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O Level English Practice Paper 1

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TuitionGoWhere Practice Paper – English O-Level

TuitionGoWhere Secondary School (AI)

Subject: English Language
Level: O-Level
Paper: Paper 2 – Comprehension (PRACTICE)
Version: 1 of 5
Duration: 1 hour 50 minutes
Total Marks: 50

Name: ___________________________
Class: ___________________________
Date: ___________________________

Instructions to Candidates

This paper consists of three sections: Section A, Section B, and Section C.
Answer all questions.
Write your answers in the spaces provided.
Read the passages carefully before answering the questions.
For the summary in Section C, use your own words as far as possible.
The total mark for this paper is 50.

Section A [5 marks]

Text 1 and Text 2 are provided below. Study them carefully and answer Questions 1–5.

Text 1

The following is an extract from an article about urban farming in Singapore.

On the rooftop of a multi-storey car park in Ang Mo Kio, something unexpected is growing. Rows of leafy vegetables stretch across what was once a barren concrete space, their vibrant green leaves catching the morning sun. This is Citiponics, one of Singapore's pioneering urban farms, and it represents a quiet revolution in how the city-state thinks about food.

Singapore imports more than 90% of its food supply, a statistic that has long troubled policymakers. The "30 by 30" initiative – aiming to produce 30% of the nation's nutritional needs locally by 2030 – has spurred a wave of innovation. From vertical farms in industrial estates to hydroponic systems in school corridors, the island is reimagining what farmland looks like.

"We don't have the luxury of space," explains Dr. Tan Mei Ling, an agricultural scientist at the National University of Singapore. "But what we lack in land, we make up for in technology and determination." Her team has developed a soil-free growing system that uses 90% less water than traditional farming methods. The vegetables grow under LED lights calibrated to specific wavelengths that optimise photosynthesis, allowing crops to mature in half the time they would take in soil.

Yet for all the technological sophistication, the human element remains crucial. Mr. Ahmad Fauzi, 52, a former logistics manager who now tends the Citiponics farm, describes the work as "meditative." He adds, "When you see the seeds sprout, when you harvest something you've nurtured – there's a satisfaction that no office job ever gave me."

The economic case for urban farming is strengthening. The COVID-19 pandemic exposed the fragility of global supply chains, and climate change threatens traditional agricultural regions. Local produce, once considered a premium niche, is increasingly seen as a necessity. Supermarket chains have begun prominently labelling locally grown vegetables, and consumers are responding. Sales of Singapore-grown produce rose by 18% between 2020 and 2023.

However, challenges remain. Energy costs for indoor farms are substantial, and scaling up production to meet the 30-by-30 target requires significant investment. Critics argue that urban farming will never replace imported food entirely and that the initiative diverts attention from the need to diversify import sources. Supporters counter that perfect should not be the enemy of good – every percentage point of self-sufficiency represents progress.

Text 2

The poster below was created by the Singapore Food Agency to promote the "30 by 30" initiative.

┌─────────────────────────────────────────────────────────────────┐
│                                                                 │
│   🌱 GROWING OUR FUTURE 🌱                                     │
│                                                                 │
│   Singapore's 30 by 30 Goal                                     │
│                                                                 │
│   ┌─────────────┐  ┌─────────────┐  ┌─────────────┐            │
│   │  Today:     │  │  By 2030:   │  │  Your Role: │            │
│   │  <10% local │  │  30% local  │  │  Choose     │            │
│   │  production │  │  production │  │  local      │            │
│   └─────────────┘  └─────────────┘  └─────────────┘            │
│                                                                 │
│   Every purchase of locally grown produce supports our          │
│   farmers and strengthens Singapore's food security.            │
│                                                                 │
│   Look for the "SG Fresh Produce" logo when you shop.          │
│                                                                 │
│   Together, we can grow a more resilient Singapore.             │
│                                                                 │
│   #30by30 #SGFoodSecurity #SupportLocal                        │
│                                                                 │
└─────────────────────────────────────────────────────────────────┘

Answer Questions 1–5 based on Text 1 and Text 2.

