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

Part 1: P1 TheoryPart 1: P1 TheoryWriting a SENSIBLE essay

ContentsContents1. Introduction/ Thesis Statement (Logical

Stand)2. Supporting View Paragraph3. Opposing View Paragraph4. Conclusion 5. Overall structure (variants for the three

main question types)6. Question choice and analysis7. Scope / Examples : Brainstorming8. Attaining depth / layering (mini OV-SV)9. Putting it all together: samples and practice

– A Simple Paper One Program (Language and Content)

The Aim in Paper OneThe 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.

Chapter 1: Introduction/ Thesis Chapter 1: Introduction/ Thesis Statement (Logical Stand)Statement (Logical Stand)Structure:1. Background information (Flair/

attention-grabbing)2. Stand (MUST BE LOGICAL)3. 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]

4. Scope (optional, really!)

1.1 Sample Introduction1.1 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?......

1.2 Stand: 3 Question Types1.2 Stand: 3 Question Types

1. Is there a case for keeping animals in zoos?2. ‘Work keeps us alive but play keeps us

young.’ Comment.3. Do children always suffer when both parents

work?4. Is friendly rivalry ever possible?5. ‘If people become ill it is largely their own

fault.’ How far do you agree?6. To what extent do you agree that small

businesses are preferable to large businesses?i. yes/no (agree/disagree), ii. extreme word, iii.

Extent

[practice writing logical stands / classroom discussion]

Chapter 2: Supporting View Chapter 2: Supporting View Paragraph (SV)Paragraph (SV)Structure and Components:1. Topic Sentence (main point) – each

paragraph should contain ONE key point2. Example(s) 3. Logical Explanation/ elaboration of

examples and sub-points4. (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)

2.1 Sample SV paragraph2.1 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.

Chapter 3: Opposing View (OV) Chapter 3: Opposing View (OV) ParagraphParagraphThe 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 ]

3.1 Compare Negative OV sample 3.1 Compare Negative OV sample to positive OV sampleto positive OV sampleIs there a case for keeping animals in zoos?

… therefore there is a case for keeping animals in zoos.

However, some might argue that zoos are like prisons for animals. They say that putting an animal in a zoo deprives the animal of freedom – freedom that the animal would have in the wild. These people would say there is no case for keeping animals in zoos. Whilst I do not deny that as far as possible, animals should be left free to roam free in the wild, I must point out that there are not many wild places left in the world that leave animals free from man-made dangers. Poaching in Sub-Saharan Africa has reached such epidemic proportions that wild population stocks of Rhinos and Elephants have dwindled greatly over the years, so much so that they have become endangered species. In my opinion, sacrificing a little ‘freedom’ for the sake of survival might make a little more sense. Furthermore …

Is there a case for keeping animals in zoos?

… therefore there is a case for keeping animals in zoos.

However, zoos are like prisons for animals. putting an animal in a zoo deprives the animal of freedom – freedom that the animal would have in the wild. There is no case for keeping animals in zoos. Whilst I do not deny that as far as possible, animals should be left free to roam free in the wild, I must point out that there are not many wild places left in the world that leave animals free from man-made dangers. Poaching in Sub-Saharan Africa has reached such epidemic proportions that wild population stocks of Rhinos and Elephants have dwindled greatly ….

SEE THE PROBLEM?

3.2 OV structure3.2 OV structure1. 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)

2. OV main point3. OV examples4. Rebuttal (challenge the main OV point) ‘It is my opinion

that…’5. Rebuttal (substantiation and examples)6. LINK back to question

[see Sample OV paragraph, identify components]Note: a. The OV paragraph is actually still an SV (it is still

consistent with the stand)b. Instead of a rebuttal, if the stand permits, the writer

may concede or accept that the OV has an element of truth

3.3 Sample OV Paragraph3.3 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.

Chapter 4: ConclusionChapter 4: ConclusionStructure:1. Brief summary of key points

(optional)2. Clear re-statement of Stand/

Thesis Statement3. Parting note of a ‘good’ person.

(well-meaning advice might be offered) – one sentence only (optional)

[See Sample Conclusion, identify components, practice]

4.1 Sample Conclusion4.1 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.

Chapter 5: Overall structure (variants for Chapter 5: Overall structure (variants for the three main question types)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 wordVariant 3: Extent questions

Normally, a simple 7 paragraph structure would suffice for most questions. SVOV ratio of 3:2

IntroSV1SV2SV3OV1+ RebuttalsOV2 + 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.

5.1 Variant 1: Basic yes/no or 5.1 Variant 1: Basic yes/no or agree/disagree questions.agree/disagree questions.Sample: Is there a case for keeping animals in zoos?SV,SV,SV,OVSV 1: to protect and breed endangered speciesSV 2: to look after injured animals or animals that face

habitat destructionSV 3: to educate the public so as to gain more support for

wildlife conservationOV 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!

