Conrad’s Secret GP Manual

1. Conrad’s Secret GP Manual Part 1 : P1 skills (Essay writing) Part 2 : P2 skills (Comprehension)

2. Part 1: P1 Theory Writing a SENSIBLE essay

3. Contents • Introduction/ Thesis Statement (Logical Stand) • Supporting View Paragraph • Opposing View Paragraph • Conclusion • Overall structure (variants for the three main question types) • Question choice and analysis • Scope / Examples : Brainstorming • Attaining depth / layering (mini OV-SV) 9. Putting it all together: samples and practice – A Simple Paper One Program (Language and Content)

4. The Aim in Paper One Write a sensible and fluent 2 ½ page long essay. Students have to ANSWER a question in a logical manner, support the answer with a good range of points and concrete examples, show a balanced perspective and avoid self-contradiction. A well-organized answer would be able to help students achieve this aim.

5. Chapter 1: Introduction/ Thesis Statement (Logical Stand) Structure: • Background information (Flair/ attention-grabbing) • Stand (MUST BE LOGICAL) • Definitions (if necessary) – THINK: Give a thorough definition of key phrases because the whole essay would revolve around this definition (possible 2nd paragraph) [see sample introduction of A script] • Scope (optional, really!)

6. 1.1 Sample Introduction “Young people have never been as stressed as they are today.” What is your view? At the rate at which our world has developed, and is continuing to develop, it is of no remote surprise that the individual in society has had to adapt to a shift in paradigms, norms, trends and expectations over the years. For the most part, young people have not been excluded from this reality in life, and the pressures of modern life weigh down on the youth of today in different ways than those of the past. However, the question still remains -- of whether or not the modern youth is more stressed than ever before. I personally believe that the youth of today have to contend with aspects of life that have surfaced only in our time, and that this is reason enough to believe that young people have never been as stressed as they are today. This essay will seek to prove this, by illustrating instances whereby the youth of today have to grapple with new realities in life, that make their existence fraught with more troubles than those of their (fortunate?) forerunners. Stress has taken many forms over the years, but at its core, ‘stress’ refers to a state of being troubled and bothered by situations that arise in life- a pressure exerted on the individual that can be unwholesome in excess. Young people are no strangers to ‘stress’, though sources of stress have evolved over the years, culminating, perhaps, in the troubles of today, and these are cause for worry in a society already fraught with grave problems, with no solutions in clear sight. What then, are these contemporary woes that mark out our generation?......

7. 1.2 Stand: 3 Question Types • Is there a case for keeping animals in zoos? • ‘Work keeps us alive but play keeps us young.’ Comment. • Do children always suffer when both parents work? • Is friendly rivalry ever possible? • ‘If people become ill it is largely their own fault.’ How far do you agree? • To what extent do you agree that small businesses are preferable to large businesses? • yes/no (agree/disagree), ii. extreme word, iii. Extent [practice writing logical stands / classroom discussion]

8. Chapter 2: Supporting View Paragraph (SV) Structure and Components: • Topic Sentence (main point) – each paragraph should contain ONE key point • Example(s) • Logical Explanation/ elaboration of examples and sub-points • (logically-developed) LINK back to the question (topic sentence)/ personal stand [see Sample SV / try identifying key components / try writing an SV paragraph] Note: to attain depth, a mini OV-SV layer can be inserted in the body of the SV paragraph (discussed in Chapter 8)

9. 2.1 Sample SV paragraph Another issue that serves to pressurize the youth of today is how the corporate and academic rat-race is being pushed down to younger and younger generations. People all over the world have begun to realize the importance of a decent degree in staying alive in a world that demands excellence, originality and appropriate credentials- where people are increasingly defined by the schools that they have attended, the accolades they have reaped and the weight of their salary. An Ivy League education in the USA, for instance, grants a young person prestige and respect, and is reflective of the paradigms set by society as to being a ‘success’ and leading a fulfilled life. Pressure from parents to excel in school, and to emerge with an ideal career, as dramatized in movies like “The Dead Poet’s Society” is crushing and takes a significant weight in society today. Hitting home, we see that this has become such a major issue in Singapore that there has been extensive literature and film made to address the issue of youths being engulfed in the cross fire between the expectations of both society and their parents. The youth of today are being forced to mature prematurely, as a result of being exposed to the chase for credentials and prestige, and this has added an extra pressure on our generation.

