For SEC 2027 G3 Humanities (Social Studies, Geography) K335, students need two sets of vocabulary: words for evaluating evidence and making civic judgements in Social Studies, and words for analysing places, tourism, climate and tectonic hazards in Geography. Here are 200 useful terms with plain-English definitions, followed by practical source-based-question examples, geographical calculations, exam structure and a revision plan.

K335 combines two compulsory papers, not two separate subject entries. Paper 1 Social Studies is 1 hour 45 minutes, 50 marks, 50%; Paper 2 Geography is also 1 hour 45 minutes, 50 marks, 50%. The earlier reference code is 2260. This is a curated eduKate learning glossary—not an official SEAB-prescribed list of 200 words. Use the 2027 official K335 syllabus to confirm the exact exam instructions and topic coverage.

Quick answers for parents and students:

• Social Studies: 35 marks for compulsory source-based case study and 15 for structured responses.
• Geography: answer Geography in Everyday Life (14 marks), Tourism (18), then either Climate or Tectonics (18).
• Learn what the word asks you to do, not merely a memorised dictionary definition.
• Practise the K335 9-mark Geography evaluation as a reasoned judgement with criteria and limits.
• Use real situations for reading skills, but never invent fieldwork data or claims about local communities.
• Check the actual registered code: K335 is different from standalone G3 Geography K329 and G3 Humanities (Social Studies, History) K336.

1–10: Social Studies source-handling basics

1. inference — A conclusion reasonably drawn from evidence.
2. source — Material providing information about a question.
3. provenance — Information about where a source came from.
4. authorship — Who created the source.
5. purpose — Reason a message was produced.
6. audience — People the message was meant to reach.
7. claim — Statement that may require verification.
8. evidence — Information used to support a conclusion.
9. relevance — Direct connection to the question asked.
10. context — Circumstances needed to interpret a claim.

Apply the meaning: Choose one term and support its use with a short, real or hypothetical example.

11–20: Using several sources critically

11. corroboration — Support found in another independent source.
12. contradiction — A disagreement between accounts or claims.
13. cross-reference — Comparison with other sources or knowledge.
14. reliability — How dependable a source is for a specific claim.
15. utility — How useful a source is to the inquiry.
16. bias — Perspective or preference that can affect presentation.
17. limitation — What a source cannot establish.
18. perspective — Particular position from which an issue is viewed.
19. assumption — An idea accepted without sufficient proof.
20. reasoned judgement — Conclusion reached after weighing evidence.

Apply the meaning: Explain a common wrong interpretation, then repair it by referring to evidence.

21–30: Citizenship and civic identity

21. citizenship — Legal and social relationship between an individual and a state.
22. national identity — Sense of belonging to a nation.
23. shared values — Principles regarded as important by a community.
24. civic participation — Involvement in community or public affairs.
25. public interest — Collective wellbeing considered in decisions.
26. civic responsibility — Duty to contribute responsibly to society.
27. social cohesion — Degree of mutual connection and trust in society.
28. volunteerism — Giving time or effort freely for community benefit.
29. collective action — People acting together towards a common goal.
30. belonging — Feeling accepted and connected to a community.

Apply the meaning: Compare two related terms and state why they cannot be exchanged without changing meaning.

31–40: Governance and public choices

31. governance — How authority is exercised and decisions implemented.
32. representative democracy — Political system where elected representatives make public decisions.
33. rule of law — Principle that authorities and people are subject to law.
34. public policy — Government plan or action addressing an issue.
35. enforcement — Applying rules and laws in practice.
36. accountability — Responsibility to explain actions and consequences.
37. stakeholder — Person or group affected by a decision.
38. trade-off — Accepting a cost to gain another benefit.
39. meritocracy — Principle of recognising ability and contribution.
40. policy implementation — Putting a decision or rule into practice.

Apply the meaning: Turn the term into a question you could reasonably investigate.

41–50: Diversity and cultural interaction

41. diversity — Variety among people and communities.
42. ethnicity — Shared cultural or ancestral identification.
43. nationality — Formal or social connection with a nation.
44. religious practice — Activities linked to a faith tradition.
45. socioeconomic status — Position shaped by income education or occupation.
46. cultural exchange — Sharing practices and ideas across communities.
47. stereotype — Oversimplified assumption about a group.
48. prejudice — Prejudgement that may lead to unfair treatment.
49. discrimination — Unfair action based on group characteristics.
50. mutual respect — Treating differing people with dignity.

