GENERAL PAPER

PAPER TWO HANDBOOK

I SOLEMNLY DECLARE THAT I WILL UNDER ALL CIRCUMSTANCES
Stay cool and rely on the skills I have mastered, and not just intuition Manage my time excellently. I will move on when I have to. Identify and rephrase ideas precisely and conscientiously for direct and summary questions Over-deliver, except when an inferential question calls for a very precise answer Rely on the passage for clues and answers, especially when I am lost Full the requirements of the AQ , delivering ample evaluation and evidence from my context

THIS IS MY PAPER TWO MASTERPLAN

Glance at AQ & read the passage Answer short questions & vocabulary Answer the summary Answer the application question 10 min 30 min 20 min 30 min 15 marks 19 marks 8 marks 8 marks

Work that is precise, intelligent, sublime

90 min

50 marks

Same old brand new skills

TIME MANAGEMENT (50 MARKS)
More so than in Paper One, time management and therefore, repeated practice is key. If you are still lagging behind and not leaving an absolute minimum of 20 minutes for the AQ, you should really practise until you get it right. Ideally, you should have 30 min to deliver a stellar 8-mark AQ. One does not become a faster runner by playing video games, right?

DIRECT QUESTIONS (APPROXIMATELY 7 MARKS)

WHAT - What is the difference between history and what historians study, according to paragraph 1? [1] - In what different ways is the religious community in crisis (line 2?) Use your own words as far as possible. [2] - In paragraph 2, what resemblances does the author see...? Use your own words as far as possible. [2] HOW - How does the first paragraph illustrate the redemptive power of food (lines 7-8)? [2] - Traditionally, a mans position in society was defined by his work (line 11). How does the author illustrate the concept of traditionally? [1] WHY / ARGUMENT - Explain in your own words as far as possible why the writer thinks it unnecessary to keep alive the memory of former conflicts and atrocities (lines 11-12). [2] - Using your own words as far as possible, explain the authors argument in paragraph 4. [3] WHICH / LIFT FROM PASSAGE - Which of the rights mentioned in lines 23-25 would the following deny? (a) censorship of views [1] (b) banning of demonstrations [1] - Which aspect of the authors argument in the last paragraph is reinforced by the quotation from J. S. Mill? [1]

DIRECT - IDENTIFY AND RE-EXPRESS (2 - 3 MARKS) You are asked what, how and why questions that require you to use the passage, identify points and re-express them in YOUR OWN WORDS AS FAR AS POSSIBLE. Often, you are given PARAGRAPH REFERENCES or a QUOTE. What to do: go to the paragraph and locate the quote if possible. Look before and after for relevant points, spotting clues that tell you what differences, resemblances, or the reason for the writers view. Clues include punctuation (colon, semi-colon) and linking words (Yet, however, because, on the other hand, while). Rephrase these points in your own words, paying particular attention to VERBS (eg. develop, acquire) and BIG NOUNS (eg. social and physical skills). Remember to be provide ample detail for each and every mark. Better safe than sorry! Aim to over-deliver, even if it is a 1m question. As you should have discovered by now, Cambridge has been demanding two points for one mark. A 2m question may even have 6 possible micro answers! Therefore, always provide what you think might be a point for this type of question, as you are unlikely to be penalised for providing that extra line. Do not go overboard and rephrase entire paragraphs, of course. DIRECT - IDENTIFY (1 - 2 MARKS) Identify questions that do not require rephrasing (you may lift) tend to be neglected by most JCs in their Prelim papers but Cambridge does set them (see 2010 and 2006 paper). When asked which, just quote the authors point in a full, proper sentence (eg. The writer is referring to, ___)

INFERENTIAL QUESTIONS (APPROXIMATELY 7 MARKS)

INFERENTIAL- CLARIFY IN CONTEXT (1 - 2 MARKS)
- Explain how specialisation has relieved us of these and similar obligatory tasks (lines 57-58). [2] - What do you understand by the annihilation of distance in line 44? [1] - Explain what the author means by calling fast food outlets ready sources of cheap refuelling (lines 37-38). Use your own words as far as possible. [2] - Explain what the author means by gender education needs to supplement mere sex education (line 74). [2]

This question type should be deadly familiar to you. Put simply, rephrase / explain the quote and make sure it makes sense in the context of the passage.

