TMJC 8881 GP Paper 1 Skills Guide 2023

1 TMJC General Paper Paper 1 Skills Guide Content Page 1) An introduction to Paper 1: Essay 2) Choosing a Question 3) Question Analysis Step 1: Concept Clarification 2 2 3 Step 2: Identify and Clarify the Evaluative Keywords 3 Step 3: Set the Context 4 Step 4: Check for Underlying Assumptions 5 Step 5: Identify the Point of Contention (PoC) / Main Issue 5 Step 6: Brainstorm for Ideas 6 Step 7: Organise points into an Essay Plan (1) Sort points into two sides (2) Expand/delete points (3) Decide on the stand (4) Mapping out points into a Balanced Discussion (5) Possible Essay Structures 7 7 8 9 10 13 4) The Introductory Paragraph 15 5) Paragraph Development for Supporting Views (SVs) 18 6) Paragraph Development for Opposing Views (OVs) / Concessions (Cs) 22 7) Paragraph Development for Opposing Views (OVs) / Rebuttals (Rs) 23 8) The Conclusion 24 9) Sample Essay 25

2 1) An Introduction to Paper 1: Essay General Paper aims to develop in students the ability to think critically and inventively, construct cogent arguments and communicate their ideas using clear, accurate and effective language. General Paper encourages students to explore a range of key issues of global , regional and local significance and appreciate the interrelationship of ideas across time, space and disciplines. This provides students with a good foundation to thrive in a fast-changing world. It is particularly in Paper 1, the Essay component, that such skills are tested. Description Paper 1 (Essay) comprises 8 questions examining issues of local , regional and global significance. Students have to answer any one out of a total of these 8 questions with an essay length of 500–800 words within a duration of 1 hour 30 minutes. Range of Marks Content: 30 + Use of English: 20 = Total mark: 50 Issues and knowledge related to: • society and culture • economics • politics • the arts and humanities • science and technology • the environment Questions will be general in nature and require candidates to draw on their knowledge from across disciplines to show an awareness of significant global/national/local issues and demonstrate understanding at a conceptual level. The ability to convey a sustained and well thought -out argument , as well as being able to make connections across different ideas will be vital. Examples will be needed to support that argument, thus you should read as widely as possible to build your knowledge! 2) Choosing a Question A good essay begins with the right selection of the question. Given that there are 8 questions to select, which should you choose? Decide based on: A. Your knowledge of the concepts being discussed, tapping on your interests or passion, or knowledge from previous reading or other subjects. B. Your understanding of the point of contention/main issue of the question. Avoid questions with keywords you do not understand, or those with too many modifiers or conditions. Steps to take: 1. Read all 8 questions. 2. Identify the concepts for each question and eliminate those where you know little or nothing about the concepts. 3. Consider your understanding of the point of contention/main issue of the remaining questions. Eliminate those which you do not fully understand due to complicated keywords, modifiers or conditions. 4. Of the remaining questions, attempt brainstorming ideas for each of them. 5. Select the question for which you are able to brainstorm 5 – 6 points. 6. Get started on thorough question analysis and essay planning once you have decided on the choice of the question.

3 3) Question Analysis Before you can even start writing an essay, you need to first understand what the question is asking for. Thus question analysis is extremely important. There are a few steps you could take: Step 1: Identify and clarify Concepts Step 2: Identify and clarify the Evaluative Keywords Step 3: Set the Context Step 4: Recognise Extreme Views and check for Underlying Assumptions Step 5: Decipher the Point of Contention (PoC) / Main Issue to be addressed Step 6: Brainstorm Ideas Step 7: Organise ideas into an Essay Plan Step 1: Concept Clarification In analysing the essay question, the first step to take is to identify and clarify concepts in the question. Clarifying them will help you to better understand what the question is about, especially if they involve concepts that are vague, ambiguous or subjective. It is important to go beyond literal definitions to consider conceptually related ideas, such as the relation of the workforce to education, and issues of inequality in education. Use CPF to help you with your clarification: • Characteristics/Connections to the concept being discussed (e.g. issues connected to education such as competition, mental health, inequality, etc.) • Purpose of the concept (e.g. aims and goals of getting an education – to make informed decisions, prepare for the workforce , for social mobility, etc.) • Function of the concept (e.g. what education does – impart knowledge, meet the needs of the economy etc.) Let’s try: To what extent can education improve the lives of people? Note that ‘purposes’ and ‘functions’ may be similar for some concepts and may overlap. CPF is just a guide to help you consider more possible conceptually related ideas while trying to understand the essay question and guide your brainstorming later. Step 2: Identify and clarify the Evaluative Keywords Look out for the evaluative keywords in the question, because they tell you how the question should be dealt with. * In the example on the right, the evaluative keyword ‘can’ is tagged with ‘improve’, thus both should be read together, i.e. having the ability to upgrade/better Let’s try To what extent can education improve the lives of people? Some evaluative keywords are also inserted to complicate the question. The insertion of such keywords usually hints that there is an underlying assumption to the question. (This will be covered in Step 4.) Education: Instruction, teaching, or training, usually conducted in schools. Related ideas : Competition, Inequality, Workforce, Economy, etc. Lives of people : General well -being of individuals or their quality of life. Related ideas: Healthcare, Social Economic Status, Rights, Security etc. Can: Having the possibility of, being able to Improve: To better, upgrade, help, have a positive impact on…

4 There are numerous evaluative keywords such as ‘should’, ‘important’, ‘value’, ‘effective’, ‘justifiable’, ‘ready’, ‘increasingly’ etc. There are many but basically every question will contain one or more evaluative keywords. Fret not, these will be progressively covered in GP lessons! Also, don’t worry about the difference between ‘concepts’ and ‘evaluative keywords’. Basically, if there are any words in a question which you do not quite understand on first reading, then more clarification and thinking through is needed. Step 3: Set the Context The context of a question can be examined by asking 3 important WH questions: Who, Where, When (A) Who Is the question specific to a special group of people? Depending on the question, this group can be a specific age group like the young or the elderly, or a social class like the poor or the rich . Other groups of people referred to can range from students to migrants, or women or just about anyone. Next, do also consider who the other stakeholders (person/groups who have a vested interest/concern in the issue) are in the discussion of the question. Whose views should you consider when answering the question? Let’s try How far do magazines or television programmes aimed at young people in your society have a positive effect? (B) Wher