1. From Text 1, identify one example that the writer uses to illustrate Singapore's innovative approach to urban farming. [1 mark]

2. Look at the poster in Text 2. Which sentence best conveys the main purpose of the poster? [1 mark]

3. Refer to Text 1, paragraph 5. What evidence is there that "the economic case for urban farming is strengthening"? [1 mark]

4. In Text 1, the writer describes urban farming as "a quiet revolution" (paragraph 1). Explain what this phrase suggests about the nature of the change taking place. [1 mark]

5. Both Text 1 and Text 2 present the "30 by 30" initiative. Explain one difference in how the two texts present this initiative to their readers. [1 mark]

Section B [20 marks]

Text 3 is provided below. Read it carefully and answer Questions 6–14.

Text 3

The following is an extract from a memoir about a teenager's experience volunteering at an animal shelter.

The smell hit me first – a sharp, ammoniac odour that made my eyes water. I stood in the doorway of the Bright Paws Animal Shelter, clutching the permission slip my mother had signed with visible reluctance, and wondered what I had got myself into. The shelter was a low, concrete building in an industrial part of Jurong, surrounded by warehouses and lorry parks. It seemed an unlikely place for compassion to flourish.
Mrs. Chan, the shelter manager, was a wiry woman in her sixties with grey hair pulled back so tightly it seemed to stretch the skin around her temples. She looked me up and down with an expression that suggested she had seen countless student volunteers come and go, most of them lasting no more than a fortnight. "You're here for the community service hours?" she asked, her voice flat. It was not really a question.
I nodded, feeling suddenly transparent. Yes, I was there because my school required twenty hours of community service. Yes, I had chosen the animal shelter because it seemed easier than working with elderly people or young children. Yes, I had assumed I would spend a few weekends walking dogs and then never think about it again. Mrs. Chan seemed to read all of this in my face.
She assigned me to the cat enclosure, a long room lined with metal cages. The cats watched me with wary, luminous eyes. Some pressed themselves against the back of their cages; others reached tentative paws through the bars. My job was to clean the litter trays, refill water bowls, and – as Mrs. Chan put it – "just sit with them." The last instruction puzzled me. Sit with them? I had come to work, not to loiter.
But I did as I was told. I sat on the cold concrete floor, my back against the wall, and waited. For the first ten minutes, nothing happened. The cats continued their surveillance, and I began to feel foolish. Then, slowly, a grey tabby with a torn ear crept towards me. She stopped a metre away, her nose twitching. I held out my hand, palm down, the way I had seen people do in films. She sniffed my fingers, then – to my astonishment – climbed into my lap.
Her name, I later learned, was Misty. She had been found in a drain behind a coffee shop, half-starved and riddled with fleas. That was six months ago. Now she was healthy, but the volunteers' log noted that she "avoided human contact" and was "unlikely to be adopted." As she curled in my lap, her purr a low vibration against my thighs, I felt something shift inside me. It was not quite pride, not quite protectiveness. It was the quiet realisation that I was, for the first time in my fifteen years, genuinely needed.
I returned the following Saturday, and the Saturday after that. Mrs. Chan's scepticism softened into something approaching approval. She began to teach me things: how to administer medication hidden in treats, how to recognise the signs of ringworm, how to clean a wound without causing panic. "Animals don't lie," she said once, as we were scrubbing food bowls. "They don't pretend to like you. When they trust you, you've earned it." I understood then that the shelter was not just a place of rescue for animals; it was a place where people learned to become better versions of themselves.
One afternoon in my third month, a family came to adopt Misty. They were a young couple with a daughter about seven years old, and the girl immediately knelt beside Misty's cage and began speaking to her in a soft, singsong voice. I watched from the doorway, my heart a complicated knot of emotions. I wanted Misty to find a home – that was the whole point, wasn't it? – but the thought of her leaving felt like a small bereavement.
Mrs. Chan appeared beside me. "It doesn't get easier," she said quietly. "But that's how you know it matters." The family filled out the adoption paperwork, and as they carried Misty's carrier to their car, the little girl turned and waved at me. I waved back, my throat tight.
I completed my twenty hours of community service long ago. I still go to the shelter every Saturday. Some lessons cannot be measured in hours logged or forms signed. Some lessons take root in the quiet spaces between what we plan and what we discover. Misty taught me that being needed is not a burden but a gift, and that the creatures we rescue often end up rescuing us.

Answer Questions 6–14 based on Text 3.

