Extended writing Support 

Marking

Half of the marks are available for the subject content which is being tested. This is knowledge you might learn from a text book and can be recited; your understanding comes through from your explanations of this. The other half are awarded based upon how you respond and give your view on the topic. Essays are set to challenge you to come up with your own position on particular subject matter.  

The six assessment strands being assessed are:

·        AO1 knowledge/understanding of place / environment

·        AO1 knowledge/understanding of concepts and processes

·        AO1 knowledge/understanding of scale and change over time

·        AO2 Ability to make synoptics links signalled in the question

·        AO2 Analysis and evaluation in the application to the question

·        AO2 Ability to write an evaluative conclusion

Command words

·        Evaluate – Consider two or more arguments and draw a conclusion.

·        Assess – come to a view after considering one or more position/s.

·        Discuss – set out both sides of an argument.

·        Analyse – break down the subject matter into elements

·        ‘How far do you agree’ or ‘to what extent’ – This is a variation of on ‘assess’ ie present two more positions and come to a conclusion

Interpretation of the question is important. Try to pick out what it is asking for in simple terms. Consider the breaking down some of the key terms/arguments that are posed.

For example:

·        Impacts – positive, negative, short term, long term, social, economic, environmental, political 

·        Response - short term, long term

·        Importance/effectiveness/usefulness/reliability – for who, when, where?

·        Has/will/is set to/greater – always? When/where/why not?

·        And – if you see this you must talk about both elements (or – just one!)

Structure

The introduction should set out the argument in brief. Many students assert their conclusion from the outset and then go on to justify this. This should be approximately one paragraph in length. Students may point towards the supporting content eg, a named case study.

The main body should be used to offer a sustained line of reasoning. Students should acknowledge the different elements of the argument but hold their own position throughout. Arguments should be supported by case studies, places, key facts, processes and general subject knowledge. These should be used to exemplify the argument and not be recited from start to finish like a story. You are trying to show you are a geographer and considering information at different scales/

The conclusion should summarise the argument and assert the position in relation to the question. This should be based on preceding content (you may need to repeat some of your key points). Break down the arguments to consider when/where/why/how your opinion might change. This should be approximately one paragraph long.

How to improve

·        Practice writing answers in timed questions

·        Plan the essays first – many students fail to plan. Think about the main points/factors to discuss. Then link this to evidence, locations, different contexts etc.

·        Practice writing conclusions only – just think about the argument and suggest what your view is. Will you always agree/have this view?

·        Get feedback on your answers by asking teachers, parents, peers (they don’t have to know the content – does it make sense to them and is your argument clear? Do they understand the key concepts from reading your ideas – as you are trying to convey your understanding to an examiner that doesn’t know you!)