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TEMASEK JUNIOR COLLEGE
MARCH COMMON TEST 2010

GENERAL PAPER
Paper 2 Suggested Answers


** This question paper is adapted from the 2009 VJC JC2 Common Test.

QUESTIONS ON PASSAGE A

1. Why has “the rise of a meritocratic elite” (line 1) bred resistance? [2]

LIFTED PARAPHRASE
 disorganise society (l. 3)



 debase education (l. 3)





 meritocracies were … unjust (l. 5)  It would result in chaos/instability/ destabilise society/ social disorder [1] and

 devalue/ undermine the quality/ meaning/ goals/ value/ purpose of education/cause the quality of education to degenerate [1].
(ok to use “education”)

 The system would also become unfair. [1]

Any 2 points.

Note: “Destroy the foundations of education” is not an acceptable answer and is a poor paraphrase of “debase education”


2. Why is the word “talent” (line 7) in inverted commas? [2]

LIFTED PARAPHRASE
 owed more to nature than nurture (l. 5–6)


 tantamount to rewarding them for having privileged parents (l. 7)
 The author suggests that the talent is not natural/ innate/ inherent/ inborn/ has been cultivated [1]

 and is the result of having a good family background/ a wealthy/ affluent family. [1]


3. Explain the meaning of the phrase “aristocracy of talent” (line 12) [1]
 People who have/ are gifted with special abilities/skills belong to/ are regarded as a select group/ elites/ a higher class/ have higher social status. [1]

Note: “talent” must be rephrased. If only “aristocracy” is rephrased (correctly), ½ mark to be awarded.
4. Why are there more “winners” (line 16) now than fifty years ago? [2]

LIFTED PARAPHRASE
 Back then, the meritocrats concentrated on spotting recruits for Oxbridge and the senior civil service. (l. 17–18)




 Since then, America and Europe have created a mass higher education system, and developing countries are determined to follow suit. (l. 19–21)  In the past, success was defined in very narrow/limited terms/ only the few people who had access to higher education had the chance to be successful/ few people had access to higher education and therefore success. [1]

 Today, higher education is accessible to everyone/ most people/ there are more places available for people to pursue higher education. [1]


5. Why are the problems of meritocracy seen as “self-correcting” (line 23)? [3]

LIFTED PARAPHRASE
 Many talented people not only create jobs and wealth. They turn their hands to philanthropy… (l. 23–24)



 The growing returns to education create incentives for people to get themselves educated, producing a better-trained workforce as well as upward mobility (l. 25–27)






 Multinational companies routinely promote local talent in the developing world, putting an ever more multi-ethnic face on the global talent elite (l. 28–30)  Those who have exceptional abilities do not simply generate employment and income but will also support worthy causes/contribute back to society. [1]

 The increasing benefits of education results in people becoming more motivated to improve their educational qualifications, thus creating more skilled professionals/a more proficient pool of labour and the chance to raise one’s social status/climb the social ladder/ increase one’s standing/position in society [1]

 Transnational firms regularly endorse/encourage talent in poorer countries/the third world, thus creating a more cosmopolitan/diverse group of international elites. [1]


6. Why is the success of advanced economies dependent on their ability to “mobilise their citizens’ brainpower” (lines 41–43)? [1]

LIFTED PARAPHRASE
 society can reward a wider range of talents (l. 36) … ample rewards for all sorts of specialised talents (l. 38)  There are more opportunities to make profits/ get higher-paying jobs based one’s creative/innovative abilities/ skills. [1]
QUESTIONS ON PASSAGE B

7. Identify and explain the two figurative expressions used in the first paragraph. [3]

LIFTED PARAPHRASE
 a roll of the genetic dice (l. 4–5)




 the race of life (l. 6)


Note: “brute bad luck” and “accidents of birth” are not figurative.

 A person’s fate/fortune/destiny/lot in life is seen as randomly determined, just as a random result occurs when dice are thrown. [1]

 Just like a race which participants compete to win/ strive/ struggle to complete, human existence is seen as a competition where we struggle to attain glory/win rewards/ attain our goals. [1]

Note: ½ mark for identifying each figurative phrase and 1 mark for explaining it. To get the full mark for explanation, students must explain both parts, ie. literal and figurative meaning.


8. Summarize the arguments against meritocracy, using only material from paragraphs 3 to 6. Write your summary in about 120 words, excluding the words provided. Use your own words as far as possible. [8]

Meritocracy is problematic because …

LIFTED PARAPHRASE
 Market is not going to reward just any kind of merit…selects the “right” kinds of abilities (l. 17–18) A  It is discriminatory in compensating/ awards unequal compensation for certain qualities/worth of an individual.
 comprise a narrow range of human characteristics (l. 23) B  Only a limited number of traits are worthy of consideration/ The range of traits valued is exclusive/ limited in scope.
 Some of them…not always morally admirable (l. 23–24) C  Several of these traits are ethically unsound/ may pose ethical problems.
 People don’t choose their abilities (l. 30) D  People are not able to determine/ decide what innate qualities they possess.
 Kennedy worked hard to develop his talent … it’s his energy and determination that deserve praise and reward. The difficulty here is how to know where one thing ends and another starts. (l. 34–36) E  and the problem is/ the trouble is how to distinguish between innate ability and effort.
 All this goes to show how difficult it is to pick out what, exactly, we mean by merit and desert (l. 39–40)
 concept of desert itself is a highly problematic one (l. 55–56)
 The often staggering rewards that some receive aren’t genuinely tied to performance (l. 65–66) F  Hence, the idea/ concept of reward becomes a debatable issue/ reward is not always fair.
 Principle of deservingness (l. 52)…likely to entrench undeserved privilege (l. 54) G  Meritocracy will result in the perpetuation of such unjust rights/ advantages.
Note: answer must include idea of “perpetuation”.
 “efficient” doesn’t mean “right” (l. 62–63) H  A pragmatic/ practical approach to meritocracy is not always best/ correct because
 May not be true that this is the most effective approach to harnessing talent (l. 63–64)
 inequality tends to bury talent and human worth (l. 64–65) I  one’s potential/talent is not maximized/ developed/ harnessed/ is wasted/ overlooked
OR
 this is not the most successful/ best/ most productive way to make use of people’s abilities/ skills.
** 1 mark each, max. 8 marks.
Note: allow the use of “talent” in students’ anwers.


9. Vocabulary
1 m ½ m 0 m
rash
(passage A, l. 9) a large number of instances in a short period, surge, outbreak, sudden spate/ slew/ wave wave, slew, spate

series, multitude, gush, breakout, rush, bout, throng, flurry, frenzy, outburst, influx

straining
(passage A, l. 11) stretch to the limit, taxing, weakening, placing tension on, overstretching, wearing out, stressing, putting stress on, fraying
stretching eroding, damaging, harming, worsening, pressure, pressurising,
broadly
(passage A, l. 31) widely, generally universally, largely, vastly, publicly
trepidation
(passage A, l. 46) uncertainty, apprehension, with anxiety, afraid, dread, fear, worry
hesitation, terror, horror
just
(passage B, l. 41) fair, merited, deserved, rightful unbiased, impartial, genuine, true
10. The writer of Passage A believes that meritocracy “offers all sorts of benefits” (line 43) while Chris Horner points out the drawbacks of meritocracy.

Which view do you subscribe to? How relevant are the writers’ views to your society?

Justify your answer by examining at least two issues, one from each passage. Support your discussion with specific examples from your own observations and experiences. [8]

R1 – Students must state their stand clearly without contradiction
R2 – They must decide the extent to which the benefits and drawbacks of
meritocracy are reflected in their society
R3 – Issues must be identified clearly. Justification provided should be sound,
directly relevant to the ideas from the passage and demonstrate mature
understanding of meritocracy and its implications.
R4 – Relevant examples must be provided. Link between examples and
issue/stand must be made clearly.

Note:
 If answer has R1+R2 only, max. 2 marks
 If answer has R1+R3+R4 (ie. R2 is not explicitly addressed), max. 6 marks if R1+R3+R4 are well addressed.


KEY IDEAS FROM PASSAGE A: Benefits of Meritocracy

Meritocracy allows more people to benefit through the provision of higher education to the masses  leads to economic prosperity. (l. 16–21)
 Those who do well in schools in education are awarded scholarships to pursue tertiary education. Hence, the emphasis on education by the government which invests heavily in education and aims to give every child a top-rate education. Parents also ensure that their children get a good education, and children themselves who work very hard to do well and win scholarships. (Edusave, MOE Financial Assistance Scheme, tuition grants, etc)
 This emphasis on providing quality education and rewarding people for their abilities/efforts has served the nation well  it has led to better employment opportunities and a motivated workforce in Singapore  one of the major factors for Singapore’s economic prosperity
 Singapore’s meteoric rise from a poor city with no natural resources to a world class economy was possible because of meritocracy.
 Talented leaders have also contributed to the political success of the nation.

It gives talented people the opportunity to create wealth and employment, for themselves and others and help the less fortunate. (l. 23–24)
 Those who have done well give back to society e.g. philanthropists like Lien Ying Chow who set up the Lien foundation which offers scholarships, education grants etc to students, bankers like Wee Cho Yau and entrepreneurs like Sim Wong Hoo who contribute to society.

People are more motivated to pursue higher education when they see that meritocracy rewards those who are educated  leads to better trained workforce and upward mobility (l. 25–27)
 Constant emphasis on skills upgrading  those who are motivated to do so are rewarded in terms of higher salaries, better job security
 This system has allowed for social mobility in Singapore – where those from poorer backgrounds can improve their lot and become successful in society with hard work and talent.
 Many examples of successful people from humble backgrounds who are now in top positions in the government and business – Olivia Lum (Hyflux), Sim Wong Hoo (Creative), Charles Chan (Larry Jewellry), Wong Kan Seng, Goh Chok Tong, etc.
 Meritocracy is important for racial and religious harmony in a multiracial society – people do not feel that ‘natural inequalities’ are a bar to achieving success.

Local talent, especially those in less developed countries, have a chance to develop through MNCs (l. 28–29)
 We also see talent going global and doing well abroad – Singapore imported talent – Li Jia Wei, Tao Li and Singapore’s own local talent – Ashley Isham, Siow Lee Chin, Ong Keng Sen etc

Meritocracy rewards a wider range of talents and all sorts of specialized talent (l. 36, 38)
 Not only are those who excel in academia are rewarded; those who are talented in other areas e.g. sport, music, art etc can also go far e.g. Fandi Ahmad, Abigail Sin, Stefanie Sun etc. Also Singapore Sports School, School of the Arts, etc.

Meritocracy leads to faster scientific progress. (l. 43)



KEY IDEAS FROM PASSAGE B: Drawbacks of Meritocracy

Equal opportunities do not lead to equality because the opportunities and rewards that one receives is largely determined by family background/ wealth. (paragraph 2, paragraph 4, l. 65–68)
 We measure merit based on academic credentials.
 However, it is also true that those who come from privileged backgrounds e.g. parents who are educated, wealthy, successful, and have important connections, have a head start in this race – ACS, RI – ‘Old Boys Clubs’, with extensive and wealthy networks.
 They go to the best schools, have access to resources, private tuition if necessary, wide exposure through travel etc. When they start work, they can be better off with the right connections. With their privileged backgrounds and upbringing, they are likely to be more confident, speak well and fare better in interviews.
 Data from a 2002 Youth Survey of nearly 1000 young people found that father’s educational background had a big role in determining performance. Parent’s socio-economic backgrounds and expectations were also crucial factors.
 Less educated parents who also had high expectations lacked the time, money or the know-how to help their children. Social mobility can be elusive.

