How to answer
30-mark questions
How to answer 30-mark questions.
Before you start
At a glance
| Source question | Essay | |
|---|---|---|
| Where | Paper 1 and Paper 2, Section A (Q1) | Paper 1 and Paper 2, Section A (Q2); Paper 3, Section C |
| Choice | One from a choice of two | Papers 1 and 2: one from a choice of two. Paper 3: two from a choice of three |
| Stem | “Using the source, evaluate the view that…” | “Evaluate the view that…” or “Evaluate the extent to which…” |
| Marks | 30: AO1 10, AO2 10, AO3 10 | 30: AO1 10, AO2 10, AO3 10 |
| Essential requirements | Compare and contrast the opinions in the source; debate them in a balanced way; base analysis and evaluation only on the source | Consider the view and the alternative in a balanced way; reach a judgement reflected in your conclusion |
| Extra requirement | None | Paper 2 essays: synoptic points (links to Paper 1), credited within AO1 |
| Suggested time | About 45 minutes (5 to read and plan, 40 to write) | About 45 minutes (5 to plan, 40 to write) |
The timings are Crossbench suggestions. Pearson sets the length of each paper, not a time for each question.
How the questions are marked
Both are marked out of 30 in five levels, with equal weight on AO1, AO2 and AO3. Examiners decide which level best fits the whole answer, then choose a mark within it. They start in the middle of the level and move up or down depending on how fully the answer meets the description.
Summarised in our own words, the levels look like this:
| Level | Marks | Knowledge (AO1) | Analysis (AO2) | Evaluation (AO3) |
|---|---|---|---|---|
| 5 | 25–30 | Thorough, in-depth and selected effectively | Perceptive, with sustained chains of reasoning that make convincing connections | Fully effective, substantiated judgements throughout, leading to a fully justified conclusion |
| 4 | 19–24 | Accurate and carefully selected | Consistent, coherent reasoning | Mostly substantiated judgements; a mostly justified conclusion |
| 3 | 13–18 | Mostly accurate | Mostly focused | Generally relevant; conclusions only sometimes justified |
| 2 | 7–12 | Some accurate knowledge | Emerging | Occasional judgements leading to generic conclusions |
| 1 | 1–6 | Superficial | Limited | Superficial and descriptive |
For the source question, the analysis descriptors refer to comparative analysis of political information: weighing the different opinions in the source against each other.
What each assessment objective means here
| Objective | What it means here |
|---|---|
| AO1 (10) | