272 Matching Annotations
  1. Nov 2020
    1. It only needed this to convince me that I was usurping the customary domicile of the meditative cow.

      Understanding the Passage:

      Why does the narrator have to be convinced? (Infer reason & writer’s attitude)

    1. The girls had never been called angel children before, and thought it very agreeable, especially Jo, who had been considered a ‘Sancho’^ ever since she was born.

      Understanding the Passage:

      Jo’s gender inclination is mentioned twice in this passage. What does this say of her personality? (infer character traits)

    2. Hannah, who had carried wood, made a fire, and stopped up the broken panes with old hats and her own cloak. Mrs. March gave the mother tea and gruel, and comforted her with promises of help, while she dressed the little baby as tenderly as if it had been her own. The girls, meantime, spread the table, set the children round the fire, and fed them like so many hungry baby birds, laughing, talking, and trying to understand the funny broken English.

      Understanding the Passage:

      What is the mood suggested here? [Infer setting]

    3. In a few minutes, it really did seem as if kind spirits had been at work there.

      Understanding the Passage:

      What work was done in the house that suggests that it was done by ‘kind spirits’? (Identify action)

    4. “Funny angels in hoods and mittens,” said Jo, and set them to laughing.

      Understanding the Passage:

      What can you tell of Jo’s character? (Identify character trait)

    5. “Ach, mein Gott! It is good angels come to us!”

      Understanding the Passage:

      What does ‘good angels’ imply about how the poor woman view the arrival of the sisters? (Infer character’s perspective)

    6. How the big eyes stared and the blue lips smiled

      Understanding the Passage:

      Why are their eyes and lips described in such a manner? (activate prior knowledge)

    7. A poor, bare, miserable room it was, with broken windows, no fire, ragged bedclothes, a sick mother, wailing baby, and a group of pale, hungry children cuddled under one old quilt, trying to keep warm.

      Understanding the Passage:

      What is the mood presented here? (Infer setting)

    8. and no one laughed at the queer party.

      Understanding the Passage:

      What mood is suggested here? (Infer setting)

    9. “I thought you’d do it,” said Mrs. March, smiling as if satisfied.

      Understanding the Passage:

      What does this sentence display about the girls’ relationship with their mother? (infer nuances)

    10. Nearby, Meg was already covering the buckwheats, and piling the bread into one big plate.

      Understanding the Passage:

      What do these actions tell about the girls’ response to their mother’s appeal? (analyse text)

    11. “I shall take the cream and the muffins,”

      Understanding the Passage:

      What were the girls doing? (Identify action)

    12. “May I go and help carry the things to the poor little children?” asked Beth eagerly.

      Understanding the Passage:

      What were the girls doing? (Identify action)

    13. only a minute, for Jo exclaimed impetuously, “I’m so glad you came before we began!”

      Understanding the Passage:

      What is the intended effect with Jo’s exclamation? (Infer impact)

    14. They were all unusually hungry, having waited nearly an hour, and for a minute no one spoke,

      Understanding the Passage:

      What is the mood in the dining room at this moment? (Infer settings)

    15. Not far away from here lies a poor German woman with a little newborn baby. Six children are huddled into one bed to keep from freezing, for they have no fire. There is nothing to eat over there, and the oldest boy came to tell me they were suffering hunger and cold.

      Understanding the Passage:

      What can you tell of the German family? (Infer characteristics)

    16. But I want to say one word before we sit down.

      Understanding the Passage:

      What is Mrs March’s intention when she says this? (identify purpose)

    17. Meg, with a frown for Jo and a smile for Beth.

      Understanding the Passage:

      Why does Meg have a “double-face”? (judge intention)

    18. “There’s Mother. Hide the basket, quick!” cried Jo, as a door slammed and steps sounded in the hall… “Merry Christmas, Marmee!

      Understanding the Passage:

      Why are the girls in such a hurry? (Identify reason)

    19. “Isn’t that right? I thought it was better to do it so, because Meg’s initials are M.M., and I don’t want anyone to use these but Marmee,” said Beth, looking troubled.

      Understanding the Passage:

      Why is she having self-doubts at this point? (evaluate conflict)

    20. Beth, looking proudly at the somewhat uneven letters which had cost her such labour.

      Understanding the Passage:

      What was Beth’s attitude to the work she has done? (infer character trait)

    21. so fry your cakes, and have everything ready,” said Meg, looking over the presents which were collected in a basket and kept under the sofa, ready to be produced at the proper time. “Why, where is Amy’s bottle of cologne?”

      Understanding the Passage:

      What does Meg’s words and deeds reveal about her character? (infer personality trait)

    22. replied Jo, dancing about the room to take the first stiffness off the new army slippers.