Meritocracy rewards only a limited range of abilities/jobs – those which are seen as glamorous/ of a higher social status and which may not necessarily be desirable. (paragraph 3)
 Somewhat true that certain jobs are rewarded more highly than others.
 Singaporeans still have the perception that professions such as lawyers, doctors, etc are more deserving of higher rewards

Even rewarding for ability may not be fair because it is unclear whether the ability is due to upbringing and genes or due to one’s effort/ hard work. (paragraph 4)

While it is fair and just to sometimes reward unequally based on differences in people’s circumstances and needs, this can result in an entrenchment of undeserved privilege. (paragraph 5)
 Meritocracy creates talent elite – the best and brightest; these are picked and nurtured to become the top civil servants in Singapore. A significant portion of Ministers, for instance, come from a fairly narrow band of top schools.

 Gap between the rich and poor widens and such inequalities can breed resentment and envy in society, and a sense of inferiority, eg. uproar over ministerial salaries, Ho Ching’s appointment, etc.

Meritocracy can lead to inequality (through unequal rewards) and this is not the best way to harness talent, since those with worthy talent might not be noticed. (paragraph 6, l. 63–65)

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2009 TJC JC2 March Common Test Paper 2 (Answer Scheme)

1. From paragraph 1
How do many “problems of ageing” (line 7) come about? Answer in your own words as far as possible. (2m)
Lifted Phrases Rephrased Answers
• stem from or are exacerbated by prejudice and discrimination against the aged by society (l 7-8)


• assimilate society’s devalued appraisals of their own social group, and so lower their self-esteem (l 9-12) • They arise / originate / develop from / result from / are caused by or are made worse by / aggravated by biased and unfair treatment of the elderly. (1m)
• The elderly adopt society’s negative perceptions of them and thus feel less worthy, (1m)


2a. From paragraph 2
In your own words, explain why the Greeks and the Middle Easterners view ageing differently. (3m)
Lifted Phrases Rephrased Answers
• The ancient Greek tradition stresses the fortune of youth and the great misfortune of the old. Within this ideology, it is better to die than to suffer the indignities of old age (l13-15)

• On the other hand, the Middle Eastern view of ageing is more positive; it is principally through ageing that status and prestige are to be accomplished. (l 16)

• Old age is a blessing; those who die young are wicked. (l 18) • The Greeks look upon youth in a very positive holding to the view that it is better to die as a young person than live to grow old and bear the humiliation associated with old age. (1m)

• The Middle Easterners, however, view ageing favourably as it accords respect. (1m)



• They also believe that it is a privilege to grow to an old age as those who die early are seen to be evil. (1m)


2b. How do these attitudes find a parallel in the industrial and agricultural societies of today?
(3m)
Lifted Phrases Rephrased Answers
• Inferred (ll. 19-25)





• within industrialised societies, production is paramount and the most productive people have traditionally been thought of as the young generation. (l 21)

• Agricultural societies seem to place more emphasis on worldly experience as a resource for coping. • Industrialised societies share a common thread with the Greek tradition while agricultural societies share the Middle-Eastern point of view. (1m)

• Like the Greeks, industralised societies view young people as being better able to contribute to the economy.

• Agricultural societies, on the other hand, believe that age brings about wisdom and experience. (1m)


3. From paragraph 3
Identify the 2 attitudes towards ageing. Answer in your own words as far as possible. (2m)
Lifted Phrases Rephrased Answers
• relative to ratings of other age categories, ratings for old age tend to be more negative;

• most people have mixed feelings about various aspects of old age, and tend to rate old age positively on some dimensions and negatively on others • People tend to value/esteem the old less as a group than they would other groups. (1m)

• They are ambivalent/ unsure/.have conflicting feelings towards old age. (1m)




4. From paragraph 5
Why are the words “elderly” (line 57) and “young” (line 58) in inverted commas? (1m)
Lifted Phrases Rephrased Answers
• Inferred • They are in inverted commas because the writer wants to point out that these labels are arbitrary/ subjective OR he questions whether these labels are accurate / or whether they are based on prejudices/ preconceived ideas. (1m)


5. From paragraph 6
How does the “vicious cycle” concerning occupations dealing with old people arise? (3m)

Lifted Phrases Rephrased Answers
• the poor image of the old inevitably rubs off on those who are working in this field (l 70)


• in that jobs with low prestige tend to attract unambitious or less-skilled workers. (l 72)

• there is a vicious cycle (l 72) • This happens when the unfavourable perception of old age is transferred onto those working in jobs dealing with the elderly (1m)

• As a result, the people attracted to this work are not those who are highly-skilled or enthusiastic (1m)

• which in turn contributes to the negative image of the aged. (1m)

6. Explain the meaning of the words as they are used in the passage. Write your answer in
a word or short phrase (5 m)
Word 1 mark ½ mark 0 marks
Assimilate
(l 9) • absorb
• incorporate ideas, forces
manifested (l.42) (verb) • revealed
• displayed
• showed
• expressed
• exhibited • reflected
• demonstrated
• shown
• portrayed • clearly seen
• easily noticed
• appeared
• perpetuated
document (l.66) (verb) • record and report in detail • write about
• note
• illustrate • a piece of paper or booklet providing information
• justify
• analyse
Critical (l 69)
(adj)
• crucial
• decisive
• of great impt
• crisis-forming
Inevitably (l.70) (adv) • unavoidably
• without fail
• invariably • certainly
• surely
• undoubtedly
• obviously • always
• finally
• eventually
• sooner or later


7 What evidence does the writer give of ageist attitudes and practices as discussed in the
passage? Use material from paragraphs 4 to 6 only. Write about 150 words, using your
own words as far as possible. (8m)
Lifted Phrases Rephrased Answers
• Younger individuals would be less willing to interact with an elderly individual even if that elderly person was similar in all respects to the younger individual other than age. (l 43)

• Drivers labelled “elderly” were asked to supply information to do with their physical, mental and sensory adequacies (l 57)

• Students to infer.


• information-seeking can be seen to be ageist across the adult life-span, with ageist attributions made of people as young as fifty-four. (l 62)

• institutionalised ageism is not difficult to document, from the workplace that forces retirement at age sixty-five (l 65)

• rather than according to level of competence, (l 65)

• the media (that) either underrepresent the elderly or portray them as dependent and weak. (l 67)

• the caring professions . . . the image of the old inevitably rubs off on those who are working in this field. Work with old people is not a prestigious occupation (l 70)

• Our society also places the elderly into age-segregated ghettos (l 70)

• which separate the mainstream of daily activity from those who live in retirement communities or nursing homes built on the fringe of town.
(l 74)

• Ageism also shows up as a propensity to blame the elderly victim or to blame biology or the ravages of time for the states and conditions of old age (l 77)

• rather than focus on the social forces that make old age a difficult, even dreaded stage of life (l 77)
A1






B1




B2


C1




D1




D2


E1




F1

F2




G1


G2





H1





H2







• Young people are reluctant to communicate with the elderly even when age is the only difference between them (1m)



• In a traffic accident, the motorist would be questioned over the conditions of his health (1m)

• revealing that the elderly are perceived to be physically less able. (1m)

• In data-collection / statistical surveys, even relatively younger individuals are considered as aged. (1m)


• Discriminatory practices are evident in the workplace where there is mandatory retirement at age sixty-five (1m)

• even if the person is capable of working further. (1m)

• The depiction of elderly persons in the mass media is also often lacking and negative. (1m)


• Careers that deal with care for the aged are viewed with low esteem (1/2m), hence drawing in primarily the less able. (1/2m)


• The elderly are also made to live apart from the rest of society (1m)

• where they are kept away from the hub of social activities. (1m)




• Members of society also tend to blame an old person or his physical degeneration for problems he faces (1m)


• rather than acknowledge that society itself makes it hard for the elderly to function. (1m)

Award a max of 8m only








8. The author states that "attitudes towards the ageing process and towards elderly individuals
are relatively negative". (l. 28-30)

How accurately does this reflect the attitudes of people in your society? (R1)

In your answer, develop some of the points raised by the writer (R2) and support your argument with examples from your own observations and experiences (R3). (8m)


The "attitudes towards the ageing process and towards elderly individuals are relatively negative”: we could examine attitudes of the young, society at large and the elderly themselves towards (a) the ageing process and (b) elderly individuals

Attitude of the young towards the ageing process
• something to be delayed as much as possible.
Evidence: the young buying insurance policies against illness, dependence; obsession with vitality and looking young;
ageist attitudes; condescending attitude, speaking disparagingly or sympathetically
about the ageing process, much like a dreaded death sentence or a stage in life to be avoided or grudgingly accepted

Attitude of the young towards elderly individuals
• elderly people generally seen as lacking in vigor, independence, utility, a handicap, loss of vital cognitive and physical abilities, a loss of social value and status, and a social and economic burden to society and their families
• some see the elderly as pitiful and deserving of protection by society

Attitude of the general public towards the ageing process
• generally negative but viewed with sympathy for unfortunate souls who have to grow old and decrepit;
• but also a more enlightened view of the ageing process in “growing old gracefully”, something not to be dreaded but accepted with equanimity; positive attitude towards ageing process as a time free from financial and familial obligations (for the fortunate few who have no money worries), a time to reconnect with self and rediscover old hobbies and friends, a time well-deserved for relaxation and discovering new interests, self-realisation and ‘indulgence’, a time to even begin doing what one has always wanted to do.
Evidence: the elderly spend on themselves to reward hard work, travel, begin a second
career, stay active (sport, games, dance, music, etc.), work towards self-independence in financial matters, diet, exercise, health matters; geriatric medicine and industries sprout;
govt attend to needs of the elderly through financial policies and social programmes

Attitude of the general public towards elderly individuals
• seen as a growing market (“silver dollar”) with considerable purchasing power; politically seen as an important sector of the electorate for the govt who’s needs cannot be ignored;
• some see the elderly as deserving of the protection and care from society since they have spent their whole lives contributing to society; others see the elderly as a social and economic burden

Attitude of the elderly towards the ageing process
• a process that is to be dreaded and delayed as much as possible.
Evidence:beauty treatments (botox and face lifts) to stave off the undesirable effect of
ageing
advertisements which claim to delay the disfiguring process of ageing. Some elderly
people do accept the ageing process as being a natural part of life and accept inconveniences with quiet resignation. Some look forward to old age as a time where they can really begin to do what they want to do in life without fulfilling obligations to others.

Attitude of the elderly towards other elderly individuals
• some dread to see a mirror-image of themselves as old in other elderly people and view themselves as useless to society and a burden to their families
• see themselves as failures in terms of their loss of income and self-esteem; depressed by ill-health and financial problems; others see themselves as entering a phase liberated by freedom from responsibility and a chance to be “young again”


Some thoughts and evaluation
 natural to be apprehensive about old age and its accompanying issues/problems
 fair to say that nobody really looks forward to growing old
 but with better education, healthcare facilities, quality of life, Singaporeans are more positive towards the ageing process
 The "first ever" survey of baby boomers in Singapore finds that baby boomers want to remain active in their "golden years." According to the Ministry of Community Development and Sports, more than 70% of boomers (those aged 43 to 60) were in the workforce or looking for work, almost half wished to or expected to have to work as long as they could, and, among those who specified an age at which to retire from work, about 30% expected to do so at age 65 or older, beyond the current retirement age of 62.
Source: Ministry of Community Development and Sports Press Release (January 9, 2009)
 still fairly respectful towards the elderly within the family, respect for the elderly still forms part of the values of the various races/communities in Singapore
 from an economic perspective, elderly employees still face discrimination
 just as the authors point out “within industrialised societies, production is paramount and the most productive people have traditionally been thought of as the young generation” (l. 21–23)
 in times of an economic downturn, elderly workers are more likely to be laid off than younger workers
 employers also tend to be less reluctant to employ older workers
 however, in recent years, there has been a change for the better
 government-initiated schemes to help elderly workers, increasing number of employers more willing to employ older workers
 with an increasingly ageing population, there is an greater need to employ older workers
 Older workers can now look forward to more opportunities in the workforce, thanks to a S$30 million fund allocated by the Tripartite Committee on Employability of Older Workers (Tricom). Under the new ADVANTAGE scheme (PDF), companies can receive an incentive package of up to S$300,000 to redesign jobs and hire older workers. About 200 companies have been identified to help spearhead the drive to change mindsets about hiring older workers.
 With respect to continued work, 36% of baby boomers desired to work part time. In addition, the top three conditions that these baby boomers look for in post-retirement work were flexible work, similar income, and fewer hours of work. For university-educated baby boomers, a stimulating workplace and the chance to guide or mentor younger workers were more important attributes than income continuity and work hours.
Source: Ministry of Community Development and Sports Press Release (January 9, 2009)
 require employers to offer re-employment to workers at 62 for another three years until 65, though not necessarily in the same job or at the same pay











































Setters: D Chung, F Tan, E Ho, S Noordin




MCT 2009 Application Question – Sample Band 1 answers

The author states that "attitudes towards the ageing process and towards elderly individuals are relatively negative". (lines 29-30)

How accurately does this reflect the attitudes of people in your society?