Apply the meaning: Choose one term and support its use with a short, real or hypothetical example.

51–60: Approaches to social harmony

51. social harmony — Peaceful coexistence supported by understanding.
52. assimilation — Process of adopting the dominant group’s practices.
53. integration — Participation in society while maintaining meaningful differences.
54. inclusion — Enabling varied groups to take part fairly.
55. tolerance — Allowing differences even amid disagreement.
56. empathy — Understanding another person’s experience.
57. common space — Setting where people of different backgrounds interact.
58. dialogue — Discussion aimed at understanding differing views.
59. inequality — Unequal distribution of opportunities or resources.
60. shared responsibility — Obligations distributed among people and institutions.

Apply the meaning: Explain a common wrong interpretation, then repair it by referring to evidence.

61–70: Globalisation and its drivers

61. globalisation — Growing worldwide interconnection of economies people and cultures.
62. interdependence — Mutual reliance between countries or people.
63. interconnectedness — Being linked through flows and relationships.
64. multinational corporation — Company operating in multiple countries.
65. digital connectivity — Ability to communicate through networked technologies.
66. transport innovation — Improvement that changes movement of people or goods.
67. supply chain — Connected production and delivery activities.
68. cross-border trade — Buying and selling across national boundaries.
69. international migration — Movement of people between countries.
70. technological change — Development and adoption of new tools.

Apply the meaning: Compare two related terms and state why they cannot be exchanged without changing meaning.

71–80: Economic and cultural globalisation

71. economic opportunity — Potential benefit from business or employment.
72. economic vulnerability — Exposure to damaging changes in economic conditions.
73. employment transition — Shift between jobs or kinds of work.
74. reskilling — Learning new skills for changing roles.
75. cultural diffusion — Spread of practices or ideas between societies.
76. cultural dilution — Weakening of certain distinctive cultural practices.
77. cultural preservation — Actions protecting valued traditions.
78. consumer choice — Range of possible purchases available to buyers.
79. market competition — Rivalry among sellers for customers.
80. adaptive response — Change made to manage new circumstances.

Apply the meaning: Turn the term into a question you could reasonably investigate.

81–90: Security in an interconnected world

81. cyber threat — Potential digital attack or harmful network activity.
82. cybersecurity — Protection of information systems and data.
83. transnational terrorism — Terrorist activity crossing national borders.
84. cross-border cooperation — Authorities or groups working across countries.
85. vigilance — Careful attention to warning signs.
86. misinformation — False information spread without necessarily intending deception.
87. disinformation — False information deliberately spread to mislead.
88. risk communication — Sharing useful information about threats and responses.
89. resilience — Capacity to prepare cope and recover from shocks.
90. security measure — Action intended to reduce a threat.

Apply the meaning: Choose one term and support its use with a short, real or hypothetical example.

91–100: Writing structured Social Studies answers

91. explanation — Account of why or how something occurs.
92. recommendation — Suggested course of action with reasons.
93. evaluation — Judgement using evidence and criteria.
94. comparison — Identification of similarities and differences.
95. balanced conclusion — Judgement recognising relevant competing considerations.
96. priority — An outcome regarded as more important than another.
97. consequence — A result following a decision.
98. qualification — Limit that makes a statement more accurate.
99. counterargument — Reasoned alternative challenging an initial claim.
100. substantiation — Detailed support making a claim convincing.

Apply the meaning: Explain a common wrong interpretation, then repair it by referring to evidence.

101–110: Thinking geographically

101. place — A location with distinctive physical and human features.
102. space — Arrangement and relationship of things across locations.
103. scale — Geographical level from local to global.
104. region — Area with identifiable shared characteristics.
105. distribution — Pattern of where something is found.
106. spatial pattern — Recognisable arrangement across an area.
107. human-environment interaction — Ways people and natural systems affect one another.
108. sustainability — Meeting needs without undermining future conditions.
109. landscape — Visible features of a place.
110. geographical inquiry — Systematic investigation of people places or processes.

Apply the meaning: Compare two related terms and state why they cannot be exchanged without changing meaning.

111–120: Maps, graphs and geographical data

111. legend — Explanation of symbols on a map.
112. map scale — Relationship between map distance and actual distance.
113. grid reference — Numbered location identifier on a map.
114. latitude — Angular location north or south of the Equator.
115. longitude — Angular location east or west of a reference meridian.
116. thematic map — Map showing a selected variable or issue.
117. choropleth map — Map shading regions by data value or class.
118. line graph — Graph displaying change across an ordered variable.
119. scatter plot — Graph showing paired numerical observations.
120. data trend — General direction of change in observations.

Apply the meaning: Turn the term into a question you could reasonably investigate.

121–130: Fieldwork and sound evidence

121. fieldwork — Investigation conducted at a real location.
122. primary data — Information collected firsthand for the inquiry.
123. secondary data — Information gathered earlier by others.
124. sampling — Choosing a subset for observation.
125. questionnaire — Structured set of questions for respondents.
126. transect — Line along which observations are systematically made.
127. environmental quality survey — Structured assessment of selected place conditions.
128. measurement — Determination of a value using an instrument.
129. validity — How well a method addresses its intended question.
130. sampling bias — Systematic distortion caused by who or what was selected.

Apply the meaning: Choose one term and support its use with a short, real or hypothetical example.

131–140: Tourism activities and flows

131. tourism — Activities involving temporary travel outside one’s usual environment.
132. tourist — Visitor travelling for leisure or another qualifying purpose.
133. origin region — Area from which visitors begin a journey.
134. destination region — Area receiving visitors.
135. transit route — Link travelled between origin and destination.
136. attraction — Feature encouraging visitors to travel somewhere.
137. accessibility — Ease with which a destination can be reached.
138. tourism infrastructure — Facilities supporting travel and stays.
139. itinerary — Planned route and schedule for a trip.
140. seasonality — Recurring changes in visitor numbers across a year.

Apply the meaning: Explain a common wrong interpretation, then repair it by referring to evidence.

141–150: Tourism benefits and pressures

141. tourism revenue — Income earned from visitor spending.
142. job creation — New employment generated by activity.
143. multiplier effect — Further spending induced by an initial injection of money.
144. economic leakage — Visitor revenue leaving the destination economy.
145. overcrowding — More visitors than an area can comfortably accommodate.
146. destination image — How a place is perceived by potential visitors.
147. cultural commodification — Presenting cultural activities chiefly as products.
148. environmental degradation — Deterioration in natural conditions.
149. local livelihood — Work and resources sustaining local residents.
150. carrying capacity — Level of use a place can sustain under stated criteria.

Apply the meaning: Compare two related terms and state why they cannot be exchanged without changing meaning.

151–160: Sustainable tourism management

151. ecotourism — Travel emphasising natural environments and responsible practices.
152. community-based tourism — Tourism involving local residents in decisions and benefits.
153. visitor management — Measures guiding or limiting use of destinations.
154. conservation — Protection and careful management of resources.
155. impact assessment — Study of likely or observed effects.
156. mitigation strategy — Action intended to reduce unwanted consequences.
157. monitoring — Repeated checks that reveal change.
158. visitor education — Information encouraging responsible tourist conduct.
159. stakeholder consultation — Gathering perspectives from affected groups.
160. long-term viability — Ability to continue operating sustainably over time.

Apply the meaning: Turn the term into a question you could reasonably investigate.

161–170: Weather, climate and observations

161. weather — Short-term atmospheric conditions.
162. climate — Long-term patterns of atmospheric conditions.
163. temperature — Measure of how hot or cold something is.
164. rainfall — Amount of precipitation collected over a time.
165. humidity — Content of water vapour in the air.
166. air pressure — Force exerted by atmospheric air per unit area.
167. wind direction — Direction from which the wind blows.
168. microclimate — Local atmospheric conditions differing from nearby areas.
169. rain gauge — Instrument collecting rainfall for measurement.
170. anemometer — Instrument measuring wind speed.

Apply the meaning: Choose one term and support its use with a short, real or hypothetical example.

171–180: Climate change and responses

171. greenhouse effect — Warming caused by atmospheric absorption and emission of infrared radiation.
172. greenhouse gas — Gas absorbing and emitting infrared radiation.
173. global warming — Long-term rise in global average surface temperature.
174. sea-level rise — Increase in average ocean level.
175. heatwave — Extended period of unusually high temperatures.
176. drought — Prolonged shortage of available water often linked to low rainfall.
177. climate adaptation — Adjustment to actual or expected climate impacts.
178. climate mitigation — Reduction of emissions or increase in carbon removal.
179. carbon footprint — Estimated emissions attributed to an activity.
180. climate resilience — Ability to cope with climate-related disruption.

