Global Perspectives · Oct / Nov 2025 · Paper 11 · Question 3

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The question as text

Study Source 4. Which argument is more convincing, Amari’s or Nasha’s? Your answer should: • consider both arguments • evaluate their reasoning, evidence and use of language • support your judgement with their words and ideas. [16]

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Show the answer and mark scheme

Your answer should:

consider both arguments

evaluate their reasoning, evidence and use of language

support your judgement with their words and ideas.

Main Annotations

Tables E and F

Use these tables to give marks for each candidate response.

Table E

Analysis (AO1)

Level

Description

7–8 4

Consistently analytic throughout and fully supported

Analyses a wide range of aspects of both arguments.

Frequent use of relevant material taken from the

source.

Clear and explicit comparison of the two arguments. 5–6 3

Mainly analytic and supported

Analyses a range of aspects of both arguments.

Some use of relevant material taken from the source.

Clear comparison of the two arguments.

3–4 2

Partly analytic and descriptive with some support

Analyses a limited range of aspects of both

arguments.

Occasional use of material taken from the source.

Implied comparison by simple juxtaposition of the two arguments.

1–2 1

Descriptive and unsupported

Analyses a limited range of aspects of one (or both) argument.

Little or no use of material taken from the source.

No creditable response

0 Further Guidance for Table E

The comparison of the arguments must be clear to enter L3 and L4. 2

If only one argument is analysed, award at a maximum of L2 only.

Table F

Evaluation (AO1)

Level

Description

7–8 4

Consistently evaluative throughout and fully

explained

Detailed and reasoned explanation of a wide range of evaluative points throughout the response.

Both reasoning and evidence within the arguments in the source are evaluated explicitly.

Clear, supported judgement consistent with the

candidate’s argument.

5–6 3

Mainly evaluative and explained

Reasoned explanation of a range of evaluative points within most of the response.

Reasoning and/or evidence within the arguments in the source are evaluated.

Judgement generally consistent with the candidate’s argument.

3–4 2

Partly evaluative with little explanation

A limited range of evaluative points that are mostly

descriptive and/or asserted with little explanation.

Reasoning and/or evidence within the arguments in the source are mostly described.

Judgement lacks some clarity and may be partly

inconsistent with the candidate’s argument.

1–2 1

Descriptive without explanation

One or two evaluative points that are asserted,

tangential or not relevant.

The topic or the arguments in the source are

described.

Judgement is unclear and inconsistent with the

candidate’s argument or may not be included.

No creditable response

0 Further Guidance for Table F

The judgement about the most convincing argument must be clear to enter L3 and L4.

Indicative content

Candidates are expected to evaluate the arguments presented in Source 4. They should make a supported judgement with some explanation about which person has the most convincing argument. Candidates may support their judgement by considering some of the following aspects of the arguments: Strength of reasoning:

logic

structure

balance

claims

Use of language:

tone – emotive, exaggerated, precise, measured

clarity

Evidence:

range of information and depth

relevance

sufficiency – sample size

source – media, internet

date – how recent

different types of information – fact, opinion, value, anecdote

testimony – from experience and expert

Sources of bias or vested interest:

local interest

economic

personal values

experience

Possible consequences of the ideas or actions presented.

Acceptability of their values to others:

how likely other people are to agree with their perspective / view. Other relevant responses should be credited.

Examples of evaluative points candidates are likely to discuss are outlined as follows.

Argument

Strengths

Weaknesses Amari

Experience of being a

Very general personal health worker.

view.

Details the help needed.

Only personal thoughts

Evidence from a

offered.

professor.

Does not indicate what

Other relevant response.

the present clinic offers.

Professor’s credentials are unknown.

Other relevant response. Nasha

Refers to own good

Does not fully explain ideas about new lessons.

own ideas.

Considers cost / health

Does not consider that benefits of prevention.

not all schools can afford

Gives school viewpoint.

counsellors.

Does not indicate her Reference to personal

responsibility.

own level of education.

Other relevant response. Other relevant response.

AO1 Analysis

AO1 Evaluation

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