How to Improve Performance on 20 & 30 Mark Essays (AQA A Level Sociology): Revision Note
Exam code: 7192
Written by: Raj Bonsor
Updated on
How can I improve my performance on AQA A Level Sociology 20-mark and 30-mark essays?
You will write six essays across the three papers, and they are worth 140 of the 240 marks available at A Level
One way to boost your marks is to be clear about which type of essay you are writing, as they are not all marked in the same way:
Feature | 20-mark 'Evaluate' | 20-mark Methods in Context | 30-mark 'Evaluate' |
|---|---|---|---|
Where it appears | The third question on each Paper 2 topic, and Paper 3 Question 06 | Paper 1 Question 05 | |
Marks for AO1, AO2 and AO3 | 8, 6 and 6 | 8, 8 and 4 | 12, 9 and 9 |
Suggested time | 30 minutes | 30 minutes | 45 minutes |
Suggested length | 600–700 words | 600–700 words | 900–1,000 words |
The main challenge | Explicit evaluation and a conclusion that makes a judgement | Linking the method to the issue in Item C | A wider range of material, developed in a discursive style |
All of these essays come with an Item, which you must refer to explicitly and develop using your own knowledge
How do I evaluate effectively?
The other way to boost your marks in an essay is to perfect your evaluation (AO3)
Examiners describe five levels of evaluation, from the weakest to the strongest:
juxtaposition
stated
limited explicit
explicit, developed and relevant
evaluating the evaluation, or judging the relative importance of different points
Examiners report that many students offer juxtaposed alternatives of other theories, and they recommend moving away from juxtaposition to explicit evaluation
Juxtaposing one theory against another can be very effective, but only if you then reflect on the contrast
Think quality over quantity; it is better to make fewer evaluation points in greater detail so that your points are effective. You can do this by:
Introducing the evaluation point
Elaborating, by explaining why it challenges or supports the view, using evidence, an example or an alternative perspective
Weighing up how much damage it does to the view
Linking the point back to the question with a judgement
Examiners say that good evaluation involves a strength and a limitation, with some weighing up of the issue before coming to a reasoned judgement
This receives more credit than a learned criticism, or a statement without explanation that two theories are different
Give your evaluation throughout the essay and do not concentrate it in the conclusion
It is helpful to use some lead-in phrases to signpost the different elements of your evaluation, such as:
A strength of this view is...
However...
This is supported by...
This suggests that...
This is more convincing because...
Therefore... / Overall...
Worked Example
Here is an example of how to turn juxtaposition into explicit evaluation in an essay on the role of education:
Juxtaposition:
Marxists argue the education system serves the interests of the ruling class, but functionalists believe it is for the benefit of society as a whole
Introduce the evaluation point:
However, the functionalist claim that education benefits society as a whole can be challenged by Marxists
Elaborate:
Bowles and Gintis argue that meritocracy is a myth, because the hidden curriculum rewards obedience and not ability, and class background remains the best predictor of achievement. For example, pupils from low-income families are far less likely to achieve top grades than their middle-class peers
Weigh up and link back to the question:
This suggests that the functionalist view is too optimistic, as role allocation does not operate fairly. However, Marxists may overstate the case, since some working-class pupils do succeed, so education serves the interests of the ruling class to a large extent but not completely
Marking commentary:
The first version is juxtaposition, because the two views are simply placed next to each other. The second version is explicit and developed: it says why the Marxist view challenges the functionalist one, supports this with a named study and an example, weighs up how far the criticism goes and finishes with a judgement that answers the question.
How do I build an essay paragraph?
Examiners note that some centres encourage students to use PEEEL to structure their paragraphs:
Point: identify a point to make in your argument
Explain: explain this point
Evidence: apply details of a study, sociologist or statistic
Evaluate: consider the strengths or limits of the point, or another way of looking at it
Link: state how your point relates to the question
Examiners also recommend making a concluding or linking statement at the end of each paragraph
Worked Example
Here is an example of a fully developed paragraph from a 20-mark essay evaluating feminist explanations of the role of the family, in which Item D refers to women's oppression through 'paid employment and power':
Point, linked to the Item:
Item D talks about women's oppression through 'paid employment and power'. Liberal feminists like Sommerville agree but argue that the family is gradually becoming more equal because of legal and cultural change
Explain:
Laws such as the Equal Pay Act (1970), the Sex Discrimination Act (1975) and the Equality Act (2010) have given women more rights at work, and women's higher educational results have changed the bargaining power they have at home
Evidence and example:
Sullivan (2000) used time-use evidence and found that men gradually do more housework as women take on more paid work, which supports Young and Willmott's idea of the 'symmetrical family'. For example, in many UK households today both parents work full-time and share the school run, meal planning and bedtimes
Link (the 'so what'):
This suggests the family is becoming more equal rather than just patriarchal
Evaluate:
However, this view is sometimes criticised for being too optimistic because women still do most of the housework, earn less on average and dominate part-time work, which limits how 'equal' modern relationships really are
Marking commentary:
This is a fully developed paragraph. It starts from a prompt in the Item and develops it with the student's own knowledge, including laws, a named study and a concrete example. The 'so what' sentence draws out what the evidence means for the question, and the paragraph ends with explicit evaluation that is tied to the question of how equal family life really is. The paragraph follows the PEEEL structure, although here the link to the question comes before the evaluation, which shows that the order can be flexible.
How do I write a conclusion?
Your conclusion should be evaluative and not summative
A summative conclusion repeats the points that you have already made
An evaluative conclusion weighs the arguments and reaches a judgement that answers the question
Bring your points together to reach a concise, considered and well-reasoned judgement
Your judgement should be consistent with the line of argument you have taken throughout the essay
Do not introduce new points in your conclusion
Decide your judgement at the planning stage, so that your essay builds towards it
Dos and don'ts
Make a brief plan before you start writing
Keep your introduction brief
Name sociologists and attach a specific concept or finding to each one
Use examples from contemporary UK society, including policies and statistics
Write in continuous prose and use paragraphs
Don't list theories one after another without linking each one to the question
Don't describe other perspectives at length when the question asks about one view; use them to evaluate that view
Don't give your own opinion without evidence, as every judgement should be supported by sociological arguments
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