5.2 Variant 2: In response to a 5.2 Variant 2: In response to a sweeping statement or extreme sweeping statement or extreme viewview

OV + rebuttalOV + rebuttalSVSV

OVOVSVSV 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?

5.3 Extent question5.3 Extent question

Most of the time (the majority)… (SV)X 3Sometimes (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.

Chapter 6: Question choice and Chapter 6: Question choice and analysisanalysisBasic guidelines for question selection:1. The question should fit your

preferred structure. 2. You must be able to generate

points and examples (eg. SVOV – 3:1) … apply quick planning ‘3 dot method’

3. You must understand every word in the question. [recall: cosmopolitan]

Guidelines for question Guidelines for question analysisanalysis1. What question type? (Basic, extreme,

extent?)2. Any key terms to be clarified? (Eg. ‘quality of

life’ … physical, emotional, material, etc)3. Any key points to be expected from question?

(Eg. ‘Charity’ in C2006P1… TT Durai case)4. Any further complications in question? [eg.

Quote + question? Or question only]5. 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.

6.1 Question Analysis – a closer 6.1 Question Analysis – a closer look at key wordslook at key wordsNote: 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?

Chapter 7: Scope and Chapter 7: Scope and ExamplesExamplesUse brainstorming tools to

generate a good range of points and examples:

1. SPERM2. Concentric Circles

7.1 SPERM: range of 7.1 SPERM: range of pointspointsS science, societyP political, personal, philosophicalE economicR religious, racialM moral, mental, mass media

7.2 Concentric Circles – range 7.2 Concentric Circles – range of examples from different of examples from different areasareas

self

family

Society/school

Country/ Singapore

Region/ Asia

world

7.3 Think out of the box7.3 Think out of the boxSometimes, 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)

Chapter 8: Attaining depth Chapter 8: Attaining depth through layering (mini OV-SV)through layering (mini OV-SV)

Click me…

8.1 Sample mini embedded 8.1 Sample mini embedded OVSVOVSVOn 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.

8.2 Useful phrases for 8.2 Useful phrases for reflective writing (depth)reflective writing (depth)1. ‘I am not saying that… it is just

that….’2. ‘Some may argue, of course,

that…. But I would point out that….’

Chapter 9: Putting it all Chapter 9: Putting it all together – Process Writing in together – Process Writing in Paper 1Paper 1Stages:1. [1 period] Preparation -- Choice, Analysis, and Planning

(requirement: 1 full GP P1 list of questions)2. [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]

3. [1 period] Discussion of 3 most popular questions + outlines4. [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]

5. [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.

6. [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 ++

9.2 suggested term schedule9.2 suggested term scheduleWeek Ideal Reality (eg JC2T2 2007)

1 P1 skills + process writing (1) Block test (time wasted)

2 P1 process writing(1) P1 block test answer discussion, p1 skills

3 P1 process writing(1) P1 process writing(1)

4 P2 slow compre (1) P1 process writing(1)

5 P2 slow compre (1) + timed fast compre (2)

P2 slow compre (1)

6 P1 process writing(2) P2 slow compre (1) + timed fast compre (2)

7 P1 process writing(2) P1 process writing(2)

8 P1 process writing (2) + return Compre 2 Answer Discussion

P1 process writing(2)

9 P2 slow compre (3) P1 process writing (2) + return Compre 2 Answer Discussion

10 P2 slow compre (3) + revision P2 slow compre (3)

9.3 GP – English Language 9.3 GP – English Language PaperPaperParting 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.

9.4 P1 Theory (Summary)/ Recap 9.4 P1 Theory (Summary)/ Recap Test (optional)Test (optional)1. Introduction

1. Background information (rhetorical flair)2. Thesis statement/ Stand (must be

logical)3. Definitions (if necessary, put in effort)4. Scope (optional, really)

2. Supporting View Paragraph1. Topic sentence / main point2. Examples3. Substantiation/ explanation of examples

(development)4. Link to Question

3. Opposing View Paragraph1. OV tools2. OV Topic sentence / main point3. Examples + Substantiation/ explanation

of examples (development)4. Rebuttals5. Examples + Substantiation/ explanation

of examples (development)6. Link to Question

4. Conclusion Paragraph1. Summary of key points (optional)2. Re-state Thesis statement/ Stand (must

be consistent with original stand)3. Parting words of a ‘good’ person

5. Overall Structure for 3 question types (see right)

Basic Extreme Extent

Intro

Sv

Sv

Sv

Ov + reb

Ov + reb

Conclusion

Intro

Ov + reb

Ov + reb

Sv

Sv

Sv

Conclusion

Intro

Sv

Sv

Sv

Ov (no rebuttals)

Ov (no rebuttals)

Conclusion