Select and synthesise details for a purpose
Combine relevant evidence from two linked passages in your own words without adding outside claims.
Section P1-S2 · Paper 1 Section 2 · directed writing from linked sources
Exam scope and assessment notes
This is an original online starter guide, not the complete approximately 130 guided learning hours, full-length timed papers, a Cambridge mark scheme, or an official grade. The short Chinese examples and all Chinese-language instruction need review by a qualified first-language Chinese teacher before publication. StudyForA self-checks cannot judge character formation, idiom, register or literary interpretation to Cambridge standards. Classical Chinese practice here teaches an approach but does not provide a complete, teacher-checked collection of Ming-dynasty texts.
Before you begin
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Which study action is best supported by this lesson?
What you will learn
- R5: select information for specific purposes.
- Synthesize relevant evidence from two texts.
- Sequence facts and ideas for a stated audience and form.
Use the task as a filter
Section 2 uses two thematically linked non-fiction passages with up to 600 Chinese characters combined. Candidates write an argumentative or discursive response of about 250–350 characters, using their own words and the source ideas.
Read the audience and purpose first. Mark which details support each requested point, then compare whether passages agree, add a new angle or qualify one another.
Synthesize rather than list
A synthesis groups related evidence from both sources under an idea. It should preserve differences between the sources and avoid inserting outside ideas.
A useful plan can mark A-only, B-only and shared points before drafting. This makes the response easier to organise and helps prevent repetition.
Sources for this lesson
Pause and explain
Two passages give different reasons for a proposal. Must a synthesis pretend that they agree?
Worked example
Passage A says a reading club gives students time to exchange book recommendations. Passage B says the club is easier to attend when it meets during lunch. The prompt asks for ways the club supports reading and participation.
Show the worked solution
- Select the recommendation exchange as a reading benefit.
- Select lunchtime as an access arrangement.
- Connect them to the two parts of the prompt without adding a claim about grades.
Answer Plan: reading support—students exchange recommendations; participation support—a lunchtime meeting is easier to attend. These are distinct ideas, and neither passage claims that grades improved.
Try a topic test
Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.
Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
Source A says a walking route is shaded. Source B says it passes a library and a clinic. The task asks for comfort and useful destinations. Sort the points.
Give me a hint
Match each source detail to a heading.
Compare my reasoning
- Identify the comfort detail.
- Identify the destinations.
- Write one concise point under each heading.
Comfort: the route is shaded. Useful destinations: it passes a library and a clinic. Keep the points separate because they answer different parts of the prompt.
Look for these in your work
- Uses both sources
- Matches each detail to the heading
- Preserves both destinations
Two passages describe a phone-free study hour. One says it reduces interruptions; the other says some students need a phone for family responsibilities. Plan a balanced response from the sources.
Give me a hint
Include both the benefit and qualification.
Compare my reasoning
- State the reported benefit.
- State the access concern.
- Avoid claiming one view represents every student.
A balanced plan says a phone-free hour may reduce interruptions, while some students need contact for family responsibilities. The response should recognise both and avoid assuming the same rule suits every learner.
Look for these in your work
- Synthesises both positions
- Explains the qualification
- Does not generalise beyond the sources
A directed-writing task asks whether a town should add bicycle parking. Passage A gives safety concerns about existing parking; Passage B reports that covered stands protect bicycles from rain. What evidence belongs in the response, and what outside claim should you avoid?
Give me a hint
Use the two texts and identify an unsupported outcome.
Compare my reasoning
- Select the safety concern.
- Select the weather-protection benefit.
- Do not claim that cycling will increase unless a source supports it.
Use the reported safety concern and the covered stands' protection from rain. Avoid claiming that the proposal will increase cycling or reduce traffic unless the passages provide evidence for that result.
Look for these in your work
- Uses both sources
- Evaluates a benefit and concern
- Avoids unsupported effects
Common mistakes
- Copying a whole source sentence instead of synthesising
- Using only one passage
- Adding personal knowledge when the task requires source information
What can you explain now?
Two passages give different reasons for a proposal. Must a synthesis pretend that they agree?
Compare with the explanation
No; show each reason and explain how they relate
Accurate synthesis preserves agreement, additions and differences.
After trying it yourself, choose your next review. This is your self-assessment.
Your review choice appears on Today. Sign in to sync it across devices.
Make it stick
Explain one decision that helps you r5: select information for specific purposes.
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.