      Understanding the Passage:

      What was Jo doing when answering Meg? (Identify action)

    23. Some poor creeter came a–beggin’, and your ma went straight off to see what was needed. There never was such a woman for givin’ away vittles’* and drink, clothes and firin’**,

      Understanding the Passage:

      What is so different about the way Hannah speaks? (Identify differences)

    1. One would wonder whether it is still worth the trouble wading through all that only to find that it has all been a hoax.

      Understanding the Passage:

      Pay attention to the phrases ‘One would wonder’ and ‘only to find’. What comes to mind when reading them?

    2. tune in to professional international news channels; listen to real live recordings accompanied by matching transcripts; and cross-check with reputable newspapers and online fact-checking sites, namely SNOPES, TruthorFiction, FactCheck, Mythbusters, and The Straight Dope.

      Understanding the Passage:

      What is so unusual with the way in which the writer describes the process of fact-checking?

    3. According to a recent survey conducted by Pew Research Centre, 55 per cent of US adults “often” or “sometimes” get their news from social media. That is an 8 per cent jump within a year! To remain relevant, traditional media outlets now have to compete fiercely for readers and vie for clicks with their internet-based rivals and social media

      Question 17(i)

      Which part of the paragraph gives evidence for Clayton's argument?

    4. According to a recent survey conducted by Pew Research Centre, 55 per cent of US adults “often” or “sometimes” get their news from social media. That is an 8 per cent jump within a year!

      Understanding the Passage:

      (i) What is the purpose of an exclamation mark?

      (ii) Read the first three sentences of paragraph 3. What information is presented?

    5. Additionally, the type of news people are attracted to read is no longer just what is truly happening around the world, but also what catches their eyes and hearts first.

      Understanding the Passage:

      Which phrase in the text that suggests that readers are attracted to a certain kind of news?

    6. “A lie gets halfway around the world before the truth has a chance to get its pants on”.

      Understanding the Passage:

      What does ‘lie’ and ‘truth’ refer to in the context of this sentence?

    7. The term is further popularised when broadcasters these days use ‘fake news’ to mean disinformation, lies, half-truths, and the latest coinage ‘alternative facts’. Clearly, fake news masquerades as real news with the intention to mislead, making it all the more plausible as it gets circulated.  

      Understanding the Passage:

      How is fake news linked to media?

    8. Its usage gained greater traction ever since Donald Trump was reported in the main US media networks to have used that term in his tweets before and after he became the president

      Understanding the Passage:

      1. What do you understand about what fake news is?
      2. How was the term used?
    1. It was Reenie who’d done the bandaging, of scrapes and cuts and minor injuries: Mother might be resting, or doing good deeds elsewhere, but Reenie was always there. She’d scoop us up and sit us on the white enamel kitchen table, alongside the pie dough she was rolling out or the chicken she was cutting up or the fish she was gutting, and give us a lump of brown sugar to get us to close our mouths. Tell me where it hurts, she’d say. Stop howling. Just calm down and show me where.

      Understanding the Passage:

      (i) What is the significance of this description of Reenie? (Evaluate importance)

      (ii) Why do you think Reenie was an important person in the narrator’s life?

    2. To visit the morgue, I would need gloves, and a hat with a veil. Something to cover the eyes. There might be reporters. I would have to call a taxi. Also, I ought to warn Richard at his office: he would wish to have a statement of grief prepared. I went into my dressing room: I would need a black dress, and a handkerchief.

      Understanding the Passage:

      In what state of mind is the narrator as she prepares to visit the morgue? (judge state of mind)

    3. Of Alex, of Richard, of bad faith, of our father and his wreckage; of God, perhaps, and her fatal, triangular bargain. Or of the stack of cheap school exercise books that she must have hidden that very morning, in the bureau drawer where I kept my stockings, knowing I would be the one to find them.

      Understanding the Passage:

      (i) What the purpose of this list? (identify intention)

      (ii) What can the reader infer from this list? (deduce mental state)

    4. What had she been thinking of as the car sailed off the bridge

      Understanding the Passage:

      What tone is employed here? (imply writer’s attitude)

    5. “Naturally,” I said. “But it was an accident. My sister was never a good driver.”

      Understanding the Passage:

      How does the narrator’s response different from her feelings? (identify contrast)

    6. A hot wind was blowing around my head, the strands of my hair lifting and swirling in it, like ink spilled in water.

      Understanding the Passage:

      What impact does the description of her hair in the wind has on mood of the setting? (Identify language use)

    7. . In reality, I could barely get the words out; my mouth was numb, and my entire face was rigid with pain. I felt as if I’d been to the dentist. I was furious with Laura for what she’d done, but also with the policeman for implying that she’d done it.

