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2010 GCE A Level Paper 2 Answer Scheme (Modified for 2013 Syllabus)

1. In what different ways is the religious community ‘in crisis’ (line 2)? Use your own words as far as possible. [3]

|From the text |Paraphrased |

|(a) …a tiny religious community leading a spartan existence in| The people are getting older / greying. |

|a remote corner of Norway in the 1880s is in crisis: its |OR |

|ageing (lines 1-2) |There are no younger adults. |

|(b) dwindling numbers (line 2) |Their number/membership is reducing / shrinking / getting smaller. |

| (c) harbor deep-seated grudges and (line 3) |They are on bad terms / at odds with / have ill-feeling / personal animosities |

| | |

| | |

|(d) spread slanders about each other. (line 3) |and are gossiping about each other. |

| | |

| |1-2 points =1m, 3points= 2m, all 4 points =3m |

Examiner’s remarks:

- Candidates need to be sensitive to the intensity of the words (‘grudges…slanders’).

- Colon (:) is telling as it provides candidate with the answer.

- X: ‘not comfortable with each other/do not like each other’ (intensity is not strong enough!)

- X: ‘religion dying’

- √: ‘animosity’, ‘grouses’

Comments from the 2010 Examiner’s Report

Most candidates experienced little difficulty. The three aspects of the crisis are elucidated immediately after the colon in the first sentence, and as long as own words were used for “ageing…dwindling…grudges/ slanders” then full marks were easily scored. A few omitted one of the three and a very few used one of the ‘lift’ words from the passage but generally this question proved a gentle opening to the paper.

2. How does the first paragraph illustrate ‘the redemptive power of food’ (lines 7-8)? [2]

|From the text |Paraphrased |

|(a)….Babette cooks them a uniquely sumptuous meal, at the end of which |There were bad feelings/ ill-will / tensions / animosity / hatred before |

|dissension is quite forgotten… (lines 6-7) |the meal |

|Key Idea: bad state before (dissension) | |

|(b) and a new harmony is established. Such can be, at least in fiction, |But they made peace / achieved good will / unity after the meal. |

|the redemptive power of food. (lines 7-8) | |

| | |

|Key idea: better state after (harmony) | |

Examiner’s remarks:

- ‘Use your own words…’ was not stated, therefore ‘dissension… harmony’ was awarded full marks

- Though question does not ask the candidate to answer in your own words, it is still great to paraphrase the answer.

- The answer requires the candidate to show the transformation i.e. what happens BEFORE and AFTER the meal.

- 1 mark answer: Bad feelings ended. (No BEFORE)

- 1 mark answer: Initially they are always quarrelling with each other but after the meal they are no longer quarrelling. (Only one state explained)

- Full 2 marks: They put hatred aside and made peace after this sumptuous meal.

Comments from the 2010 Examiner’s Report

To show the “redemptive” nature of food it was necessary to show a transformation from the state of affairs before the meal (any reference to ill feeling would suffice) to the much improved state (any reference to good will) that existed after the meal. Most candidates managed this successfully. A small minority scored only one of the two marks because they merely said that strife ended, without defining the improvement that redemption suggests.

3. Explain what the author means by calling fast food outlets ‘ready sources of cheap refuelling’ (lines 37-38). Use your own words as far as possible. [3]

|From the text |Paraphrased |

|(a) …fast food outlets provide ready (line 37) |Fast food outlets are easily available / accessible / common |

| |OR |

| |There are many fast food outlets |

|(b) sources of cheap (line 37) |and are inexpensive / affordable / cost little /offer good value |

|(c) refuelling as well as being places for the like-minded|They satisfy our hunger/provide nutrition / replenish our energy |

|to congregate. (line 38) | |

Examiner’s remarks

- ‘ready’ is NOT ‘pre-cooked’

- Weakness for this question is that the candidate is too vague in his answer.

Comments from the 2010 Examiner’s Report

The key words to focus on were “ready” (some gloss of this was easily available, convenient or speedy was looked for), “cheap” and “refuelling”. This latter caused what few problems there were as it was occasionally overlooked: some reference to stocking up on energy or simply satisfying hunger would have been acceptable (though it was pleasing to see the ablest candidates also noticing the pejorative implications of “refuelling”).

