examguru

Introduction 1
Composition Situational Writing 2
Composition Section C Notes 22
Composition editing exercise 1 50

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Composition editing exercise 2 51
Composition editing exercise Answers 54

.co
Compostion Notes 60
Comprehension Inference Practice TYS Anwers 62
Comprehension Language Use Notes 73
Comprehension Inference Notes 85
Comprehension Inference Answers 95

ru
Comprehension Inference Practice TYS 97
Comprehension Inference Practice ru 107
Comprehension Visual Text Notes 109
gu gu
Summary Text 140
am

Summary Questions 142

Summary Answers 145
m ex

Visual Text Questions 1 148

Visual Text Answers 1 156
Visual Text Questions 2 160
xa

Visual Text Answers 2 166

Tips and Common Errors in Editing and Comprehension 170
e
sg
examguru

Hello
m
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Thank you for buying this English Notes from

ru
EXAMGURU (carousell). I am sure that this notes
will benefit you immensely and allow you to score
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your A1 in O Level English. Here, I have some tips
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for you:
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 Read through the notes before attempting the

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questions.
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 Copy the correct answers for every wrong

answer that you have given.
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 For every wrong answer, understand your

mistake and make sure you will not repeat it
again.
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With that, I wish you all the best in your

examinations. Good luck!
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Introduction 1
examguru
How to fully
o m
understand the
requirements of
u . c
a Situational uru
ur
Writing task to
e x a mg

mg
ace Task
Fulfilment x a
g e
s
Composition Situational Writing 2
examguru
Quick Recap
o m
Task Fulfilment – 10 marks

u . c
r
Language – 20 marks

1.
2.
g u
Personal Letter
Formal Letteram
gu r u

3.

a m
Speech e
x Refer to Hand out

x
on Standard
4. Report

e
Layouts for SW
5. News Report

g
formats

s
6. Feature Article
7. Emails
Composition Situational Writing 3
examguru
Analysis of Question
o m
(1) Purpose

u . c
r
(2) Audience
(3)
(4)
Context
g
g
u
u
r
Task (eg. letter, report, speech)
a m
u

(5) x
Format (eg. formal /einformal

a m letter)

x
(6) Required Points (number them RP1, RP2, RP3, etc)

g e
s
Composition Situational Writing 4
examguru
Marking Rubric and Suggested Structure
o m
O Level 1128 Marking Rubric – Band 1

u . c
r
Task Fulfilment (10 marks)

u u
• Good understanding of purpose
Lr
gg u
• Clear awareness of context and audience ink
a m
m
• Organisational structure and format
entirely appropriate e x I nformation
a
• All required points developed in detail,

x
fully amplified and well organised R easoning
e
• Given information and visual stimulus

g
well-used to justify personal opinion
A mplification
s
and interpretation

Composition Situational Writing 5

 Technique
examguru for Addressing and
Amplification of Required Points
o m
L
c
Express link to key words in the

.
ink required points.

ru Use of relevant information from

I nformation
g u a
u r u and visual stimulus
the question
(ifgavailable).
m

R easoning m
ex Valid reasoning to convince the

x a reader of one’s argument or

personal opinion.

g e
A mplification
Amplification in the form of

s
Composition Situational Writing
elaboration and/or examples
(supporting details for the given
information ). 6
 Technique
examguru for Addressing and
Amplification of Required Points
o m
L
c
Express link to key words in the

.
ink required points.

ru Use of relevant information from

I nformation
g u a
u r u and visual stimulus
the question
(ifgavailable).
m

R easoning m
ex Valid reasoning to convince the

x a reader of one’s argument or

personal opinion.

g e
A mplification
Amplification in the form of

s
Composition Situational Writing
elaboration and/or examples
(supporting details for the given
information ). 7
examguru
In December, your school will be embarking on a one-day open-to-public

m
fundraising project to help underprivileged senior citizens from the

o
Mountbatten Constituency [context]. As the President of the Peer

c
Leaders [role], you have been asked to deliver a speech [task] to the

.
school [audience] to inform them of the two activities that you have

u
chosen for the fundraising project [purpose 1]. Both activities will be held

r
on the same day [context]. Your speech should also persuade them to

u
join your team which will be managing the project [purpose 2].
r u
g g u
am
In your speech [task],

m e x
• state the details on the fundraising project and its purpose [RP1].

a
• inform them of the two activities and explain why each activity would

x
contribute to the success of the project [RP2 & RP3].

e
• suggest two reasons why they should be part of the organising

g
committee [RP4 & RP5].

s
Write your speech in clear, accurate English and in a persuasive,
enthusiastic tone. You should use your own words as much as possible.
Composition Situational Writing 8
examguru
Common Pitfall
o m
. c
• Students tend to amplify by giving more details for no
particular reason

u
Example
u
rru
g
g
The first activity will be a Charity uBazaar held in school.
a mkinds of booths for games,
m
Students can set up different
drinks, food, photo-taking x
e and others. We can have

x a
different zones for different age groups, such as balloon
sculpturing for young children and street soccer matches

e
for teenagers. The peer leaders can also set up sand art

g
stations which has proved to be highly popular among

s
young children in our past events. Hence, we will be able
to raise more funds and make our project a success.
Composition Situational Writing 9
examguru
Common Pitfall
o m
. c
• Students tend to amplify by giving more details for no
particular reason

u
Example
u
rru Link

g
g
The first activity will be a Charity uBazaar held in school.
a mkinds of booths for games, Info
m
Students can set up different
drinks, food, photo-taking x
e and others. We can have

x a
different zones for different age groups, such as balloon
sculpturing for young children and street soccer matches

e
for teenagers. The peer leaders can also set up sand art

g
stations which has proved to be highly popular among

s
young children in our past events. Hence, we will be able
to raise more funds and make our project a success.
Reasoning
Composition Situational Writing 10
examguru
Common Pitfall
o m
. c
• Students tend to amplify by giving more details for no
particular reason

u
Example for RP2
u
rru Link

g
g
The first activity will be a Charity uBazaar held in school.
a mkinds of booths for games, Info
m
Students can set up different
drinks, food, photo-taking x
e and others. We can have

x a
different zones for different age groups, such as balloon
sculpturing for young children and street soccer matches

e
for teenagers. The peer leaders can also set up sand art

g
stations which has proved to be highly popular among

s
young children in our past events. Hence, we will be able
to raise more funds and make our project a success.
Reasoning
Composition Situational Writing 11
examguru
Overcoming Common Pitfall
o m
Better Example for RP2

u . c Link
The first activity will be a Charity Bazaar held in school.
drinks, food, photo-taking and others.
rr
Students can set up different kinds of booths for games, Info

u u We can have

g
different zones for different ageugroups, such as balloon
sculpturing for young children mgand street soccer matches
a can also set up sand art
x
m
for teenagers. The peer leaders
e to be highly popular among
a
stations which has proved

x
young children in our past events. Hence, we can provide
a platform for families to bond and have fun together.

g e
This will help to draw in more crowds as more people
will come to our fun fair and we’ll be able to raise more

s
funds and make our project a success.
Reasoning
Composition Situational Writing 12
examguru
Learning Point
o m
. c
• Amplification is a form of elaboration and/or

u
r
examples (supporting details for the given

u
information ).
r u
g
g u
• It should be added in meaningfully to suit the
a m SW task given.
m
purpose/objective of x the
e
a
• This can be done by

x
1) providing extra but relevant information and

e
g
2) using it to explain and support the overall

s
purpose/objective of the SW.
Composition Situational Writing 13
examguru
In December, your school will be embarking on a one-day open-to-public

m
fundraising project to help underprivileged senior citizens from the

o
Mountbatten Constituency [context]. As the President of the Peer

c
Leaders [role], you have been asked to deliver a speech [task] to the

.
school [audience] to inform them of the two activities that you have

u
chosen for the fundraising project [purpose 1]. Both activities will be held

r
on the same day [context]. Your speech should also persuade them to

u
join your team which will be managing the project [purpose 2].
r u
g g u
am
In your speech [task],

a m
How about e x
purpose 2?
• state the details on the fundraising project and its purpose [RP1].
• inform them of the two activities and explain why each activity would

x
contribute to the success of the project [RP2 & RP3].

e
• suggest two reasons why they should be part of the organising

g
committee [RP4 & RP5].

s
Write your speech in clear, accurate English and in a persuasive,
enthusiastic tone. You should use your own words as much as possible.
Composition Situational Writing 14
examguru
Overcoming Common Pitfall
o m
Best Example for RP2

u . c
[RP2/3] Most people like fun fairs [link] because they cater to the

r
community. There will be something that everyone can enjoy [reason].

u u
We can set up different fun fair booths [information-text] or even
r
g
u
different zones for people of different age groups. For instance, we can
g
am
have game booths [information-image/text] such as balloon sculpturing

m x
stations for young children and street soccer matches for teenagers
e
a
[amplification]. Lucky draw booths would be more attractive to others. If

x
our guests are hungry, our food booths [information-image] will deal with
their growling bellies! Furthermore, fun fairs serve as a platform for

e
family to spend time together and enhance bonding between family

g
members [amplification]. That will really bring crowds to our fun fair.

s
With more people coming to our fun fair, we’ll be able to raise more funds
and make our project a success [link]. If you’ve the talent for running fun
fair booths, join us! We need experts like you [purpose 2].
Composition Situational Writing 15
examguru
Common Pitfall
o m
. c
• Suggesting reason(s) that may address the RP but not
helpful for overall objective

u
Example for RP4

u
rru
g
g u
You should join the organising committee for this fundraising
event as there will be CIP hoursmawarded.
a

a me x
• Do you think such a candidate will be a valuable member in

x
the committee? Why would you want a person of such

e
calibre in your team?
• Does this really suit the purpose of the fundraising event?
Counstituency)
g
(to help underprivileged senior citizens in the Mountbatten

s
Composition Situational Writing 16
examguru
Common Pitfall
o m
. c
• Suggesting reason(s) that may address the RP but not
helpful for overall objective

u
Example for RP4
r
ur
u
g
g u
You should join the organising committee for this fundraising
m many friends.
event as you will be able to make
a

a me x
• Do you think that is a convincing reason? Think about who

x
is the target audience for this.

e
• Hint: People who are driven and genuinely there to

g
contribute to the good cause of helping underprivileged
senior citizens

s
Composition Situational Writing 17
examguru
Common Pitfall
o m
. c
• Suggesting reason(s) that may address the RP but not helpful for
overall objective

u
Better Example for RP4

ur r u
g
You should join the organising committee for this fundraising event as
gu
you will be able to make many like-minded friends who also enjoy
am
volunteering. The committee members are all passionate about

m x
contributing back to the society. You will have a enjoyable and
e
a
meaningful experience making a huge positive impact on the lives of
the senior citizens of the Mountbatten Constituency. So join us now!

ex
• Do you think that is a convincing reason? Think about who is the

g
target audience for this.

s
• Hint: People who are driven and genuinely there to contribute to the
good cause of helping underprivileged senior citizens

Composition Situational Writing 18

examguru
Common Pitfall
o m
. c
• Suggesting reason(s) that may address the RP but not
helpful for overall objective
u
r u
ur
g
Example for RP4
g u
m
You should join the organising committee for this
xa be able to learn many skills.
fundraising event as youewill

a m
e
purpose of this SW?x
• How can this reasoning be improved to suit the

g
• To appeal to people who are interested in volunteering,

s
how can these skills learnt be useful for them?
Composition Situational Writing 19
examguru
Common Pitfall
o m
Better Example for RP4

u . c
r
You should join the organising committee for this fundraising event as
you will be able to learn many skills. These skills, such as event

u u
management and leadership skills, will be useful in your future
r
g g u
volunteering endeavours. We hope to share our experience through

am
this fundraising project to anyone who is interested in volunteering

m e x
and contributing back to the society. If you are interested but afraid

a
that you are inexperienced, don’t worry! We will here to work through

x
all potential challenges together as a team and may this be the first of

e
many meaningful projects to help the senior citizens of Mountbatten

g
Constituency!

s
• How can this reasoning be improved to suit the purpose of this SW?
• To appeal to people who are interested in volunteering, how can
these skills learnt be useful for them?
Composition Situational Writing 20
examguru
In a nutshell…
o m
• Everything that is
placed in the SW
u . c
should have a reason
r u
ur
g
for existing  to u
support the overall am
g
purpose of the taske x

a m
x
• The easiest (and maybe

e
only) way to do this is

g
through analysing the

s
question carefully and
planning!
Composition Situational Writing 21
examguru
SECONDARY 4
POST PRELIMINARY
o m
. c
EXAMINATION

u
r
LECTURE

g u a
u r u
PAPERg1/1128:
m
m x
ESSAY WRITING
e
a
REVISION

ex
s g
Composition Section C Notes 22
examguru

OVERVIEW OF LECTURE
o m
1. Introduction
u . c
ur
2. Revision: approaches to
r u
g
various essay types
g u
a m
m x
3. Errors in Language Use
e

x a
g e
s
Composition Section C Notes 23
examguru

LEARNER OUTCOMES
o m
1. to revise key points for:

u . c
r
• i. a discursive essay

u
• ii. an argumentative essay
r u
g g u
• iii. a mixed genre essay: descriptive and reflective,
discursive and descriptive
am
• v. narrative
• vi. descriptive
a m
e x

ex
• vii. personal recount
2013 O Level question as example:

g
‘Parents often believe that it is better to be safe than sorry. Do

s
you consider young people to be too protected?

Composition Section C Notes 24

examguru

m
Structure of a Discursive Essay

c o
1. The Introduction: the paragraph is structured in the
following way:
.
ru
• 1. Write a Preamble (1-2 sentences) to begin essay by

u
addressing the topic in the essay question. Use
r u reader. Eg use
g
u
strategies to begin essay to interest
g
CATFISH
a m

a m
ex
• 2. Define key words (precise and complete) in essay

x
question. Eg: ‘young people’ refers to males and females

e
who are studying in primary schools and teenagers too.

s g
Composition Section C Notes 25
examguru

m
Structure of a Discursive Essay

. c
• 3. Establish the parameters for the essay. This o
u
includes ( usually place, time and other aspects too such
as age group, gender)

urr
• Eg: ‘young people’ refers to males u and females aged
gg u and teenagers too
who are studying in primary schools
am
m
in Singapore in today’s context.
e x

x a
• 4. Write a Thesis Statement. This is a complete

e
sentence that must make reference to the main/key

g
points for the whole essay that will follow. Your stand is

s
not required.

Composition Section C Notes 26

examguru

Structure of a Discursive Essay

o m
• The Body:

u . c
r
• It carries 4 key points (fully developed using PEEL)

u
and offers both points of view which address the
question directly. Eg: r u
gg u
m
2 key points which present the view that young
a
m
people are too protectedx by their parents.
e

x a
2 key points which present the contrasting point of view
that young people are not too protected by their parents

e
and that the extent of such care is essential for their well-

g
s
being.

Composition Section C Notes 27

examguru

Structure of a Discursive Essay

o m
Other Approaches:

u . c
r
Present 3 key points + 1 contrasting point

u
Present 2 arguments + 1 contrasting point (note: less
r u
g
content likely to affect mark) u
g
am
The Conclusion: Use a e x
m
strategy

a
(eg. CATFISH) to write a
conclusion which is thought-provoking or reflective,

ex
perhaps, questioning.
It must include your stand on the topic, even if 2 ‘for’

s g
+2 ‘contrasting’ points approach is used.

Composition Section C Notes 28

examguru

m
ARGUMENTATIVE ESSAY:

o
INTRODUCTION

. c
i. Write a Preamble (1-2 sentences to start

u
r
and enter topic) using CATFISH as a

u
strategy
r u
g
ii. Define key terms/wordsu in the topic/issue.
[mostly necessary]am
g
e
iii. Establish parameters
x

a m
for any of the words in

x
the statement [Mostly necessary]

e
iv. Thesis statement (which constitutes one’s

g
firm stand on the topic/issue; setting the

s
direction for the essay)
Composition Section C Notes 29
examguru

ARGUMENTATIVE ESSAY:STRUCTURE
o m
. c
1. INTRODUCTION: Write a brief Preamble, define key

u
terms, set parameters, include thesis statement which

ur
briefly states 3 points which will follow in body of essay.
2. BODY: give 3 arguments; noteruPoint 3 needs OV, C,

g
R. g u
a m
x
m
Point 1 [ use the PEEL approach to expand]
e
a
Point 2 [ use the PEEL approach to expand]

ex
Point 3 [ use the PEEL approach to expand]
+ Opposing View (OV) + Concession (C) + Rebuttal (R)
3. CONCLUSION

s g
Composition Section C Notes 30
examguru
ARGUMENTATIVE ESSAY: A sample Introduction with a
Thesis Statement stating all the 3 points that support
topic/issue briefly
o m
. c
‘The way we dress reveals who we are.’ What are your views? O
Level/2013

u
ur r u
It has often been said that first impressions last and the way

g g u
individuals dress is likely to be a reflection of themselves.
am
(Preamble) The word ‘dress refers to mode or way of dressing and

m
e x
who we are refers to the idea of one’s identity or personality. (Define

a
terms). I agree with the view that the way we dress in Singapore

x
today and other countries does reflect who we are as individuals as

e
our dress sense almost always involves personal choice (P1),the
creation of our self-image is determined by the resources we

g
have (P2) and finally, an individual’s lifestyle and culture also

s
has an impact on the way he or she dresses. (P3) (Thesis
Statement).
Composition Section C Notes 31
examguru

m
ARGUMENTATIVE ESSAY: PHRASES FOR OPPOSING

o
VIEW, CONCESSION, REBUTTAL

1. Opposing View:

u . c
r
Some X (people/critics/research etc- depends on

u
context in your essay may argue/suggest/hold the view
that… r u
g g u
2. Concession:
a m
x
m
Although….X, it is also…Y
e
note that…
x a
Although it may be the case that…, it is also essential to

3. Rebuttal:

g e
Therefore/ It is clear therefore that…

s
Composition Section C Notes 32
examguru

m
Structure of a Mixed Genre Essay:

o
Personal Recount & Reflective Essay

.
WORKING EXAMPLE: Question 4 2013 Paper

u c
What do you consider to be your greatest achievement? Why does it

r
mean so much to you?

g u g u r
The Introduction: the paragraph is structured

a
1. Write a Preamble (1-2 sentences) m
u in the following way:
to begin essay by addressing the

m
topic in the essay question. Usexstrategies
e to begin essay to interest

a
reader. Eg use CATFISH

x
2. Define key words (precise and complete) in essay question. Eg:

e
‘greatest achievement’. To me, the phrase ‘greatest achievement’
refers to an experience when I attained success which I wanted or

g
achieved outcomes which I wanted and which mattered the most to me

s
at that point in time.

Composition Section C Notes 33

examguru

m
Structure of a Mixed Genre Essay:

o
Personal Recount & Reflective Essay

. c
3. Write a Thesis Statement. This is a complete sentence

u
that must make reference to the main/key points for the

ur
whole essay that will follow. State your greatest
u
achievement in the introductoryrparagraph.

g g u
am

a m
e x

ex
s g
Composition Section C Notes 34
examguru

m
Outline of a Mixed Genre Essay:

o
Personal Recount & Reflective Essay

. c
The Body: this part of your essay should be structured
in the following way:

u
(2-3 paragraphs)
ur
1. Write a detailed recount of your greatest achievement
r u
g g u
m
2. Reflect in detail on why this achievement matters/
a
x
m
mattered so much to you. (2 paragraphs)
e
a
The Conclusion: this paragraph must offer closure to the

x
entire experience; it can be an extension of your reflection

e
but must not repeat the content expressed in the earlier 2

g
paragraphs; it should be thought-provoking and may be

s
suggest implications for the future.

Composition Section C Notes 35

examguru

m
Structure of a Mixed Genre Essay:

o
Personal Recount & Reflective Essay

.
WORKING EXAMPLE: Question 4 2013 Paper

u c
What do you consider to be your greatest achievement?
Why does it mean so much to you?

ur
How to approach/answer this question: r u
g g u
m
1. Decide on the greatest achievement you intend to
a
m
x
write about.
e
a
i. Ensure it is a significant experience which

x
required/requires much effort to achieve. This implies that

e
you would have had to face struggles, challenges and even

g
failure during the process.

s
ii. Essay must respond to both questions as 1 unified
essay, not as 2 structured parts of an essay.
Composition Section C Notes 36
examguru

m
Outline of a Mixed Genre Essay:

o
Personal Recount & Reflective Essay

. c
Write a detailed recount on this achievement. These

u
questions will help you develop your recount:
i.

ur
What did you want to achieve and why was it important for
you to achieve these outcomes? r u
g g
ii. Where did this experience occur?u
am
m x
iii. What obstacles did you encounter?
e
a
iv. What did you have to do to achieve what you wanted?

x
v. How did you overcome these obstacles?

e
vi. Who helped you?

g
vii. How long did it take to achieve what you wanted?

s
viii. What were your feelings and thoughts during this entire
experience? Write them in your recount.
Composition Section C Notes 37
examguru

m
Outline of a Mixed Genre Essay:

o
Personal Recount & Reflective Essay

. c
3. Reflect on why this achievement matters/ mattered

u
so much to you. These questions will help you develop
your reflection:

ur
i. How has your greatest achievement r u affected you?
g g u
m
ii. What have you learnt about yourself, others,
a
mx
relationships, life, struggle, challenges and effort during
e
a
the process?

x
iii. In what ways has it made an impact on your life in the

e
past and in the present?

g
• (These questions can be used to write the concluding

s
paragraph too, especially point (iii).

