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The Application Question

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Joshua Sng

on 17 February 2013

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Transcript of The Application Question

Language Arts versus General Paper What is the Application Question? Marking Criteria A Better, More Intelligent Way To enhance your ability to
Read texts critically

Analyse and Evaluate issues across disciplines

Apply your knowledge and understanding of issues

Construct cogent arguments and formulate informed and insightful personal responses Why The Application Question? AQ Answer Structure Evaluation
How I Learnt To Read Critically Advice on Approaching the
Application Question THE
QUESTION Paragraph 1 - The Introduction General Paper Year 4 Language Arts Last question in Paper 2 Comprehension
10 marks for Content
Holistic Language mark
20-25 min for completion Section A of Paper 1 (Section B - Essay)
10 marks for Content
20 marks for Language
40-45 min for completion It is not the Summary question. A passage or two will be provided. You respond to it, according to the demands of the question. Not in the vague, generalised, meaningless way you prefer. But by adopting a better, more intelligent way. REQUIREMENTS Generally, you are required to:
state your stand or position clearly regarding the issue

show you have a balanced treatment in your answer

refer to specific points selected from the passages and respond to these points - to show that you have attended to all the tasks required in the question EXPLANATION - to show that you have understood the issue discussed

- to use your own experience and knowledge to elaborate and support your views and arguments with appropriate examples or illustrations

- Your own experience and knowledge can be drawn from current affairs, events, examples and illustrations from Singapore (and other countries)
 EVALUATION - to choose the more important points/ideas in the passages

- to assess, judge and comment if the views, arguments or points made by the author are convincing, persuasive, credible, sound or appealing

- By looking at the claims and beliefs of the author and the reasons, assumptions, data, range of evidence given to support the claims

- to discriminate between fact and opinion

- to compare viewpoints, attitudes and responses

- to propose solutions, make recommendations, suggest alternatives etc to address the issue or problems COHERENCE - to present a fluent, succinct, incisive and sharp answer
- to organise your answer in a consistent and systematic structure CONTENT LANGUAGE Band 1 (8-10m) R - Systematic reference; balanced treatment
E - Good or very good understanding
E - Very convincing; elaboration & support; apt illustration
C - Very clear shape and paragraph organisation; cogent Band 2 (4-7m) R - Adequate coverage; not necessarily balanced treatment
E - Adequate; may include minor distortion
E - Not always convincing; superficial with limited development; few illustrations
C - Paragraphing sometimes helpful; recognisable shape; generally cogent Band 3 (1-3m) R - Incomplete and/or unbalanced treatment
E - Very limited; high incidence of misinterpretation
E - Summary/ restatement; simple/ undeveloped judgement; thin illustrations
C - Haphazard paragraphing and organisation; inconsistent or illogical Band 1 (15-20m) Very good to excellent linguistic ability: very few serious errors; only a few slips or minor errors.

Assured command of language: it is clear, fluent, effective and appropriate throughout.

Answers are cogent, concise and well organised. A wide variety of apt vocabulary is used and sentence structure is inventive, developed and appropriate. Band 2 (10-14m) Good to very good linguistic ability: a number of errors of various kinds but they do not seriously impede the flow of the writing.

Competent command of language: the candidate usually writes in convincing and idiomatic English, with some positive merits.

Vocabulary and sentence structures are varied and appropriate but not necessarily outstanding. When writing the introduction, students are encouraged to:
- keep it short, concise and direct

- Use the essential, key words in the main task of the
question (where possible) to show that you are answering the question

- include possible alternative points of view to hint to the examiner that the response will have a balanced treatment

- use linguistic cues (connectors, argument indicators…) to signal the main argument, position or point of view, such as “although”, “however” and “but”. Paragraphs 2-4 - The Main Body In each of the paragraphs that you write, you are expected to do the following:

- identify a point or argument from either one of the passages which you have decided to agree or disagree with.

- State clearly the passage you are taking the point from and mention the author, if necessary.

- explain the view, point or argument selected Paragraph 5 - The Conclusion Reiterate your stand or position, linking to the question. Identifying, Analysing and Evaluating Persuasive Techniques 1.Exaggeration/Hyperbole
3.Sins of Omission
4.False/Unwarranted/Dubious Claims
5.Sweeping Statements/Over-generalisation 6. Fallacious Arguments
7.Appealing to the Audience’s Self-interest
8.Emotional Exploitation
- Fulfill all question requirements.

- Plan your response. A well-structured response is a well-planned one.

- Do not sit on the fence or simply reiterate the author’s arguments without providing fully developed reasons and evidence. Clearly articulate your position on the issue raised in the question. 4. REFER CLOSELY TO THE PASSAGE
- You are not expected or supposed to write an essay independent of the passage or present all your ideas on the topic. Consciously refer to the ideas discussed in the passage.

- Be selective in your choice of points of discussion. The writer’s arguments/points/ideas are not of equal importance.

6.It is the writer, not the passage that holds the opinion.
- Do not write “Passage A feels…” or “Passage B says…” 7. Refer to the writer by his/her surname or last name.- Ernest Hemingway should be referred to as Hemingway and not Ernest.

8.Use the present tense when referring to the writer’s arguments.- It should be “Hemingway asserts/believes…” and not “Hemingway asserted/believed…”

9.Use modals so as to avoid making categorical statements- Use modal verbs like “may/might”, “can/could”, “should/ought to” that will help to prevent you from making absolute statements. R - Systematic reference; balanced treatment
E - Good or very good understanding
E - Very convincing; elaboration and support; apt illustration
C - Very clear shape and paragraph organisation; cogent - evaluate the author’s views or arguments

- elaborate to what extent this point that you have identified is relevant, applicable, or is true to your knowledge or in the context of Singapore

- give examples to illustrate your explanation or to support your explanation and elaboration

- give opposing, alternate, counter-arguments to your views, position or argument in your paragraph
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