Transcript Prelim Feedback - Clydebank High School

Prelim Feedback
January 2011
Essay questions
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Answer the question asked – not the question you
WANT to answer. Too many simply described the
problems of prisons and the causes of crime without
linking points to the ACTUAL questions
Four people included lengthy sections on restorative
justice in essay 4. The question did not ask about
alternatives to prison!
P.E.E.L. IS still the rule – only in much greater depth
and detail
Points must be supported by referenced evidence –
a single ‘example’ cannot prove a point, it only
illustrates it
Essay questions
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Descriptions of Theories far too simplistic – you are
first year university students. Go back to the
textbooks!
Use the language of criminology – socialisation,
deviant behaviour, alienation
Remember Irene’s point about essay length. Some
were barely four pages in an hour – far too short.
You must adopt the stance of a ‘neutral’ investigator
– never express opinions (prisons are “an easy
option”)
Essay Questions
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Once again, for some, there was little evidence of research
beyond my PowerPoints
Update your knowledge on biology OTHER THAN xyy – this
theory is becoming increasingly challenged
Over generalisations must be avoided. “People in poor areas
are pushed into crime”. Sweeping and inaccurate. Use phrases
such as “are more likely to” etc.
Basic structure! Introduction setting out main points, detailed
development using P.E.E.L., and a detailed conclusion. Some
conclusions were 2 sentences long!
Hardly anyone mentioned any authors or experts – shows
examiner a lack of wide reading
Essay Questions
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Avoid use of words like “massive” “huge” “shocking” etc. You
are writing academic papers – use appropriate language:
“significant numbers of….” “a high proportion of…” , “are much
more likely to….” Etc.
One person mentioned the loss of liberty when deciding
whether prisons punished effectively!
Theories ‘explain’ criminal behaviour – they don’t cause it.
Several said “This is caused by the Strain Theory…”
Spelling and grammar – examiners expect a high standard of
both at this level. Key words like psychosis MUST be correctly
spelled.
Don’t over rely on media reports – it does not give a good
impression and can look ‘lazy’.
Research Methods
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Don’t just list points – e.g. the features of an effective survey –
EXPLAIN them. WHY are internet surveys relatively cheap to
conduct? WHY is MORI a ‘trusted source? At this level, much
more detailed explanations are needed.
Compare how much you wrote for 30 marks in the essays with
how much you wrote for the 10 mark question – very few wrote
more than a page. TOO SHORT
Use some of the source to support your points – if you say the
questions are too vague, give an example “Which TWO OR
THREE…”
Research Methods questions are not essay questions and
should not be structured as such except when there is a “to
what extent…?” question and then you conclude by saying to
what extent.
Research Methods
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If your answers have no examples, you automatically lose two
marks. Don’t just stick your examples on at the end – they have
to be connected to a point in your answer
Don’t mix up reliable and valid.
Very few did well in the ‘alternative method of presentation’
question. Too short and too general. You must explain why
THIS information would be better presented, not just ANY
information.
3 people chose bar graph as an alternative way to show the
information but the information WAS A BAR GRAPH!!. No
marks could be awarded for such answers.