MYP 5 – Year 10

How to Write Exam 2 Source Analysis (OPCVL)

Emerging: Concrete answers/ basic information
1. Who created this document?
2. Who is the intended audience?
3. What is the story line?

Developing: Begin to understand the document

1. Why was this document written?
2. What type of document is this?
3. What are the basic assumptions made in this document?

Mastered: Probe the document and develop your own assessment of its value
1. What can I (RESEARCHER) learn about the society that produced this document?
2. What does this document mean to me (RESEARCHER)?

1. State the Origin of the source. Use complete sentences to identify the following:

1. Type of document (chart, photograph, diary, newspaper article, picture, etc)

2. Title or descriptor of the source
3. Creator / Author- who made the source?
4. When - When was the source created?
5. Where - where was the source created?
6. Is the source primary or secondary?

2. State the Purpose of the source. Use complete sentences to identify the following:

1. Is it to persuade / inform / entertain?

2. How do you know? Consider the source type and the intended audience.

3. With reference to the origin and purpose, evaluate the values and limitations of the Source for a MYP
student investigating (x).

1. Answer the prompt (x).

 Sentence Starter: This source is valuable for a student investigating (x) because..
2. Refer to the origin and purpose in your values and limitations (See Graphic Organizer below).
 Sentence Starter: A value of the origin is… A value of the purpose is… A limitation of the
origin is… A limitation of the purpose is…
3. For full marks, identify three values and three limitations in your response.
 b. Transition words: another, in addition to, also, as well as, finally, however, on the other
hand, in contrast, whereas, in spite of
4. It is also acceptable to refer to the values and/or limitations of the content of the source.
MYP 5 – Year 10

Graphic Organizer:

4. Using the evidence from your analysis of source A and B, which source would be more useful for a
student writing an investigation on (PROMPT). Consider the implications of the sources in your response.
 Link response to the prompt!
 Make a clear judgment on which source would be more useful
 Support your judgment by evaluating the values of limitations of the two sources
MYP 5 – Year 10

Example Exam with Mastered Responses

Source A

Exploding Africa is a book written by Diego Masi*, Published by Saggistica, Feb. 2018
*Diego Masi is president of Action Aid Italy and chairman of an NGO that operates in slums in Nairobi, Kenya.

The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are a universal call to action to end
poverty, protect the planet and ensure that all people enjoy peace and prosperity. These guide the United Nations
Development Program policy as they work in over 170 countries.
MYP 5 – Year 10

State the origin of the source.
Source A is an infographic taken from Exploding Africa by
Diego Masi. It was published in February 2018 and is a
secondary source.
State the purpose of the source.
Option 1: Source A was written to persuade as shown by
the hyperbolic title, Exploding Africa. Additionally, the
author words for Aid Africa and therefore may be
persuading his readers to donate to his organization.

Option 2: Source A was written to inform its readers

about slums in Africa. An infographic is a simple way to
represent statistics and in this case statistics are used to
predict the number of slums in Africa in 2050.

With reference to the origin and purpose, evaluate the values and limitations of Source A for a MYP student
investigating slums in Africa.

1. LINK TO PROMPT: Source A would be useful to a MYP student investigating slums in Africa because the infographic
shows areas in Africa that may be prone to slums in the future.
2. IDENTIFY VALUES: A value of the origin of this source is usually infographics consult a variety of sources and studies to
help inform their creation. Another value of the origin is the author, Diego Masi, is the chair of Aid Africa and is probably
an expert in his field. Another value of the origin is it was recently published, in 2018 and thus provides up-to-date
information on slums in Africa.
3. IDENTIFY LIMITATIONS: Although, a limitation of the origin is often times infographics simplify information and thus
would not provide a detailed depiction of slums in Africa. The infographic is also limited because it does not identify
factors contributing to the creation or growth of slums, and thus the MYP student would need to consult additionally
sources to fully understand the issue. Another limitation of the origin is Diego Masi has no academic credentials and
therefore may not know that much about slums in Africa. A limitation of the purpose is the infographic may have been
exaggerated in order to get aid money for their organization and therefore may not be completely reliable.
4. CONCLUDING SENTENCES LINKING BACK TO PROMPT: Overall, Source A would be useful to a MYP student
investigating slums in Africa, although it would be essential for the student to consult more sources to gain a deeper
understanding for their investigation.
MYP 5 – Year 10

Source B:
Read the article below:

*The Day is a UK based online newspaper that focuses on current events for students age 7-11 years old. The Day is
written by a team of journalists and has a commitment to presenting well-researched facts. One in three UK schools
subscribe to The Day.
MYP 5 – Year 10

State the origin of the source.
Source B is an article titled “We give away billions. Some
think it’s crazy.” Published by The Day on January 19,
2018. It is a secondary source.
State the purpose of the source.
The purpose of source B is to inform students and
teachers about current events. Generally, newspapers are
written to inform their readers about current events. The
Day says it has a “commitment to presenting well-
researched facts” and is used to inform several school
children in the UK.

