a level geography essay examples

How do you write a great A-Level Geography essay answer?

Exams can be a stressful and nerve-wracking experience, especially when it comes to essay questions. As a student taking A-Level Geography, you may be feeling the pressure of writing a well-structured and thought-out essay for your exams. After all, they’re worth a lot of marks. However, don’t worry! With the right approach and preparation, you can easily tackle essay questions with confidence. Here is my method of approaching any A-Level essay question…

1. Read the question thoroughly!

You’ll have heard this time and time again from your teachers but this cannot be stressed enough! It’s important to read the question carefully and make sure you understand it. Take a few moments to think about what the question is asking and what points you should cover. Highlight keywords or phrases that will help you focus your answer.

Follow along with how I have highlighted this example question.

In this example, I have highlighted the key terms of the question. I want to figure out exactly what the examiner will be looking for and how I can be in with a chance of gaining all of the marks.

Within a few words, I know that the examiner is looking for my answer to be backed up by my case study material and I MUST reference it to get marks.

EVALUATE – means that in my answer I should be weighing up the advantages and disadvantages of the key terms and my answer should have a conclusion of if the management is beneficial or needs improvement.

If you know you will not have time to finish your answer to an ‘evaluate’ question it is important that you skip straight to the conclusion – no matter how short it will be. The examiner is looking for a conclusion in these answers regardless of the rest of the content and so you will gain marks even if it is not your best work!

Finally, I have highlighted the key information that I am being asked for. The question wants me to discuss both the PREPARATION and RESPONSE and so I need to include both in order to get a high mark for the answer. This question is only looking at the management of VOLCANIC activity. By reading the question carefully I am ensuring I do not waste precious time talking about unnecessary ideas.

2. Quickly plan your essay out.

Once you’ve read the question, take a minute to brainstorm some ideas. Make sure to jot down any relevant information, facts, and figures that you definitely want to use in your essay. This will help you to get your thoughts in order and make writing your essay a lot easier.

Make it clear on your exam paper what you do not want to be marked! If you have scribbled a quick plan on your page be sure to go back through and put a big X through it and write in capital letters – PLAN.

You really do not want to waste too much time on this as the allotted time for the paper is tight enough! A quick outline of a few statistics that you have in your head and do not want to forget along with what you have highlighted in the question should be enough to see you through!

3. Don’t forget to use evidence in Geography essays.

When writing an essay for A-level Geography, it’s important to back up your points with evidence. This evidence comes from your case study material and the resources given to you in the exam paper. You should ideally know your case studies inside out before your exam and if you struggle to remember everything then choose the shorter facts to memorise! Make sure to give as many facts, figures, or statistics as you can in your essay. This will help to demonstrate your understanding of the subject and support your arguments.

4. Proofread your Geography essay – if you have time!

Once you’ve finished writing your essay, take a few minutes to proofread it. You should only look back at what you have written after you have finished all of the other questions. Check for any spelling or grammatical errors and make sure that your points are clearly laid out. This will help you to present your best work and ensure that you get the marks you deserve.

Don’t worry if it’s messy! If you want to add more information that you think will genuinely gain more marks, don’t be scared to mark asterisks and carry on at the end of the essay or use arrows with more information at the side. Geography is one of the few A-Levels which is still marked in person, on paper and is not scanned in so you can afford a little bit of untidiness.

Finally…

If you find that the stress of the exam is having an impact on your writing skills it’s important to try and fix it as soon as possible. Essays can be daunting, but continued practice will help you to improve your speed. You’ll also begin to grasp what the examiner wants to see in your answer and know which parts aren’t necessary.

Here is a post you may find useful on exam stress:

Top 5 Ways of Calming Exam Anxiety

To sum up…

By following these steps, you can approach essay questions in A-Level Geography exams with confidence. With the right preparation and practice, you can easily write an essay that will impress the examiners and help you to get the grade you want. Good luck!

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Charlotte is the founder of The Geo Room. She is a Geography University Student with a passion for travel and combines her love for Geography and travelling right here on The Geo Room. As an expert in both fields, Charlotte shares tips and tricks to do with both Geography and travel to help readers understand more about the world we live in, and how to make the most of travelling around it.

A Level of Geography

Essay writing – 1

Advice to students.

A-level Geography students are required to write evaluative essays which, under timed conditions, for the examination boards AQA and Edexcel must be completed in around 25 to 30 minutes. For OCR, the time allocated is about 45 minutes.

In general, this represents around 2/3 pages of average-sized handwriting i.e. somewhere between 400 and 600 words, and 750 words for OCR. Evaluative essays should incorporate both an introduction and a formal conclusion, with several paragraphs of argument in between.

The command words now widely used are:

•      Evaluate (appraising/judging usefulness e.g. suitability and validity) •      Assess (weigh up options, conclude re. effectiveness, success or otherwise) •      To what extent ....... •      How far do you agree ...

In writing their essays, the key feature that students need to understand is the difference between descriptive or explanatory writing and evaluative writing.

Descriptive/explanatory writing

This usually consists of factual points which:

•      outline the main features of a place, object, issue, idea, theory, strategy •      recall why these features have arisen because of particular factors, processes, actions or management objectives  •      identify spatial/temporal variations •      make use of case study material to support the answer.

Evaluative writing

This consists of material which may additionally:

•      critically reflect on the limitations of a particular explanation or on viewpoints/ perspectives/conflicts regarding an issue •      discuss the impacts of spatial/temporal variations in the operation of factors and processes •      examine relative success/failure •      use important geographic concepts, such as place, or establish connections and relationships between different ideas.

[Some examples of the differences between descriptive/explanatory and evaluative writing will appear in subsequent Substacks]

In a 400–600-word essay (20 marks), the introduction should probably not exceed 75 words, and is more likely to be around 50 words, in length. Three or four sentences can be sufficient to provide a concise definition of any key terms and to establish a focus and/or an argument, and maybe hint at a conclusion .

A series of roughly equal-sized paragraphs should then guide the reader through enough themes or examples for a credible conclusion or final judgement to be made. A sensible approach might be to write three to five 75/100-word paragraphs.

Note, there is a limit to how much AO1 credit can be gained from the inclusion of excessive amounts of information and data. The examination board AQA allocates an equal proportion of marks to knowledge (AO1) and the application of that knowledge (AO2), whereas both Edexcel and OCR have an imbalance where most of the credit is allocated to AO2.

It is therefore best to avoid:

•      too much background •      irrelevant information •      too much detail. It is better to use some factual information or data (say 2/3 pieces per paragraph) together with some technical terminology.

NB. The use of any knowledge used must be both ‘convincing’ and relevant.

Deconstructing a question

It is important to recognise the demands of a question.

‘The economic impacts of earthquakes are always greater than the social impacts’ To what extent do you agree?’ Recognise the contention in this question – are they ‘always greater’?

‘Assess the importance of governance in the successful management of tectonic hazards’ . Spot the hidden agenda . What other factors could be important?

‘To what extent do you agree that seismic events will always generate more widespread and severe impacts than volcanic events?’ Recognise the contention , and the scale and the range of impacts.

‘Evaluate the importance of rebranding in the success of regeneration’ . Note two hidden agendas here: importance and success. What criteria can be used for both?

‘TNCs are the most significant factor in creating unequal flows of people and money within global systems. How far do you agree with this statement?’ Here we have complicated demands : most significant factor?; people and money; inequality.