4. What does the author mean by ‘culinary diversity’ (line 40), and how it is threatened? [3]

|From the text |Paraphrased |

|(a) ‘culinary diversity’ (line 40) |Explain WHAT |

| |There is a wide variety of food available |

| | |

| |Or |

| | |

| |There is a wide range of different types of food |

| |Explain HOW (cause & effect relationship must be shown) |

| | |

| | |

|(b) The spread of these multi-national brands (lines 39) |The influx of fast food restaurants / rise of global fast food operations/ outlets |

| | |

| | |

|(c) threatens local long-established businesses, and |attracts customers away from providers of local foods/ leads to a decrease in the |

|culinary diversity is diminished. (lines 39-40) |popularity of local food. |

Comments from the 2010 Examiner’s Report

One mark was awarded for pointing out that “culinary diversity” refers to the variety of food available, and this was almost always scored. It was not enough, for the second mark, simply to say that fast food outlets were a threat to such diversity: the second mark was for describing how diversity is threatened, either by mentioning the increase in popularity of fast food outlets or the diminution in customers for providers of local foods.

5. Using your own words as far as possible, explain the irony which the author describes in lines 54-55. [2]

|From the text |Inferred |

|…the loss of many of our traditional kitchen skills has led to the |(a) Books encouraging eating more and books encouraging eating less are placed |

|popularity of the cookery programmes which proliferate on our |side by side |

|screens. The book accompanying the series will feature prominently in|(b) despite advocating conflicting behaviour |

|bookshops, where it will jostle for space, ironically, with the book | |

|trumpeting the latest diet. (lines 52-55) |OR |

| |(a) The proximity/closeness of books encouraging eating with books advocating |

| |eating less found on the same shelves |

| |(b) is a contradiction/advocates contradictory / conflicting behaviour // one |

| |works against the other |

Remarks

- Second part of the question cannot exist on its own/independent of context, i.e., the irony is that there is a contradiction (0 marks).

- Full 2 marks: The books contradict each other in their content, yet they are put together, where

one talks about recipes so you eat more, and the other is about eating less to lose weight.

- Full 2 marks: The cookbook encourages people to eat more yet the diet book encourages people to eat less to promote Western beauty, which is the slim figure. One could not possibly do both, yet these books are side by side on the shelves.

Comments from the 2010 Examiner’s Report

Many candidates described the nature and effect of the two sorts of book for one mark, but fewer were able to point how the types of books work against each other. A number of candidates were not sure what irony is. In the passage, the irony is one of contradiction: books encouraging eating more and books encouraging eating less are placed side by side despite advocating conflicting behaviour.

6. Why is the word ‘her’ (line 66) in inverted commas? [1]

|From the text |Inferred |

|If you were to recreate this meal today - and you can find |“Babette” is fictitious / she does not exist – therefore the recipes cannot belong to|

|'her' recipes online – (line 66) |her / the recipes are the *author’s (*author of the story, i.e. Isak Dinesen) |

Comments from the 2010 Examiner’s Report

This question required candidates to remember something they had read earlier: Babette is a character in a fiction, and therefore the recipes cannot belong to her, hence the inverted commas questioning her ownership. Many saw this and made the point succinctly and effectively. Others only said that the inverted commas mean that “the recipes were someone else’s”, which is not enough, as that could imply she simply copied or even stole them.

7. Explain the author’s use of the word ‘even’ in the phrase ‘even the labelling and packaging’ (line 73). [2]

|From the text |Inferred |

|As for the meat course, has it come from an animal cruelly raised? Is|everything about the food itself can be questioned / criticised / can become an|

|any of the food chemically modified in some way (in extreme cases |issue |

|even adulterated, leading to major health scares), to make it last |OR |

|longer or to enhance flavour? Have the people who produced the |There are many issues that have to be considered when buying food |

|ingredients been paid a fair wage for their labours? (lines 64-72) | |

|And even the labelling and packaging - are they accurate, and then |to such an extent / extreme that there are environmental issues / concerns |

|recyclable? (line 73) |about how food is packaged / details which are insignificant / not to do with |

| |the food product. |

Examiner’s remarks:

- This question discriminates between strong and weak students.

- The word ‘even’ gets power from the context. Candidates need to read the material in the paragraph prior to the phrase to infer the author’s intent for use of the word.

