Paper 2 Comprehension Candidates answer on the Question Booklet.
29 April 2015
1 hour 50 minutes
Additional Materials: Insert
READ THESE INSTRUCTIONS FIRST Write your name, class and index number on all the work you hand in. Write in dark blue or black pen. Do not use paper clips, highlighters, glue or correction fluid. Answer all questions. Write your answers in the spaces provided in the Question Booklet. The Insert contains the texts for all the sections. At the end of the examination, hand in your Comprehension Question Booklet and Insert. The number of marks is given in brackets [ ] at the end of each question or part question. For Examiner’s Use
Text 1 Refer to the poster in the Insert for Questions 1-4.
1 Pick two details from the photograph, and explain how they represent the term,
“Green Technologies”. [2]
Answer: Windmill OR Solar Panels (1) as it/they make(s) use of natural resources (1). / eco-friendly technologies used to generate energy (1) / Technology used is environmentally friendly (1).
Type of question: Literal/inferential
2 How does the photograph illustrate the term, “ecocity”? [1]
Answer: Nature in the foreground of the picture highlights it as a clean source of energy harnessed through technology to support the city in the background of the picture. Not Accepted: Environment is not deprived of plants. / Tall buildings surrounded by lush greenery.
NOTE: Students must explain the concept of “eco-city” – a city that is powered by the natural resources around it, using technology. They also should use the details of the picture (relationship between the greenery and the city skyine) to explain this concept. They SHOULD NOT be describing the picture ONLY. Type of question: Inferential
3 What does the phrase, “I take the lead”, suggests about an education with NTU?
[1]
Answer: With an education from NTU, it allows an individual to become innovators in the field of eco-engineering.
Contextual clue: “anticipate global needs, taking the lead in developing engineering concepts “; “headlining breakthroughs” Not Accepted: - Independent
attachment programmes”; “international exposure through initiatives such
as the Global immersion Programme”
Type of question: Literal
Section B [20 marks]
Refer to Text 2 of the Insert for Questions 5-14.
5 Explain how the language used in Paragraph 1 emphasises the girls’ traits.
Support your ideas with details from the paragraph. [2]
Answer: Physical Trait: “birthmark… gave her otherwise plain face a broken excitement” – highlights Sula’s ordinary appearance as a birthmark would typically be perceived as ugly, however in this case, it actually serves to add distinction/variance to her otherwise unimpressive looks. Physical Trait: “birthmark… gave her otherwise plain face a broken excitement” – highlights Sula’s ordinary appearance because a birthmark would usually be perceived as ugly, however in this case, it actually serves to add distinction/variance to her otherwise unimpressive looks.
OR 5) “Wishbone thin” – shows that they are very skinny OR physically weak, frail Not Accepted: - vulnerability (not a physical trait) - “colour of wet sand paper” – dark skinned, darker skin, brown skin 5ii) Personality / Character: (GENTLE // a COWARD or is Cowardly) “she would have needed…a streak of mean to defend herself” – suggests Nel’s meekness and her mild/ gentle personality since/ because she is not capable of being aggressive towards her offenders / she is cowardly Not accepted: - “she would have needed…a streak of mean to defend herself”-
suggests that she is courageous / have the potential to be courageous - “quiet eyes” – submissive, reserved and quiet, introvert , vulnerable - “wishbone thin” – fragile and timid NOTE: The explanation must always support / justify the evidence quoted. In addition, it should fulfil the vocabulary meaning of a “physical trait” or “personality / character”. Type of Question: Language – Literary
6 What does the phrase “as intense as it was sudden” (line 10) suggest about
the girls’ friendship? Describe it [2]
- even though
- Unexpected (sudden)
- Very close (intense)
Answer: It suggests that they even though their friendship was (sudden) unexpected/ coincidental/ accidental/ abrupt, it was (intense) very strong / they were very close/ intimate.
Not Accepted: - For “intense” – they relied on each other (therefore? Answer not
complete) - For “suddenly” – known each other for a short while, their friendship
was formed fast, it was sudden (no lifting stem word)
Contextual Clue: “they found relief in each other’s personality” – suggests that they compliment each other despite their differences.
