Conquer 2025 General Paper (GP) A Levels Compre Application Question (AQ) - GP Tuition

The Compre topic this year is: Artificial Intelligence. For future J2s, a fun tip is to realise that the AQ topic will always be something that didn’t come out in the Essays that year!

I would now outline all the possible quotes that can be discussed from each of the passages. Note that this is once again just a reference, it does not mean that you are definitely wrong if you had chosen a different quote. These are recommended because they encompass key arguments that the authors have presented. How do we know what quote to choose?

Features of key arguments from Passages (i.e. how do we find the best quotes to respond to?):

Clearly leans positive or negative (because they need to build towards the larger view the author has towards the issue – reading the title of each passage will clearly indicate their view)
Has stronger vocabulary which allows the author to articulate complex ideas, while emphasising their stand
Often elaborated over a few lines, or even across paragraphs. Repeating = the author finds it important
May even be discussed in another passage, either supporting or undermining it. Again, the same issue recurring = many authors find this aspect of the topic important
Should not be an example. Arguments must be focused on logic and opinion. They can draw from the significance of examples, but not the facts because facts are just descriptive!

Possible Arguments from 2025

Passage 1 (Harms of AI):

Pro Tip: This passage starts with 2 paragraphs of benefits, but we know the main view is on harms. Clue is found in the title “author questions the use of AI and its impact”. As such, we should only take the negative points from this passage; points discussed should always be aligned with the author’s intended message/stand, not just any part we feel like responding to! The positive parts are mentioned very briefly (in only 3 sentences) as a preamble, a mini-counter which the author will immediately rebut to transit into their main stand. Note that this is very different from Passage 2.

Pro Tip: Try not to see quotes as just talking about 1 specific issue. Try to cluster a few of them together to capture the complete argument. This will allow for a deeper discussion as we explore underlying issues, rather than just symptoms!

Obsolescence of humans: “human labour may no longer be needed as everything can be done automatically” + “will people become lazier if their bodies and brains are less engaged”
- P3 related – “fewer teachers being employed — possibly even none”
Exploitation by industry: “Fat cats in the tech industry are indifferent to these concerns” + “obsession with AI… helps them profiteer”
Flaws of machine learning: “Machine learning systems are too error-prone to be relied upon” + “they incorporate the racial, gender and ethnic biases implicit in the data on which they were trained” + “irredeemably opaque” + fail to meet democratic requirements of accountability”
- P2 related – “no concept of how any of the words it produces relates to the real world”
Problematic algorithms on social media: “AI algorithms, bombards users with content” + “algorithm’s failure to filter out harmful and inaccurate content”

Passage 2 (Harms + Benefits of AI):

Pro Tip: Related to the previous tip above, the main view of this passage is more balanced because the title says “discusses the relationship between AI and education” + the SQ also indicates for us to pick out both positive and negative points. Hence, we can pick up anything from here.

Disruptive and lacking (-ve): “generative AI tools… profoundly disrupt this sector” + “woefully equipped to benefit from AI that is flooding the market” + “education system should recognise the unique aspects of human intelligence… current AI tools might not be developed to provide this”
Impact on students (+ve): “Enable much more personalised and adaptive learning experience”
- P3 related – “ChatGPT-style tutors have the potential to hugely enrich education and widen global access by delivering personalised tuition” + “delivering a pretty high quality of education to nearly every child“
Impact on teachers (+ve): “release teachers from administrative tasks, giving them more opportunities to spend time with students”

Model AQ (Written by Mr Zach)

The passages examined a plethora of different impacts AI has. For its benefits, AI can transform society in meaningful ways, specifically in the field of education to enhance learning and alleviate the burden of teachers. Yet, there are concerns over the potential obsolescence of humans, exploitation by the tech giants, and even the flawed nature of data being used to power machine learning. For Singapore, I believe that the benefits are much more germane due to thoughtful policies to mitigate problems and fully leverage the prowess of what AI has to offer.