- To obtain the answer, candidates need to read from an earlier part in the paragraph: ‘And that turtle…’ (line 68)

- The focus is on the word ‘even’

- X: paraphrase ‘are they accurate, and then recyclable?’ (wrong focus)

- Full 2 marks: A lot of factors have to be taken into consideration when buying food, unlike in the fiction. Now, even the smallest act of buying and packaging must be considered too.

Comments from the 2010 Examiner’s Report

This was another two-part question which provided significant differentiation. One mark was gained for recognising the general point made in the lines leading up to the one in question: that there are many issues surrounding food. For the second mark, candidates needed to see that “even” implies the extremity of this concern and how it has extended to the smallest of details, ones not associated at all with the food itself but with its presentation.

8. Which aspect of the author’s argument in the last paragraph is reinforced by the quotation from J.S. Mill? [1]

|From the text |Inferred |

|After all, you, not the experts, have the final say. As J. S. Mill, |(His words emphasise / reinforce that) |

|the Victorian philosopher, wrote: "Over his own body and mind, the | |

|individual is sovereign." (lines 76-77) |it is a matter of personal choice/it is up to you / it is not up to the |

| |experts. |

Examiner’s remarks:

- ‘Use your own words…’ was not stated, therefore ‘ you have the final say’ would be awarded 1m.

- Full mark: The quotation reinforces that whatever others may proclaim, one has the final say

over one’s self.

Comments from the 2010 Examiner’s Report

This question was well done. The answer did not require a candidate to use own words – a quotation from earlier in the paragraph, or a paraphrase of the author’s point that it is up to us what we eat (or, looked at the other way, it is not up to anybody else to dictate to us what we eat) would suffice. A small number misread the emphasis of the question and simply quoted from Mill.

9. Using material from paragraphs 2 and 3 of the passage (lines 9-38), summarise what the author has to say about the importance of food in religion and in families, and how aspects of modern life are bringing about change.

Write your summary in no more than 120 words, not counting the opening words which are printed below. Use your own words as far as possible.

|No. |From the Text |Paraphrased Idea |

| |The importance of food in religion and in families | |

| | | |

|1 |Food has always played a significant role in religions, whether | |

| |through feasting (line 9)… |People hold banquets / lavish dinners to commemorate / mark a special |

| |OR |occasion / birth of a new-born. |

| |In feasting, the participants celebrate an event or a life (line | |

| |12) | |

|2 |…which feature either the inclusion (line 10) |Certain foods should be incorporated into one’s diet… |

|3 |or prohibition of certain foodstuffs (line 10) |while some types of food should be avoided / one should refrain / |

| | |abstain from eating some types of food |

|4 |Such ingredients are often prepared in a time-honoured way (line |Some types of food are cooked in a traditional manner. |

| |11) |There is a long-established method of cooking that people follow. |

|5 |Food has always played a significant role in religions, whether |People also give a portion of food… |

| |through feasting, offering (line 9) | |

| |OR | |

| |…a portion of the food is offered (line 13) | |

|6 |…a portion of the food is offered to the deity as a token of |to show thanks / placate /keep Gods happy /as contrition of sins. |

| |gratitude or appeasement… (line 13) | |

|7 |other faiths feature fasting as an act of atonement (line 14) |People also go without food to show guilt / shame / to repent. |

|8 |…self-denial, where one overcomes the physical world and |They practise excessive self control / attempt to renounce temporal |

| |concentrates on the spiritual, (lines 14-15) |pleasures. |

|9 |…compassion, ...or actively shares in the suffering of others. |Fasting is also an act that shows sympathy with the poor / those who are|

| |(lines 14-15) |less endowed. |

| | | |

| | | |

|10 |all such communities are united and strengthened through the food |Food brings groups together / makes their bonds stronger. |

| |they eat (lines 16-17) |OR |

| |OR |Eating together reinforces a sense of belonging. |

| |Eating the same food establishes a sense of community (line 18) | |

|11 |…traditional foodstuffs evoke memories of other times and places |Food is also a reminder of our heritage / culture / history (of our |

| |crucial to the participants' creeds and cultures (lines 19-20) |faith). |

|12 |the act of a family eating …promote cohesion (lines 20-21) |It brings families together. |

|13 |eating arrangements can be visible signs of status and hierarchies.|Food indicates status / power. |

