Question 3 gives you a source in which people put forward arguments. You show you can tell fact from opinion, judge how well reasons and evidence support a point, and decide which argument is more convincing and why. This chapter gives you the vocabulary and a method.
3.1 Fact, opinion, value judgement and the other terms of argument
The syllabus names eight terms you must understand: bias, claim, fact, generalisation, opinion, prediction, value and vested interest.
| Term | Meaning | Example |
|---|---|---|
| Fact | Something that can be checked and shown to be true or false | "The town has 12 schools." |
| Opinion | What someone thinks or believes; it cannot be proved right or wrong | "Schools are better than they used to be." |
| Value judgement | An opinion about whether something is good or bad, right or wrong, important or not, based on values | "It is wrong to cut school funding." |
| Claim | A statement that something is true, which needs evidence | "Screen time harms sleep." |
| Generalisation | A statement about all, most or many based on a few cases | "Teenagers never read books." |
| Prediction | A statement about what will happen in the future | "Prices will double by 2040." |
| Value | A belief about what matters (fairness, freedom, tradition, family) that shapes opinions | "I value community above money." |
| Bias | Giving a one-sided view, leaving out or twisting information | A website that only lists the good results |
| Vested interest | A personal gain from the result: money, power, reputation | A company reporting that its own product is safe |
Identifying and explaining
A typical question: "Identify one value judgement from the statement. Explain why it is a value judgement."
- Quote the words exactly.
- Explain why: "This is a value judgement because it says what is right or wrong, and different people could disagree depending on their values. It cannot be proved."
For a fact: "Identify one fact. Explain how well this fact supports the argument."
- It is a fact because it can be checked, for example from official figures.
- Then judge how well it supports the argument: is it relevant, enough, recent, from a reliable source, and does it show what the speaker claims? A true fact can still be weak support if it is about a different place, from long ago, or only one case.
3.2 Evaluating reasoning, evidence and use of language
The parts of an argument
An argument has a claim (conclusion), reasons that say why, and evidence that supports the reasons. To evaluate, ask how strong each part is and whether they fit together.
Judging the reasoning
| Look for | Strong reasoning | Weak reasoning |
|---|---|---|
| Link | Reasons clearly lead to the conclusion | Reasons are about something else, or the jump is too big |
| Cause | Shows how one thing leads to another | Confuses correlation with cause (two things rise together) |
| Assumptions | States or justifies what it takes for granted | Hidden assumptions ("everyone wants a car") |
| Balance | Considers other views | Ignores counter-arguments |
| Generalisation | Careful words (some, many, often) | Sweeping words (all, always, never, nobody) |
| Consistency | Points support each other | Contradicts itself |
Judging the evidence
- Type: statistics, expert opinion, case study, personal experience (anecdote), example.
- Relevance: is it about the issue being argued?
- Quantity: is it enough, or just one example?
- Reliability: who produced it, how, and when? Could they have a vested interest?
- Balance: does the argument use only evidence that helps?
Different types give different strengths. Statistics show scale but can be selected or out of date. Expert views carry authority but may be biased. Personal stories show real experience but may not be typical.
Judging the use of language
Language is a tool used to persuade. Look at:
- Emotive words ("shocking", "disaster", "innocent children") that make readers feel rather than think.
- Absolute words ("always", "everyone", "never") that overstate.
- Hedging words ("may", "could", "some") that show care and honesty.
- Rhetorical questions ("Do we want our children to suffer?") that push the reader to one answer.
- Tone: calm, formal, angry, urgent, friendly.
- Repetition and lists used for emphasis.
Who is speaking?
Check the author's expertise, purpose (inform, persuade, sell), audience, date and any vested interest. A source that gains from the issue is not automatically wrong, but you must take that into account.
3.3 Comparing arguments and making a reasoned judgement
The Question 3 task (about 15 or 16 marks) is: "Which argument is more convincing? Your answer should consider both arguments, evaluate their reasoning, evidence and use of language, and support your judgement with their words and ideas."
A plan that reaches the top levels
- Opening judgement (one or two sentences). Say which you think is more convincing and why, in a sentence. You can add "although" to show you have weighed both.
- Argument A (about one-third): reasoning, evidence and language, each with a quotation or detail and a comment on its effect.
- Argument B (about one-third): the same three things.
- Direct comparison: use words such as whereas, in contrast, both, however, unlike. Compare like with like (their evidence against each other, their language against each other).
- Final judgement: say again which is more convincing and give the main reason, such as "because its evidence is wider and more reliable even though its language is less powerful".
What markers reward
| Level | What it looks like |
|---|---|
| Top | Analyses many aspects of both arguments, uses the sources' own words often, makes a clear, explicit comparison, reaches a reasoned judgement |
| Middle | Analyses some aspects of both arguments, some use of the source, some comparison |
| Low | Describes or summarises, says what each person said, no comparison, little use of the text |
Useful sentence starters
- "Argument A is stronger on evidence because ... whereas Argument B ..."
- "B's phrase '...' is emotive, which may persuade but does not give proof."
- "Both arguments assume that ..., but only A explains why."
- "Overall, I find A more convincing because ..."
Practise this chapter
Every past-paper question on these topics, with the mark scheme.