The conclusion

The first thing to say is that a clear conclusion must be evident, even if it consists of just one sentence. It should address the question directly and make a final judgement about the ideas/issues which the essay has focused on.  However, it is advisable to produce a substantial conclusion - and not merely a perfunctory sentence.

This is because the mark scheme for the evaluative essays puts a high premium on the ability of candidates to:

      (i)            think and/or reflect critically     (ii)            and/or make connections between different geographic ideas and issues to develop a topic overview.   (iii)            or both.

When it comes to ‘to what extent’ or ‘how far do you agree’ questions:

•      never ‘sit on the fence’ •      equally, it is best to avoid extreme agreement or disagreement •      An 'agree because, but…...' or a 'disagree because, but…...' judgement is often the best position to take.

A good conclusion acknowledges explicitly that any conclusion reached is likely to be partial because there are so many ways of thinking about the issue, and/or so many perspectives to consider. It should refer to the most significant facts which have featured in the main body of the essay (in support of an evidence-based final judgement). It may make reference to specialist geographical theories , terms or ideas in order to add 'weight' to the final judgement. Finally, it may establish connections between different ideas and themes that are featured in the essay.

Signposting language

Signposting language refers to ways in which an essay can be constructed in good English. Here are some examples:

Introducing ideas:

To evaluate the role of….. this essay aims to provide a discussion of….

This essay seeks to investigate/evaluate/assess the impact of …. in relation to….

One aspect which illustrates…. can be identified as…

The current debate about ….. has recently been challenged by …..

Expanding ideas:

Building on from the idea that ….. this section illustrates that …

To further evaluate the role of ….. this section explores the idea that ….

Another line of argument on …. demonstrates that ….

Contrasting ideas:

However, another angle on this debate suggests that ….

In contrast to evidence which suggests …. an alternative view is that ….

Not all research shows that ….. Some evidence states that ….

Summation of a paragraph:

This evidence highlights that ….

There is therefore general agreement that….

The strength of such an approach is that….

Concluding:

Having considered all of the evidence, the extent to which there can be agreement with the statement is …

The majority of the evidence presented in this essay shows that ….

To conclude, this essay has addressed a number of significant factors, which tend to point towards….

Linking words.

A good essay will make use of several linking words, which help to connect paragraphs, ideas and themes. The most common ones used are shown below

Ready for more?

A Level Geography Model Answers: see A* essays in practice

See how a top-level answer is written.

Model Answers are a powerful resource to help see a top level answer in action. Model Essays from Study Geography have been marked at an A* before, so you can see how to structure an answer and the different elements that go into it.

Why should I use A Level Geography Model Answers?

Wide range available.

We’ve made available a wide range of Model Answers that demonstrate how to answer questions for a range of topics.

Essay Structure

A Level Geography Model Answers give you an idea about how to structure an essay, and what to include.

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Paired with our Exam Guidance resources, Model Answers show you how to apply what you’ve learned previously.

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A Level Geography

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The Evaluation Spider : a Way to Develop High Quality ‘Evaluation’ in A level Geography Essays

20th March 2016

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One of the most challenging aspects in writing good-quality extended answers is for A level students to understand how to ‘evaluate’. It is often a requirement of the highest mark bands in essay questions that require a student to critically reflect on policies, strategies and management plans and assess their degree of success, or otherwise. This evaluative quality frequently features in human geography questions, but may be equally applicable to physical/human interactions, such as evaluating a response to a natural hazard.

Andy recently finished being a classroom geographer after 35 years at two schools in East Yorkshire as head of geography, head of the humanities faculty and director of the humanities specialism. He has written extensively about teaching and geography - with articles in the TES, Geography GCSE Wideworld and Teaching Geography.

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A Level Geography: Case Studies and Exam Tips

A-Level Geography is a challenging and rewarding subject that explores the dynamic relationships between people and their environments. The curriculum often includes the study of case studies to illustrate key concepts and geographical theories. In this article, we'll delve into the importance of case studies in A-Level Geography and provide exam tips to help you excel in this subject.

 The Significance of Case Studies in A-Level Geography

Case studies are essential in A-Level Geography for several reasons:

1. Illustrating Concepts: 

Case studies provide real-world examples that illustrate the geographical concepts and theories covered in the curriculum. They make abstract ideas tangible and relatable.

2. Application of Knowledge: 

Case studies offer opportunities for students to apply their geographical knowledge and analytical skills to specific situations. This application enhances understanding.

3. Contextual Learning: 

Case studies allow students to explore the complex and dynamic interactions between people and their environments in specific contexts. This contextual understanding is at the heart of geography.

4. Exam Requirement: 

In A-Level Geography exams, you are often required to use case studies to support your arguments and analysis. Having a repertoire of case studies at your disposal is crucial for success.

 Selecting and Using Case Studies

Here's how to select and effectively use case studies in your A-Level Geography studies and exams:

1. Diverse Selection: 

Choose a range of case studies that cover different geographical contexts, themes, and issues. This diversity will prepare you for various exam questions.

2. Local and Global: 

Include both local and global case studies. Local examples may provide opportunities for fieldwork, while global case studies allow you to explore international perspectives.

3. Relevance to the Curriculum: 

Ensure that your case studies align with the topics and themes covered in your A-Level Geography course. They should be relevant to your exam syllabus.

4. In-Depth Understanding: 

Study your selected case studies in-depth. Familiarize yourself with the geographical context, key facts, statistics, and relevant theories and concepts.

5. Interdisciplinary Approach: 

Recognize that geography often intersects with other subjects like environmental science, economics, and sociology. Explore how these interdisciplinary aspects come into play in your case studies.

6. Regular Review: 

Periodically review and update your case studies to ensure you have the most recent data and information. Geography is a dynamic field, and changes can occur over time.

 Exam Tips for A-Level Geography

Here are some tips to help you succeed in your A-Level Geography exams:

1. Practice Essay Writing: 

Geography exams often require essay-style responses. Practice writing coherent and well-structured essays that incorporate case studies effectively.

2. Master Map Skills: 

Geography exams may include map interpretation and analysis. Develop your map-reading skills to excel in this section.

3. Use Case Studies Wisely: 

When using case studies in your exam, ensure they are relevant to the question and directly support your argument. Avoid including irrelevant details.

4. Time Management: 

Manage your time wisely during the exam. Allocate specific time slots for each section or question and stick to the schedule.

5. Understand Command Terms: 

Be familiar with the command terms used in geography questions, such as "explain," "discuss," and "evaluate." Tailor your responses accordingly.

6. Practice Past Papers: 

Work through past exam papers to get a sense of the format and types of questions that may appear in your A-Level Geography exams.

7. Seek Feedback: 

If possible, ask your teacher or a peer to review your practice essays and provide feedback. Constructive feedback can help you refine your writing and analysis skills.

8. Stay Informed: 

Keep up with current geographical events and developments. This knowledge can be invaluable in your essays and discussions.

 Conclusion

A-Level Geography is a subject that bridges the gap between the natural and social sciences, offering a comprehensive view of the world. Case studies are pivotal in this field, providing practical examples that support your learning and exam performance. By selecting diverse and relevant case studies, studying them thoroughly, and practicing effective essay writing and map skills, you can navigate A-Level Geography with confidence and success.