In your answer, develop some of the points raised by the writer and support your argument with examples from your own observations and experiences.



Sonica CG 32/08

In this passage, the author argues that prejudice exists and discrimination is exercised against the elderly in society. Within the context of Singapore, I am inclined towards the argument as it does, to a large extent, accurately reflect the attitudes of Singaporeans.

The author postulates that institutionalized ageism is present in the workplace and validates his argument by raising the example of how “the workplace forces retirement at age sixty-five”. This exactly mirrors the situation in the civil service sector of Singapore where the maximum age to work is capped at 65. Moreover, the government continues to stress the importance of a young and productive working force hence, explaining the import of young foreign talent. All these confirm the prejudice of how the competency and productivity of a person decline with age and keeping the aged working would be economically inefficient. While individual civil servants have appealed to raise their retirement age, few of these come through and many a time, the successful are those who hold top managerial and decision-making positions. Such inflexibility on the side of the government exemplifies the stand the author takes.

In addition, the author raises the idea of “age-segregated ghettos” which is experienced in Singapore. The popularity of retirement communities and nursing homes has escalated. This has in fact reached the point that the idea of building retirement villages in Johor to cater to rising demand has been raised. The receptivity towards placing the responsibility of nursing elderly parents on professionals is unsettling and emphasizes the intolerance felt towards the old. This intolerance is to a point whereby isolation of the elderly in a separate country is viewed as viable. The excuse given that Singapore is land scarce and hence the need for retirement houses in Malaysia shows how land space takes precedence over the elderly. Such negative attitudes towards the elderly and absence of consideration towards them prove my stand.

Thirdly, the author sheds light on the issue of how “age discrimination occurs when human beings are avoided or excluded from everyday activities”. This contempt towards the old is witnessed in Singapore whereby the children of the elderly are reluctant to even live close to their elderly parents. The government had to offer a housing loan subsidy to encourage the inclusion of the elderly in families. The superficiality of the policy speaks of the lack of the want to live close to the old and emphasizes the reaping of monetary incentive. Such ageist attitudes are in line with the writer’s arguments.

In conclusion, the phenomenon of ageism does occur in Singapore and lack of emphasis on the old is present

[Comment: Any proof of evidence to the contrary?].
Li Nong CG 08/08

The writer’s statement accurately reflects the attitude of people in my country, China, to a large extent.

In paragraph 4, the writer mentioned that the elderly “are avoided or excluded from everyday activities because they are the “wrong age” (line 50-51)” (R2). This very accurately reflects the attitude of people in my country, China. When people become old and retire, they are not encouraged to travel for long distances (R3), which is a daily activity that a normal person will do in order to go to work. In many cities, the buses have high steps at the entrance and exits, making it inconvenient for the elderly to board buses. In this way, the elderly are forced to stay at home or travel to places within their walking distance. The lack of elderly-friendly structures in public transport has actually excluded people from their normal daily activities of traveling because of their immobility brought by ageing. This indeed reflects that the society is not positive towards ageing individuals as little is done for them to improve their lives. Therefore, the author’s statement accurately reflects the attitude of Chinese people towards ageing.

In paragraph 4, the writer mentioned that “there is a fear of one’s own ageing” (line 52). This reflects the attitudes of people in China accurately to a large extent (R2). Even though China is progressing rapidly in its economy, the main engine of growth is the pool ofrural workers at the manufacturing factories (R3). Since they are migrants from the rural area, they can only return to their villages when they are old and unable to work at the demanding factories. However, without knowledge of farming, they will lose their source of revenue when they return to the villages, causing them to fear ageing and this eventual return. In this way, the writer’s statement accurately reflects the negative attitudes of people, especially the rural workers, towards ageing.

However, as the central government begins to notice these workers and starts with social security payment schemes, more of these workers can secure their retirement under such schemes. With further implementation of government policies, less people fear about ageing due to financial reasons. Therefore the statement reflects the attitude only to a large extent.


Comments:
I like how you look at how organizations as well as way of life make it difficult for old people to thrive in Chinese society.
Well explored ideas. Good work here! Answer could do with more balance.















Sng Ming Da CG 07/08

It is true that in every society, there will be a certain number of people with negative attitudes towards ageing and the elderly. However, this kind is attitude is relatively less common in my society. In Singapore, attitudes towards the ageing process and towards the elderly individuals are generally positive. Therefore, the statement is not accurate in reflecting the attitudes of people in my society (R1).

Singapore is facing an ageing population and the government recognizes this fact, putting in effort to help the elderly as well as educating the younger population to treat the elderly well in order to overcome the prejudice and discrimination against the elderly. In Singapore, public transport such as buses and trains have seats for the elderly and the people are encouraged to give these up for them (R3). This has allowed citizens to cultivate a respectful attitude towards the elderly. Facilities for the elderly are also common in Singapore, such as walk-ways with railings and lifts that reach every floor, to ensure the convenience and safety of the elderly (R3). Healthcare services as well as developments in the country have always considered the elderly to ensure that they are not made outcasts or treated unfairly by these developments (R3). Lastly, Singapore is an Asian society which values traditions and cultures which advocate values such as filial piety (R3). Hence, generation after generation are taught to treat the elderly well and accept the advice of the elderly due to their knowledge and experience, such as the Middle Easterners mentioned in the passage.

On the other hand, discrimination against the old-aged will still remain. As mentioned in line 66-69, “workplace that forces retirement at age sixty-five (R2) rather than according to level of competence, to the media that either under-present the elderly or portray them as dependant and weak (R2)”. Singapore has not forced a retirement age of sixty-five on the elderly, but it is true that some companies do prefer younger employees to older ones (R3). The older employees are then retrenched or forced to upgrade their skills. The media in Singapore does show the elderly as more prone to health problems. However, it does not excessively condemn the elderly to illness and diseases, without living a good life. It does show elderly people with healthy lifestyles and living well. This is also partially to encourage the older generation to lead a healthy and self-dependant lifestyle.

In conclusion, I think that in Singapore, both the government and the people have made a conscious effort in accepting the elderly in society as well as lend a helping hand. Although there may be some discrimination and stereotypes in places, these are relatively rare. Therefore the author’s statement does not accurately reflect the attitudes of people in Singapore’s society.


Comments:
A good analysis that provides a balanced perspective, but do also consider Singaporean’s attitudes towards the ageing process as asked by the question.









Divya Georgie CG 15/08

In Singapore, the attitudes towards the elderly are largely positive, though there are inevitably some who regard the elderly with caution (R1).

Singapore currently faces an aging population (R3) and as such the elderly indeed have much to offer as they have been through many hardships and can offer sound advice to the younger generation. This is in line with the writer’s point that the agricultural societies “place more emphasis on worldly experience as a resource for coping” (line 24). Though Singapore is an industrialized society, it acts contrary to the behavior stated of assuming the elderly are less productive than the young. In fact, the government urges the elderly to continue to upgrade their skills to remain competitive in the labour market (R3).

Although it is indeed true that in Singapore there exists ageist practices such as a mandatory retirement age (line 66) (R3), the retirement age is consistently being reviewed in line with the medical advances that have brought about a higher capacity for the elderly to remain in work. Furthermore, such policies cannot always be deemed ageist as often they are in the interest of the elderly to allow them to have a more relaxed retirement and take better care of their health to prevent the onset of diseases associated with old age.

In Singapore, retirement communities are also not segregated (line 75) and are well integrated into the community. They are built in close proximity to schools and students are often encouraged to interact and conduct activities like plays for the elderly (R3). For example, students in my college regularly visit the elderly in the Lions Home for the Elderly as part of the Community Involvement Programme.

In conclusion, in Singapore the elderly are largely integrated into society. This could be the result of our Asian culture which to date still holds high regard for the elderly. Though youths may harbour negative thoughts, constant efforts by the government seek to minimize such beliefs, even though some may argue that this will be an uphill task.


Comments:
An analytical, well-thought out answer. Do also consider the Singaporean attitude towards the aging process, rather than just the elderly.

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Why Chinese Mothers Are Superior

http://online.wsj.com/article/SB10001424052748704111504576059713528698754.html

Can a regimen of no playdates, no TV, no computer games and hours of music practice create happy kids? And what happens when they fight back?


By AMY CHUA

A lot of people wonder how Chinese parents raise such stereotypically successful kids. They wonder what these parents do to produce so many math whizzes and music prodigies, what it's like inside the family, and whether they could do it too. Well, I can tell them, because I've done it. Here are some things my daughters, Sophia and Louisa, were never allowed to do:

• attend a sleepover

• have a playdate

• be in a school play

• complain about not being in a school play

• watch TV or play computer games

• choose their own extracurricular activities

• get any grade less than an A

• not be the No. 1 student in every subject except gym and drama

• play any instrument other than the piano or violin

• not play the piano or violin.

I'm using the term "Chinese mother" loosely. I know some Korean, Indian, Jamaican, Irish and Ghanaian parents who qualify too. Conversely, I know some mothers of Chinese heritage, almost always born in the West, who are not Chinese mothers, by choice or otherwise. I'm also using the term "Western parents" loosely. Western parents come in all varieties.
Ideas Market

All the same, even when Western parents think they're being strict, they usually don't come close to being Chinese mothers. For example, my Western friends who consider themselves strict make their children practice their instruments 30 minutes every day. An hour at most. For a Chinese mother, the first hour is the easy part. It's hours two and three that get tough.

When it comes to parenting, the Chinese seem to produce children who display academic excellence, musical mastery and professional success - or so the stereotype goes. WSJ's Christina Tsuei speaks to two moms raised by Chinese immigrants who share what it was like growing up and how they hope to raise their children.

Despite our squeamishness about cultural stereotypes, there are tons of studies out there showing marked and quantifiable differences between Chinese and Westerners when it comes to parenting. In one study of 50 Western American mothers and 48 Chinese immigrant mothers, almost 70% of the Western mothers said either that "stressing academic success is not good for children" or that "parents need to foster the idea that learning is fun." By contrast, roughly 0% of the Chinese mothers felt the same way. Instead, the vast majority of the Chinese mothers said that they believe their children can be "the best" students, that "academic achievement reflects successful parenting," and that if children did not excel at school then there was "a problem" and parents "were not doing their job." Other studies indicate that compared to Western parents, Chinese parents spend approximately 10 times as long every day drilling academic activities with their children. By contrast, Western kids are more likely to participate in sports teams.
Journal Community

What Chinese parents understand is that nothing is fun until you're good at it. To get good at anything you have to work, and children on their own never want to work, which is why it is crucial to override their preferences. This often requires fortitude on the part of the parents because the child will resist; things are always hardest at the beginning, which is where Western parents tend to give up. But if done properly, the Chinese strategy produces a virtuous circle. Tenacious practice, practice, practice is crucial for excellence; rote repetition is underrated in America. Once a child starts to excel at something—whether it's math, piano, pitching or ballet—he or she gets praise, admiration and satisfaction. This builds confidence and makes the once not-fun activity fun. This in turn makes it easier for the parent to get the child to work even more.

Chinese parents can get away with things that Western parents can't. Once when I was young—maybe more than once—when I was extremely disrespectful to my mother, my father angrily called me "garbage" in our native Hokkien dialect. It worked really well. I felt terrible and deeply ashamed of what I had done. But it didn't damage my self-esteem or anything like that. I knew exactly how highly he thought of me. I didn't actually think I was worthless or feel like a piece of garbage.

