Answering s ource b ased q uestions
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Answering S ource- B ased Q uestions. Basic Requirements. Analyse the questions and determine the target skills Determine the core skills required (CR, CK) Note : Support for an inference/identified issue/CR must come immediately after statement. Inference Questions.

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Answering S ource- B ased Q uestions

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Answering s ource b ased q uestions

Answering Source-Based Questions


Basic requirements

Basic Requirements

  • Analyse the questions and determine the target skills

  • Determine the core skills required (CR, CK)

    Note: Support for an inference/identified issue/CR must come immediately after statement


Inference questions

Inference Questions

Typical Question Format

  • What does the source tell you about (topic/issue)?Infer message

  • What is the cartoonist’s/writer’s opinion in drawing/writing (source)?Infer opinion - support/ dn support

  • Why did (who e.g. cartoonist/writer) produce (source)?Inferpurpose


Inference questions1

Inference Questions

Infer (about topic/issue)

2 inferences

  • Support from source

    b. Explain if necessary


Inference questions2

Inference Questions

Infer (about purpose PAMI)

Provenance (who)- Identify the motive of individual

Audience (message intended for)

Message (what is the message about) support from source; keep in mind the message may be opinionated

Intended outcome Intended (re-) action from target audience


Inference question

Inference Question

Format for dealing with purpose

“The purpose of this source is to show (an issue/ message) so that people will do (an action)”

 Check to ensure you’ve linked back to answer the topic stated in question


Comparison skills

2-sided

How similar/different is (a source) from (another source)?

How similar/ different are the 2 sources…?

How far does (a source) support (another source)?

1-sided

How are the 2 sources similar/ different in telling you about…?

In what ways are the 2 sources similar/different about (an issue)?

Comparison Skills


Comparison skills1

Comparison Skills

Initial Response:

Study sources to mark out what each source is saying

Identify matches (both similarities and differences) in ‘drafts’, in terms of

Provenance, Content, Tone, Purpose

Reasons/

causes

Results/

consequences

Opinions/POV

Process/

methods


Comparison skills2

Comparison Skills

Assertion…

However,

Conclude…

Yes, the sources are similar about (an issue)

Sc A says (support) & (explain), and Sc B says (support) & (explain).

Thus the sources are similar or support/ confirm/ concurs with one another

The sources are different in what they say about (another issue).

Sc A says (support) & (explain), but Sc B contradicts Sc A by saying (support) & (explain).

Thus the sources differ/ do not support each other

Compare purpose, if applicable… (remember PAMI)


Utility

Utility

Typical Question Format

  • How useful is this source in telling you about (an issue)?

  • How useful is this source in helping you to understand (an event/topic)?


Utility1

Utility

Initial Response

  • Analyse the topic first, think of answers to (topic/event)

  • Look at source and pick out the information that checks/does not check with source

  • Answer the question


Utility2

Utility

Answer Format

Assertion…

However,

Conclude…

Yes, Sc A is useful bec of what it says about (an issue). I know from… (CR to other sc or CK- specific details)

  • Sc A is limited bec 

  • Missing information (on issue) – be specific on what’s missing either CR to other sources or CK

  • Fallacy? Or other anomaly… Explain…

Enhanced usefulness:

Purpose  discuss using PAMI  reliability affected  >/< useful.


Utility3

Utility

NOTE:

  • “less reliable” source can still be useful to one’s understanding of an issue/topic

  • eg although the source’s reliability is limited, it is still useful in showing us that there were opposition to the Tsar’s rule in just before the Feb Revolution


Reliability

Reliability

Typical Question Format

·Does the source prove (success/failure etc) about (a topic)?

·Do you believe what the source says about (an issue)?

  • How reliable/credible/right/wrong is the source in telling me about (an issue)?


Reliability1

Reliability

Initial Response:

  • Again, briefly list what you know about topic before analysing the source

  • Check knowledge against the source. Reliable (checks)/ not reliable (conflicts)

  • Write answer- remember to answer the question directly

  • Note:Test the reliability of the source based on what it says, not what it doesn’t say


Reliability2

Reliability

Assertion…

However,

Conclude…

Yes, I believe the sc/ the sc is reliable about (issue)

Sc A says (evidence) & by CR to Sc B / CK which states (specific evidence) & (explain to link to issue), Sc B confirms that Sc A is reliable about (issue)

Sc A is not reliable / is not true about (issue), because Sc A says (evidence) & (explain) but Sc B says (contradicting info) OR I know that (CK). Thus, ….

Test for Purpose (PAMI)

Note: Missing info may be mentioned here  to mislead audience/ exaggerate  making source more/ less reliable about (issue)


General pointers

General Pointers

  • React logically to the question- identify the anomaly (if there is one)

  • Make a stand (with support of course)

  • Plan your answer (within 1/2 a min)

  • Start each sub-question (1a, 1b etc) on a fresh page

  • Leave a line after each paragraph written

  • Make sure you have understood the source well before you begin writing- do not quote out of context or misinterpret the source!


All the best for your class test

All the best for your class test!


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