Things to take note of
- You have to identify the type of questions and the key words in the question.
- Ask yourself what the requirements are for the answer.
- Make sure you answer the specific question i.e. why, how, which, what
- Look at the number of marks to ascertain the number of points and length of answer you need for each question
- Make sure your answer links back to the key words in the question.
- Read through the passage at least twice, so that you are able to have a firm grasp of the main idea. This will also let you spend less time on your summary question.
Literal Questions
- Identifying main/supporting/relevant ideas
- These are questions that test for factual knowledge
- It is possible to lift the answer for such questions directly from the passage• Excess Denied: Do not write more than what they ask for, as it will result in the loss of marks
Inferential Questions
- Identify clues/hints to help make the inference. Follow the context of the paragraph/passage.
- Draw conclusions through logical deduction, inference, guesses and common sense.
- Look at what might be a possible cause
- Look for things that suggest or tell you about what you are looking for
Language-use questions
- These questions test the students' paraphrasing skills and their ability to use their own words in expressing ideas.
- These are questions which test for understanding of rhetoric/poetic devices such as metaphors, imagery, analogy, paradox and irony.
* Metaphors: A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable
Eg. A blanket of snow; a heart of stone; as busy as a bee
(Metaphors often appear in the form of "as ___ as a[n] ___")
Your answer for such questions must show the literal trait and how it is applied in the context. Both parts must be present to earn the full marks.
* Imagery: Visually descriptive or figurative language that causes you to be able to imagine what it is describing
Eg. As the sun set, it cast a hazy orange glow over the barren tree tops
* Analogy: A comparison between two things, typically for the purpose of showing similarities.
Eg. There are plenty of fish in the sea; Life is like a box of chocolates
* Irony: The expression of one's meaning by using language that normally signifies the opposite
Eg. The procrastinator club's meeting has been postponed; Greenland is icy while Iceland is green
- For irony questions, it is important that you show the contrast between what the words mean, and what the writer is trying to imply.
Understanding relations between parts of a text
- It is important to look at places before the mentioned word to find the answer, following the context of the sentence.
Eg. What does 'this' in line ** refer to?
Recognizing intent, attitude, bias and tone
- This type of question tests the ability to discern the purpose and audience in the piece of writing.
- It is important to have a wife vocabulary of words to describe tone. A link is provided in the Useful Links page that contains a list of words that can be used to describe tone and attitude.
Own words
- Usually worth 2 marks, so it is a requirement that you find 2 key words or phrases.
- Identify the key/significant words in the passage and paraphrase them
- DO NOT ATTEMPT TO USE ANY WORD IN THE PASSAGE
- Make sure you follow the contextual meaning of what the writer is trying to say
Summary Questions
Stage 1 - Analysis
A) TASK - Read question carefully and identify task.
- write summary / account / report / comparison?
B) POINT OF VIEW - Identify point of view to be adopted - check question and opening words
-yourself / one of the characters / someone else?
C) NUMBER OF TOPICS - Identify number of topics to be summarised
D) SOURCE - Mark off section of the passage that information is to be taken from
E) TENSE - Check tense to use by looking at the question and opening words.
A) TASK - Read question carefully and identify task.
- write summary / account / report / comparison?
B) POINT OF VIEW - Identify point of view to be adopted - check question and opening words
-yourself / one of the characters / someone else?
C) NUMBER OF TOPICS - Identify number of topics to be summarised
D) SOURCE - Mark off section of the passage that information is to be taken from
E) TENSE - Check tense to use by looking at the question and opening words.
Stage 2 - Identification
A) On a separate piece of paper, identify and write out at least 10 main points from the passage.
B) Bear in mind the principles of summary writing
C) Check that each point is relevant
D) Highlight key words and phrases that could be written in your own words
E) Replace these in your own words
A) On a separate piece of paper, identify and write out at least 10 main points from the passage.
B) Bear in mind the principles of summary writing
C) Check that each point is relevant
D) Highlight key words and phrases that could be written in your own words
E) Replace these in your own words
Stage 3 - Writing of Draft
A) Draw a grid based on the number of words you are supposed to write the summary in. (120)
B) Use one word per box.
C) Write out the points in continuous prose
D) Use linkers to make your summary coherent
E) Use a variety of sentence structures
F) Don't forget to start your summary with the given opening words
A) Draw a grid based on the number of words you are supposed to write the summary in. (120)
B) Use one word per box.
C) Write out the points in continuous prose
D) Use linkers to make your summary coherent
E) Use a variety of sentence structures
F) Don't forget to start your summary with the given opening words
Stage 4 - Editing & Checking
A) Check word count
B) Check grammar, spelling and punctuation.
