Instructions could be as follows:
To what extent does the author of document 1 support claim X and on what grounds? Justify your answer with reference to
Read the key paragraphs more than once before writing down your analysis, as you may change your mind after closer scrutiny.
Remember to include assumptions.
Exam tip
Revised
8 Analysis
his reasoning (e.g. his conclusions, reasons, assumptions and/or implications).
It is essential to remember that this question, worth about 14 marks, comes under the heading ‘Analyse’ so this is what you should do.
Evaluation of arguments will be required in the next section of the paper.
The question is really asking you to distinguish parts of the argument supporting a particular claim from parts arguing in the other direction.
To prepare your answer:
● Look at the conclusion, to see whether it is in favour of or opposed to the claim.
● Check your impression by reading the document carefully again, looking at the reasoning to be sure whether it is the
main argument or the counter-argument that supports the claim mentioned.
● If the main argument supports the claim, analyse the document by highlighting the conclusion, intermediate conclusions, reasons and evidence supporting the reasons, using different colours to clarify your thoughts.
● If, on the other hand, the counter-argument supports the claim, mark the counter-arguments and counter-claims, identifying counter-reasons, counter-conclusions and any supporting evidence.
● Check whether there are any hidden components that support the claim, such as assumptions or implications.
● Now write up your answer. Begin by stating whether the main conclusion is for or against the claim. Then identify the components that support the claim. To avoid very long quotations, it may sometimes be possible to refer to paragraphs, for example by saying that paragraph 2 begins with the first reason supporting the claim and in the second sentence provides two pieces of evidence supporting the reason.
● A thorough answer should include identification of parts of the argument that support the opposing view and perhaps a reference to parts of the document that do not support the claim because they have another role, such as scene setting.
Now test yourself
2 Decide whether the following passage is an argument, giving reasons.
People all over the world have been interested by the pro-democracy demonstrations in North Africa and the Middle East. Hundreds of innocent people as well as protesters have been killed in Libya and Bahrain, so some wonder whether other countries should intervene to help the rebels. If Western powers do become involved, it may be said that our goal is not democracy but to control the oil these nations produce.
Answers on p. 106
Tested
8 Analysis
Check your understanding
1 What name is given to the background information often supplied before an argument begins?
2 What is meant by rhetoric or a rhetorical device?
3 What is hyperbole?
4 What is rant?
5 What is a strand of reasoning?
6 What is a move in argument?
7 How do independent and joint reasons differ?
8 Explain what suppositional reasoning is.
Answers on p. 106
Tested
Exam practice
Read this challenging article by Janet Street-Porter and answer the questions that follow. Bear in mind there are ‘hidden’
parts of the argument. If you have alternative answers for some components, state this and explain your reasoning.
A return to the ration book is the answer to obesity
1 A whopping number of kids — around a quarter — are now officially overweight before they’ve even started primary school, according to new statistics released by the Department of Health. It has only taken a couple of generations for small children to morph from skinny live wires into chubby couch potatoes who sit glued to their screens, don’t walk anywhere and who shun the idea of sporting activity.
2 When I look back at pictures of me as a child, I look skeletal by today’s standards — in 2008 any mum with small children the size we were back in the 1950s would be hauled before a child protection agency and accused of starving her offspring.
3 The fact is, my parents went through rationing during and after the war, and were thinner because they ate much less meat and protein, exercised more and, even though money was short, ate more fresh food and far less processed muck.
4 Now we’ve got more money and allegedly a higher standard of living, but no sense of when to stop eating. And don’t tell me it’s about poverty — if a third of the nation’s 11-year-olds are overweight before they start secondary school, it’s a disease that affects all classes and income levels.
5 The government is waffling about inspecting lunch boxes — an idea that will never work. What we need is dead simple. Bring back rationing. Don’t talk to me about human rights — at this rate one third of the younger generation aren’t going to make it past 50 before they peg out from heart failure.
6 Evil fatty processed foods should be strictly rationed with government stamps and ration books. We should be limited to strict quotas of meat per person per week, allowed unlimited fresh fruit and vegetables. Sugar, chocolate, fats, salt should only be available with coupons. Yes, it’s drastic — but look where free choice has got us.
(Janet Street-Porter and Independent on Sunday, 24 February 2008) 1 Identify and briefl y explain the function of the following elements in the structure of Street-Porter’s argument:
a ‘A whopping number of kids — around a quarter — are now offi cially overweight before they’ve even
started primary school, according to new statistics released by the Department of Health.’ (paragraph 1) [2]
b ‘Th e fact is, my parents went through rationing during and after the war, and were thinner because they ate much less meat and protein, exercised more and, even though money was short, ate more fresh food and far less processed muck.’ (paragraph 3) [2]
c ‘Evil fatty processed foods should be strictly rationed with government stamps and ration books.’
(paragraph 6) [2]
d ‘Yes, it’s drastic’ (paragraph 6) [2]
e ‘but look where free choice has got us’ (paragraph 6) [2]
2 Analyse in detail the structure of the reasoning in paragraphs 4 and 5. [12]
Answers online
Online
8 Analysis
Exam summary
✔ Unit 4 is worth 60 marks and 25% of the total A-level.
It is a synoptic paper and relies on the knowledge and skills developed at AS. Each section carries 20 marks, so divide your time about equally between the three sections.
✔ The passage is likely to be a genuine article from the media, written for an educated audience.
✔ It will not be a simply structured argument but one with several developed strands of reasoning.
✔ There are likely to be several low-mark questions quoting phrases from the passage and asking you to identify and briefly explain their function in the passage.
✔ You may be asked to analyse the structure of a whole paragraph or strand of reasoning in detail. You can make use of diagrams and recognised notations to clarify this.
✔ You should include assumptions and anticipated counter-claims at appropriate points of the argument, even though these are not a visible part of it.
✔ You may have to decide whether a passage is an argument and explain your answer.
✔ As well as elements of argument studied in Units 1 and 2, you will be expected to recognise and explain the function of the following:
● scene setting
● joint or independent reasons
● multiple intermediate conclusions
● developed counter-arguments
● suppositional or hypothetical reasoning
● rhetorical devices
● rant
9 Evaluation
Evaluation at A2
AS refresher
Begin by reminding yourself of the strengths and weaknesses in reasoning and evidence covered in Units 1 and 2, including the definitions of specific flaws and why they constitute poor reasoning. Any of these could be encountered in Unit 4 passages but they will not be flagged up for your attention as before. Instead of being asked to name particular flaws or evaluate reasoning in specific paragraphs, you will be presented with a whole passage and asked to evaluate the reasoning as a whole, identifying some of the strengths and weaknesses that you view as significant.