6. From paragraph 1, identify one word or phrase that suggests the writer initially felt uncertain about volunteering at the shelter. [1 mark]

7. In paragraph 2, the writer describes Mrs. Chan's expression as one that "suggested she had seen countless student volunteers come and go, most of them lasting no more than a fortnight." What does this tell us about Mrs. Chan's initial attitude towards the writer? [1 mark]

8. Explain how the language in paragraph 3 conveys the writer's feelings of being "transparent." [2 marks]

9. In paragraph 5, the writer says she "began to feel foolish." Why did she feel this way? Use your own words. [1 mark]

10. Refer to paragraph 6. The writer describes the realisation that she was "genuinely needed" as something that "shifted" inside her. Explain what the word "shifted" suggests about the change in the writer. [2 marks]

11. "Animals don't lie... When they trust you, you've earned it" (paragraph 7). What does this statement by Mrs. Chan reveal about her beliefs? [2 marks]

12. In paragraph 8, the writer describes her heart as "a complicated knot of emotions." Identify two contrasting emotions the writer is likely experiencing, and explain why each is present. [2 marks]

13. Refer to paragraph 10. Explain what the writer means by "the creatures we rescue often end up rescuing us." [2 marks]

14. At the end of the passage, the writer states that "some lessons take root in the quiet spaces between what we plan and what we discover." Using your own words, explain what you think the writer has discovered through her experience at the shelter. [2 marks]

Section C [25 marks]

Text 4 is provided below. Read it carefully and answer Questions 15–20.

Text 4

The following is an extract from an article discussing the benefits and drawbacks of social media for young people.

Social media has become an inescapable feature of modern adolescence. According to a 2023 survey by the Ministry of Communications and Information, 97% of Singaporean teenagers use at least one social media platform daily, with the average user spending nearly three hours scrolling, posting, and messaging. This digital immersion has sparked intense debate among parents, educators, and policymakers about whether social media is, on balance, beneficial or harmful to young people.
Proponents of social media point to its capacity to foster connection. For young people navigating the often-turbulent waters of adolescence, online communities can provide a sense of belonging that may be difficult to find in their immediate physical environment. A teenager with an uncommon hobby, for instance, can find like-minded peers across the globe. Those struggling with their identity – whether cultural, sexual, or otherwise – can access support networks that would have been unimaginable a generation ago. In this sense, social media can be a lifeline for the isolated and the marginalised.
Furthermore, social media platforms have become important spaces for civic engagement and self-expression. Young activists use these tools to organise around causes they care about, from climate change to mental health awareness. The ability to amplify one's voice and reach a wide audience can be empowering, giving young people a sense of agency in a world where they often feel powerless. Creative expression, too, flourishes on these platforms, with young artists, writers, and musicians finding audiences that traditional gatekeepers might have denied them.
However, the case against social media is equally compelling. A growing body of research links heavy social media use to increased rates of anxiety, depression, and poor sleep among adolescents. The constant exposure to curated, idealised versions of others' lives can fuel feelings of inadequacy and low self-worth. A 2022 study by the Institute of Mental Health found that Singaporean teenagers who spent more than three hours daily on social media were 60% more likely to report symptoms of depression than those who spent less than one hour.
The design of social media platforms themselves has come under scrutiny. Features such as infinite scrolling, autoplay, and algorithmically curated content are engineered to maximise engagement, not wellbeing. Critics argue that these platforms exploit psychological vulnerabilities, particularly in young users whose impulse control is still developing. The result is often compulsive use that young people themselves recognise as problematic but struggle to moderate.
Cyberbullying represents another significant risk. Unlike traditional bullying, which typically ends when a young person returns home, online harassment can be relentless, following victims into their bedrooms through their smartphones. The anonymity afforded by some platforms can embolden perpetrators, leading to more severe and persistent abuse. Victims of cyberbullying report higher levels of social anxiety, academic difficulties, and in severe cases, suicidal ideation.
The challenge for parents and educators is not to demonise social media but to help young people develop a healthy relationship with it. Digital literacy programmes in schools now teach students to critically evaluate online content, recognise manipulative design features, and manage their screen time. Some schools have implemented "phone-free" periods during the school day, reporting improved concentration and face-to-face social interaction among students.
Ultimately, social media is a tool, and like any tool, its impact depends on how it is used. The question is not whether young people should use social media – for most, that ship has sailed – but how they can be equipped to use it in ways that enhance rather than diminish their wellbeing. This requires a concerted effort from technology companies, educators, parents, and young people themselves. The stakes are high, for what is at issue is nothing less than the mental and emotional health of a generation.