Composition Section C Notes 38

examguru
O Level Markers’ Comments for this
Question
o m
. c
• Weaker candidates did not use tense and verb forms

u
correctly to ensure a clear sequence of events in a
narrative.

ur r u
• A further problem with tenses sometimes arose from

g
misreading of the question, org uperhaps confusing
a m which led candidates to
m
‘achievement’ with ‘ambition’,
write about what they e
x

a
hoped would be their greatest

x
achievements in the future, rather than those already

e
gained.

g
• Generally, candidates structured their work well with no

s
repetition or digression from the topic.

Composition Section C Notes 39

examguru
O Level Markers’ Comments for this
Question
o m
. c
• Many candidates adopted the personal narrative style to write about

u
a sporting, musical, dramatic or academic success or of overcoming

r
a personal issue such as obesity, illness, depression, injury,

u
physical disability, speech impediment or a specific fear of water or
r u
g
u
heights.
g
• Good answers were well planned and sustained, showing skilled
am
m x
narrative techniques: an intriguing opening;
e
• the use of varied sentence structures, particularly the sudden short

x a
sentence or rhetorical question, for dramatic effect; coherent and
cohesive paragraphing; logical development and a firm or

e
unexpected conclusion.

g
• Many made a pleasing attempt to enliven the situation and develop

s
character with a balance of description, narration and direct speech.
There was some very sincere and effective writing, often clearly with
the ring of truth, sustaining the interest of the reader.
Composition Section C Notes 40
examguru

m
Mixed Genre Essay Questions: O Level 2014

Personal Recount & Reflective Essays

. c o
ru
1. Which person has the greatest influence over your life at the
present time, and why?

g u gu r u
2. ‘The best things in life are free.’ Write about some of the
occasions when you have found this to be true.
am
m
Descriptive and Reflective Essay:
e x

a
1. Describe how you celebrated an important family occasion.

x
Why will this event always remain in your memory?

e
Discursive OR Discursive & Descriptive:

g
2. Which features of Singapore and its citizens make it a major

s
tourist attraction for people from all over the world?

Composition Section C Notes 41

examguru

NARRATIVE ESSAY: STRUCTURE

o m
• Orientation/Exposition

u . c
• Introduction to story, characters and setting
Complication/Conflict
• Issue/Problem in plot
ur r u
g
• Sequence of events/RisinggActionsu
a m order/flashback, in medias
x
m
• Plot unfolds in chronological
e
a
res, current

x
• Climax

e
• Pivotal/turning point in plot

g
• Resolution

s
• Winding down, end of plot
Composition Section C Notes 42
examguru
NARRATIVE ESSAY: TECHNIQUES

o m
. c
Appropriate techniques/approaches:

u
1. Use appropriate POV – 3rd person narration Objective

r
/Subjective/Omniscient, 1st person, (no 2nd person –You)

u
2. Select a strong conflict.
r u
g g u
3. Plot should be human interest type grounded in the human condition.
4. Use dialogue adequately to move the plot or reveal characters
am
m
feelings, heighten tension in plot; don’t over use dialogue.
e x

a
5. Describe the feelings and thoughts of the main characters in some
detail as the plot develops.

supports it.

ex
6. Consider character and relationship development/change if plot

g
7. Describe the setting with appropriate adjectives or even figurative

s
language.
8. Consider a twist at the end/open-ended closing.
Composition Section C Notes 43
examguru
ERRORS IN LANGUAGE USE

o m
Errors in essays: Tense Shifts

u . c
r
1. Tense Shifts within a paragraph: Error: paragraph

u
begins in past tense then shifts to present tense along
the way. r u
g g u
m
st
Correction:1 sentence of paragraph is marker for
a
m
tense most of the time.x
e

x a
2. Tense shifts within a few paragraphs in essay:
Error: first paragraph is in past tense then later

e
paragraphs are in the present tense.

g
s
2. Correction: Be consistent with the tense in all the
paragraphs.
Composition Section C Notes 44
examguru
ERRORS IN LANGUAGE USE

o m
c
Errors in essays: over-use use of modal ‘would’ for past tense;

.
use ‘would’ only for what was done often otherwise use the past

u
tense verbs.

r
• We use would as the past tense of will:

u u
• 1. to talk about what people wanted to do or were willing to do:
r
g g u
• Eg: We had a terrible night. The baby wouldn’t go to sleep. He kept
waking up and crying.
am
m x
Eg: Dad wouldn’t lend me the car, so we had to take the train.
e
a
• 2. to talk about something that we did often in the past because we

x
wanted to do it:

e
• Eg: When they were children they used to spend their holidays at
their grandmother’s at the seaside. They would get up early every

g
morning and they’d have a quick breakfast then they would

s
run across the road to the beach

Composition Section C Notes 45

examguru

ERRORS IN LANGUAGE USE

o m
. c
• 3. Using ‘would’ correctly: in conditionals with words

u
like if and what if. In these sentences the main verb is
usually in the past tense:

urr u
g
u
• Eg: I would give her a call if gI could find her number.
a m
x
m
If I had the money I'd buy a new car.
e if you took more exercise.
a
Eg:You would lose weight

x
Eg:If he got a new job he would probably make more

e
money.

g
Eg: What if he lost his job. What would happen then?

s
Composition Section C Notes 46
examguru

m
ERRORS IN LANGUAGE USE: SENTENCE

o
SEPARATION

. c
• Run-ons, comma splices, and fused sentences are all

u
names given to compound sentences that are not

r
punctuated correctly. The best way to avoid such errors

u
is to punctuate compound sentencesr u correctly by using
gg
one or the other of these rules.u
m
• Join the two independentaclauses
x
m
with one of the
e (and, but, for, or, nor, so, yet),
a
coordinating conjunctions

x
and use a comma before the connecting word.

e
• When you do not have a connecting word (or when you

g
use a connecting word other than and, but, for, or nor,

s
so, or yet between the two independent clauses) use a
semicolon (;).
Composition Section C Notes 47
examguru
ERRORS IN LANGUAGE USE: SENTENCE
SEPARATION
•

o m
The original sentences are in italics. Corrected sentences are in bold.

. c
• 1. He enjoys walking through the country. He often goes backpacking on his
vacations.

ru
• He enjoys walking through the country, and he often goes
backpacking on his vacations.

u u
• 2. He often watched TV when there were only reruns. She preferred to read
r
g
instead.
g u
am
• He often watched TV when there were only reruns; she preferred to

m x
read instead.
e
a
• -OR-
•

x
He often watched TV when there were only reruns; however, she
preferred to read instead.

e
• 3. They weren't dangerous criminals they were detectives in disguise.

g
• They weren't dangerous criminals; they were detectives in disguise.

s
• 4. I didn't know which job I wanted I was too confused to decide.
• I didn't know which job I wanted, so I was too confused to decide.

Composition Section C Notes 48

examguru

o m
u . c
ur r u
g
THE END g u
a m

a m
e x

ex
s g
Composition Section C Notes 49
examguru
CHUNG CHENG HIGH SCHOOL
POST PRELIMINARY EXAMINATION PROGRAMME 2015
EL DEPARTMENT CLINIC SESSIONS

WORKSHEET 1

om
PAPER 1: MIXED GENRE ESSAYS
ERROR ANALYSIS: INTER-PARAGRAPH TRANSITION

TASK 1
Read the following paragraphs which are extracted from essays and correct the inter-
paragraph transition errors.

u.c
1. Argumentative Essay: Read and edit the language and transition errors in the
following paragraphs:

Furthermore, rewards for top scholars may imbue secondary school students with the

wrong value of education. Ministry of Education says in their website: “The goal of

education is to foster generations with skills required by the society and right moral
r u
and social values. Thus, it is important for students to realise that moral values are
ur
gu
equaly important to achieving academic success. However, rewarding students who
g
am

excel in studies fail to achieve that as it overemphasises the value of academy and

paper qualification and neglects the importance of social and moral values because
ex
am

students are rewarded only based on their academic results but not their charaters and

studying attitudes. Therefore, it is natural for students to develop the idea that

academic results are more important than any others, which is not the goal of

education.
ex

Giving rewards to top scholars also will not nurture students with the wrong value of

education because rewards can make students to work hard to do well in their students.

This is because physical awards such as cash rewards can make students happy easily.
sg

However, it is still wrong to give rewards to top scholars because education is not

about rewards.

Composition editing exercise 1 50

examguru
CHUNG CHENG HIGH SCHOOL
POST PRELIMINARY EXAMINATION PROGRAMME 2015
EL DEPARTMENT CLINIC SESSIONS

WORKSHEET 2

om
ERROR ANALYSIS: GRAMMAR

Task 2:
EXERCISE 1: Tense Shifts

Read the following paragraphs and correct the grammatical errors in tense shifts.

In the following passage from Alex Haley's Roots, some of the verbs have been deliberately

u.c
omitted. Supply the appropriate tense for each missing verb, the plain form of which is given
in brackets.

In Banjuh, the capital of Gambia, I met with a group of Gambians. They [tell] me how for
centuries the history of Africa has been preserved. In the older villages of the back country,
there are old men called griots, who [be] in effect living archives. Such men [memorize] and,
on special occasions, [recite] the cumulative histories of clans or families or villages as those
histories [have] long been told. Since my forefather [have] said his name was Kin-tay
r u
(properly spelled Kinte), and since the Kinte clan [be] known in Gambia, the group of
Gambians would see what they could do to help me. I was back in New York when a
ur
gu
registered letter [arrive] from Gambia.
g

Words [have] been passed in the back country, and a griot of the Kinte clan [have], indeed,
am

been found. His name, the letter said, [be] Kebba Kanga Fofana. I [return] to Gambia and
[organize] a safari to locate him.
ex
am

EXERCISE 2: Controlling Shifts in Paragraphs

Although the main tense in the following paragraph is past, the writer correctly shifts to
present tense twice. Find these two verbs in present tense. If you encounter difficulty, try
reading the paragraph aloud.

The Iroquois Indians of the Northeast regularly burned land to increase open space for
agriculture. In fact, the early settlers of Boston found so few trees that they had to row out to
ex

the islands in the harbor to obtain fuel. Just how far north this practice extended is uncertain,
but the Saco River in southern Maine appears to have been the original northern boundary of
the agricultural clearings. Then, pressured by European settlement, the Iroquois extended
their systematic burning far northward, even into the Maritime Provinces of
Canada.(abridged from Hay and Farb, The Atlantic Shore)
sg

Read the following paragraph through, and determine the main tense. Then reread it and
circle the three verbs that shift incorrectly from the main tense.

For the past seven years, I have called myself a swimmer. Swimming, my one sport, provides
a necessary outlet for my abundant energy. I have always drawn satisfaction from exertion,
straining my muscles to their limits. I don't know why pushing forward in the water, as my
muscles cried out in pain, sets off a booming cheer in my head. Many times when I rounded

Composition editing exercise 2 51

examguru
the turn for the last lap of a race, my complaining muscles want to downshift and idle to the
finish. My mind, however, presses the pedal to the floor and yells, "FASTER!" The moment
that I touched the wall my muscles relax; the pain subsides. I am pleased to have passed the
point of conflict. (adapted from Brendon MacLean,"Harder!")

om
You will notice several shifts in tense in the following paragraph describing action in a
fictional narrative. Find the six faulty shifts in tense.

In "The Use of Force" William Carlos Williams describes a struggle involving a doctor, two
parents, and their young daughter. The doctor must obtain a throat culture from the girl, who
was suspected of having diphtheria. This ordinarily simple task is hindered by the frightened
and uncooperative patient, Mathilda Olson. Adding to the doctor's difficulties were the
parents, who had to struggle with their own conflicting emotions. They want their daughter

u.c
helped, but they did not trust the doctor to do the right thing. Sensitive to the parents'
uncertainty, the doctor became more and more frustrated by Mathilda's resistance. Williams
gives considerable attention to how each of the Olsons react, but it is clear that his main
interest was in the doctor and his responses.(adapted from a student essay)

EXERCISE 3: Sentence Fragments

These paragraphs need proofreading for possible fragments. Use the space below each
paragraph for revising. r ur
u
gu
1. How can a person find patriotism in a local night club? Well, it did not take me too long.
g

About four weeks ago in a little night club in Louisville, Kentucky, a couple of my friends,
Rick and Lon, the duo who were providing the entertainment that night for the club.
am
ex
am

2. For the past twenty years, the Survey Research Center at the University of Michigan has
been measuring the level of Americans' trust and confidence in their politicians and quasi-
political trust and confidence in their political institutions and their leaders. "Political" being
all levels of government, and "quasi-political" churches, labor unions, large
professional/business associations, educational institutions, and the like. The result is that a
very sharp decline has taken place every year since 1964.
ex

3. For 200 years Americans believed in better jobs, better homes, a better life for one's
sg

children. This confidence no longer exists. Polls now indicate that fewer Americans feel they
are better off today than they were five years ago. A public-opinion analysis group has found
that large numbers of Americans, at some times and in some places, see themselves as lower
on the ladder. Adding worse living conditions and anticipation of further decline over the
next five years.

Composition editing exercise 2 52

examguru

4. Well, in looking at the picture at the left you see an old lady. She has a very funny look on
her face. As if she's lonely and just wants to be left alone. She also looks as if she has seen a
lot and experienced lots of things.

om
5. A president is an appointed leader. Someone who is a decision maker in the executive
branch of our government. This doesn't necessarily mean that the person the people elect is
capable. Just hopefully assumes. Assumes through his past record as a politician, over the

u.c
years' buildup of experience and handling situations.

EXERCISE 4: Dangling Modifiers

Strategies for revising dangling modifiers:

1. Name the appropriate or logical doer of the action as the subject of the main clause:
r u
Having arrived late for practice, a written excuse was needed. (wrong)
ur
gu
Who arrived late? This sentence says that the written excuse arrived late. To revise, decide
g
am

who actually arrived late. The possible revision might look like this:
ex
am

Having arrived late for practice, the team captain needed a written excuse. (correct)

The main clause now names the person (the captain) who did the action in the modifying

phrase (arrived late).

ex

2. Change the phrase that dangles into a complete introductory clause by naming the doer of
the action in that clause:

Without knowing his name, it was difficult to introduce him. (wrong)

sg

Who didn't know his name? This sentence says that "it" didn't know his name. To revise,
decide who was trying to introduce him. The revision might look something like this:

Because Maria did not know his name, it was difficult to introduce him. (correct)

Composition editing exercise 2 53

examguru
CHUNG CHENG HIGH SCHOOL
POST PRELIMINARY EXAMINATION PROGRAMME 2015
EL DEPARTMENT CLINIC SESSIONS

WORKSHEET 1

om
PAPER 1: MIXED GENRE ESSAYS
ERROR ANALYSIS: INTER-PARAGRAPH TRANSITION

TASK 1
Read the following paragraphs which are extracted from essays and correct the inter-
paragraph transition errors.

u.c
1. Argumentative Essay: Read and edit the language and transition errors in the
following paragraphs:

Furthermore, rewards for top scholars may imbue secondary school students with the

wrong value of education. Ministry of Education says in their website: “The goal of

education is to foster generations with skills required by the society and right moral
r u
and social values. Thus, it is important for students to realise that moral values are
ur
gu
equaly important to achieving academic success. However, rewarding students who
g
am

excel in studies fail to achieve that as it overemphasises the value of academy and

paper qualification and neglects the importance of social and moral values because
ex
am

students are rewarded only based on their academic results but not their charaters and

studying attitudes. Therefore, it is natural for students to develop the idea that

academic results are more important than any others, which is not the goal of

education.
ex

Giving rewards to top scholars also will not nurture students with the wrong value of

education because rewards can make students to work hard to do well in their students.

This is because physical awards such as cash rewards can make students happy easily.
sg

However, it is still wrong to give rewards to top scholars because education is not

about rewards.

Composition editing exercise Answers 54

examguru
EDITED VERSION

Furthermore, giving rewards to top scholars in secondary schools may emphasise

imbue secondary school students with the the role and importance of education

om
wrongly to students. wrong value of education. The Ministry of Education says in

their website: “The goal of education is to foster generations with skills required by

the society and having the right moral and social values too. Thus, it is important for

students to realise that upholding moral values is are equaly equally important to in

u.c
achieving academic success. However, Therefore, rewarding students who

excel in their studies fail fails to achieve this that as it overemphasises the importance

value of academy and paper qualifications qualifications and neglects the importance

of social and moral values because students are rewarded for their only based on their
r u
academic results and but not their character charaters and positive attitude towards
ur
gu g

their studies. studying attitudes. Therefore, it is/would be understandable natural for

am

students to develop have the idea that academic results and rewards are more

important than other goals as education is more than achieving strong academic
ex
am

results. than any others, which is not the only goal of education.

[OPPOSING VIEW TRANSITION] However, some educators and even parents may

hold the view that giving rewards to students for their academic results should be

carried out, as Giving rewards to top scholars also will not nurture in students with the
ex

wrong value of education because rewards can make encourage students to work hard

to do well in their studies students.

[CONCESSION FOR OP] Although giving cash rewards my not be the best way to
sg

encourage students to excel in their studies, because physical awards such as these can

make students happy easily, they do offer a way of getting students to work hard at

the very least.

Composition editing exercise Answers 55

examguru
[REBUTTAL/COUNTER] Whilst rewards may be preferred by some as a means of

encouragement, it is more important to note that education is not about

getting rewards; rather it is about preparing oneself for the future, upholding

om
strong values and developing oneself to be a useful and successful citizen in the future.

However, it is still wrong to give rewards to top scholars because education is not

about rewards.

TASK 2

u.c
Answer: Tense Shifts Exercise 1

The verbs in bold in the following passage are each in the correct tense.

In Banjuh, the capital of Gambia, I met with a group of Gambians. They told me how for
centuries the history of Africa has been preserved. In the older villages of the back country,
there are old men called griots, who are in effect living archives. Such men memorize and,
r u
on special occasions, recite the cumulative histories of clans or families or villages as those
histories have long been told. Since my forefather had said his name was Kin-tay (properly
ur
gu
spelled Kinte), and since the Kinte clan was known in Gambia, the group of Gambians would
g

see what they could do to help me. I was back in New York when a registered letter arrived
from Gambia.
am

Word had been passed in the back country, and a griot of the Kinte clan had, indeed, been
found. His name, the letter said, was Kebba Kanga Fofana. I returned to Gambia and
ex
am

organized a safari to locate him.

Answer: Tense Consistency Exercise 2

In this first paragraph, the two verbs in present tense--both appropriate for the situation--are
indicated in bold.

The Iroquois Indians of the Northeast regularly burned land to increase open space for
ex

agriculture. In fact, the early settlers of Boston found so few trees that they had to row out to
the islands in the harbour to obtain fuel. Just how far north this practice extended is uncertain,
but the Saco River in southern Maine appears to have been the original northern boundary of
the agricultural clearings. Then, pressured by European settlement, the Iroquois extended
their systematic burning far northward, even into the Maritime Provinces of
Canada.(abridged from Hay and Farb, The Atlantic Shore)
sg

The main tense in this next paragraph is present. Incorrect shifts to past tense are indicated
in bold.

For the past seven years, I have called myself a swimmer. Swimming, my one sport, provides
a necessary outlet for my abundant energy. I have always drawn satisfaction from exertion,
straining my muscles to their limits. I don't know why pushing forward in the water, as my

Composition editing exercise Answers 56

examguru
muscles cried out in pain, sets off a booming cheer in my head. Many times when
I rounded the turn for the last lap of a race, my complaining muscles want to downshift and
idle to the finish. My mind, however, presses the pedal to the floor and yells, "FASTER!"
The moment that I touched the wall my muscles relax; the pain subsides. I am pleased to
have passed the point of conflict. (adapted from Brendon MacLean,"Harder!")

om
Since the following paragraph describes action in a fictional narrative, the main tense should
be present. The six incorrect shifts to past tense are underlined.

