how to write a2 section b unit 3 essays
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How to write A2 Section B (unit 3) essays

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How to write A2 Section B (unit 3) essays. Worth 40/70 marks for that exam. Choice of 2 (if we agree). Rebellions for definite. Maybe Elizabethan Parliaments too. 16 marks out of 40 are for recall of knowledge (AO1)

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how to write a2 section b unit 3 essays
How to write A2 Section B (unit 3) essays
  • Worth 40/70 marks for that exam.
  • Choice of 2 (if we agree). Rebellions for definite. Maybe Elizabethan Parliaments too.
  • 16 marks out of 40 are for recall of knowledge (AO1)
  • 24 of the 40 marks are for your analysis and evaluation of interpretations and representations from the sources (historians’ accounts)
how will the question be set up
How will the question be set up?
  • 2 or 3 extracts from published sources
  • You will be given a claim and you have to make a judgement about it.
  • In so doing, you must compare, contrast and evaluate the views in the sources and INTEGRATE your own knowledge.
  • The exam board recommend spending 20 minutes on reading, choice & planning. 50 minutes is left for writing.
the markscheme
The Markscheme
  • Tells you what the examiner is looking for
  • The best essays will;
  • Appreciate the full demands of the question
  • Be written fluently and will be logically structured (AO1)
  • Integrate wide ranging (eg different rebellions), accurate & well-selected knowledge with the sources. This knowledge will be directly relevant to the question (AO1)
  • Interpret the sources with confidence and assimilate the historians’ views. It will also evaluate (make judgements about) and assess these views (AO2)
  • debate the question, writing a sustained argument. It will also make the judgement explicit in the conclusion.
the introduction
The Introduction
  • Is crucial
  • Must impress, not depress, the examiner
  • Must assess the topic
  • Must outline the key factors you need to examine before reaching a conclusion
  • Must outline any analytical/shades of grey questions you would need to answer in the conclusion
intro the assessment of the topic
Intro; the assessment of the topic
  • Choose a quote from one of the secondary sources, which relates directly to the title
  • Historian X therefore believes that …… (relate to the title)
  • Or, briefly outline the historiography of the issue
  • Traditionally, historians have perceived ….. More recently, however, revisionist historians such as ……. have ……..
intro outlining the key factors
Intro; outlining the key factors
  • Essentially this lists your paragraph headings
  • (historiography start) In order to ascertainwhich is the more accurate view, it is necessary to examine ………
  • (quote start) In order to ascertain thevalidity of his/her claim, it is necessary to consider…………
intro asking analytical questions
Intro; asking analytical questions
  • The answer is never going to be black and white
  • What does a more in depth answer depend on?
  • Think – time?, ruler, wording in the title? geography? Nature of people etc.?
  • Furthermore, certain questions need to be borne in mind throughout. For example,…
the main body of the essay
The Main Body of the Essay
  • Have a clear counter and main argument
  • Never mix them
  • ‘Depends on analysis’ can come in the conclusion
  • Plan your essay very carefully
  • Have a set number of paragraph headings. These will be the aspects outlined in the Intro. (this could well be CAGE for rebellions on both sides of the argument).
  • Think about the order of the paragraphs

(chronology, links?)

identifying the counter and main arguments
Identifying the counter and main arguments
  • Make it clear to the examiner. For example;
  • (CA) It can be argued that…… (relate to title, and use its words)
  • (MA) On the other hand, there is (much) stronger evidence to presume that….. Again relate to the title
what s in a paragraph
What’s in a paragraph?
  • S tatement
  • E vidence
  • X planation
the statement
The Statement
  • Tells the examiner what the aspect is, and how it answers the question
  • For example, ‘The causes of the Pilgrimage of Grace would suggest that the rebellion was serious’.
the evidence
The Evidence
  • Remember to use the secondary sources as evidence ( 24/40 marks) as well as your own knowledge.
  • You must INFER. Only directly quote in brackets to clinch a point. Make it clear which source you are using, and try to connect 2 sources from time to time
  • For example, ‘ Using source 2, Historian X is of theopinion that the events of the Pilgrimage were extremely serious (……..)
  • Then use your own knowledge to corroborate these claims. ‘Indeed, the rebels numbered ….. Moreover, they managed to capture ……
  • Remember to carefully select evidence. You do not need it all
the explanation
The Explanation
  • This does not need to be used all the time

It can be useful, however, to summarise the argument of a paragraph

  • For example, ‘Thus, as the evidence shows,Henry’s government clearly perceived the rebellion as a real threat to their authority.’
the conclusion
The Conclusion
  • Should not just summarise
  • Should be definite
  • Should consider the shades of grey
  • Could use a quote which you agree with
how to write the conclusion
How to write the conclusion
  • Start with a phrase such as ‘In conclusion’, ….
  • Answer the question directly. E.g. ‘The Pigrimage of Grace was extremely serious’
  • Re-phrase the interpretation to one you completely agree with.
  • Explain the main reason why you think this.
  • Bring in depends on analysis. E.g. ‘The answercan, however, never be clear cut, as the ser iousness of the rebellion depends on…..’ Then you must explain why.
  • Use a quote to corroborate your argument if you can.
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