As an adult, I once did the same thing to Sophia, calling her garbage in English when she acted extremely disrespectfully toward me. When I mentioned that I had done this at a dinner party, I was immediately ostracized. One guest named Marcy got so upset she broke down in tears and had to leave early. My friend Susan, the host, tried to rehabilitate me with the remaining guests.

The fact is that Chinese parents can do things that would seem unimaginable—even legally actionable—to Westerners. Chinese mothers can say to their daughters, "Hey fatty—lose some weight." By contrast, Western parents have to tiptoe around the issue, talking in terms of "health" and never ever mentioning the f-word, and their kids still end up in therapy for eating disorders and negative self-image. (I also once heard a Western father toast his adult daughter by calling her "beautiful and incredibly competent." She later told me that made her feel like garbage.)

Chinese parents can order their kids to get straight As. Western parents can only ask their kids to try their best. Chinese parents can say, "You're lazy. All your classmates are getting ahead of you." By contrast, Western parents have to struggle with their own conflicted feelings about achievement, and try to persuade themselves that they're not disappointed about how their kids turned out.

I've thought long and hard about how Chinese parents can get away with what they do. I think there are three big differences between the Chinese and Western parental mind-sets.

First, I've noticed that Western parents are extremely anxious about their children's self-esteem. They worry about how their children will feel if they fail at something, and they constantly try to reassure their children about how good they are notwithstanding a mediocre performance on a test or at a recital. In other words, Western parents are concerned about their children's psyches. Chinese parents aren't. They assume strength, not fragility, and as a result they behave very differently.

For example, if a child comes home with an A-minus on a test, a Western parent will most likely praise the child. The Chinese mother will gasp in horror and ask what went wrong. If the child comes home with a B on the test, some Western parents will still praise the child. Other Western parents will sit their child down and express disapproval, but they will be careful not to make their child feel inadequate or insecure, and they will not call their child "stupid," "worthless" or "a disgrace." Privately, the Western parents may worry that their child does not test well or have aptitude in the subject or that there is something wrong with the curriculum and possibly the whole school. If the child's grades do not improve, they may eventually schedule a meeting with the school principal to challenge the way the subject is being taught or to call into question the teacher's credentials.

If a Chinese child gets a B—which would never happen—there would first be a screaming, hair-tearing explosion. The devastated Chinese mother would then get dozens, maybe hundreds of practice tests and work through them with her child for as long as it takes to get the grade up to an A.

Chinese parents demand perfect grades because they believe that their child can get them. If their child doesn't get them, the Chinese parent assumes it's because the child didn't work hard enough. That's why the solution to substandard performance is always to excoriate, punish and shame the child. The Chinese parent believes that their child will be strong enough to take the shaming and to improve from it. (And when Chinese kids do excel, there is plenty of ego-inflating parental praise lavished in the privacy of the home.)

Second, Chinese parents believe that their kids owe them everything. The reason for this is a little unclear, but it's probably a combination of Confucian filial piety and the fact that the parents have sacrificed and done so much for their children. (And it's true that Chinese mothers get in the trenches, putting in long grueling hours personally tutoring, training, interrogating and spying on their kids.) Anyway, the understanding is that Chinese children must spend their lives repaying their parents by obeying them and making them proud.

By contrast, I don't think most Westerners have the same view of children being permanently indebted to their parents. My husband, Jed, actually has the opposite view. "Children don't choose their parents," he once said to me. "They don't even choose to be born. It's parents who foist life on their kids, so it's the parents' responsibility to provide for them. Kids don't owe their parents anything. Their duty will be to their own kids." This strikes me as a terrible deal for the Western parent.

Third, Chinese parents believe that they know what is best for their children and therefore override all of their children's own desires and preferences. That's why Chinese daughters can't have boyfriends in high school and why Chinese kids can't go to sleepaway camp. It's also why no Chinese kid would ever dare say to their mother, "I got a part in the school play! I'm Villager Number Six. I'll have to stay after school for rehearsal every day from 3:00 to 7:00, and I'll also need a ride on weekends." God help any Chinese kid who tried that one.

Don't get me wrong: It's not that Chinese parents don't care about their children. Just the opposite. They would give up anything for their children. It's just an entirely different parenting model.

Here's a story in favor of coercion, Chinese-style. Lulu was about 7, still playing two instruments, and working on a piano piece called "The Little White Donkey" by the French composer Jacques Ibert. The piece is really cute—you can just imagine a little donkey ambling along a country road with its master—but it's also incredibly difficult for young players because the two hands have to keep schizophrenically different rhythms.

Lulu couldn't do it. We worked on it nonstop for a week, drilling each of her hands separately, over and over. But whenever we tried putting the hands together, one always morphed into the other, and everything fell apart. Finally, the day before her lesson, Lulu announced in exasperation that she was giving up and stomped off.

"Get back to the piano now," I ordered.

"You can't make me."

"Oh yes, I can."

Back at the piano, Lulu made me pay. She punched, thrashed and kicked. She grabbed the music score and tore it to shreds. I taped the score back together and encased it in a plastic shield so that it could never be destroyed again. Then I hauled Lulu's dollhouse to the car and told her I'd donate it to the Salvation Army piece by piece if she didn't have "The Little White Donkey" perfect by the next day. When Lulu said, "I thought you were going to the Salvation Army, why are you still here?" I threatened her with no lunch, no dinner, no Christmas or Hanukkah presents, no birthday parties for two, three, four years. When she still kept playing it wrong, I told her she was purposely working herself into a frenzy because she was secretly afraid she couldn't do it. I told her to stop being lazy, cowardly, self-indulgent and pathetic.

Jed took me aside. He told me to stop insulting Lulu—which I wasn't even doing, I was just motivating her—and that he didn't think threatening Lulu was helpful. Also, he said, maybe Lulu really just couldn't do the technique—perhaps she didn't have the coordination yet—had I considered that possibility?

"You just don't believe in her," I accused.

"That's ridiculous," Jed said scornfully. "Of course I do."

"Sophia could play the piece when she was this age."

"But Lulu and Sophia are different people," Jed pointed out.

"Oh no, not this," I said, rolling my eyes. "Everyone is special in their special own way," I mimicked sarcastically. "Even losers are special in their own special way. Well don't worry, you don't have to lift a finger. I'm willing to put in as long as it takes, and I'm happy to be the one hated. And you can be the one they adore because you make them pancakes and take them to Yankees games."
Ideas Market Blog

I rolled up my sleeves and went back to Lulu. I used every weapon and tactic I could think of. We worked right through dinner into the night, and I wouldn't let Lulu get up, not for water, not even to go to the bathroom. The house became a war zone, and I lost my voice yelling, but still there seemed to be only negative progress, and even I began to have doubts.

Then, out of the blue, Lulu did it. Her hands suddenly came together—her right and left hands each doing their own imperturbable thing—just like that.

Lulu realized it the same time I did. I held my breath. She tried it tentatively again. Then she played it more confidently and faster, and still the rhythm held. A moment later, she was beaming.

"Mommy, look—it's easy!" After that, she wanted to play the piece over and over and wouldn't leave the piano. That night, she came to sleep in my bed, and we snuggled and hugged, cracking each other up. When she performed "The Little White Donkey" at a recital a few weeks later, parents came up to me and said, "What a perfect piece for Lulu—it's so spunky and so her."

Even Jed gave me credit for that one. Western parents worry a lot about their children's self-esteem. But as a parent, one of the worst things you can do for your child's self-esteem is to let them give up. On the flip side, there's nothing better for building confidence than learning you can do something you thought you couldn't.

There are all these new books out there portraying Asian mothers as scheming, callous, overdriven people indifferent to their kids' true interests. For their part, many Chinese secretly believe that they care more about their children and are willing to sacrifice much more for them than Westerners, who seem perfectly content to let their children turn out badly. I think it's a misunderstanding on both sides. All decent parents want to do what's best for their children. The Chinese just have a totally different idea of how to do that.

Western parents try to respect their children's individuality, encouraging them to pursue their true passions, supporting their choices, and providing positive reinforcement and a nurturing environment. By contrast, the Chinese believe that the best way to protect their children is by preparing them for the future, letting them see what they're capable of, and arming them with skills, work habits and inner confidence that no one can ever take away.

—Amy Chua is a professor at Yale Law School and author of "Day of Empire" and "World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability." This essay is excerpted from "Battle Hymn of the Tiger Mother" by Amy Chua, to be published Tuesday by the Penguin Press, a member of Penguin Group (USA) Inc. Copyright © 2011 by Amy Chua.

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http://www.nytimes.com/2010/11/28/opinion/28kristof.html?_r=1

November 27, 2010
A Woman. A Prostitute. A Slave.

By NICHOLAS D. KRISTOF

Americans tend to associate “modern slavery” with illiterate girls in India or Cambodia. Yet there I was the other day, interviewing a college graduate who says she spent three years terrorized by pimps in a brothel in Midtown Manhattan.
Those who think that commercial sex in this country is invariably voluntary — and especially men who pay for sex — should listen to her story. The men buying her services all mistakenly assumed that she was working of her own volition, she says.
Yumi Li (a nickname) grew up in a Korean area of northeastern China. After university, she became an accountant, but, restless and ambitious, she yearned to go abroad.
So she accepted an offer from a female jobs agent to be smuggled to New York and take up a job using her accounting skills and paying $5,000 a month. Yumi’s relatives had to sign documents pledging their homes as collateral if she did not pay back the $50,000 smugglers’ fee from her earnings.
Yumi set off for America with a fake South Korean passport. On arrival in New York, however, Yumi was ordered to work in a brothel.
“When they first mentioned prostitution, I thought I would go crazy,” Yumi told me. “I was thinking, ‘how can this happen to someone like me who is college-educated?’ ” Her voice trailed off, and she added: “I wanted to die.”
She says that the four men who ran the smuggling operation — all Chinese or South Koreans — took her into their office on 36th Street in Midtown Manhattan. They beat her with their fists (but did not hit her in the face, for that might damage her commercial value), gang-raped her and videotaped her naked in humiliating poses. For extra intimidation, they held a gun to her head.
If she continued to resist working as a prostitute, she says they told her, the video would be sent to her relatives and acquaintances back home. Relatives would be told that Yumi was a prostitute, and several of them would lose their homes as well.
Yumi caved. For the next three years, she says, she was one of about 20 Asian prostitutes working out of the office on 36th Street. Some of them worked voluntarily, she says, but others were forced and received no share in the money.
Yumi played her role robotically. On one occasion, Yumi was arrested for prostitution, and she says the police asked her if she had been trafficked.
“I said no,” she recalled. “I was really afraid that if I hinted that I was a victim, the gang would send the video to my family.”
Then one day Yumi’s closest friend in the brothel was handcuffed by a customer, abused and strangled almost to death. Yumi rescued her and took her to the hospital. She said that in her rage, she then confronted the pimps and threatened to go public.
At that point, the gang hurriedly moved offices and changed phone numbers. The pimps never mailed the video or claimed the homes in China; those may have been bluffs all along. As for Yumi and her friend, they found help with Restore NYC, a nonprofit that helps human trafficking victims in the city.
I can’t be sure of elements of Yumi’s story, but it mostly rings true to me and to the social workers who have worked with her. There’s no doubt that while some women come to the United States voluntarily to seek their fortunes in the sex trade, many others are coerced — and still others start out forced but eventually continue voluntarily. And it’s not just foreign women. The worst cases of forced prostitution, especially of children, often involve home-grown teenage runaways.
No one has a clear idea of the scale of the problem, and estimates vary hugely. Some think the problem is getting worse; others believe that Internet services reduce the role of pimps and lead to commercial sex that is more consensual. What is clear is that forced prostitution should be a national scandal. Just this month, authorities indicted 29 people, mostly people of Somali origin from the Minneapolis area, on charges of running a human trafficking ring that allegedly sold many girls into prostitution — one at the age of 12.
There are no silver bullets, but the critical step is for the police and prosecutors to focus more on customers (to reduce demand) and, above all, on pimps. Prostitutes tend to be arrested because they are easy to catch, while pimping is a far harder crime to prosecute. That’s one reason thugs become pimps: It’s hugely profitable and carries less risk than selling drugs or stealing cars. But that can change as state and federal authorities target traffickers rather than their victims.
Nearly 150 years after the Emancipation Proclamation, it’s time to wipe out the remnants of slavery in this country.
I invite you to visit my blog, On the Ground. Please also join me on Facebook, watch my YouTube videos and follow me on Twitter.