In "The Use of Force" William Carlos Williams describes a struggle involving a doctor, two
parents, and their young daughter. The doctor must obtain a throat culture from the girl, who
was suspected of having diphtheria. This ordinarily simple task is hindered by the frightened
and uncooperative patient, Mathilda Olson. Adding to the doctor's difficulties were the

u.c
parents, who had to struggle with their own conflicting emotions. They want their daughter
helped, but they did not trust the doctor to do the right thing. Sensitive to the parents'
uncertainty, the doctor became more and more frustrated by Mathilda's resistance. Williams
gives considerable attention to how each of the Olsons react, but it is clear that his main
interest was in the doctor and his responses. (adapted from a student essay)

Answer: Sentence Fragments Exercise 3

r u
Here are some suggested answers. Incorrect segments are in italics with justifications and
corrected sentences in bold. You may have had other solutions.
ur
gu g

1. How can a person find patriotism in a local night club? Well, it did not take me too long.
About four weeks ago in a little night club in Louisville, Kentucky, a couple of my friends,
am

Rick and Lon, the duo who were providing the entertainment that night for the
club.(dependent clause)
ex
am

ANSWER: How can a person find patriotism in a local night club? Well, it did not take me
too long. About four weeks ago in a little night club in Louisville, Kentucky, a couple of my
friends, Rick and Lon, the duo who were providing the entertainment that night for the
club, opened with the Star Spangled Bannerand then America, the Beautiful.

2. For the past twenty years, the Survey Research Center at the University of Michigan has
been measuring the level of Americans' trust and confidence in their politicians and quasi-
political trust and confidence in their political institutions and their leaders. "Political" being
ex

all levels of government, and "quasi-political" churches, labour unions, large

professional/business associations, educational institutions, and the like. The result is that a
very sharp decline has taken place every year since 1964. (no main verb)

ANSWER: For the past twenty years, the Survey Research Center at the University of
Michigan has been measuring the level of Americans' trust and confidence in their politicians
sg

and quasi-political trust and confidence in their political institutions and their leaders.
"Political" refers to all levels of government, and "quasi-political" includes churches, labour
unions, large professional/business associations, educational institutions, and the like. The
result is that a very sharp decline has taken place every year since 1964.

3. For 200 years Americans believed in better jobs, better homes, a better life for one's
children. This confidence no longer exists. Polls now indicate that fewer Americans feel they

Composition editing exercise Answers 57

examguru
are better off today than they were five years ago. A public-opinion analysis group has found
that large numbers of Americans, at some times and in some places, see themselves as lower
on the ladder. Adding worse living conditions and anticipation of further decline over the
next five years. (dependent clause)

om
ANSWER: For 200 years Americans believed in better jobs, better homes, a better life for
one's children. This confidence no longer exists. Polls now indicate that fewer Americans feel
they are better off today than they were five years ago. A public-opinion analysis group has
found that large numbers of Americans, at some times and in some places, see themselves as
lower on the ladder with worse living conditions and anticipation of further decline over the
next five years.

4. Well, in looking at the picture at the left you see an old lady. She has a very funny look on

u.c
her face. As if she's lonely and just wants to be left alone. She also looks as if she has seen a
lot and experienced lots of things. (dependent clause)

ANSWER: Well, in looking at the picture at the left you see an old lady. She has a very
funny look on her face, as if she's lonely and just wants to be left alone. She also looks as if
she has seen a lot and experienced lots of things.

5. A president is an appointed leader. Someone who is a decision maker in the executive

r u
branch of our government. (no main verb) This doesn't necessarily mean that the person the
people elect is capable. Just hopefully assumes. (no subject) Assumes through his past record
ur
gu
as a politician, over the years' buildup of experience and handling situations. (no subject)
g

A president is an appointed leader, someone who is a decision maker in the executive branch
am

of our government. This doesn't necessarily mean that the person the people elect is
capable. This just hopefully assumes so based on his past record as a politician, over the
years' buildup of experience and handling situations.
ex
am

EXERCISE 4: Dangling Modifiers

Strategies for revising dangling modifiers:

1. Name the appropriate or logical doer of the action as the subject of the main clause:
ex

Having arrived late for practice, a written excuse was needed. (wrong)

Who arrived late? This sentence says that the written excuse arrived late. To revise, decide

who actually arrived late. The possible revision might look like this:
sg

Having arrived late for practice, the team captain needed a written excuse. (correct)

Composition editing exercise Answers 58

examguru
The main clause now names the person (the captain) who did the action in the modifying

phrase (arrived late).

om
2. Change the phrase that dangles into a complete introductory clause by naming the doer of
the action in that clause:

Without knowing his name, it was difficult to introduce him. (wrong)

Who didn't know his name? This sentence says that "it" didn't know his name. To revise,
decide who was trying to introduce him. The revision might look something like this:

u.c
Because Maria did not know his name, it was difficult to introduce him. (correct)

r ur
u
gu
ex
am
g
am
ex
sg

Composition editing exercise Answers 59

examguru
Transitional Words and Devices TWC
Transitions for purpose
For this purpose In order to To that end
In order that So that To this end

m
Transitions for argument or proof
Accordingly Despite In addition Nevertheless Therefore
Admittedly Even so In any case Nonetheless Thus
Although Even though In conclusion Obviously To be sure
At this level Evidently Indeed Of course Truly

.co
Because For In fact On the one Whatever the
Besides For the same In light of this hand… On case may be
But reason evidence the other hand What’s more
Certainly Furthermore In summary Regardless
Clearly, then Granted Meanwhile Since
Consequently However Moreover That is

Transitions for exemplification, illustration, addition or clarification

Additionally For instance More importantly Specifically The next part

ru
Again Further Moreover Such as To add
Also Furthermore Most importantly Take the case of To clarify
And then Generally One characteristic… That is to say To demonstrate
As an illustration speaking Another characteristic The final type To explain
Besides i.e., (that is) One example… ru The first To illustrate
Besides that In addition another (second, third) To put it another
gu
Case in point In another case example category way
gu
Equally In general One kind… another The last group To rephrase it
important In other words kind The most What’s more
am

Finally In particular One way… Another important

First In the same way way component
Following this In this case On this occasion The most important
further In this situation Point in fact example… The
m ex

For example Like Pursuing this further next example

Transitions for emphasis or repetition

Absolutely Certainly In brief Obviously To repeat
Always Definitely Indeed Of course Undeniably
As I have noted Emphatically In fact Perennially Undoubtedly
xa

As I have said Eternally Naturally Positively Unquestionably

As has been noted Extremely Never Surely Without a doubt
Assuredly Forever Nobody denies Surprisingly Without reservation
By all means In any case No doubt To be sure

Transitions for comparison and contrast

Although Despite Likewise hand…. On the Vis à vis
e

After all Even though Meanwhile other hand Where

As However Nevertheless Otherwise Whereas
Balanced against In comparison Nonetheless Similarly While
sg

But In contrast Of course Still Yet

By comparison In the same way Once in a while Though
Compared to In spite of On the contrary Unlike
Conversely Like On the one Up against

Copyright© 2008, TWC, University of Victoria. This copy is solely for the use by a student, staff, or faculty
1 member. Any other use may be an infringement of copyright if done without securing the permission of the
copyright owners.

Compostion Notes 60
examguru
Transitional Words and Devices TWC
Transitions for concession and exception
Admittedly Granted Nevertheless Once in a while Though
Although this However Nonetheless Perhaps To be sure
may be true In spite of Of course Regardless True

m
Certainly It is true that Of course, it is Sometimes Yet
Despite Maybe true that Still

Transitions for cause and effect

Accordingly Because For this reason The first important cause

.co
Another cause Consequently On account of (second, third) / effect
Another effect For Since cause / effect Therefore
As a result For that reason So The most

Transitions for narration and process

After At first third Meanwhile (second, third)
After a few hours At last Firstly… Nearly step
(days, months, At the same time secondly… thirdly Never The next step
years) Before Formerly Next The last step

ru
After that Before long Frequently Now Then
Afterwards By this time Immediately Once Thereafter
Almost Earlier In the first place Previously Two hours
Always Eventually In the meantime Soon (days, months,
As Finally Later ru Subsequently years) later
As soon as First… second… Later on The first When/While
gu gu
Transitions for description
Above Beyond Inside On one side… On the The least important
am

Behind In Nearby other side The most important

Below In back of Next to Outside Under
Between In front of On Over
m ex

Transitional chains
Basically... similarly... as well In the first place... pursuing this further... finally
First(ly)... second(ly)... third(ly)... In the light of the... it is easy to see that
Generally... furthermore... finally In this case… in another case
In the first place... also... lastly To be sure... additionally... lastly
In the first place... just in the same way... finally
xa

Transitions for conclusion or summarization

Accordingly Finally In final analysis In summary To summarize
As a result Hence In final Lastly To sum up
As I have said In brief consideration On the whole Therefore
As I have shown In conclusion In general Summing up Thus
e

Consequently Indeed In sum To conclude

References
sg

Kirszner, L.G. & Mandell, S.R. (2006).Writing first: Practice in context (3rd ed.). Boston , MA: Bedford/St. Martin’s.
The OWL at Purdue (2007). Transitional devices. Retrieved November 1, 2007, from
http://owl.english.purdue.edu/owl/resource/574/02/
Transition words (n.d.). Retrieved November 1, 2007, from http://larae.net/write/transition.html
The Writing Centre at the University of Wisconsin – Madison (2006). Using transitions. Retrieved November 1, 2007,
from www.wisc.edu/writing/Handbook/Transitions.html
Copyright© 2008, TWC, University of Victoria. This copy is solely for the use by a student, staff, or faculty
2 member. Any other use may be an infringement of copyright if done without securing the permission of the
copyright owners.

Compostion Notes 61
examguru
The TYS on Inferential Questions

Answering Technique for Inferential Question

 Include both the clue from the passage and your own inference in your answer as
much as possible.

om
 Accuracy of answers matters
o Meaning - strong current (strength ) versus rapid flow of water (speed)
o Intensity - roused (strong interest) versus attentive (interest)
o Connotation – slender (positive) versus emaciated (negative)

Types of Inferential Question (Note the signalling words that are underlined. Look out
for inferential questions so that you know when you will need to make logical

u.c
deductions, making use of the contextual clues.)
S/N Type Examples from TYS
1 Inferential 2012:11b
Why do you think the remaining horses
Examples of questions: were ‘wilder than ever’?
a. Why/ what/ how/ who/ where do you
think…? 2009:10
b. Why might she wish to ….? Say what you understand by shadows
c. What is a possible reason for …? ‘gaining ground’ and explain why this was
r
d. What is the author suggesting /
implying when he says that …?
ur
u
happening.
gu
e. Why would the author …? 2009:11b
f. What is the author suggesting with the Why were the antelope’s hooves
g

inverted commas around the word ‘x’? described as ‘mute’?

am

(Note: ‘Why’ questions may be a literal

or an inferential question.)
ex
am

2 Content-Inferential Question 2009:7a

Example of questions: Explain fully why, May Lin would be afraid

Explain fully why… to enter the bush in the evening.
 Include both the information from
the passage as well as an 2009:11a
inference based on that Explain fully why the antelope had been
information. (1 mark each) unable to sense the presence of May
ex

Lin’s smell.
sg

Comprehension Inference Practice TYS Anwers 62

examguru
Type 1
2012
Passage B

Paragraph 3

om
As the horses reared up, Grady brought down one of them by lassoing its front legs. Before
it could recover, Grady had squatted on its neck and was holding the horse’s head against
his chest, the hot sweet breath of it flooding up from its nostrils. As Grady held down the
horse he could see that it was afraid, so he covered its eyes. Stroking the animal with his
free hand, he never stopped talking to the horse. He spoke quietly, telling it all he intended to
do and stroking the terror out. He then tied the horse’s legs so that its movement was heavily
restricted and carefully put a rope bridle over its head with the bit in its mouth, all the time
talking to the horse in low, soothing tones. As Grady backed away, the horse struggled to its
feet, but, every time it tried to move a leg, it fell. Eventually it lay quietly for a while thinking

u.c
things over. When it got up, it stood still for a moment and, when it tried to move, it could
only hop up and down; then it just stood there glaring at them.

Paragraph 4
By mid-morning eight of the horses stood tethered and motionless, waiting for they knew not
what, with the voice of Grady still running in their brains. Hardly surprising, the other eight
were wilder than ever, scattering along the fence and running in a sea of dust which
increased as the day warmed.
r ur
u
gu
11b. Why do you think the remaining horse were ‘wilder than ever’? [1]
g
am
ex
am
ex
sg

Comprehension Inference Practice TYS Anwers 63

examguru
2009
The shadows were gaining ground. As she sat on the bare earth, with her back against a
tree, the whole scene took on a dreamlike quality. She wanted always to be this still, with the
sky cooling, wanted the sun to wait and the world to hold its pose. And just then, as she
exhaled, a single male antelope stepped into a space between the trees. He had neither

om
seen her, nor smelled her in the breathless air. He moved on mute hooves, his tails and ears
flicking, his dark liquid eyes glancing back towards the open grassland, not expecting her
alien presence. And, for that moment, May Lin felt she was not there, not bodily in the
clumsy human form that trips and stamps and crushes; it was her dream self which was
watching and waiting. In another instant the antelope saw her, or sensed her, and shied
away with a sharp bark and skittered from the trees. He looked back at her, as if annoyed
that he’d fallen for her ruse of silence, then twitched his tail and watched as she left the
wood, following the zebra down towards the lake.

u.c
11b. Why were the antelope’s hooves described as ‘mute’? [1]

2004
r
Modern inventions have speeded up people’s lives amazingly. Motor-cars cover a hundred
u
miles in little more than an hour, aircraft cross the world inside a day, while computers
ur
gu
operate at lightning speed. Indeed, this love of speed seems never-ending. Every year
motor-cars are produced which go even faster and each new computer boasts of saving
g

precious seconds in handling tasks. Then there is the speed with which we access
am

information wherever we are. Pocket computers and mobile phones enable us to log on to
news or contact our friends in seconds, even from some mountain top.
ex

1b. Technology enables us to log on to news ‘even from some mountain top’. What is the
am

author emphasising in the phrase ‘even from some mountain top’? [1]
ex
sg

Comprehension Inference Practice TYS Anwers 64

examguru
Type 2
2009
She followed a cow path that rimmed the lake, planning to veer off north and then walk back
towards the farm after an hour and be home in time for tea. In the evening she wouldn’t dare
to strike out into the bush like this, as hippos came ashore to graze, and leopards slipped

om
down from their trees to hunt. Now she just had to keep a wary eye out for buffalo and
choose paths through open ground. Whenever she did walk through an area of scrub, she
felt her body tense and her senses sharpen, as eyes, ears, nose and brain scanned the air
for the presence of one of the hulking grey beasts. Passing into the open again, she felt a
small thrill of victory, as if she’d cheated one of those old brutes by slipping past unnoticed.

7a. Explain fully why May Lin would be afraid to enter the bush in the evening. [2]

r u.c
u
gu g ur
am
ex
am
ex
sg

Comprehension Inference Practice TYS Anwers 65

examguru
More practices
2009
The shadows were gaining ground. As she sat on the bare earth, with her back against a
tree, the whole scene took on a dreamlike quality. She wanted always to be this still, with the
sky cooling, wanted the sun to wait and the world to hold its pose. And just then, as she

om
exhaled, a single male antelope stepped into a space between the trees. He had neither
seen her, nor smelled her in the breathless air. He moved on mute hooves, his tails and ears
flicking, his dark liquid eyes glancing back towards the open grassland, not expecting her
alien presence. And, for that moment, May Lin felt she was not there, not bodily in the
clumsy human form that trips and stamps and crushes; it was her dream self which was
watching and waiting. In another instant the antelope saw her, or sensed her, and shied
away with a sharp bark and skittered from the trees. He looked back at her, as if annoyed
that he’d fallen for her ruse of silence, then twitched his tail and watched as she left the
wood, following the zebra down towards the lake.

u.c
10. Say what you understand by shadows ‘gaining ground’ and explain why this was
happening. [2]

r ur
u
gu
11a. Explain fully why the antelope had been unable to sense the presence of May Lin by
g

smell. [2]
am
ex
am

2008
The custom of keeping cats spread slowly throughout the Middle East and beyond. A
Sanskrit document of 1000 B.C. mentions a pet cat, and the Indian epics ‘Ramayana’ and
‘Mahabharata’ of about 500 B.C. both contain stories about cats. The Indians at that time
worshipped a feline goddess called Sasti, and for decades Hindus were obliged to take
ex

responsibility for feeding at least one cat, to extend the life of their family members. By the
twelfth century A.D., rich Chinese families were keeping yellow and white cats known as
‘lion-cats’, which were highly valued as pets, while less sophisticated breeds still continued
to be used to control the problem of vermin. Pet cats were introduced into Japan from China
and became just as highly prized. It is recorded that when, on the tenth day of the full moon,
the Emperor’s cat gave birth to five white kittens, a nurse was appointed to see that they
were brought up as carefully as royal princes and princesses.
sg

3. Explain fully why, in China, only ‘less sophisticated’ breeds of cats were used in vermin
control. [2]

Comprehension Inference Practice TYS Anwers 66

examguru

1 The sacred role of Mau, the cat, began in this manner. One day the Pharaoh, the King
of Egypt, and his Queen were hunting in the Nile marshes, when the strikingly
marked cat appeared abruptly from among the reeds with three waterfowl, one
gripped in his jaws and the others held tightly in his claws.

om
2 The royal party was overwhelmed by the sudden presence of Mau, who, it seemed to
them, was a re-incarnation of the cat depicted on the tomb painting of a former
pharaoh. This pharaoh had also been on a hunting expedition when a cat with vivid
markings similar to Mau’s had materialised before him. The sudden appearance of
Mau at this moment was taken to be a prophetic sign, and Mau returned with the
Pharaoh and the Queen to the palace and was proclaimed sacred.

u.c
3 The life of a cat god was one of lavish pampering. At night, after having fed from a
golden bowl on the Pharaoh’s table, Mau often slipped out unobserved to tour the
granaries. He prowled around the vast store-houses and diligently inspected the corn
bins for rodents before returning to sleep on a golden silk cushion in a special shrine in
the Temple. It was here that he made the acquaintance of Thut, a servant boy who was
afforded the task of sweeping away dirt and dust with a broom fashioned from wood
and rushes. Thut sometimes even stroked Mau, quite forgetting that he was a god
and treating him like an ordinary cat.

4 r
When there were ceremonies in the inner sanctuary of the Temple, Mau was
u
awakened by the sound of priests chanting paeans of praise. Sometimes they bathed
ur
gu
him in perfume and put a collar of gold around his neck, while, on other occasions, he
would be conveyed on a shrine by a procession of priests to the outer court of the
g

Great Temple. Here, giant statues towered over him, and great columns rose to the
am

roof, where their tops merged into paintings of reeds, papyrus flowers and lotus buds
so vibrant that they seemed to be bathed in sunlight.

Mau’s fortunes changed quite suddenly one night with the death of the great Pharaoh.
ex

5
am

The funeral procession would carry the mummified body from the Mortuary Temple to
the Great Pyramid, where the Pharaoh would be laid to rest, and Mau would
accompany him. Thut wept as he bade farewell to the cat.

6 ‘The god Mau will ensure the safe passage of our dead king into the afterlife,’ said a
priest. ‘After Mau has helped to answer the many questions which will be posed in the
course of this momentous journey, the great god, Osiris, will see that our beloved cat
god is returned to us.’
ex

7 The collar placed around Mau’s neck was even more elaborate than usual, while a
golden chain fastened him to the ornamental carved stool on which his silk cushion
lay. The mouth of the tomb was closed with a shower of rocks and earth, leaving
Mau alone in the musty darkness.

8 Many days passed and, when Mau was so weak from hunger and thirst that he could
sg

barely lift his head, sudden footsteps broke the silence of the tomb, the stealthy
footsteps of grave robbers hoping to find jewels and riches beyond their wildest
dreams. The light from their burning torches reflected off Mau’s collar and, as the
gnarled fingers of an elderly robber fumbled at the heavy clasp and snapped it open,
Mau gathered all his little remaining strength and emitted an ear-splitting screech.

9 The robbers screamed in horror, dropping their torches as they ran, moaning with fear.
When Mau brushed against their legs as he limped after them to be re-united with

Comprehension Inference Practice TYS Anwers 67

examguru
Thut, the touch of his fur sent them into further paroxysms of terror.

10 ‘Mau, the great god Mau,’ they whimpered, as they stumbled through the darkness to
the hole that they had hewn in the tomb wall. Little did they realise that they were but
pawns in the hand of an even greater god, Osiris.

om
Inferential Questions:

From paragraph 5
9. Explain fully why Thut was weeping. [2]

From paragraph 7

elaborate than usual’? [1] r u.c

10. Why do you think the collar placed around Mau’s neck, on this occasion, ‘even more
u
gu g ur
am

2006
ex
am

The major impact made by human beings on living marine resources has occurred only in the
last one hundred years or so, when over-exploitation of marine creatures for food and other
uses has caused a considerable reduction in their numbers. The history of whaling in the
twentieth century, which seriously reduced most of the large breeds of whale, is well known,
but over-fishing is also seriously affecting more mundane marine life like herring and haddock.
As soon as stocks become too low in one sector, the fishing fleets move on to other more
profitable areas, leaving behind shattered communities of people on shore.
ex

4. Why do you think fishing fleets leave behind ‘shattered communities’ when they move on?
[1]
sg

Some time later, the marine centre in Queensland received a call that an entangled
humpback whale had been spotted and a rescue team was hastily assembled, consisting of
two helicopters and a small boat with three divers. After several hours of fruitless searching,
the captain of the boat received a message on his marine radio. One of the helicopter pilots
had located the whale a little further out than expected. The pilot had something else to

Comprehension Inference Practice TYS Anwers 68

examguru
report: the whale was not alone. Humpbacks sing to each other across vast stretches of
ocean and support injured companions, so the whale had been joined by three others.
Because there were now four whales present, the rescue mission had suddenly become
potentially far more dangerous.

