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

Tackling the short structured questions Focus of lecture: ► Understanding why the short questions are set and appreciating them. ► Finding strategies to deal with these

Part 1: Purpose of short questions 1) To help students understand nuances in the passage which might otherwise be missed and result in the students’ superficial understanding of the passage. Example: Nov 2004 – Explain how the three examples given in lines are ‘situations where their choices are made for them’ (lines 34 – 35). Explain how the three examples given in lines are ‘situations where their choices are made for them’ (lines 34 – 35). What CAN’T you miss when u read the passage given such a question?

Purpose of short questions 2) Give students a more structured, systematic way to unlock the meaning of the passage. ► Normally, questions start from lines 6 – 7 and then progress to “in Para 3” and then to further down the passage BEFORE the summary. ► That’s why you never start on the summary and AQ before you have tried to answer the short questions!!

Purpose of short questions 3) To highlight important or key issues, arguments, concerns. Example: Nov 2005 – What are 2 sources of conflict which the author claims, in paragraph 6, can be resolved by science? Why, according to the author, are they not being resolved? Use …. What are 2 sources of conflict which the author claims, in paragraph 6, can be resolved by science? Why, according to the author, are they not being resolved? Use ….

Purpose of short questions 4) To highlight subtleties such as author’s attitude, tone, purpose, intention. Example: Nov 2005 – From Paragraph 8, identify three statements which might seem controversial, and in each case, show how the author’s language seeks to give an impression of open-mindedness. From Paragraph 8, identify three statements which might seem controversial, and in each case, show how the author’s language seeks to give an impression of open-mindedness.

Part 2: Strategies to survive A) Figurative language / Imagery ► Both terms embody this idea of capturing a picture, an image, a figure. ► Hence, it is a technique frequently and normally employed by the author to help the reader understand the idea he has by providing you a means to ‘see’ this idea. ► By employing the use of figurative language to achieve this, he is ultimately finding similarities between his idea as well as the image. ► Your task is to identify what similarities are being highlighted.

Figurative language / Imagery Imagery – metaphors, similes, analogy Example - To describe the idea of being persevering ► Simile: She is as tireless as an ant. ► Metaphor: She is an ant. ► Analogy: The ant which carries its load, many times its size, tirelessly without complaint would be an apt analogy to use to describe her when she is faced with the challenge of completing a task.

Figurative language / Imagery Basically to answer these questions, you will need to remember 3 steps. ► Step 1: Explain the literal. Example – An ant is known to be…. ► Step 2: Use key words which show similarities such as “Similarly”, “Also” etc Example: - Similarly, she is also shown to be ….. ► Step 3: Show the purpose of using the imagery by equating the characteristics. Therefore, by using the _____, the author shows how …..

Other possible questions: The above technique can also be used when the question requires you to: - identify similarities - what comparison does the author make, - compare the ideas presented in…

B) Use of contrasts/differences Step 1: A is ….. Step 2 : word to show contrast (key words = but, on the contrary, however etc) Step 3: B is ….. ► When the differences are presented as complex ideas with many parts, or there are multiple aspects being contrasted, use the BOX. Remember, it comes in pairs.

C) Use of Irony /Paradox/Contradiction What is ironic (_____________________________) in this phrase: 1) In an age when many look for independence, marriage is still very much a necessity. 2) Nov 2002 – Explain what is ironic or contradictory about the headline NO SINGLISH PLEASE, WE ARE SINGAPOREAN.

C) Use of Irony /Paradox/Contradiction What is paradoxical (_____________________________) in this phrase? 1) It is only because the school loves you that they take pains to hurt you.

C) Use of Irony /Paradox/Contradiction What is contradictory (_____________________________) As soon as the Communist government came into power, they implemented a policy of freedom of speech.

C) Use of Irony /Paradox/Contradiction ► All 3 share the existence of a “gap”. What is this gap? ► Normally, the gap is when you are able to highlight between what was _intended_ and what was the _actual_. ► Or show the mismatch between what was the _perceived_ and what was _real___.

C) Use of Irony /Paradox/Contradiction Unlike the above categories, these 3 share one common feature – ► ie. They are subtle OR not obvious. ► It requires some thought and understanding before being able to grasp. ► Contradiction would be the most obvious of the 3. Very layman - “say one thing and do the opposite”

C) Use of Irony /Paradox/Contradiction There are also 3 steps: As soon as the Communist government came into power, they implemented a policy of freedom of speech. Step 1: Identify and state intended/perceived ► Eg. A communist government is characterized as being inflexible and one which would like to assume absolute power. Step 2 : key words – BUT/yet/however…(words that show an opposing relationship) ► But by implementing a policy of freedom of speech Step 3: Highlight the mismatch/gap with a reason ► It goes against the idea of absolute power because freedom of speech gives the people the power to voice their thoughts and openly challenge the government which contradicts the nature of the government which implemented it.

C) Use of Irony /Paradox/Contradiction Example – Nov 2004 ‘narrow uniform lives…diversity is the new conformity’ (lines 6-7). Explain the contrast the writer is making here and in what way it is contradictory. From Passage: These choices have liberated them from the narrow uniform lives of their ancestors. Indeed, diversity is the new conformity.

D) Use of “…” ► could probably be the easiest question in the paper. ► Requires students to show that they understand a particular phrase ► And use OWN WORDS to explain the meaning ► Need to break the question into parts ► (NOT a substitute word-for-word exercise!!)

D) Use of “…” ► Nov 2002 – ‘… the playing field for young Singaporeans would not be level if they did not or could not learn to code-switch’ (lines 90-92). ‘… the playing field for young Singaporeans would not be level if they did not or could not learn to code-switch’ (lines 90-92). What are the PARTS? 1) The playing field…level 2) They did not 3) Could not 4) Learn to code-switch Rephrase:____________________________________________

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 “…” ► Some points to note: You need to capture these in your rephrase: 1) Extent (A lot or a little? Major or minor?) 2) Tone – positive, negative, neutral? 3) Coherence between parts of the answer to make it a WHOLE.

D) Use of “…” ► More examples: Nov 2003 – ‘It is sentiment, not reason, that fuels their fanaticism’ (line 29). Explain what the author is saying by bringing out the meaning of the italicised words.

If you remember nothing else… ► You’re not a ninja just because you know the moves… ► You’re not a great counter-strike player because you know how the game is played… ► You can’t drive a car just because you know how it works… The difference between knowledge and skill is

One last word… PRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICEPRACTICE