Point: Start each paragraph with a clear topic sentence that directly addresses one aspect of the question. This ensures that the paragraph remains relevant and focused on the core issue.
Evidence/Explanation: Support the point with specific knowledge (AO1) and apply it to the context of the question (AO2). This involves explaining how the evidence proves the point you have made.
Link: Conclude the paragraph by linking the argument back to the original question or the next paragraph. This creates a cohesive flow and reinforces the logical progression of the overall argument.
Analysis (AO3a): This involves breaking down complex information to show how different parts relate to each other. It focuses on explaining the consequences or 'chains of reasoning' (e.g., 'This leads to X, which results in Y').
Evaluation (AO3b): This is the process of making a judgment about the value or importance of an argument. It requires looking at the 'big picture' and determining the validity of a point in comparison to others.
| Feature | Analysis | Evaluation |
|---|---|---|
| Focus | How and why things happen | Which factor is most important |
| Goal | Building a logical chain | Making a reasoned judgment |
| Key Phrases | 'This leads to...', 'Consequently...' | 'However, the most significant...', 'On balance...' |
Time Management: A useful rule of thumb is to spend approximately minutes per mark. For a 12-mark question, this equates to roughly minutes, including minutes for planning and minutes for a final review.
Planning: Never start writing immediately; spend a few minutes creating a brief outline of your 'For' and 'Against' points. A plan prevents the common mistake of repeating points or losing the thread of the argument halfway through.
Quality over Quantity: Examiners reward depth of analysis over a long list of superficial points. It is better to develop two or three points thoroughly using the PEEL method than to mention six points briefly without explanation.
One-Sided Arguments: A common mistake is only arguing for one side of the prompt. Even if the student strongly agrees with the statement, they must demonstrate an understanding of alternative viewpoints to achieve high marks in evaluation.
The 'Knowledge Dump': Students often lose marks by writing everything they know about a topic without selecting the information that actually answers the question. Every sentence should serve the purpose of building the specific argument requested.
Weak Conclusions: A conclusion that simply says 'both sides have good points' is insufficient. A high-scoring conclusion must take a side and justify why that side is more compelling based on the preceding analysis.