10. Why do you think the rescue mission ‘had suddenly become potentially far more

om
dangerous’? [2]

u.c
2005
The fight for survival is a drama played out every day on the wide plains of Africa. Here the
herds of animals eat grass from dawn to dusk, constantly observed by the lions and
cheetahs, for these grazing animals are their prey. These big cats move silently, hugging the
ground, then burst into a brief but dazzling turn of speed. Frequently they work as a group,
some chasing the herd, others isolating its slower members. Once the big cats pounce, their
sharp claws and dagger-like teeth will swiftly bring the killing process to its inevitable
conclusion.
r ur
u
gu
3. What does ‘isolating its slower members’ tell us about the way the big cats go about their
g

hunting? [2]
am
ex
am

But nature has decreed that both the hunter and the hunted are equally matched in this
contest for survival. Many of the grazing animals, such as gazelles, have exceptionally keen
sight and hearing to alert them to possible danger. They also have great speed, which they
ex

can sustain over long distances. Through the ages the predators have continued to evolve in
both agility and cunning, while their prey have become ever faster and their senses ever
keener. Thus, nature has fine-tuned the disparate abilities of both sets of participants in the
fight.

4a. Why do you think that, over time, gazelles have developed the ability to run as fast over
sg

the long distances? [2]

Comprehension Inference Practice TYS Anwers 69

examguru
We were heading towards the Gobi Desert, on our route to liberty. Soon flat land delineated
the beginnings of that sun-baked desert. We stopped for the night by a tiny river where we
enjoyed our last drink of fresh water for a long, long time. We started out next morning, and
the monotony of the parched landscape quickly took hold. Every so often Zaro hurried
impatiently to the summit of a sand hill, only to see the same bleak panorama beyond. Two
days elapsed. By now the heat was enveloping us, and mounting fatigue made our legs feel

om
as if they were encased in iron. Next day came a further sign of our growing debility;
Kolemenos stumbled and looked up apologetically. ‘That was silly of me, Rawicz. I must
have tripped.’ A few moments later I, too, was on my knees, though I was not conscious of
having fallen. This pattern was reiterated for all three of us, but we simply could not
capitulate. We had to repudiate those clutching fingers of death.

8b. What do you think the author wants you to understand by referring to these falls as the

u.c
‘clutching fingers of death’?

2004
1 As an athletics coach, I constantly look for promising athletes and Zang Shu
r
had caught my attention. He was powerfully built, but could be ruthless,
u
determined to win by any means, foul or fair. He obviously needed a lesson
ur
gu
and so I explained to two of my athletes, Chris and Lee Chang, what I wanted.
Initially they protested but then they saw things from my angle. 5
g

2 Next day, Zang accompanied them on a trial run. Chris and Lee soon took the
am

lead, with Zang just behind them. As Zang tried to overtake, Lee instantly
slowed down, letting Zang move up behind Chris. Then Lee came up
alongside Zang so that he was now boxed in between Chris and Lee.
ex
am

Desperately Zang tried to fight his way through, shoving Lee to one side, then 10
barging into Chris. The demon within him had taken over; speed and victory
were all that mattered. But Chris would not be shouldered out of the way. A
flying elbow from him caught Zang in the stomach and that effectively ended
the race for Zang.

3 Afterwards I told Zang he had not impressed me. 15

‘But coach!’ he pleaded, ‘Chris fouled me! He – ‘

ex

‘He what?’ I demanded fiercely.

‘Oh,’ Zang said, ‘oh.’ His eyes widened and he hung his head. The young man
was no fool. I was pretty sure the lesson had been learned.
sg

4 Our first athletics match was approaching and I had already lost a good runner 20
through injury. I decided to take a gamble on Zang.

‘Can you help me out?’ I began, but got no further.

Zang jumped with excitement. ‘Do you mean I’m in the team?’

‘Yes,’ I replied, ‘but let’s hope we’ve learned a lesson,’ and left him looking

Comprehension Inference Practice TYS Anwers 70

examguru
quietly at me. 25

5 On the day of the match I picked Zang to run in the 4 x 400 metre relay race,
as last runner. Our first runner made a splendid start, handing over his baton
half a metre or so ahead of his competitors. The next two laps followed much
the same pattern, though our third runner could not quite hold on to the lead. It

om
would be all down to Zang; victory here would clinch the match for us. 30

6 Zang took off after the leading runner with a fury that made me hold my breath.
Surely he couldn’t sustain such frenzied energy. Had his destructive demon
taken over? Victory, at any cost: was this the thought driving him on? He
caught up with the leading runner as they left the second bend of the track,
and they raced shoulder to shoulder down the stretch ahead. They came to the 35
last bend, but both were going too fast to take it safely, and Zang was on the

u.c
outside. Why didn’t the idiot slow down?

7 Then I saw something no-one else would have noticed. For a split second
Zang’s head jerked back slightly, as though a thought had suddenly thrust itself
into his brain. At the same moment he swung wide, shunning his opponent as 40
if he had the plague. Zang’s momentum carried him into the iron railings at the
side of the track. He had just about stumbled into his stride again when the
crowd came to its feet with a great groan. Zang’s opponent had leaned into the
bend too heavily, lost his footing and tumbled to the ground. Fate had
r u
delivered victory to Zang, but only I knew what he must have been feeling; the 45
victory was over himself, not just his opponent.
ur
gu g

From paragraph 3
am

9. Zang ‘hung his head’. Explain fully what you think made him do this. [2]
ex
am

From paragraph 7
12. Explain fully why Zang’s victory over himself was especially creditable. [2]
ex

2002
sg

For many years scientists have been piecing together the story of our ancestors on their long
road to human civilization. Part of the story begins in East Africa, at a gorge called Olduvai,
where scientists stumbled across the fossilised remains of animals. Their bones and tissues
had, over thousands of years, turned into stone, and so provided an invaluable link with the
past. The large numbers of the remains suggested that other creatures might have
deliberately killed these animals. What is more, quantities of strangely-shaped stones were
found nearby, which could have been crude tools for cutting and slicing meat. Then came
other significant discoveries there – the fossilised remains of skulls, not altogether human,

10

Comprehension Inference Practice TYS Anwers 71

examguru
but with features markedly similar to those of humans. Such finds, together with the
strangely-shaped stones, were likely evidence of creatures which were developing a
primitive intelligence, and not relying just on jaws and teeth to get their food.

1a. The scientists studying our early ancestors ‘stumbled across’ remains of animals. What

om
does ‘stumbled across’ tell you about the way they had made this discovery? [1]

1b. Lots of remains of animals were discovered which might have been deliberately killed.
What was the possible reason for killing them? [1]

r u.c
u
gu g ur
am
ex
am
ex
sg

11

Comprehension Inference Practice TYS Anwers 72

examguru

o m
Language for Impactu . c
u r r u
g
u
Questions am
g

a m
(Types 2, 4 and 5)
e x

e x
s g
Comprehension Language Use Notes 73
examguru

m
Q. Explain how the language used in paragraph __

o
makes the [subject] appear [description of the

c
subject]. Support your ideas with [three] details from
the paragraph.

u .
Steps :

ur
r u
g
u
1.Identify the relevant phrases (details) based on the key
word(s) in the question. mg
aphrases. (Explain the contextual
x
m
2. Interpret the effect of the
meaning of all the keyewords in each phrase.)

x a
3. Link the effect to the key word(s) in the question.

e
4. Phrase the answer to include a general explanation of the

g
techniques used by the writer in the paragraph, the
relevant phrases, the interpretation of their effect and the

s
link to the key word(s) in the question.

Comprehension Language Use Notes 74

examguru
Q5. At the beginning of this text Deering and Angus

m
are trapped on a mountain. Explain how the language

. c
on the mountain. Support your ideas with threeo
used in Paragraph 1 emphasises the lack of visibility

u
details from the paragraph. [2014 O level P2]
Ans:
r u
ur
g
g u
The lack of visibility on the mountain is emphasised
a m
by the description of the dense fog and how it had
x
blocked the declining light

a m
e from the setting sun.
[general explanation] The detail ‘thick as candy floss’

ex
suggests that the fog was dense, ‘muffled’ suggests
that the sunlight was blocked and ‘fading sun’ suggests

g
that the sun was setting and it was getting dark.

s
Explain the meaning/effect of ALL the key words!
Comprehension Language Use Notes 75
 Q5. At the beginning of this text Deering and Angus are trapped
examguru

m
on a mountain. Explain how the language used in Paragraph 1

o
emphasises the lack of visibility on the mountain. Support your

c
ideas with three details from the paragraph. [2014 O level P2]
Correct Answer

u . Incorrect Answer

r
The lack of visibility on the mountain The lack of visibility on the

u u
is emphasised by the description of mountain is emphasised by
the dense fog and how it blocked theur the description of how (1)

m
eg
[general explanation] The detailx
m
declining light from the setting sun.
g thick the fog was and that
a‘thick (2) one would not be able

a
as candy floss’ suggests that the fog to see clearly as it was (3)

x
was dense, ‘muffled’ suggests that the getting dark.

e
sunlight was blocked and ‘fading sun’

g
suggests that the sun was setting

s
[effect] and it was getting dark. [link]

EXPLAIN ALLUseTHE
Comprehension Language Notes KEY WORDS! 76
 Q5. At the beginning of this text Deering and Angus are trapped
examguru

m
on a mountain. Explain how the language used in Paragraph 1

o
emphasises the lack of visibility on the mountain. Support your

c
ideas with three details from the paragraph. [2014 O level P2]
Incorrect Answer

u .
Explanation

r
The lack of visibility on (1) ‘Thick’ is incorrect as it is found in the

u u
the mountain is detail ‘thick as candy floss’.
r
g
emphasised by the (2) ‘one would
g u not be able to see clearly’
description of how (1) m
is incorrect as it explains the lack of
a but does NOT explain the
thick the fog was and
that (2) one would not

a m e x
visibility
meaning of ‘muffled’.

x
be able to see clearly as (3) ‘getting dark’ is incorrect as it explains

e
it was (3) getting dark. the lack of visibility but does NOT explain

g
the meaning of ‘fading sun’.

s
Always explain the meaning of the key
words before you link your explanation to
Comprehension Language Use Notes ‘lack of visibility’. 77
examguru
9. Explain how the language used in paragraph 2 emphasises

m
the lack of fear in the drivers. Support your ideas with three

o
details from the paragraph. [CCHMS Prelim 2015]

. c
The lack of fear is emphasised by the description of how the crowd

u
were not intimidated by the police, their actions in shouting at them

r
and their loud, incessant honking to demonstrate their anger.

g u
am
gu r u
‘determined not to be cowed by the situation’ suggests that the drivers
were not intimidated [effect] by the protest. [self-explanatory, link is

m x
unnecessary] [1]
e
a
‘bellowed abuse at the police’ suggests that they were shouting unkind

x
words to even the authorities [effect] and this shows that they did not

e
fear being arrested. [link to ‘lack of fear’] [1]

g
‘blaring horns and revving engine’ suggests that the honking was loud

s
and incessant and the drivers were stepping on their accelerator.
[effect] This shows that they are demonstrating their anger / ready to
charge forward. [link to ‘lack of fear’] [1]
Comprehension Language Use Notes 78
examguru

m
Q. What is unusual and effective about the phrase ‘X’?

Steps:
. c o
ru
1. Explain the meaning of the words in the context of the
passage.
2. Show why the meanings of the words
/ contradict each other. g u
g
r
uu are inconsistent with
m words are appropriate to
3. Explain why the effects ofathe
x
m
e in the context of the passage.
describe the subject matter

a
x
Suggested format for phrasing of the answer :

e
[X] is [characteristic of X] , just like the way [Y] is [characteristic

g
of Y]. (State the similarities of X and Y.)

s
OR
As [X] means [characteristic of X], it emphasises [characteristic
of Y] about Y.
Comprehension Language Use Notes 79
examguru
6. What is unusual about the phrase ‘calm tension’ (lines 5)?

m
[CCHMS Prelim 2015]

. o
‘An air of calm tension hung around the army. The officers on foot

c
carried batons at the ready. All the officers wore that look of
phlegmatic preparedness. Not rattled by the demonstration that was

u
unfolding before him, Bill tailed the crowd.’

Correct Answer:

ur r u
g gu
Tension means that there is anxiety while calm means that the
officers are collected. The two words contradict and therefore, they
am
m
are unusual.
e x
Incorrect:

x a
Tension means anxiety while calm means stress-free so the two

e
words contradict and is unusual.

s g
The second answer is incorrect as ‘stress-free’ is an inappropriate
explanation of the meaning of ‘calm’ in the CONTEXT of the passage.
Comprehension Language Use Notes 80
examguru
Q12 Why is the simile ‘like a dam bursting’ (line 50) effective in

m
describing the situation? [CCHMS Prelim 2015]

c o
‘… the crowd suddenly and violently broke through the police

.
cordon, with an effect like a dam bursting.’ (lines 49 to 50)

Ans:
ru
g
g u
u r u became
It was effective as it shows that the situation
unmanageable/ police could not control the crowd.[1]
a m

a m
ex
when the crowd suddenly and violently broke through the police

x
cordon like the water bursting through the dam when it could

e
not hold the pressure of the water. [1]

s g
When a simile is given, state the SIMILARITIES between the
simile and the context in the passage.
Comprehension Language Use Notes 81
examguru
Q12 ‘His spirit had been stirred by the sight of thousands flocking

m
to see men slaughter one another, and in his simple-hearted zeal

o
he had resolved to stop the cruelty or die’ (lines 47-49). Why is the

c
phrase ‘simple-hearted zeal’ effective indescribing the hermit?

.
[CCHMS MYE 2015]
Correct answer:

ru
u
It is effective as it emphasises his passion/fervour/strong desire
[1] to stop the slaughter of the men inruthe Coliseum and his

g
u
naïve/sincere belief that he wouldgsucceed. [1]
a m
Incorrect : e
a m
x

x
It is effective as it emphasises his innocence and enthusiasm.

g e
The second answer is incorrect as the given meaning of ‘simple-

s
hearted’ and ‘zeal’ is inappropriate in the CONTEXT of the
passage.
Comprehension Language Use Notes 82
examguru

m
Q. ‘X is [……………..]’

o
Explain why the writer chooses to describe X with the
underlined words.

u . c
Steps r u
ur
g
g u
1. Explain the meaning of the words.
a m
2. Explain the writer’s
show/ emphasise).
x

a m
e intention (what he wants to

ex
s g
Comprehension Language Use Notes 83
examguru
Q9. In paragraph 3 ‘It was announced by a stampede of animals,

o m
timid and savage, hurtling past each other; jaguars and pumas
flashing by nimble stags of the pampas, bulky tapirs, no longer

. c
hunters, themselves hunted, outpacing fleet kinkajous,

u
maddened herds of cattle, heads lowered, nostrils snorting,

r
rushing through tribes of loping monkeys, chattering in a

u
dementia of terror’ (lines 19-24). Why does the writer use the
r u2013 Prelim]
g
phrase ‘dementia of terror’? [CCHMS ug
am
Ans: e x

a m
The phrase ‘dementia of terror’ means to be in a state of great

ex
fear [meaning of the phrase] and the writer uses the phrase to
emphasise the animals’ extreme fear of the ants. [inference of

g
the writer’s intention]

s
Comprehension Language Use Notes 84
examguru

o m
u . c
ur r u
g gu
am
Inferential
m Questions e x

x a
g e
s
Comprehension Inference Notes 85
examguru
Rule #1
o m
.
Include both the clue from the passage
u c
r u
ur
and your own inference in the answer.

g
g u
a m
e x

a m
ex
s g
Comprehension Inference Notes 86
examguru
Inferences
o m
• Cannot be found in the text.

u . c
• Derived from logical deductions drawn from the information /
clues from the passage.

ur r u
• Must be accurately phrased or marks will not be given

g
• E.g. g u
am
m x
Meaning - strong current (strength ) versus rapid flow of water
e
a
(speed)

x
Intensity - roused (strong interest) versus attentive (interest)

e
Connotation – slender versus emaciated

s g
Comprehension Inference Notes 87
examguru
2 types
o m
1. Inferential
Examples of questions:

u . c
b. Why might she wish to ….?
r
a. Why/ what/ how/ who/ where do you think…?

u r u
g
c. What is a possible reason for …?
g u
am
d. What is the author suggesting / implying when he says that
…?
e. Why would the author …?

a m
e x

x
f. What is the author suggesting with the inverted commas

e
around the word ‘x’?

s
question.) g
(Note: ‘Why’ questions may be a literal or an inferential

Comprehension Inference Notes 88

examguru

m
2012

o
11b. Why do you think the remaining horse were ‘wilder than

. c
ever’? [1]

u
They were very afraid [inference] as they had seen what

r
happened to the first horses [clue/info] and therefore did not

u
want it to happen to them. [inference]
r u
g g u
am
Learning point:

m x
Clue + Inference (whenever possible)
e

x a
g e
s
Comprehension Inference Notes 89
examguru
2009

o m
c
11b. Why were the antelope’s hooves described as ‘mute’? [1]

.
• Mute – no sound

u
• They made no sound [inference] when the antelope moved
[clue].

ur r u
g g u
X moved quietly, made hardly any sound.
am
e
a m
x
Learning: Accuracy of description

ex
s g
Comprehension Inference Notes 90
examguru

m
2004

o
1b. Technology enables us to log on to news ‘even from some

c
mountain top’. What is the author emphasising in the phrase

.
‘even from some mountain top’? [1]

u
• The author is emphasising that the remoteness of a location

r
does not pose an obstacle to technology.

u r u
• X technology had made it possible to log on ‘wherever we

g g u
are’ [concentrating on the universality of technology rather
am
m
than the inaccessibility of mountains]
e x
• X rural / deserted [incorrect attempts to describe
inaccessible]

x a
g e
s
Comprehension Inference Notes 91
examguru
Type 2 – Content-Inferential
o m
Example of questions:
• Explain fully why…

u . c
r
• Include both the information from the passage as well as an

u r u
inference based on that information. (1 mark each)

g g u
am

a m
e x

ex
s g
Comprehension Inference Notes 92
examguru
2009

o m
7a. Explain fully why May Lin would be afraid to enter the bush
in the evening. [2]

u . c
• In the evening, dangerous animals [inference/explanation –

r
1m] like the grazing hippos and hunting leopards would be in

u
the bush. [clues/info -1 m]
r u
g
u
• Note: ‘in the evening’ and therefore buffalos should not be
g
am
mentioned.

Learning points:

a m
e x

x
- Read the question carefully.

e
- Know the emphasis words, ‘in the evening’.

g
- Be mindful of the sequence of events.

s
Comprehension Inference Notes 93
examguru
Summary
o m
. c
• Read the question carefully. Look out for the emphasis word
and the signal words.

u
r
Signal – why, explain fully why, suggest, possible reason

u r u
Emphasis – ‘in the evening’, ‘laboriously’, ‘afraid’

g
• Clue + Inference gu
am
m x
• Use the right words
e
a
• Accurate/close meaning

x
• Intensity

e
• Connotation

s g
Comprehension Inference Notes 94
examguru
Language for Impact Questions (7 marks)

Passage A

Mr. Halloran Beresford, pleasantly tired after a good day in the office, still almost clean-
shaven after eight hours, his pants still neatly pressed, was pleased with himself
particularly for remembering. He stepped out of the candy shop with a great box under

om
his arm and started briskly for the corner. There were twenty small-size gray suits like
Mr. Beresford’s on every New York block, fifty men still clean-shaven and pressed after
a day in an air-cooled office, a hundred small men, perhaps, pleased with themselves
for remembering their wives’ birthdays. Mr. Beresford was going to take his wife out to
dinner, he decided, going to see if he could get last-minute tickets to a show, taking his
wife candy. It had been an exceptionally good day, altogether, and Mr. Beresford
walked along swiftly, humming musically to himself.

u.c
Adapted from Paranoia by Shirley Jackson

1. The paragraph begins ‘Mr. Halloran Beresford, pleasantly tired after a good day in
the office...’ What is unusual and effective about the phrase ‘pleasantly tired’? [2]

It is unusual because when people are tired, they find it exhausting and will
r
not find the feeling pleasurable/enjoyable. [1]
ur
u
gu
It is effective because it shows how he did not mind being exhausted as he
g

had enjoyed the day at the office. [1]

am
ex
am
ex
sg

Comprehension Inference Answers 95

examguru
Passage B

Waves were reaching up, and their white foam, caught by the wind, were being
whipped against the side of the ship. But I'd seen that on other days and the ship
hadn't sunk. A cargo ship is a huge and stable structure, a feat of engineering. It's
designed to stay afloat under the most adverse conditions. Weather like this surely
wouldn't sink a ship? Why, I only had to close a door and the storm was gone. I

om
advanced onto the deck. I gripped the railing and faced the elements. This was
adventure.

