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Study Document A.

Assess the strengths and weaknesses of the evidence used by the author of Document A to support their argument about lithium mining in Cornwall, UK.

In your answer, include the impact of the evidence on the author's argument.

25:T3e3e,{ "questionId": "332131", "parts": [ { "partId": "2", "markschemeText": "There are three aspects to consider when marking the answer:\n\n• Identify evidence (AO1a). Candidates should identify a range of types of evidence and give examples. Annotate with T if no example given or EG if type is given and exemplified.\n\nT Identify type of evidence. (Without an example)\nEG Example of type of evidence.\n\n• Analyse strengths and weaknesses of evidence (AO1b). Candidates should analyse both strengths and weaknesses of a range of evidence used by the author including an explanation. For limited explanation use + for strength and – for weakness. For clear explanation use EXP\n\n+ Strength of evidence recognised but with limited explanation.\n- Weakness of evidence recognised but with limited explanation.\nEXP Strength or weakness of evidence clearly explained.\n\n• Evaluate evidence (AO1c). Impact of evidence may be asserted and not explained (A) Evaluation may be attempted but not explained (I ^) [I and ^ are two separate annotations on RM]. Candidates explain the impact of evidence on the author's argument/perspective [I] and include a judgement of its effectiveness. (I J)\n\nA Impact of evidence is asserted and not explained.\nI ^ Shows undeveloped point of evaluation. Evaluation attempted but not explained.\nI Evaluation of impact of evidence on argument/perspective.\nI J Evaluation of impact of evidence on argument/perspective and includes judgement.\n\nMarking grid for Question 2\nExaminers should allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations.\n\nAO1 Research, analysis and evaluation\n\nAO1a Identify evidence | Mark | Annotations\nIdentifies a wide range of different types of evidence with examples | 5 | 4 EG or more\nIdentifies a range of different types of evidence with examples | 4 | 3 EG\nIdentifies a limited range of different types of evidence with examples | 3 | 2 EG\nIdentifies a limited range of evidence, using different types or examples | 2 | 2T or 1EG\nIdentifies one type of evidence | 1 | 1T\nIdentification of evidence is not present. No creditable material. | 0 | No T or No EG\n\nAO1b Analyse strengths and weaknesses of evidence | Mark | Annotations\nAnalyses strengths and weaknesses of a wide range of evidence with clear explanation | 5 | 2 + (or more) and 2 – (or more) with 2 or more EXP\nAnalyses strengths and weaknesses of a range of evidence with clear explanation | 4 | 2 + (or more) and 1 – (or more) (or opposite) with 1 EXP\nAnalyses strengths and weaknesses of a range of evidence with limited explanation | 3 | 2 + (or more) and 1 – (or more) (or opposite) with 0 EXP\nAnalyses strengths or weaknesses of a range of evidence with limited explanation | 2 | [2+] or [2-] or [1+ and 1-]\nExplanation of strengths or weaknesses of evidence is limited | 1 | [1+] or [1-]\nNo analysis is present. No creditable material | 0 | No + or – or EXP\n\nAO1c Evaluate evidence | Mark | Annotations\nEvaluation includes explanation of the impact of evidence on the argument/perspective and makes a range of reasoned judgements | 5 | 2 I (or more) and I J\nEvaluation includes explanation of the impact of evidence on the argument/perspective and make a reasoned judgement | 4 | 2 I (or more)\nEvaluation includes an explanation of the impact of evidence on the argument/perspective | 3 | 1 I\nEvaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained | 2 | 1 I ˄ (or more)\nThe impact of evidence on the argument/perspective is asserted and not explained | 1 | 1 A (or more)\nNo evaluation is present. No creditable material | 0 | No A, I^, I or I J\n\nExaminers allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations.\n\nAssess the strengths and weaknesses of the evidence used by the author of Document A to support their argument about lithium mining in Cornwall, UK.\nIn your answer, include the impact of the evidence on the author's argument.\n\nIndicative content\nNo set answer is expected, and examiners should be flexible in their approach. Candidates may include some of the following indicative content.\n• [annotated example] Relevant Sources (T) Using information from a representative of Cornish Lithium (Neil Elliot) (EG), the evidence links specifically to the issue being discussed (+). The author offers a direct quotation from Neil Elliot so readers know the words have not been changed. The audience can have greater confidence in the evidence because the author spoke directly to the source extracting first-hand information (I).\n\nStrengths\n1 Precise data (e.g. 21 000 tonnes, 20 000–30 000 tonnes)\n2 First-hand sources, experts (e.g. Neil Elliot, from Cornish Lithium, Dr Loveday Jenkin, a local councillor)\n3 Local sources (one Cornish climate activist, Dr Loveday Jenkin, a local councillor)\n4 Named sources (British Lithium and Cornish Lithium).\n5 Relevant and relatable examples (your smartphone and laptop, Chile, Argentina, and China)\n6 Global examples (Chile, Argentina, and China and Cornwall)\n7 Range or variety of sources (e.g. statistical data, anecdotal examples)\n8 Specific dates (e.g. 2026, for 25 years)\n9 Knowledgeable author – first-hand experience of Cornwall (e.g. Lucie Akerman, author is a freelance journalist living in Cornwall)\n10 Neutrality of publication (linked to evidence in document) (Novara Media is an independent media organisation.so the evidence they provide should be neutral or researched without bias)\n11 Long – term historical example (e.g. old historical folk song…sang folk musician Roger Bryant)\n12 Direct quotes (Neil Elliot, Cornish climate activist, Dr Loveday Jenkin)\n\nWeaknesses\n1 Lack of balanced evidence (most evidence supports the same view)\n2 Imprecise dates (e.g. ‘Within three to five years’)\n3 Some imprecise figures (21 000 tonnes, 20 000–30 000 tonnes seem like rounded figures)\n4 Biased sources/vested interest of sources to gain something (one Cornish climate activist, Dr Loveday Jenkin, a local councillor, Neil Elliot, from Cornish Lithium)\n5 Unsourced data (average Cornish salary is £10 000)\n6 Imprecise data/Use of averages or predictions (plans to produce 20 000–30 000, British Lithium expects to begin, average Cornish salary)\n7 Unnamed source (Cornish climate activist, who didn’t want to be named)\n8 Lack of known expertise (Neil Elliot, from Cornish Lithium – we have no idea what his role actually is)\n9 Vague reference to evidence, not substantiated (many local people believe.)", "totalMarks": 15, "answerPoints": [ { "type": "AO1a", "point": "\n \n