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A-Level Geography: A Complete Guide

Dr Rahil Sachak-Patwa

Thinking about taking A-Level Geography? You're not alone. A-Level Geography is an exciting subject that looks at both the physical world and human societies. It helps us understand how the Earth's landscapes, cities, and climates work. But what does studying Geography really involve, and is it the right choice for you? Is Geography A-Level hard, or is it a chance to learn more about our planet and how we live on it? In this guide, we'll take a closer look at what A-Level Geography covers, from rivers and volcanoes to cities and economies, and help you decide if it's the right subject for you.

What is Geography A-Level about?

A-Level Geography is an in-depth study that bridges the gap between the natural world and human societies. It's designed to equip students with a broad understanding of the Earth's processes, landscapes, and the environmental and societal challenges we face. It's a dynamic field that analyses and interprets the world in a way that is relevant to our current global issues.

• Physical Geography: Focuses on natural landscapes, processes, and phenomena. Think about why and how features like mountains, rivers, and climates shape our world.
• Human Geography: Examines the relationship between people and the environment. It delves into urban development, cultural patterns, and economic dynamics.
• Geographical Skills: Involves data interpretation, statistical analysis, and fieldwork, providing practical skills alongside theoretical knowledge.

Here is what an expert A-Level Geography tutor has to say:

"2023 compared to 2020 showed an increase of approximately 27% in the number of students choosing geography as a subject in their A-Level journery. This subject can open doors for students who want to pursue careers like environmental management, urban planning, GIS, and sustainability."

Experts in the field argue that studying Geography provides students with a unique perspective on world issues, from climate change to urbanisation, enabling them to understand and contribute to solutions in a meaningful way. With an emphasis on analytical skills, problem-solving, and critical thinking, Geography A-Level prepares students for a wide range of future paths, both academically and professionally.

Graph showing number of students who took A-Level Geography exams in the past 10 years in the UK

Is Geography A-Level hard?

The question of whether Geography A-Level is hard can be subjective, as it depends on individual strengths and interests. However, it is a subject that requires a blend of skills, including analytical thinking, essay writing, and data interpretation. According to a survey performed by TutorChase , educators and students ranked it as number 10 in the list of hardest A-Levels .

• Diverse Content: Students must grasp both physical and human geography, each with its own theories and data.
• Skills-Based Assessments: Beyond memorising facts, students need to analyse, evaluate, and apply geographical concepts to real-world scenarios.
• Coursework and Fieldwork: Practical assessments require independent research and data collection, challenging students to apply what they've learned outside the classroom.

Table showing A-level Geography grades distribution

Despite these challenges, many find Geography A-Level rewarding due to its relevance to current global issues and the practical skills it develops. Educational experts suggest that with the right approach and study habits, students can excel in Geography, making it a worthwhile option for those interested in understanding and addressing the complexities of our world.

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What concepts are in A-Level Geography?

A-Level Geography covers a wide array of concepts designed to provide students with a holistic understanding of our planet and its societies. The syllabus is carefully structured to balance physical and human geography, ensuring a comprehensive exploration of Earth's systems and human interactions with the environment.

Physical Geography Concepts:

• The Earth’s dynamics, including tectonic processes, weathering, and climate systems.
• Ecosystems and biodiversity, focusing on their development, significance, and conservation.
• Water and carbon cycles are vital to understanding environmental sustainability.

Human Geography Concepts:

• Population dynamics and urbanisation, analysing patterns, trends, and the implications for cities worldwide.
• Economic geography, including globalisation, trade, and development issues.
• Environmental challenges, considering human impact on the planet and strategies for sustainable management.

CIE A-Level Geography Syllabus

The CIE A-Level Geography syllabus delves into physical and human geography, focusing on current global challenges like climate change, to ready students for careers in environmental management and spatial analysis.

Table showing CIE A-Level Geography syllabus

AQA A-Level Geography Syllabus

The AQA A-Level Geography curriculum explores human and physical geography to address contemporary issues like sustainability and urbanization. It equips students with the skills for environmental solutions and geographical analysis, preparing them for careers in planning, conservation, and research.

Table showing AQA A-Level Geography syllabus

Edexcel A-Level Geography Syllabus

The Edexcel A-Level Geography course combines studies of landscapes, human activities, and global issues, focusing on sustainability and geographical analysis. It prepares students for careers in environmental and urban planning.

Table showing Edexcel A-Level Geography syllabus

Through engaging with these concepts, students not only gain knowledge but also develop skills in critical thinking, analysis, and problem-solving, applicable in a wide range of future careers. The A-Level Geography syllabus encourages learners to explore, question, and understand the complexities of the world around them, preparing them for further education and beyond.

What is the A-Level Geography exam structure?

The A-Level Geography exam structure is designed to assess students comprehensively on both the breadth and depth of the subject. It typically combines various forms of assessment to evaluate students' understanding of physical and human geography, their analytical skills, and their ability to apply knowledge to real-world scenarios.

• Written Examinations: These form the core of the assessment, featuring a mix of short-answer questions, structured questions, and essay questions. Exams test students on key concepts, case studies, and geographical theories.
• Coursework/Independent Investigation: Many exam boards require students to complete an independent investigation into a topic of their choice, demonstrating fieldwork skills, data collection, and analysis. This component allows students to explore an area of interest in depth and apply empirical research methods.
• Practical Assessments: Some boards include practical assessments or fieldwork evaluations, where students' abilities to conduct geographic research and apply theoretical knowledge in the field are tested.

CIE A-Level Geography Exam Structure

The CIE A-Level Geography exam includes written papers and coursework, covering human and physical geography. It involves essays, data response, case studies, and an independent investigation, testing analytical skills and practical fieldwork abilities.

Table showing CIE A-Level Geography exam structure

AQA A-Level Geography Exam Structure

The AQA A-Level Geography exam structure encompasses written papers focusing on both human and physical geography, including essays, data interpretations, and case studies. It evaluates students' understanding, analytical skills, and ability to apply geographical concepts, also incorporating coursework or an independent investigation for practical fieldwork assessment.

Table showing AQA A-Level Geography exam structure

Edexcel Exam Structure

The Edexcel A-Level Geography exam consists of written exams on human and physical geography, with essays, data analysis, and case studies. It tests knowledge, analysis, and application skills, including a practical coursework or fieldwork component for hands-on experience.

Table showing Edexcel A-Level Geography exam structure

These diverse assessment methods are important in developing a well-rounded geographic understanding. They prepare students not only for academic success but also for real-world problem-solving by fostering critical thinking and research skills. The exact structure can vary between exam boards, but the combination of written exams and coursework is a consistent feature, aimed at testing a wide range of skills and knowledge areas.

Choosing the Right Exam Board

Selecting the right exam board for A-Level Geography is crucial, as it can influence the topics you study, the style of assessment, and the resources available. The choice should align with your learning preferences, strengths, and future academic or career goals. The four main boards in the UK - CIE , AQA , Edexcel and OCR - each offer unique aspects to their geography syllabus.