It was dark still, but there was enough light to see by. Light on pandemonium it was.
Nature can put on a thrilling show. The stage is vast, the lighting is dramatic, the
extras are innumerable, and the budget for special effects is absolutely unlimited.
What I had before me was a spectacle of wind and water, an earthquake of the
senses that even Hollywood couldn't orchestrate. But the earthquake stopped at the

u.c
ground beneath my feet. The ground beneath my feet was solid. I was a spectator
safely ensconced in his seat.
Adapted from ‘Life of Pi’ by Yann Martell

2. Explain how the language used in paragraphs 1 and 2 of Passage B

emphasises the writer’s enjoyment of the storm. Support your ideas with three
details from the paragraph. [3] r ur
u
gu
The writer’s enjoyment of the storm is emphasised by the description of
the storm as an exciting experience that he looked forward to and
g

compared to a performance that was even more exhilarating than a

am

movie. The word ‘adventure’ suggests that the writer viewed the storm as
an exciting experience that he was looking forward to, [1] the detail
‘thrilling show’ suggests that the storm was like an exciting
ex
am

performance for him [1] and the phrase ‘an earthquake of the senses
that even Hollywood couldn’t orchestrate’ suggests that the writer found
the experience to be so exhilarating that it was even more enjoyable
than watching a movie. [1]

3. ‘I was a spectator safely ensconced in his seat.’ (Refer to the underlined

sentence in the passage)
ex

Why does the author use the word “spectator” to describe himself in this
situation? [2]

It is to show that he could only watch what the storm was doing to
the ship [1] [meaning of the word] without being able to
contribute/help out/participate in the situation. [1] [writer’s intention
sg

applied to the context]

Comprehension Inference Answers 96

examguru
The TYS on Inferential Questions

Answering Technique for Inferential Question

 Include both the clue from the passage and your own inference in your answer as
much as possible.

om
 Accuracy of answers matters
o Meaning - strong current (strength ) versus rapid flow of water (speed)
o Intensity - roused (strong interest) versus attentive (interest)
o Connotation – slender (positive) versus emaciated (negative)

Types of Inferential Question (Note the signalling words that are underlined. Look out
for inferential questions so that you know when you will need to make logical

u.c
deductions, making use of the contextual clues.)
S/N Type Examples from TYS
1 Inferential 2012:11b
Why do you think the remaining horses
Examples of questions: were ‘wilder than ever’?
a. Why/ what/ how/ who/ where do you
think…? 2009:10
b. Why might she wish to ….? Say what you understand by shadows
c. What is a possible reason for …? ‘gaining ground’ and explain why this was
r
d. What is the author suggesting /
implying when he says that …?
ur
u
happening.
gu
e. Why would the author …? 2009:11b
f. What is the author suggesting with the Why were the antelope’s hooves
g

inverted commas around the word ‘x’? described as ‘mute’?

am

(Note: ‘Why’ questions may be a literal

or an inferential question.)
ex
am

2 Content-Inferential Question 2009:7a

Example of questions: Explain fully why, May Lin would be afraid

Explain fully why… to enter the bush in the evening.
 Include both the information from
the passage as well as an 2009:11a
inference based on that Explain fully why the antelope had been
information. (1 mark each) unable to sense the presence of May
ex

Lin’s smell.
sg

Comprehension Inference Practice TYS 97

examguru
Type 1
2012
Passage B

Paragraph 3

om
As the horses reared up, Grady brought down one of them by lassoing its front legs. Before
it could recover, Grady had squatted on its neck and was holding the horse’s head against
his chest, the hot sweet breath of it flooding up from its nostrils. As Grady held down the
horse he could see that it was afraid, so he covered its eyes. Stroking the animal with his
free hand, he never stopped talking to the horse. He spoke quietly, telling it all he intended to
do and stroking the terror out. He then tied the horse’s legs so that its movement was heavily
restricted and carefully put a rope bridle over its head with the bit in its mouth, all the time
talking to the horse in low, soothing tones. As Grady backed away, the horse struggled to its
feet, but, every time it tried to move a leg, it fell. Eventually it lay quietly for a while thinking

u.c
things over. When it got up, it stood still for a moment and, when it tried to move, it could
only hop up and down; then it just stood there glaring at them.

Paragraph 4
By mid-morning eight of the horses stood tethered and motionless, waiting for they knew not
what, with the voice of Grady still running in their brains. Hardly surprising, the other eight
were wilder than ever, scattering along the fence and running in a sea of dust which
increased as the day warmed.
r ur
u
gu
11b. Why do you think the remaining horse were ‘wilder than ever’? [1]
They were afraid [inference] as they had seen what happened to the first horses
g

[clue/info] and therefore did not want it to happen to them. [inference]

am
ex
am
ex
sg

Comprehension Inference Practice TYS 98

examguru
2009
The shadows were gaining ground. As she sat on the bare earth, with her back against a
tree, the whole scene took on a dreamlike quality. She wanted always to be this still, with the
sky cooling, wanted the sun to wait and the world to hold its pose. And just then, as she
exhaled, a single male antelope stepped into a space between the trees. He had neither

om
seen her, nor smelled her in the breathless air. He moved on mute hooves, his tails and ears
flicking, his dark liquid eyes glancing back towards the open grassland, not expecting her
alien presence. And, for that moment, May Lin felt she was not there, not bodily in the
clumsy human form that trips and stamps and crushes; it was her dream self which was
watching and waiting. In another instant the antelope saw her, or sensed her, and shied
away with a sharp bark and skittered from the trees. He looked back at her, as if annoyed
that he’d fallen for her ruse of silence, then twitched his tail and watched as she left the
wood, following the zebra down towards the lake.

u.c
11b. Why were the antelope’s hooves described as ‘mute’? [1]
They made no sound when the antelope moved.
X moved quietly, made hardly any sound.

2004
Modern inventions have speeded up people’s lives amazingly. Motor-cars cover a hundred
miles in little more than an hour, aircraft cross the world inside a day, while computers
operate at lightning speed. Indeed, this love of speed seems never-ending. Every year
r u
motor-cars are produced which go even faster and each new computer boasts of saving
precious seconds in handling tasks. Then there is the speed with which we access
ur
gu
information wherever we are. Pocket computers and mobile phones enable us to log on to
news or contact our friends in seconds, even from some mountain top.
g
am

1b. Technology enables us to log on to news ‘even from some mountain top’. What is the
author emphasising in the phrase ‘even from some mountain top’? [1]
The author is emphasising that the remoteness of a location does not pose an
ex
am

obstacle to technology.
X technology had made it possible to log on ‘wherever we are’ [concentrating on the
universality of technology rather than the inaccessibility of mountains]
X rural / deserted [incorrect attempts to describe inaccessible]

Type 2
2009
She followed a cow path that rimmed the lake, planning to veer off north and then walk back
towards the farm after an hour and be home in time for tea. In the evening she wouldn’t dare
ex

to strike out into the bush like this, as hippos came ashore to graze, and leopards slipped
down from their trees to hunt. Now she just had to keep a wary eye out for buffalo and
choose paths through open ground. Whenever she did walk through an area of scrub, she
felt her body tense and her senses sharpen, as eyes, ears, nose and brain scanned the air
for the presence of one of the hulking grey beasts. Passing into the open again, she felt a
small thrill of victory, as if she’d cheated one of those old brutes by slipping past unnoticed.
sg

7a. Explain fully why May Lin would be afraid to enter the bush in the evening. [2]
In the evening, dangerous animals [inference/explanation – 1m] like the grazing
hippos and hunting leopards would be in the bush. [clues/info -1 m]
Note: ‘in the evening’ and therefore buffalos should not be mentioned.

Comprehension Inference Practice TYS 99

examguru
More practices
2009
The shadows were gaining ground. As she sat on the bare earth, with her back against a
tree, the whole scene took on a dreamlike quality. She wanted always to be this still, with the
sky cooling, wanted the sun to wait and the world to hold its pose. And just then, as she

om
exhaled, a single male antelope stepped into a space between the trees. He had neither
seen her, nor smelled her in the breathless air. He moved on mute hooves, his tails and ears
flicking, his dark liquid eyes glancing back towards the open grassland, not expecting her
alien presence. And, for that moment, May Lin felt she was not there, not bodily in the
clumsy human form that trips and stamps and crushes; it was her dream self which was
watching and waiting. In another instant the antelope saw her, or sensed her, and shied
away with a sharp bark and skittered from the trees. He looked back at her, as if annoyed
that he’d fallen for her ruse of silence, then twitched his tail and watched as she left the
wood, following the zebra down towards the lake.

u.c
10. Say what you understand by shadows ‘gaining ground’ and explain why this was
happening. [2]
Clue: the sky cooling, wanted the sun to wait
Shadows ‘gaining ground’ meant that the shadows were growing longer and larger,
covering more of the ground. [1]
This was happening, because evening was approaching and the sun was setting. [1]
r
X It was getting dark. -> no shadows at all
ur
u
gu
11a. Explain fully why the antelope had been unable to sense the presence of May Lin by
smell. [2]
g

The breathless air [clue/info] tells us that there was no wind [inference – 1m] to blow
am

May Lin’s scent in the direction of the antelope. [inference / explanation – 1m]

2008
ex
am

The custom of keeping cats spread slowly throughout the Middle East and beyond. A
Sanskrit document of 1000 B.C. mentions a pet cat, and the Indian epics ‘Ramayana’ and
‘Mahabharata’ of about 500 B.C. both contain stories about cats. The Indians at that time
worshipped a feline goddess called Sasti, and for decades Hindus were obliged to take
responsibility for feeding at least one cat, to extend the life of their family members. By the
twelfth century A.D., rich Chinese families were keeping yellow and white cats known as
‘lion-cats’, which were highly valued as pets, while less sophisticated breeds still continued
to be used to control the problem of vermin. Pet cats were introduced into Japan from China
ex

and became just as highly prized. It is recorded that when, on the tenth day of the full moon,
the Emperor’s cat gave birth to five white kittens, a nurse was appointed to see that they
were brought up as carefully as royal princes and princesses.

3. Explain fully why, in China, only ‘less sophisticated’ breeds of cats were used in vermin
control. [2]
sg

Technique:
Clue + Inference/explanation

The less sophisticated breeds of cats are not as highly valued [clue/info – 1m]
and the lion cats were deemed too special to perform such mundane and lowly tasks
like controlling vermin . [explanation / inference – 1m]

Comprehension Inference Practice TYS 100

examguru

1 The sacred role of Mau, the cat, began in this manner. One day the Pharaoh, the King of
Egypt, and his Queen were hunting in the Nile marshes, when the strikingly marked cat
appeared abruptly from among the reeds with three waterfowl, one gripped in his jaws and
the others held tightly in his claws.

om
2 The royal party was overwhelmed by the sudden presence of Mau, who, it seemed to them, 5
was a re-incarnation of the cat depicted on the tomb painting of a former pharaoh. This
pharaoh had also been on a hunting expedition when a cat with vivid markings similar to
Mau’s had materialised before him. The sudden appearance of Mau at this moment was taken
to be a prophetic sign, and Mau returned with the Pharaoh and the Queen to the palace and
was proclaimed sacred. 10

3 The life of a cat god was one of lavish pampering. At night, after having fed from a golden

u.c
bowl on the Pharaoh’s table, Mau often slipped out unobserved to tour the granaries. He
prowled around the vast store-houses and diligently inspected the corn bins for rodents before
returning to sleep on a golden silk cushion in a special shrine in the Temple. It was here that he
made the acquaintance of Thut, a servant boy who was afforded the task of sweeping away 15
dirt and dust with a broom fashioned from wood and rushes. Thut sometimes even stroked
Mau, quite forgetting that he was a god and treating him like an ordinary cat.

4 When there were ceremonies in the inner sanctuary of the Temple, Mau was awakened by the
sound of priests chanting paeans of praise. Sometimes they bathed him in perfume and put a
r u
collar of gold around his neck, while, on other occasions, he would be conveyed on a shrine
by a procession of priests to the outer court of the Great Temple. Here, giant statues towered
ur
20
gu
over him, and great columns rose to the roof, where their tops merged into paintings of reeds,
papyrus flowers and lotus buds so vibrant that they seemed to be bathed in sunlight.
g
am

5 Mau’s fortunes changed quite suddenly one night with the death of the great Pharaoh. The
funeral procession would carry the mummified body from the Mortuary Temple to the Great 25
Pyramid, where the Pharaoh would be laid to rest, and Mau would accompany him. Thut wept as
ex
am

he bade farewell to the cat.

6 ‘The god Mau will ensure the safe passage of our dead king into the afterlife,’ said a priest. ‘After
Mau has helped to answer the many questions which will be posed in the course of this
momentous journey, the great god, Osiris, will see that our beloved cat god is returned to us.’ 30

7 The collar placed around Mau’s neck was even more elaborate than usual, while a golden
chain fastened him to the ornamental carved stool on which his silk cushion lay. The mouth
of the tomb was closed with a shower of rocks and earth, leaving Mau alone in the musty
ex

darkness.

35
8 Many days passed and, when Mau was so weak from hunger and thirst that he could barely
lift his head, sudden footsteps broke the silence of the tomb, the stealthy footsteps of grave
robbers hoping to find jewels and riches beyond their wildest dreams. The light from their
burning torches reflected off Mau’s collar and, as the gnarled fingers of an elderly robber
sg

fumbled at the heavy clasp and snapped it open, Mau gathered all his little remaining strength 40
and emitted an ear-splitting screech.

9 The robbers screamed in horror, dropping their torches as they ran, moaning with fear. When
Mau brushed against their legs as he limped after them to be re-united with Thut, the touch of
his fur sent them into further paroxysms of terror.

‘Mau, the great god Mau,’ they whimpered, as they stumbled through the darkness to the hole 45

Comprehension Inference Practice TYS 101

examguru
that they had hewn in the tomb wall. Little did they realise that they were but pawns in the
hand of an even greater god, Osiris.

Inferential Questions:

om
From paragraph 5
9. Explain fully why Thut was weeping. [2]

Thut was saying goodbye to Mau forever. [clue/info – 1m]

Thut was upset as he had grown fond of Mau. [explanation / inference – 1m]

From paragraph 7

u.c
10. Why do you think the collar placed around Mau’s neck, on this occasion, ‘even more
elaborate than usual’? [1]

Mau had a very important role to play. [1] OR

He would be greeted by the Great God, Osiris. [1] OR
It was a very grand occasion. [1]

X It was to chain him down.

r
X He was going to accompany the Pharoah.
ur
u
gu g

2006
am

The major impact made by human beings on living marine resources has occurred only in the
last one hundred years or so, when over-exploitation of marine creatures for food and other
uses has caused a considerable reduction in their numbers. The history of whaling in the
ex
am

twentieth century, which seriously reduced most of the large breeds of whale, is well known,
but over-fishing is also seriously affecting more mundane marine life like herring and haddock.
As soon as stocks become too low in one sector, the fishing fleets move on to other more
profitable areas, leaving behind shattered communities of people on shore.

4. Why do you think fishing fleets leave behind ‘shattered communities’ when they move on?
ex

[1]
There is now no work for the inhabitants on shore. OR
Those involved in the fishing industry on shore are now unemployed. OR
Those involved in the fishing industry have lost their livelihood.
X There was no fish for them to eat.
sg

Some time later, the marine centre in Queensland received a call that an entangled
humpback whale had been spotted and a rescue team was hastily assembled, consisting of
two helicopters and a small boat with three divers. After several hours of fruitless searching,
the captain of the boat received a message on his marine radio. One of the helicopter pilots
had located the whale a little further out than expected. The pilot had something else to
report: the whale was not alone. Humpbacks sing to each other across vast stretches of
ocean and support injured companions, so the whale had been joined by three others.
Because there were now four whales present, the rescue mission had suddenly become

Comprehension Inference Practice TYS 102

examguru
potentially far more dangerous.

10. Why do you think the rescue mission ‘had suddenly become potentially far more
dangerous’? [2]
Other than the trapped whale, the three additional whales had joined it [clue/info – 1m],

om
and they may attack the rescuers. [inference – 1m]

2005
The fight for survival is a drama played out every day on the wide plains of Africa. Here the
herds of animals eat grass from dawn to dusk, constantly observed by the lions and
cheetahs, for these grazing animals are their prey. These big cats move silently, hugging the
ground, then burst into a brief but dazzling turn of speed. Frequently they work as a group,
some chasing the herd, others isolating its slower members. Once the big cats pounce, their

u.c
sharp claws and dagger-like teeth will swiftly bring the killing process to its inevitable
conclusion.

3. What does ‘isolating its slower members’ tell us about the way the big cats go about their
hunting? [2]
They worked strategically [inference on the way they hunt] by working as a group
[clue], [1m]
r u
singling out those potential preys [inference] that could not run as fast or could not
ur
gu
keep up with the rest. [explain ‘isolating its slower members.’]
g

[1m]
am

But nature has decreed that both the hunter and the hunted are equally matched in this
contest for survival. Many of the grazing animals, such as gazelles, have exceptionally keen
ex

sight and hearing to alert them to possible danger. They also have great speed, which they
am

can sustain over long distances. Through the ages the predators have continued to evolve in
both agility and cunning, while their prey have become ever faster and their senses ever
keener. Thus, nature has fine-tuned the disparate abilities of both sets of participants in the
fight.

4a. Why do you think that, over time, gazelles have developed the ability to run as fast over
the long distances? [2]
Gazelles need to be able to run at least as fast as their predators and keep going
ex

longer [Clue/info with comparative element – 1m]

so that they can outrun their predators which cannot keep going for so long.
[inference with comparative element – 1m]
X gazelles developed the ability to run fast over long periods because the predators became
more agile and cunning [lack of comparative element]
sg

Comprehension Inference Practice TYS 103

examguru
We were heading towards the Gobi Desert, on our route to liberty. Soon flat land delineated
the beginnings of that sun-baked desert. We stopped for the night by a tiny river where we
enjoyed our last drink of fresh water for a long, long time. We started out next morning, and
the monotony of the parched landscape quickly took hold. Every so often Zaro hurried
impatiently to the summit of a sand hill, only to see the same bleak panorama beyond. Two
days elapsed. By now the heat was enveloping us, and mounting fatigue made our legs feel

om
as if they were encased in iron. Next day came a further sign of our growing debility;
Kolemenos stumbled and looked up apologetically. ‘That was silly of me, Rawicz. I must
have tripped.’ A few moments later I, too, was on my knees, though I was not conscious of
having fallen. This pattern was reiterated for all three of us, but we simply could not
capitulate. We had to repudiate those clutching fingers of death.

8b. What do you think the author wants you to understand by referring to these falls as the

u.c
‘clutching fingers of death’?
These falls indicated or were a sign that they were close to death.
X They were dying.

2004
1 As an athletics coach, I constantly look for promising athletes and Zang Shu
had caught my attention. He was powerfully built, but could be ruthless,
determined to win by any means, foul or fair. He obviously needed a lesson
r
and so I explained to two of my athletes, Chris and Lee Chang, what I wanted.
u
Initially they protested but then they saw things from my angle.
ur
5
gu
2 Next day, Zang accompanied them on a trial run. Chris and Lee soon took the
lead, with Zang just behind them. As Zang tried to overtake, Lee instantly
g

slowed down, letting Zang move up behind Chris. Then Lee came up
am

alongside Zang so that he was now boxed in between Chris and Lee.
Desperately Zang tried to fight his way through, shoving Lee to one side, then 10
barging into Chris. The demon within him had taken over; speed and victory
ex
am

were all that mattered. But Chris would not be shouldered out of the way. A
flying elbow from him caught Zang in the stomach and that effectively ended
the race for Zang.

3 Afterwards I told Zang he had not impressed me. 15

‘But coach!’ he pleaded, ‘Chris fouled me! He – ‘

‘He what?’ I demanded fiercely.

ex

‘Oh,’ Zang said, ‘oh.’ His eyes widened and he hung his head. The young man
was no fool. I was pretty sure the lesson had been learned.

4 Our first athletics match was approaching and I had already lost a good runner 20
through injury. I decided to take a gamble on Zang.
sg

‘Can you help me out?’ I began, but got no further.

Zang jumped with excitement. ‘Do you mean I’m in the team?’