| |(lines 22-23) | |

| |How aspects of modern life are bringing about change in the | |

| |importance of food in families | |

| | | |

| |the television and not the dining table is more often the hub of | |

|14 |eating activity (lines 24-25) |Meals are now centred around TV. |

| | |OR |

| | |People no longer sit around the dining table to eat their meals. |

|15 |…as the family meal comes under pressure from the pace of modern |Modern life is hectic / stressful. |

| |life and its attendant demands. (lines 25-26) | |

|16 |…undermining in two ways the former prevalence of preparing and |Inferred |

| |eating meals at home. (lines 27-28) |There is no time to prepare meals. / People are less likely to prepare |

| | |meals. |

| | |OR |

| | |The traditional role of eating a meal at home is now seen as less |

| | |important. |

|17 |…more women, on whom the burden of domestic labour has |Inferred |

| |traditionally fallen, are now entering the work force (lines 28-29)|(The decreased importance of a home-cooked meal is a result of) women / |

| | |parents going out to work. |

|18 |…spending on takeaways or pre-prepared meals has increased greatly |People are also spending more money on buying their food from food |

| |(lines 30-31) |outlets |

|19 |There is now far more eating out at fast food outlets, a societal |Inferred |

| |shift driven partly by the demands of children, who have been |Advertisements are aimed at children to encourage eating/ dining out. |

| |targeted by the manufacturers' advertising campaigns. (lines 31-33)| |

|20 |Parents, perhaps feeling guilty about working such long hours, |Inferred |

| |often find it hard to resist the temptation to treat their children|Parents blame themselves for not spending enough time with their |

| |to a meal there. (lines 34-35) |children and reward them by eating out. |

|21 |Fast food outlets provide ready sources of cheap refuelling, as |Young people do not eat at home but instead meet in groups / gather |

| |well as being places for the like-minded to congregate. |together at fast-food outlets. |

Allocation of Marks:

| No. of points |Marks |Number of points varies each year depending on the text/passage used that year.|

| | |A sample size of about 200 scripts is tallied before the allocation of marks is|

| | |confirmed. |

|14+ |8 | |

|12-13 |7 | |

|10-11 |6 | |

|9 |5 (most recurrent mark) | |

|7-8 |4 | |

|5-6 |3 | |

|3-4 |2 | |

|1-2 |1 | |

Marking method:

Number all points scored. Put the number of the point in the left-hand margin against the line where the point is made or above the point in the text. If a point is wholly dependent on using the text language, underline the lift and put a cross against the point: e.g. 3X. If a point is a repeat of an earlier one, put it in a bracket: e.g. 3R. Put the total number of points scored at the end, to the left of the left-hand margin. Then use the point mark table to determine the final mark, which is put inside the margin in a ring.

Examiner’s remarks:

- Count every script and cross out words beyond 120 words.

- Hyphenated words count as 1 word.

- Contractions (eg. don’t, didn’t) are 2 words.

- If the candidate cancels words to reduce the word count, be careful about the grammar.

- Subject of the text is important: e.g. children are targeted by advertising; young people eat at fast food outlets with friends

- Focus on the question’s key terms.

- Use signposting: ‘Firstly, … Secondly, … However, the preparation of food is changing…’

|Pt. |Common errors |Correct versions |

|3 |X …thanking God |√ …offer food to thank God |

|5 |X …abstinence from desire |√ …abstain from food to… |

|9 |X …ensures the present appreciates the past |√ …traditional in preparation |

|19 |X …advertisements by fast food outlets encourage more families to eat them |√ …encourage children |

Sample:

Where religions and families are concerned, food is important: firstly; because religious customs involve addition (7) or exclusion (8) of specific foods. Food is served using traditional methods (9) and used to commemorate occasions or births, presented to thank (2) or appease Gods (3). Fasting demonstrates repent (4), self-restraint (5) and benevolence (6), allowing one to focus on religion or experience other’s misery (6R). Food and its associated conventional habits bond societies (10). Consuming identical foodstuffs creates unity (10R) and conventional cuisines can trigger past memories essential to one’s heritage (11). To families, food strengthens ties and bonds people (12). However, modern inventions are becoming the centre of meals (14), with the frenzied modern lifestyle (15). Working women (17) seldom prepare home-cooked meals (16), consuming food bought outside instead. Also, advertising aimed at children (19) causes more dining at fast-food restaurants, a trend which continues even into adolescence.