Answer Questions 15–20 based on Text 4.

15. From paragraph 1, identify the statistic that the writer uses to emphasise how widespread social media use is among Singaporean teenagers. [1 mark]

16. Refer to paragraph 2. In your own words, explain one way in which social media can provide "a sense of belonging" for young people. [2 marks]

17. Explain how the writer creates a contrast between paragraphs 2–3 and paragraphs 4–6. Support your answer with reference to the language used. [3 marks]

18. Refer to paragraph 5. What does the phrase "engineered to maximise engagement, not wellbeing" suggest about the writer's attitude towards social media platforms? [2 marks]

19. "For most, that ship has sailed" (paragraph 8). Explain what the writer means by this expression. [2 marks]

20. Using your own words as far as possible, summarise the benefits and drawbacks of social media for young people as presented in Text 4. Use only information from paragraphs 2 to 6. Your summary must be in continuous writing and must not exceed 80 words. [15 marks]

END OF PAPER

Answers

TuitionGoWhere Practice Paper – English O-Level

Paper 2: Comprehension – ANSWER KEY AND MARKING SCHEME

Subject: English Language
Level: O-Level
Paper: Paper 2 – Comprehension (PRACTICE)
Version: 1 of 5
Total Marks: 50

Section A: Text 1 and Text 2 [5 marks]

Question 1 [1 mark]

Question: From Text 1, identify one example that the writer uses to illustrate Singapore's innovative approach to urban farming.

Answer: Award 1 mark for any one of the following (or close equivalent):

The rooftop farm at a multi-storey car park in Ang Mo Kio (Citiponics)
Vertical farms in industrial estates
Hydroponic systems in school corridors
Dr. Tan Mei Ling's soil-free growing system that uses 90% less water
LED lights calibrated to specific wavelengths to optimise photosynthesis

Marking notes:

The example must be from Text 1 and must illustrate innovation specifically.
Accept direct quotation or close paraphrase.
Do not award marks for simply stating "urban farming" without a specific example.

Question 2 [1 mark]

Question: Look at the poster in Text 2. Which sentence best conveys the main purpose of the poster?

Answer: Award 1 mark for:

"Together, we can grow a more resilient Singapore."
OR: "Every purchase of locally grown produce supports our farmers and strengthens Singapore's food security."

Marking notes:

The sentence must convey the main purpose (encouraging support for local produce to strengthen food security), not a supporting detail.
Do not accept: "Look for the 'SG Fresh Produce' logo when you shop" (this is a call to action, not the main purpose).
Do not accept: "Singapore's 30 by 30 Goal" (this is a heading, not a purpose statement).

Question 3 [1 mark]

Question: Refer to Text 1, paragraph 5. What evidence is there that "the economic case for urban farming is strengthening"?

Answer: Award 1 mark for any one of the following:

Supermarket chains have begun prominently labelling locally grown vegetables
Consumers are responding (to local produce)
Sales of Singapore-grown produce rose by 18% between 2020 and 2023
Local produce is increasingly seen as a necessity (rather than a premium niche)

Marking notes:

The evidence must be from paragraph 5 specifically.
Accept direct quotation or close paraphrase.
The answer must show a clear link to the economic case (consumer demand, sales, market perception).

Question 4 [1 mark]

Question: In Text 1, the writer describes urban farming as "a quiet revolution" (paragraph 1). Explain what this phrase suggests about the nature of the change taking place.

Answer: Award 1 mark for an answer that captures the following ideas:

The change is significant/fundamental/transformative ("revolution")
BUT it is happening without loud publicity/dramatic upheaval/gradually/unobtrusively ("quiet")

Sample answer: The phrase suggests that urban farming represents a major transformation in how Singapore approaches food production, but this change is happening gradually and without widespread public attention or dramatic disruption.

Marking notes:

Both elements ("quiet" and "revolution") should be addressed.
Award 0 marks if only one element is explained.
Accept reasonable paraphrases.

Question 5 [1 mark]

Question: Both Text 1 and Text 2 present the "30 by 30" initiative. Explain one difference in how the two texts present this initiative to their readers.