WHY WHY WHY????????????????????????????????????????????????
• Why do men look for prostitutes? Is it right or wrong?
• Should the right-light district in Geylang be closed down? Should the red-light district be moved to Sisters' Island?
• Who is to blame for the thriving of the prostitution trade?
• Are all prostitutes willing participants in the flesh trade?
• Can we ever stop the ‘human flesh trade’?

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Hwa Chong Junior College JC2 June Common Test Paper 1 2004
1. Do you agree that poor countries have mainly themselves to blame for the problems they face today?
2. "Modern technology is destroying the art of conversation and the skill of letter-writing." Comment.
3. What can be done to make the citizens of your country more politically aware and active?
4. Discuss two fields of scientific research which you feel hold most promise for mankind and explain why.
5. Why has work lost its meaning for many people in the modern world?
6. "The use of computers in education has done more harm than good." Do you agree?
7. "The arts and business should never mix." What is your view?
8. Do you agree that all forms of terrorism are inevitably self-defeating?
9. To what extent would you consider your society to be truly civilized?
10. Why are people showing an increasing lack of respect for all forms of authority in modern society?
11. "The genetic modification of organisms takes mankind into the realm that belongs to God, and God alone." What is your view?
12. "Live for the moment." Discuss the wisdom of this philosophy.

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2009 PROMOTIONAL EXAMINATION
GENERAL PAPER
Paper 2 Suggested Answers


QUESTIONS ON PASSAGE A

1. The writers believe that “there is something to be gained from keeping track of global developments in the area of freedom of expression” (l. 4–5). Explain why the writers believe this and what the gain is. Use your own words as far as possible. [2]

LIFTED PARAPHRASE
 While the particularities of each society may make its citizens feel that their situation is entirely unique, the impact of economic globalisation and new communication technologies has precedents and parallels elsewhere. (l. 5–8)



 The global debates on the opportunities and challenges of freedom of expression can provide guidance for a society that is trying to navigate the fraught choices before it. (l. 8–10)  The writers believe this because freedom of expression in each country is similarly affected by globalisation and greater interconnectedness/ a more inter-connected world. [1]

Note: No marks awarded for ‘countries are similar/ experience similar effects’.

 Keeping track of global developments provides help/ assistance/ facilitates in making decisions/ deciding among the difficult options/ dealing with difficult situations/ enhances ability to make informed judgement regarding freedom of expression. [1]

Note: No marks awarded for ‘learn from mistakes’, ‘solve problems’, ‘give advice’. Half mark for ‘use as reference’, ‘provide guidelines’.


COMMENTS
 Many students were unable to capture the first point and merely wrote that countries around the world are similar. Note that lines 5–8 indicate the way in which countries are similar.


2. “… one of the key conclusions … was the bankruptcy of the notion of an Asian-Western divide over the principle of freedom of expression” (l. 11–14). Why do the writers use the word “bankruptcy”? [1]

 The writers want to emphasise that such a notion no longer exists/ has no basis/ has collapsed/ no longer stands/ has been totally debunked/ is invalid/ has been overthrown. [1]

Note: no marks to be awarded for ’not true’, ‘proven wrong’, ‘weakened’, ‘no longer supported’, ‘not relevant’, ‘diminishing’, ‘no difference between Asian and Western countries’.

COMMENTS
 Just as the literal meaning of ‘bankruptcy’ means that one is left with no money/ assets, the answer must capture the idea of ‘completely gone’.
 As such, answers which indicate that the notion is in the process of being weakened are not acceptable. Bankruptcy is not a process.


3. In paragraphs 3 to 6, the writers discuss some key ideas concerning freedom of expression. Summarise these ideas and the reasons why the writers believe these ideas are important. Write your answer in no more than 140 words, not including the opening words printed below. Use your own words as far as possible. [8]

The first key idea is that …
LIFTED PARAPHRASE
 First, it is clear to most that freedom of expression is not only an individual right (l. 20–21)


 but also an essential ingredient for societal progress. It is vital for development. (l. 21–22)


 The new global economic competition requires education systems that nurture open and creative minds – inconceivable without freedom of opinion and expression. (l. 22–25)







 It is also indispensable for democracy. Governments cannot be truly accountable to the people without the scrutiny of independent media. (l. 25–26) A1




A2




A3












A4




 although/ while freedom of expression is part of human rights/ everyone is entitled to freedom of expression,

 it is also necessary for/ indispensable to/ critical for the growth/ advancement/ improvement of any society/ country.

 Moreover, to compete successfully in the global economy, an education system which encourages/ develops innovation is necessary and would be impossible without freedom of speech/
OR
 freedom of speech is necessary for an education system which encourages/ develops innovation so that the country can compete successfully in the global economy.

 It is crucial/ essential to the democratic process because governments can only be answerable/ held responsible when the media is allowed to critique/ criticise their actions.
OR
 It is essential for the media to question/ critique the government’s actions so as to provide a system of checks and balances.
 Second, no freedom is absolute. It is legitimate to require the individual’s freedom of expression to be exercised in ways that take into account the rights of other individuals as well as the public interest. (l. 27–29)

 People have a right to protect their private lives and their reputations, (l. 29–30)




 and there is no right to incite hatred or violence.
 International standards allow restrictions on speech to uphold public order, public morality and national security. (l. 30–32)
B1







B2






B3  Secondly, there must be limitations/ restrictions/ conditions so that one person’s freedom of expression does not infringe on the rights of others or go against public welfare.



 This is because people are entitled to privacy/ keep away from the public eye
Note: “privacy” is acceptable as long as students do not lift “private lives”.

 and one should not provoke/ stir up social unrest/ disrupt peace and stability/ it is necessary to maintain social stability/ cohesion
Note: Students should capture the main idea of not stirring up unrest/ disrupting peace and stability. If they pick on one of the factors such as “public morality” then only ½ mark to be given.

 Third, however, such restrictions are frequently misused by governments to suppress legitimate speech and protest. (l. 33–34)






 Any restriction on expression should pass three tests. It should be based on law rather than arbitrary action. (l. 35–37)

 It should also serve aims that are recognised internationally as legitimate – which do not include the need to protect the position of those in power. (l. 37–39)

 Finally, any interference with freedom of expression must be necessary and proportionate, unlike the all too common tendency of authorities to engage in overkill. (l. 39–41)
C1










C2




C3





C4  Thirdly, governments should not/ governments often abuse/ exploit such restrictions to quash/ clamp down on justifiable/ valid criticisms.

Note: Half mark for ‘governments abuse/exploit restrictions’. Students must capture the second half of the answer about ‘clamping down on justifiable/ valid criticisms’.

 Restrictions on expression must be objective/ have legal backing



 and should not be used to safeguard the government’s authority/ standing.



 Such restrictions must be exercised in moderation/ should not be excessive and be used only in times of need.
 Finally, there is recognition that freedom of expression does not mean removing the state from the equation. Quite the contrary: the state is needed to uphold the rule of law. (l. 42–44)

 In many parts of the world, including here in Asia, government censorship is not the only or even the most serious threat to media workers and artists. (l. 44–46)

 Unpopular but legitimate speech is routinely attacked by non-government interests – including angry mobs – that go beyond vigorous complaint and use violent means to silence those with whom they disagree. (l. 46–49)
D1






D2





D3  Lastly, government intervention is needed to regulate freedom of expression.




 Government restrictions are not always harmful to those who work in the media



 In fact, such restrictions are needed to restrain those who resort to bloodshed/ aggression to gag/ curb/ suppress opposing views.



[1 mark each, any 8 points out of 14]

COMMENTS
 A wide range of marks for the summary question, but several students were able to score a decent range of 5–7 marks.
 Lifting was not a prominent problem, although a few scripts contained massive amounts of lifted phrases.


QUESTIONS ON PASSAGE B

4. From paragraph 1, identify the word which indicates that the debate on freedom of speech is not new. [1]
 The word is ‘reignited’ (l. 2). [1]

COMMENTS
Students are to give one word only. No marks will be awarded if they give more than one word. Marks are also not awarded if the word is spelt wrongly or given in the wrong form (eg. reignites). This is a simple case of copying the correct word and students are expected to be able to do so.


5. Explain the metaphors used in the phrase "veneer of tolerance concealing a snakepit of unaired and unchallenged views" (l. 7–8). [2]

 Just as a veneer is a thin covering/ layer over a surface, a law against incitement to religious hatred will result in a facade/ illusion/ appearance of mutual acceptance [1]
 which hides/ suppresses people’s unspoken/ unexpressed opinions/ beneath which unspoken/ unexpressed opinions are allowed to fester and like a snakepit, this is a highly dangerous situation. [1]

COMMENTS
 This question was not well-answered. A significant number of students had absolutely no idea what the metaphors refer to.
 Despite going through the format for explaining metaphors, several students did not follow the format and answered in the most garbled manner. There is a reason why we had a resource package to teach you this. Go and dig up the relevant package!!!


6. From paragraphs 4 and 5, why it is not possible “to frame a law that allows freedom of speech while keeping in check our freedom to offend” (l. 23–24)? Use your own words as far as possible. [2]

LIFTED PARAPHRASE
 "The UN declaration talks about freedom of speech, freedom of conscience, freedom of religion, not our freedom to offend". (l. 29–30)




 … one person's attempt to shock, outrage and offend is another's legitimate form of creative expression. It is a murky area of discussion, one that is entirely subjective. (l. 31–33)  It goes against the spirit of the UN declaration that expresses universal/ one’s rights in an affirmative/ constructive way. [1]

Note: Half mark for ‘not part of/ does not support the UN declaration”.

 There is no clear distinction between what is insulting/ rude and what is not. [1]

Note: Half mark for ‘no clear distinction between what is offensive and what is not’ because ‘offensive’ is lifted. No marks for merely stating that ‘people have different opinions/ cannot agree’.


COMMENTS
 Most answers did not capture the first point and did not get the full mark for the second point because they lifted ‘offensive’ in various forms.


7. From paragraph 7, why does art critic Richard Dorment wrestle with how to respond to art that sets out to offend? Use your own words as far as possible. [2]

LIFTED PARAPHRASE
 condemning it unreservedly runs the risk of generating further publicity. And as the modern proverb goes: no publicity is bad publicity (l. 48–50)

 Censuring/ showing his disapproval of such forms of art will result in greater publicity for/ direct attention to them [1]
 which is exactly the intention of the artists/ which is what Dorment does not want. [1]


COMMENTS
 Many students were unable to see that ‘wrestle’ implies that Dorment undergoes some sort of struggle/ conflict with how to respond to such art forms.


8. "The right to freedom of speech is still relatively new and we are like adolescents, insufficiently mature in how we should use it.” (l. 60–62). Explain the analogy in this sentence. [2]

 Just like adolescents who are not experienced/ old enough to handle new situations, [1]
 the concept of freedom of speech is such a recent phenomenon that society is unable to handle it wisely/ sensibly at the moment. [1]

Note: No marks awarded if no reference made to/ no comparison made with ‘adolescents’.

COMMENTS
 It is indeed baffling to note that a number of students thought that ‘adolescents’ are babies, infants or young children.
 Again, many students did not adhere to the format of explaining an analogy and as such, did not fully capture the answer. Find that resource package of yours and study it carefully!!!
 Several answers made no reference to the analogy of adolescents. It simply defies logic.