• CIE: Recognised as the most popular choice globally, CIE offers an extensive and diverse syllabus that is well-regarded by universities and employers alike.
• AQA: In 2023, 14,450 students in the UK chose AQA for its comprehensive coverage of both physical and human geography, with a strong focus on contemporary issues.
• Edexcel: With 13,753 students in 2023 in the UK, Edexcel is known for its clear structure and support for independent investigation, making it a favourite for students interested in research.
• OCR: OCR, chosen by 5,316 students in 2023 in the UK, is praised for its innovative approach to geography, integrating traditional concepts with modern technological advancements in geographic information systems (GIS).

Considering the exam structure, the specific topics covered, and the availability of learning materials when choosing an exam board is important. It's also beneficial to discuss with teachers and peers who have experience with these boards to gain insights into how each aligns with your learning style and interests. Ultimately, the right exam board for you will offer a syllabus that not only interests you but also challenges and prepares you for future endeavours.

How do you get an A* in A-Level Geography?

Securing an A* in A-Level Geography requires a combination of diligent study habits, strategic exam preparation, and a deep understanding of the subject matter. Achieving this top grade is a testament to a student's hard work, comprehensive knowledge, and ability to apply geographic concepts critically and effectively.

• Consistent Revision: Regularly review course materials, focusing on both physical and human geography topics. Create detailed study notes that can easily be referenced closer to exam time.
• Practise with Past Papers: Familiarise yourself with the exam format and question types by practising past papers. This not only improves time management skills but also helps identify areas needing further study.
• Develop Strong Essay-Writing Skills: Many geography exams require essay responses. Practise writing clear, concise, and well-structured essays that include relevant case studies and examples.
• Seek Feedback: Regularly seek feedback on your essays and answers from teachers or tutors to understand where improvements can be made.
• Utilise Tutoring: Consider engaging with a specialist A-Level tutor to provide additional insights, clarify doubts, and offer personalised study strategies.
• Organise Study Groups: Collaborate with peers for group study sessions. This can be particularly beneficial for discussing complex topics and sharing different perspectives.

Graph showing grades distribution of A-Level Geography in UK 2021-2023

Incorporating a variety of study methods, including the utilisation of online resources and tutoring services, can significantly enhance understanding and performance, steering students towards achieving an A* in A-Level Geography.

Have a look at our comprehensive set of A-Level Geography Study Notes developed by expert A-Level teachers and examiners!

What are the best A-Levels to take with Geography?

Choosing A-Levels that complement Geography can enhance your understanding of the subject and broaden your future academic and career options. Geography's interdisciplinary nature means it pairs well with both sciences and humanities, offering a versatile pathway for students.

• A-Level Environmental Science: Builds on geographical themes of human impact on the environment, conservation, and sustainability.
• A-Level Economics : Provides insights into how economic factors influence and are influenced by geographic factors, such as globalisation and development.
• A-Level History : Enhances understanding of how historical events have shaped and continue to influence geographical landscapes and human societies.
• A-Level Mathematics : Useful for the statistical elements of geography, especially in physical geography and research methods.
• A-Level Biology : Complements the ecological aspects of geography, such as biodiversity and conservation.

Such A-Levels should be selected that not only align with your interests but also support your future ambitions. For students aiming for careers in environmental science, urban planning, or international development, these combinations can provide a strong foundation. Furthermore, universities often value the breadth and depth of knowledge that comes from studying complementary subjects alongside Geography.

Best A-Level Geography Resources

To excel in A-Level Geography, leveraging a range of resources is key. These should not only deepen your understanding but also keep you engaged and well-prepared for exams. Based on recommendations from educators and high-achieving students, the following resources are invaluable:

• Official Exam Board Materials: Begin with your exam board's resources, such as syllabus details, past papers, and examiner feedback.
• Textbooks and Revision Guides: Use current textbooks and revision guides approved by your exam board. Such examples include: " Geography for Cambridge International AS & A Level ", " AQA A-level Geography Fifth Edition ", " Pearson Edexcel A Level Geography Book 1 ", " Pearson Edexcel A Level Geography Book 2 " and " OCR A Level Geography Third Edition ".
• Online Platforms: Sites like Geography All the Way and Cool Geography offer extensive materials, including interactive activities and case studies.
• Documentaries and Podcasts: Supplement your learning with geography-related documentaries and podcasts, which can provide insights into contemporary geographical issues.
• A-Level Geography Q&A Revision Notes: High-quality Q&A revision notes can be particularly helpful for revision, offering a focused way to memorize key facts and figures.
• Online Tutoring: Consider online tutoring for personalised guidance and clarification of difficult topics. Platforms like TutorChase match students with subject experts.
• Study Notes: These high quality study notes can be particularly helpful for revision and memorising key facts and figures.

Experts advocate for a balanced study approach, incorporating both traditional materials and digital resources. This strategy not only aids in grasping complex theories but also makes learning more interactive and relevant to today's global challenges.

Common Challenges and How to Overcome Them

A-Level Geography presents a set of common challenges for students, each with its own strategies for overcoming them. Recognising and addressing these issues early can significantly improve understanding and performance in the subject.

• Vast Syllabus: The extensive content in Geography can seem overwhelming. Tackling this requires breaking the syllabus into manageable sections and setting up a structured study plan. Regular review sessions and prioritising areas of weakness help ensure comprehensive coverage.
• Balancing Physical and Human Geography: Students often have a preference or strength in either physical or human geography, which can lead to an imbalance in knowledge. Engaging equally with both disciplines through diverse resources and applying real-world examples can enhance understanding and interest in the less preferred area.
• Data Interpretation and Analysis: Geography involves interpreting various data forms, which can be challenging. Practising with past paper questions and using online tutorials to improve skills in data handling and analysis can build confidence.
• Essay Writing: The requirement for structured, coherent essays under exam conditions can daunt many. Improving this skill set involves regular practise, seeking feedback, and studying high-grade exemplars to understand what makes an effective geography essay.
• Time Management in Exams: The breadth of topics covered means time management in exams is crucial. Practising past papers under timed conditions helps improve speed and decision-making about which questions to answer and how much time to allocate to each.

By addressing these challenges with targeted strategies, students can navigate the complexities of A-Level Geography more effectively, leading to a more rewarding and successful study experience.

Past Papers and Practise Questions

Using past papers and practise questions is essential for mastering A-Level Geography. This method goes beyond mere familiarity with the exam structure; it's an effective way to apply what you've learned, enhance time management skills, and pinpoint areas needing more focus.

• Accessing Past Papers: Exam boards offer a lot of past papers and marking schemes. Consistent practise with these papers can acquaint students with the question formats and the level of detail expected in answers.
• Practise Questions: In addition to past papers, various educational materials and textbooks provide practise questions. These are invaluable for testing knowledge on particular topics, honing essay-writing capabilities, and improving data interpretation skills.
• Feedback: Obtaining feedback on your responses is vital. Insight from teachers, tutors, or peer study groups can highlight ways to improve your answers and secure higher marks.

Early and regular engagement with past papers and practise questions is recommended. Incorporating these tools into your revision strategy can build confidence, alleviate exam anxiety, and significantly boost your performance in A-Level Geography.

What can you get with Geography A-Level?

Securing an A-Level in Geography opens up a lot of opportunities, providing a solid foundation for further education and various career pathways. This qualification enhances understanding of both physical and human geography, equipping students with analytical, research, and problem-solving skills that are in high demand across multiple sectors.

