Paper 1 Topics: The Environment (Cambridge (CIE) AS English General Paper): Revision Note

Exam code: 8021

Deb Orrock

Written by: Deb Orrock

Reviewed by: Nick Redgrove

Updated on

Paper 1 essay summary

  • Paper 1 of the CIE AS English General Paper is the essay component

  • You will select one question from a list of ten options to write an essay of approximately 600-700 words

  • The questions concern contemporary issues

Here, we will focus on the theme of the environment, which falls into the topic area of science, environmental issues, technology and mathematics. The theme can include:

  • Climate change and environmental concerns

  • Natural disasters

  • Rural and urban concerns

  • Environmental impacts of human activity

These questions are designed to promote argument and evaluation rather than mere description.

Why the environment matters in Paper 1

Many General Paper science and technology questions ask you to analyse, evaluate and discuss contemporary issues, ethics and impacts related to these fields.

The exam is not testing your specialist knowledge, but rather your ability to think critically, write clearly and use examples effectively, which are all part of the Assessment Objectives.

To achieve a Level 5 essay, you will need to:

  • Select and apply relevant information and examples (AO1)

  • Analyse and evaluate arguments from more than one perspective (AO2)

  • Communicate fluently and accurately in a formal style (AO3)

Remember, your essay on any topic is rewarded for balanced thinking. Avoid one-sided answers, as examiners look for essays that weigh different points of view before drawing a conclusion.

Paper 1 exam-style essay questions on the environment

1. Natural disasters

To what extent should more be done to prepare for possible natural disasters in your country?

To answer this question, you can draw heavily on the information contained in the revision notes indicated below on natural hazards, mitigation, and planning.

Arguments supporting increased preparation could emphasise that investing in disaster risk reduction has the potential to save many lives. Disaster risk reduction also helps to stabilise the economic development of a country. Investing more in prevention reduces the eventual need for emergency funding, and knowing that a country is investing supports the well-being of its citizens. Specific preparatory measures include earthquake-resistant building codes, land use planning to situate essential services away from high-risk areas, regular earthquake drills, and the use of satellite technology in weather forecasting and disaster response.

Counter-arguments against increasing immediate preparation could argue that it is difficult and costly to prepare for unpredictable events. The benefits of some preventative actions are difficult to measure. The return on investment for preventative actions is not usually immediate or certain. Additionally, national budgets need to be prioritised for more immediate and pressing issues.

You can read more about this topic in the following revision notes:

2. Human impact on the environment

People should reduce the amount of meat they eat to protect the environment. Discuss.

To answer this question, you can draw heavily on the information contained in the revision notes indicated below on diet, agriculture, and climate change.

Arguments supporting the reduction of meat consumption could highlight that meat production typically requires more resources, leading to increased greenhouse gas emissions. It contributes significantly to deforestation and pollution compared to vegetarian alternatives, and the meat industry uses a disproportionate amount of the world's fresh water supply. Some scientists believe eating less meat is the most effective way for lowering carbon footprint. Furthermore, livestock agriculture requires land conversion, which reduces the biosphere's capacity to sequester carbon dioxide.

Counter-arguments addressing the difficulties of this change could focus on the economic and social fallout. Reducing meat consumption directly affects the prosperity of meat producers and their communities. In agriculture, changing crops or livestock to suit new climatic conditions may be required, and increasing food insecurity might lead countries to look for quick fixes. There is a necessity to rely on existing methods of carbon removal like photosynthesis (by planting trees), rather than placing the entire burden on individual consumption habits.

You can read more about this topic in the following revision notes:

3. Fragile environments

To what extent has deforestation and land conversion irreversibly degraded the Earth's most fragile environments?

To answer this question, you can draw heavily on the information contained in the revision notes indicated below on the impacts and responses to deforestation and fragile environments.

Arguments supporting the view of irreversible degradation include evidence that deforestation reduces interception and infiltration, increasing soil erosion. This process leads to the loss of carbon storage in soil and biomass and reduces carbon dioxide intake during photosynthesis. Deforestation also leads to local climate changes, such as increased temperature and reduced precipitation, and monocultures reduce biodiversity

In arid and semi-arid environments, shallow, infertile soils make recovery difficult. Ocean acidification, exacerbated by increasing CO2 uptake, increases the risk of permanent damage to marine ecosystems.

Counter-arguments presenting a case for reversibility could mention that afforestation and reforestation are beneficial for carbon dioxide sequestration. Successful long-term reduction of forest loss requires protective legislation and community involvement. Examples such as Brazil and the USA having large National Parks and Forest Reserves demonstrate conservation efforts. Strategies like agroforestry combine agriculture with forestry to reduce soil erosion, increase infiltration, and add nutrients to the soil. Furthermore, the Environmental Kuznets curve suggests that communities may reach a point where exploitation shifts toward protection.

You can read more about this topic in the following revision notes:

4. Water

Water is becoming a major reason for conflict between nations. Discuss.

To answer this question, you can draw heavily on the information contained in the revision notes indicated below on environmental concerns, resource security, and social/political issues.

Arguments supporting the claim of water as a major conflict reason include that threats to the supply of water for drinking and agriculture are caused by factors like overpopulation or drought. Actions taken by one nation can severely threaten the supply and distribution of water to neighbouring nations. Furthermore, rising sea levels caused by climate change threaten low-lying countries, creating environmental pressures that fuel disputes. The refusal of wealthier countries to act to alleviate environmental impacts felt by poorer nations creates geopolitical tensions.

Counter-arguments minimising water's direct role in conflict suggest that access to fresh, clean water is considered a human right. Conflicts may often be rooted in other geopolitical power struggles, such as the role of oceans and strategic ports in trade. Mitigation and adaptation strategies, if successful, could reduce tensions; these include water conservation and management, improving flood defences, and desalination to increase water supply. Solutions to climate change focus on international cooperation and agreements such as the Paris Agreement.

You can read more about this topic in the following revision notes:

For an example of a full, top-scoring model answer for this topic, please see our Model Answer on The Environment.

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Nick Redgrove

Reviewer: Nick Redgrove

Expertise: English Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.