With reference to the origin and purpose, evaluate the values and limitations of Source B for a student investigating
the effectiveness of UK aid in Africa.

1. LINK TO PROMPT: Source B would be useful to student investigating the effectiveness of UK aid in Africa because the
article addresses UK aid in the top ten countries it gives money to, which include five countries in Africa.
2. IDENTIFY VALUES: A value of the origin of this source is it was recently published, Jan 2018, and therefore has up-to-
date information on UK aid. Another value of the origin is The Day is a secondary source and most likely consulted a
variety of sources during the creation of this article. A value of the purpose is the article was written to inform and
therefore it most likely objective (does not include opinions or exaggerations).
3. IDENTIFY LIMITATIONS: On the other hand, a limitation of the origin is The Day is a UK based newspaper and therefore
may only present the information and opinions from a UK perspective. A limitation of the purpose is the article is written
specifically for students aged 7-11 and therefore may simplify the information. A limitation of the content is the article
does not focus much on the effectiveness of aid and therefore would not provide the student with very much insight for
their investigation.
4. CONCLUDING SENTENCES LINKING BACK TO PROMPT: Overall, Source B would not be very useful to an MYP student
investigating the effectiveness of UK aid in Africa because the article primarily discusses the opinions of aid in the UK,
rather than how effective it is in Africa.
MYP 5 – Year 10

Criterion Ci,ii - Communication

Student Self-
Level Guidance Notes
Assessment
0 □Student did not answer any of the questions □
□ Response clarity is emerging □
□ Register is informal and written in first person
□ Major errors in spelling, grammar, capitalization and punctuation often impact clarity
1-2 □ Uses a limited range of appropriate Academic Vocabulary (0-1)
□ Response structure is emerging
□ No indentations are used
□ No evidence of PEEL
□ Response clarity is developing □
□Register is informal or uses first person
□ Some major errors in spelling, grammar, capitalization and punctuation sometimes impact
clarity
3-4 □ Uses an adequate range of appropriate Academic Vocabulary (2-3)
□ Response structure is developing
□ Indentations are used
□ Some evidence of PEEL
□ Response clarity is proficient □
□Register is mostly formal and third person
□ Minor errors in spelling, grammar, capitalization and punctuation occasionally impact clarity
□ Uses a range of appropriate Academic Vocabulary (4-5)
5-6 □ Response structure is proficient
□ Indentations are used
□ PEEL structure is used throughout with some effective cohesive devices
□ Linking sentences are used to transition from values to limitations
□ Response clarity is exemplary □
□ Register is formal and third person
□ Errors in spelling, grammar, capitalization and punctuation rarely impact clarity
□ Uses a range and variety of appropriate Academic Vocabulary (6+)
7-8 □ Response structure is exemplary
□ Indentations are used
□ Cohesive devices are used to effectively add to the fluency of PEEL writing
□ Linking sentences are effectively used to transition from values to limitations

Criterion D: Thinking Critically

Student
Level Guidance Notes Self-
Assessment
0 □Student did not answer any of the questions
□ Emerging awareness of the demands OPVL □
□ Identifies the origin and purpose of one source □
1-2 □ The origin and purpose are not referred to in the values and limitations
□ Values and limitations do not address the prompt □
□ Overall, there is a limited evaluation of values and limitation
□ Developing awareness of the demands OPVL □
□ Identifies the origin and/or purpose of both sources □
□ The origin and purpose are referred to somewhat accurately in the values and
3-4 limitations □
□ Values and Limitations are simply explained with basic link to the prompt
□ Overall, 1-2 values and 1-2 limitations have been simply evaluated
MYP 5 – Year 10

□ Proficient awareness of the demands OPVL □

□ Identifies the origin and purpose of both sources
5-6 □ The origin and purpose are referred to accurately in the values and limitations □
□ Values and Limitations are explained to correctly answer to the prompt
□ Overall, two values and two limitations have been accurately evaluated
□ Exemplary awareness of the demands OPVL □
□The origin and purpose are correctly and consistently referred to with reference to
values and limitations
7-8 □ The origin and purpose are referred to accurately in the values and limitations □
□ Values and Limitations are evaluated with clear and insightful answer to the prompt
□ Overall, three values and three limitations have been accurately evaluated