9. Why does Mullin believe that “censorship is never the answer” (l. 62–63) to the issue of freedom of speech? Use your own words as far as possible. [2]

LIFTED PARAPHRASE
 Whatever offence people at the margins seek to cause,


 you have to trust that there are enough people at the core of society who will not be swayed to the extremes. (l. 63–65)
 Even though there are those who aim to exploit freedom of speech by offending/ insulting others, [1]

 the majority of people are sensible/ clear-headed/ objective enough not to be easily influenced by such radical views. [1]

COMMENTS
 Few students were able to capture the entire answer.




QUESTIONS ON PASSAGES A AND B

10. Give the meaning of the following words as they are used in the passages. Write your answer in one word or a short phrase.

Vocabulary 1 mark

profound [adj] (Passage A, line 18) complex, multi-faceted, intense

illusion [n] (Passage B, line 16) mistaken belief, false impression/ idea/ belief/ perception, inaccurate belief delusion, belief that is not reflective of reality

shelved [v] (Passage B, line 20) put aside, set aside for future consideration, put on hold

cherish [v] (Passage B, line 21) treasure, value, hold dear, appreciate, prize, hold close to one’s heart

levelled [v] (Passage B, line 53) directed, targeted, aimed

Note: If more than one answer is given, and takes the form of:
 X and Y – marks will be awarded to the answer worth a lower mark
 X or Y – marks will be awarded to the first answer
 X,Y – marks will be awarded to the first answer

COMMENTS
 Students are reminded that one and only one answer should be given.


11. In Passage A, Boyle and George are of the opinion that while freedom of expression is necessary, it should come with restrictions. In Passage B, Duffy echoes that by highlighting the dangers of the freedom to offend.

Should freedom of expression be restricted?

Justify your answer by examining at least two issues, one from each passage. Support your discussion with specific examples from your own observations and experiences. [8]

COMMENTS
 It is pleasing to note that most students were able produce the basic structure of an AQ answer, as taught in the resource package, ie. the stand (R1) and each issue with proper line references (R2) were clearly stated
 However, in order to score a Band A mark, students need to work on the explanation and evaluation of the issues raised as well as the use of appropriate examples (R3) which are clearly linked to R2 and R1.
 Poor time management resulted in a number of incoherent or incomplete answers.

R1 – state your stand clearly  students should be able to state that there should not be complete freedom of expression/ freedom of expression should be restricted but room has to be made for some freedom of expression/ should not go overboard in placing restrictions on freedom.

Note: R1 does not ask which author you more in agreement with. It merely asks if freedom of expression should be restricted. So it does not make sense to begin the answer with ‘I agree more with Boyle and George/ Duffy’.

R2 – issues from the passage must be clearly indicated and used to support the stand indicated in R1

R3 – specific examples must be given to support R2 and the link to R1 must be made.

Requirements
Band A (6 – 8 marks) Band B (3 – 5 marks) Band C (1 – 2 marks)
 R1 – clear and sensible stand, indicated with balance
 R2 – each issue raised is clearly identified and students must be able to link the issue to the stand
 R3 – examples are relevant and each example is clearly linked to R2 and R1  R1 –stand is indicated, but may not have balance
 R2 – each issue raised is clearly identified but link to the stand is not always clear
 R3 – examples are relevant but the link to R2 and R1 is not always clear  R1 – Stand is not indicated clearly
 R2 – issues from the passages are not clearly identified and not clearly linked to the stand
 R3 – for lower end: no examples/ totally irrelevant examples, for higher end: examples are not clearly linked to R2 and R1/ link is not obvious.

Explanation/ Evaluation
Band A (6 – 8 marks) Band B (3 – 5 marks) Band C (1 – 2 marks)
 Students identified key ideas from the passage and evaluated the validity of the writers; claims with convincing, insightful examples that demonstrated mature understanding of the issues.  Students attempted to evaluate the extent to which the ideas are reflected, but not fully informed or convincing
 Answer showed an adequate level of understanding of the issues but tended to be less thorough with limited development of ideas  Answer tended to be a mere summary or restatement of the text instead of an evaluation
 Answer showed very limited knowledge/ understanding of the issues and higher incidence of misinterpretation with very thin support

Coherence
Band A (6 – 8 marks) Band B (3 – 5 marks) Band C (1 – 2 marks)
 Students demonstrated high degree of coherence , organisation and clarity
 Used connectors effectively to enhance the logical flow in their arguments
 Students showed a fair degree of organisation, coherence and clarity
 Used connectors which may not always be appropriate
 Some minor logical gaps that do not lead to ambiguity in meaning  Coherence, organisation and clarity are in question
 Inconsistency in arguments evident – points contradict stand taken



Why restrictions on freedom of expression are necessary.

ISSUE 1
From the passage

It is legitimate to require the individual’s freedom of expression to be exercised in ways that take into account the rights of other individuals as well as the public interest. … there is no right to incite hatred or violence. (Passage A, l. 27–31)

There are rules to limit what can be said. Among them are laws against incitement to racial hatred, the common law prohibition of blasphemy, and libel laws. A few years ago, Tony Blair's government tried to pass a law that would make it an offence to deny the Jewish Holocaust, although this was eventually shelved. (Passage B, l. 16–20)

Re-phrase of issue
Boyle and George point out that restrictions on freedom of expression are necessary to maintain social cohesion/ peace and stability. Duffy also believes that freedom of expression must be limited for the same reason.

Explanation/ Evaluation
 Due to immigration/ globalisation, many societies are multi-cultural/ multi-racial/ cosmopolitan. It is necessary to restrict freedom of expression to prevent any attempts to incite hatred amongst the different groups in society/ to maintain peace and harmony.
 As such, there must be clear limitations on freedom of expression to ensure that various racial, religious and cultural sensitivities are not offended. Failure to do so can result in widespread violence, loss of lives, destruction, etc
 Eg. the use of the mass media to promote genocide or racially-motivated attacks, such as the role played by Radio-Télévision Libre des Milles Collines, a Rwandan radio station, in the Rwandan genocide in 1994. Widely listened to by the general population, it projected racist propaganda against Tutsis, moderate Hutus, Belgians, and the United Nations mission UNAMIR. It is widely regarded as having played a crucial role in creating the atmosphere of charged racial hostility that allowed the genocide to occur.
 The need for restrictions is even more significant as many countries are opening their doors to foreign labour and talent, and businesses are going global. There is an increased need to practice tolerance and acceptance as we continue to uphold freedom of expression.
 In August 2007, Intel, the computer chip maker, was forced to apologise for an advertisement which has been widely criticized as racist. The ad, which was for a new generation of micro-processors, showed six black sprinters crouched in the start position in front a white man in formal office wear in an office. Above the image was a slogan which read: "Multiply computer performance and maximize the power of your employees." Critics were quick to spot the connotation of a white master surveying a group of black workers apparently bowed at his feet.
 In 2005, fast food giant McDonald’s spent thousands on a new TV ad to target the Chinese consumer. The ad showed a Chinese man kneeling before a McDonald’s vendor and begging him to accept his expired discount coupon. The ad was pulled out due to a lack of cultural sensitivity on McDonald’s behalf after causing an uproar because begging is considered a shameful act in Chinese culture
 Also need to take into consideration the concerns and values of the majority. Freedom of expression should not threaten these values/concerns upheld by society.
 Eg. K Bhavani, spokesperson of the Ministry of Information, Communications and the Arts, stated: In relaxing our censorship policies, the Government needs to take into account the concerns and values of the majority of Singaporeans. Our people are still largely conservative. Hence, the Government needs to balance between providing greater space for free expression and the values upheld by the majority.
 Eg. In Singapore, the Sedition Act makes it an offence to .
o In September 2005, two men, Nicholas Lim Yew, 25, and Benjamin Koh Song Huat, 27, were charged for making racist remarks on Internet forums in response to a letter printed in The Straits Times.
o In passing the sentences to Koh and Lim on October 7, 2005, Senior District Judge Richard Magnus said passing a deterrent sentence was necessary so that such offending acts are tackled early and contained, adding that callous and reckless remarks on racial or religious subjects had the potential to cause social disorder, regardless of which medium or forum they are expressed.
o In June 2009, a couple was found guilty last month of distributing seditious or objectionable publications, and sentenced to 8 weeks jail each. A couple, 50¬year¬old SingTel technical officer Ong Kian Cheong and his 46¬-year-¬old wife, UBS associate director Dorothy Chan Hien Leng, had been found guilty on four charges each of sedition. For two decades, the couple spread their faith by handing out religious pamphlets, and then by dropping tracts into random HDB letterboxes. From around 1998, however, the couple, both Protestant Christians, mailed them to addresses picked out from the telephone directory ¬ those of Muslims included. Such "intolerance, insensitivity and ignorance of delicate issues concerning race and religion" in Singapore "clearly warranted" a custodial sentence, said District Judge Roy Neighbour.



ISSUE 2
From the passage

Quite the contrary: the state is needed to uphold the rule of law. … Unpopular but legitimate speech is routinely attacked by non-government interests – including angry mobs – that go beyond vigorous complaint and use violent means to silence those with whom they disagree. (Passage A, l. 43 – 49)

Re-phrase of issue
Restrictions are necessary to ensure that law and order is not disrupted/ justifiable actions by the government are not undermined by those who use freedom of expression to further their own interests through violent means

Explanation/ Evaluation
 Detrimental to peace and stability, proper functioning of the state
 Innocent lives are lost
 In July 2009, tensions between the Uighurs, an ethnic minority group, and the majority Han Chinese erupted into a riot in Urumqi, Xinjiang province. In September 2009, police arrested a man who allegedly spread rumours used to trigger the Urumqi riots which killed 197 people. Kurban Khayum, a member of the World Uighur Congress (WUC), was arrested for exaggerating the death toll of a factory unrest involving Uighur in Guangdong province in June. After a factory brawl took place between Han Chinese and Uighurs on June 26, WUC secretary-general Dolqun Isa instructed WUC's intelligence agents, including Kurban Khayum, to gather information on the unrest, which left two people dead and more than 100 injured.
 Kurban Khayum merely made up a report and sent it to the WUC saying "the factory brawl had caused the death of 17 to 18 people, including three females." China's police have accused the WUC of arousing antagonism and confrontation between the Uighurs and people of other ethnic groups by spreading fake videos and photographs. On July 28, a netizen believed to be a key WUC member, was blamed for spreading a fake video about "a Uighur girl beaten to death", which was in fact CNN footage shot in Mosul, Iraq on April 7, 2007. Authorities in Xinjiang confirmed that innocent civilians accounted for 156 of the 197 deaths in the riot.



ISSUE 3
From the passage

Today, the "growing deluge" of artists graduating from college means many resort to causing offence, says Mr Walker, simply as a means of standing out from the crowd. (Passage B, l. 44–46) The right to freedom of speech is still relatively new and we are like adolescents, insufficiently mature in how we should use it. (Passage B, l. 60–62)

Re-phrase of issue
Restrictions are necessary to prevent/ deal with misuse of freedom of expression by people who are unable to handle it responsibility and merely see it as a means to stand out from the crowd, particularly for those in the arts

Explanation/ Evaluation
 An insult to art – not based on skill of the artist but merely generating publicity – quick and easy way to gain fame? Distasteful? Trying to pass off what the majority would deem as offensive as something artistic.
 Art which depicts animal cruelty (Adel Abdessemed, whose Don’t Trust Me video installation shows footage of various animals being slaughtered with a sledgehammer, Hermann Nitsch, whose performances include the disembowelling of lambs, and Wim Delvoye, who tattoos pigs), songs with lyrics meant to provoke and offend
 Virtual Museum of Art set up to exhibit art that some people find offensive, disturbing, shocking, insulting, vile, distasteful, pornographic, blasphemous or ugly
 In January 2009, Czech Deputy Prime Minister Alexandr Vondra apologised to Bulgaria for any offence caused by an official artwork portraying the country as a squat toilet, saying the image would be removed. The artwork was the massive "Entropa" exhibit in the grand foyer of the main EU Council building. commissioned by the Czechs, who assumed the EU presidency for six months in January 2009. The idea had been that an artist from each of the 27 EU member states would depict their own country. However Czech artist David Cerny has admitted to making it himself with a couple of associates.



