Eunoia Geographers’ Skills Guide

With the use of this skills guide, you will be able to review your assessment skills in terms of:

1. Structured Question (SQ)

➢ Understand the requirements of the various types of questions in the Structured Question
section
➢ Understand how to interpret and analyse various forms of geographical data

2. Essay
➢ Understand essay requirements and how to unpack essay questions
➢ Familiarise yourself with the general essay structure (i.e. Introduction, Body & Conclusion)
➢ Understand how to develop your body paragraphs
➢ Understand how to evaluate factors or the given statement/factor in the essay question

Disclaimer: This is just a GUIDE to refresh your memory on the skills that will be taught. It all boils
down to practice, practice practice

General Examination Format for A Level H2 Geography

For the A Level examination, both Structured Questions (SQ) and Essays will be featured in both
Paper 1 and Paper 2. Paper 1 focuses on Clusters 1 and 2 whilst Paper 2 focuses on Clusters 3 and 4:
Table 1: Examination Format for H2 Geography

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Structured Question [SQ]

What is SQ?
The SQ section is akin to the DRQ section which you are familiar with back in secondary school
Geography. As such, the questions will not only seek to assess your geographical knowledge but also
your ability to interpret and analyse different forms of geographical data representation.

As highlighted in Table 1, each SQ will contain several sub-parts and all SQs are compulsory. SQs for
Clusters 1-3 carry 30 marks each, and the SQ for Cluster 4 (i.e. Fieldwork) carries 40 marks.

How to ace SQ?

Step 1: Understand the demands of the question

To fully appreciate the demands of a question, it would require a thorough analysis of the question
and by:

🗹 Identifying the 3Cs to the question:

Command word – What is the question expecting you to do? (see Table 2)
Content – What geographical content/topic is being assessed in the question? How many points
are you expected to write?
Context – Which resource (if any) is the question based on?

🗹 Gauging amount of content to write based on marks allocated

(i.e. 1 mark per point / further elaboration)

Table 2: Command words in SQ and their requirements

(Cite data to) Give an account of the main characteristics of something or the steps in a
Describe process. Statements in the response should be developed but do not need to
include a reason.

For questions that refer to a data resource (and requires you to ‘Cite data’):
● Highlight trends across space or time (use General Specific Anomaly) with
supporting data from resource(s)

Compare / Use clear criteria (e.g. categories) for similarities and differences
Contrast

(Cite data to) Provide a reasoned explanation of how or why something occurs. An explanation
Explain requires justification / exemplification of a point.

For questions that refer to a resource (and requires you to ‘Cite data’):
● Connect content knowledge to what is shown in the resources

Suggest Explore various possible reasons/causes for what is shown in resources OR

Propose possible actions that can be taken during a fieldwork process

Account for Describe trend/phenomenon + Explain/provide reasons

Evaluate* Overall stand + Range of points (both breadth & depth) + Data

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 * ‘Evaluate’ question will be assessed only in the final sub-part for Cluster 4 SQ, and will be levels-
marked.
Step 2: Interpret and analyse resource accurately
In addition to understanding what is required based on the command word used in the question,
you will also need to know how to make sense of the resource(s) stated in the question. Below are
some key tips to ensure that you thoroughly analyse the resources:

Data Analysis Checklist

🗹 Question Stem - Read the preamble before the questions for context and what the various
resources are focusing on.

🗹 Legends - Clearly mark out legends to take note on the variables represented and so that you
do not miss out on data points

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 ● Annotate (as necessary) – Identify key characteristics in the resource and connect to content
knowledge taught (especially crucial for ‘Account for’ and ‘Explain’ question types)

The main types of resources you will come across in SQ are:

(a) Maps

General things to note when interpreting a map resource:

● Map title and legend | To understand what and how are the variables being represented
● Map scale | To measure actual distance / areal size
● Cardinal directions | To ascertain the direction of wind/flows; to describe spatial distribution
(e.g. Global North vs Global South)

Key questions to ask yourself when analysing map resources:

● Where are the variables most intense/concentrated at? OR What is the dominant/general
direction of flows?
● How does the intensity or value of the variable(s) vary across space or time? (Tip: Make use
of key landmarks/locations if applicable)
● Are there data points that do not follow the general trend observed?

