is saying by bringing what the author is saying by bringing out the meaning of the italicised out the meaning of the italicised words.words.

If you remember nothing If you remember nothing else…else…

► You’re not a ninja just because you know the You’re not a ninja just because you know the moves…moves…

► You’re not a great counter-strike player You’re not a great counter-strike player because you know how the game is because you know how the game is played…played…

► You can’t drive a car just because you know You can’t drive a car just because you know how it works…how it works…

The difference between The difference between knowledgeknowledge and and skillskill isis

One last word…One last word…

PRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICE

PRACTICEPRACTICEPRACTICEPRACTICE

PRACTICEPRACTICE

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PRACTICEPRACTICE

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Paper 2 If it were your Enemy No. 1… Know it VERY WELL