1. SOURCE-BASED QUESTIONS: SELECTIVITY

2. Lesson Focus… Breaking down complex sources of information
Discussing how to determine the accuracy of statements.
Writing exam style answers to Selectivity questions

3. Look at the question below:
Selectivity
Selective = incorrect
Not selective = correct
In this type of question you have to interpret and evaluate up to three complex sources of information detecting and explaining the extent of selectivity.
Essentially you are being asked to determine how ACCURATE a statement based on the evidence provided.
Look at the question below:
To what extent is it accurate to state that the government’s policies are successfully tackling the problem of smoking in Scotland? (8 marks)
To what extent is it accurate to state that the 2011 election produced a parliament that was representative of the Scottish people? (8 marks)

4. What you need to do is find evidence which supports the view and evidence that does not support the view.
In pairs highlight the information in the sources which SUPPORTS the statement in ONE COLOUR
Highlight the information in the sources which DOES NOT SUPPORT the statement in a DIFFERENT COLOUR

5. Writing your Answer
This is question is worth 8 marks total…an easy 8 marks in the final exam!
In your answer you MUST:
Show both sides of the argument i.e. the ways the state is accurate and the ways the statement is not accurate.
Use all three sources throughout the course of your answer.
Synthesise information from between the sources i.e link Source A with Source C, using your own words to back up your position. Try to use three pieces of evidence per paragraph
Give an OVERALL JUDGEMENT on the accuracy of the statement, providing evidence to back up your judgement.

6. Structure of Answer
Paragraph 1: Show that the statement is ACCURATE by providing evidence from the sources that supports the statement with your own evaluation.
Paragraph 2: Show that the statement is INACCURATE by providing evidence from the sources that opposes the statement with your own evaluation.
Paragraph 3: Make an OVERALL JUDGEMENT on the accuracy of the statement, providing further evidence. Use either “To a great extent” or “To a small extent” to start of this paragraph.
Paragraph 4: BONUS BONUS BONUS! Evaluate the reliability/origin of the sources.

7. Possible Evaluative terms
Highly
Mostly
Slightly
Only
Strong
Weak
Majority
Few
Influential
Probable
Successful
Maintained
Constant
Consistent
Considerable
Inflated
Limited
Difficult
Likely
Clearly
Definitely
Possible
Widely praised
Increasingly
Decreased
Valuable
Significant
Important
Critical
Vital
Very
Relevant
Effective
Can be used in conjunction with each other e.g. Highly relevant

8. How to write your answer
There is evidence to support the view that the government’s policies have been successful. The number of adults smoking is falling according to Source A. This is backed by the downward trend in 13 and 15 year olds smoking as shown in Source C. This shows that since 2006, smoking has fallen amongst all groups, most especially among 15 year old girls. This figure has fallen by 5% since The smoking ban and increasing the age to buy cigarettes to 18 may have helped cause this (Source A), a clear success of policy.

9. However, there is evidence which suggests the governments policies have not been successful. 39% of those in the most deprived areas in Scotland continue to smoke (Source A). Further to this, Source B highlights that deprived areas tend to have high levels of unemployment; 51% of unemployed adults who are looking for work smoke. This can be further backed by Source A which states those out of work are most likely to smoke. This illustrates that the government’s policies are failing those who already suffer from inequality or are socially excluded as the rates of smoking are still very high.

10. To a great extent, the evidence suggests that smoking is being successfully tackled by the government’s policies. The number of adults smoking is falling. It may still be higher in Scotland than in any other country in the UK but importantly the number of young smokers is falling rapidly as shown in Source C; this is also backed by the extremely low number of schoolchildren smoking, only 3%.

11. Origin/ Reliability of Sources
You can also be credited for making a comment/evaluation of the origin and reliability of the sources.
What are the advantages and disadvantages of these methods?
Can these sources of information be trusted?
These are the TWO EASIEST MARKS to pick up in the entire paper!!!!
Even if you think you have gained 8 marks from your use of the sources and overall judgement ALWAYS include this as a safety net!

12. Origin/ Reliability of Sources Answers
Looking for:
Where does the info come from?
- Charity, Government, Business, Newspapers…could they have an agenda or are they legally bound to produce accurate information?
Has it been adapted?
- Adapting suggests that information has been changed/removed/tampered with, therefore, is it reliable?
When was the information published?
- Is the information up-to-date? Does it accurately reflect the current situation?
Statistics in Source A are up to date (2012, 2013) (0 marks – not enough evaluation! ).
Statistics in Source A are up to date (2012, 2013) and so give a fairly up to date picture of the smoking issue (1 mark).

13. Information from Source B is taken from the Scottish Government’s website which has a responsibility to publish accurate and recent data for public information (1 mark).
Information from Source C is taken from ASH Scotland, is a well-known voluntary organisation that provides evidence based information on tobacco. However it may be seen as biased as it receives some of its funding from Scottish Government which is committed to cutting smoking rates (2 marks).
The information in Source A is adapted from a BBC news article published online with additional information from Cancer Research UK. As the article has been adapted it may be less reliable than when originally written. Also it is not clear what parts come from exactly which source (2 marks).