10. Chapter 3: Opposing View (OV) Paragraph The OV paragraph injects maturity, depth and balance into an essay. However, weaker students must be careful to avoid self-contradiction by being clear about their original stand and using OV tools. [see Negative Example ]

11. 3.1 Compare Negative OV sample to positive OV sample

12. 3.2 OV structure • OV tools (to be used consistently) – eg. ‘Some might argue that…’ , (subsequently)… ‘they say, they, they they…’ (do not forget that these are your opponents’ views) • OV main point • OV examples • Rebuttal (challenge the main OV point) ‘It is my opinion that…’ • Rebuttal (substantiation and examples) • LINK back to question [see Sample OV paragraph, identify components] Note: • The OV paragraph is actually still an SV (it is still consistent with the stand) • Instead of a rebuttal, if the stand permits, the writer may concede or accept that the OV has an element of truth

13. 3.3 Sample OV Paragraph It is, therefore, not difficult to see the pressure that the youth today face, and that these are marks of our time- the circumstances and new evils of which are generally unparalleled. One may be, however, wont to argue that the majority youth of today live in a world of comfort, good health and leisure that previous generations did not experience. Advancements in technology allow youths to relax and enjoy life like never before, and stress at the levels mentioned above is part and parcel of living in a modern world- hardly a radical increase from past levels. Whilst I do not deny that the youth of today are generally more privileged than their forerunners, but at what cost? In order to sustain current comfort levels, youth of today face immense stress and competition simply to get that degree and get that job, so much so that it is not uncommon for young people in developed nations like Singapore and Japan to have regular visits to psychiatrists for stress-related problems. Singapore’s Institute of Mental Health even released alarming statistics recently showing that more students, some as young as ten, are having stress-related problems and contemplating suicide. It is my opinion that circumstances that have arisen from developments in our time have exposed youths to greater pressure not only from society, but from their peers, parents and even the world that they live in. No longer can one look at the world around him and not feel insecure for the sheer violence and hatred that abounds, nor can he look back home and ignore the pressures of a modern existence; where self-image and social paradigms add a whole new dimension of stress to his life.

14. Chapter 4: Conclusion Structure: • Brief summary of key points (optional) • Clear re-statement of Stand/ Thesis Statement • Parting note of a ‘good’ person. (well-meaning advice might be offered) – one sentence only (optional) [See Sample Conclusion, identify components, practice]

15. 4.1 Sample Conclusion The youth of today are, indeed, more stressed than ever before, and this is not an indicator of positive developments. Society should grow to be aware of the pressures that affect its next generation of leaders and work towards alleviating them, lest the woes of the world prove too much to bear in the long run.

16. Chapter 5: Overall structure (variants for the three main question types) Variant 1: Basic yes/no or agree/disagree questions. Variant 2: yes/no or agree/disagree questions with an EXTREME word Variant 3: Extent questions Normally, a simple 7 paragraph structure would suffice for most questions. SVOV ratio of 3:2 Intro SV1 SV2 SV3 OV1+ Rebuttals OV2 + Rebuttals  Conclusion Note: You can be flexible and have an SVOV ratio of 3:1, 4:1 or even 4:2 Food for thought: Our TOP GP student from the 2005 batch consistently chose to write essays on straightforward yes/no questions and employed an SVOV ratio of 3:1 or 4:1. Note: The key to proper structure would be flexibility. Choose the structure that best suits your purpose. The following are just suggestions and recommendations, not RULES.

17. 5.1 Variant 1: Basic yes/no or agree/disagree questions. Sample: Is there a case for keeping animals in zoos? SV,SV,SV,OV SV 1: to protect and breed endangered species SV 2: to look after injured animals or animals that face habitat destruction SV 3: to educate the public so as to gain more support for wildlife conservation OV 1: zoos are like prisons (loss of freedom), ill-treatment of animals for human pleasure and profit, training animals to perform stunts Rebuttal: • admit that some zoos (esp private ones) do not look after the animals properly, but many zoos are becoming more advanced and modernised, and public uproar has started to force authorities to start clamping down on animal abuse in zoos. • better to lose freedom than to lose life, or worse, become extinct!

