Crafting Effective Essays: Essential Tips for C3 Examinations
Dive into the nuances of C3 essay writing, understanding the assessment objectives, and grasping the importance of governance in tectonic disaster recovery. Explore the key commands, assessment structures, and exemplary essays to equip your students for success in their A-Level examinations.
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PiXL Conference 22 November 2017 What makes a good essay? Preparing your students for C3
Todays workshop aims to: a) give you full understanding of the new AO structure for C3 essays b) develop your understanding of the demands associated with each C3 command c) train you to apply the new mark schemes effectively d) identify the things to prioritise in your teaching between now and the first examinations
Assessment structure of A level: C3 examination carries 32% of A level marks this is the highest weighting of all Components. The examination will be comprised of three extended response questions
The C3 examination comprises. One Tectonic Hazards essay - 38 marks Two Contemporary Themes essays 45 marks
Ensure that your students understand the assessment objectives Component 3 TOTAL MARKS = 128 Section A AO1 AO2 AO3 Tectonics 14 20 4 38 Section B AO1 AO2 AO3 Option 1 20 20 5 45 Option 2 20 20 5 45 Knowledge and understanding Application of knowledge to interpret/analyse/evaluate Use of qualitative skills to construct arguments and draw conclusions AO1 AO2 AO3
Ensure that your students understand each of the four C3 commands C3 commands Discuss Goes beyond knowledge and understanding to offer a considered review that includes a range of arguments. It becomes a written debate, identifying through description and explanation, both positive and negative points and reaches a conclusion from the debate. Evaluate Goes beyond knowledge and understanding to evaluate. Requires a judgement about the overall quality or value of the feature(s)/issue(s) in terms of the strengths and limitations. Supporting evidence should be clearly given. To what extent .? Goes beyond knowledge and understanding to give possible explanations for and against, and justify a viewpoint(s). Justify Goes beyond knowledge and understanding to explain why the choice given is better than other possible options.
Exemplar essay from Student Guide: To what extent is the quality of governance the most important factor in the recovery of countries and communities from tectonic disasters? Knowledge and understanding Application of knowledge to interpret/analyse/evaluate Use of qualitative skills to construct arguments and draw conclusions AO1 AO2 AO3
Exemplar from Student Guide: To what extent is the quality of governance the most important factor in the recovery of countries and communities from tectonic disasters? Knowledge and understanding Application of knowledge to interpret/analyse/evaluate Use of qualitative skills to construct arguments and draw conclusions AO1 AO2 AO3
Exemplar from Student Guide: To what extent is the quality of governance the most important factor in the recovery of countries and communities from tectonic disasters? Knowledge and understanding Application of knowledge to interpret/analyse/evaluate Use of qualitative skills to construct arguments and draw conclusions AO1 AO2 AO3
Exemplar from Student Guide: To what extent is the quality of governance the most important factor in the recovery of countries and communities from tectonic disasters? Knowledge and understanding Application of knowledge to interpret/analyse/evaluate Use of qualitative skills to construct arguments and draw conclusions AO1 AO2 AO3
Exemplar from Student Guide: To what extent is the quality of governance the most important factor in the recovery of countries and communities from tectonic disasters? Knowledge and understanding Application of knowledge to interpret/analyse/evaluate Use of qualitative skills to construct arguments and draw conclusions AO1 AO2 AO3
Component 3 Band 4 descriptors: AO1 (14 marks) Thorough and accurate knowledge; confident understanding of concepts and principles throughout the response that is wholly relevant to the question Appropriate, accurate and well-developed examples accurate and relevant terminology Well-directed and well- annotated sketch maps AO2 (20 marks) Sophisticated application of knowledge and understanding to analyse, interpret or evaluate to produce a full and coherent response that is supported by wholly appropriate evidence Demonstrates application of knowledge and understanding through the synthesis of the connections between different elements of the question Confident application of the specialised concepts throughout AO3 (4 marks) The response uses wholly relevant quantitative skills to construct clear, coherent and appropriately structured arguments and conclusions
Marking exercise 1: Using the mark scheme provided and band descriptors in the SAMs, decide on an appropriate mark for AO1, AO2 and AO3 for the sample essay. Suggest three ways in which this essay could be improved. Section A AO1 AO2 AO3 Total Tectonics 14 20 4 38
Marking exercise 1: Section A AO1 AO2 AO3 Total Tectonics 7/14 4/20 2/4 13/38
How could this response have been improved? Although the response is factually sound (AO1) there is very little analysis of the role of good governance (AO2). The candidate has not successfully addressed the command. Explicit reference to other factors which can affect risk and vulnerability to earthquakes e.g. economic development, population profile, rural/urban location etc. The response is logically structured but does not come to a coherent conclusion to evaluate the role of good governance in the recovery of communities Reference to risk or mitigation as relevant specialised concepts has not been sufficiently developed
Tackling AO2.. Students should be able to identify relevant concepts in each essay question. Displaying these clearly in the classroom and referring to them continually will help Students should identify the command word and create a debate around its demands Identify the command Identify specialised concepts Using contrasting or evaluative language can help focus students on AO2. However , on the other hand.. , nevertheless.. , as opposed to and yet are very useful tools Use draw knowledge together to reach rational conclusions to the argument or debate. Use appropriate language e.g. in conclusion in summary Synthesise knowledge evaluative language
Marking exercise 2: Contemporary Themes (Ecosystems) Use the indicative content provided and band descriptors from the SAMs to place the three essays in rank order from the highest to the lowest scoring. Justify your decision. Section B AO1 AO2 AO3 Total 20 20 5 45
Marking exercise 2: AO1 (20) AO2 (20) AO3 (5) Total (45) Essay A 12 14 4 30 Essay B Essay C 16 10 18 12 5 4 39 26
Planning for 2018 5 things I need to know Be aware of the mark structures in the SAMs, the AO weightings and the corresponding command words. Share this information with your students.
Question AO style Command Word Low tariff (<9) Single e.g. 5 (AO3) Any, depending on the AO strand or element being examined Low tariff (<9) Split e.g. 8 (4 AO2 4 AO3) Any AO2 command word, depending on the strand or element being examined Higher tariff (9 or more) Single e.g. 9 (AO2) Any, depending on the AO strand or element being examined Higher tariff (9 or more) Split but weighted towards AO1 e.g. 10 (7 AO1 3 AO2) AO2.1a, AO2.1b, Assess or Examine Higher tariff (9 or more) Split but weighted towards AO2/AO3 or equal e.g. 15 (7 AO1 8 AO2) Evaluate, Discuss. Justify, To what extent
5 things I need to know Be aware of the high number of skills marks (AO3) available across A level papers (particularly C1 and C2). Ensure that candidates are aware of and comfortable using all skills listed in Appendix A.
5 things I need to know Candidates will have, as a rule of thumb, one minute of writing time for each mark allocated. Candidates should be aware of how to use their time appropriately and effectively in examinations. Plan ahead!
5 things I need to know Discuss the 21st Century Challenges question on Component 2. This question assesses all three AOs. Remember the requirement for synopticity here!
5 things I need to know Display each specialised concept in your classroom. Refer to them continually. Photographs, tweets or news articles could provide useful triggers as starters and plenary activities.
globalisation thresholds feedback risk causality systems interdependence
Any questions? Subject Officer Erin Roberts erin.roberts@eduqas.co.uk Subject Support Officer Steve James steve.james@eduqas.co.uk Join the facebook group: https://www.facebook.com/groups/wjecalevelgeography/ Follow on Twitter: @eduqas Visit the website: www.eduqas.co.uk
