The Source Based Essay

Marking tips and guidance:

● When marking, make sure you circle sources. This helps to check if learners have
used all the sources. It is also a good idea to do something like this:
A✓, B✓, C✓, D✓, E✓, F✓, G✓, H✓. Write out the source letters at the end of the
essay and tick them off when a learner has used them.

● If a learner has not referenced the source, but still USED it, you must credit it.
● Check that they have actually USED sources – sometimes they will reference a
source, and it will not be properly used.
● If learners omit sources:
- 1 Source – Even if the essay is very good, they can only get 39/50.
- 2 Sources – Even if the essay is very good, they can only get 34/50.
- 3 Sources – Even if the essay is very good, they can only get 29/50.
● Lumping has been an issue for many years. This has to do with when learners
lump sources together in a paragraph like this (Source A, C, G, H). A learner can
only get a maximum of 29/50 if the essay is good. However, if they ‘unlump’(a
technical term from henceforth) the sources, meaning they use the sources
individually in the paragraph, after they lump, then they are not penalized. This is
because they have still used each source individually.
● Listing of sources – using sources in a list (A, B, C, D, E). The issue with listing is
that learners are expected to extract evidence from sources to develop their
argument. If listing is done, their argument will invariably be weaker. If they list,
they may not receive a mark higher than 29/50 (even if their essay is good).
● There is NO EVALUATION (reliability, validity, usefulness etc.) of sources in the SB
essay. This is done in Sections A & B in Paper II.
● If a learner ‘weaves’ their argument i.e., Argument, CA, Argument, CA repeatedly
in paragraphs, credit what they are doing. Quite often, learners with very
sophisticated arguments employ ‘weaving’.
● Extent:
- This is a vital component of the SB Essay. Extent MUST be addressed by using
terms which show the extent clearly. They must use the terms
‘larger/greater extent’ or ‘lesser extent’ in the introduction and conclusion
of their essays. This shows the degrees of their argument and
counterargument. This should be reinforced throughout the body of the essay
as well. The essay may look clumsy if they use the same phrase in the body, so
encourage your learners to develop new methods to link evidence to their
argument in the paragraphs.
 - Flawed introductions and conclusions are basically when a learner fails to
specify extent. Sometimes, learners have difficulty expressing themselves
clearly, and they might use phrases like: To some/an extent – this is fence
sitting, because they are not showing the degree to which something is a
factor. Occasionally, a learner will clarify their position in the body of the
essay, which you must credit.
● When marking, always refer to the main impression section of the rubric, as this
will give you a good idea of where to place it. This is especially helpful when
marking essays which are close to the 90% bracket, and for the mid-level essays
(Level 5 and 6).
● When marking SB essays, always provide comprehensive comments at the end of
the essay. This helps with moderation, but if this also helps learners understand
their marks a little better. Some schools attach a rubric to each child’s work, and
while this is not necessary, it is a worthwhile thing to do.
● MARKING SYMBOLS:
- F – Focus – this has to do with the central idea of the question. For example:
To what extent is it true to say that the South African Defence Force was
defeated at the Battle of Cuito Cuanavale? The focus has to do with how
far it is TRUE to say that the SADF were defeated at the Battle of Cuito
Cuanavale. In the recent 2022 marking session, learners found it difficult to
determine the focus, and they forced their own impression of the focus,
ignoring the critical ‘is it true’ phrase.
- AF – Attempted Focus – This is where learners try to use evidence to focus on
the question but are not entirely successful.
- TF – Tagged-on Focus – This comes in the form of a repeated phrase or
sentence, often at the end of a paragraph, for example: Thus, to a greater
extent, it is true to say that the SADF were defeated at the Battle of Cuito
Cuanavale. This is not inherently bad, as it shows an attempt to link evidence,
but you should attempt to teach your learners more effective ways of linking
back to the focus.
- IF – Implied Focus – this is where learners use the correct information, but
there is not a clear intention at linking the evidence to the focus/question.
- NF – No Focus – this is when the learners completely misinterpret evidence
and make no attempt to link to the focus/question.
- N – Narrative – this is where the learners relay the events rather than address
the question. They are telling a story.
- St – Stance – this is where learners show their main argument. This should be
done in the introduction, maintained through the body, and reinforced in the
conclusion. They must refer to extent clearly.
- CA – Counterargument – this is where learners outline their
counterargument. Again, extent must be shown clearly. You must mark this
clearly when you note it in an essay. It should appear in the introduction,
there should be a CA component in the body, and it must be mentioned in the
conclusion.
- IR – Irrelevant – this where learners use information which is completely
irrelevant. They are not addressing the question.
 - ^ - Missing information – this can be used when an essay lacks depth or
detail. Quite often, this is used at the end of paragraphs, when learners fail to
provide a link.
● Make sure you use the above symbols regularly and explain them to your
learners.

Tips for learners:

To begin:
● START WITH READING THE QUESTION. HAVE A TENTATIVE ANSWER IN MIND.
● UNDERLINE THE FOCUS/KEY/INSTRUCTION WORDS:
● Go through each source carefully and determine how they fit into your argument.
(USE A √ OR A X – The parts that have a √ next to them, will form part of your
argument, those that have a X, will form part of your counter argument.
● Group your sources into Argument and CA i.e., Argument: A, C, E, G, H; CA: B, D, F,
H, A.
● Be AWARE that very often, sources will contain elements of the argument and
counterargument.
● Find common themes in the sources, as this will help you decide what your
topic sentences will be.
● Set out your planning – a very important detail in writing decent, cohesive SB
essays.
● Make sure you set out any planning with the question in mind – do not rush into
the essay without a plan of some sort. Plan your paragraphs by knowing what
your Topic sentences are, and which information you will use in each paragraph.
● You can use any method you are comfortable with –
Summaries, spider diagrams etc.
● Planning helps sort ideas into specific parts.