Pie chart showing gender distribution across A-Level Geography

Majors in Higher Education:

• Geography and Environmental Sciences : Direct progression to degrees in geography, environmental science, and sustainability studies.
• Urban Planning and Architecture : Understanding of human and physical geography supports studies in urban development and planning.
• International Relations and Development Studies : Prepares students with the global perspective necessary for careers in international development and diplomacy.

Career Paths:

• Environmental Consultant : Applying knowledge of physical geography to solve environmental problems.
• Geographic Information Systems (GIS) Specialist : Utilising technical skills in mapping and data analysis.
• Urban Planner : Planning and developing urban areas with a focus on sustainability and community needs.
• Teacher : Educating the next generation about the importance of geography and environmental awareness.

Skills Development:

• Critical Thinking : Evaluating information and arguments to make reasoned conclusions.
• Data Analysis : Interpreting and analysing geographic data for practical applications.
• Communication : Presenting complex geographic information clearly and effectively.

Pursuing A-Level Geography not only prepares students for academic studies in a range of related subjects but also furnishes them with a versatile skill set applicable in numerous professional fields, including environmental management, public policy, education, and beyond. This diversity of opportunities underscores the value of geography in fostering adaptable and globally aware individuals.

Conclusion on A-Level Geography

A-Level Geography offers a deep understanding of both our planet and the societies that inhabit it, teaching valuable skills like critical thinking and problem-solving. Recognised for its importance in addressing global challenges like climate change, it prepares students for a diverse range of careers, from environmental management to urban planning. This subject not only broadens knowledge but also provides practical skills applicable in many job sectors, making it a rewarding choice for students looking to make a positive impact in the world.

What GCSE grade do you need for A-Level Geography?

To study A-Level Geography, you'll generally need at least a Grade 5 or above in GCSE Geography. However, if you haven't studied Geography, some colleges might accept a Grade 6 in GCSE Physics, Chemistry, or Biology instead. Additionally, to take three A-Levels, you'll need at least 5 GCSEs at grades 9-4, including English at grade 5 or above and Maths at grade 4 or above. For four A-Levels, the requirement is at least 6 GCSEs at grades 9-6, including English at grade 5 or above and Maths at grade 4 or above.

What are the 5 main themes of geography?

The 5 main themes of geography are:

1. Location: Identifies the specific or relative position of something on Earth.

2. Place: Describes the physical and human characteristics that make a location unique.

3. Human-Environment Interaction: Explores how humans and the environment affect each other.

4. Movement: Looks at how and why people, ideas, and goods move from one place to another.

5. Region: Groups areas of the Earth into sections based on physical or human characteristics. These themes help us understand the world by organizing information into understandable categories.

Is geography a level science?

Whether geography is considered a science at A-Level depends on the universities and courses you're interested in. Some courses, like Geology at certain universities, accept geography as a science subject alongside traditional sciences like Biology, Chemistry, Physics, and Maths. It's essential to check specific course requirements on university websites or contact them directly for clarification.

Can you do a level geography without GCSE?

Yes, you can do A-Level Geography without having studied it at GCSE . While having a background in Geography might provide familiarity with some concepts and terminology, it's not a prerequisite for taking the subject at A-Level. Students often find that the A-Level introduces many new topics not covered at GCSE, so starting without GCSE Geography won't put you at a significant disadvantage. Focus on strengthening your skills in maths and English, as these are important for success in A-Level Geography. For more detailed insight, visit Exam Tips.

How long does it take to complete A-Level Geography?

Completing A-Level Geography typically takes between 8 to 24 months , depending on your pace of study. It involves around 300 hours of study time to cover the syllabus comprehensively. This duration accommodates both part-time and fast-track study options, allowing flexibility to fit around other commitments or goals​.

Can I study Geography A-Level online?

Yes, you can study A-Level Geography online . Various educational providers offer comprehensive online courses that cover both physical and human geography, allowing you to study from home at your own pace. These courses are designed to be flexible, catering to both part-time and fast-track options, making it convenient for those who need to balance other commitments.

What field trips are involved in Geography A-Level?

A-Level Geography fieldwork often includes studies of diverse environments such as rivers, coasts, urban and rural areas, glaciated landscapes, and more. These field trips are designed to develop practical fieldwork skills using both quantitative and qualitative methods, enhancing understanding of geographical concepts and their real-world applications. The specific fieldwork activities are tailored to complement the curriculum, aiming to bring theoretical knowledge to life and support students in their independent investigations or Non-Examined Assessment (NEA) components.

How important are GIS skills in A-Level Geography?

GIS skills are increasingly important in A-Level Geography due to their effectiveness in visualising spatial information across various topics. They support inquiry-based learning, allowing students to explore and compare places, visualise landscapes, and display data. The National Curriculum and all A-Level specifications include GIS, recognizing its value for fieldwork and classroom learning. It's crucial for developing a range of geographical skills, from basic data viewing to advanced data analysis and visualisation.

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The A level independent investigation literature review

The literature review is an important part of your independent investigation; this unit takes you through how to structure it, and think through using the review to best effect.

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A Level Geography essay writing technique cheat sheet

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AS and A Level: Geography

"Geological activity is responsible for hazards which produce some extreme impacts in terms of loss of life and damage to property. If the consequences of such hazards are to be reduced, then appropriate management is necessary".

"Geological activity is responsible for hazards which produce some extreme impacts in terms of loss of life and damage to property. If the consequences of such hazards are to be reduced, then appropriate management is necessary". With reference to either volcanoes or earthquakes discuss the above statement. In your answer you should refer to examples and * briefly describe how geological activity produces such extreme impacts * show how the impacts of earthquakes and volcanic activity vary with the scale of the hazard and other factors * discuss the management strategies used to reduce the impact of volcanic eruptions or earthquakes * assess the success of such management strategies. The vast majority of earthquakes occur at plate boundaries because that is where sufficient stresses build up. The most powerful are at destructive plate boundaries where continental and oceanic plates converge e.g. the pacific and Philippine plates are being sub ducted under the Eurasian plate. They can also occur at mid plate too and are often triggered by human activity such as subsidence associated with deep underground mining or abstraction of underground water leading to sudden pressure changes. The impact depends on many factors strength of the earthquake, wealth of country ect. If the earthquake is high on the Richter scale then it has more of an impact. A shallow focus will cause

• Word count: 770
• Level: AS and A Level
• Subject: Geography

"How do the characteristics of the villages Navenby and Dorrington differ?"

