Exam Questions

and Essay Writing

Economics - Paper 1
Details

Time: 1 hour 15 minutes

Marks: 25 marks
part (a) - 10 marks
part (b) - 15 marks

Content: Any part of the syllabus.

Questions: Choose one out of three questions.

Suggested timings (with a few minutes planning time):

part (a) - 25 minutes
part (b) - 50 minutes
part (a) - 10 marks - (25 minutes)
Possible command terms

Assessment Objective 2 (AO2) - Application and analysis

These terms require students to use their knowledge and skills to break down ideas into simpler
parts and to see how the parts relate.

Analyse Break down in order to bring out the essential elements or structure.

Apply Use an idea, equation, principle, theory or law in relation to a given problem or issue.

Comment Give a judgment based on a given statement or result of a calculation.

Distinguish Make clear the differences between two or more concepts or items.

Explain Give a detailed account including reasons or causes.

Suggest Propose a solution, hypothesis or other possible answer.

Example question

(a) Explain two determinants of price elasticity of demand

[10 marks]
Marking criteria - 10 marks

● The specific demands of the question are understood

and addressed
● Relevant economic theory is fully explained.
9-10 ● Relevant economic terms are used appropriately
throughout the response.
● Where appropriate, relevant diagram(s) are included
and fully explained
Suggested structure

D - Definitions (Intro)
-- As an introduction, define, briefly, the key economic terms that
appear in the question. Point out any ambiguities in the question (eg
“best” means “best for whom or on what criteria?”). Repeating the
question is unnecessary.

D - Diagram
-- Draw large diagrams with a dark pencil and use a ruler for axes. This may be
Label fully, but titles are not necessary. Explain and use the diagram repeated if
in the analysis. you are
drawing
more than
E - Explain one
diagram.
-- Start a new paragraph for each new point. Each separate argument
or explanation deserves its own paragraph. Keep sentences short.
part (b) - 15 marks - (50 minutes)
Possible command terms 1

Assessment Objective 3 (AO3) - Synthesis and evaluation

These terms require students to rearrange component ideas into a new whole and make judgments based
on evidence or a set of criteria.

Compare Give an account of the similarities between two (or more) items or situations, referring to
both (all) of them throughout.

Compare and contrast Give an account of similarities and differences between two (or more) items
or situations, referring to both (all) of them throughout.

Contrast Give an account of the differences between two (or more) items or situations, referring to
both (all) of them throughout.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate
evidence.
Possible command terms 2

Assessment Objective 3 (AO3) - Synthesis and evaluation

These terms require students to rearrange component ideas into a new whole and make judgments based
on evidence or a set of criteria.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Examine Consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue.

Justify Give valid reasons or evidence to support an answer or conclusion.

Recommend Present an advisable course of action with appropriate supporting evidence/reason in

relation to a given situation, problem or issue.

To what extent Consider the merits or otherwise of an argument or concept. Opinions and
conclusions should be presented clearly and supported with appropriate evidence and sound
argument.
Example question

(b) Using a real world example, discuss the consequences of

an indirect tax.
[15 marks]

NOTE: Definitions, theory and examples that have already

been given in part (a) can be referred to (without repeating) in
part (b).
Marking criteria - 15 marks

● The specific demands of the question are understood

and addressed.
● Relevant economic theory is fully explained.
● Relevant economic terms are used appropriately
throughout the response.
13-15 ● Where appropriate, relevant diagram(s) are included
and fully explained.
● The response contains evidence of effective and
balanced synthesis or evaluation.
● A relevant real-world example(s) is identified and fully
developed to support the argument.
Suggested structure
D - Definitions (Intro) Example
Real-world example(s) must
D - Diagram
be included. The example(s)
E - Explain should not only be
-- Same as part (a) mentioned at the end. The
E - Evaluation analysis and the evaluation
-- Both sides of controversial issues should be should be woven around the
addressed. Every argument has a counterargument. example(s) and the
Every loss is counterbalanced by a gain. Every example(s) can be used to
policy has benefits and problems. Use SLAP substantiate the assertions.
C - Conclusion
Ideally, the evaluation and
-- A summative conclusion is important for part (b).
the analysis will be related
The most important points made may be provided
specifically to the real-world
here. Give some level of opinion (don’t use first
example(s) used and to the
person!) on the effectiveness, particularly in your
question asked.
example.

SLAP - Summary
S - Stakeholders
- Which stakeholders are
affected and how are they
affected?
- Examples: Government,
businesses, consumers,
society
L - Long-term vs short-term
effects
- What’s the immediate effect?
- Will there be a change in the
impact over time?
A - Assumptions
- Are there some assumptions
being made, that the theory
depends on that may not hold
true? This is the same as “ceteris
paribus” --the assumption that all
other things are being held
equal, when in fact they might
not stay constant. Explain what
might change and how that
would effect your analysis.
- Tell us the weaknesses in the
theory?/What is unrealistic about
the theory?
P - Pros and cons /
benefits and drawbacks