(119 words, 16 points: 8 marks!) – Language mark is given preliminarily at this point.

Comments from the 2010 Examiner’s Report

There were many points to make from the three paragraphs and only 120 words in which to make them. It is pleasing to report that once again the summary was handled well, with candidates selecting the relevant material (almost no-one strayed into irrelevance); rephrasing the material in their own words as necessary; linking the whole into a coherent and fluent piece. Simply using the language of the text was virtually unheard of, which is commendable.

There were still a number of summaries marred by excessive crossing out, where it was difficult to read what the candidate had written. A script featuring significant crossing out will almost inevitably lack the fluency and cohesion a “clean” copy would demonstrate.

A small number of candidates overstepped the allotted word count by some margin – as much as 25 words in extreme cases – while claiming to be within the designated limit. Examiners count the number of words used in the summary on every script, and anything beyond 120 words is crossed through and disregarded.

10. In this article, Patricia O’Sullivan describes some current issues around the subject of food. How applicable do you find her observations to yourself and your own society? [10]

Examiner’s remarks

- Introduction does not need to have the stand.

- Have the stand in the conclusion.

- Address 3-4 issues.

- Evaluation is important.

- Candidates are not required to write long AQs; space provided (2 sides) is usually enough.

- Avoid long quotes. If the quote is long, get more points of argument out of it!

- Personal experiences are okay as examples.

- Candidate will be marked ‘++’ for felicitous, idiomatic expressions

Requirement:

a) explain how issues around food are/are not important for themselves and for Singaporeans in general

b) support their views with reasoned argument

c) show understanding of the ideas and attitudes in the passage

d) explain why they agree/disagree with them

Explanation:

Show some of the following -

a) significance of food in one’s religion/other religions

b) changes in family eating habits due to parents’ work

c) the centrality of the TV

d) working women are less likely to cook at home

e) rise of fast food outlets and their threat to local businesses

f) the influence of the western diet

g) obesity and its causes

Evaluation:

a) questions/shows reasons for approving/disapproving with some of the author’s views

b) give examples from their own and their society’s experience in support of their views

c) may put forward original ideas on the significance of food

Coherence:

a) adopt a consistent viewpoint

b) argue logically

c) organise their answers into cohesive, themed paragraphs

d) link paragraphs to show continuity and direction of argument

e) maintain relevance to the task in everything they write

f) end with a summative or clearly concluding paragraph/sentence

2010 ‘A’ Level AQ (Food)

10. In this article, Patricia O’Sullivan describes some current issues around the subject of food. How applicable do you find her observations to yourself and your own society?

|Para |References (Key Ideas) |Guiding Questions/Discussion Issues |Possible Explanation/ Evaluation |

|1 |Claim: | | |

| |The author argues that “food has always played a |Does food play an important role in the different religions in |Singaporeans usually gather for feasts to mark special occasions, and especially on festive |

| |significant role in religions.” (line 9) |Singapore? |occasions such as Hari Raya for the Muslims, Deepavali for the Hindus and Christmas for the |

| |Reason: | |Christians. |

| |The author explains that “food is offered as a | | |

| |token of gratitude or appeasement, and fasting is|What food-related religious practices do Singaporeans adopt and|In Singapore, fasting is carried out by the Muslims during Ramadan, while Chinese Taoists offer |

| |an act of atonement.” (lines 13 – 14) |what are the respective purposes? |food to their deities and ancestors as a sign of gratitude. Catholics also observe fasting at |

| | | |times as the Roman Catholic Church teaches that all people are obliged by God to perform some |

| | | |penance for their sins. All these religious practices contribute to an individual’s identity. |

|2 |Claim: | | |

| |The author argues that “communities are united |How is eating together important for the different communities |The various sessions where a community gathers to eat help to foster cohesion in Singapore, and in|

| |and strengthened through the food they eat and |living in a society like Singapore’s? |Singapore, given our multi-racial and multi-religious backgrounds, such celebrations and |

| |the eating patterns and behaviours which | |gatherings contribute to opportunities to foster inter-racial and religious harmony as well, for |

