Turn on thread page Beta
    • Thread Starter
    Offline

    14
    ReputationRep:
    My history teacher is crap. I have to always reteach myself what I learnt in history in order to receive my excellent grades however I don't know how to properly infer sources. So if anyone can help, please do.
    Offline

    11
    ReputationRep:
    We are told to use PANDA. Have a look at this:
    https://history.stackexchange.com/qu...ource-analysis
    Hope that helps
    Offline

    10
    ReputationRep:
    What sort of sources are you analysing?
    Offline

    11
    ReputationRep:
    Inferring is easily done but just as easily misunderstood. Now I suggest answering the question backwards. First finding parts of the source and then inferring what it means. BUT the part in the source has to be seen. You cannot Infer in this section so visible things are only accepted. If it is a text I suggest only quoting it.

    ~into the effectiveness of the civil rights act

    Eg. “In the south, my people deserve segregation to their negro slaves”- 1969

    This shows that racism continued as it is dated in 1969 and the civil rights act was introduced in 1954

    From this I can infer that the civil rights act was not effective in dealing with the racism in the south
    Posted on the TSR App. Download from Apple or Google Play
    Offline

    10
    ReputationRep:
    (Original post by Answer this)
    Inferring is easily done but just as easily misunderstood. Now I suggest answering the question backwards. First finding parts of the source and then inferring what it means. BUT the part in the source has to be seen. You cannot Infer in this section so visible things are only accepted. If it is a text I suggest only quoting it.

    ~into the effectiveness of the civil rights act

    Eg. “In the south, my people deserve segregation to their negro slaves”- 1969

    This shows that racism continued as it is dated in 1969 and the civil rights act was introduced in 1954

    From this I can infer that the civil rights act was not effective in dealing with the racism in the south
    The problem with this is irrelevant inference. E.g. in the context of the Civil Rights Act, it could be argued that the legislative intent (against which effectiveness ought to measured) was the end of legal racism in the South. Thus, the fact that the Civil Rights Act failed to shift public discourse could be considered irrelevant insofar as this was aim that the Act never set out to achieve.

    Instead, inference is an intuitive skill: that is to say you can only infer information that is reasonably true or important. Arguably, the most important component of forming an inference is gaining a contextual understanding of the information your trying to infer from.
    Posted on the TSR App. Download from Apple or Google Play
    Offline

    11
    ReputationRep:
    (Original post by ChickenFillet2.0)
    The problem with this is irrelevant inference. E.g. in the context of the Civil Rights Act, it could be argued that the legislative intent (against which effectiveness ought to measured) was the end of legal racism in the South. Thus, the fact that the Civil Rights Act failed to shift public discourse could be considered irrelevant insofar as this was aim that the Act never set out to achieve.

    Instead, inference is an intuitive skill: that is to say you can only infer information that is reasonably true or important. Arguably, the most important component of forming an inference is gaining a contextual understanding of the information your trying to infer from.
    I believe I haven’t explained myself correctly while reading my work. You are quite right, but not completely. What you said is quite vague.

    In an inference it MUST be linked to the question yes. But the message I was trying to put across is the difference between the “inference” and “point in the text that shows this” and the method we’re taught to answer it.

    This is in PLANNING
    Do what you see first, this ensures you link correctly to a point outside of the text. Because you aren’t trying to find a point in the source which shows your idea while can easily become far fetched and lose you marks.
    Because the source will be hard to understand in the exam finding the point in the source in while
    (Original post by ChickenFillet2.0)
    The problem with this is irrelevant inference. E.g. in the context of the Civil Rights Act, it could be argued that the legislative intent (against which effectiveness ought to measured) was the end of legal racism in the South. Thus, the fact that the Civil Rights Act failed to shift public discourse could be considered irrelevant insofar as this was aim that the Act never set out to achieve.

    Instead, inference is an intuitive skill: that is to say you can only infer information that is reasonably true or important. Arguably, the most important component of forming an inference is gaining a contextual understanding of the information your trying to infer from.
    You’re quite right yes, in reflection my work is not the best.

    In PLANNING find a point in the text and link it outside of the source that LINKS WITH THE QUESTION. This ensures you do not use a far fetched point in the source to prove your inference
    Posted on the TSR App. Download from Apple or Google Play
 
 
 

University open days

  1. University of Bradford
    University-wide Postgraduate
    Wed, 25 Jul '18
  2. University of Buckingham
    Psychology Taster Tutorial Undergraduate
    Wed, 25 Jul '18
  3. Bournemouth University
    Clearing Campus Visit Undergraduate
    Wed, 1 Aug '18
Poll
How are you feeling in the run-up to Results Day 2018?
Useful resources

Study tools

Rosette

Essay expert

Learn to write like a pro with our ultimate essay guide.

Thinking about uni already?

Thinking about uni already?

See where you can apply with our uni match tool

Student chat

Ask a question

Chat to other GCSE students and get your study questions answered.

Creating

Make study resources

Create all the resources you need to get the grades.

Planner

Create your own Study Plan

Organise all your homework and exams so you never miss another deadline.

Resources by subject

From flashcards to mind maps; there's everything you need for all of your GCSE subjects.

Papers

Find past papers

100s of GCSE past papers for all your subjects at your fingertips.

Help out other students

Can you help? Study help unanswered threads

Groups associated with this forum:

View associated groups

The Student Room, Get Revising and Marked by Teachers are trading names of The Student Room Group Ltd.

Register Number: 04666380 (England and Wales), VAT No. 806 8067 22 Registered Office: International House, Queens Road, Brighton, BN1 3XE

Write a reply...
Reply
Hide
Reputation gems: You get these gems as you gain rep from other members for making good contributions and giving helpful advice.