      Understanding the Passage:

      What impression is driven home by the narrator as she describes her feelings? (infer emotions)

    8. She had her reasons. Not that they were ever the same as anybody else’s reasons. She was completely ruthless in that way.

      Understanding the Passage:

      What can be said of Laura’s character? (draw conclusion)

    9. with no more fuss than stepping off a curb.

      Understanding the Passage:

      What is suggested about the way the car fell off the bridge? (suggest manner)

    10. but he also felt bound to inform me that two witnesses—a retired lawyer and a bank teller, dependable people—had claimed to have seen the whole thing.

      Understanding the Passage:

      What is the importance of having “dependable people’ as eye-witnesses? (infer character traits)

    11. Ten days after World War II ended, my sister Laura drove a car off a bridge. The bridge was being repaired: she went right through the Danger sign. The car fell a hundred feet into the ravine, smashing through the treetops feathery with new leaves, then burst into flames and rolled down into the shallow creek at the bottom. Chunks of the bridge fell on top of it. Nothing much was left of her but charred smithereens

      Understanding the Passage:

      What is the purpose for describing this incident in such great detail? (predict intention)

    12. His tone was respectful: no doubt he recognized Richard’s name.

      Why is the underlying reason for the policeman’s behavior? (infer nuances)

    1. chalked up an impressive resume which included being part of a team that coordinated a food festival in New York, pitching to clients for a jewellery designer at Paris Fashion Week, assuming the role of a freelance makeup artist, and transforming empty spaces into set designs and art installations. Recently, she was the art director of a music video, and was one of the 50 artists featured in a widely viewed media production.

      Understanding the Passage:

      (i) Read Tan Yang Er’s achievements. What can you say about it?

      (ii) How did the writer emphasize the idea?

    2. Nowadays, even before finishing college, young undergraduates from small families with barely any obligations have started to become gig workers. They cite new challenges as the fuel that stimulate their creative juices.

      Understanding the Passage:

      (i) Read Tan Yang Er’s achievements. What can you say about it?

      (ii) How did the writer emphasize the idea?

    3. with the Baby Boomers, success meant staying at a particular job, or with a particular company, sometimes for decades, working oneself up the corporate ladder, accumulating seniority and wealth along the way, and finally retiring to a life of ease. With the Generation X that followed, one would be considered inefficient, stagnant, or worse, ‘dead-wood’, if one stayed on a job for more than 3 or 4 years.

      Understanding the Passages:

      How do people view jobs in the past and in the present?

    4. For a start, gigs offer the flexibility of time that appeals to mainly working mothers who need precious time off from their routine jobs with fixed working hours to stay home with their young children.

      Understanding the Passage:

      (i) What do working mothers do during their time off?

      (ii) How is this time ‘precious’ to them?

    5. For some of your grandparents or even parents, once they outgrew their dreams of musical stardom, they found “real” jobs that paid a fixed salary every month which afforded them to take paid holidays and formed the basis for planning a stable future.

      Understanding the Passage:

      (i) What is the connotative meaning of the phrase ‘outgrew their dreams’?

      (ii) What does it suggest of their ‘dreams of musical stardom’?

    6. However, these days, the “labour market is characterized by the prevalence of short-term contracts or freelance work, as opposed to permanent jobs” as stated in a BBC News report.

      (i) How are the jobs like of yesteryears?

      (ii) How are the jobs like in today’s time?

    7. However, because gigs and contracts are more affordable for employers, it is also harder to find stable and promising full-time jobs that millennials desire despite them loving the dynamism of the internet and being open to non-traditional career opportunities. Millennials are still traditionally minded, with 91 per cent still wanting full-time work.

      Understanding passage:

      What type of job the millennials want?

    8. Subsequently, the Gen Y or Millennials popularised consulting and freelancing work, who sometimes working on 4 to 5 projects simultaneously, in a bid to stay gainfully ‘employed’ especially during a drought in the full-time job market.

      (i) What do the millennials work as?

      (ii) What is unique about the nature of the work they do?

    1. When I looked up, there he stood, ten feet from us, facing the street, in a determined, bull-like crouch I had never seen before. It was a fighter’s stance. His muscles bulged at the neck; his jaw was clenched; the fur between his shoulder blades bristled. He was intensely focused on the street and appeared poised to lunge.