Why restrictions should not be excessive/ Why freedom needs to be balanced with restrictions

ISSUE 4
From the passage

… an essential ingredient for societal progress. It is vital for development. The new global economic competition requires education systems that nurture open and creative minds – inconceivable without freedom of opinion and expression. (Passage A, l. 21 – 24)

Re-phrase of issue
 Freedom of expression is not only an individual right, but important for societal progress and development

Explanation/ Evaluation
 Not censoring gruesome/horrid truth from the past could help people learn from the past e.g. historical books which tell the truth (Japanese History textbooks, He Mufeng’s Walls Have Ears) allow further emancipation of mind.
 Necessary to eradicate the remains of the autocratic mentality that stands in the way for the country's further progress, reviewing painful history instead of hushing up public voices at this critical moment is of significance.

 The Arab Human Development Reports by the UN in 2003 highlighted the underdevelopment of human capabilities in Arab countries. The dissemination of knowledge faces social, institutional, economic and political impediments. Arab society today is characterized by illiteracy, restricted media access, lack of access to education and translation channels and the declining quality of education in general. Governments do not adequately support scientific research and education, and their restrictions on freedom of expression inhibit open education and the dissemination of knowledge.(http://middleeastprogress.org/ 2008/04/overview-of-arab-human-development-reports/)

 In particular, if countries want to stay ahead in the global economy, they must work on developing open-mindedness and creativity in its people by encouraging freedom of expression.
 Economies today need to harnesses the power of the creative industries.
 The global market value of the creative industries has increased from $831 billion in 2000 to $1.3 trillion in 2005; more than 7% of global GDP.
 The United States is far ahead of the pack: over 11% of its GDP comes from the creative industries. (And we’re just about the only country without a ministry of culture!)
 In the UK, the creative industries account for 8% of the GDP and 1.9 million jobs. Recent trends show that cultural is a powerful economic driver, as well as making an acknowledged contribution to social, environmental, educational and health well-being. The government’s aim is to make the UK the world’s creative hub, and has invested in education through specialist schools, universities and business schools, and is seeking to provide schoolchildren with opportunities to develop creativity and take part in cultural activities. It is strongly linked to changes in the curriculum to support enterprise. (http://www.huntsdc.gov.uk/NR/ rdonlyres/CB7C37A7-CD97-46E4-94F4-ED8C80D299D1/0/creative_industry strategy.pdf)
 In New Zealand, the creative industries generated $8.268 billion in total gross output in 2006 (http://www.nzte.govt.nz/ACCESS-INTERNATIONAL-NETWORKS/EXPLORE-OPPORTUNITIES-IN-GROWTH-INDUSTRIES /GROWTH-INDUSTRIES/Pages/Creative-industries.aspx)
 “For over four decades, Singapore has prospered through an investment-led economic strategy focused on traditional manufacturing and services industries. As we transit into an innovation-fuelled economy, the driving force in the next phase of our development will be the imaginative and creative capacity of our people. The new architects of the global economic landscape are those who apply their imagination, creativity and knowledge to generate new ideas and create new value. Multi-dimensional creativity - artistic and literary creativity, design innovation, business entrepreneurship and technological innovation - will be the new currency of success.” (MICA website)
 “Creative industries not only contribute towards the economy directly, they also have a powerful, indirect impact on the rest of the economy - by adding style, aesthetics and freshness to differentiate our products and services. The creative industries also improve our quality of life and make Singapore more vibrant by stimulating awareness and demand for the arts, design and media products and services.” (MICA website)
 E.g. the Singapore government is injecting $230 million over the next 5 years (fr 2009) in the media industry. The new media masterplan is called Singapore Media Fusion which aims to stimulate demand, grow talent and create jobs in the media industry. Singapore’s creative industry is growing at 6% per annum and contributes significantly to the economy (http://www.onscreenasia.com/article-4455-singaporeincreasesmediafunding-onscreenasia.html)
 E.g. MICA is spearheading the Creative Industries Development Strategy to revitalize Singapore’s economy (http://app.mica.gov.sg/Default.aspx?tabid=66)
 Freedom of expression is therefore essential/ must be encouraged to build up/ produce a creative workforce which can cater to the needs of such an economy
 One way to do so is through an education system that cultivates open-mindedness and broadening of perspectives



ISSUE 5
From the passage

Governments cannot be truly accountable to the people without the scrutiny of independent media. (Passage A, l. 25–26)
… such restrictions are frequently misused by governments to suppress legitimate speech and protest. (Passage A, l. 33–34) … unlike the all too common tendency of authorities to engage in overkill (Passage A, l. 40–41)

Re-phrase of issue
Too many restrictions will result in the suppression of constructive/ justifiable criticisms by government. Freedom of expression is needed in order to allow for objective/ rational/ constructive criticism of governments and their policies.

Explanation/ Evaluation
 While unjustifiable attempts to cast the government in a bad light should not be tolerated, governments need to be tolerant of/ open to constructive criticism. Necessary for greater transparency and accountability, especially today where the electorate is better educated and more aware of their rights and the responsibilities of the government.
 There is growing awareness among governments regarding this – greater tolerance and relaxation of rules regarding restrictions on freedom of expression.
 In April 2007 in Egypt, head judge Abdel Fattah Mourad, filed a lawsuit against fifty-one websites belonging to prominent Egyptian human rights organizations and bloggers, demanding their shutdown on the basis that they "tarnish the reputation of the Egyptian government." The case, also referred to as the "51 websites trial," took an interesting turn shortly after Eid's HRInfo in turn accused judge Mourad of violating the organization's intellectual property rights by including fifty pages of an HRinfo report on Internet blogging in his own book without citing sources or including references. In a court ruling in December 2007, the request was rejected, with the court expressing its support for freedom of expression and stressing the importance of not compromising the freedom of these websites as long as they do not undermine fundamental beliefs or public order. (http://www.menassat.com/?q=en/news-articles/2641-dark-year-press-freedom-egypt)
 In July 2009, the UK government finally relented and agreed to abolish the offences of seditious libel and criminal defamation. The Ministry of Justice's move comes after a long campaign by free speech organisations, their advocates, and opposition politicians. The laws, which date from the time of the Star Chamber, made criticism of the monarch or the government a criminal offence, and were used to silence political dissent. (http://humanrightshouse.org/Articles/11311 .html)
 In 2008, the Singapore government passed a law that ISPs would not be liable if their customers visit black-listed sites which reflects the govt’s softening stance on freedom of speech.

 However, criticisms of governments which are seen as misusing restrictions of freedom of expression still abound.
 In 2007, the Egyptian government was criticised for suppression of the country’s independent media, for fear that the reporting of the independent press will shape and influence public opinion. Several members of the independent press were arrested for their reports on controversial issues.
 In January 2007, Al-Jazeera journalist Howaida Taha Mitwalli was stopped at Cairo airport by security as she tried to board a flight to Qatar, where the Al-Jazeera headquarters are located. Taha had been working on a documentary film about torture in Egypt and was allegedly stripped of her videotapes and computer. She was sentenced to six months in prison in May 2007 for "possessing and giving false pictures about the internal situation in Egypt that could undermine the dignity of the country."
 In December 2007, six insult and defamation lawsuits were brought against Wael El Ibrashi, editor-in-chief of the independent Sawt El-Omma. The lawsuits were reportedly filed by businessmen in response to articles published in Sawt El-Omma, "following legal transgressions reportedly committed by the companies run by the businessmen." (http://www.menassat.com/?q=en/news-articles/2641-dark-year-press-freedom-egypt)

 Manipulated and used for the wrong purposes/own agenda, inciting unhappiness  eg. the “Great Firewall of China”, which started because the China Communist party feared the China Democracy Party would breed a powerful new network that the party elites might not be able to control

 In Iran, the government deployed the Revolutionary Guards, Basij vigilante squads and special riot police officers to confront demonstrators protesting the 12 June 2009 presidential election results. General Yadollah Javani, director of the corps’s political arm, warned the public that there was no room for dissent. more Foreign press credentials were revoked and journalist visas were not renewed.

 Examples of government control over media scrutiny in Central Asian states (http://www.rferl.org/content/article/1068032.html):
 Kazakhstan – Although Kazakhstan has seen the harassment of journalists and media outlets that fall afoul of the state, the larger problem is one of access -- both to sensitive information and to the larger public. Asked whether freedom of the press exists in Kazakhstan, Darigha Nazarbaeva -- the daughter of President Nursultan Nazarbaev and a media magnate in her own right – said recently that one need walk only five minutes in Almaty to find a publication that elaborates "what a bad president we have and how I've monopolized the entire press." And she's right – an opposition press exists. But national television, with its enormous potential to shape popular opinion, remains either state-controlled or subordinate to allied interests -- as witnessed by a strict taboo on investigations of alleged corruption in the Nazarbaev family.
 Kyrgyzstan – Nowhere in Central Asia has the fate of the media reflected political upheaval as strikingly as in Kyrgyzstan of late. The true fall of President Askar Akaev in March 2005 took place not when he fled the seat of government before an advancing crowd, but when opposition leaders later made an impromptu appearance on state television. A heady period ensued, with revelations of Akaev-era skullduggery suddenly front and center in national media. But the honeymoon proved short-lived. A post-Akaev political morass deepened through 2005 and early 2006 amid high-profile contract killings and frustrated expectations of political and economic reform. And the media environment followed suit, with initial gains eroded by renewed state interference in television, salaried partisanship in the print media, and the rising influence of organized-crime groups.
 Tajikistan – Tajikistan's media environment has seen no such political upheavals. President Imomali Rakhmonov could rule through 2020, as long as he continues to secure reelection. He has consolidated his power in recent years -- seemingly with that aim in mind.The media have also felt the consequences. As the country nears the end of its first decade since the 1992-97 civil war, the state maintains a firm grip national television and politically relevant print outlets. Meanwhile, a handful of tiny independent newspapers fight an increasingly uphill battle for access to printing facilities and readers.
 Turkmenistan – The case of Turkmenistan speaks eloquently of a total stifling of media under blanket state control. News outlets trumpet the cult of President Saparmurat Niyzov and tout the purported glories of Turkmenistan's golden age under his rule. This reduces them to little more than a peephole on an otherwise sealed regime. The media unfailingly broadcast Niyazov's pronouncements and feast on the latest official to fall from grace. On April 24, for example, former Prosecutor-General Gurbanbibi Atajanov, who recently stepped down after a decade of dispatching onetime colleagues to unenviable fates, begged for mercy on the evening news as the president vilified her for corruption. Those same media outlets ignore whatever fails to fit the script of the decreed golden age.
 Uzbekistan – President Islam Karimov insists that Uzbekistan's media are at war. What foreign media reported as evidence of a massacre in Andijon in May 2005, the president and officials have described as an "information attack" intended to undermine Uzbekistan's stability and sovereignty. Print and broadcast outlets, controlled either directly or indirectly by the state, are required to fight off this alleged assault by detailing extremist threats and foreign plots. They are also tasked with explaining the country's shift of geopolitical allegiance to Russia and China. What space remains goes to a sanitized portrayal of Uzbek reality, with some warts left in – local corruption and economic difficulties – to lend credence to the grand official narrative espoused by slogans such as "Uzbekistan, a country with a great future."
 The press in Singapore has often been criticised for being too much of a government’s mouthpiece.
 Several publications, most notably the Far Eastern Economic Review, have been sued by Singapore’s government leaders for what are considered defamatory articles. The view is that such legal proceedings are an overkill as it generates more infamy and a more negative impression of the transparency of the democratic nature of the government. This stifles discussion of politics in Singapore and instils caution within her citizens.
 In late 1970s, Ho Kwon Ping, the Review's Singapore correspondent, was accused of endangering national security and fined $3,000. Lee Kwan Yew later charged FEER editor, Mr. Derek Davies, of participating in "a diabolical international Communist plot" to poison relations between Singapore and neighbouring Malaysia.
 In the 1980s, Lee banned the Review in Singapore after it published an article about the detention of Roman Catholic church workers.
 In 2006, after the publication of an article on Dr. Chee Soon Juan, an opposition politician and member of the Singapore Democratic Party, Singapore's Prime Minister Lee Hsien Loong and his father and minister mentor, Lee Kuan Yew, sued the publication for defamation alleging the magazine had suggested they were corrupt.
 However, defamatory statements against the government without evidence or basis have to be challenged as these will understandably undermine the trust of the people in the government.