18. 5.2 Variant 2: In response to a sweeping statement or extreme view OV + rebuttal OV + rebuttal SV SV OVOVSVSV Note: It would be better to start by exposing the extreme view for what it is… an extreme view (belonging to your invisible OPPONENTS) Eg 1. Do children always suffer when both parents work? Eg 2. Will women ever attain the same rights as men?

19. 5.3 Extent question Most of the time (the majority)… (SV)X 3 Sometimes (the minority)… (OV) X1 or 2 (without rebuttals) Eg 1. If you agree to a large extent that children are being pampered these days, then MOST OF THE TIME, they are pampered, but SOMETIMES they are not. Eg 2. If you agree only to a small extent that Singaporean youth have lost their manners, then THE MAJORITY of Singaporean youth are still polite, while A MINORITY are not so polite.

20. Chapter 6: Question choice and analysis Basic guidelines for question selection: • The question should fit your preferred structure. • You must be able to generate points and examples (eg. SVOV – 3:1) … apply quick planning ‘3 dot method’ • You must understand every word in the question. [recall: cosmopolitan]

21. Guidelines for question analysis • What question type? (Basic, extreme, extent?) • Any key terms to be clarified? (Eg. ‘quality of life’ … physical, emotional, material, etc) • Any key points to be expected from question? (Eg. ‘Charity’ in C2006P1… TT Durai case) • Any further complications in question? [eg. Quote + question? Or question only] • Remember, focus on the actual question, NOT THE TOPIC Note: Tag words at the end, like ‘discuss’, ‘comment’, ‘do you agree’ are there simply for variety.

22. 6.1 Question Analysis – a closer look at key words Note: Some key words in questions can change the whole way in which an answer is to be formulated. So it is really not about the topic, but the way a question is phrased. Examples: 1a. Is religion relevant? 1b. Is religion still relevant today? 1c. Is religion more relevant than ever before? 2a. Do you agree that city life is unattractive? 2b. Do you agree that city life is becoming increasingly unattractive? 3a. Discuss the benefits and drawbacks of science and technology. 3b. Science is a blessing, not a curse. Do you agree? 3c. ‘Science has lost its social and moral purpose.’ Do you agree?

23. Chapter 7: Scope and Examples Use brainstorming tools to generate a good range of points and examples: 1. SPERM 2. Concentric Circles

24. 7.1 SPERM: range of points S science, society P political, personal, philosophical E economic R religious, racial M moral, mental, mass media

25. self 7.2 Concentric Circles – range of examples from different areas family Society/school Country/ Singapore Region/ Asia world

26. 7.3 Think out of the box Sometimes, even SPERM and the Concentric Circles do not help much in generating a range of points, so this is time to use past experience to think out of the box. Eg 1. Beauty/ Image: Conventional – human appearance Unconventional – products, country Eg 2. Quality of life: Conventional – standard of living (wealth-related), material comfort, convenience and luxury Unconventional – emotional well-being, relationships, mental well-being (psychological stress level), spiritual well-being? Eg 3. Success: Conventional – standard of living (wealth-related), career, studies, material success, (sports success?) Unconventional – emotional well-being, family, personal goals, relationships, love, mental well-being, spiritual well-being Eg 4. Terrorism: Conventional – Al Qaeda, Islamic fundamentalists, Osama Bin Laden Unconventional – Communist insurgents in Malaya, Irish Republican Army, Tamil Tigers (Liberation Tigers of Tamil Eelam), Acehnese rebels Eg 5. Education: Conventional – academic qualifications, skills, knowledge acquisition Unconventional – inculcating moral values, developing character (uprightness, perseverance), social interaction skills, creativity and critical thinking ability, national identity, all-rounded capability (music, sports, arts, games, business skills, leadership, etc)

