Part b of the question will be related to part a but will require candidates to demonstrate all of the skills specified in the assessment criteria. Candidates will not be able to progress beyond level one of the mark scheme without including evaluation. At the most basic level, the candidate who uses more than one perspective when answering a question is displaying the skill of evaluation, albeit implicitly.
Candidates who are more sophisticated in their use of evaluation will identify explicitly the strengths and limitations of different theories and arguments, and they may reflect on the validity of the evidence that they use to support or counter particular viewpoints.
Part b answers should not have lengthy tracts of description, 2 as candidates will access the higher marks by extending the range of evidence used and the amount of analytical content. Study Skills The majority of candidates who under-perform in the examination do so not because they lack appropriate sociological knowledge, but rather because they have difficulty in demonstrating the key skills of interpretation, application, analysis and evaluation. These skills are in some ways more intellectually demanding than the relatively simple process of absorbing and regurgitating knowledge about a subject.
They depend upon other underlying skills such as judgement, insight, empathy, reasoning, logic, and command of language. Nevertheless, much can be achieved through the use of carefully selected teaching strategies to stimulate and hone the required intellectual qualities in the candidate.
They should not assume that they can acquire all the requirements for success in the examination simply by attending lectures, following the instructions of their teacher, and reading the course textbooks and other relevant materials. Teachers should emphasise that the skills have to be understood and practised by the candidates.
Help the candidates to understand that success in the examination is similar to a star performance where skills that have been practised extensively beforehand are displayed with craft and style and agility of mind.
Discourage the assumption that examinations at this level are essentially a memory test where success depends solely on the ability to reproduce, indiscriminately and almost verbatim, swathes of knowledge gleaned from the recommended textbooks.
Candidates should be reminded that it is the ability to shape and apply appropriate knowledge that is all-important in achieving examination success. Knowledge itself is of little value if it is poorly applied or used uncritically and unimaginatively in answering a question. The syllabus document includes a list of other recommended textbooks.
However, candidates should be discouraged from viewing the textbook and any other authoritative source materials as simply a body of knowledge to be absorbed mechanically and reproduced rigidly in answering examination questions. It is preferable to regard the knowledge in textbooks as a resource or tool that the candidate must become skilled in using in order to master their subject.
An active rather than a passive approach to studying sociology is therefore to be recommended. Reminding candidates at regular intervals throughout the course of the importance of a skills-based approach to preparing for the examination is an important teaching tactic. Finding different ways of communicating this message will be a rewarding challenge for teaching staff and a marker of their success in encouraging an active and rigorous approach to learning amongst the candidates.
Teachers who have studied the assessment objectives and thought carefully about the skills they require will be well prepared for the vital task of making their candidates aware of the various dimensions of the skills they will be expected to demonstrate in the examination. Teaching Strategy Knowledge of a subject is the foundation for learning and the basis on which candidates can progress to developing other skills, such as the ability to analyse and evaluate arguments and ideas.
Some teaching time must therefore be devoted to communicating knowledge about the subject to the candidates. However, an effective teaching strategy will also include provision for developing and testing appropriate study skills.
In particular, candidates should be encouraged to practise essay writing technique and the skills of analysing and assessing sociological evidence and theories.
Possibly about one third of the available teaching time should be devoted to practising study skills with the candidates. It is envisaged that knowledge-based learning will occupy the remaining teaching time. Activities and projects designed to improve study skills might also be included in the work that candidates are required to complete in their own time e.
Practising study skills should begin early in the teaching course and continue on a regular basis — at least once a week — until the examination. The 3 teacher may wish to work with each candidate to agree a personal study programme that includes goals to be reached in terms of developing appropriate skills. Teachers may find it helpful in planning a skills-based study programme to begin by reflecting on the qualities that the candidate will be required to demonstrate in order to achieve success in the examination.
Make a list of these qualities or skills and then devise activities and study exercises that will help the candidates practise the necessary skills. The one book or article which will help make your paper the best one you've ever done will be unavailable in the library and you have to wait for it to be recalled or to be found through interlibrary loan.
Or perhaps the computer will crash and destroy a whole afternoon's work. These things happen to all writers. Allow enough time to finish your paper even if such things happen. Work from an outline. Making an outline breaks the task down into smaller bits which do not seem as daunting. This allows you to keep an image of the whole in mind even while you work on the parts. You can show the outline to your professor and get advice while you are writing a paper rather than after you turn it in for a final grade.
Stick to the point. Each paper should contain one key idea which you can state in a sentence or paragraph. The paper will provide the argument and evidence to support that point. Papers should be compact with a strong thesis and a clear line of argument.
Avoid digressions and padding. Make more than one draft. First drafts are plagued with confusion, bad writing, omissions, and other errors. So are second drafts, but not to the same extent. Get someone else to read it. Even your roommate who has never had a sociology course may be able to point out unclear parts or mistakes you have missed.
The best papers have been rewritten, in part or in whole, several times. Few first draft papers will receive high grades. Proofread the final copy, correcting any typographical errors. A sloppily written, uncorrected paper sends a message that the writer does not care about his or her work. If the writer does not care about the paper, why should the reader? Such rules may seem demanding and constricting, but they provide the liberation of self discipline.
By choosing a topic, doing the research, and writing the paper you take control over a vital part of your own education. What you learn in the process, if you do it conscientiously, is far greater that what shows up in the paper or what is reflected in the grade.
Sociology observation paper essaysIn the town of Merrick, there is a little mall with a strip of about 15 stores. On the corner of the mall is where Milos is located. The best pizza and Italian food I had ever tasted came from here ever since I was a young kid.
The present observation paper sample will describe the situation when the writer provokes an unpleasant situation to a crowd of people and discuss the reaction and resolution to the conflict.
"Sociology Mall Observation" Essays and Research Papers Sociology Mall Observation Shopping Mall Observation A sociological observation was conducted at Manhattan Village mall from P.M. to P.M. on Saturday, September 18, Feb 09, · To Sociology C. DiBartolo Feb. 9, “Advantages vs Disadvantages to Henslin’s Research” Henslin used the method of participant observation to conduct his study of the homeless. There are advantages as well as disadvantages to this type of research that he did.
Papers 1 and 2 are combined with a further written paper, Paper 3, to complete the scheme of assessment for the Advanced Level qualification. Paper 3 is presented in six sections and there are two questions in each section. Each question has a . Sociology Observation of Two Advertisements Essay Words | 5 Pages. This observation assignment has been very interesting, in that it has made me more aware of advertisements. The two that I chose are Gentleman's Quarterly (GQ) and Vogue, both from September