adminMake sure that your examples are filled with facts, statistics and precise locations. When describing climate use appropriate figures. Do not use vague generalisations. You will not get marks for using words like “wet”, “dry” or “fertile”. “Deep, well-drained” or “rich in nutrients” are creditworthy alternatives to “fertile”.
Make sure that you understand the meaning of command words:
Describe: What does a feature or place look like? You will get no credit for explanation or interpretation.
For example: A corrie is an armchair shaped circular depression on the side of a mountain. It has steep back walls on three sides with a rock lip at the front.
Explain: Give reasons for the formation or location of geographical features.
Example: The rotational movement of glacier ice forms a corrie. Over deepening occurs as a result of plucking and abrasion.
State or List: Make a number of brief points. This is the only occasion where there is no need to write in complete sentences.
Remember that there are 5 extra marks for correct spelling, punctuation and grammar in all geography examinations.
This includes credit for the use of technical terms.
Compare: Point out the similarities and differences.
Contrast: Say what the differences are.
Annotate: Add notes to a diagram. These need to be more than simple labels.
To what extent: You need to come to a conclusion by giving different points of view.
O-Level examinations are always positively marked. Marks are not deducted for giving a wrong answer. Try not to leave gaps. Attempt all the questions except those optional ones you have chosen not to answer. Even if you have to guess an answer you stand a better chance of getting marks.
Try to complete the full number of questions required. Do not spend too much time on the first question, or those that you know best. If you do not finish the paper you will automatically lose marks. Pace yourself, spending time in proportion to the number of marks available. It is pointless writing a side of text on a question part worth just 2 or 3 marks.
If you do run short of time, answer the last question in coherent note form. The examiner will try to give you credit for any relevant points. If you have written a plan for an answer, do not cross it out until you completed the question. If you run out of time the examiner may be able to award marks for the ideas in your plan.
Write concisely and to the point. Do not waste time writing out the question before starting the answer. The number of marks will give you some indication of how long your answer should be.
Use maps and diagrams effectively as they can save you time.
Do not repeat yourself by writing the answer in words and as a diagram. The text will be marked first and if there are still marks available, any additional points in the diagram will be considered. Remember it is not necessary to write a perfect answer to gain full marks. As soon as you have scored the maximum number of creditworthy points in a question the examiner will stop marking.
The question may indicate how many points you have to make. If you are asked to state two disadvantages of the deforestation, you will gain no extra marks for a third.
Never give a series of alternative answers, leaving the examiner to choose the correct one. The first answer is the one that will be marked.
In some questions the examiner will give you a list of answers to choose from. Remember there may be some distractors, or wrong answers among them.
Questions are marked in two ways. Sections of questions with 3 or fewer marks are likely to be point marked. There will be one mark for each correct, relevant point. In most cases the wording of a question will indicate whether a question is point marked. If there are three marks for a question asking for three features of an Equatorial ecosystem, the allocation of those marks is obvious.
Level-marked questions will usually have four or more marks allocated to them. Now look at the following questions and find out how they would be marked.
Explain why long-term aid is better than short-term aid. (8 marks)
A typical mark scheme would look like this:
Level 1 Basic (1- 2 marks)
Simple statements, eg Short-term aid gives food to the starving.
There is no long-term effect.
Level 2 Clear (3–5 marks)
Long-term aid helps people to help themselves, so they are better prepared for the next food shortage, eg Band Aid.
Level 3 Detailed (6–8 marks)
Details are given of a particular aid scheme referring to the advantages of the long-term increase in food production, eg the former USSR part-funded the Aswan Dam. Previously, food production relied on flood water for irrigation, so farming was possible for only short periods. The dam allowed long-term irrigation and more than one crop of rice could be harvested each year. Farming became a year-round activity increasing financial stability.
Explain why the use of appropriate technology may become very important in reducing starvation in the world. (6 marks)
Level 1 Basic (1–2 marks)
Simple statements showing how the food supply will increase without saying how the appropriate technology will make it possible, eg The new hoe means that crops can be grown more easily.
Level 2 Clear (3–4 marks)
The detail is accurate and shows understanding, eg One person still needs to operate the improved hoe, but the larger blade is more effective. It allows the person to hoe a larger area in a shorter time.
Level 3 Detailed (5–6 marks)
Detailed understanding, possibly supported by case studies or exemplars. For example, wind pumps in Kenya allow a fresh supply of water to be brought to remote areas where it would be too expensive to build a larger system. This could serve up to 400 people a day.
Local people can be trained to make and repair the pumps easily. The constant water supply will allow farming throughout the year and a greater range of crops to be grown. — studyguide.pk
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