English Requiem

Paper 1
● Editing
○ Recommended to spend ​10​ minutes.
○ Mumble to yourself as you read through the text.
○ Skip uncertainties first.
○ Be careful of ​articles​ (a, an, the)
○ If you are unsure about an edit, identify what ​kind ​of edit you need to
make. (e.g. tense, word form, conjunction, preposition)
○ Quickly brainstorm the possible edits you can make.
○ Mumble to yourself the sentence + possible edit to determine if it is
coherent. (No harm in doing this multiple times.)
○ Choose the edit you find most appropriate.
○ Don’t spend too long, extra 5 minutes at most.
● Situational Writing
○ Recommended to spend ​40 ​minutes.
○ Break down the question and provenance given, ​identify the key
points​ to be included in your writing.
■ Proposal
● 4 paragraphs, (​Introduction, 2 Body, Closing​)
● Opening format:
Your Name
Your Address

Date in full

Receiver Name
Receiver Occupation
Receiver Address

Salutation

(Title)
● Introduction​ should state context/background
information, why the problem is important, your solution
and the benefits your solution can bring.
 ○ Including additional info like survey results can
help bolster the introduction. (e.g. a close analysis
of a recent survey carried out to the student
population indicates that…)
● Body paragraph 1 ​should explain how the solution will
be carried out, why this is beneficial, the purpose of the
solution and how it is relevant in modern times.
● Body paragraph 2​ should explain the details of the
solution. What are the resources and personnel required,
when and where it will happen. It should also include the
possible risks and solutions to those risks as well as the
cost. (Is it costly or inexpensive?)
● Closing​ should reemphasize the importance of the
solution and the long-lasting benefits it brings. It should
compliment the reader (e.g. The school has known you
for being a creative principal) and urge them to adopt the
solution.
● End off with ​Submitted by: (Signature).
● Language used should be ​precise and clear.
● Assertive and encouraging​ tones are crucial as well.
● Take note of the ​audience​ and what they might already
know (or not).
■ Speech
● 6 paragraphs (Introduction, 3 reasons, initial closing,
final closing).
● Introduction​ should include who ​you​ are, the context,
importance of the event, the factors in deciding on your
choice and your choice.
● Reason paragraphs​ should align with the factors stated
in the introduction.
○ In general, the 3 paragraphs do not differ much in
terms of structure, following the PEEL format.
○ They should be tied in with how they can develop
character/morals/career prospects.
 ○ The provenance or visual should provide triggers
for formulating the reason paragraphs.
○ Directly answer the question & elaborate.
○ Tactic: Lift & Add (Elaboration) (e.g. Did I
mention that attractive prizes await the winners of
the competition too? [Lift] I’m sure all of these
must be a tantalizing thought! [Add])
● Initial closing ​should wrap-up the benefits of the choice,
what positive character change the choice can cause and
the incentives for the choice. (e.g. Trip is paid for by the
school.)
○ In most situations, you may also state that the
choice is a pleasant change of pace.
● Final closing ​should include the long-term benefits and
further sway the audience to your choice.
○ In most situations, you may also state that you are
sure the memories made from the event/choice will
go down as one of the most cherished ones.
● Language used should be ​inspiring and charismatic
with an ​optimistic​ tone.
● Present tense, descriptive language, first person (“I”) +
inclusive pronouns (“We”, “Us”)
● Ask ​Rhetorical questions​ for added effect.
● Grab attention of readers by ​presenting illustrations​ of
topic (e.g. Imagine yourself at the beach -- soaking up the
warm rays of the sun while the cool sea breeze gently
caress your hair)
● Help the audience imagine what the outcome would be if
the solution is implemented, by describing the
positive/negative outcome.
● Thank the audience. (e.g. Thank you, my fellow
adventurers!)