"How do the characteristics of the villages Navenby and Dorrington differ?" This is the overall question that I have to answer in order to investigate the differences and similarities of the two rural villages: Navenby and Dorrington. To help answer this question I went on a field trip to Lincolnshire to take notes on the site, situation, size, morphology and services of Navenby and Dorrington. There are various elements in which I can investigate to identify these factors for my two chosen villages. These are: *Land use *Amenities or Services *Comparison of settlement patterns *Age of evolution of settlements *Site *Situation There are five questions I have devised to ask to make a basis for my investigation between Navenby and Dorrington: "How and why do the sites of Navenby and Dorrington differ?" "How and why do the situations of Navenby and Dorrington differ?" "How and why does the morphology of Navenby and Dorrington differ?" "How and why do the population sizes of Navenby and Dorrington differ?" "How and why do the levels of services of Navenby and Dorrington differ?" These questions are suitable in helping to answer the overall question because all of these things being asked are all characteristics of a village. Enabling to break them down means that we are able to look at the villages in a lot more detail and make notes on things specifically. To

• Word count: 1702

"How has the Development of the Theory of Plate Tectonics Changed Our Understanding of the Earth

"How has the Development of the Theory of Plate Tectonics Changed Our Understanding of the Earth?" The emergence of the theory of plate tectonics could be argued as being one of the most significant developments in terms of improving our understanding of the Earth. Not only does it explain the position, shape and composition of the continents it also provides an insight into how different species flora and fauna have evolved on them. The theory of plate tectonics is able to account for and explain many of the major features and landforms found on the earth's surface. Monroe and Wicndner (1992, p361) Because new lithosphere is formed at divergent plate boundaries, older lithosphere must be destroyed and recycled in order for the entire surface of the Earth to remain constant. Subduction zones do not generally occur at converging margins between two continental plates, at least not to the extent of the two other types of margin. This is because as Lutgens and Tarbuck (2002, p135) explain "neither plate will subduct beneath the other because of the low density and thus the buoyant nature of continental rocks." There is however massive mountain building, the best example of this probably being the Himalayas which resulted from the collision between the subcontinent of India and Asia. (Lutgens and Tarbuck 2002, p135) A convergent plate margin is where "plates

• Word count: 1093

"Glaciated Uplands are landscapes of erosion: glaciated lowlands are landscapes of deposition" examine the validity of this statement with reference to glaciated areas you have studied

"Glaciated Uplands are landscapes of erosion: glaciated lowlands are landscapes of deposition" examine the validity of this statement with reference to glaciated areas you have studied Arran is an ideal place to look at when examining the validity of the statement. During the Devensian Glacial, the ice sheet covering Britain reached its furthest extent, totally covering Arran. This helped to shape the landscape. In around 11,000BP the Loch Lomond Readvance occurred. This time Arran was not covered by an ice sheet but its valley glaciers grew. This formed many of the features still clearly seen on the island today. They show fresh and visible signs of the glacial erosion and deposition that once occurred. Glacial erosion is caused by ice movement combined with material within it. One type of erosion is abrasion. This occurs when pieces of rock held within the ice rub against other pieces of rock wearing them down. Another type of erosion is plucking. This occurs when ice freezes onto a piece of rock on the valley side. When the glacier moves away it may then be broken off. For these processes to occur it helps to have a steep gradient, as this will lead to ice flow. A harsh climate is also needed, which is cold, to encourage ice formation and accumulation. These conditions are often found in upland areas. Glacial deposition is caused by melting when material is dumped in

• Word count: 1460

"Globalization can only result in technologies that harm the environment" - Discuss

"Globalization can only result in technologies that harm the environment" Introduction: The purpose of this report is to fulfill the last assignment (TMA) for the course T172 "Working with our Environment: Technology for a Sustainable Future". In this assignment I will discuss the topic statement upon my understanding of the subject. This report will discuss the role of globalization in providing and transfer new and advanced technologies which, despite their importance, can be damaging to the environment. The report will be covering elements such as what we mean by globalization as a phenomenon of changes? What technologies mean? What are the factors of globalization that supported it and what are the features of it. What is Globalization? There are various definitions of "Globalization", and the effect it has on the world. Globalization can be defined as a phenomenon of major changes in the conventional world. These changes include many atmospheres such as the economic, cultural, political and technical ones, in addition to a major change in the personal aspect of our life. These changes leading to unified impacts all over the world. Driven by many factors such as economic and technology and shaped by governments and institutions rules and regulation, globalization is an expansion beyond nations and geographical borders. Main aspects revolutionized the

• Word count: 1302

Film analysis of Jaws

JAWS COURSEWORK The film that I will be analyzing will be Jaws. The film JAWS was a trend in the summer of 1975 smashing all box office records. Over taking many box office hits and collecting in more than $100million in its initial theatrical run, and launched the career of director Steven Spielberg. The reason why it is set on 4th of July is because it is one of the busiest days of the community and a lot of tourist come down onto the beach. At the beginning of the film the music that's plays at the back ground is soft and quiet. This makes the audience feel suspicious that something is going to happen, as the shark swiftly moves through the weeds in the deep murky water the tension on the audience builds up. The instrument that is playing the music at the background is a cello. This instrument is mostly played at a funeral. The director Steven Spielberg has used the instrument to frighten the audience when ever they hear the music kick in. on the beach when the second attack took place everybody was having fun and playing around. The people on the beach were all relaxed and they were all chilling out by listening to the radio. This makes the audience fill safe and less tense from a shark attack. When the shark attacked its victim there's always a pause of silence. This shows death because there's no more noise of the victim crying for help and crying in pain. It also

• Word count: 1280

How does the Efficiency and Cross-Sectional Area of a River Change Down Stream?

How does the Efficiency and Cross-Sectional Area of a River Change Down Stream? For my investigation I will be looking at the cross-sectional area of a river and how this affects efficiency in the river of Little Beck as the stream moves downstream from the source to nearer the mouth. To do this I will be taking measurements of the cross sectional area and the efficiency at 12 different sites along the river (See fig. 2 for map of river and 12 sites). The source of May Beck is approximately at a height of 280m on Fylingdales Moor in the North Yorkshire Moor National Park. The river flows south to join the Parsley beck, and the combined flow of these two rivers, now called the Little Beck, becomes tributary of the much larger river, River Esk, which reaches the sea at Whitby. During my investigation, I will be comparing my results to that of the Bradshaw Model. The Bradshaw Model is a model of an ideal stream (see fig. 1). By using this I can compare my results with the model to see how ideal Little Beck is. According to the Bradshaw model, at the source of the stream the cross-sectional area and efficiency are low at the source but as you move down stream they increase. Three key questions I have constructed to help me with my investigation are: . How does efficiency change as you go down stream compared to the predictions of the Bradshaw Model? 2. How does

• Word count: 4196

" Discuss the history, geography and ecology of the rabbit invasion in Australia. Explain whether the complete eradication from Australiais feasible."

" Discuss the history, geography and ecology of the rabbit invasion in Australia. Explain whether the complete eradication from Australia is feasible." Numerous studies have been contacted on the Rabbit in Australia (Parer,I.(1977),Twigg, E.L., Lowe, J.T., Wheeler, G.A., Gray, S.G., Martin, R.G. & Barker,W.(1998), Wheeler,H.S. &King,R.D. (1985), Rolls,E.C. (1969)), covering issues such as it's population ecology, dispersal, survival and the efficiencies of the various control methods that have been used up to date. In the early stages of the rabbit plague, fences were erected to prevent dispersal or slow the rate of dispersal, but these proved to costly and ineffective. The fifties saw the introduction of the biological control agent, myxoma virus. This had great success initially but unfortunately the government failed to capitalize on the success, with continued control. The Rabbit Calcivirus Disease (RCD) was introduced (albeit accidentally) in the early 1990's. A highly infectious disease, spread by direct contact or by vectors (mosquito) with a mortality rate between 50-90%. However young kittens are not as susceptible as older rabbits (Linton 2001) and when the female goes on to breed they are able to pass on maternal antibodies to their young. In determining whether or not the complete eradication of the rabbit in Australia is a feasible concept, one needs

• Word count: 1660

"Airlines Hit by E.U's Co2 Emissions Plan"

"International Airlines Hit by European Unions's CO2 Emissions Plan" Bearing in mind that this article is comprehensive, coherent and fluent, the written account is inclusive and demonstrates an apparent connection with Section 2.4 Market Failure and sets up a close relation with the two sections in particular; negative externalities1 and the possible governmental responses concerning the quandary given, which in this case proposes a European Commission draft proposal requiring all flights arriving at or departing from the European Union airports to buy permits for their carbon dioxide emissions. This article is effective for the internal assessment because it does not dive into the economic theory, but introduces many notions that can easily be absorbed into economic presumptions and then be analysed. The extract portrays about how the advantages and disadvantages of using pollution permits, how effective they are and how several European companies are learning to deal with the more stringent regulations of the EU on pollution as a result of global warming. Pollution permits, are certain amounts of CO2 which are allowed to be emitted by companies in during production. These are given out by the respective governments to the companies, who can also purchase further permits from other companies who don't need all their permission to pollute. 2 The draft proposal which will

• Word count: 921

"An investigation into the methods of coastal management along Brighton's Coastline and the reasons for them".