Answer: Award 1 mark for any one of the following differences (or other valid contrast):

Text 1 presents the initiative with a balanced view (mentioning both benefits and challenges/criticisms), while Text 2 presents it in a purely positive/promotional manner.
Text 1 provides detailed explanation and context (statistics, expert opinions, historical background), while Text 2 uses a simple, visual format with a direct call to action.
Text 1 adopts a more analytical/informative tone, while Text 2 adopts a persuasive/encouraging tone.
Text 1 targets a general readership with in-depth information, while Text 2 targets consumers with a simple message about purchasing choices.

Marking notes:

The answer must identify a clear difference in presentation, not just describe one text.
Accept any valid contrast supported by the texts.
Award 0 marks for vague answers that do not specify the difference.

Section B: Text 3 [20 marks]

Question 6 [1 mark]

Question: From paragraph 1, identify one word or phrase that suggests the writer initially felt uncertain about volunteering at the shelter.

Answer: Award 1 mark for any one of:

"wondered what I had got myself into"
"clutching the permission slip... with visible reluctance" (the mother's reluctance reflects the writer's uncertainty)
"It seemed an unlikely place for compassion to flourish" (implies doubt about the value of the experience)

Marking notes:

The word/phrase must be from paragraph 1.
It must convey uncertainty, doubt, or apprehension.
Accept direct quotation only.

Question 7 [1 mark]

Question: In paragraph 2, the writer describes Mrs. Chan's expression as one that "suggested she had seen countless student volunteers come and go, most of them lasting no more than a fortnight." What does this tell us about Mrs. Chan's initial attitude towards the writer?

Answer: Award 1 mark for an answer that conveys:

Mrs. Chan was sceptical/doubtful/cynical about the writer's commitment
She assumed the writer would not stay long / would be like other short-term volunteers
She did not expect the writer to be genuinely dedicated

Sample answer: It tells us that Mrs. Chan was sceptical about the writer's commitment and assumed she would be like other volunteers who only stayed briefly and were not genuinely dedicated.

Marking notes:

The answer must focus on Mrs. Chan's attitude, not just describe what she thought.
Accept reasonable paraphrases.

Question 8 [2 marks]

Question: Explain how the language in paragraph 3 conveys the writer's feelings of being "transparent."

Answer: Award up to 2 marks based on the following:

1 mark: Identification of language features, such as:

The repetition of "Yes, I was there because..." / "Yes, I had chosen..." / "Yes, I had assumed..."
The listing of the writer's superficial motivations
The phrase "Mrs. Chan seemed to read all of this in my face"

1 mark: Explanation of effect, such as:

The repetition and listing create a sense of the writer's motives being exposed/laid bare
The writer feels that her true (self-serving) reasons are completely visible to Mrs. Chan
The language conveys vulnerability and a lack of defences

Sample answer: The writer uses repetition ("Yes, I was there because... Yes, I had chosen... Yes, I had assumed...") to list her superficial motivations, creating a sense of exposure. The phrase "Mrs. Chan seemed to read all of this in my face" reinforces the idea that the writer feels completely seen through, as if her true intentions are visible and she cannot hide behind pretences.

Marking notes:

Award 1 mark for identifying language features; 1 mark for explaining how they convey transparency.
Accept other valid language observations (e.g., the confessional tone, the cumulative effect of the admissions).

Question 9 [1 mark]

Question: In paragraph 5, the writer says she "began to feel foolish." Why did she feel this way? Use your own words.

Answer: Award 1 mark for an answer that conveys:

She was sitting on the floor waiting for cats to approach her, and nothing was happening
She felt her actions were pointless/absurd/embarrassing
She felt self-conscious about simply sitting and waiting

Sample answer: She felt foolish because she was sitting on the cold floor waiting for the cats to come to her, and for the first ten minutes nothing happened, making her feel that what she was doing was pointless or silly.

Marking notes:

The answer must be in the candidate's own words (not directly quoted).
The reason must be linked to the situation described in paragraph 5.

Question 10 [2 marks]

Question: Refer to paragraph 6. The writer describes the realisation that she was "genuinely needed" as something that "shifted" inside her. Explain what the word "shifted" suggests about the change in the writer.

Answer: Award up to 2 marks based on the following:

1 mark: Basic explanation that "shifted" suggests a change/movement/transformation.