C) Check whether more words / phrases could be written in your own words
D) Write out the summary neatly on your answer paper
E) Indicate word count at the end of the summary.
A) Check word count
B) Check grammar, spelling and punctuation.
C) Check whether more words / phrases could be written in your own words
D) Write out the summary neatly on your answer paper
E) Indicate word count at the end of the summary.
summary_writing_skills_practice.docx | |
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File Type: | docx |
Application questions
- You will be asked to give your opinion after evaluating the arguments/evidence in the passage and critically analyze what is happening in your society.
- Define key terms or concepts in the question - Unpack the title• Take a stand towards specific points in the passage and not the whole passage
- You must be able to provide a balanced argument while having a definite stand*A balanced argument need not always be opposing. The alternative viewpoint is to add another insight to the issue or the acknowledgemnt that there is another school of thought*
- Do not sound self-contradicting• Engage with text ideas (i.e. select specific text ideas to respond to, refer to them clearly in their response and apply them to societies)
- References to the passage must be precise and concise (Short and sweet)
- It is important to include relevant and appropriate examples and evidence outside the passage.
➨ Do not use your personal experience as examples. Your examples and evidences should reflect on the experience of a group, society, or country.
- You must be able to conclude persuasively
Examples of Application Questions:
- Do you agree or disagree with the writer's views?
- How convincing are the writer's arguments/views?
- Generic Questions: No link to specific societies/Singapore
- Apply the writer's views/arguments to the Singaporean context
Components of your response:
- Requirements - Addressed all parts of the questions and given a firm stand
- Explanation - Has developed points with sufficient and apt illustrations
- Evaluation - The student has evaluated the writer's views, as well as his own views and the situation in the society
- Coherence - The argument is fluent and sound on a whole
Challenges Many Students Face:
- Students are expected of critical thinking but are usually passive readers.
- Students are expected to pick good claims or arguments to respond to
- Requires an in-depth analysis of writers' ideas and asses how their views or society's experiences are similar or different from that of their own
- Time management
- Misinterpretation of text ideas
- Mere restatement of text ideas
- General inability to argue why they agree or disagree
Acquiring skills for AQ:
- Critical reading and thinking takes time to develop
- Strategies to process information through thinking frameworks (Eg. Paul's Wheel)
- Basic reading techniques
- Synthesizing different ideas and applying these ideas to thinking frameworks
*Please visit out Thinking Frameworks page to see more*
Steps to success:
- Read the questions very carefully (at least twice)
- Identify and underline the separate requirements before answering
- Appreciate the different demands of the question
- Note *time management*
If you're feeling lost, here's a planning template to show you how your application question should turn out:
Thesis Statement:
-State issue at hand -Make your stand -Explain why -Be relevant |
One the issue of .................................... , I agree / disagree with the writer because ..................................................................
|
Point 1
-Note down a key idea/argument/viewpoint
-Assess the validity of the argument in a logical and reasoned manner, identify strenghts and weaknesses in the argument
Eg. This is because . . . / One reason for this is / My justification for this is that . . . / One evident reason/explanation is . . .
If the question requires you to discuss the FUTURE, state the current situation and predict from this current situation, what will happen in the future. Use the following:
-Demonstrate understanding of the terms/issues
-back up your assertion with evidence, apt illustration, personal insight, examples, alternative viewpoints, statistics, facts from your local context OR from prominent international examples
Eg. For example, . . . / This can be seen in Singapore when . . . / From my observation of Singapore society . . . / From my own experience, I / One evidence of this is . . . / One evidence I can cite is . . .
*You may cite current evidence or past evidence as long as it meets the question requirements.*
- Supporting argument 1
-Note down a key idea/argument/viewpoint
-Assess the validity of the argument in a logical and reasoned manner, identify strenghts and weaknesses in the argument
Eg. This is because . . . / One reason for this is / My justification for this is that . . . / One evident reason/explanation is . . .
If the question requires you to discuss the FUTURE, state the current situation and predict from this current situation, what will happen in the future. Use the following:
- Considering the current situation, a future scenario that can be projected is . . .
- In light of the present situation, a likely consequence / effect / scenario / situation is . . .
- We can hypothesize that in the future, . . .
- Application to the local context
-Demonstrate understanding of the terms/issues
-back up your assertion with evidence, apt illustration, personal insight, examples, alternative viewpoints, statistics, facts from your local context OR from prominent international examples
Eg. For example, . . . / This can be seen in Singapore when . . . / From my observation of Singapore society . . . / From my own experience, I / One evidence of this is . . . / One evidence I can cite is . . .
