A-level Geography students are required to write evaluative essays which, under timed conditions, for the examination boards AQA and Edexcel must be completed in around 25 to 30 minutes. For OCR, the time allocated is about 45 minutes.
In general, this represents around 2/3 pages of average-sized handwriting i.e. somewhere between 400 and 600 words, and 750 words for OCR. Evaluative essays should incorporate both an introduction and a formal conclusion, with several paragraphs of argument in between.
The command words now widely used are:
• Evaluate (appraising/judging usefulness e.g. suitability and validity)
• Assess (weigh up options, conclude re. effectiveness, success or otherwise)
• To what extent.......
• How far do you agree...
In writing their essays, the key feature that students need to understand is the difference between descriptive or explanatory writing and evaluative writing.
Descriptive/explanatory writing
This usually consists of factual points which:
• outline the main features of a place, object, issue, idea, theory, strategy
• recall why these features have arisen because of particular factors, processes, actions or management objectives
• identify spatial/temporal variations
• make use of case study material to support the answer.
Evaluative writing
This consists of material which may additionally:
• critically reflect on the limitations of a particular explanation or on viewpoints/
perspectives/conflicts regarding an issue
• discuss the impacts of spatial/temporal variations in the operation of factors and processes
• examine relative success/failure
• use important geographic concepts, such as place, or establish connections and relationships between different ideas.
[Some examples of the differences between descriptive/explanatory and evaluative writing will appear in subsequent Substacks]
Structure
In a 400–600-word essay (20 marks), the introduction should probably not exceed 75 words, and is more likely to be around 50 words, in length. Three or four sentences can be sufficient to provide a concise definition of any key terms and to establish a focus and/or an argument, and maybe hint at a conclusion.
A series of roughly equal-sized paragraphs should then guide the reader through enough themes or examples for a credible conclusion or final judgement to be made. A sensible approach might be to write three to five 75/100-word paragraphs.
Note, there is a limit to how much AO1 credit can be gained from the inclusion of excessive amounts of information and data. The examination board AQA allocates an equal proportion of marks to knowledge (AO1) and the application of that knowledge (AO2), whereas both Edexcel and OCR have an imbalance where most of the credit is allocated to AO2.
It is therefore best to avoid:
• too much background
• irrelevant information
• too much detail. It is better to use some factual information or data (say 2/3 pieces per paragraph) together with some technical terminology.
NB. The use of any knowledge used must be both ‘convincing’ and relevant.
Deconstructing a question
It is important to recognise the demands of a question.
‘The economic impacts of earthquakes are always greater than the social impacts’ To what extent do you agree?’ Recognise the contention in this question – are they ‘always greater’?
‘Assess the importance of governance in the successful management of tectonic hazards’. Spot the hidden agenda. What other factors could be important?
‘To what extent do you agree that seismic events will always generate more widespread and severe impacts than volcanic events?’ Recognise the contention, and the scale and the range of impacts.
‘Evaluate the importance of rebranding in the success of regeneration’. Note two hidden agendas here: importance and success. What criteria can be used for both?
‘TNCs are the most significant factor in creating unequal flows of people and money within global systems. How far do you agree with this statement?’ Here we have complicated demands: most significant factor?; people and money; inequality.
The conclusion
The first thing to say is that a clear conclusion must be evident, even if it consists of just one sentence. It should address the question directly and make a final judgement about the ideas/issues which the essay has focused on. However, it is advisable to produce a substantial conclusion - and not merely a perfunctory sentence.
This is because the mark scheme for the evaluative essays puts a high premium on the ability of candidates to:
(i) think and/or reflect critically
(ii) and/or make connections between different geographic ideas and issues to develop a topic overview.
(iii) or both.
When it comes to ‘to what extent’ or ‘how far do you agree’ questions:
• never ‘sit on the fence’
• equally, it is best to avoid extreme agreement or disagreement
• An 'agree because, but…...' or a 'disagree because, but…...' judgement is often the best position to take.
A good conclusion acknowledges explicitly that any conclusion reached is likely to be partial because there are so many ways of thinking about the issue, and/or so many perspectives to consider. It should refer to the most significant facts which have featured in the main body of the essay (in support of an evidence-based final judgement). It may make reference to specialist geographical theories, terms or ideas in order to add 'weight' to the final judgement. Finally, it may establish connections between different ideas and themes that are featured in the essay.
Signposting language
Signposting language refers to ways in which an essay can be constructed in good English. Here are some examples:
Introducing ideas:
To evaluate the role of….. this essay aims to provide a discussion of….
This essay seeks to investigate/evaluate/assess the impact of …. in relation to….
One aspect which illustrates…. can be identified as…
The current debate about ….. has recently been challenged by …..
Expanding ideas:
Building on from the idea that ….. this section illustrates that …
To further evaluate the role of ….. this section explores the idea that ….
Another line of argument on …. demonstrates that ….
Contrasting ideas:
However, another angle on this debate suggests that ….
In contrast to evidence which suggests …. an alternative view is that ….
Not all research shows that ….. Some evidence states that ….
Summation of a paragraph:
This evidence highlights that ….
There is therefore general agreement that….
The strength of such an approach is that….
Concluding:
Having considered all of the evidence, the extent to which there can be agreement with the statement is …
The majority of the evidence presented in this essay shows that ….
To conclude, this essay has addressed a number of significant factors, which tend to point towards….
Linking words.
A good essay will make use of several linking words, which help to connect paragraphs, ideas and themes. The most common ones used are shown below
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I don't know what I'd do without your sub stack. It explains exam skills in the most clear and accessible way, which I find is rare for A-Level geography resources. It feels like a guessing game for new teachers.