Apply the meaning: Explain a common wrong interpretation, then repair it by referring to evidence.

181–190: Plate tectonics and Earth’s surface

181. tectonic plate — Moving portion of Earth’s rigid outer shell.
182. lithosphere — Rigid crust and uppermost mantle.
183. mantle — Layer beneath Earth’s crust.
184. plate boundary — Zone where tectonic plates meet.
185. subduction — One plate sinking beneath another.
186. divergent boundary — Zone where plates move apart.
187. convergent boundary — Zone where plates move towards one another.
188. transform boundary — Zone where plates slide past one another.
189. volcano — Opening or landform releasing magma and gases.
190. magma — Molten rock beneath Earth’s surface.

Apply the meaning: Compare two related terms and state why they cannot be exchanged without changing meaning.

191–200: Earthquake hazards and disaster risk

191. earthquake — Ground shaking from sudden energy release within Earth.
192. epicentre — Surface point directly above an earthquake’s focus.
193. focus — Point within Earth where an earthquake rupture starts.
194. magnitude — Measure of the earthquake’s size.
195. intensity — Strength of shaking or effects at a location.
196. tsunami — Series of long waves often triggered by seabed displacement.
197. exposure — People and assets situated in a hazard area.
198. vulnerability — Conditions making people or systems susceptible to harm.
199. disaster preparedness — Planning and practising before hazards.
200. early warning — Timely alert intended to reduce potential damage.

Apply the meaning: Turn the term into a question you could reasonably investigate.

How to answer Social Studies source-based questions without guessing

The first responsibility in a source-based question is to distinguish what the source actually states from what you infer. A speech saying “This programme will strengthen neighbourhood relationships” proves that a speaker expressed that intention; it does not prove every resident experienced stronger relationships. Students should identify the statement, author, audience and context before assigning reliability. Ask whether a source supports a specific claim, not whether the entire creator is permanently trustworthy or untrustworthy.

Worked example: two sources about a community event

Invented practice Source A: a local organiser says, “Our new community festival gave residents a chance to meet their neighbours.” Invented practice Source B: a resident says, “I liked the performances, but elderly neighbours found the venue difficult to reach.” A weak comparison states that the sources are completely contradictory. A better answer identifies the organiser’s positive emphasis on social contact and the resident’s specific accessibility concern. Both descriptions could be true. The question is whether they conflict on a particular proposition, and whether additional evidence is needed to judge overall success.

A claim of bias is meaningful only when supported. The organiser may have an interest in presenting the event positively, but that does not prove the statement is false. The resident has direct experience of one visit but may not represent everyone. A fair answer uses context, scope and corroboration to decide how far each claim can be relied upon. It may conclude that the event created opportunities while leaving an accessibility problem unresolved.

Understanding the final multi-source question

The 2027 K335 Social Studies source-based case study has five questions: the first four together carry 25 marks, while the fifth asks students to consider multiple sources and a different perspective, for 10 marks. Students should not treat this last question as an invitation to repeat the first answer five times. Sort sources by the propositions they support and challenge, recognise why their vantage points differ, and reach a qualification grounded in the source set. A response can acknowledge that different stakeholders experience the same policy differently.

Social Studies structured responses: 7 marks and 8 marks

Question 6 is worth 7 marks and considers an issue in Singapore, requiring a reasoned argument or recommendation. Question 7 is worth 8 marks and asks for two factors or perspectives and their relative importance, or a balanced conclusion. A learner should check what the question requires: suggest measures is different from weigh which factor matters more. Use well-chosen examples that connect directly to the mechanism being discussed.

Three Social Studies issues, each with a different vocabulary emphasis

Exploring Citizenship and Governance: ask how legal rights, identity, public institutions, values and public choices interact. Living in a Diverse Society: examine stereotypes, cultural exchange, tensions, common spaces and practical routes to harmony. Being Part of a Globalised World: analyse economic opportunities and insecurity, cultural influences, international interdependence, cyber threats and responses by citizens and governments. Good answers avoid declaring one group entirely right and another entirely wrong without checking the factual basis.