| |accompany it.” (lines 16 – 17) | |we see member of other ethnic groups being invited to partake in the celebrations held by each |

| |Reason 1: | |ethnic group. |

| |The author explains that “eating the same food |(Refer to question above) | |

| |establishes a sense of community, making it seem | | |

| |an extended family in which the traditional | | |

| |foodstuffs evoke memories of other times and | | |

| |places crucial to the participants' creeds and | | |

| |cultures”. (lines 17 - 20) | | |

| |Reason 2: |Is eating together still prevalent in most Singapore families? | |

| |The author explains that “on a more everyday |Has its value been undermined? |Though most Singaporean families do understand the importance of having meals together, the hectic|

| |level, the act of a family eating together echoes| |lifestyles that many lead may drastically reduce the frequency of such opportunities, hence |

| |this, and can reinforce links and promote | |denying us the chance to bond over daily meals. |

| |cohesion” (lines 20 – 21) | | |

|3 |Claim: | | |

| |The author argues that “the family meal comes |Are home-cooked meals also similarly becoming less common in |Such eating trends in Singaporean families are getting increasingly common; as the importance of |

| |under pressure from the pace of modern life and |Singapore families? Why or why not? |securing dual household income takes precedence and priority, many working adults find it more |

| |its attendant demands.” (lines 25 - 26) | |convenient and less time-consuming to simply buy “takeaway” meals. In many instances, this can be |

| |Reason 1: | |even cheaper than cooking their own meals when we take into account the rising costs of |

| |The author explains that “more women are now |Are most Singaporean working women still traditionally obliged |ingredients. |

| |entering the workforce and no longer feel |to prepare meals for their families? |In most modern families where both husband and wife bring home the dough, the traditional and |

| |obligated by custom or culture to cook when they | |conservative notion of the wife being responsible for the preparation of meals is much less |

| |return home.” (lines 28 – 30) | |prevalent compared to the past. |

| |Reason 2: | | |

| |The author explains that “there is far more |Is eating at fast food outlets becoming more common in | |

| |eating out at fast food outlets” (line 31) |Singapore? |Fast food outlets, even local ones like Old Chang Kee, are indeed getting more businesses and most|

| | | |brands are constantly increasing the number of outlets across the island. The food sold is often |

| | | |convenient to eat and easily consumable on the go, which fits the fast-paced lifestyles of many |

| | | |Singaporeans. |

|3 |Claim: | | |

| |The author argues that “parents often find it |Do Singaporean parents find it hard to deny their children’s |The “Happy Meal” deals offered by many fast food restaurants do provide parents with a ready-made |

| |hard to resist the temptation to treat their |requests for fast food meals? |and convenient way to please their children, especially when they actually do request their |

| |children to a meal at the fast food outlet.” | |parents to buy them these meals (and the toys that come along with them). |

| |(lines 34 – 35) | |While some parents do accede to their children’s requests more easily to alleviate their guilt of |

| |Reason: |(Refer to question above) |not spending enough time with them, there are also others who, despite their busy working lives, |

| |The author explains “that parents feel guilty | |are still discerning enough to be concerned about their eating habits. More often than not, eating|

| |about working long hours”, thus easily sucumbing | |out at fast food restaurants is done in moderation. |

| |to “the demands of children” to eat at fast food | | |

| |outlets. (lines 32 – 34) | | |

|3 |Claim: | | |

| | |Is fast food cheap in Singapore, compared to other sources? |Fast food outlets are common in Singapore. They are not exactly cheap sources of refuelling but |

| |The author claims that “fast food outlets provide|Are fast food outlets popular ‘hang-out’ places for certain |many teenagers see these as “happening places’ to ‘hang out’, and many students can be seen |

| |ready sources of cheap refuelling, as well as |groups of Singaporeans? |studying at these outlets, whose ambience, according to the teenagers, is conducive for studying. |

| |being places for the like-minded to congregate.” | | |

| |(lines 37-38) | | |

|4 |Claim: | | |

| | |Is the local ethnic variety of food choices under threat by |Such fear is unfounded, for Singapore is well-known for being a foodie’s paradise, where there is |

| |The author argues that “the spread of these |such brands? |a smorgasbord of food choices, and food from many nationalities and ethnic groups can be found all|

| |multi-national brands threatens local | |over the island, and at varied prices as well. Also, fusion cuisine and original creations can |

