JPJC 2024 GP JC2

P2 In-class Practice 1
Topic of passages: Time – Answer Scheme

From Passage 1
1. In paragraph 1, what contrast does the author make about people’s perception of time before and during the
Industrial Revolution? [2]
From Passage Pt Paraphrased/Inferred
We have not always been obsessed with time a. Before the Industrial Revolution,
(line 3)
people were not preoccupied/ fixated with / not too
concerned/ mindful about time.

Note:
The intensity/ degree of ‘obsessed’ needs to be captured.

… business leaders imposed clock time on
their workforce (not without resistance), and
eminent leaders, such as Benjamin Franklin,
reinforced the value of this with statements like
‘time is money.’ (lines 5-7)
b. In contrast, during the Industrial Revolution,
time was viewed as a commodity/ having
financial/economic worth/significance/ value.
OR
employers equated time with productivity.

Question Type: Compare and Contrast / literal

Examiner’s Comments: Some students did not capture the intensity of the word ‘obsessed’, for example, ‘People did
not see time as important’ or ‘People did not care about time’. Some referred to the opening line of the passage,
which is not the time context before the Industrial Revolution. A learning point is that students need to pay attention
to important cues in sentences, such as the connector ‘but’, to correctly identify the time context.

2. In lines 9-14, how does the author support his claim that time management is a fantasy? [2]

From Passage Pt Paraphrased/Inferred

In Greek mythology, when you cut off one of a. The author supports his claim by using a metaphor /
Hydra’s heads, two would grow back. (lines analogy, specifically the Greek mythology/ the story of
10-11) Hydra

in which, when one of Hydra’s heads was severed/

Like with the Hydra, when we complete more
tasks, all that happens is more appear to take
their place – send more emails, get more
replies. (lines 11-13)
OR
In essence, if we do more as a result of better
time management, we do not get it all done –
we just become busier. (lines 13-14)
OR
… we will never be able to get on top of
everything, ever again (lines 9-10).
chopped off, two would appear.
OR
to show how it was futile/ impossible to kill Hydra.
b. Likewise / Similarly, time management is a fantasy as work
is never ending / there will always be more work to do even
after we have finished our work.
Note:
Allow lift of ‘done’
Allow lift of ‘tasks’
OR
Likewise, time management is a fantasy as we can never
gain control over our lives.

Note:
Accept answers that demonstrate holistic understanding
of the idea.

Question Type: Use of illustration

Examiner’s Comments: A number of students merely identified the Greek mythology/ reference to Hydra without
explaining it. Others merely lifted the text reference, neglecting the instruction at the start of the paper that when
material is selected from the passage, one must ‘use your own words to express it’.

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3. According to the author, what are the consequences of our efforts to ‘maximise our time’ (line 15)? [2]
From Passage Pt Paraphrased/Inferred
The real impact is not on our time, but on our a. In our efforts to maximise our time, we divide/ spread/
attention. When we scatter our attention distribute our focus/ concentration over many/ numerous/
across a thousand micro-activities, (lines18- countless things.
19)
Do not accept:
‘We multi-task’ as it focuses on the tasks and not on attention
(unless it goes on to explain the impact on attention).

… we prevent ourselves from engaging deeply b. This results in a situation where

or thinking properly. (lines 19-20)
we do not participate fully/ are not fully involved/ present.

OR
we do not contemplate/ ponder/ analyse issues
profoundly/ critically/ carefully.

OR
our thoughts / analyses are superficial/ shallow.

Question Type: Literal

Examiner’s Comments: This question was generally well done, except for those who lifted ‘thinking’.

4. Why does the author place inverted commas around ‘productive’ in line 21? [1]

From Passage Pt Paraphrased/Inferred

Life-enhancing conversations with loved ones
are disembowelled with frequent ‘productive’
glances at the inbox: our ability to think is
decimated by the distraction of the ping and the
ring. (lines 21-23)
a. Function
The author uses inverted commas to show that he
disagrees/ is doubtful/ sceptical/ cynical
OR
The author uses inverted commas to show how it is
ironic / to express sarcasm

Context
…that people are able to achieve/ accomplish much/ be
more effective by checking their inboxes regularly.

OR
…as he thinks that instead of being efficient/ effective,
people’s frequent glances at their inboxes make them
even less so.

Question Type: Use of Linguistic devices (Punctuation)

Examiner’s Comments: Most students were able to explain BOTH the Function of the inverted commas and its
Context. However, some did not explain the Context, but merely lifted from the text, stating that people were not
‘productive’.