      Understanding the Passage:

      What importance is attached to Marley’s “fighter’s stance”? (infer associations)

    2. When I looked up, there he stood, ten feet from us, facing the street, in a determined, bull-like crouch I had never seen before. It was a fighter’s stance. His muscles bulged at the neck; his jaw was clenched; the fur between his shoulder blades bristled. He was intensely focused on the street and appeared poised to lunge.

      Understanding the Passage:

      What importance is attached to Marley’s “fighter’s stance”? (infer associations)

    3. We sat alone on the pavement like that for what seemed hours but was in actuality, the police report later showed, about three minutes.

      Understanding the Passage:

      What is the intended effect of describing the wait? (infer impact)

    4. I comforted her in the only way I knew how, as I would comfort my own child, stroking her hair, holding my palm against her cheek, wiping her tears away. As she grew weaker, I kept telling her to hang on, help was on the way.

      Understanding the Passage:

      In what manner is the writer treating the girl? (infer role)

    5. Come on, ambulance. Where are you?

      Understanding the Passage:

      What function do the italicised words play in this context? (analyse significance)

    6. I put my hand on her arm to calm her, and as I did I saw her knees buckling. She collapsed into my arms, her legs folding fawnlike beneath her. I eased her down to the pavement and sat cradling her.

      Understanding the Passage:

      What can readers infer from the writer’s course of action? (judge character trait)

    7. I put my hand on her arm to calm her, and as I did I saw her knees buckling. She collapsed into my arms, her legs folding fawnlike beneath her. I eased her down to the pavement and sat cradling her

      Understanding the Passage:

      What can readers infer from the writer’s course of action? (judge character trait)

    8. She was a thin, pretty girl with sand-coloured hair that fell over her shoulders. She lived in the house with her divorced mother, a pleasant woman who worked as a night nurse.

      Understanding the Passage:

      What is the significance of the writer narrating the girl’s background? (evaluate importance)

    9. Three doors down I found my seventeen year-old neighbour standing alone in her driveway, bent over, sobbing in jagged raspy gasps. She clasped her ribs, and beneath her hands I could see a circle of blood spreading across her blouse.

      Understanding the Passage:

      What condition was the girl in? (infer situation)

    10. The scream came again, from the opposite direction. Outside, without the walls and glass to buffer it, the woman’s voice filled the night air with an amazing, piercing velocity, the likes of which I had heard only in horror movies.

      Understanding the Passage:

      Why does the writer mention the scream again? (recognise literary technique)

    11. “I’ll be careful.”

      Understanding the Passage:

      What tone did the writer use here?

    12. “Don’t go out there.” Jenny’s voice came from beside me in the dark.

      Understanding the Passage:

      (i) What tone did Jenny use here?

      (ii) Why did Jenny not want the writer to go out there?

    13. A woman’s scream, loud and unmistakable. My first thought was teenagers clowning around in the street, not an unusual occurrence. But this was not a happy, stop-tickling-me scream.

      Understanding the Passage:

      Why is the scream described in such detail? (identify purpose)

    14. I was instantly wide awake, and Marley was, too. He stood frozen beside the bed in the dark, ears cocked.

      Understanding the Passage:

      What effect do the actions of both the writer and Marley have on the reader? (recognise literary technique)

    15. It was October and the weather still had not turned. The night was sweltering, and we had the air-conditioning on and windows shut.

      Understanding the Passage:

      What purpose does the description of weather play at this point of the passage? (identify literary device)

    1. The young generation in Vietnam now doesn’t care about history, or about what their parents and grandparents did in the past. My 39-year-old son is an officer in the military, but he has never asked about my story or shown any interest in it.

      Understanding the Passage:

      How is this tone illustrated in the text?

    2. Our two countries have had normalized diplomatic relations for years. Many Americans regret what they have done. I don’t have any feelings of revenge. I think national reconciliation is the most important thing.

      Understanding the Passage:

      What were the actions to show that the American people were not supportive of the Vietnam War?

    3. The pot was too heavy for me to carry, and when I cooked rice, I had to use a big shovel to stir it. But I did a good job, so my boss decided I was ready to become a nurse.

      Understanding the Passage:

      What made the writer stand out from the rest?

    4. I’ll never forget seeing my comrade, a 22-year-old medic from Yen Bai, die right in front of my eyes when an American bomb exploded in our small bunker. He was just a foot ahead of me when shrapnel from the bomb ripped him apart as the roof collapsed on us.

      Understanding the Passage:

      Which sentence in the paragraph tells you how the comrade died?

  2. Jul 2020
    1. While many fabricated stories take the form of relatively harmless satire, others have more chilling implications.

      Question 17(ii)

      Where in the paragraph tells you that the task of verifying is ‘incredibly difficult’?