Geography Paper 2: learn the correct K335 route

Question 1 (14 marks) is Geography in Everyday Life, including thinking geographically, sustainable development and geographical methods. Question 2 (18 marks) is Tourism, including activity, development and sustainability. In Section B, candidates answer either Question 3 on Climate or Question 4 on Tectonics, each worth 18 marks. A 9-mark AO3 evaluation question appears in either the Tourism or chosen Section B question. That format is not identical to the standalone K329 Geography paper.

Because the paper includes optionality, the student should understand what is taught and prepared by their school. Avoid attempting both Section B choices simply because both appear in a revision book, unless the school has recommended this for practice. Under examination conditions the instruction is to answer one of the two.

Worked example: reading a geographical pattern

Imagine a hypothetical map showing many cafés concentrated near a major transport interchange, with fewer cafes around quiet residential blocks. A good description says the cafés are clustered near the interchange. An explanation might suggest that pedestrian flows make the location attractive to businesses. But the map alone does not establish the causal claim: rental costs, zoning, consumer demand and the time of data collection could also influence locations. Describe the pattern first and distinguish an inference from a demonstrated cause.

Worked example: scale and distance

On a map with scale 1:25,000, a measured distance of 4 cm represents 100,000 cm or 1 km on the ground. Correct units matter as much as calculation. A student might accurately locate an attraction but miscalculate distance by confusing centimetres and metres. The repair is to label each conversion step and judge whether the final result makes sense for the mapped area.

Tourism: benefits do not arrive without consequences

Suppose a coastal town invests in new attractions. More visitors may create income for hotels, shops and guides, but could also strain public transport, generate waste and change the affordability of local services. Economic leakage describes spending that flows out of the destination rather than circulating locally. Carrying capacity expresses how much use can be sustained under criteria; it is not one universally fixed number independent of management decisions or visitor behaviour.

A strong evaluation identifies who benefits, who bears costs and whether management responses are feasible. Visitor limits, education, improved transport and community participation can address different problems. A 9-mark answer should not simply say “tourism is beneficial” or “tourism is harmful”. It should compare effects over time, explain limitations and arrive at a justified decision.

How to evaluate a tourism strategy in nine marks

Consider a proposed visitor booking system for a popular attraction. The system may reduce crowding by limiting peak-time entries, helping protect the experience and site conditions. But it may disadvantage visitors without flexible schedules or digital access, and it cannot solve every waste or transport problem. A balanced judgement might favour the system as one part of a larger visitor-management package, with accessible alternatives and continued monitoring. This is the structure: strategy → benefit → evidence or mechanism → limitation → reasoned conclusion.

Climate: mitigation versus adaptation

Mitigation concerns reducing greenhouse gas emissions or increasing removal; adaptation concerns adjusting to impacts such as heat, heavy rain and sea-level rise. A city building flood barriers is primarily adapting to risk. A programme switching to lower-emission energy sources is primarily mitigating climate change. Some measures may help both aims. Distinguish the objective before judging success.

In the Singapore context, discussion of climate can connect to green space, exposed walkways, heavy rain preparedness and coastal protection. But students should not claim that one day’s heat proves global climate change or that one storm can be attributed to one cause without scientific analysis. Weather observations and long-term climate trends are different evidence categories. Support claims using official or properly sourced measurements when available.

Tectonics: separate hazard, exposure and vulnerability

An earthquake is a physical hazard. Its impact varies with magnitude, depth, distance, building quality, preparedness and people exposed. Exposure means people and assets are located where an event can affect them; vulnerability concerns susceptibility to damage. Two locations experiencing similar shaking may have sharply different outcomes. Do not call an event a disaster solely because the magnitude looks large.

Subduction occurs when one plate moves beneath another at a convergent boundary. It can be associated with powerful earthquakes, volcanoes and tsunamis under particular conditions. By contrast, divergent boundaries and transform boundaries involve different motion and characteristic processes. A labelled sketch explaining plate movement is more valuable than merely remembering “volcanoes happen at boundaries”.

How to practise fieldwork without inventing observations

Punggol provides useful discussion settings such as public transport routes, shared public spaces and waterfront paths. Students could form a safe, teacher-approved inquiry question about shade, pedestrian use or accessibility. Record the time and location of measurements, select appropriate sampling methods and consider consent before approaching participants. Explain whether the measurements are representative and what limits remain. Never fabricate readings or attach unrelated photographs as if they document a field visit.