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There are different types of map resources, each serving different functions and ways to represent various kinds of geographical data:
Choropleth map Dot map
A choropleth is a map on which the density of shading within each area shown Each dot on a dot map stands for a certain value and the dots should all be the
is proportionate to that value worked out for that area. same size.

Flow-line map
Flow line maps use lines to show the volume of movement of people and goods between
various locations. The lines are varied in width to represent the quantity of flow.

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Proportional symbol map Cartogram
Proportional symbol maps contain symbols (e.g. circles) drawn proportional A cartogram is a map in which the geometry of regions is distorted in to convey the
in size to the size of the variable being represented. information of a variable. The region area will be inflated or deflated according to
its numeric value.

Contour map Isoline map

A contour line joins points of equal elevation (height) above a given level, Isolines connect points of equal value and represent continuous surfaces (e.g. to
such as mean sea level. map changes in air pressure across space).

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(b) Graphs
General things to note when interpreting a graph:
● Graph title and legend | To understand what and how are the variables being represented
● Axes | To identify the units to represent each variable + how the relationship between
variables are represented

Key questions to ask yourself when analysing graphs:

● What are the variables represented in the resource?
● What are the general trends that you can identify from the graph? What are the data points
to illustrate this trend/relationship?
● Are there specific data points that differ from the general relationship/trend identified?
● How do the data change over time or across different categories?

There are different types of graphs, each serving different functions and ways to represent various
kinds of geographical data:
Type of graph: Key characteristics, advantages and limitations

Pie chart A circle is divided into sectors that each represent

a proportion of the whole.

Pie Chart Convention: Descending order,

‘Clockwise’ starting from the 0 degree mark

Dispersion diagram Dispersion graphs are used to display the main

pattern in the distribution of data.

Scatter graph Typically, the dependent variable is placed on the

y-axis and the independent variable on the x-axis.

A best fit line is drawn that comes close to as

many points on the graph as possible. The
arrangement of dots can then be examined to see
if there is a positive, negative or no relationship.

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(Comparative) Line graph A line chart or line graph is a type of chart which
displays information as a series of data points
called 'markers' connected by straight line
segments.

Compound line graph A compound line graph shows layers of data and
allow you to see the proportion that makes the
total.

On a compound line graph, the differences

between the points on adjacent lines give the
actual values.

Simple bar graph A diagram in which the numerical values of

variables are represented by the height or length
of lines or rectangles of equal width.

The horizontal axis should be used for discrete or

categorical data. All bar graphs should begin at
zero on the vertical axis.

Compound bar graph Can be drawn to show information on how a total

entity is divided into parts

Show totals well but does not show information

on subgroups as clearly

Comparative bar graph Can be drawn for no more than three groups of
data

Show information on the subgroups well but not

the overall totals

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 Triangular graphs Triangular graphs are graphs with three axes
instead of two, taking the form of an equilateral
triangle.

The important features are that each axis is

divided into 100, representing percentage.

(c) Photographs
Aerial Photograph Landscape Photograph

Satellite Image

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(d) Other

Cartoons Tables

Schematic diagrams

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Essays

What to expect for this section?

In this syllabus, the essay questions seek to assess your evaluation skill – the ability to make
judgements, recommendations, decisions and draw conclusions through synthesising geographical
knowledge and assessing evidence, viewpoints, interests of different stakeholders and/or
elements of an issue.