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5. From lines 31-34, explain three ways in which the author uses language to convey his strong disapproval of the
goal of ‘getting to an empty inbox or zero tasks’. [3]
From Passage Pt Paraphrased/Inferred
It constantly horrifies a. Use of strong / emotive language (Function) + (purpose)
me to see the The author employs the use of emotive language, in this case, the phrase
number of blogs and ‘horrifies’, to emphasise that he is shocked/ outraged/ appalled that there are many
books which focus on blogs and books that encourage people to strive towards the goal of having an
the goal of getting to empty inbox or zero tasks.
an empty inbox or OR
zero tasks (lines 31- The author uses the phrase ‘horrifies’ to emphasise that he is shocked/ outraged/
33) appalled that there is widespread promotion/ encouragement of the idea that
people should strive towards the goal of having an empty inbox or zero tasks.

… as if either b. Use of sarcasm

achievement was The author uses the phrase ‘as if’ to express his sarcasm that people are
worthwhile. (line 33) expending their effort/ focusing on/ prioritising the wrong/ unimportant tasks.
OR
The author uses the phrase ‘as if’ to emphasise that it is meaningless to achieve
either an empty inbox or zero tasks.

No business or life c. Use of absolute word/ statement

was changed by an The author uses the phrase, ‘no business or life was changed by an empty inbox’,
empty inbox… (lines to emphasise his view that an empty inbox will not make any difference / add any
33-34) value to people’s lives.

…and anyone who d. Use of condescending language

gets to zero tasks The author uses the word ‘simply’ to show his condescension towards/ mock/
simply lacks deride people who achieve zero tasks as he sees them as dull / boring /
imagination! (line uninteresting individuals.
34) For points b, c & d, accept ‘the author is being dismissive…’

… and anyone who e. Use of punctuation

gets to zero tasks The author uses an exclamation mark to show his disbelief of/ astonishment at
simply lacks people who get to zero tasks because he sees them as dull / boring / uninteresting
imagination! (line individuals.
34)
Any 3 points for 3m
Question Type: Use of language
Examiner’s Comments: Most students were able to quote the specific phrases or the relevant punctuation mark used
by the author but some did not explain how these conveyed the author’s strong disapproval in each specific context.

6. Suggest one reason for the author ending the passage with the phrase ‘time is no longer money’ (line 40). [1]
From Passage Pt Paraphrased/Inferred
Put another a. The phrase ‘time is no longer money’ is used to bring the reader back to the idea in the
way; time introduction that ‘time is money’ to show that/ is a succinct summation of the author’s
is no argument that
longer money.
such a belief is no longer relevant in this current day and age.
(lines 40-41) OR
the context has changed such that time has lost its (economic) value.
OR
we should change our current perception that time is a valuable commodity/ rethink the
value/ perception of time/ how they should manage their time.
b. It is a call to action to change our current perception that time is a valuable commodity/
rethink about the value/ perception of time/ how they should manage their time.
Award the mark if student shows understanding of the purpose of a closing statement and that the
context has changed or there is a need for us to change.

Either point for 1 mark

Question Type: Use of linguistic devices (Closing Statement)
Examiner’s Comments: Some students merely paraphrased ‘time is no longer money’ without stating the purpose of
using a closing statement.

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 From Passage 2
7. Summarise the reasons why living in an accelerated world could be beneficial. Write your summary in no more than 120 words.[8]

From the Passage Paraphrased/ Inferred

1 …those living in faster-paced communities also tend to In an accelerated world, people can accomplish/ achieve
be more productive (lines 2-3) more/ complete more tasks/ are more efficient

2 and have a greater sense of well-being. (lines 3-4) and enjoy better/ improved welfare / health.

3 …the greater frequency of social interactions (line 5) They connect/ network/ communicate with others more often

4 and ensuing exchange of ideas (lines 5-6) and share their views/ opinions/ knowledge/ suggestions with
other people,

5 …lead to a faster pace of innovation (line 6) which hastens/ accelerates/ expedites inventions/
OR breakthroughs/new ways of doing our work
… our daily work… more creative (line 17)
6 and wealth creation. (line 6) and prosperity/ affluence/ economic development (in society).

7 …‘eustress’ – the kind of positive, pleasant feeling that They find their work/ vocation/ occupation fulfilling/ gratifying/
comes from tackling and mastering a tricky task worthwhile.
(lines 11-12)

OR

… our daily work… more rewarding (line 17)

8 … created new ones (line 18) It has also brought about/ resulted in/ led to jobs that have not
existed before.

OR

There are opportunities for different/ alternative jobs.

9 … concentrate on more complex, higher-value work
OR
…what acceleration has done…is to cut out the slack
(lines 23-24)
People can focus on/ pay attention to more complicated/
sophisticated/ rewarding work.
OR
An accelerated world eliminates/ removes inefficiency/
unnecessary processes.

10 …employees can dedicate more hours to learning new Workers can upgrade/ focus on acquiring/ developing new
skills, attending training programmes (line 25) abilities/ competencies/ capabilities

OR OR

… and staying updated on industry trends (line 26) And catch up on/be informed about the latest developments
in the industry.

11 This can result in improved products, services (line 26) This can result in better/ enhanced products and services

12 and overall customer satisfaction. (lines 26-27) and happier/ more contented customers.

