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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 the incoming coffee crisis.

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

25:T452a,{ "questionId": "332146", "parts": [ { "partId": "2", "markschemeText": "Instructions for Question 2\n\nThe question assesses AO1 (Research, analysis and evaluation).\n\nAnswers should be written in continuous prose. There is no requirement for candidates to use technical terms to access any level and candidates will NOT be rewarded for their use unless they link them directly to the assessment made.\n\nAnnotate clearly in the left-hand margin according to the instructions provided below.\n\nThere are three aspects to consider when marking the answer. Annotations for each aspect are listed in increasing order of significance. For example, in AO1a EG reflects a higher skill than T. This is reflected in the mark tables.\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\n\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\n\nIdentifies a wide range of different types of evidence with examples | 5 marks | 4 EG or more\nIdentifies a range of different types of evidence with examples | 4 marks | 3 EG\nIdentifies a limited range of different types of evidence with examples | 3 marks | 2 EG\nIdentifies a limited range of evidence, using different types or examples | 2 marks | 2T or 1EG\nIdentifies one type of evidence | 1 mark | 1T\nIdentification of evidence is not present. No creditable material. | 0 marks | No T or No EG\n\nAO1b Analyse strengths and weaknesses of evidence\n\nAnalyses strengths and weaknesses of a wide range of evidence with clear explanation | 5 marks | 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 marks | 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 marks | 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 marks | [2+] or [2–] or [1+ and 1–]\nExplanation of strengths or weaknesses of evidence is limited | 1 mark | [1+] or [1–]\nNo analysis is present. No creditable material. | 0 marks | No + or – or EXP\n\nAO1c Evaluate evidence\n\nEvaluation includes explanation of the impact of evidence on the argument/ perspective and makes a range of reasoned judgements | 5 marks | 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 marks | 2 I (or more)\nEvaluation includes an explanation of the impact of evidence on the argument/ perspective | 3 marks | 1 I\nEvaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained | 2 marks | 1 I ˄ (or more)\nThe impact of evidence on the argument/perspective is asserted and not explained | 1 mark | 1 A (or more)\nNo evaluation is present. No creditable material. | 0 marks | 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\nQuestion 2 Answer [15 marks]\nAssess the strengths and weaknesses of the evidence used by the author of Document A to support their argument about the incoming coffee crisis.\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\nStrengths\n• [annotated example] Credible sources (T) strengthen the argument (+). The author cites United Nations Conference on Trade and Development (EG), which has a strong reputation internationally (EXP). The use of this credible source helps convince the reader that author is trustworthy and makes their argument more convincing (I).\n• Provenance – author’s background as policy analyst for a business platform is relevant.\n• Ability to see first-hand – author focuses on India and is based in India working for TRANSFIN which is an Indian publisher.\n• Precise quantitative evidence – Zona Cafetera region has warmed by 1.2 degrees since 1980.\n• Contextual example – e.g. ‘coffee harvesting is a labour-intensive process, meaning it cannot be done whilst maintaining social distancing. So, for instance, when India went into a national lockdown last year, thousands of migrant workers were forced to return to their homes.’\n• Historical evidence – Until 1989, coffee prices were relatively stable despite fluctuating outputs.\n• Plausible prediction – With global temperatures predicted to rise by 1.5–2 degrees.\n\nWeaknesses\n• Provenance – limited detail about TRANSFIN and the author may have no explicit expertise in coffee production and trade.\n• Vague claims – e.g. ‘Many small-scale farmers moved onto more profitable crops or sold their lands to larger producers. This may have negative effects as global demand continues to surge.’\n• Unsourced evidence – ‘At least 500 billion cups are consumed each year.’\n• Vague sources of evidence – ‘who grow 60% of all coffee, according to CARTO’ – who or what are CARTO?", "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": "Indicative content:
Strengths:
• [annotated example] Credible sources (T) strengthen the argument (+). The author cites United Nations Conference on Trade and Development (EG), which has a strong reputation internationally (EXP). The use of this credible source helps convince the reader that author is trustworthy and makes their argument more convincing (I).
• Provenance – author’s background as policy analyst for a business platform is relevant.
• Ability to see first-hand – author focuses on India and is based in India working for TRANSFIN which is an Indian publisher.
• Precise quantitative evidence – Zona Cafetera region has warmed by 1.2 degrees since 1980.
• Contextual example – e.g. ‘coffee harvesting is a labour-intensive process, meaning it cannot be done whilst maintaining social distancing. So, for instance, when India went into a national lockdown last year, thousands of migrant workers were forced to return to their homes.’
• Historical evidence – Until 1989, coffee prices were relatively stable despite fluctuating outputs.
• Plausible prediction – With global temperatures predicted to rise by 1.5–2 degrees.

Weaknesses:
• Provenance – limited detail about TRANSFIN and the author may have no explicit expertise in coffee production and trade.
• Vague claims – e.g. ‘Many small-scale farmers moved onto more profitable crops or sold their lands to larger producers. This may have negative effects as global demand continues to surge.’
• Unsourced evidence – ‘At least 500 billion cups are consumed each year.’
• Vague sources of evidence – ‘who grow 60% of all coffee, according to CARTO’ – who or what are CARTO?" }, { "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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2024 - F/M - 9239/12 | Q2

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