Paper 3 is presented in six sections and there are two questions in each section. Each question has a part a and a part b. The part a questions ask the candidate to describe or explain the meaning of a key concept or theory. Answers should be illustrated with the use of examples. The part b questions are intended to be more demanding and carry a higher mark weighting accordingly. These are essentially essay-type questions.
As some of the knowledge content required to answer part b of a question may have already been covered in responding to part a , it is quite acceptable for the candidate to make cross-references to part a rather than repeating the same material.
There is a clear demarcation between part a and part b questions on this paper. The style of response required of candidates is still essay-format but questions have been constructed in such a way as to make it easier for candidates to use their knowledge appropriately.
Part a of the question requires candidates to focus on knowledge and understanding and to demonstrate that they have interpreted the question correctly.
They need also to support their knowledge with the appropriate application of the work of key thinkers, empirical data and relevant examples from studies. In this section of the question there is no necessity for candidates to demonstrate the skill of evaluation. They will not be penalised by its use in part a but as their answers to part b are expected to be longer and show evaluation, their time would be more appropriately used here.
Part b of the question will be related to part a but will require candidates to demonstrate all of the skills specified in the assessment criteria. Candidates will not be able to progress beyond level one of the mark scheme without including evaluation.
At the most basic level, the candidate who uses more than one perspective when answering a question is displaying the skill of evaluation, albeit implicitly. Candidates who are more sophisticated in their use of evaluation will identify explicitly the strengths and limitations of different theories and arguments, and they may reflect on the validity of the evidence that they use to support or counter particular viewpoints.
Part b answers should not have lengthy tracts of description, 2 as candidates will access the higher marks by extending the range of evidence used and the amount of analytical content. Study Skills The majority of candidates who under-perform in the examination do so not because they lack appropriate sociological knowledge, but rather because they have difficulty in demonstrating the key skills of interpretation, application, analysis and evaluation.
These skills are in some ways more intellectually demanding than the relatively simple process of absorbing and regurgitating knowledge about a subject. They depend upon other underlying skills such as judgement, insight, empathy, reasoning, logic, and command of language. Nevertheless, much can be achieved through the use of carefully selected teaching strategies to stimulate and hone the required intellectual qualities in the candidate.
They should not assume that they can acquire all the requirements for success in the examination simply by attending lectures, following the instructions of their teacher, and reading the course textbooks and other relevant materials. Teachers should emphasise that the skills have to be understood and practised by the candidates.
Help the candidates to understand that success in the examination is similar to a star performance where skills that have been practised extensively beforehand are displayed with craft and style and agility of mind. Discourage the assumption that examinations at this level are essentially a memory test where success depends solely on the ability to reproduce, indiscriminately and almost verbatim, swathes of knowledge gleaned from the recommended textbooks.
Candidates should be reminded that it is the ability to shape and apply appropriate knowledge that is all-important in achieving examination success. Knowledge itself is of little value if it is poorly applied or used uncritically and unimaginatively in answering a question. The syllabus document includes a list of other recommended textbooks. However, candidates should be discouraged from viewing the textbook and any other authoritative source materials as simply a body of knowledge to be absorbed mechanically and reproduced rigidly in answering examination questions.
It is preferable to regard the knowledge in textbooks as a resource or tool that the candidate must become skilled in using in order to master their subject. An active rather than a passive approach to studying sociology is therefore to be recommended.
Reminding candidates at regular intervals throughout the course of the importance of a skills-based approach to preparing for the examination is an important teaching tactic. When choosing a topic, think critically. Remember that writing a good sociology paper starts with asking a good sociological question. Give yourself adequate time to do the research.
You will need time to think through the things you read or to explore the data you analyze. Also, things will go wrong and you will need time to recover.
The one book or article which will help make your paper the best one you've ever done will be unavailable in the library and you have to wait for it to be recalled or to be found through interlibrary loan. Or perhaps the computer will crash and destroy a whole afternoon's work. These things happen to all writers. Allow enough time to finish your paper even if such things happen. Work from an outline. Making an outline breaks the task down into smaller bits which do not seem as daunting.
This allows you to keep an image of the whole in mind even while you work on the parts. You can show the outline to your professor and get advice while you are writing a paper rather than after you turn it in for a final grade.
Stick to the point. Each paper should contain one key idea which you can state in a sentence or paragraph. The paper will provide the argument and evidence to support that point. Papers should be compact with a strong thesis and a clear line of argument.
Avoid digressions and padding. Make more than one draft. First drafts are plagued with confusion, bad writing, omissions, and other errors.
So are second drafts, but not to the same extent. Get someone else to read it. Even your roommate who has never had a sociology course may be able to point out unclear parts or mistakes you have missed. The best papers have been rewritten, in part or in whole, several times. Few first draft papers will receive high grades. Proofread the final copy, correcting any typographical errors.
Sociology observation paper essaysIn the town of Merrick, there is a little mall with a strip of about 15 stores. On the corner of the mall is where Milos is located. The best pizza and Italian food I had ever tasted came from here ever since I was a young kid.
Feb 09, · To Sociology C. DiBartolo Feb. 9, “Advantages vs Disadvantages to Henslin’s Research” Henslin used the method of participant observation to conduct his .
SOCIOLOGY OBSERVATION OF HUMAN BEHAVIOR AND REACTIONS Abstract The purpose of this essay is to outline and observe human behavior in a normal social setting. The setting of choice is located in Ansbach, Germany and is equal to the American version of a mall. The present observation paper sample will describe the situation when the writer provokes an unpleasant situation to a crowd of people and discuss the reaction and resolution to the conflict.
Free Essay: “Observation at Local Fast Food Restaurant During Lunch” Author: XXXXX XXXXX XXX University Introduction to Sociology “Observation at Local Fast. Mark Scheme for Participant Observation Essay (adapted from the AQA’s mark scheme for the same essay, AS sociology paper). The above essay should get .