Type of question: Language - vocabulary / inferential
7 “With shoes that pinched, they have come to this valley with their parents
believing as they did that it was a promised land. What they found was a strange
accent, a pervasive fear of their religion and firm resistance to their attempts to
find work.” (lines 17 – 21)
(i) In your own words, explain the contrast between these two sentences. [2] expecting/ hoping but… faced rejection - language, - faith - difficulties finding jobs
Answer: The family had journeyed to a new country expecting/ hoping to earn a fortune / expecting a better life (1), but instead faced rejection in their language, faith and had difficulties finding jobs / faced discrimination / did not fit in / were not welcomed as they were different (1). NOTE: Students’ answers MUST demonstrate a contrast of hope and rejection in a new country they have chosen to migrate to. Surprisingly, some mentioned “the girls” in their answers. Wrong use or recognition of noun will result in a zero mark. Contextual Clue: “believing as they did that it was a promised land” VS. “strange accent, a pervasive fear of their religion and firm resistance to their attempts to find work.” Type of question: Language – Vocab
… the extent of disappointment / frustration of families (who wanted/hoped to …)
OR
emphasises //challenges // immigrant families // another country
Answer: It emphasises/ highlights the disappointment / frustration of families who have immigrated to the country in search of a better life. OR emphasises the challenges faced by immigrant families in a new country. OR did not manage to achieve their ideal life. Not Accepted: - to emphasise their rejection by the locals (focus here is on the
immigrants. So after they are rejected, they are frustrated. Answer incoplete)
- to emphasise that they are not welcomed (focus should once again be on the immigrants.
- The place did not trun out to be what they expected. (A summary of the situation without any explanation. Incomplete answer)
- To show the racial divide (is not clear in this context)
NOTE: The word “effect” in this question requires an explanation based on prior understading of the contrast described in part i. Type of question: Language – Literary
8 What is suggested about the act of bullying in the phrase, “until they grew tired
of the frightened helpless face” (lines 22 – 23)? [1]
Not Accepted: - The bullying has been going on for a long time - The bullying was common
NOTE: Time is not the issue at hand here. Answer: The boys engaged in the act of bullying for their entertainment / amusement / game / fun, at the expense of the girls’ fears (1).
Contextual clue: “grew tired”
Type of question: inferential
9 What does the writer mean when he describes the girls’ route home have
become “elaborate” in paragraph 3? Explain in your own words. [1]
Answer: They took the longer route home to avoid the boys. / Their route was no longer as straightforward. Not Accepted:
- They took a different route (vague / unclear) - They constantly changed their route home (meaning?) - They had various routes (Note the question’s key word – “route” –
singular)
Contextual clue: “Let’s go home the shortest way.” Type of question: Language – vocab
10 In the beginning of paragraph 4, the writer describes the boys’ approach towards
the girls.
Explain how language is used to emphasise their attitudes in their attempt to
intimidate the girls. [2]
Answer:
- “sauntered forward”; “Hardly able to control their grins” suggests that
the boys appeared to be arrogant in their approach, confident that they
have the girls under their mercy. (1)
- “stood like a gate blocking the path” illustrates their determination to
bully the girls without allowing them the chance to escape. / ensure that
they could not escape. (1)
Not Accepted:
- “Hardly able to control their grins” – they are excited to bully the girls /
anticipate their arrival (How does this intimidate?)
- “sauntered forward” – They are relaxed
- They tried to appear scary
- “spotted their prey” – any form of description on terms of the roles a
predator and prey play. Does not answer the question at all.
NOTE: Students have to lift quotes that describe mannerisms of the boys and
provide relevant justificatio on how it reflects ATTITUDE used to INTIMIDATE.
Type of question: Language – literary
11 In lines 33 – 34, the writer describes the boys’ actions as “stopped short,
exchanged looks and dropped all pretense of innocence”.
What does this phrase suggest about the style of language used here and its
- could afford to abandon ways of other people and concentrate on
their own perception of things
Answer: They only felt secure/ assured/ when they were with each other / rely on each other / found solace in their friendship / their friendship is a comfort to each other / feel at ease / feel relaxed / feel comfortable (1) as they could ignore / dismiss others’ opinions by focusing only on their shared views/depend on each other’s views / their own intepretation of things. (1) they could be unbothered by other people’s opinion and stick firmly to their way of thinking and belief. Not Accepted: - felt safe (same stem word from the text) - were protective of one another - enjoy each other’s company - Do not care about other people (incomplete) Type of question: Language – vocab / literal
14 The structure of the text reflects the writer’s narrative of two friends’ encounter
with a group of bullies. Complete the flow chart by choosing one word from the
box to summarise the writer’s portrayal of the girls at each stage of the narrative.