INFERENTIAL - PURPOSE / INTENDED MEANING (1 - 2 MARKS)

- Explain why the author uses the word arbitrary (line 35). [1] - What do the words or indeed impose (line 18) tell you about human nature? [2] - What does the expression brothers-in-arms (line 66) suggest about male behaviour? [1] - What does the author mean by culinary diversity (line 40), and how is it threatened? [2]

This question type is still confusing some of you as it requires two different methods. You will need to rephrase the quote in context and sometimes (for 2 mark questions, especially) identify and rephrase a separate point from the passage. The mix of direct and inferential types is most evident in the 2009 and 2010 questions. Be wary!
Explain why the author uses the word arbitrary - Rephrase arbitrary in context: random - Identify and rephrase an idea from the passage: Is sports appeal also, perhaps, to be found in the sense of order and completion which its rules and time-limits impose, so unlike the endless and arbitrary flow of events in our everyday lives? - Your stupendous answer is thus: The author uses the word arbitrary to show the random nature of our daily lives and how it contrasts the orderliness of sport.

INFERENTIAL - LANGUAGE USE / PUNCTUATION

- Explain the authors use of the word even in the phrase even the labelling and packaging (line 73) [2] - What does the linking phrase Be that as it may (line 44) tell you about the previous paragraph? [1] - ...those favoured few... (line 66). Why does the author place inverted commas around favoured? [1] - Why is the word her (line 66) in inverted commas? [1]

This is definitely the hardest type to teach as answers will vary according to context. I will try anyway.
- Repetition / italicization is used to emphasise / underscore / highlight an idea (see context!). - Inverted commas can denote that the view or belief is held by other people or suggest that the author disagrees / believes otherwise. It may also denote that the author is being ironic / sarcastic (which means ironic and contemptuous). - Ellipsis () suggests that there is a repeated cycle or endless list. The writer may also want to inject suspense or provoke the reader to make his own conclusion.

INFERENTIAL - IRONY, PARADOX AND METAPHOR

- Using your own words as far as possible, explain the irony which the author describes in lines 54-55. [2] - the only lesson to be learnt from history is that there are no lessons to be learnt from history (lines 7-8). Explain why this is a paradox. [1] - Why does the writer compare modern cures with a kind of vanishing cream for the mind? Use your words as far as possible. [2]

I am copying and pasting Mr. Derek Foos handout on irony, paradox and metaphor. He explains it better than I do, I think. Note that metaphor questions almost never appear in A Level papers (but it is worth your minute to read about them).

IRONY: Real meaning opposite from expected meaning (a) Identify the expected outcome/meaning: The expected outcome is that large families will counter the problem of high child mortality rates (b) Identify the actual outcome/meaning: However, the reality is that bigger families are putting more strain instead (c) Explain why and how the actual outcome/meaning falls short/is opposite to the expectation: The expected outcome is that large families will counter the problem of high child mortality rates, but however in reality, it is the strain from big families that cause high mortality rates in the first place PARADOX: Contradictory ideas simultaneously existing (a) Identify intended idea: On one hand, the statement is saying there are no lesson to be learnt. (b) Identify contradicting idea: On the other hand, that statement is in itself a lesson. (b) Explain why and how there is a paradox in context: Thus, there is a contradiction because the statement, in saying there are not lesson, is itself suggesting a lesson. METAPHOR: comparison between two unlike things (i.e. X is Y, where often Y is the object we dont expect) (a) Identify the comparison between object X and compared object Y: Modern cures compared with vanishing cream (b) Describe literal qualities of compared object Y: Vanishing cream a facial product that conceals signs of ageing (c) Make the connection between X and Y with proper explanation: Just as vanishing creams merely conceal or remove the signs of ageing, in the same way modern cures do not deal with our lack of acceptance of ageing.