‘Yes,’ I replied, ‘but let’s hope we’ve learned a lesson,’ and left him looking
quietly at me. 25

5 On the day of the match I picked Zang to run in the 4 x 400 metre relay race,

Comprehension Inference Practice TYS 104

examguru
as last runner. Our first runner made a splendid start, handing over his baton
half a metre or so ahead of his competitors. The next two laps followed much
the same pattern, though our third runner could not quite hold on to the lead. It
would be all down to Zang; victory here would clinch the match for us. 30

6 Zang took off after the leading runner with a fury that made me hold my breath.

om
Surely he couldn’t sustain such frenzied energy. Had his destructive demon
taken over? Victory, at any cost: was this the thought driving him on? He
caught up with the leading runner as they left the second bend of the track,
and they raced shoulder to shoulder down the stretch ahead. They came to the 35
last bend, but both were going too fast to take it safely, and Zang was on the
outside. Why didn’t the idiot slow down?

7 Then I saw something no-one else would have noticed. For a split second

u.c
Zang’s head jerked back slightly, as though a thought had suddenly thrust itself
into his brain. At the same moment he swung wide, shunning his opponent as 40
if he had the plague. Zang’s momentum carried him into the iron railings at the
side of the track. He had just about stumbled into his stride again when the
crowd came to its feet with a great groan. Zang’s opponent had leaned into the
bend too heavily, lost his footing and tumbled to the ground. Fate had
delivered victory to Zang, but only I knew what he must have been feeling; the 45
victory was over himself, not just his opponent.

From paragraph 3
r ur
u
gu
9. Zang ‘hung his head’. Explain fully what you think made him do this. [2]
He hung his head as he was ashamed of his own actions. [inference – 1m]
g

He realised that he himself often fouled others / He had tried to foul Chris first.
am

[clue/info – 1m]

From paragraph 7
ex

12. Explain fully why Zang’s victory over himself was especially creditable. [2]
am

Zang had overcome his desire to win at all costs [inference/explanation of creditable –
1m]
as he had won the race without fouling his opponent but relied on himself instead.
[information/clue – 1m]

2002
For many years scientists have been piecing together the story of our ancestors on their long
road to human civilization. Part of the story begins in East Africa, at a gorge called Olduvai,
ex

where scientists stumbled across the fossilised remains of animals. Their bones and tissues
had, over thousands of years, turned into stone, and so provided an invaluable link with the
past. The large numbers of the remains suggested that other creatures might have
deliberately killed these animals. What is more, quantities of strangely-shaped stones were
found nearby, which could have been crude tools for cutting and slicing meat. Then came
other significant discoveries there – the fossilised remains of skulls, not altogether human,
but with features markedly similar to those of humans. Such finds, together with the
sg

strangely-shaped stones, were likely evidence of creatures which were developing a

primitive intelligence, and not relying just on jaws and teeth to get their food.

1a. The scientists studying our early ancestors ‘stumbled across’ remains of animals. What
does ‘stumbled across’ tell you about the way they had made this discovery? [1]

They made this discovery by chance / accidentally.

Comprehension Inference Practice TYS 105

examguru

1b. Lots of remains of animals were discovered which might have been deliberately killed.
What was the possible reason for killing them? [1]

Clue: Such finds, together with the strangely-shaped stones, were likely evidence of
creatures which were developing a primitive intelligence, and not relying just on jaws and

om
teeth to get their food.

It was for food.

r u.c
u
gu g ur
am
ex
am
ex
sg

Comprehension Inference Practice TYS 106

examguru
Language for Impact Questions (7 marks)

Passage A

Mr. Halloran Beresford, pleasantly tired after a good day in the office, still almost clean-
shaven after eight hours, his pants still neatly pressed, was pleased with himself
particularly for remembering. He stepped out of the candy shop with a great box under

om
his arm and started briskly for the corner. There were twenty small-size gray suits like
Mr. Beresford’s on every New York block, fifty men still clean-shaven and pressed after
a day in an air-cooled office, a hundred small men, perhaps, pleased with themselves
for remembering their wives’ birthdays. Mr. Beresford was going to take his wife out to
dinner, he decided, going to see if he could get last-minute tickets to a show, taking his
wife candy. It had been an exceptionally good day, altogether, and Mr. Beresford
walked along swiftly, humming musically to himself.

u.c
Adapted from Paranoia by Shirley Jackson

1. The paragraph begins ‘Mr. Halloran Beresford, pleasantly tired after a good day in
the office...’ What is unusual and effective about the phrase ‘pleasantly tired’? [2]

_________________________________________________________________
r
_________________________________________________________________
ur
u
gu
_________________________________________________________________
_________________________________________________________________
g
am

_________________________________________________________________
_________________________________________________________________
ex
am
ex
sg

Comprehension Inference Practice 107

examguru
Passage B

Waves were reaching up, and their white foam, caught by the wind, were being
whipped against the side of the ship. But I'd seen that on other days and the ship
hadn't sunk. A cargo ship is a huge and stable structure, a feat of engineering. It's
designed to stay afloat under the most adverse conditions. Weather like this surely
wouldn't sink a ship? Why, I only had to close a door and the storm was gone. I

om
advanced onto the deck. I gripped the railing and faced the elements. This was
adventure.

It was dark still, but there was enough light to see by. Light on pandemonium it was.
Nature can put on a thrilling show. The stage is vast, the lighting is dramatic, the
extras are innumerable, and the budget for special effects is absolutely unlimited.
What I had before me was a spectacle of wind and water, an earthquake of the
senses that even Hollywood couldn't orchestrate. But the earthquake stopped at the

u.c
ground beneath my feet. The ground beneath my feet was solid. I was a spectator
safely ensconced in his seat.
Adapted from ‘Life of Pi’ by Yann Martell

2. Explain how the language used in paragraphs 1 and 2 of Passage B

emphasises the writer’s enjoyment of the storm. Support your ideas with three
details from the paragraph. [3] r ur
u
gu
___________________________________________________________
g

___________________________________________________________
am

___________________________________________________________
___________________________________________________________
ex
am

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
ex

3. ‘I was a spectator safely ensconced in his seat.’ (Refer to the underlined

sentence in the passage)
Why does the author use the word “spectator” to describe himself in this
situation? [2]
sg

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Comprehension Inference Practice 108

examguru
E X P L O R I N G E L E M E N T S O F V I S UA L T E X T
T H AT S U P P O R T T H E O V E R A L L M E S S AG E ( M ) C R A F T E D B Y I T S

m
C R E AT O R

o
AN D

c
T H E S U B S E Q U E N T C O U R S E O F AC T I O N T H AT I T S C R E AT O R

.
W A N T S Y O U ( A ) T O TA K E ( O )

VISUAL r u
g u am
g u ru

TEXT
a m ex

e x PA P E R 2

g
SECTION A

s
5 MARKS

Y O U R TA R G E T : 4 OUT OF 5 MARKS

Comprehension Visual Text Notes 109

examguru

TODAY’S FOCUS
om
(NOT ON LANG – THAT’S LFI)
u .c
•1st: M A O of the r
ur
uVisual Stimulus
g
g u
•2nd: Visual a m
Elements
ex
a m
•3rd: Putting It Together
e x
s g
(Answering Questions –
Excluding LFI Qs)
Comprehension Visual Text Notes 110
examguru

Based on the

om
c
2015 Prelims

.
+

u
Feedback from

r
• Answering • Understanding
based on clues Teachers

u
the different
from the text ru
g
functions of the
• Addressing the g u visual stimulus
am
m
ex
question • Making sense of

a
the overall

x
purpose of the

e
visual stimulus

s g
Comprehension Visual Text Notes 111
examguru

om
u .c
ur
ru
g
g u
am

a m
ex

e x
s g
Comprehension Visual Text Notes 112
examguru

WHAT IS THE VISUAL TEXT?

om
Type

.c
webpage, advertisement, poster, etc.

u
r
Source print (*usually an advertisement) or

u
electronic publication (*usually a website)
r uis it about?)
g
Subject matter u
topic (i.e. What
g
a m
m x
Context social, workplace, personal, cultural, historical
(ineorder of commonality)
A udience

xa Who is the targeted or intended audience?

e
M essage - for the

g
audience
raise awareness, inform, etc.

s
O utcome – (Main
purpose) – What do
you want them to do?
Comprehension Visual Text Notes
persuade them to take an action (after having
a mindset change

*GCE O Level Context

113
examguru

m
TODAY’S

.c o
1 ST
FOCUS:

r u
am
g
g
u
u
ru
M essage

a m
ex A udience

e x O utcome

s g
Comprehension Visual Text Notes 114
examguru
LET’S TALK ABOUT THE
AUDIENCE (YOU!!!)
om
Type

.c
webpage, advertisement, poster, etc.

u
• Webpage:

ur
Usually no one in particular in the same country

ru
(i.e to netizens, readers, etc)

g
• Advertisement: g u
Often very specific (parents, smokers, men,
am
women, students)
• Poster:

a m ex
Depends on the context

x
Why is this useful to know?

e
g
It aids you in getting the correct M and O.

s
Context

A udience
Comprehension Visual Text Notes
social, workplace, personal, cultural,
historical (in order of commonality)
Who is the targeted or intended
audience? 115
examguru
EXAMPLE 1:
AUDIENCE
om
Qns: What two practical actions does the

.c
WWF request from the audience? (2015

u
AHS MYE, P2SAQ4)

r
• Follow WWF’s campaign against

u
illegal trade at www.panda.org
u support for the campaign by
• rShow

g
g u going to facebook/WW to join the
am frontline

a m
ex • Tweet #killthetrade to show

x
support for their campaign

e
(Any two answers for 2m)

g
• X join the frontline (no practical

s
action stated – cannot be done by
the Audience)
• X support the campaign against
illegal trade (no practical action
Comprehension Visual Text Notes
stated) 116
examguru
EXAMPLE 2:
AUDIENCE
om
Qns: What is the main purpose of
this print advertisement? (2015 AHS

u .c
r
MYE, P2SAQ2)

u
Ans: Encourage the audience to
ru
g
show their support for
g u
am
campaign against illegal rhino

m x
trade (1m).
e
a
X create awareness of the plight

x
of the rhinos (need to know the

e
function of ‘social media’
elements - Visual Elements)

s g
X to have the audience stop
poaching rhinos. (need to know
the Audience and what they
can or cannot do)
Comprehension Visual Text Notes 117
examguru

EXAMPLE 3: AUDIENCE
om
.
• Explain how the illustration links to the

u c
MYE, P2SAQ1) - requires r
writer’s message in the text. (2015 GMSS

ur u understanding
g
g u
the message and whya m the image was
chosen.
e x

a m
x
• Who is the target audience of this
e
g
advertisement? (2014 GMSS MYE, P2SAQ2)

s
- requires the use of ‘context’
Context social, workplace, personal, cultural,
Comprehension Visual Text Notes historical (in order of commonality) 118
examguru
LET’S TALK ABOUT THE
OUTCOME (IMPACT)
om
(COURSE OF ACTION THAT ITS CREATOR
WANTS YOU (A) TO TAKE (O))
u .c
• Webpage:

ur
Donate / Sign up or register for a programme /
ru
Pledge / Participate

g
g u
am
m ex
• Advertisement: Convince you to purchase and use the item /

a
Find out more about the product, etc

• Poster:

e x Sign up / Change in mindset/attitude (and)

g
adopt a new action / Find out more about the

s
subject/item

O utcome – (Main persuade them to take an action (after

purpose) – What do having a mindset change
you
Comprehension Visual want them to do?
Text Notes 119
examguru
EXAMPLES: OUTCOME
(IMPACT)
om
u .c
r
• What is the main purpose of this print advertisement?

u
(2015 AHS MYE, P2SAQ2) u
r
g g u
• Why do you think this advertisement was created? (2015
TKGS MYE, P2SAQ2) xam

a me

e x
• Which sentence gives the main purpose of the
advertisement? (2015 CresentsGS MYE, P2SAQ5)

s g
• Which sentence in the section Dogs for Adoption gives
the main purpose of the webpage? (2014 AHS Prelim,
P2SAQ2)
Comprehension Visual Text Notes 120
examguru
LET’S TALK ABOUT THE
MESSAGE (1)
om
(FROM THE READERS’ POINT-OF-VIEW’)

u .c
r
Usually: A “convincing” problem is presented (Posed by the creator)

u
à Washing is not an easy household chore.
ru
g
A “proposed” solution offered by the VT’s creator (Outcome you
g u
should take) à Using Brand XYZ detergent makes it easy for

am
you. It is extremely effective, etc.
OR

m ex
A change in attitude/perspective/behavior SO THAT you will

a
take the creator’s prescribed course of action.

x
Why is this important to know?

e
• Achieved
It allows you to reverse engineer. Through the easy-to-attain O,

g
you can verify your M. Some questions require you to find

s
supporting information to support the M. Yet they do not tell
you what the M is!
M essage raise awareness, inform, etc.
Comprehension Visual Text Notes 121
examguru

EXAMPLES: MESSAGE
om
• Explain how the headline “Employ a lifetime of experience” supports the

c
main message. (2014 GMSS MYE P2SAQ3) – phrase supports the

.
message

r u
• In which two ways does the illustration below the main heading highlight
the writer’s message in the section ‘Give me some natural beauty

u ru
tips!?’ (2014 Damai Prelim, P2SAQ1) – image supports the message

g
g u
• Explain how the visual used in this advertisement helps to reinforce the
am
key message. (2014 GMSS MYE P2SAQ4) – image supports the message

a m ex

x
• What idea is the image of the man on the surfboard trying to establish?
(2015 TKSS MYE, P2SAQ1) – image supports the message

g e
s
• Which sentence carries the main message of the poster? (2015 TKSS
MYE, P2SAQ4)
• What is the main message of this advertisement? (2014 GMSS MYE,
P2SAQ2)
Comprehension Visual Text Notes 122
examguru
WE KNOW VISUAL ELEMENTS IN THE
VISUAL TEXT PLAY A MAJOR ROLE IN…
om
c
IT GRABS OUR ATTENTION…

.
IT “BRINGS” THE MESSAGE TO US…

u
ur
ru
g
g u
am

a m ex

e x
s g
Comprehension Visual Text Notes 123
examguru
TODAY’S 2FOCUS:
ND

VISUAL ELEMENTS - FUNCTIONS

om
• Q: How do the visual elements combine to give meaning?

u .c
r
à You need to know this at the national exams.

The visual elements work together

visual text’s (M) and (O). g u r u
a m
g u
to support the

m x
• Q: How do the visual elements combine with other communication
e
a
modes (e.g. words, images, videos, audio, etc)?

x
à You need to know this at the national exams.

e
Headings Call-to-action Testimonials Video Clips Audio Clips

g
(YouTube)

s
Social Media Logos (of Images (Main Words Words (Text)
Links (‘Share’ partnering + Supporting) (Connotation
Icons) companies) s)
Facts / Use of bullet
Figures / points
Statistics
Comprehension Visual Text Notes 124
examguru
TESTIMONIALS
• Enhances the
om
creditability/reliability
of the product/service
u .c
ur
ru
g
g u
am

a m
ex

e x
s g
Comprehension Visual Text Notes 125
examguru
VIDEO / AUDIO

m
CLIPS

o
• Allows people to find out

c
more about the…
• Visual experience of …

u .
r
without going to the venue…

am
g
g
u
u
ru

a m ex

e x
s g
Comprehension Visual Text Notes 126
examguru

SOCIAL MEDIA
om
• Find up-to-date news on …

u .c
r
• Share the information to …

g
am
guuru

a m ex

e x
s g
Comprehension Visual Text Notes 127
examguru
LOGOS (OF
PARTNERING
COMPANIES)
om
• Increase credibility/
trustworthiness/ reliability

u .c
r
• Show that the site is secure for

u
electronic transactions
ru
gg u
am

a m ex

e x
s g
Comprehension Visual Text Notes 128
examguru
IMAGES

m
(SUPPORTING

o
THE...)
- Draw your attention

u .c
r
- Related to the M and the O
- e.g. tug heart strings

u ru
image of an abused dog to evoke

g
the sympathy of the reader to
volunteer his/her service. g u
am

a m ex

e x
s g
Comprehension Visual Text Notes 129
examguru

om
u .c
ur
ru
g
g u
am

a m
ex

e x
s g
Comprehension Visual Text Notes 130
examguru
FACTS / FIGURES / STATISTICS / OBJECTIVE
FACTUAL INFORMATION
• Emphasizes the

om
.c
– Reliability / Seriousness / Severity /
Importance
– Superiority

r u
am
g u
g u
ru

a m ex

x
With 380 bhp the Touareg Hybrid is one

e
of the most powerful hybrid SUVs on the

g
road. Its supercharged 3.0 V6 TSI engine,

s
together with an E-motor, propel it from
0–100 km/h in just 6.5 seconds.

Comprehension Visual Text Notes 131

examguru
E N DO R SE M E N T BY
/R E FE R E N C E TO

m
C E L E BR IT IE S /
IM PO RTA N T-FAM O US

o
PE O PL E / R E A L PE O PL E

u .c
r
• Celebrities: Follower

u
syndrome / Fan-followers
r u
g
•
g u
Important/Famous
m
People (endorsement):
a
•

a mReal e x Creates the

People:
idea that if ordinary people

x
can ‘do’ it, the reader can ‘do’

e
it too / Authenticity / If

g
ordinary people finds it

s
useful, it should be useful / if
ordinary people (housewife)
uses it, it should also be
safe/reliability, etc to use it.
Comprehension Visual Text Notes 132
examguru

om
u .c
ur
ru
g
g u
am

a m
ex

e x
s g
Comprehension Visual Text Notes 133
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LET’S TALK ABOUT THE
TEXT + IMAGES
om
(CHOICE – EFFECTIVENESS –
SUPPORTING THE M AND O
u .c
/ IMPACT AND EFFECTIVENESS ON
READERS r u
ur
g
u g
• The choice of words (Idioms,
a m Expressions, Puns, Word

a m ex
Play)/ Images (visual stimulus)
creators wish to transmit.
supports the M that the

x
• It draws the viewer’s attention to find out more.

e
s g
• The visual stimulus can come in the form of FONT
types
Comprehension Visual Text Notes 134
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FONT types
om
What is the

.c
intended effect
u
r
ur
created by the
u
g
g u use of the fonts?
am

a
e
mx

e x
s g
Comprehension Visual Text Notes 135
examguru

m
• The image of this cat
draws

.c o
attention.

r u
• Audience: It calls

a
g
g
u
u
r
m cats
uout to people who like

a
e
mx

e x
s g
Comprehension Visual Text Notes 136
examguru
EXAMPLES: TEXT
(CHOICE OF WORDS) WORDS
om
(CONNOTATIONS)
u .c
ur
• Refer to the section entitled ‘POACHNG IS EVOLVING’. What can you
ru
infer about how poaching has changed over the years? (2015 AHS MYE,

g
P2SAQ2)
g u
am
• How do the series of posters make the reader feel personally involved?

m ex
(2015 Damai MYE, P2SAQ1)

xa
• Refer to the first paragraph of the advertisement. What does the word

e
‘research intensive’ suggest about the nature of the education one would
receive at Nanyang Technological University? (2015 CresentGS MYE,

s g
P2SAQ3)
• Why does the creator of the poster use the term ‘silver surfers’? (2015
TKSS MYE, P2SAQ2)

Comprehension Visual Text Notes 137

examguru
EXAMPLES: IMAGES / VISUAL
STIMULUS
om
.c
• Look at the photograph on the right at the top of the advertisement. With reference to the

u
advertisement, how does the photograph illustrate any attribute Nanyang Technological University

r
students should have? (2015 CresentGS MYE, P2SAQ1)

u
• How does the visual text complement the phrase “miracle of life” in the headline?
(i) From the visual (2015 TKGS MYE, P2SAQ2i)
ru
g
g u
ANS: The visual features a man who is visibly pregnant. Considering that men cannot be pregnant

m helps to reinforce the key message. (2014 GMSS

(only women can), this phenomenon is a “miracle of life”. [1]

a
m ex
• Explain how the visual used in this advertisement

a
MYE P2SAQ4)

e x
• Is this poster a reliable source? Give a reason why. (2015 Damai MYE, P2SAQ4) – Logos

g
• How would the picture of the dog in the middle and the information above it be useful to the target

s
audience? (2014 AHS Prelim, P2S2Q2)

• In the section Give me some natural beauty tips!, the writer uses bullet points. Why do you
think the writer has chosen to use bullet points to present the tips? (2014 Damai Prelim, P2SAQ3)
– Ans:
Comprehension Visual Text NotesEasier for the reader to take note / read. [1] 138
examguru
SOME (MORE)
COMMON QUESTIONS
om
u .c
r
• How do the series of posters make the reader feel personally

u
involved?
r u
g
•
g u with “you”. [1] (2015 Damai
By directly addressing the reader
MYE P2SAQ1)
a m

a m ex

e x
s g
Comprehension Visual Text Notes 139
examguru Section C
Text 3

The article below is about thistle growing in the plains of Argentina. Read the text carefully and answer
Questions 18 to 24 in the Question Paper Booklet.

