How to Answer a 10 Mark Analyse Question (AQA A Level Sociology): Revision Note
Exam code: 7192
Written by: Raj Bonsor
Updated on
How do I answer an AQA A Level Sociology 10-mark Analyse question?
10-mark 'Analyse' questions appear in Papers 1, 2 and 3, and they assess your ability to:
demonstrate knowledge and understanding of sociological theories, concepts and evidence (AO1)
apply material from the Item and your own knowledge to the question (AO2)
analyse and evaluate sociological material in order to present arguments and draw conclusions (AO3)
You will find this question in:
Paper 1, Question 03 (Education)
Paper 2, the second question on each of your two topics
Paper 3, Question 03 (Crime and Deviance)
An 'Analyse' question is always presented with an Item and always uses the same wording:
E.g. Applying material from Item A, analyse two reasons for gender differences in subject choice [10 marks]
The marks available in this question are as follows:
AO1 = 3 marks
AO2 = 4 marks
AO3 = 3 marks
AO2 carries the most marks, so this question is mainly a test of how well you use the Item
The question can ask you to analyse two ways, reasons, effects, problems, factors or changes, for example:
analyse two ways in which migration patterns have affected household structures
analyse two ways in which religion can lead to social change
analyse two problems girls may experience as a result of relationships and processes in schools
How do I use the Item?
Every Item contains at least two hooks
A hook is an idea in the Item that points you towards a possible answer, such as a reference to a social group, a process, a trend or an institution
The hooks are always in the main part of the Item, before the final sentence
The final sentence of the Item simply repeats the question, so it cannot be used as a hook
The safest approach is to build each of your two points on a different hook
Examiners will accept two different points developed from the same hook
A point that comes only from your own knowledge, with no link to the Item, cannot be credited for application
Show the examiner that you are using the hook by quoting it or referring to it
E.g. 'As Item A states...' or 'Item A notes that...'
You must then develop the hook using your own knowledge: a concept, a sociologist or study and an example
Copying from the Item without developing it does not count as application
Examiners apply two limits to answers that do not use the Item properly:
an answer with no link to the Item stays in the 1–3 mark band
an answer with only one point linked to the Item cannot score more than 7 marks, even if that point is very well developed
How should I structure my answer?
Write two separate paragraphs, one for each point
Start them with clear signposts such as 'One way...' and 'Another way...'
Do not write an introduction or a conclusion
Examiners say that these are not required, are unlikely to help and take up time
Each paragraph should follow the same shape:
Point: state the way, reason or problem in one sentence
Hook: quote or refer to the part of the Item that your point is built on
Develop: explain the point using a named sociologist or concept, in your own words
Example: give a concrete example from contemporary UK society
Analyse or evaluate: explain the consequence (the 'so what'), or challenge the point with a brief 'However...'
Link back: finish with a sentence that answers the question, e.g. 'Therefore...' or 'Thus...'
Either analysis or evaluation can be credited for AO3 in this question
Any evaluation should sit inside the paragraph it relates to, not in a separate section at the end
Keep every sentence focused on the exact wording of the question
E.g. if the question asks about problems experienced by girls, material about boys will not be credited
How much should I write in a 10-mark Analyse answer?
You will have around 15 minutes to answer a 10-mark 'Analyse' question, which includes reading the Item and finding the hooks
Aim to write around 300–350 words, which is 150–175 words for each paragraph
You should practise writing in timed conditions before you sit your exams
Remember that there are only 3 marks available for AO1
Do not try to include too many sociologists or studies
One or two well-explained sociologists in each paragraph is better than a list of names
Think quality over quantity
Two fully developed paragraphs will always score more than three or four brief points
Worked Example
Here is an example of a 10-mark 'Analyse' question with an Item (AQA, June 2024):
Item A
Pupils may be able to choose what subjects to study at GCSE and beyond. Pupils can express their identities in a variety of ways, some of which may lead to conflict.
Girls may experience problems as a result of relationships and processes in schools.
Q. Applying material from Item A, analyse two problems girls may experience as a result of relationships and processes in schools.
[10 marks]
Model answer:
One problem girls may experience is that their subject choices are still shaped by gender expectations. As Item A states, "pupils may be able to choose what subjects to study at GCSE and beyond." In practice, Francis (2000) found that girls are still steered into subjects seen as 'feminine', such as English, languages and the arts, and away from physics, computing and engineering. For example, a girl who shows talent in maths may still be encouraged to take A Level English by family, peers and teachers, while her male classmates take maths and physics. Kelly added that science itself is presented as masculine, through male-dominated textbook examples and 'tinkering' lab culture, which discourages girls from STEM. This limits the subjects girls can pursue, which closes off STEM career paths before they have even sat their GCSEs. However, government campaigns like WISE, alongside the National Curriculum, mean that more girls now take STEM degrees than in the 1980s. Therefore, gendered subject choice is still a problem for many girls, but it is gradually shrinking.
Another problem is that girls' identities are policed by boys through the 'male gaze' and double standards. Item A notes that "pupils can express their identities in a variety of ways, some of which may lead to conflict." Lees (1986) found that boys monitor girls' appearance, sexual reputation and behaviour, labelling them as 'slags' or 'drags' according to a double standard that does not apply to boys. For example, a girl who wears a shorter skirt or chats to several boys may be called a 'slag', while a boy doing similar things is admired by friends as 'one of the lads'. This can pressure girls to self-censor their clothing, friendships and behaviour to avoid being labelled. However, Archer (2007) showed that working-class girls do not always accept this policing. Instead, they use hyper-feminine appearance, such as styled hair, make-up and branded clothing, as a source of pride and status on their own terms, deliberately pushing against school dress codes. Thus, while the male gaze can be a serious problem at school, not all girls passively accept it, and some build powerful identities by refusing to be policed.
Word count: 358
Top band response: 8–10 marks
Marking commentary:
This response is in the top band because it shows good knowledge and understanding of two problems that girls may experience. There are two developed applications of material from the Item: each paragraph quotes a different hook and then builds on it with the student's own knowledge, rather than repeating the Item. The final sentence of the Item is not used as a hook. Both paragraphs contain analysis (the consequences for girls are explained) and evaluation (each problem is challenged with 'However...'), and each ends with a sentence that links back to the question. The answer stays focused on girls throughout, and there is no introduction or conclusion.
Step by step structure:
Paragraph 1: The first problem is stated in one sentence and linked to the first hook, which is quoted from Item A (AO2)
Francis and Kelly are used to explain how subject choice is shaped by gender, with a concrete example (AO1)
The consequence for girls is explained: STEM career paths are closed off (AO3 analysis)
The point is challenged using WISE and the National Curriculum, and a final sentence links back to the question (AO3 evaluation)
Paragraph 2: The second problem is stated and linked to the second hook, which is quoted from Item A (AO2)
Lees is used to explain the double standard, with a concrete example (AO1)
The consequence for girls is explained: pressure to self-censor (AO3 analysis)
The point is challenged using Archer, and a final sentence links back to the question (AO3 evaluation)
Examiner Tips and Tricks
Examiners have suggested the following advice to help you improve your performance on 10-mark 'Analyse' questions:
Find the hooks in the Item before you start writing, and underline or highlight them on the question paper
Examiners report that students often use one hook well but struggle with a second, so plan both paragraphs before you begin
Read the question carefully and focus on its specific wording
In one exam series, some students wrote about boys' experiences when the question asked about problems experienced by girls
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