● Composition (​Narrative​)
○ Minimum ​5 paragraphs ​for each stage of the composition.
○ Introduction>Rising Action> Climax>Falling Action>Resolution.
○ Introduction ​should provide the setting, brief description of
characters and the “conflict”.
■ From the introduction, the reader should be able to get a general
grasp of the protagonist’s personality and predict how he will
act in situations.
○ Climax​ should be the most vibrant part of the composition, with a
clear conflict by this point. The feelings of the characters should be
extreme and the language needs to carry the intensity of the situation.
■ It is a good idea to include more expressive language in this
segment as this would solidify the climax and bring in the
reader. However, take note to not overdo it.
○ Resolution ​should give a satisfying or thought provoking end to the
composition. It should include a life lesson or moral as well as the
persona’s own thoughts.
○ Try not to start with too many “I”s at the head of a sentence. Instead
you can try using ​transitions or adverbs.​ (e.g. Additionally,
Furthermore,) (Happily, he trotted up the stairs.)
○ Take note of sentence structure. (​Subject Verb Agreement​).
○ Do not overuse fanciful words or phrases. Try to make the story more
smooth and enjoyable​ to read instead of filling it with complicated
vocabulary.
○ Dialogue is a good tool in measured doses. Only use it where it is
most appropriate. (For example, at ​stand-offs or confrontations​).
Also remember to make a new paragraph for each line of
dialogue.
■ Adding on, avoid using speech tags like “responded” or “said”.
Swap these out with “inquired” or “exclaimed”.
○ Introduce ​tension, drama and suspense​ into the story as this can
make the reader feel more strongly about the composition.
○ There needs to be a clear and ​linked timeline​ of the story. (with the
exception of using flashbacks.)
○ Recall and use some of the more basic literary devices. (Simile,
Metaphor, Personification.)
○ Delving into the genres of fantasy and romance is dangerous.
 ○ Utilize ​5W1H​ (Who, What, When, Where, Why, How)
○ Do not solely focus on the sense of sight, include some descriptions of
smell, sound and touch.
○ Characters and scenarios need to be ​logically reasonable.

