1. Prelim Feedback January 2011

2. Essay questions Answer the question asked – not the question you WANT to answer. Too many simply described the problems of prisons and the causes of crime without linking points to the ACTUAL questions Four people included lengthy sections on restorative justice in essay 4. The question did not ask about alternatives to prison! P.E.E.L. IS still the rule – only in much greater depth and detail Points must be supported by referenced evidence – a single ‘example’ cannot prove a point, it only illustrates it

3. Essay questions Descriptions of Theories far too simplistic – you are first year university students. Go back to the textbooks! Use the language of criminology – socialisation, deviant behaviour, alienation Remember Irene’s point about essay length. Some were barely four pages in an hour – far too short. You must adopt the stance of a ‘neutral’ investigator – never express opinions (prisons are “an easy option”)

4. Essay Questions Once again, for some, there was little evidence of research beyond my PowerPoints Update your knowledge on biology OTHER THAN xyy – this theory is becoming increasingly challenged Over generalisations must be avoided. “People in poor areas are pushed into crime”. Sweeping and inaccurate. Use phrases such as “are more likely to” etc. Basic structure! Introduction setting out main points, detailed development using P.E.E.L., and a detailed conclusion. Some conclusions were 2 sentences long! Hardly anyone mentioned any authors or experts – shows examiner a lack of wide reading

5. Essay Questions Avoid use of words like “massive” “huge” “shocking” etc. You are writing academic papers – use appropriate language: “significant numbers of….” “a high proportion of…”, “are much more likely to….” Etc. One person mentioned the loss of liberty when deciding whether prisons punished effectively! Theories ‘explain’ criminal behaviour – they don’t cause it. Several said “This is caused by the Strain Theory…” Spelling and grammar – examiners expect a high standard of both at this level. Key words like psychosis MUST be correctly spelled. Don’t over rely on media reports – it does not give a good impression and can look ‘lazy’.

6. Research Methods Don’t just list points – e.g. the features of an effective survey – EXPLAIN them. WHY are internet surveys relatively cheap to conduct? WHY is MORI a ‘trusted source? At this level, much more detailed explanations are needed. Compare how much you wrote for 30 marks in the essays with how much you wrote for the 10 mark question – very few wrote more than a page. TOO SHORT Use some of the source to support your points – if you say the questions are too vague, give an example “Which TWO OR THREE…” Research Methods questions are not essay questions and should not be structured as such except when there is a “to what extent…?” question and then you conclude by saying to what extent.

7. Research Methods If your answers have no examples, you automatically lose two marks. Don’t just stick your examples on at the end – they have to be connected to a point in your answer Don’t mix up reliable and valid. Very few did well in the ‘alternative method of presentation’ question. Too short and too general. You must explain why THIS information would be better presented, not just ANY information. 3 people chose bar graph as an alternative way to show the information but the information WAS A BAR GRAPH!!. No marks could be awarded for such answers.