Md. Shahajada Chowdhury 1H 5613 Geography Coursework Mr A. Ali 0548 "An investigation into the methods of coastal management along Brighton's Coastline and the reasons for them". Contents Introduction_________________________________________________________________________4-10 Aims__________________________________________________________________________5 Coastal Management_____________________________________________________________6 Hypothesis_____________________________________________________________________6 Longshore Drift_________________________________________________________________6 Costal Damages_______________________________________________________________6-7 Coastal Protection_____________________________________________________________7-9 Hard Engineering________________________________________________7-9 Soft Engineering__________________________________________________9 Facts on Brighton_____________________________________________________________9-10 Methodology_______________________________________________________________________12-89 Data Collection______________________________________________________________15-25 Beach Profiles________________________________________________16-18 Pebble Analysis_______________________________________________19-20 Groyne Measurements__________________________________________21-22 Tourism

• Word count: 15567

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• How to Write a Great Essay for Different A-Level Subjects

In previous articles, we’ve given you lots of advice on how to write the perfect essay.

However, the skills we’ve discussed up to now have been generic, and have not taken into account the fact that different subjects require different skills when it comes to writing excellent essays for them. In this article, we look at the particular skills needed to write great essays for individual A-level subjects, so that you can familiarise yourself with what you need to do to excel in whatever A-levels you happen to be studying.

Good English literature essays revolve around intelligent interpretation. The problem many students have with this is organising their interpretations into a tightly structured essay that flows well; many simply let their ideas run wild and flit aimlessly between one point and the next. To combat this problem, you need to consider the writer’s overall aims and then show how they have conveyed those aims, paragraph by paragraph, with each paragraph devoted to a particular technique or focus. A good structure to use is as follows:

• Point – make a statement, such as “Brontë uses the bleakness of the moorland setting to reflect Heathcliff’s temperament.”
• Explanation – elaborate on the statement in more detail. In this example, your explanation would involve explaining the parallels between Heathcliff and the moors – their unpredictability and wildness, for instance, and the violence of the weather mirroring Heathcliff’s violent personality.
• Evidence – now provide quotes from the text to back up what you mean. In the Heathcliff example, you could quote specific words and phrases that show similarities in the way Heathcliff is described and the way in which the moorland landscape and weather are described.
• Reiterate – close off the paragraph by reiterating the point, and perhaps developing it a little further or introducing the idea you’re going to carry into the next paragraph. For example, “This ties in with a wider theme running through the book as a whole, which is that nature parallels human emotions.”

Good English essays pay close attention to detail, noting specific words, phrases and literary devices a writer has used, and to what effect. They quote liberally from the text in order to support each point, deconstructing the writing and analysing the use of language; they look at different interpretations, seeing beyond the surface and picking up on possible deeper meanings and connotations. But they also consider the meaning of the piece as a whole, and the overall effect created by the specific details noted. All this should be considered within the framework of the genre and context of the piece of writing. For instance, a poem by William Wordsworth would be considered within the context of the Romantic poets, and might be compared with work by contemporary poets such as Shelley or Keats; the historical background might also be touched upon where relevant (such as the Industrial Revolution when discussing the poetry of William Blake).

Though it’s also a humanities subject, History requires its own very particular set of skills that differ to an appreciable degree from those expected of you in English. A history essay is unequivocal about its writer’s opinion, but this opinion must be based on a solid analysis of evidence that very often can’t be taken as fact. Evidence must be discussed in terms of its reliability, or lack thereof. The good historian considers what biases may be inherent in a source, what vested interest the source might have, and what viewpoint that source was written from. For instance, you might analyse a source by discussing whether or not the person was present at the events they are describing; how long after the events they were writing (and therefore whether they are remembering it accurately if they were there, or whether they are getting their information second or third hand from someone else; and if so, how reliable the original source is); whether they are trying to show evidence to support a particular political view; and so on. So, each time you make a point, back it up with evidence, and consider the strengths and weaknesses of that evidence. A good history essay makes connections between what’s been written about, considering how issues interrelate, so think about how what you’re writing about ties in with other things; what was the impact of the event you’re discussing, did it happen in isolation, and what were the events that led to it?

It’s vital to look at both sides of the argument – or, where many possible viewpoints exist, to acknowledge these nuances. It’s fine to contradict yourself, provided you do so consciously; that is, you can build up an argument and then turn it on its head, observing that you are doing so (for example, “So far, so compelling; but what about the less well-known evidence from such and such?”). You can use quotes from historians you’ve read, but use these in the context of discussing scholarly opinion. Don’t quote a historian’s words as evidence of something, because this is only someone’s opinion – it’s not proof. Finally, where possible, use specialist terms to show that you know your stuff (“proletariat” instead of “workers”, for example).

The primary task that lies ahead of you in writing a French essay is, of course, to demonstrate your superior language skills. Keep the content itself very even-handed, sitting on the fence rather than presenting a forceful opinion that could distract attention away from the quality of your use of French. Focus on using as wide a variety of vocabulary and tenses as you can. It will help your essay if you can learn how to say more sophisticated phrases in French, of the sort you would use if you were writing an essay in English. This useful document from RealFrench.net, Writing Essays in French, will give you numerous useful French phrases to help you put together an impressive essay, including the vocabulary you need to present a balanced argument.

Geography is a subject that crosses the divide between the sciences and the humanities, considering both physical processes and human activities (and their effects on the world around us). Essays for Geography may differ depending on which of these focuses the essay is discussing, and the evidence you might include in your essay could vary from phenomena observed and data gathered in the natural world to the results of population censuses. To write a good Geography essay, you’ll need to include both theory and detailed, real-world case studies to support your answer. Mention specific places by name, and communicate the facts accurately. Your teacher will be assessing not just your knowledge, but your ability to support what you say with relevant information that proves it. You shouldn’t just rattle off everything you know about a particular case study; you should deploy relevant facts from the case study to support a specific point you’re trying to make. Keep linking each point back to the question, so that you’re always working towards answering it; this also helps you ensure that everything you include is actually relevant to the question. Showing that you’ve thought about an issue from multiple perspectives, and that you appreciate how they interrelate, is important in Geography. You can do this by organising the content of your essay into categories, considering different factors in turn, such as the scale of the issue, and the timeframe and environment involved. Discuss the various factors involved logically, one by one, such as the environmental impact of climate change or a natural disaster (such as a tsunami or volcanic eruption), followed by its physical, economic, social and political implications. Acknowledging the numerous nuances of the situation will demonstrate your appreciation of its complexity and show that you are thinking at a high level.