| |long-established businesses, and culinary | |also be found, adding to the variety of food found rather than decreasing it. |

| |diversity is diminished.” (lines 39-40) | | |

|4 |Claim: | | |

| | |Are there similar health concerns in Singapore? Are they linked|There has been an increase in the obesity rates in Singapore and this has been attributed to our |

| |The author argues that the fast food has led to |to the fast food culture of Singaporeans? |sedentary lifestyle, as well as the many food outlets present in Singapore. The government has put|

| |“health concerns”, such as the “rise in levels of| |in a series of initiatives aimed at promoting a healthier lifestyle amongst Singaporeans. The |

| |obesity”. (lines 40 – 41) | |public is encouraged to make their dietary choices according to the food labelled as “Healthier |

| | |(Refer to question above) |Choice” by the Health Promotion Board, as well as incorporate 150 minutes of exercise in their |

| |Reason: | |weekly routine. In schools students who are obese are enrolled in Trim and Fit programmes. |

| | | | |

| |The author explains that “the greater demand for | | |

| |global fast food brands corresponds to a rise in | | |

| |obesity levels.” (lines 44 – 45) | | |

|6 |Implicit claim: | | |

| | |Is the environmental impact a crucial factor for most |As a country with a lack of natural resources, Singapore has to import most of its foodstuff and |

| |The author argues that the import of food harms |Singaporeans when they buy imported food products? |there is very little consideration of one’s carbon footprint when Singaporeans make their choices |

| |the environment. | |on food. |

| | |(Refer to question above) | |

| |Reason 1: | | |

| |The author explains that “transporting food over | | |

| |great distances instead of using locally-sourced | | |

| |products adds markedly to global warming. (lines |Is the environmental impact a crucial factor for most |Shark’s fin soup is considered a delicacy in Singapore and commonly served at Chinese wedding |

| |67 - 68) |Singaporeans when they consume food that originate from |dinners. However, increased awareness about the extinction of sharks has led to an increasing |

| | |endangered species? |number of young couples in Singapore who refuse to serve shark’s fin soup at their wedding |

| |Reason 2: | |dinners. |

| |The author explains that we are endangering | | |

| |animal life by eating food like shark’s fin. | | |

| |(line 68) | | |

APPLICATION QUESTION (10 MARKS)

|Marks |Descriptors |

|Band 1 |REQUIREMENTS: Systematic reference to the requirements of the question with evidence of a balanced treatment. |

| | |

|8– 10 |EXPLANATION: Shows a good or very good understanding of terms and issues. |

| | |

| |EVALUATION: Makes very convincing evaluation by making judgements and decisions and by developing arguments to logical|

| |conclusions, and includes elaboration and support through personal insight and apt illustration. |

| | |

| |COHERENCE: Very clear shape and paragraph organisation and cogent argument. |

|Band 2 |REQUIREMENTS: Covers requirements of the question adequately but not necessarily a balanced treatment. |

| | |

|4 – 7 |EXPLANATION: Shows an adequate level of understanding of terms and issues (which may include minor distortion). |

| | |

| |EVALUATION: Evaluation is attempted but is not always convincing, and tends to be superficial with limited development|

| |of ideas, and is not as thorough in support. |

| | |

| |COHERENCE: Paragraphing is sometimes helpful and there is a recognisable over all shape to the answer; arguments are |

| |generally cogent. |

|Band 3 |REQUIREMENTS: An incomplete and/or unbalanced treatment of the requirements. |

| | |

|1 – 3 |EXPLANATION: Shows very limited degree of understanding and a higher incidence of misinterpretation. |

| | |

| |EVALUATION: Tends to be a mere summary or restatement of the text with a few simple and undeveloped judgements, with |

| |very thin support. |

| | |

| |COHERENCE: Paragraphing and organisation are haphazard; arguments inconsistent or illogical. |

|0 |Nothing in the answer meets any of the criteria. |

MARKING NOTATIONS

• Put a tick and use the following symbols to give credit to:

– Ref = text reference

– Ex = clear explanation

– Ev = convincing evaluation

– Eg = apt illustration

• If the candidate is merely summarising or copying ideas from the text, write Sum in the margin.

• Put a tick and include a brief note in the margin to indicate each worthwhile point.

