XERXES; STRUCTURED ESSAY TIPS.

WRITING STRUCTURED ESSAYS.- Personalities and their times.

General comments:
1. There are TWO TO THREE parts to the essays in this part of the paper worth (10 marks
combined) and 15 marks.
2. DO NOT write a whole essay. Write your answer in TWO OR THREE separate parts. Clearly
identify each part as either (a) or (b) or (c).
3. Spend the appropriate time on each part according to the value of the question. Part (a) at 3-5
marks is about one page in length; part (b)at 7 to 8 marks is at least two to three pages in length, and
part (c) at 15 marks is about four pages in length. You are aiming to write about eight exam booklet
pages although the higher band essays in the standards packages write more and even up to 13
pages.
4. If there is an historical source (written extract or archaeological source picture) USE IT in your
answer refer to it specifically by using the words as source x shows.
5. It may be necessary to repeat information you have mentioned in part (a) if it is relevant again in
part (b) or (c).
6. The rubric does matter; you must include sources, you must write a sustained, logical and well
organised response, you must use appropriate historical terms and concepts.

Specific comments:
7. The first questions are usually a very straightforward descriptive question or even a two
word knowledge question, the middle question may ask you to explain and the final
question may require you to assess.
8. If part (a) is much less than 10 marks, it is a knowledge question. It is testing your knowledge of
a particular aspect of the personality or the context. You will gain marks by not only providing this
knowledge but also by referring to sources where appropriate.
9. A question which is 10 marks needs a longer response and is testing a combination of knowledge
and skills. You will gain marks by referring to sources, acknowledging debatable aspects of the
topic and providing reasonable interpretations of the evidence.
10. Question (b) final or (c) is an argument question worth 15 marks. It is testing your ability to
analyse the problems and issues raised by the question and to present arguments which are backed
by sound historical discussion including analysis of sources. (It is a mini-essay in effect).
11. The glossary of terms - what is the difference?
Describe means stating the facts without discussion. It is a straight knowledge
question. e.g. Outline the accession of Xerxes is a describe type question.
Describe the preparations for the invasion of Greece. Describe the composition of

the Persian army and navy is another. Do not write in dot points. The question asks you
to describe, it does not ask you to list.
Explain means doing more than just describing the facts. When you explain you
include the links between the facts and the reasons for them - cause, effect,
reasons. Often, an explain question is asking you to give reasons for something.
e.g. Explain the preparations made for the invasion of Greece. In your answer, use
the word because as a result of. The main reason that Xerxes built the bridge
across the Hellespont was to facilitate the movement of large numbers of infantry
from Asia into Europe.
Assess means make a judgment. How effective was Xerxes as a military
commander? These require judgment statements. Evaluate Xerxes preparations
for the invasion of Greece. Xerxes preparations were thorough and showed
military strength. State your assessment directly and then support it in the following
sustained, well organised, paragraphed discussion.

HELPFUL MARKING SCHEME COMMENTS:

SECTION II- PERSONALITIES AND GROUPS.
Questions have two to three parts (a), (b) and (c) AND the last part is always 15 marks.
Marks for part (a) and (b) when 5 marks.
Full marks apply to the best answers in which a candidate has provided the best answer
that could be expected in the time allowed. Includes facts and ancient and modern
5
sources where appropriate.
Answer provides extensive information and coherent argument in response to the
question: evidence is relevant and usually includes both ancient and modern sources.

The most commonly awarded mark will fall in the range of 2-3. These answers will
show a basic understanding of the question but lack details. The information is largely 3
relevant but may contain minor errors. May use one source.
This answer is brief and / or only contains one of two relevant facts.

These answers fail to answer the question adequately (too short); often contain
irrelevant information; little focus on the question; generally no reference to sources at 1
all. Contains one fact.
MARKS FOR a 10 mark question.
This mark applies to the best answers in which a candidate has provided the best
answer that could be expected in the time allowed. The answer is sustained and
10
incorporates sources, discussion and judgments. Strong, logical structure in response
to the question. (includes features of next level of response)
these answers show a clear understanding of the question and support a well
constructed argument with considerable accurate and relevant evidence. An ability to
8-9
grasp a wide historical perspective is shown linked to the glossary term of the
question. Responses move beyond facts to logical, argued interpretations.
Above average answers; may be weaker in factual details; minor errors of fact;
lacking the breadth of answers in the above category. Less use of sources, less
recognition of historical arguments. Still achieves reasonable length.

6-7

An average answer showing basic understanding of the question. Does not extend

beyond essential facts. Rarely includes historical argument. Few or no sources named
and discussed.
Fail to directly answer the question. Often includes large amounts of irrelevant
information. Some factual errors. Superficial brief answers. No sources.

3-4

Only a few basic facts; little understanding of the question. Poor.

1-2

Of no value as a response to the question set.

Marks for (c) 15 marks.

This mark applies to the best answers in which a candidate has provided the best
answer that could be expected in the time allowed. Answer is sustained and
14-15
incorporates sources, discussion and judgments. Strong, logical structure in response
to the question. (includes features of next level of response)
These answers show a clear understanding of the question and support a well
constructed argument with considerable accurate and relevant evidence. An ability to
10-13
grasp a wide historical perspective is shown. Responses move beyond facts to
logical, argued interpretations.
Above average answers; may be weaker in factual details; minor errors of fact;
lacking the breadth of answers in the above category. Less use of sources, less
recognition of historical arguments. Still achieves reasonable length.

8-10

An average answer showing basic understanding of the question. Does not extend
beyond essential facts. Rarely includes historical argument. Few or no sources named 5-7
and discussed.
Fail to directly answer the question, particularly glossary term. Often includes large
amounts of irrelevant information. Some factual errors. Superficial brief answers. No 3-4
sources.
Only a few basic facts; little understanding of the question. Poor.

1-2

Of no value as a response to the question set.