As highlighted in Table 1, essay question carries 20 marks and is levels-marked based on a generic
levels descriptor:

Based on the levels descriptor, the essential elements to a good piece of essay can be broken down
into the following:

Demands ≥L5 Means

Quality of Evaluation
Extent of Coherence
Quality of Support
(Supporting material
includes examples,
diagrams, sketches, and
explanation of
facts/theories/concepts)
● Persuasive and insightful arguments supported by strong
reasoning
● Rationale for arguments is clearly explained with reference
to appropriate criteria and/or geographical concepts
● Considers different viewpoints/arguments/factors
adequately before making an overall judgement
● Clear overall argument
● Organised and aligned paragraphs (within and between)
● Perceptive and logical organisation that feeds into the
overall argument
● Supporting materials are relevant and factually sound
● Examples are well-elaborated (e.g. relevant information
about location, time, stakeholders, or events)
● Significance of the examples to the arguments must be
clearly elaborated

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How to ace an essay?

Step 1: Deciding on an essay question

🗹 Identifying the question type 7 Evaluation Question Types

Question Types Nature of question
1. Causes / Factors / Reasons  Significance/Dominance of an element (e.g.
/ Actors “Human activities have the most significant
influence on the occurrence of mass
2. Process
movements.” Evaluate this statement.)
3. Impacts  Comparative statements between several
elements (e.g. “Chemical weathering is the most
4. Strategies
dominant geomorphic process in the humid
5. Challenge tropics.” Evaluate this statement
 General (e.g. “Progress towards sustainable
6. Usefulness (of indicators/ urban development is difficult to attain.”
theories / models) Evaluate this statement.)

🗹 Questions to ponder before attempting a question

1. Am I confident of the content required?

Do I have accurate, strong conceptual knowledge of the topic?

2. What is my overall argument?

Am I able to write 3-4 distinct paragraph points to answer the questions?

3. Do I have relevant examples to support my evaluation?

Do I have examples (and contrasting examples) to provide arguments and counter arguments?

Step 2: Planning your essay

🗹 Identifying the 3Cs to the question:

Command word – What is the question expecting you to do? (see Table 2)
Content – What geographical content/topic is being assessed in the question? How many points
are you expected to write?
Context – Which resource (if any) is the question based on?

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🗹 Brainstorming and drafting your essay outline:

● Identify the given factor/viewpoint and other relevant factors/viewpoints

● Consider your overarching argument based on your knowledge of the various factors

● For introduction paragraph, ensure the following elements are included:

o Definition of key terms/concepts
o Introduction of various factors to be covered in essay
o Overarching argument + Brief evaluation (with clear criteria)

● Arrange the various factors/viewpoints to build up to your overarching argument. For

each factor and argument, consider the following:
o Point / Topic Sentence (needs to address the question)
o Explanation
o Elaboration / Example
o Evaluation (in comparison to the other factors)
o Link (Relating back to thesis statement + Reiteration of points)

● For conclusion, summarise your key points and how they reinforce your overarching
argument)

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 FAQs for essay writing:

1) How should I order my body paragraphs?

● Should the essay question have a given factor/viewpoint, you should address that first,
before offering other factors/viewpoints.
● Another possible way to structure your factors could be to show the increase/decrease
in geographical scale at which the factors operate at:

● Alternatively, you can organize the factors such that it shows different dimensions of
the topic of focus:

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2) How can I evaluate the various factors geographically?
● Providing a common yardstick/criteria for evaluation

Making your essays GEOGRAPHICAL:

General Evaluative Framework for Geography
Space Spatial and temporal relations: How geographical processes
vary across space and time; and shape patterns in the
distribution of human and physical phenomena
Place Places as locations with distinct characteristics 🡪 influences how
geographical processes manifest and the extent of the impacts
it can have (e.g. likelihood and vulnerability to flooding)
Environment Environment focuses on the interactions between humans and
nature in space and time:
• How natural environments shape human activities and
behaviour
• How human activities can have an influence on natural
landscapes, processes and factors
Scale • Spatial scale (e.g. factors operating at a global vs local scale)
• Temporal scale (e.g. long-term vs short-term impacts;
geological time scale in warming and cooling of the earth)
• Scale as socially constructed; politics of scale in human
geography where issues manifest at different and multiple
scales are also interconnected
System A system can be summarised as a series of linked inputs,
stores, transfers and outputs through which energy and
material are cycled and subject to a range of physical processes.
In other words, changes in one part of the system may affect
others.