The Introduction:
● In IEB SB History essays, the idea is to have an introduction that gets straight to
the point. It need not be too long, but it must address the question.
● Take this question from IEB November 2022 Paper II:
● To what extent is it true to say that the South African Defence Force was defeated
at the Battle of Cuito Cuanavale?
● Generally, Source Based Essays ask you to address extent e.g. You will need to
clearly indicate your stance:
● To a greater/larger extent, it is true/accurate to say that the SADF was defeated
in the Battle of Cuito Cuanavale.
● You will also need to provide a counterargument, and it is important to address
extent here as well:
 ● However, to a lesser extent, the SADF were successful in multiple areas, winning
a clear victory in terms of casualties inflicted.
● For a Source Based essay, you are not required to list factors for further
discussion in the introduction. You do not need to ‘signpost’.
● Answer –Make sure you TAKE A STAND. Address EXTENT - do not ‘sit on the
fence’.
● Source Based essays always require a COUNTERARGUMENT – this MUST be
included in the introduction.

The Body:
• Writing an effective ‘body’ starts with knowing which part of the argument you
are going to deal with in each paragraph.
• FOCUS has to do with how well you address the question.
• Try using a system which helps you FOCUS on the addressing the question. There
are numerous methods you can use. One example is the ‘PEEL’ system.
• POINT – Highlight the point/topic sentence of the paragraph.
• Example/Evidence – Give an Example/examples, from the Sources, which
backs up your point.
• Explain/Elaborate – This part of the Paragraph is where you will elaborate and
critically analyse your point.
• Link – Link back to the focus of the question. Sometimes this can appear forced.
Try to make the link appear as natural as possible. Avoid using a repetitive
sentence i.e., Thus, to a greater extent…
• Advancing your argument in this case means using the Sources constructively.
Quoting SELECTIVELY from a Source is always important, but you should not
‘cut and paste’ the entire source and put that forward as your argument.
• Acknowledge the source by writing it in brackets after the quote. (Source A).
Source references generally appear in the EXAMPLE and EXPLAIN section of a
paragraph. Why? This is where you will be dealing with the evidence extracted
from the sources.
• You may also integrate the Source reference into your paragraph in other ways:
According to Source A… Source A refers to… Be careful using this method
however, as it can appear DESCRIPTIVE.
• Make sure that your structure makes sense. Weaving your argument and
counterargument in a single paragraph is incredibly challenging, and is not often
something that is done well. Instead of this, in your planning, structure each
paragraph carefully, so you are dealing with specific components. The use of FIVE
paragraphs makes structural sense i.e., Introduction, Main Argument, Main
Argument, Counterargument, and Conclusion.
The Counterargument:
• This is a vital part of the process.
• Don’t forget, this essay is meant to be balanced. You must SHOW extent. Be
clear.
• Use the same process for setting out paragraphs as mentioned before (PEEL)
• Present your CA, referring to the sources, as a separate paragraph.
• This is a more effective technique than trying to counter your argument in every
paragraph. (TRY NOT TO WEAVE ARGUMENT AND CA)

The Conclusion:
• Your last step is to write the conclusion.
• This will be based on the evaluation of both sides of the argument, where you
bring together the main issues. You are expected to provide the same arguments
as the introduction. Address extent clearly.
• Does the evidence address the question?
• DO NOT INTRODUCE NEW INFORMATION.
• This part will unfortunately look very similar to the introduction. You will need
to be creative about how you word this, so that it does not look like a complete
copy and paste of the introduction.
Tips and Pointers:
• FOCUS: Writing with a sense of purpose, using evidence to back up your point
and then linking back to the question. FOCUS ON THE QUESTION.
• WAFFLE: irrelevant information used in an essay to ‘fill up space’. Remember, you
may only use evidence from the Sources in a SB essay.
• EVALUATE: to form an idea, based on evidence.
• CHRONOLOGICAL ORDER – The order (time) in which events occurred. Make
sure your essay follows chronological order.
• Know historical terms – be sure to touch up on terms like: Nationalism,
Communism, Capitalism, Revisionism, Marxism, Proxy Wars etc.
• Become familiar with the IEB Rubric for Source Based Essays.
• Remember to use linking words in your essays – On the other hand, whereas,
however, although, furthermore, in addition, similarly etc.
 • Always plan your essays – in examinations, this may seem daunting, but it is a
vital part of the process. If you do this, your essays will be more focused.
• Never use headings in an essay.
• Do not write in first or second person e.g. In this essay, I will discuss… We can
see… etc.
• Write formally, avoiding colloquial language at all times. Write in the THIRD
person.
When you have completed an essay, ask yourself these questions:
• Does my introduction focus directly on the question?
• Do I include a Counterargument?
• Are my paragraphs structured correctly?
• Are my paragraphs linked to the question?
• Are my paragraphs written in a logical order?
• Does my conclusion focus on addressing the question?
• Have I expressed my ideas in my own words without copying directly from the
Sources?
• Have I analysed the sources, or have I described them?
• Have I avoided repetition and succeeded in writing concisely?