For example, if a learner recorded temperatures in sheltered and exposed spaces, they would need to consider instrument type, measurement height, timing, weather and surface conditions. Even a consistent difference in one short session does not establish annual urban heat patterns. Treat it as an observation that invites further inquiry. Good geography begins with curiosity and disciplined evidence.

Four-week 200-word vocabulary plan

1. Week 1: practise Social Studies source skills and governance words. Write short claims supported by evidence; compare two different perspectives on a fictional local proposal.
2. Week 2: practise diversity, globalisation and structured responses. Write a seven-mark response explaining a proposed action and an eight-mark response weighing two factors.
3. Week 3: practise geographical maps, fieldwork and tourism. Annotate patterns, work with scale and evaluate visitor-management choices.
4. Week 4: practise the school’s Climate or Tectonics option and mixed unseen materials. Revisit terms that led to incorrect reasoning rather than repeatedly copying everything.

Five to ten weak terms per session is sufficient for a start. Test meaning through a new source, map, graph or argument a few days later. The vocabulary is learned when it can be used independently under a different question.

Frequent mistakes to repair

• “A biased source is always useless”: its viewpoint may still reveal intentions and attitudes.
• “A map explains its own cause”: describe patterns before testing reasons.
• “Tourism creates jobs, so it is always sustainable”: consider leakage, harm and long-term viability.
• “Climate and weather mean the same thing”: distinguish long-run pattern from short-run conditions.
• “Every earthquake causes equal damage”: account for exposure and vulnerability.
• “Nine marks means write nine facts”: evaluative questions need reasoning and judgement.

Frequently asked questions

Is this an official 200-word syllabus list?

No. It is an independently curated vocabulary guide linked to K335 concepts, not an officially prescribed bank.

How many K335 papers are there?

Two compulsory papers: Social Studies and Geography, each 50 marks and 50% of the subject.

Must students answer both Climate and Tectonics?

No. K335 Paper 2 instructs candidates to answer Geography in Everyday Life and Tourism, then either Climate or Tectonics.

What is the difference between K335 and K329?

K335 is combined Humanities with Social Studies plus Geography. K329 is standalone Geography and has different requirements. Use the correct paper and syllabus.

Can a student improve Social Studies without memorising model essays?

Yes. Practice interpreting unfamiliar sources, identifying specific evidence and building explanations that respond to the exact question.

How do parents check vocabulary mastery?

Ask the learner to explain the term simply, identify it in a new source or map, and use it correctly to justify a conclusion.

Official and related reading

Refer to SEAB’s SEC 2027 G3 directory and the full K335 Social Studies and Geography syllabus. For deeper topic reading, continue with standalone Geography vocabulary while noting differences in assessment. This article is written to help readers understand the distinct skills behind the combined Humanities course.

eduKate Punggol independent learning guide, November 2026. Not an official list or a prediction of examination questions.

One-minute diagnostics: Social Studies language or Geography language?

When a K335 student loses marks, determine which kind of reasoning failed. In Social Studies, a source response may fail because the student quotes a claim without explaining the inference. In Geography, a map response may fail because the student identifies a pattern but assumes its cause. These errors look similar because both involve evidence, yet they need different repairs. For Social Studies, have the learner state the source’s position and identify the clue that supports it. For Geography, have the learner first describe the distribution accurately and then state what further data would test a possible explanation. In both cases, reasoning begins with disciplined observation.

How to avoid a Climate or Tectonics planning mistake

The official K335 question choice is made in Section B, but revision should begin with the school’s teaching programme. If the learner has been prepared for Climate, concentrate on interpreting weather information, explaining the greenhouse effect and evaluating adaptation or mitigation measures. If prepared for Tectonics, work on plate boundaries, earthquakes, volcanoes and disaster management. Do not mix the two into a generic “natural disaster” essay. A flood response is not necessarily a tectonic response, and climate change is not the physical cause of plate movement.

For final checking, ask the learner to name the concept, identify the question’s command word, sketch a relevant process if useful, and write one evidence-based sentence. A useful revision book teaches why a particular approach is correct; it does not simply supply a longer paragraph for memorisation.