*You may cite current evidence or past evidence as long as it meets the question requirements.*
Point 2
-Note down a key idea/argument/viewpoint
-Assess the validity of the argument in a logical and reasoned manner, identify strengths and weaknesses in the argument
Eg. This is because . . . / One reason for this is / My justification for this is that . . . / One evident reason/explanation is . . .
If the question requires you to discuss the FUTURE, state the current situation and predict from this current situation, what will happen in the future. Use the following:
-Demonstrate understanding of the terms/issues
-back up your assertion with evidence, apt illustration, personal insight, examples, alternative viewpoints, statistics, facts from your local context OR from prominent international examples
Eg. For example, . . . / This can be seen in Singapore when . . . / From my observation of Singapore society . . . / From my own experience, I / One evidence of this is . . . / One evidence I can cite is . . .
*You may cite current evidence or past evidence as long as it meets the question requirements.*
- Supporting argument 2
-Note down a key idea/argument/viewpoint
-Assess the validity of the argument in a logical and reasoned manner, identify strengths and weaknesses in the argument
Eg. This is because . . . / One reason for this is / My justification for this is that . . . / One evident reason/explanation is . . .
If the question requires you to discuss the FUTURE, state the current situation and predict from this current situation, what will happen in the future. Use the following:
- Considering the current situation, a future scenario that can be projected is . . .
- In light of the present situation, a likely consequence / effect / scenario / situation is . . .
- We can hypothesize that in the future, . . .
- Application to the local context
-Demonstrate understanding of the terms/issues
-back up your assertion with evidence, apt illustration, personal insight, examples, alternative viewpoints, statistics, facts from your local context OR from prominent international examples
Eg. For example, . . . / This can be seen in Singapore when . . . / From my observation of Singapore society . . . / From my own experience, I / One evidence of this is . . . / One evidence I can cite is . . .
*You may cite current evidence or past evidence as long as it meets the question requirements.*
Point 3
-Note down a key idea/argument/viewpoint
Eg. In my opinion / My view on this is that / I am inclined to tink that . . .
-Assess the validity of the argument in a logical and reasoned manner, identify strengths and weaknesses in the argument
Eg. This is because . . . / One reason for this is / My justification for this is that . . . / One evident reason/explanation is . . .
If the question requires you to discuss the FUTURE, state the current situation and predict from this current situation, what will happen in the future. Use the following:
-Demonstrate understanding of the terms/issues
-back up your assertion with evidence, apt illustration, personal insight, examples, alternative viewpoints, statistics, facts from your local context OR from prominent international examples
Eg. For example, . . . / This can be seen in Singapore when . . . / From my observation of Singapore society . . . / From my own experience, I / One evidence of this is . . . / One evidence I can cite is . . .
*You may cite current evidence or past evidence as long as it meets the question requirements.*
- Supporting argument 3
-Note down a key idea/argument/viewpoint
Eg. In my opinion / My view on this is that / I am inclined to tink that . . .
-Assess the validity of the argument in a logical and reasoned manner, identify strengths and weaknesses in the argument
Eg. This is because . . . / One reason for this is / My justification for this is that . . . / One evident reason/explanation is . . .
If the question requires you to discuss the FUTURE, state the current situation and predict from this current situation, what will happen in the future. Use the following:
- Considering the current situation, a future scenario that can be projected is . . .
- In light of the present situation, a likely consequence / effect / scenario / situation is . . .
- We can hypothesize that in the future, . . .
- Application to the local context
-Demonstrate understanding of the terms/issues
-back up your assertion with evidence, apt illustration, personal insight, examples, alternative viewpoints, statistics, facts from your local context OR from prominent international examples
Eg. For example, . . . / This can be seen in Singapore when . . . / From my observation of Singapore society . . . / From my own experience, I / One evidence of this is . . . / One evidence I can cite is . . .
*You may cite current evidence or past evidence as long as it meets the question requirements.*
Evaluation of Opposing View
*Do not disagree / agree totally; i.e. Do not take an extreme stand. State when the opposing view may be right or wrong *
Eg.
*Do not disagree / agree totally; i.e. Do not take an extreme stand. State when the opposing view may be right or wrong *
Eg.
- On the other hand, . . .
- However, some people may agree / disagree with the writer the view mentioned, in that they think . . .
- Otherwise, a contrasting opinion is that . . .
- In contrast, it can be said that . . .
- An alternative opinion is . . .
Conclusion
- Consolidate - Reasons why your original stand, Use expressions like: you adhere to your own view
- However, I still hold that (repeat original stand) because it holds greater truth/ we see more evidence of it today / it is a more likely scenario considering the current situation / . .
- Despite this, I still think that (repeat original stand) because . . .
- I maintain my opinion that (repeat original stand) as . . .