1 mark: Deeper analysis, such as:

The change was fundamental/internal/at a deep level
It was not a superficial change but a reorientation of her perspective/values
It suggests something moved into a new position, implying a lasting realignment
The word suggests the change was gradual and organic rather than sudden or forced

Sample answer: The word "shifted" suggests that the change in the writer was fundamental and internal – not a superficial adjustment but a deep reorientation of how she saw herself and her purpose. It implies that something within her moved into a new position, suggesting a lasting transformation in her perspective.

Marking notes:

Award 1 mark for a basic explanation; 2 marks for a developed explanation with insight.
The answer must focus on the nature of the change, not just what changed.

Question 11 [2 marks]

Question: "Animals don't lie... When they trust you, you've earned it" (paragraph 7). What does this statement by Mrs. Chan reveal about her beliefs?

Answer: Award up to 2 marks based on the following:

1 mark: Identification of one belief, such as:

She believes that trust must be genuine and cannot be faked
She values authenticity and honesty
She believes that relationships with animals are more honest than those with people

1 mark: Development or identification of a second belief, such as:

She believes that trust is something that must be earned through genuine effort
She sees animals as judges of character
She believes that the shelter teaches important life lessons about integrity

Sample answer: The statement reveals that Mrs. Chan believes trust cannot be manufactured or pretended – it must be genuine. She also believes that animals are honest judges of character, and that earning an animal's trust is a meaningful achievement because it reflects genuine care and effort rather than superficial charm.

Marking notes:

Award 1 mark for one valid belief; 2 marks for two distinct beliefs or one belief with substantial development.
The answer must focus on Mrs. Chan's beliefs/values, not just paraphrase the statement.

Question 12 [2 marks]

Question: In paragraph 8, the writer describes her heart as "a complicated knot of emotions." Identify two contrasting emotions the writer is likely experiencing, and explain why each is present.

Answer: Award 1 mark for each emotion with explanation (2 marks total):

Emotion 1: Happiness/joy/relief – because Misty is being adopted and will have a proper home, which is the goal of the shelter's work.

Emotion 2: Sadness/grief/loss – because the writer has grown attached to Misty and will miss her; the adoption feels like a personal loss.

Marking notes:

Both emotions must be clearly contrasting (positive vs. negative).
Each emotion must be explained with reference to the situation.
Accept other valid contrasting emotions (e.g., pride vs. jealousy, satisfaction vs. emptiness).

Question 13 [2 marks]

Question: Refer to paragraph 10. Explain what the writer means by "the creatures we rescue often end up rescuing us."

Answer: Award up to 2 marks based on the following:

1 mark: Basic explanation that the animals the writer helped also helped her in return.

1 mark: Deeper explanation, such as:

The experience of caring for Misty gave the writer a sense of purpose and being needed
The writer gained emotional rewards (fulfilment, maturity, perspective) that she did not expect
The "rescue" is metaphorical – the animals rescued the writer from self-centredness or lack of direction
The statement suggests a mutual, reciprocal relationship rather than a one-sided act of charity

Sample answer: The writer means that while she initially came to the shelter to help animals, the experience of caring for them – particularly Misty – gave her something valuable in return: a sense of purpose, the feeling of being genuinely needed, and a deeper understanding of herself. The animals "rescued" her from a more self-centred or directionless existence by teaching her about compassion and connection.

Marking notes:

The answer must explain the metaphorical meaning of "rescuing us."
Award 2 marks for a developed explanation; 1 mark for a basic or partial explanation.

Question 14 [2 marks]

Question: At the end of the passage, the writer states that "some lessons take root in the quiet spaces between what we plan and what we discover." Using your own words, explain what you think the writer has discovered through her experience at the shelter.

Answer: Award up to 2 marks based on the following:

1 mark: Identification of one discovery, such as:

She discovered the value of being needed by others
She discovered that meaningful experiences cannot be planned or measured in hours
She discovered that helping others can be deeply fulfilling

1 mark: Development or identification of a second discovery, such as:

She discovered that her initial motivations (community service hours) were superficial compared to what she gained
She discovered a capacity for compassion and commitment she did not know she had
She discovered that genuine connection – with animals or people – requires patience and vulnerability

Sample answer: The writer has discovered that the most valuable experiences often come unexpectedly, beyond what we plan or anticipate. She initially volunteered only to fulfil school requirements, but discovered a deep sense of purpose and the realisation that being needed by others – even animals – can be profoundly meaningful. She also discovered that genuine connection requires patience and that the rewards of caring for others far exceed any formal recognition.

