Hi guys, can't find a thread anywhere on this.. so thought id start one. anyone else sitting this exam? any tips on the 2 last questions and section A ? also what are your predicitions on this exam.
I think the last question's the writing your own argument one, yes? Do a plan, annotate your work with (R) for reason, (IC) for intermediate conclusion ect. Include the more complicated argument elements such as analogies and hypothetical reasoning. For section A + B, learn the definitions of each flaw and all the credibility stuff, as well as basic definitions for each argument element. I probably ought to start revising...
In terms of the last two questions which require you to develop your own argument - we were taught to do it like this:
R1+R2 = IC1
+R3 = MC
Then add in counter-assertion, which can then be refuted and linked back to MC. Meanwhile adding evidence (e.g. source/witness statements, statistics which can be fictional but believable) also try to include [as dragon keeper999 said] some more advanced features of an argument - like hypothetical reasoning etc.
Hope this helps.
R = reason IC = intermediate conclusion MC = main conclusion
could anyone give me a definition and example of a principle within an argument? and how it would be identified?
thank you
A principle is be a moral code that can be used in more than one situation. For example, "we should never let children come to harm" is a principle because it is one which would be accepted whatever the situation.
i'm in year 11 and have been entered for the exam but i haven't done any past papers and barely any work on the syllabus (1 hour every 2 weeks) so i am just wondering what the grade boundaries are like - high or low? :-)
Grade boundaries are fairly decent, with mid 70s usually being an A. The real problem is understanding what they want you to say, simply because the mark schemes change every year! I've basically written out all the flaws I know of and their definitions, looked briefly at some argument elements, and have an idea of the structure of my last question (very similar to jom9 above). Hopefully that'll be enough!
hi guys. thanks for the jan 2012 paper. wow they had a nice relatable topic. i hope we get one like that.. i.e. something we can relate to so we dont struggle when thinking outside the box. i've learnt all the flaws + appeals . . + the structure of the last 2 questions. . as for section a .. well thats a section that just tests ur skills on arguement elements. section b will tricky depending totally on the topic we get in the resource booklet. hows everyones revision going? i remembered the flaws like this : Correlation Hasty generalisation Adhomien Tu quoque Slipper slope .. spells out CHATS and the other one goes like this : Straw person Confusing necessary and suffieceint conditions Restricting options (circular) Arguement Post Hoc Sweeping generalisation .. spells out SCRAPS
In terms of the last two questions which require you to develop your own argument - we were taught to do it like this:
R1+R2 = IC1
+R3 = MC
Then add in counter-assertion, which can then be refuted and linked back to MC. Meanwhile adding evidence (e.g. source/witness statements, statistics which can be fictional but believable) also try to include [as dragon keeper999 said] some more advanced features of an argument - like hypothetical reasoning etc.
Hope this helps.
R = reason IC = intermediate conclusion MC = main conclusion
Do you really need to have two reasons to form your IC?
hi guys. thanks for the jan 2012 paper. wow they had a nice relatable topic. i hope we get one like that.. i.e. something we can relate to so we dont struggle when thinking outside the box. i've learnt all the flaws + appeals . . + the structure of the last 2 questions. . as for section a .. well thats a section that just tests ur skills on arguement elements. section b will tricky depending totally on the topic we get in the resource booklet. hows everyones revision going? i remembered the flaws like this : Correlation Hasty generalisation Adhomien Tu quoque Slipper slope .. spells out CHATS and the other one goes like this : Straw person Confusing necessary and suffieceint conditions Restricting options (circular) Arguement Post Hoc Sweeping generalisation .. spells out SCRAPS
Do you really need to have two reasons to form your IC?
It's best as it shows you can develop alternative reasoning, just shows a broader range of skills. Same wit adding a counter assertion - it isn't necessary however it separates the more able students.
Hey, what did you guys put for the argument element? I was sure that it was evidence and changed it last moment to example as it illustrates it can occur...but there are numbers involved?