AO1a Identify evidence
Candidates should identify a range of types of evidence and give examples. Annotate with T if no example given or EG if type is given and exemplified.

AO1a Identify evidence	Mark	Annotations
Identifies a wide range of different types of evidence with examples	5	4 EG or more
Identifies a range of different types of evidence with examples	4	3 EG
Identifies a limited range of different types of evidence with examples	3	2 EG
Identifies a limited range of evidence, using different types or examples	2	2T or 1EG
Identifies one type of evidence	1	1T
Identification of evidence is not present. No creditable material.	0	No T or No EG

\n ", "marks": 5, "guideline": "Examiners should allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations." }, { "type": "AO1b", "point": "\n \n

AO1b Analyse strengths and weaknesses of evidence
Candidates should analyse both strengths and weaknesses of a range of evidence used by the author including an explanation. For limited explanation use + for strength and – for weakness. For clear explanation use EXP.

AO1b Analyse strengths and weaknesses of evidence	Mark	Annotations
Analyses strengths and weaknesses of a wide range of evidence with clear explanation	5	2 + (or more) and 2 – (or more) with 2 or more EXP
Analyses strengths and weaknesses of a range of evidence with clear explanation	4	2 + (or more) and 1 – (or more) (or opposite) with 1 EXP
Analyses strengths and weaknesses of a range of evidence with limited explanation	3	2 + (or more) and 1 – (or more) (or opposite) with 0 EXP
Analyses strengths or weaknesses of a range of evidence with limited explanation	2	[2+] or [2-] or [1+ and 1-]
Explanation of strengths or weaknesses of evidence is limited	1	[1+] or [1-]
No analysis is present. No creditable material	0	No + or – or EXP

\n ", "marks": 5, "guideline": "Examiners should allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations." }, { "type": "AO1c", "point": "\n \n

AO1c Evaluate evidence
Impact of evidence may be asserted and not explained (A). Evaluation may be attempted but not explained (I ^) [I and ^ are two separate annotations on RM]. Candidates explain the impact of evidence on the author's argument/perspective [I] and include a judgement of its effectiveness (I J).

AO1c Evaluate evidence	Mark	Annotations
Evaluation includes explanation of the impact of evidence on the argument/perspective and makes a range of reasoned judgements	5	2 I (or more) and I J
Evaluation includes explanation of the impact of evidence on the argument/perspective and make a reasoned judgement	4	2 I (or more)
Evaluation includes an explanation of the impact of evidence on the argument/perspective	3	1 I
Evaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained	2	1 I ˄ (or more)
The impact of evidence on the argument/perspective is asserted and not explained	1	1 A (or more)
No evaluation is present. No creditable material	0	No A, I^, I or I J

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2025 - M/J - 9239/13 | Q2

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