Marking notes:

The answer must be in the candidate's own words.
Award 2 marks for two distinct discoveries or one discovery with substantial development.
The discoveries must be clearly linked to the writer's experience at the shelter.

Section C: Text 4 [25 marks]

Question 15 [1 mark]

Question: From paragraph 1, identify the statistic that the writer uses to emphasise how widespread social media use is among Singaporean teenagers.

Answer: Award 1 mark for:

97% of Singaporean teenagers use at least one social media platform daily

Marking notes:

The statistic must be from paragraph 1.
Accept direct quotation or close paraphrase.
The figure "97%" must be present.

Question 16 [2 marks]

Question: Refer to paragraph 2. In your own words, explain one way in which social media can provide "a sense of belonging" for young people.

Answer: Award up to 2 marks based on the following:

1 mark: Identification of one way, such as:

Young people with uncommon hobbies can find like-minded peers online
Those struggling with their identity can access support networks
Young people can find communities that they cannot find in their physical environment

1 mark: Explanation in own words, such as:

Social media connects young people to others who share their interests or experiences, making them feel less alone
It provides acceptance and understanding that may be lacking in their immediate surroundings
It helps young people feel part of a community, reducing feelings of isolation

Sample answer: Social media can help young people who feel isolated in their immediate environment to find online communities of people who share their interests or experiences. For example, a teenager with an unusual hobby can connect with others who share that passion, making them feel accepted and less alone.

Marking notes:

The answer must be in the candidate's own words.
Award 1 mark for identifying a way; 2 marks for explaining it clearly.
The explanation must show understanding of what "sense of belonging" means.

Question 17 [3 marks]

Question: Explain how the writer creates a contrast between paragraphs 2–3 and paragraphs 4–6. Support your answer with reference to the language used.

Answer: Award up to 3 marks based on the following:

1 mark: Identification of the contrast (content level):

Paragraphs 2–3 present the benefits/positive aspects of social media, while paragraphs 4–6 present the drawbacks/negative aspects.

1 mark: Reference to language in paragraphs 2–3, such as:

Positive language: "foster connection," "sense of belonging," "lifeline," "empowering," "flourishes"
The use of "Proponents" and "Furthermore" to build a positive case

1 mark: Reference to language in paragraphs 4–6, such as:

Negative language: "anxiety, depression," "inadequacy," "exploit," "compulsive," "relentless," "harassment"
The use of "However" as a turning point signalling the shift to negative aspects
The use of research statistics to lend weight to the negative case

Sample answer: The writer creates a contrast by first presenting the positive aspects of social media in paragraphs 2–3, using language such as "foster connection," "lifeline," and "empowering" to emphasise its benefits. The turning point comes with "However" at the start of paragraph 4, after which the writer shifts to negative language such as "anxiety, depression," "exploit," and "relentless" to highlight the harmful effects. This structural and linguistic shift creates a clear juxtaposition between the optimistic and cautionary perspectives on social media.

Marking notes:

Award 1 mark for identifying the contrast; 1 mark for language from paragraphs 2–3; 1 mark for language from paragraphs 4–6.
The answer must reference specific language, not just paraphrase content.
Accept other valid language observations.

Question 18 [2 marks]

Question: Refer to paragraph 5. What does the phrase "engineered to maximise engagement, not wellbeing" suggest about the writer's attitude towards social media platforms?

Answer: Award up to 2 marks based on the following:

1 mark: Basic identification of attitude:

The writer is critical/sceptical/negative towards social media platforms
The writer believes the platforms prioritise profit/usage over users' health

1 mark: Deeper analysis:

The word "engineered" suggests deliberate, calculated design rather than accidental harm
The contrast between "engagement" and "wellbeing" implies the platforms knowingly sacrifice users' mental health for commercial gain
The phrase suggests the writer sees the platforms as manipulative or exploitative

Sample answer: The phrase suggests the writer is critical of social media platforms, believing they are deliberately designed to keep users hooked rather than to protect their mental health. The word "engineered" implies calculated intention, and the contrast between "engagement" and "wellbeing" suggests the writer sees the platforms as prioritising commercial interests over the welfare of young users.