ISSUE 6
From the passage

… the law would force "creative thinkers" to bite their tongue, and so produce a "veneer of tolerance concealing a snakepit of unaired and unchallenged views". (Passage B, l. 6–8)

Re-phrase of issue
Some freedom of expression should be allowed as excessive restrictions stifle opinions/ discussions/ creativity and could cause more problems instead.

Explanation/ Evaluation
 There is a fine balance between upholding the right to freedom of expression and protecting other human rights. In some countries, hate speech laws have been introduced to outlaw such expression but success of such laws is often questionable and could drive hate speech underground.
 While it may be necessary to ban certain extreme forms of hate speech and certainly to make its use by the state prohibited, parallel measures involving the promotion of a pluralistic media are essential to give voice to counter viewpoints.
 In China, no one may legally publish a book, newspaper, magazine, news Web site, or Internet publication without significant registered capital, a government sponsor, and government authorization. The government has the authority to revoke any publisher's license and force it to cease publishing. Those who violate Chinese publishing regulations are subject to heavy fines and long prison terms. This is used as a means to control public opinion.
 China's leaders also strictly control who may publish books and impose harsh regulatory and criminal penalties to deter individuals from attempting to engage in private publishing. The government requires that all books published in China have serial numbers and that officials regulate who may publish by exercising exclusive control of the distribution of these numbers. In March 2005, new regulations became effective that prohibit the publication, and allow the confiscation, of any book that "harms the honor of China," "propagates superstition," or "disturbs social order."
 As a result, China has a thriving underground publishing industry, and banned books, such as the "Survey of the Chinese Peasantry," are easily purchased from unlicensed publishers and retailers. By forcing unlicensed publishers to become criminals, however, the government is eroding respect for intellectual property and rule of law, as these illegal publishers are also de facto copyright violators (the illegal works are "pirated," since authors cannot collect royalties on them) and must bribe corrupt officials in order to keep operating. (http://www.cecc.gov/ pages/annualRpt/annualRpt05/2005_3e_expression.php)

 Iranian society has had a strong tradition of art since ancient times and a modern art movement with Western influences began in the early 20th century, reaching its peak in the 1970s. The 1979 Islamic Revolution put a stop to all this gharbzadeghi (“Westoxification”), with Ayatollah Khomeini’s regime quickly shutting down anything originating in the West. The art schools and academies were closed, and a more "popular" religious art, in the form of murals and politico-religious graffiti with its themes of Shi’ite martyrdom and the perennial battle between good and evil (with depictions of revolutionary heroism and battle scenes from the Iran-Iraq war) came to dominate.
 The 1990s saw an underground art movement surface and blossom into a vibrant art scene as galleries sprung up around the capital, Tehran. These became meeting points for young people and talking shops for cultural exchange. As has often been the case with the arts, repression became a catalyst, provoking artists to challenge the system with tongue-in-cheek social, religious, and political criticism and commentary. Despite this, the Islamic regime left artists largely to their own devices, even when younger artists introduced more and more audacious works in an attempt to force cultural and artistic change. Museums and institutions around the world began to seek out Iranian art and artists.
 In 2009 however, the government imposed more restrictions on artists and banned galleries that showed "un-Islamic" art. The culmination of this change in mood (more than strategy) was manifested in the regime’s reaction to some of the artists and works featured in Saatchi Gallery’s groundbreaking exhibition “Unveiled: New Art From the Middle East,” held in London earlier this year. Several participating artists felt it prudent not to return to Tehran after “visits” from the authorities to their studios, friends, and family in their absence. (http://www. artinfo.com/news/story/32096/the-politics-of-art-in-contemporary-iran/?printer_ friendly=1)

 There are depictions of reality in film that are censored. Royston Tan’s award-winning film, ‘15’, depicts the underbelly of gangsterism in Singapore. However, it was censored with 20 or more cuts before it was screened. This stifles the artist who wants to create an authentic work of art that reflects reality as they perceive it.



ISSUE 7
From the passage

The crux of the matter is that one person's attempt to shock, outrage and offend is another's legitimate form of creative expression. It is a murky area of discussion, one that is entirely subjective. (Passage B, l. 31–33)

Re-phrase of issue
Restrictions on freedom of expression have to take into account the fact that what constitutes something offensive is subjective. It is difficult to decide what restrictions to impose.

Explanation/ Evaluation
 Different people have different perceptions and may have different levels of acceptance.
 Damien Hirst’s works are seen as controversial and some find them questionable as works of art. However, many critics have also applauded and awarded him with many accolades. The artist attempts to break from previous art forms by creating new ones that are a rejection to what came before. Acceptance will naturally take some time. If there are restrictions to avoid controversy, there will be no new art created.
 Singapore’s erotic artist Martin Loh, notorious for his homo-erotic art, had to shelve his exhibition as the gallery practiced “self-censorship”, according to a Reuters news report in June 2008. He states that there is “no future for this kind of art”.
 What might not be deemed art now could well be deemed as such many years later. History is replete with examples of now famous and canonical works that were initially dismissed as “not art”.
 Throughout history, societies have reacted to scandals in art by calling for censorship and self-censorship. But such censorship have always been temporary. Social conventions change and along with that, perceptions of what constitutes art will also change. Dejeuner sur L’Herbe can now be seen in history of art textbooks.
 Eg. Marcel Duchamp’s Fountain—a urinal mounted 90 degrees to its usual position and signed pseudonymously “R. Mutt”. In 2004, the Dadaist piece, replicas of which are now displayed in museums around the world, was voted “the most influential modern art work of all time” by a panel of 500 experts. But in 1917, when Duchamp first submitted the piece for inclusion in the exhibition of the Society of Independent Artists in New York, it was hidden from view as having “no darn place in an exhibition of art”.
 Other famous works that were initially dismissed as “not art” include Andy Warhol’s Campbell Soup tins and Roy Lichtenstein’s comic-strip inspired paintings.



ISSUE 8
From the passage

Whatever offence people at the margins seek to cause, you have to trust that there are enough people at the core of society who will not be swayed to the extremes. (Passage B, l. 63–65)

Re-phrase of issue
People should have a reasonable amount of free speech as we must trust that the majority do know how to use it responsibly. We should not penalise the majority just because of a small group which abuses freedom of expression.

Explanation/ Evaluation
 As people become better educated and more exposed to global issues/ news with the constant development of technology in the mass media, it becomes even more difficult to impose too many restrictions on freedom of expression.
 New technologies, such as the Internet, and satellite and digital broadcasting, offer unprecedented opportunities to promote freedom of expression and information.
 Action by the authorities to limit the spread of harmful or illegal content through the use of these technologies should be carefully designed to ensure that any measures taken do not inhibit the enormous positive potential of these technologies.
 Imposing limitations on such technologies is a fine balancing act between defending the freedom of expression and information and ensuring protection from abuses e.g. spread of child pornography.






SAMPLE ANSWER A

Yes, I do agree freedom of expression should be restricted as I agree with Kevin Boyle and Cherian George who state in Passage A, paragraph 4, lines 27–32, that it is legitimate to require the individual’s freedom of expression to be exercised … to uphold public order, public morality and national security. I feel that freedom of expression should be restricted because every individual is part of a community and freedom of speech, if used inappropriately, could lead to instability and also security issues within the society. The freedom of speech is a right provided to an individual and an individual should utilise it with discretion. If personal discretion is not exercised, restrictions are necessary to ensure that this freedom is not abused. In Singapore, there were racial riots eminent during the 1960s commonly induced by verbal abuses from one race to another. The lack of restriction on the freedom of expression has thus led to instability and disruption within the country. However, comparing with the recent racist bloggers who posted defamatory remarks about other races and were brought to justice in court, the existence of laws restricting freedom of expression seems to deal with the situation in a more orderly and peaceful manner. Thus the restriction of freedom of speech ensures that individuals exercise discretion and uphold public order, morality and national security.

Nevertheless, freedom of speech is subjective and would be hard to restrict. In Passage B, paragraph 5, lines 31–32, Jonathan Duffy claims that “the crux of the matter is that one person’s attempt to shock, outrage and offend is another’s legitimate form of creative expression”. This is logical as an interpretation of speech or imagery tends to be subjective and varies depending on the perspective of different people. The Dutch comic strips depicting the Muslim prophet in controversial fashion was well-received in the country as a comedic parody but was met with hostility from the Muslim population. As such, it is true that the freedom of expression is subjected to perception.

Darren Lim, CG 02/09
Marks: 7 out of 8 R1 – but not addressing the question directly
R2

EX



EX

EX – clear link to R1
R3



R3/ EV- link to R2






EV
R2



EX

R3/ EV


Link to R1 not clear


SAMPLE ANSWER B

Freedom of expression should not be restricted.

In Passage B, Duffy argues that freedom of expression is “a murky area of discussion, and one that is entirely subjective”. I agree with him as I feel that there is no concrete line drawn to determine what is appropriate and what is inappropriate. It is unfair for a person’s work or opinion to be suppressed just because the law deems it as inappropriate, as everyone has different ideas of what is unique. People who are thought to spark controversy may just be creative in expressing their ideas and hence it is sad to see their ideas being rejected as long as the law says it is inappropriate. It is even worse if it is a conservative society, as many things would not be allowed. In 1997, Janet Jackson’s album “The Velvet Rope” was prohibited in Singapore as the government thought that it was inappropriate. If this happens often, artistes would not have the incentive to produce their works for fear of them being restricted as well. Hence, I believe that the issue of freedom of expression is too murky and uncertain. Hence, freedom of expression should not be restricted. However, that being said, it is true that some people can be too extreme in their views. For example, in Singapore, racist bloggers sparked tension and threatened social cohesion. Hence, freedom of expression in a racial context can be dangerous if people go overboard, as social cohesion can be eroded. However, as Duffy says, “(we) have to trust that there are enough people as the core of society who will not be swayed to extremes”. Hence, it should still be unrestricted as these people form only a small portion of society.

In Passage A, Boyle and George argue that “restrictions are frequently misused by governments to suppress legitimate speech and protest”. I agree with this because governments have the tendency to over-restrict political opinions to maintain their legitimacy. In China, people are not allowed to direct their protests to the central government and are only allowed to target the local governments. Hence, this is unfair as they are not allowed to express their needs or the difficulties they face, as there are too many restrictions. This would cause dissatisfaction amongst the people as well. However, it is sometimes important for a government to suppress protests, as it may lead to increased social unhappiness amongst the people, stirring up fights and unrest. In China, they have implemented the Great Firewall and 10000 or more workers have been employed to monitor it. This is to block out the bad things said about China. In this case, it is good to restrict the freedom of expression as these external factors might cause people in China to be upset with the government, in turn possibly leading to chaos. However, that being said, governments should still not overuse restrictions as people’s voices need to be heard.

Hence I feel that freedom of expression should not be restricted.

Amanda Chong, CG 33/09
Marks: 7.5 out of 8 R1

R2 – no line ref


EX



EX


EX/ EV
R3/ EV
Could have explained ‘inappropriate’ in what way
Links R3 to R2 and R1

R3 – more details needed

EV


EV – link to R1


R2 – no line ref again
EX
R3 – could have been more specific, ie. cite a specific incident
EV

EV

R3

EV


How does this tie in with the stand in R1? Answer has become rather confused

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