No. of points Marks

10+ 8
9 7
8 6
7 5
6 4
5 3
3-4 2
1-2 1

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 From all the passages

8. Passage 1 states that ‘In maximising our time, we rob our moments of their colour’ (line 27). Identify one specific idea
from Passage 3 which can be used to support this statement. Justify your answer. [2]

From Passage 3 Pt Paraphrased/Inferred

a.
Rushing makes us stressed, causes
us to overlook important details of
our lives… (line 7)
OR
Our reasons for hurrying through
things always seem so valid to us at
b.
the time. But when you look back, is it
really worth the conversations you
cannot remember, the memories you
have forgotten, and the fun times you
have missed out on? (lines 12-14)
Paraphrased
A specific idea from Passage 3 that supports this statement is that our
attempt to do as much as possible/ overload our schedules comes at
the expense of forging deeper relationships with others/ meaningful
experiences with others.
(Award for holistic understanding of ideas)
Justification
This supports the argument in Passage 1 because we deprive our lives
of meaning/ joy/ pleasure/ happiness when we fail to give enough
attention to whatever/ any activity we are doing.
(Accept other answers as long as the justification is valid in relation to
the correctly identified point)

Question Type: Connection of Ideas

Examiner’s Comments: Some students wrongly referred to the idea that rushing ‘fuels egocentrism and kills our empathy
for others’ (lines 7–8). This does not support the idea from Passage 1, which is about the meaning and happiness that
we deprive ourselves of when we try to maximise our time.

9. Passage 2 states that ‘those living in faster-paced communities also tend to be more productive’ (lines 2-3). Identify
one specific idea from Passage 3 which can be used to undermine this statement. Justify your answer. [2]
From Passage 3 Pt Paraphrased/Inferred
a. Paraphrased
And yet, despite all A specific idea from Passage 3 that undermines this statement is that despite our attempt
this rushing to be efficient, we are not adding any value to what we are doing/ there is no better
around, we do not outcome/ improvement.
seem to be
accomplishing b. Justification
anything extra. This undermines the argument in Passage 2 because it is assumed that living in faster-
(lines 2-3) paced communities leads to greater efficiency but Passage 3 shows that rushing through
things does not make any difference/ does not necessarily improve our productivity.
OR
This undermines the argument in Passage 2 because it contradicts the view that a quicker
way of doing things results in greater efficiency.
(Accept other answers as long as the justification is valid in relation to the correctly
identified point)

OR
From Passage 3 Pt Paraphrased/Inferred
When we try to a. Paraphrased
rush through A specific idea from Passage 3 that undermines this statement is that when we do things
things, we often in a hurry, we fail to notice the mistakes we have made / we may not spot our own mistakes.
overlook our own
errors. (lines 4-5) b. Justification
This undermines the argument in Passage 2 because instead of being able to accomplish
more/ more efficient, we end up having to spend more time to correct our mistakes.
(Accept other answers as long as the justification is valid in relation to the correctly
identified point)

Question Type: Connection of ideas

Examiner’s Comments: Students were generally able to identify the ideas. However, students who had identified ‘we
often overlook our own errors’ sometimes failed to give an explanation about how this leads to more time wasted in
correcting the errors.

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10. The reading passages cover a range of views about life in an accelerated world. How far do you agree or disagree
with the views expressed? [12]

Support your answer with reference to:

• the ideas and opinions from at least one of the reading passages
• examples drawn from your own experience and that of your society.

Requirement

Students should

• explain the extent their agreement with the authors’ views about living in an accelerated world – the benefits
and detriments for themselves and for their society generally;
• support their views with reasoned argument; and
• show understanding of the ideas and attitudes in the passages.

Explanation

Students should show understanding of some of the following issues:

• Is time management the solution to our busyness? Has it been effective?

• Have our attempts to maximise our time and be productive backfired and/or caused us to lose sight of more
important priorities?
• Are people who live in faster-paced societies indeed more productive?
• Has the accelerated world bolstered by advanced technology and digitalisation allowed us to shift to more
creative, rewarding and/or higher value work?
• Has the accelerated world reduced wastage of time that could be invested in more productive endeavours such
as upskilling and life-long learning?

Evaluation

Students should:

• question or show reasons for approving of some of these views;

• give examples from their own and their society's experience in support of their views; and/or
• may put forward original ideas on the benefits and/or detriments of living in an accelerated world.

Examiner’s Comments: Most students were able to engage with the ideas from the passages in the context of
Singapore, covering a range of issues regarding both the benefits and detriments of a fast-paced and efficient
society. The quality and depth of evaluation differentiated the responses, with those who offered deeper insights
about the Singapore context beyond merely describing the situation, being placed in the top band. A small number
of students selected potentially relevant references but did not link them back to the question requirements nor
address the idea of an accelerated world. In supporting the points raised, some students offered personal
anecdotes which are valid, but these should be extended to include insights about the Singapore context, without
which the discussion would be limited in scope.

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