(Quote + Paraphrase) In passage 1, the author propounds that AI “incorporate the racial, gender and ethnic biases implicit in the data on which they are trained” and that the process is “irredeemably opaque”. This suggests that AI algorithms are built upon existing data that could be skewed and perpetuate discrimination, and the obscurity of the process renders it difficult to scrutinise the quality. (Mini Counter + Rebuttal) Admittedly, there are grounds for this sentiment given that Singapore also uses the same AI language learning models imported from global companies, thereby being susceptible to all its problems. (Evaluation + Feature of Singapore) However, the situation here is much more optimistic due to the robust interventions and frameworks established by the government to precisely address these concerns. Singapore has the foresight to preemptively respond to these challenges even as they are emergent, thereby mitigating the potential harms of AI. (Eg + Exp 1) A strong case in point would be the use of AI to screen resume applications. Reports and parliamentary discussions have acknowledged that some firms’ AI-driven tools may inadvertently disadvantage applicants based on gender, race or age. This prompted MOM and the Tripartite Alliance for Fair and Progressive Employment Practices (TAFEP) to issue Fair Hiring Guidelines, explicitly warning against blind reliance on algorithmic tools. In 2025, this was further updated in the published AI Governance Framework that provides critical guidelines to advise the industry on the responsible use of AI. These measures help to position AI as a complementary tool, where companies will still exercise discretion to ensure the key principles of fairness and equal opportunity in Singapore’s multicultural workforce. (Eg + Exp 2) In another context, bias and opacity also surfaced in financial services, where major banks like DBS and OCBC increasingly use algorithms for credit scoring and fraud detection. The Monetary Authority of Singapore (MAS) has publicly recognised the risks of such systems producing unjust or inexplicable outcomes. In response, MAS launched the Veritas Initiative in 2020, a national framework that guides banks to align AI use with fairness, ethics, accountability and transparency (the FEAT principles, aligned with OECD standards). (Link) The fact that the National AI Strategy extends to diverse fields and promptly ameliorates identified gaps helps Singapore to optimally leverage AI in a responsible way.

(Quote + Paraphrase) Passage 2 highlights that AI “enables much more personalised and adaptive learning experiences”. This is further supported by passage 3 elucidating that AI can “hugely enrich education and widen global access by delivering personalised tuition”. These suggest that AI acts as a powerful tool that individual students worldwide can utilise to create a tailored and enhanced learning experience. (Evaluation + Feature of Singapore) This is especially prominent in Singapore because the larger education ecosystem reflects a concerted, nationwide effort to embed AI across all levels of learning; it is not only up to students to leverage AI on their own. (Eg + Exp 1) For instance, The Ministry of Education’s EdTech Masterplan 2030 encapsulates this goal by promoting AI tools such as the Student Learning Space (SLS), which tracks students’ progress and recommends resources suited to their pace and proficiency. MOE is ingeniously adopting AI to fulfil its objective of ensuring that learning is more differentiated and individualised. At the tertiary level, Ngee Ann Polytechnic and the National University of Singapore (NUS) employ predictive analytics and AI chatbots to identify disengaged or struggling learners and offer early academic interventions. Collectively, these initiatives ensure that each student benefits from a more personalised, data-informed, and responsive learning experience. (Eg + Exp 2) Another area to consider is the local EdTech startups who have also demonstrated how AI can drive customised learning experiences. KooBits, for example, uses data analytics to track students’ performance in primary-level mathematics and provides targeted exercises to address specific weaknesses. Similarly, Geniebook employs AI algorithms and virtual assistants to generate personalised practice papers and instant feedback, adapting to each learner’s evolving abilities. During the COVID-19 pandemic, when home-based learning became the norm, these platforms allowed students to continue learning at their own pace. This reflects how AI can make education not just digital, but deeply responsive to individual needs. (Link) Evidently, in Singapore’s education landscape, the benefits of AI are realised on a systemic level, driven by coordinated and comprehensive initiatives rather than relying solely on individual users to harness them effectively.

10 Key Learning Points from a strong AQ

Observe these from the sample above 🙂

Referencing the most important arguments discussed
1 BP should reference a positive argument while another BP discusses the negative argument (regardless of whether there are two-sided balanced passages)
Both BPs should touch on a different aspect of this Topic. For instance, BP1 looks at machine learning whereas BP2 looks at education. We should not have both BPs looking at the same aspect because it will compromise scope!
Precise and well-explained paraphrasing of the quoted ideas to show understanding
Evaluative phrases that demonstrate critical thinking
Insightful feature of Singapore that reflect a very nuanced understanding of the situation in Singapore
Thoughtful links back to the author’s point to constantly engage with it, instead of digressing to only talk about Singapore (remember the A in AQ = Apply, apply to the local context!)
Well-chosen examples that are major case studies, not just random statistics or speculative generalisations. These should also clearly relate to the Topic (in this case, AI)
Logic-driven and cogent arguments when we explain the examples, to show the significance of these facts. Specifically, how do these SG examples relate to the author’s arguments?
Diverse perspectives in the examples (policies, legal frameworks, guidelines, institutions, companies etc.)

If you appreciate this piece and would like to learn more on how you can also replicate a high quality AQ, consider joining us in our weekly lessons (click to find out more on how you can also benefit!). We will learn all these and much more to conquer all the GP requirements. From our lessons, there will also be many more such samples available 🙂 And of course, lessons would include practices where you will also get individualised feedback from Mr Zach for your work, and you will know exactly what and how to improve!

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Yay, congratulations to the J2s of 2024, because you have completed an important milestone. Good job on putting in your best effort for GP. Now it is time to take a short break and refocus your efforts on other remaining subjects. Stay motivated and stay confident 😄!!

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