Classical Civilisations

As the study of the ancient world (primarily ancient Rome and Greece), Classical Civilisations combines archaeology and history, looking both at what survives materially (from small finds, to art and sculpture, to temples) and what survives in the way of texts by ancient authors. A good essay for this subject analyses, evaluates and interprets. The historical elements of the subject will require the same set of skills we discussed for History earlier, while the archaeological components of this subject require slightly different skills. With your archaeologist hat on, your job becomes similar to that of a detective, piecing together clues. Archaeology crosses over into science, and with that comes scientific considerations such as how archaeological evidence has been gathered – the methods used, their reliability, whether or not they could have been tampered with, how accurately they were recorded, and so on. You’ll look at a variety of different types of evidence, too, from the finds themselves to maps of the local topography. As with Geography, for which you’re required to learn lots of detailed case studies and names, you’ll need to learn plenty of examples of sites and finds to use as sources of evidence in building up a picture of the ancient world. And, as with any subject, looking at both sides of any argument is crucial to good grades. If the evidence you’re discussing could show one thing, but it could also show another, don’t just present one possibility – show that you’ve thought in depth about it and consider all the possible interpretations.

Science subjects

The sciences – Biology, Chemistry, Physics and Mathematics – are generally less essay-focused, so we’re grouping them together here because the essay skills required for each of these subjects are very similar. While the fundamentals of scientific essay writing are the same as any other subject – having a logical structure, well-developed argument, and so on – there are a few subject-specific considerations to bear in mind, and some common pitfalls to watch out for. The first is that there is no room for opinion in a scientific essay; unless you’re specifically asked for it, leave your own thoughts out of it and focus instead on a completely objective discussion of the evidence gathered through scientific research, which will most probably be quantitative data. Avoid vague language such as “it is thought that…”; be as precise as possible. Start with a hypothesis, and then discuss the research that supports or disproves it. Back up every statement you make with solid data; it’s not enough simply to drop in the name of the research, so briefly describe what the findings were and why they prove the statement you’ve just made. Another mistake many students make is to confuse cause and effect; this arises because of the tendency to assume that correlation implies causation, which is a common logical fallacy. Just because two things appear to be related, it doesn’t mean that one caused the other, and committing this error in an essay is a major faux pas that will lose you marks. It’s also a good idea to ensure that you’ve included every piece of research that could be relevant; if you don’t, you could be leaving out a crucial piece of evidence. Finally, mention any limitations there may have been with the methodology used to gather the data you discuss.

Psychology essays are best approached with a scientific mindset, but it’s far more difficult to prove anything in this subject – and this should be acknowledged in your essay. The task becomes one of assessing which theory is the more probable one, based on an analysis of the data from various studies. Make liberal reference to named and dated psychological experiments and research, but acknowledge the fact that there may be more than one theory that could account for the same set of results. When these experiments are quoted as evidence, this should be done with reference to any possible limitations of how the experiment was conducted (such as a small sample size). If you’ve reached the end of this article, you’re now equipped with the knowledge to write fantastic essays guaranteed to impress your teachers. You’re also well on the way to thinking in the right way for university-level essays, so keep working on these skills now and you’ll find it much easier to make the leap from sixth former to undergraduate.

Image credits: banner ; Wuthering Heights ; Diet of Worms ; factory workers ; Charioteer ; Hubble Space Telescope ; Psychology . 

GeographyCaseStudy.Com

Detailed resources for pre-university Geography students

How to write a good introduction

By Matt Burdett, 3 March 2019

This article is about how to write a good introduction to a Geography essay.

How useful is this introduction?

“The question of whether water consumption is increasing worldwide is an important one for humanity. Water consumption is defined as the amount of water used by people per year in cubic metres. Water consumption may be high or low depending on many factors which will be discussed in this essay.”

Answer: it’s not very useful. This article will suggest another way that gets your introduction done quickly and painlessly.

Weak introductions

Lots of students think the best thing to do in an introduction is to do the following:

• Restate the question in your own words
• Define each key term in the question
• Ask a rhetorical question

Sure; your teacher might like that. But in the exam, when you have about 30 minutes to write a three side essay, it’s not a very effective way of introducing your essay.

But first – what’s the point of an introduction? Why bother? Introductions are the ultimate in signposting. Signposting is when you tell the reader where you’re going next. It helps them to understand how your ideas are organised. The introduction should inform the reader of the main points that you will discuss in your essay.

So, what’s wrong with that first type of introduction?

• Restating the question is a waste of time – the examiner has probably already read fifty of these, so they don’t really need to know what the question is
• Defining key terms often takes a long time, and doesn’t introduce what you’re writing about
• Asking a rhetorical question is great for debate club, but it doesn’t add to your essay

Improving introductions

How can we switch these things to be more effective?

• Instead of restating the question, interpret the question. For example, if the question states ‘development’, you could show that you are interpreting it as ‘economic development’ or ‘multidimensional human development’
• Instead of defining key terms, only define debated or new key terms. For example, there’s no need to define ‘settlement hierarchy’ because it’s an accepted term with little ambiguity. But the term ‘sustainability’ could be defined because there are lots of types of sustainability – such as environmental sustainability, nexus thinking, social sustainability, economic sustainability and so on. What you mean by sustainability is up to you, and it’s worth defining because someone else might define it differently.
• Instead of asking rhetorical questions, try to briefly include the thesis statement of each body paragraph. For example, ‘xxx may be justified through the long term improvements in infrastructure and healthcare , but these must be balanced against the environmental consequences’. Each of the words in italics is the thesis point of a body paragraph.

Even better: three points for a perfect introduction

Now that we’ve improved a bit, let’s think about what would make the examiner even happier. What should you include in an essay introduction? Remember these three points for a perfect introduction :

• The focus of the essay (your interpretation of the question) plus any important definitions (remember – define only words that have some debate about them!)
• Case studies
• Signposting of your body paragraphs

Here’s an example of a good introduction:

‘Water consumption may be agricultural, domestic or industrial, all of which are likely to show increases in the future. The experiences of two countries at different levels of economic development – the USA and South Africa – show that consumption is increasing due to population growth and economic development, although conservation attempts may be made especially within agricultural consumption.”

What’s better about it?

• It’s clear that the author interprets water consumption in all main sectors i.e. domestic, industrial and agricultural
• The introduction indicates that consumption is increasing…
• …but only says ‘likely to’ which shows that they aren’t attempting a conclusion yet
• The case studies are really clear – it’s obvious there will be a comparison between the USA and South Africa
• The main reasons are stated clearly i.e. population growth and economic development – these make good body paragraph points
• There is a counter-argument included i.e. conservation attempts in agriculture
• There was no definition. It’s not needed because it doesn’t show where the essay is going

This introduction gives the examiner a very clear idea about what to expect.

A final point: many people believe that an essay introduction should captivate the reader and make them want to read on. However, you also need to consider the audience for your essay. Your audience is an examiner. They have no choice: they have to read your work! An examiner is looking for clarity – which means they want to quickly read your work and easily find where to give the marks. Short, sharp introductions with focus, case studies and signposting will brighten your examiner’s day.

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