There are some extra words in the box that you do not need to use.
Answer: Teach our kids to work independently (1). Give employees privacy
and autonomy (1).
Not Accepted:
- At home
- How we teach our kids and work
- How we handle our emplyees
NOTE: As this is a literal question and answer can be found in the text, accuracy in
addressing question requirement is stringent. The question requires examples to
be provided on the ways solitude can be carried out. Students’ answers should not
cover generic areas only.
Type of question: Literal
(ii) How does language used in this sentence, “Yet increasingly we do just the
opposite.” (line 4), suggest about the writer’s opinion of this claim. [1]
Answer: The use of the connector, “yet”, suggest that he is cynical of this statement as evidence suggests otherwise. / suggest what we do is contradicting. Not Accepted: Any answer that has to do with tone. (i.e. sarcasm, caustic) NOTE: It is important and necessary to point out the language feature used here to explain the writer’s opposing view. Contextual Clue: “yet”; “we do just the opposite” Type of question: Language – literary
16 Here is part of a conversation between two students, Max and Desiree, who have read the article.
(i) From paragraph 2, explain with details from the text, the writer’s opinion
with reference to Desiree’s question. [2]
Answer: “tells a different story” / “we believe we live in a grand age of creative individualism” (1) suggest that the writer disapproves of Desiree’s opinion. / contradiction of thought and reality. (1) OR Disagrees (1) as “stifle productivity” and “deprive schoolchildren of the skills…” (1) Not Accepted: “We live in a grand age of creative individualism” (ignoring the phrase, “We believe”) NOTE: Students’ answers MUST provide justification of the writer’s differing opinion (1m) with relevant quote (1m) from the text. One cannot stand without the other part to support.
Type of question: inferential
(ii) Identify two areas from paragraph 2 that would support Max’s statement.
[2]
Answer: At work, workers’ efficiency can be repressed because of collaboration. In school, students are not taught the appropriate skills necessary to adapt because of group work. Not Accepted:
- “deprive schoolchildren of the skills they will need to achieve excellence in an increasingly competitive world” (lifting without answering the question. Which area does this cover? Competitive world which would overlap with work or the world?)
On the contrary, we seem to behave and organise our lives against this very thought!
NOTE: Question only asked for “areas” where this phenomenon occurs.
Contextual Clue: “to stifle productivity at work” and to “deprive schoolchildren of the skills they will need to achieve excellence in an increasingly competitive world”
Type of question: Literal
17 In paragraph 3, what does the writer mean about the concept of
NewGroupThink when he describes it to have “come from a gregarious place”? [1] Answer: It is originated from the belief that people work well in groups/in the company of others. / collaboration / working with others Contextual clue: “increasingly organise workforces into teams” Type of question: vocabulary
18 What is the writer suggesting about the World Wide Web in papragraph 7
with the phrase, “lent both cool and gravitas”? [1] Answer: The popularity/spread of influence of the World Wide Web has lent cedibility to / lent serious justification to / encouraged / caused the rise of this phenomeneon. Not Accepted: - The pros and cons of collaboration
OR any other answers that compare the benefits and disadvantages of teamwork
NOTE: As long has students’ answers covers the “influence” of World Wide Web as a cause of this mindset, 1m can be awarded. Contextual Clue: prior vocabulary knowledge of “cool and gravitas” Type of question: Vocabulary
19 What tone is the writer creating in the sentence “But we took things one-step further than the facts called for.” (lines 45 – 46)? [1] Answer: The writer’s tone is critical / caustic / disappropving to highlight the irrationality of generalising the success of collaborative work achieved online and assuming it would work in all other areas.
NOTE: So long as students are able to capture the right nuance to the tone used here which is simply that of the writer voicing an alternative view to a mainstream thought, 1m should be given. Any answer that suggests negativity and aggression in tone should be penalised. Contextual Clue: “failed to realise that what makes sense for the asynchronous, relatively anonymous interactions of the Internet might not work as well inside the face-to-face, politically charged, acoustically noisy confines of an open-plan office. Instead of distinguishing between them, we used lessons of one to inform our thinking about the other.” Type of question: Language – literary
20 Using your own words as far as possible, summarise how the
contemporary phenomenon, the NewGroupThink, has affected changes in the workplace and in school.
Use only information from paragraphs 3 to 5.
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 NewGroupThink phenomenon has a great impact on our lives
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