27. Chapter 8: Attaining depth through layering (mini OV-SV) Click me…

28. 8.1 Sample mini embedded OVSV On a very superficial level, the youth of today have become more self-conscious and obsessed with their images, and this has created a whole new source of pressure that plagues the young people of this generation. Triggered mainly by an increasingly influential mass media, the youth of today have developed concrete ideas of the “ideal” look, resulting in fashion trends and the need to conform to a “desired look”. One may argue, of course, that this has been a phenomenon experienced by every generation, though I put forward the fact that the mass media of today has gained such a significance in the lives of people that it dictates what is “in” and what is not. This generates more stress for the youth by virtue of the fact that there is an added pressure for them, especially in affluent and modernized countries, to seek out the best in clothing and brands, to conform to a world of fashionable, well-dressed youths. Take, for example, the youth culture in Japan, where there is a constant need to set trends, and dress radically. Surely, an added pressure is experienced when the young are aware that what they are wearing quite possibly define who they are. Therefore, a rise in the importance of beauty, self-image and being fashionable in society distinguishes our generation from past ones, as these become dominant concerns in youth culture today.

29. 8.2 Useful phrases for reflective writing (depth) • ‘I am not saying that… it is just that….’ • ‘Some may argue, of course, that…. But I would point out that….’

30. Chapter 9: Putting it all together – Process Writing in Paper 1 Stages: • [1 period] Preparation -- Choice, Analysis, and Planning (requirement: 1 full GP P1 list of questions) • [2 periods] Writing of Draft 1 : Timed assignment (1 ½ hours) , copy the full question at the start of the paper. [SET TARGET PASSING MARK AT 28 or 30, according to perceived ability of individuals] • [1 period] Discussion of 3 most popular questions + outlines • [1 period : 5 students , therefore for 25 students, 5 periods are required] 1st DRAFT Marking and individual feedback. Those who meet the passing requirements are allowed to read novels and write reviews, while those who do not are to work on their 2nd Drafts immediately. [Optional: get good students to write outlines for weaker students] • [1 period : 5 students, therefore for 15 students, 3 periods are required] 2nd DRAFT Marking and individual feedback Most students should have passed by this stage if the original feedback is useful. Work on 3rd DRAFT. • [Outside class consultation] 3rd DRAFT Marking and individual feedback. These are the students who really need help. Spend time outside lessons to help them. TOTAL: 12 periods required. 2 weeks ++

31. 9.2 suggested term schedule

32. 9.3 GP – English Language Paper Parting note: Ultimately, GP is a language paper. A student’s reading, comprehension, and writing abilities are all related to his/her language ability. So how can language be improved? By error correction or consciousness raising? Actually no. The real answer is EXPOSURE to (i + 1) level of language (where ‘i’ is the initial language ability and + 1 would indicate a slightly higher level of language complexity and lexicon usage) (Krashen, 1988) Since people acquire language best in low-stress situations (Affective Filter Hypothesis). It is recommended to include humour and ‘fun’ in language teaching. Books that INTEREST the reader are best (exposure to an average of 250 000 terms and 25 000 phrases per novel as compared to 1000 terms and 100 phrases per average length article… so even if a person reads one article per day for a week, exposure is only limited to 700 phrases as compared to 25 000 phrases (at 1 book per week). So, what’s the secret? Books.

33. 9.4 P1 Theory (Summary)/ Recap Test (optional) 1. Introduction • Background information (rhetorical flair) • Thesis statement/ Stand (must be logical) • Definitions (if necessary, put in effort) • Scope (optional, really) 2. Supporting View Paragraph • Topic sentence / main point • Examples • Substantiation/ explanation of examples (development) • Link to Question 3. Opposing View Paragraph • OV tools • OV Topic sentence / main point • Examples + Substantiation/ explanation of examples (development) • Rebuttals • Examples + Substantiation/ explanation of examples (development) • Link to Question 4. Conclusion Paragraph • Summary of key points (optional) • Re-state Thesis statement/ Stand (must be consistent with original stand) • Parting words of a ‘good’ person 5. Overall Structure for 3 question types (see right)