Paper 2
● Visual text
○ Question types
■ Target audience (e.g.Who is the intended audience of this
poster?)
■ Purpose (e.g. What is the intended outcome of the poster?)
● Identify the ​theme​ of the poster and what it is trying to
achieve.
● Verb-Audience-Intended​ outcome format. (e.g. The
poster was made to encourage young people to floss.)
■ Message (e.g. What is the message of the poster?)
● General idea​ of the visual text. (e.g. Smoking can cause
harm.)
● Be ​precise​ and to the point.
■ Effects
● (e.g. What is the effect of using such incentives?)
○ To ​attract​ people to come (for the event).
● (e.g. What is the effect of using statistics?)
○ Increase ​credibility
● (e.g. What is the effect of large fonts?)
○ To ​emphasise importance​ of (something)
○ To ​attract the attention​ of readers.
■ Effect of images (e.g. How does the photograph support the
message of the poster?)
● Describe​ the image.
● Link​ elements of the image to the ​theme​ of the visual
text, explaining how the image helps to ​complement the
message​ of the visual text.
● (e.g. The formation of the hands encircling the plant
shows that the environment is very precious / delicate
 and everyone / people of different races play(s) an
important role in caring for the environment.)
■ Effect of phrases (e.g. What is effective about the phrase “Silk:
Strength in Every Pour”?)
● Identify the key words of the phrase.
● Compare and contrast​ with the main message of the
visual.
● State what is effective about the text. What message does
this text ​convey impactfully​?
● Sometimes the phrase might be trying to get the audience
to do something.
● (e.g. The slogan is effective as it highlights/emphasises
how the silk milk has health benefits that will nurture the
body while being delicious to drink.)
● (e.g. The phrase encourages readers to make a difference
right away by signing up without delay / immediately.)
■ Use of pronouns (e.g. Why does the poster use “we”?)
● To ​connect​ with the reader/audience.
● Section B
○ Question types
■ Effectiveness of comparison (e.g. Why does the author describe
the basketballer as “feline”?)
● Identify ​similar qualities.
● (e.g. Much like how a cat is able to jump high, the
basketballer is able to reach great heights by jumping).
■ In your own words (e.g. From paragraph 7, how did Kate kill
the pack leader?)
● Paraphrase + Sentence order.
● Replace ​verbs, adverbs and adjectives​, leaving nouns
and pronouns alone.
● (e.g. She stabbed it with her knife)
■ Inference (e.g. In paragraph 1, the writer says that Kate Hood
‘still felt every pebble and puddle beneath her feet’. What does
this suggest about Kate’s trekking experience?)
● Get the ​main gist​ of the word/sentence.
 ● Precise​ inference​ in your own words.
● (e.g. It was an uncomfortable / painful experience.)
■ Explain the word/phrase in italics or “___” (e.g. Explain the
phrase “Tom’s world came crashing down”)
● Give meaning of expression in context of text (​visualize
the idea of the word​).
● Translate from a literal meaning to a figurative meaning.
● (e.g. It means that Tom was badly hurt mentally.)
■ Effect of word/phrase (What is the effect of the word
“ferocious”)
● Apply word in the context of the text, do not merely state
definition.
● Emphasises feelings, action or state of mind.
● (e.g. It emphasises the anger of Tom)
■ Identify & explain phrases that suggest/emphasize _____. (e.g.
Identify and explain two expressions of not more than seven
words each which emphasise the terrifying atmosphere in the
forest.)
● Identify phrases, explain ​IYOW​. Do not repeat the word
in the suggestion.
● Focus on the ​effect​ of the phrase.
● Translate from literal to figurative.
● (e.g. ‘(tree) branches stretched out like bony hands’
suggests that the branches seem like they were grasping
at her.)
● (e.g. ‘Death seemed to stalk her’ suggests that death
seemed imminent / danger was approaching her.)
■ Unusual and effective (e.g. ‘…willing her heartbeat to slow to
silence’ (lines 24 – 25). Explain what is unusual and effective
about this expression.)
● Relate the unusual aspect to real life. ​What makes it so
unusual?​ Why so?
● Identify the intended effect the expression has. ​What is it
trying to convey?
 ● (e.g. A person’s heartbeat is an involuntary action, thus
the act of commanding it to slow down is unusual. It is
effective in showing that even though scared, Kate was
trying her best to calm herself down.)
■ Effect of literary devices. (e.g. Simile, Irony, Personification)
● From the literary device, identify what it is trying to tell
you.
● (e.g. Wax is easily shaped. Similarly, bachelors are easily
manipulated by their stewards.)
■ Contrast (e.g. ‘Now Mawson and Mertz cut away the fragile lip
of the open crevasse, roped up, and took turns leaning over the
abyss. What they saw appalled them.’ Explain how the writer
creates a contrast between the two sentences.)
● Emphasise​/highlights on ​feeling​/emotion of person.
● Compare the sentences, there should be a noticeable
difference between them.
● Describe this difference and its ​effect.
● (e.g. The first long sentence which focuses on the actions
of the two men is followed by a short sentence that
focuses on their reaction.)
● (e.g. What is the effect of the contrast?)
● (e.g It emphasises / highlights the shock the two men felt
with what they saw / it creates a strong sense of horror.)
■ Author’s intention (e.g. In the last sentence of paragraph 7, we
read that ‘The prey became the predator’ (line 45). What did the
writer mean by this?)
● Infer from the sentence.
● Translate from literal to figurative meaning.
● What is it trying to tell us? ​What is the result?
● Clues can be taken from the ​sentences before and after.
● (e.g. Kate who was initially hunted by the wolves, was
now the hunter./The wolves wanted to attack Kate, but in
the end, Kate was the one who attacked and killed them.)
■ Flowchart
● Identify ​feelings​ of the character.
 ● Identify stages of the story.
● Identify similar words.
● Identify the ​dominating feeling​ of each paragraph.

● Section C