2 (B) Identify one fact in Source b. Explain why you think it is a fact and how it supports the perspective of the source material. [4]

Task Specific Mark Scheme

A fact is something that can be checked or proved; something that is true and which can be verified from experience and observation; a piece of accurate information.

The following examples of facts may be found in Source B and elaborated upon:

• Anika Roy is a biologist/scientist working in a university department

• Anika Roy has worked as a scientist for many years

• Anika Roy has published articles on the environment

• The rate of biodiversity loss is increasing

• Other reasonable response.

Generic Mark Scheme

Marks	Description of Level
4	Effective analysis with arguments/ ideas given fully relevant, clear and developed. Opinion/conclusion is clear and fully supported.
3	Good analysis with arguments/ideas given generally relevant, clear and developed. Conclusion/opinion is clear but may not be fully supported.
2	Basic analysis of issues and arguments/ideas are present but are not always relevant, clear or developed. Conclusion/opinion is given but is not adequately supported.
1	Very little analysis of issues with very few arguments and ideas. Where present, they are not relevant, clear or developed. A conclusion/opinion may be given but not supported in any meaningful way.
0	Shows no analysis of the defined content.

3. Refer to Source B.

In this discussion, whose argument is most effective, Anika Roy’s or Zhang Li’s?

In your answer you should support your point of view with their words and phrases and you may consider:

• the strength of their knowledge claims

• how reasonable their opinions are

• whether you accept their values

• their use of language

• the strengths and weaknesses of their evidence

• other relevant issues. [8]

Task Specific Mark Scheme

Learners are expected to evaluate the arguments and reasoning in the two statements and compare their effectiveness. They should make a supported judgement with some explanation about which person has the most effective argument.

Learners may consider the following types of issue:

• quality of the argument

  • clarity

  • tone – emotive; exaggerated; precise; respectful

  • language

  • balance

• quality of the evidence

  • relevance

  • sufficiency – sample size; amount and weight

  • source – media; radio; research

  • date – how recent

  • factual, opinion, value, anecdote

  • testimony – from experience and expert

• knowledge claims

• sources of bias

  • gender

  • political

  • personal values

  • experience

• likelihood of consequences and implications of their ideas

• acceptability of their values to others

  • how likely other people are to agree with their perspective/view.

Learners may interpret the strengths and weaknesses of the arguments in different ways. Assessors are marking the quality of their evaluation of the arguments and how well they support their conclusion. Some of the possible responses might be:

Person	Strengths	Weaknesses
Professor Anika Roy	Clearly expressed Shows commitment and passion Uses several pieces of evidence Uses scientific evidence based on research Up-to-date research Is likely to be an expert on the subject Uses personal experience Some consequences have been shown to be accurate by research Many people agree that the environment needs to be protected Other	Not balanced as only addresses one side of the issue Could be biased as her career and reputation based on this type of work Wants to get more money for research so exaggerates problem Some implications suggested may be unlikely Claims are based on projections that may not happen Other
Zhang Li	Some balance in the argument Some arguments have some credibility Argues strongly Refers to past experience and historical evidence Other	Not very respectful Exaggerated tone Generalised judgements Little evidence from research or factual material Mainly assertions Anecdotal Doesn’t focus on the main issue Other