• Underline content errors, illogical arguments, etc, and write a brief comment on the nature of each error in the margin.

• Repetition and irrelevance should be identified.

• Provide a brief comment at the end of the script to justify the final mark.

Sample AQ

The author describes at length how culture and identity are intrinsically linked to food and how this is under threat in today’s rapidly globalising world. While Singapore has been named among the most globalised cities in the world, I do not believe that O’Sullivian’s arguments are entirely relevant to the Singaporean context.

Firstly, O’Sullivan describes how the method of preparation and consumption of food forms the cornerstone of our social and religious culture (R/Ex). This is definitely the case in Singapore, where a key part of our ‘uniquely Singapore’ culture is the large variety of Malay, Indian and Chinese food available (R/Ex). Various racial groups continue to enjoy their festive holidays through food such as Malay Hari Raya, Indian Deepavali or the Chinese New Year (Ev). Much like the author implies, the collective necessity and homogenous practice of eating food makes it a key point forming our culture (Ex). It connects us with our roots through preparation (Ex) and forces us to stay in touch with those around the table with us as we eat (Ev). We can see this through the way the Singapore government has leveraged on this to promote community building by sponsoring celebrations for each racial group during the afore-mentioned festivities in public housing estates (Ev). Evidently, there is value in the power of food in bringing people together, even in Singapore (Ev). However, as a multi-racial and multi-religious country, food has added an additional element to our culture (Ev). Beyond simply suggesting the various cultures that make up society, it brings together people of different racial groups and reminds us of our multicultural society, something which is truly Singaporean (Ev). A typical hawker centre, for example, consists of food varieties of Malay, Indonesian, Ceylonese, Peranakan and various Chinese dialect groups, coming together to provide nourishment for Singaporeans (Ev). We can tell food has been successful in promoting this multiculturalism when we see different racial groups coming together inventing new food types, much like different migrants coming to Singapore, forging a new flavour of its own (Ev). Satay beehoon, for example, brings together Chinese noodles with a Malay gravy, or satay meat, originating from the Chinese steamboat culture has become Halal for the Malay community in Singapore, or how Roti Prata has emerged, a fusion between pastries coming from Malaysia and curries in India (Ev).

Yet, at the same time, O’Sullivan asserts that this food culture has become diluted due to globalization speeding up the pace of life (R/Ex). This, I believe, is not as applicable in Singapore (R). While Singaporeans do largely have fast-paced lives and more than half of Singapore families are dual-income, our consumption of food has not suffered (Ex). Singaporeans continue to remain famous for queuing for up to an hour for one plate of Hokkien mee, Char Kway Teow, or Kambing soup from their favourite hawker stall, or driving across the country at 2 o’clock in the morning to eat something they are craving for (Ev). Evidently, McDonald’s, Burger King and the like setting up elsewhere have had little effect on Singaporeans’ conservation of food preparation (Ev). It is not merely a task that one performs to reach the end of providing food (Ev). Instead, for some, it is an act to be honed and practiced (Ev). This is what keeps Singaporeans partaking in and supporting hawkers who are passionate about the food they cook (Ev). Hence, our food culture is not necessarily suffering a dilution, because behind the food lies individuals who are passionate about the creation of delicious matter and promoting their culture (Ev). In supporting these people, Singaporeans too, are reminded of their food culture, which is vibrant and multicultural (Ev).

In conclusion, O’Sullivan’s arguments are not suited to Singapore and can be explored in greater depth with regard to the country. It has some implications to Singapore, however, to accept it fully would be to discount Singapore’s success in its unique multicultural flavour.

Comments on the Use of English:

i) sentence length and variety

ii) range and aptness of vocabulary

iii) incidence, range and severity of errors of: spelling, vocabulary, tense, number and sentence construction (SPEG)

It is important to use connectors between paragraphs (discourse markers)

|Examples of language errors: |

|X emphasise on |

|√ we emphasise/place emphasis on |

|X agree to the writer |

|√ agree with the writer |

|X Like what the author says/writes |

|√ As the author says/writes |

|X every aspects, in recent year |

|X in workplace, in political arena |

|X youths |

|√ young people, teenagers, the youth of today |

|X since young |

|√ since I was young |

|X there are less women cooking |

|√ there are fewer women cooking |

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