To simplify, we can think of geographical systems consisting of

three main parts:

Inputs are matter/energy added to the system for subsequent

processes to occur (e.g. precipitation; temperature; sediment
input etc.).

• Requisite input: A factor that provides the INPUT for the

process to occur, without which, the output cannot take
place
• Catalytic input: A factor that speeds up the processes,
and the output is created more quickly or more
pronounced
• Requisite vs Catalytic inputs – Which is more
significant? Why?
Processes occur due to the presence of certain inputs,
subsequently allowing for outputs to be produced (e.g.
landform formation processes).

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 • Is the process in question an initial or subsequent
process? Which is more significant? Why?
Outputs are the results of the processing, usually a new product
(e.g. landform)

• Does the output produced encourage a positive

feedback loop (i.e. reinforce the inputs and processes to
generate more output)?

Evaluating the effectiveness of strategies

Yardstick Guiding Questions
Feasibility ✔ Does the government have the ability to carry out the strategy?
✔ Why might the strategy be easily/hard to implement?
✔ Can the strategy be easily adjusted according to the dynamic
conditions?
Impact ✔ How significant is the strategy at addressing the issue?
✔ At which scale will this strategy be influential on?
✔ How does the strategy affect different stakeholders?
Root Cause ✔ Is the strategy targeting the root cause of the problem?

Side effect ✔ What problems will this strategy cause?

✔ What are the trade-offs incurred?
Time period ✔ Did the effectiveness last?
✔ Does effectiveness vary in the short run/long run?
Spatial ✔ What specific spatial factors/attributes contribute to its
effectiveness?
✔ Are the effects the same across DCs & LDCs who employ the
strategy?

3) How should I incorporate examples or case studies into my body paragraphs?

● Avoid example-driven paragraphs
o Explain content first, followed by the context (e.g. examples) that can be used to
support the argument

● Example vs Case study

Example Case Study
Purpose To prove/illustrate a point and to show prevalence of
phenomenon
Requirement 1) Relevant to the context of question and explanation
2) Comprehensive in terms of incorporating detailed statistics,
location and descriptions
What should ● Numerical statistics ✔ Explore the hows and whys
it include from reputable behind the case study
sources ✔ Coming to various learning
● Exact location points based on the case study
*non exhaustive

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4) When should I include diagrams or sketches into my essay response?
● While well-labelled/annotated diagrams are not mandatory unless stated in the
question, they may help enhance the quality of your responses:
o Support the elaboration in your answers and demonstrate deeper understanding
of content
o Illustrate physical/human processes

● You may draw if it will support your elaboration and help illustrate your answer.
o Hadley Cell diagram to illustrate atmospheric circulation ✓ (relevant)
Drainage basin water system diagram to illustrate flooding ✗ (no connection)

5) What do I need to look out for when sketching diagrams?

● Accurate drawing
- Proportions; Looks like given resources (if any)
- Distinctive features; Arrows to illustrate processes/movement of materials
● Labelling
- Key features of the sketch (e.g. thalweg, river cliff & bluff for river morphology etc)
● Elaboration/Description (for annotated diagrams)
- Annotate diagram with elaboration or description of each key feature, based on
content knowledge

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Step 3: Writing your essay

🗹 Signposting for Clarity

Use signal words to add structure and clarity to your answer, including:
Firstly, Secondly, One factor is… For example,
Similarly, In contrast, Moreover, In conclusion,

🗹 Using Effective Paragraphing

Beyond signal words, make the structure of your answer clearer by starting the first sentence
of your second point on the next line.

© Eunoia Junior College Geography Unit 2023