1 The appearance of the plain was different in what was called ‘thistle year’. The giant 3-metre
tall thistles, which usually grew in isolated patches, suddenly sprang up everywhere. In these
luxuriant years the plants grew as thickly as rushes. The wonder was to see plants which throw

om
out such vast leaves producing stems so close together as to be virtually touching. Standing
among the thistles in the growing season one could almost hear them growing, as the huge 5
leaves freed themselves with a jerk from a cramped position, producing a crackling sound.

2 To the gaucho1 who lives half his day on his horse and loves his freedom as much as a wild
bird, a ‘thistle year’ was a hateful period of restraint. His small, low-roofed house was like a
prison to him, for the thistles hemmed it in completely. On his horse he was compelled to keep
to the narrow tracks and to draw in or draw up his legs to keep them from the prickling spines. 10

u.c
In those distant, primitive days the gaucho, if he was a poor man, wore nothing on his feet but
a pair of iron spurs.

3 The thistles when dead were just as great a nuisance as the living thistles. In their dead, dry
condition they could sometimes stand all through December and January when the days were
hottest and the threat of fire was ever present. At any moment a careless spark might kindle a 15
dangerous blaze which could threaten the gauchos’ low wooden houses. At such times the
sight of a smoke would cause every man who saw it to mount his horse and fly to the danger
r
spot to try to stop the spread of the fire by making a broad path in the thistles some fifty to a
u
hundred metres ahead of its course. One way to make the path was to lasso and kill a few
ur
gu
sheep from the nearest flock and drag them up and down at a gallop through the dense thistles 20
until a broad space was cleared. Then any approaching flames could be beaten out with horse-
rugs. But the sheep to be used in this way were not always to be found on the spot and, even
g

when a broad space could be made, if a hot north wind was blowing, the fire could still travel
am

on.

4 During December and January, this desert world of thistles, dead and dry, continued standing, 25
ex

a menace and a danger. The one desire and hope of everyone was for the pampero – the
am

south-west wind – which in hot weather is apt to come with startling suddenness, and to blow
with extraordinary violence. And it would come at last, usually in the afternoon of a stifling day,
after the north wind had been blowing persistently for days with a breath as hot as a furnace. At
last the hateful north wind would drop and a strange gloomy cloud would cover the sky. In a 30
little while it would cover half the sky, and there would be thunder and lightning and a torrent of
rain. At the same moment the wind would strike and roar in, bending trees and shaking houses.
In an hour or two it would perhaps be all over, and next morning the detested thistles would be
gone, or at all events levelled to the ground.
ex

5 After such a storm, the gaucho would feel an enormous sense of relief for he could now mount 35
and gallop forth in any direction freely and see the wise, wide earth once more. He was like a
prisoner released from his cell, or a sick man who, having regained his lost vigour, breathes
freely and walks again.
sg

6 A gaucho was ever so tied to his horse, so parasitically that they were like conjoined twins. On
very rare occasions, this union gives the gaucho a thrill, or perhaps it would be better to say the 40
ghost of a thrill, when he remembers the relief he felt after one of these great thistle-levelling
winds. Then, it was a rare pleasure to gallop his horse over wide brown stretches of level land,
to hear the horse’s hard hoofs crushing the hollow desiccated stalks which covered the earth in
millions, like the bones of countless perished foes. It was a queer kind of joy, a mixed feeling
with a dash of gratified revenge to give it a sharp savour. 45

1
A gaucho is a South American cowboy
Summary Text 140
examguru
7 After all this abuse of the giant thistle, it may sound odd to say that a ‘thistle year’ was a
blessing in some ways. Admittedly, it was an anxious year on account of the risk of fire, and a
season of great apprehension, too, when reports of robberies and other violent crimes were
widespread. But a ‘thistle year’ was also called a fat year, since the animals there could gorge
themselves on the huge leaves and soft, sweetish-tasting stems. The fattened animals were in 50
turn feasted on by the gauchos. However, the only drawbacks were that the riding-horses lost
strength as they gained in fat, and their milk did not taste inviting.

om
Adapted from Far Away and Long Ago by W.H. Hudson

r u.c
u
gu g ur
am
ex
am
ex
sg

Summary Text 141

examguru
Clinic 2: Strategies for scoring well in Summary
by Ms Margaret Ng

Read the 1994 Passage and try out this summary by applying a few key
strategies to produce a successful summary.

m
Using your own words as far as possible, summarise the disadvantages (-)
and advantages (+) for the gauchos and animals during a thistle year.

.co
Use only information from paragraphs 2 to 7.

Your summary must be in continuous writing (not note form). It must not be
longer than 80 words (not counting the words given to help you begin).

The gaucho found a thistle year a hateful time because…

ru
Do this checklist after reading the passage and summary question/task:

Prompts/questions to consider before writing your summary

ru  if yes
1. To respond to this summary task/question, do you need to signpost
gu
clearly through a distinct internal organization structure within your
gu
summary?
2. Have the first 10 words given to you assisted you in creating an
am

internal organisation within your summary?

If yes, please indicate what part of the summary:

m ex

3. Which suitable linking/transitional word(s) will be appropriate to

show the contrast of the summary points?

4. Are you able to conflate some of the summary points?

xa

5. Are you attempting to paraphrase?

Practice 1
e

1. In the passage, pick out at least 8 - 9 points from the passage you think
are the points required by the summary task.
sg

2. Paraphrase the bold and underlined words.

3. Re-organise these points and write the signposting words/linking words.
4. Re-write the sentence structures by considering compound, complex,
active, passive sentences.
5. Try to write at least two conflating sentences.

1
Summary Questions 142
examguru
No Original texts Paraphrased
1 Hateful year of restraint.(L8)

2 His small, low-roofed house

was like a prison to him, for

m
the thistles hemmed it in
completely
.(L8 - 9)
3 On his horse he was
compelled to keep to the

.co
narrow tracks (L9 – 10)

4 and to draw in or draw up

his legs to keep them (L10)

5 if he was a poor man, wore

nothing on his feet but a
pair of iron spurs. (L11 –

ru
12)

6 from the prickling spines

(L10). ru
gu gu
7 the threat of fire was ever
present (L15)
am

8 a dangerous blaze which

could threaten the
gauchos’ low wooden
m ex

houses
(L16)
9 when reports of robberies
and other violent crimes
were widespread.(L48 - 49)
xa

10 the riding-horses lost

strength as they gained in
fat, and their milk did not
taste inviting.(L51 - 52)
e

11 the animals there could gorge

themselves on the huge
leaves and soft, sweetish-
sg

tasting stems (L49 – 50)

12 fattened animals were in

turn feasted on by the
gauchos.(L51)

2
Summary Questions 143
examguru
Write your summary here:

The gaucho found a thistle year a hateful time because

m
.co
ru
Final check:
i. Have you checked that your summary addresses the summary
task/question? Read the question/task again to ensure.
ru
ii. Have you checked the accuracy of your writing?
gu gu
iii. Have you checked the punctuation and spelling errors? Should be 0
error.
am

No of words: ______
m ex

Approx time taken to complete summary: _____________

e xa
sg

3
Summary Questions 144
examguru
Clinic 2: Strategies for scoring well in Summary
by Ms Margaret Ng ( on 30 Sept 2015)

Read the 1994 Passage and try out this summary by applying a few key
strategies to produce a successful summary.

m
Using your own words as far as possible, summarise the disadvantages and
advantages for the gauchos and animals during a thistle year.

.co
Use only information from paragraphs 2 to 7.

Your summary must be in continuous writing (not note form). It must not be
longer than 80 words (not counting the words given to help you begin).

The gaucho found a thistle year a hateful time because…

ru
Do this checklist after reading the passage and summary question/task:

Prompts/questions to consider before writing your summary

ru  if yes
1. To respond to this summary task/question, do you need to signpost
gu
clearly through a distinct internal organization structure within your
gu
summary?
2. Have the first 10 words given to you assisted you in creating an
am

internal organisation within your summary?

If yes, please indicate what part of the summary:

m ex

3. Which suitable linking/transitional word(s) will be appropriate to

show the contrast of the summary points?

4. Are you able to conflate some of the summary points?

xa

5. Are you attempting to paraphrase?

Practice 1
e

1. In the passage, pick out at least 8 - 9 points from the passage you think
are the points required by the summary task.
sg

2. Paraphrase the bold and underlined words.

3. Re-organise these points and write the signposting words/linking words.
4. Re-write the sentence structures by considering compound, complex,
active, passive sentences.
5. Try to write at least two conflating sentences.

Summary Answers 145

examguru
No Original texts Paraphrased No
1 Hateful year of restraint.(L8) Gauchos’ freedom was restricted ( - ) 1

2 His small, low-roofed house His small home was entirely encircled 2
was like a prison to him, for by thistles ( - )

m
the thistles hemmed it in
completely
.(L8 - 9)
3 On his horse he was on horseback, his riding was confined to 3
compelled to keep to the the narrow paths/routes ( - )

.co
narrow tracks (L9 – 10)

4 and to draw in or draw up Tucked in his legs upwardly to prevent 4

his legs to keep them (L10) his feet from injury ( - )

5 if he was a poor man, wore since they were not protected ( - ) 5

nothing on his feet but a
pair of iron spurs. (L11 –

ru
12)

6 from the prickling spines from spiky thistles ( - ) 6

(L10). ru
gu gu
7 the threat of fire was ever Dry thistles were a constant fire risk ( - ) 7
present (L15)
am

8 a dangerous blaze which which could burn down their 8

could threaten the dwellings/wooden homes
gauchos’ low wooden (-)
m ex

houses
(L16)
9 when reports of robberies Serious crimes were rampant ( - ) 9
and other violent crimes
were widespread.(L48 - 49)
xa

10 the riding-horses lost horses lost their robustness/vigour as 10

strength as they gained in they gained weight and the milk quality
fat, and their milk did not produced was affected ( - )
taste inviting.(L51 - 52)
e

However, (use a signposting transitional/linking word to indicate you are addressing the
second part of the summary (i.e. disadvantages)
11 the animals there could gorge The animals satiated their appetite on the 11
sg

themselves on the huge succulent, tender thistles

leaves and soft, sweetish- shrubs/stalks. ( + )
tasting stems (L49 – 50)

12 fattened animals were in which the gauchos dined on. ( + ) 12

turn feasted on by the
gauchos.(L51)

Summary Answers 146

 examguru
Please note:
As the summary question requires both disadvantages and advantages and the
passage provides only 2 advantages. So the maximum marks for disadvantages
should be 6, leaving 2 marks to be awarded for the advantages.

m
How do I know whether to start with the list of disadvantages or
advantages first?

Tip 1: Usually the given phrase will give you a clue. For this
case, the phrase, ‘hateful time’ explicitly informs the candidate

.co
to start with ‘disadvantages’ as both sound negative.

The gaucho found a thistle year a hateful time because his freedom was restricted
Addressing the
first part of the (1) when his tiny home was entirely encircled by thistles (2). On horseback, his
summary: the movement was confined to the narrow paths (3) as the thistles grew everywhere. The
disadvantages
of the thistle
thistles posed a constant fire risk (7) that could destroy his dwelling (8). Crimes were
Addressing
year. rampant (9). His horse lost its vigour from overeating which affected the quality of milk the second
produced (10). However, the succulent, tender shrubs satiated the animals’ appetite

ru
part of the
(11) where the fattened animals in turn was feasted on by the gaucho community(12). summary:
the
advantages
of the thistle
ru 80 words year.
Internal Organisation: To ensure there is a distinct (7 disadvantages, 2 advantages)
gu
internal organisation of the two parts within this
gu
summary, the transitional/linking word, ‘However’ aptly
signals the examiner that the second part of the
summary is being addressed.
am
ex

Other tips:
m

Tip 2 to address the conflation of points: To increase your chance of including as many points as
possible, use the skill of conflating logical points within a sentence. For example, you can conflate
points 1 - 2 ; 4 – 6, 7 – 8, 9 – 10, 11 – 12.

Tip 3 to address the range of constructions (of sentences): Within a summary, you must make
xa

conscious effort to increase the range of compound and complex sentences instead of just using
simple sentences. Let me show you the various examples of the different types of sentences in the
sample above:

 Simple sentence for Point 9.

 Complex sentence for Points 3, 11 & 12
e

Tip 4 to address the attempt to use your own words as far as possible: Heed my advice as
mentioned in the slide.

Tip 5 to ensure the accuracy of your writing: Ensure your summary represents the passage
sg

without compromising its context or meaning. For example, for Point 2, the phrase ‘hemmed it in
completely’ was paraphrased with precise accuracy with this phrase, ‘entirely encircled by
thistles.’

Tip 6 to ensure you will do a final check on your spelling, punctuation and your tenses. In this
summary, past tense is used for both parts of this summary. I took cue from the passage and the
first given word, ‘found’ in the given phrase.

Summary Answers 147

examguru
Clinic Practices (on MAO / Visual Elements)

m
.co
ru u
gu ur

 
g

  VS  15/MYE  3SA1/EL/2  
Message: __________________________________________________
am

 
Audience:
  __________________________________________________
Outcome:
  __________________________________________________
ex
am

 
1. What idea is the multiple illustrations of Nila at the top of the information sheet
trying to establish?
_____________________________________________________________________________ [1]
Requirement(s): - Identifying what Nila refers to
- Establish the objective of the visual text
ex

4. Which phrase gives the main purpose of the information sheet?

_____________________________________________________________________________ [1]
Requirement(s): - Understanding that this is created to inform (information sheet)
- Is there any “real” action involved by the audience?

   
sg

Visual Text Questions 1 148

examguru

m
.co
ru u
gu am
g ur

 
  St  Patrick’s  School  15/MYE  4N/EL/2  
ex
am

 Message: __________________________________________________
 
 Audience: __________________________________________________
 Outcome: __________________________________________________
 
2. What impression of Changi Airport is conveyed by the visuals in the
advertisement?
____________________________________________________________________________ [1]
ex

Requirement(s): - The visual should support message

4.   Provide a possible reason for why the advertisement includes links to social
media sites such as Facebook, Twitter and Instagram.
____________________________________________________________________________ [1]
sg

Requirement(s): - Recognize the function of social media

-­‐   Recognize that creator wants the readers to spread this
piece of information to others
   

Visual Text Questions 1 149

examguru

m
.co
ru u
gu am
g ur

 
ex
am

  Ping  Yi  SS  2015/MYE  3E/EL/P2  

 Message: __________________________________________________
 Audience: __________________________________________________
 Outcome: __________________________________________________

1. What is the purpose of this advertisement?

_________________________________________________________________ [1]
ex

3. What is the advertiser’s intention in mentioning that ‘the courts are ready’, ‘the
gym is waiting’ and ‘the road is calling’?
_________________________________________________________________ [1]
Requirement(s): Text will support the objective (message/objective) of the
source.
sg

4. The advertisement shows the shadow of a tiger behind a basketball player.

What does this suggest about the basketball player’s ability after using the
product?
_________________________________________________________________ [1]
Requirement(s): Text will support the objective (message/objective) of the
source.
 

Visual Text Questions 1 150

examguru

m
.co
ru u
gu
ex
am
g ur
am

 
KC  2015/MYE  4E/EL/P2    
Message: __________________________________________________
 
Audience: __________________________________________________  
Outcome: __________________________________________________  
 
ex

1. Who is the target audience of this text?

_________________________________________________________________ [1]

3. How does the visual text reinforce the message? [2]

sg

Visual Text Questions 1 151

examguru
   
 
 
 
 
 

m
   

.co
Source:  http://yeomansweblog.wordpress.com/2009/10/08/singapore-­‐watch-­‐ads-­‐from-­‐the-­‐60s  
ru u
gu
ex
am
g ur
am

Most fine watches look the same. But you can a

Rolex Oyster from the other end of a 53 ft. yacht.
Its classic shape is crafted out a solid block of
hardened Swedish stainless shell or gold.
ex

The result is Oyster case… so waterproof you

scrub it down with soap and water to clean it.
The heart of this protection is a self-winding,
officially certified chronometer movement.
Because so much of the work is done by hand, it
takes us more than a year to build a Rolex.
sg

Sir Francis Chichester felt it was time well spent.

The watch he depended on for his entire voyage
was the Rolex 1002.

Message: __________________________________________________
Audience: __________________________________________________
Outcome: __________________________________________________

Visual Text Questions 1 152

examguru
1. Who do you think the advertisement is targeting? [1]

m
2a. What does "if you were sailing alone around the Cape Horn tomorrow, you'd
wear a Rolex" suggest about a Rolex watch? [1]

.co
Requirement(s): - Recognize the CONTEXT

2b. Sir Francis Chichester, aviator and sailor was knighted by Queen Elizabeth II for
becoming the first person to sail single-handed around the world in nine months
and one day.

Rolex 1002."
ru
"The watch he (Sir Francis Chichester) depended on for his entire voyage was the
u
How does the usage of Sir Francis Chichester, a well-known figure in the
gu ur

advertisement support your answer in 2a? [1]

g
am
ex

Requirement(s): - Recognize the function of prominent figures

am

3. Give two piece of evidence from the advertisement that suggests that the Rolex
Oyster is an expensive item. [2]
ex
sg

Visual Text Questions 1 153

  

Visual Text Questions 1

examguru

sg  

ex
amex
am
gur
u
gu
ru
.co
m
http://weblogation.blogspot.sg/2008/05/possible-­‐ads.html  

154
examguru
1. What kind of group do you think the creator of the advertisement belong to? [1]

2. Based on the use of the headline and the '3 easy steps, what is the intended

m
effect on readers? [2]

.co
3. Who do you think the creator of the advertisement is attributing the blame of
the loss of Canada's Ancient Boreal Forest to? [1]

4. How can you help in this cause? [1] ruu

gu am
g ur

 
ex
am
ex
sg

Visual Text Questions 1 155

examguru
Clinic Practices (on MAO / Visual Elements)
Answers
VS  15/MYE  3SA1/EL/2  
M: to inform readers (Singaporeans) that there are many

m
programmes created to allow Singaporeans to feel the spirit of the
28th SEA Games.
A: readers (Singaporeans)
O: Raise awareness / Support the 28th SEA Games by going for it.

.co
Q1: A variety of different sports will be on display during the SEA Games
X many sports (many does not convey the idea of difference)

Q4: To bring the spirit of the Games to the local community

Note: Key word in this question is PHRASE – a lot of candidates gave sentences,
especially bring the spirit of the Games to the local community which is an
imperative

ru
St  Patrick’s  School  15/MYE  4N/EL/2  
u
gu ur
M: Changi airport is better than other airports in the world
A: Unknown
g

O: Travel at Changi Airport / Visit Changi Airport

am

Q2: Magical / extraordinary / different from other airports / mesmerizing place /

fun and interesting place / unique place / a place that is full of beauty
ex
am

Not accepted: “A good impression”

Q4: -Interested travelers can find out more information about Changi airport./
-To get further updates on Changi airport /
-So they can share information about Changi Airport to others on social media /
-To reach a wider audience as readers can share these information through
social media
ex

Ping  Yi  SS  2015/MYE  3E/EL/P2  

M: to promote Tiger Balam ACTIVE that it can help you in…
A: Active people
O: Buy the product and use it.
sg

Q1: To introduce/ promote a new range of products (Tiger Balm ACTIVE)

Q3: The advertiser is reaching out to active individuals that their performance
can be enhanced with the use of the product.
Q4: The basketball player is able to play more aggressively/ powerfully than
before / as ferocious and power like a tiger.

Visual Text Answers 1 156

examguru
KC  2015/MYE  4E/EL/P2  
M:  Older  employers  are  still  valuable  
A:  Employers  
O:  Hire  older  employers  
 
Q1: Employers/companies/business owners are the target audience.

m
Also accepted:
Employers who do not employ older employees / how have not been recruiting those
of an older age.

.co
Employers who are able to reemploy older employees.

Not accepted:
people who open an operating theatre
patients (who need medical assistance)
the elderly (who can still walk)
older (unemployed) people / senior citizens
the elderly (who have retired or got fired because of old age)
employers who want to employ experienced employees

Excess Denies (no mark awarded):

ru
Employers and/or older employees (who are aged 60 and above).
u
Business recruiters who want to employ people and people who are willing to help
gu ur
others.
Companies that want to reemploy older employees.
g

Companies that have older workers or are hiring workers.

am

Q3:
ex
am
ex
sg

Visual Text Answers 1 157

examguru
Watch Ad

1. Who do you think the advertisement is targeting? [1]

-people who sails (not the best answer as it is too specific for this ad)
-people who are often out at sea
-people who are into water sports [1]

m
X rich people (rich or poor, if they have no use for the watch, they will not get it)
X people who love watches
X people who work near the sea, etc.

.co
2a. What does "if you were sailing alone around the Cape Horn tomorrow, you'd
wear a Rolex" suggest about a Rolex watch? [1]

-dependable, durable, tough, the watch can be trusted to function/work [1]

ru
X waterproof (from the text. The question mentioned ‘suggest’ à infer!)

2b. Sir Francis Chichester, aviator and sailor was knighted by Queen Elizabeth II
u
for becoming the first person to sail single-handed around the world in nine
gu ur

months and one day.

g

"The watch he (Sir Francis Chichester) depended on for his entire voyage was
am

the Rolex 1002."