INFERENTIAL - TONE AND ATTITUDE Another peculiar question that appears frequently in CJC papers that almost never appears in A Level papers is that on the writers tone or attitude. I am providing you another list of possible answers here, arranged by probability: - Often: critical or disapproving (if author moderately challenges source) - Quite often: ironic or sarcastic (if author mocks source) - Sometimes: cynical or skeptical (if author expresses doubts about credibility of source) - Infrequently: hostile or polemical (if author is being rather extreme towards source)

VOCABULARY (5 MARKS)
You should obviously be boosting your own lexicon by reading more and compiling a list of words with meaning. That said, there are tips to be imparted: 1. 2. 3. 4. Context: refer to the passage and make sure your meaning makes sense in the given context Positive vs negative meaning: check that your word / phrase has the right slant (eg. tolerant vs understanding) Intensity: check if your word / phrase has the right degree (eg. proclaimed loudly vs proclaimed, very loud) Number of words: avoid x and y answers. If x is right but y is wrong, you will be discredited.

LANGUAGE (15 MARKS)

D 1-3 C 4-7 B 8-11 A 12-15

For Paper Two, you should simply be aiming to deliver your answers in the clearest, most precise language. Steer clear of awkward expression, especially word-by-word paraphrasing without any attempt to make sense. This is even more crucial in your Summary and Application Question answers as your marker is likely to rely on them to judge your score, which is why you need to read the following 2 pages.

SUMMARY (8 MARKS)
Read the question carefully, identifying the TOPIC (eg. food, play, history) and the REQUIREMENTS (eg. reasons, value, functions, definitions). Make sure you refer to the correct PARAGRAPHS specified. 1. Stay on topic: do not talk about technology when the summary is about history or work when it is on play. 2. Identify the topic first, then verbs, adjectives and big nouns: - Look for history or play or something close to the topic (eg. study of the past, sporting activities) first. - Then find verbs (action words), adjectives (descriptive words) and then big nouns (concepts, things) that apply to each requirement. - Definitions are linked to adjectives (eg. inactive). Benefits / value / functions are linked to outcomes (eg. makes lives less dull). 3. Frame the sentences to answer the question: ideas from the passage may not necessarily be angled in the same way. For instance, the line, Man is inclined towards drawing conclusions of the past tells us something about Man, but NOT about the attractions of history. Instead, the point should reframed as, History appeals to our inclination for drawing conclusions about the past and rephrased. 4. Cut out the filler and keep it simple: - If you follow this strategy, you will know that you need only rephrase these verbs, adjectives and big nouns. You should not be identifying/rephrasing examples or excessive detail like, Another reason for people not doing anything or The value of studying history is that it allows when you can just go straight to the reason or value. - Thus, your summary should read in the simplest fashion possible: (i) History provides.. History gives... Studying history allows... History fulfils our... It leads to... and so on; (ii) Play is... Play is... Play establishes... It creates.. Play brings... Play gives us.. 5. Summarise, truly: - Indeed, we must learn how to summarise! You can use simple conjunctions (also, thus, subsequently, and) or add onto phrases by changing verbs to the continuous form of the above verbs. - For example, the two points History provides us a sense of the past and Another appeal of history lies in how it fulfils our need to... can be combined into History provides us a sense of the past, fulfiling our need to...

APPLICATION QUESTION (8 MARKS)

There have been many handouts on this and it would be pointless to replicate them. The overall structure and paragraph structure (Ex-R-Ev + Evaluation of society / individual + Examples of society / individual + R) should be ingrained. READ the question at the start and READ it again. Fulfil all requirements. Apply the ideas from the passage to your society. It is insufficient to assert that an idea is relevant to my society without specific reasons and evidence showing how so. Of course, how well you can do depends on how much time you have left:
5-10 min (Aim for 3m) Intro + Focus statement (answer question) One paragraph that fulfils the requirement, cites one idea and provides two examples. One-line conclusion. Brief conclusion. 10 - 25 min (Aim for 6m) Intro + Focus statement (R) + reason 2-3 paragraphs, fulfiling all requirements, citing 2-3 ideas and providing 2 examples per idea. Check that your answer is balanced. 25 - 35 min (Aim for 8m) Intro + Focus statement (R) + reason 4 paragraphs, fulfilling all requirements, citing 4 ideas and providing 2-3 examples per idea. ENSURE that your answer is balanced and that you provide insightful, detailed evaluation Conclusion that shows mature insight