Marking notes:

Award 1 mark for identifying the critical attitude; 2 marks for developed analysis of the language.
The answer must focus on the writer's attitude, not just explain the phrase.

Question 19 [2 marks]

Question: "For most, that ship has sailed" (paragraph 8). Explain what the writer means by this expression.

Answer: Award up to 2 marks based on the following:

1 mark: Literal meaning of the idiom:

The opportunity has passed / it is too late to change something
A decision or course of action is already irreversible

1 mark: Application to context:

The writer means that for most young people, the decision about whether to use social media is no longer relevant – they are already deeply immersed in it
It is too late to prevent young people from using social media; the focus should now be on how to use it healthily

Sample answer: The expression means that an opportunity has been missed or a situation is now irreversible. In this context, the writer means that it is too late to debate whether young people should use social media at all, because most are already deeply engaged with it. The focus must now shift to helping them use it in healthier ways.

Marking notes:

Award 1 mark for explaining the idiom; 1 mark for applying it to the context.
The answer must show understanding of both the figurative meaning and the specific application.

Question 20 [15 marks]

Question: Using your own words as far as possible, summarise the benefits and drawbacks of social media for young people as presented in Text 4. Use only information from paragraphs 2 to 6. Your summary must be in continuous writing and must not exceed 80 words.

Answer: Award up to 15 marks based on the following criteria.

Marking Scheme for Summary (Question 20)

Content Points (up to 10 marks):

Award 1 mark for each content point, up to a maximum of 10 marks. Points must be from paragraphs 2–6 only.

Benefits (from paragraphs 2–3):

Social media helps young people find a sense of belonging / connect with like-minded peers
It provides support networks for those struggling with their identity
It can be a lifeline for the isolated and marginalised
It enables civic engagement and activism / allows young people to organise around causes
It provides a platform for self-expression and creativity
It gives young people a sense of agency / empowers them to amplify their voices

Drawbacks (from paragraphs 4–6): 7. Heavy social media use is linked to increased anxiety, depression, and poor sleep 8. Exposure to idealised versions of others' lives fuels feelings of inadequacy and low self-worth 9. Platform designs (infinite scrolling, autoplay, algorithms) are engineered to maximise engagement, exploiting psychological vulnerabilities 10. This leads to compulsive use that young people struggle to moderate 11. Cyberbullying is relentless and can follow victims everywhere through their devices 12. Anonymity emboldens perpetrators, leading to more severe abuse 13. Victims of cyberbullying experience social anxiety, academic difficulties, and suicidal ideation

Language (up to 5 marks):

Mark	Descriptor
5	Excellent paraphrasing throughout; ideas are well-organised and fluently linked; language is precise and accurate; word count is within limit.
4	Good paraphrasing with minimal lifting; ideas are organised and mostly well-linked; language is largely accurate; word count is within or close to limit.
3	Adequate paraphrasing with some lifting; ideas are organised but may lack fluency; some language errors but meaning is clear; word count may be slightly over.
2	Limited paraphrasing with substantial lifting; organisation is weak; language errors affect clarity; word count may be significantly over.
1	Minimal paraphrasing; mostly lifted from text; poor organisation; frequent language errors; word count may be excessive.
0	No attempt or completely irrelevant.

Sample Summary (78 words):

Social media offers young people benefits such as a sense of belonging through online communities, support for those struggling with identity, and platforms for activism and creative expression. However, it also has serious drawbacks. Heavy use is linked to anxiety, depression, and poor sleep. Constant exposure to idealised lives creates feelings of inadequacy. Platforms are designed to be addictive, exploiting young users' vulnerabilities. Additionally, cyberbullying is persistent and harmful, causing social anxiety, academic problems, and even suicidal thoughts among victims.

Marking notes:

Content points must be from paragraphs 2–6 only. Points from paragraphs 1, 7, or 8 should not be credited.
Paraphrasing is essential for high language marks. Lifted phrases should be penalised under the language criteria.
The summary must be in continuous writing (not note form or bullet points).
Word count: Summaries exceeding 80 words should be penalised under the language criteria (typically capped at 3 language marks if significantly over).
Count all words, including articles and prepositions. Hyphenated words count as one word.

END OF ANSWER KEY