How does the usage of Sir Francis Chichester, a well-known figure in the
ex
am

advertisement support your answer in 2a? [1]

It has been proven that a Rolex watch can still work in face of harsh conditions
[The support]. If Sir Francis Chicester depends on it when he set sails, the product
must be trustworthy [The HOW]. [any answer that supports this idea] [1]
Note: ans MUST support the stand given in 2a
ex

3. Give two piece of evidence from the advertisement that suggests that the
Rolex Oyster is an expensive item. [2]

-"Because so much of the work is done by hand, it takes us more than a year to
build a Rolex. [1] (due to the cost of workmanship, shows effort)
sg

-"Its classic shape is crafted out a solid block of hardened Swedish stainless shell
or gold." [1] (expensive item)

X heart… self-winding… à nope. Most watches have this function

Visual Text Answers 1 158

examguru
Kleenex Ad

1. What kind of group do you think the creator of the advertisement belong to?
[1]

- Environmental activist / Environmentalists / People who care for the

environment or nature [1]

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X Greenpeace (the question is asking for the kind of group and not THE group)

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2. Based on the use of the headline and the '3 easy steps, what is the intended
effect on readers? [2]

-to draw the attention of readers [1] by presenting an irony/controversial

information so that they will continue reading further to find out more [1]

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3. Who do you think is the creator of the advertisement attributing the blame of
the loss of Canada's Ancient Boreal Forest to? [1]

- Kimberly-Clark Corporation [1]

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X Kimberly-Clark (person)
X People who buy Kleenex
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X People who buy products from Kimberly-Clark Corporation

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4. How can you help in this cause? [1]

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-Visit www.stopkleenex.com and follow the instructions shown/indicated on the

website. [1]

X Stop buying Kleenex Facial Tissue/products from Kimberly-Clark (no given in

the ad)
X Write a petition
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Additional Practices (on Text-Words)

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CGS/S4MYE2015/ELP2  
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Message: __________________________________________________
Audience: __________________________________________________
Outcome: __________________________________________________

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SECTION  A  (5m)  
 
TEXT  1  
 
Refer   to   the   print   advertisement   (TEXT   1)   on   page   2   of   the   Insert   and   answer  

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Questions  1-­5.  
 
1.     Look  at  the  photograph  on  the  right  at  the  top  of  the  advertisement.  With  reference  to  
the   advertisement,   how   does   the   photograph   illustrate   any   attribute   Nanyang  
Technological  University  students  should  have?                              (1m)  
             
____________________________________________________________________  
             

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2.   Refer   to   the   first   paragraph   of   the   advertisement.   What   does   the   word   ‘research-­
intensive’   suggest   about   the   nature   of   the   education   one   would   receive   at   Nanyang  
Technological  University?                                  (1m)  
 
____________________________________________________________________  
 
             ____________________________________________________________________  
 
 
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3.   With   reference   to   the   second   paragraph,   which   two   consecutive   words   tell   us   that  
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learning   the   basics   is   given   much   emphasis   in   the   courses   offered   by   the   School   of  
Chemical  and  Biomedical  Engineering?                                
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(1m)  
 
____________________________________________________________________  
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4.   Refer   to   the   section   that   states   the   details   of   the   graduate   programmes   offered   at  
Nanyang   Technological   University.   What   is   the   benefit   that   may   appeal   to   potential  
students?                                        (1m)  
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           ____________________________________________________________________  
 
           ____________________________________________________________________  
 
 
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5.   Which  sentence  gives  the  main  purpose  of  the  advertisement?                        (1m)              
 
____________________________________________________________________  
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             ____________________________________________________________________  
   

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    Manjusri  Secondary  School/SA1/2015/Paper  2  
Message: ____________________________________________________  
Audience: ____________________________________________________
Outcome: ____________________________________________________

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Section  A  
 
1   With  reference  to  the  heading  ‘Refugee  families  deserve  a  brighter  future’,  what  are  the  two  
intended  meanings  to  the  word  ‘brighter’?  
 
i)   ____________________________________________________________________  [1]  
 

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ii)   ____________________________________________________________________  [1]  

 
2     (i)    Which  sentence  in  the  caption  tells  you  that  IKEA  Foundation’s  intention  of  
giving  ‘a  brighter  future’  to  the  refugees  has  yet  to  materialise?  
 
____________________________________________________________________  
 

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_________________________________________________________________  [1]  
 
 
(ii)    How  does  the  visual  graphic  support  the  answer  in  part  (i)  above?  
 
____________________________________________________________________  
 

 
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__________________________________________________________________  [1]  
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3    Besides  informing  readers  of  the  intent  to  install  solar  lights  in  refugee  camps,  what  is  
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another  objective  of  IKEA  Foundation  reflected  in  the  advertisement?  

 
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___________________________________________________________________  [1]  
   
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    Cedar/S3SA1/2015/Paper  2  
 
Message: ____________________________________________________
Audience: ____________________________________________________
Outcome: ____________________________________________________

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Additional Practices (on Text-Words)

Answers
CGS/S4MYE2015/ELP2
M: NTU can give you what you need as it is…

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A: Post graduates (X students à text asked for Master / PhD)
O: Study at NTU

1.   Look at the photograph on the right at the top of the advertisement. With
reference to the advertisement, how does the photograph illustrate any attribute
Nanyang Technological University students should have? (1m)
(Engagement with Visual)

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(LO2: Use contextual clues and make inferences based on contextual information)

The photograph shows students doing investigative / research work (using the
image) suggesting that they should be inquisitive / curious / interested / keen
to learn (suggestion).
Acceptable Answer Unacceptable Answer/ Remark
Studious, hardworking, diligent in learning.
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2.   Refer to the first paragraph of the advertisement. What does the word ‘research-
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intensive’ suggest about the nature of the education one would receive at
Nanyang Technological University? (1m)
(Language for impact)
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(LO3: Recognise writer’s intention through their use of words)

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It is in-depth / discovery in nature.

Acceptable Answer Unacceptable Answer/ Remark

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Inquiry-based A lot of research / research-oriented /

More hands-on experience (need to explain what it means by the word

“research”)
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Many students focused on the characteristics of

the students when they should talk about the
education received there.
sg

3.   With reference to the second paragraph, which two consecutive words tell
us that learning the basics is given much emphasis in the courses offered by
the School of Chemical and Biomedical Engineering? (1m)
(Quotation)
(Vocab LO2: Deduce meaning of words from how they relate to one another)

“strong fundamentals”
 
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Manjusri Secondary School/SA1/2015/Paper 2

M: to inform readers that IKEA has corporate social responsibility

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A: General audience (not to be used for Social Studies); IKEA
shoppers (it’s not clear in the ad. This is just created to enhance
the image of IKEA)
O: proceed to www.IKEAfoundation.org / continue support of IKEA

1   With reference to the heading ‘Refugee families deserve a brighter

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future’, what are the two intended meanings to the word ‘brighter’?

i)   To have lights installed in their refugee camps. (Literal) [1]

ii)   To have a better future / hope / opportunity. [1]

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2   (i) Which sentence in the caption tells you that IKEA Foundation’s
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intention of giving ‘a brighter future’ to the refugees has yet to

materialise?
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‘With partners that include the UN Refugee Agency (UNHCR), we are

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planning the use of solar lighting’. [1]

(ii) How does the visual graphic support the answer in part (i)
above?
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Unlike the tents / camps, the lamp posts do not look real but are hand-
drawn to show that they have not been installed. [1]
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3 Besides informing readers of the intent to install solar lights in refugee

camps, what is another objective of IKEA Foundation reflected in the
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advertisement?
IKEA Foundation also provides funds for any other bright ideas to
support refugees. [1]

 
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Cedar Girls/Sec3SA1/2015/Paper 2
M: to appeal to people that… to raise awareness…
A: General audience
O: give way / be considerate to…. By…
 

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1.  What  idea  is  the  photograph  trying  to  establish?  [1]    
The  inconsideration  of  the  abled  people/  public  and  the  inconvenience  they  pose  for  the  disabled.  
OR  The  helplessness  of  the  disabled  due  to  the  inconsideration  of  others  (Students  should  explain  
with  descriptions  from  the  photograph.    
 
Also  Accepted:    
-­  Abled  people  are  taking  away  the  only  route  for  a  disabled  person  to  move  around,  without  trying  
to  empathise  with  the  disabled.    
-­  Selfish  behaviour  towards  people  with  disability  /selfishness  of  people  as  they  remain  in  the  lift  

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pretending  not  to  see  the  disabled    
-­  People  are  often  caught  up  with  their  needs  that  they  neglect  the  people  who  need  it  more  than  
they  do.    
-­  Due  to  our  convenience,  people  with  disability  are  hampered  by  us.    
-­  Description  of  the  picture:  disabled  people  are  not  able  to  get  into  the  lift  due  to  people  using  the  
lift  as  a  convenient  way  to  move  around.  (idea  of  people  not  showing  consideration  is  implied.)    
-­  Should  show  respect/concern  for  the  disabled  instead  of  showing/feigning  ignorance  &  using  
alternative  routes  made  for  them    
 
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Not  accepted:    
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-­  Make  reader  feel  guilty    

-­  Urge  public  to  give  way  to  disabled  (how?)    
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-­  Convince  public  to  be  more  gracious  and  give  way  to  disabled  (how?)    
-­  Inform  readers  who  are  of  normal  ability  to  let  disabled  have  priority  to  use  facilities  specially  for  
them  (how?)    
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-­  We  should  use  other  ways  to  get  around  rather  than  a  route  that’s  meant  for  the  disabled  
(preaching.  why?)    
-­  The  picture  shows  a  crowded  lift  with  no  room  for  a  man  in  a  wheelchair  to  enter,  hence  showing  
people  should  give  way  to  people  with  disability.  (Preaching.  Inconsideration/  helplessness  not  
reflected)    
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-­  It  shows  how  we  have  misused  facilities  meant  for  people  with  disabilities.  (Lift  is  open  to  all  to  
use)    
 
Inferential    
2.  Refer  to  the  headline  “To  you  it’s  the  easy  way.  To  him  it’s  the  only  way”.  What  effect  
does  it  have  on  the  reader  and  how  is  this  relayed  through  the  style  of  language  used?  [2]    
 
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Effect:  To  remind  the  reader  to  look  beyond  our  own  convenience  and  show  more  consideration  
for  people  with  disabilities/  To  allow  the  reader  to  empathise  with/  relate  to/  be  aware  of  the  plight  
of  the  disabled  people  [1  
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Also  Accepted:    
-­  Make  people  realise  that  we  must  give  way  to  the  disabled    
-­  allow  people  to  reflect  that  abled  people  have  alternative  means  of  moving  around  but  disabled  
does  not.    
-­  sympathise  with  disabled  people  &  allow  them  to  take  the  lift  as  it  is  their  only  route    
-­  feel  pity  towards  the  disabled  as  people  misuse  facilities  for  their  own  convenience.    
Not  accepted:  -­  tell  the  reader  to  make  way  whenever  necessary  -­  Realise  that  taking  the  lift  is  our  
luxury  which  is  disabled  people’s  only  option  -­  make  reader  feel  guilty  for  not  helping  the  disabled    

 
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Style  of  language:  through  the  use  of  contrast  where  different  perspectives  of  the  disabled  and  
the  abled  reader  are  shown  OR  through  different  word  choice  of  ‘easy’  and  ‘only’  which  shows  the  
limited  options  for  the  disabled  in  contrast  with  the  abled  [1]  Note:  must  mention  both  ‘easy’  and  
‘only’  if  highlighting  word  choice  and  diction    
Also  Accepted:    
-­  Comparison  between  disabled  and  abled  person    
 

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Not  accepted:    
-­  ‘only  way’  is  to  make  reader  sympathise  with  disabled  people  so  that  reader  will  make  a  change  
(‘easy’  is  not  explained)    
-­  Repetition  of  the  word  ‘way’  emphasises  how  we  can  present  bringing  disabled  inconvenience    
-­  Repetition  of  ‘to’  to  compare  importance  of  facility??    
-­  Use  of  short  sentences  to  give  crisp  and  clear  tone?    
 
3.  Refer  to  the  text  information  provided.  Suggest  a  practice  that  the  public  could  adopt  to  ease  the  

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lives  of  persons  with  disability.  [1]    
 
Avoid  using  elevators,  seats  and  toilets  (infrastructure)  designated  for  persons  with  disabilities.  OR  
Do  not  park  in  front  of  ramps  and  in  parking  lots  meant  for  them.    
Also  accepted:    
-­  Avoid  using  services/areas/facilities  designated  for  the  disabled.    
-­  Do  not  park  in  front  of  ramps  (ok  to  accept  this  by  itself  without  the  phrase  ‘designated  for  
disabilities’)    
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Not  accepted:  -­  Avoid  using  things  that  are  specially  made  for  them.  -­  Could  make  way  for  the  
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disabled  instead  of  obstructing  their  path  &  make  it  easy  for  them  (how?)  -­  use  stairs/  escalators  
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instead  of  the  lift    

 
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4.  How  is  irony  portrayed  through  this  phrase  ‘their  biggest  disability  is  our  apathy’?  [1]    
 
One  would  expect  the  disabled  to  be  hampered  by  their  own  physical  limitations,  but  in  reality,  the  
inconsideration/  lack  of  concern  posed  by  the  public  serves  as  a  greater  hindrance  to  the  
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functioning  of  people  with  disability.  (Note:  what  is  expected  and  the  actual  opposite  outcome  must  
be  contrasted.)    
Also  accepted:    
-­  Our  apathy  causes  them  to  be  more  disabled  that  they  already  are.    
-­  Biggest  challenge  faced  is  not  their  handicapped  state  but  rather  the  selfish  nature  of  people.    
xa

-­  Greatest  obstacle  is  not  getting  the  support  from  normal  people  &  instead  makes  their  lives  more  
difficult.    
-­  Disability  is  the  inability  to  move  around  but  main  factor  resulting  in  them  not  able  to  move  around  
freely  is  the  inconsideration  of  people.    
-­  Irony  is  portrayed  when  disability  lies  with  others  and  not  themselves.    
 
e

Not  accepted:    
-­  Their  disability  is  not  their  disabled  body  parts  but  abled  people  not  being  understanding  towards  
disabled  people.  (degree  not  highlighted)    
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-­  They  already  have  disability,  but  they  still  have  another  disability  which  is  our  cold  shoulder  
towards  them.  

 
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Tips and Common
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Comprehension
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Editing
• Errors must be CIRCLED.
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• Identify the text type(s). It may help you in

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identifying the correct verbs used - past,

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present and future. A writer may use flashback
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g u
(past tense) or discuss a hypothesis about a
m (future tense) Do not
situation in the year a2030
be overly obsessed
• Examples:
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e with VERBS only.
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Narrative – generally in the past tense

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News report – mixed tenses

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Information report – generally in the present tense but
will be in the past tense for examples of past incidents.
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Editing
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• Look out for flashbacks or talk about the

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Future or a current hot topic which has a long

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history e.g. dinosaurs, history

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The discussion can go back
a m g
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u in time, be

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current, or projected
e into the Future. So your
tenses ……

x a
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Can be past, present, future or any

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permutation .
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Editing
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• Be careful of *modals and perfect tenses

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e.g. I will go; They will have eaten…;
u known better;
• We should sit …; I shouldurhave
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• They have encountered
e x a
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m difficulties.
mg
a
• *Modals: will, would, shall, should, can,
could, may, might,

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Editing
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• Must read the instructions and Background

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Information on top. It can give you clues to
the text to be edited.
• Always use the present
a mg u r u
g u
tense for social truths
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and universal truths.
Level Editing passage.
a m
e For example in 2013 ‘O’

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• The passage has a social truth i.e. National

public holiday.g
Day in Singapore is always and forever a

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Tips and Common .Errors
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Tips for Answering
Comprehension Questions
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• Circle or underline the key words in the

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question.

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• Phrase your answers to address u the key
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words in the question. g u
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Eg. What does the phrase ‘X’ suggest about the
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a
attitude of the people towards the event?

x
Ans: It shows that they disapprove of the event.

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X It shows that they are angry about the event.

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Ensure that you answer is in the form of an
‘attitude’, NOT a ‘feeling’!
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Tips for Answering
Comprehension Questions
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• For Vocabulary and LFI questions, ALL words

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in the given phrase must be addressed.
Example:
What does ‘an inmate a
g u r u
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mof flesh and blood’u
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suggest about theeoccupants of the toolshed?

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Ans: a real-life prisoner (correct)
X a real-life person

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X a prisoner
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Tips for Answering
Comprehension Questions
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• Always provide specific answers.

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Do NOT use vague words eg.
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good/bad/positive/negative.
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g g u
am
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• Include ALL relevant details in your answers.
a
e x

x
Incomplete answers will be awarded zero
mark.

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Tips for Answering
Comprehension Questions
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• Recognise an inferential questions through

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the following signals:
do you think
suggest a mg u r u
g u
might e x

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possible (reason)

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• why (may be literal or inferential)

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Tips for Answering
Comprehension Questions
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• Include BOTH the clue from the passage and

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your inference in the answer.

Q. With reference to the

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webpage, why has
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the u u r u

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e been an annual event
Singapore Food Festival

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x
for the past 21 years? Suggest one reason.

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Ans: The Singapore Food Festival has been well-
received by Singaporeans [inference] who are

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passionate about / love food. [clue]
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Tips for Answering
Comprehension Questions
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Be careful of ED (excess denies) i.e.
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Giving more in your answer than the
question asks! (or irrelevant r u details) The
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g
g u
marker will feel that you
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the question and awardx you Zero!

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e.g. What is your name?

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My name is Alec Smart and I live in
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s
Katong. My dad is called Hero.
You will get ZERO
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Tips for Answering
Comprehension Questions
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ED rule also applies in Vocab, IYOW and LFI

u . c
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questions!!!
Examples:
Q. Give the meaning ofam g u r u
‘laboriously’
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‘laboriously’ meanse‘requiring a lot of hard work
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(correct) and is tedious/boring’ (incorrect - ED)

e
Q. What does ‘torrent’ suggest about the crowd?

g
s
Ans: Uncontrollable (correct)
X Uncontrollable and angry (incorrect – ED)
Tips and Common Errors in Editing and Comprehension 183
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Tips for Answering
Comprehension Questions
o m
• For Vocabulary questions, replace ALL the

u . c
r
words in the quote (nouns, verbs, adjectives,
adverbs) and give the Contextual
The word may have more
a mg
r u
g u
meaning.
u than one meaning in
x
m
the dictionary. Always
e choose the meaning
that fits in the context of the passage.

x a
• It is the same for IYOW and LFI questions.

g e
• Do NOT use the same root word when

s
replacing the key words of the given phrase.
(eg. Don’t use ‘dark’ to explain ‘darkness’)
Tips and Common Errors in Editing and Comprehension 184
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Tips for Answering
Comprehension Questions
o m
• Use modifiers, adverbs. intensifiers to
signal shades of meaning, e.g.
u . c
a. shove – push hard/with force
r u
ur
g
b. nudge – push gently u
g
m clean
a
c. pristine – perfectly/very
x
e and in a high pitch
d. wailed – cried loudly

a m
x
e. more impact – greater influence

g e
*Examine all possible synonyms/substitutes in

s
your head for ‘best fit’ contextually
Tips and Common Errors in Editing and Comprehension 185
examguru
Tips for Answering
Comprehension Questions
o m
• Distinguish between a clause and a phrase.
u . c
• Do NOT include the verb when you are asked
r u
ur
g
to quote a phrase. g u
a m
x
m
Example:
e
a
Q. Quote a phrase in paragraph 1 that suggests

x
e
the police were calm and collected.

g
Ans: ‘phlegmatic preparedness’ [1]

s
X ‘wore that look of phlegmatic preparedness’
Tips and Common Errors in Editing and Comprehension 186
examguru
Summary
Get the main points right (8pts o
m
u . c get

u r
maximum 8m) even if you have
sacrifice a bit of STYLE (Language)
to
r u
g gu
which is 7m. am

a m
This advice is for those who are not
e x

e
very strongx at Summary esp using

s g
Style (Language)
Tips and Common Errors in Editing and Comprehension 187
examguru
Summary
o m
c
then direct lifting of points.is a
• If you really cannot use own words
u
better option because r
words, if you are g
u in using own
am
gu r u

m
not very skilful, x
e

x a
you may change the meaning of the

e
original point and you will not score

s g
a mark for that point.
Tips and Common Errors in Editing and Comprehension 188
examguru
Summary
o m
• If you are not confident about the
substitution of the words in the passage
u . c
with your own, you should at least
r u
ur
g
change the sentencegustructure. This also
a m
m
constitutes rephrasing.
e x

x a
g e
• Make use of linking devices e.g.
moreover, in contrast, eventually,
s
furthermore, in addition
Tips and Common Errors in Editing and Comprehension 189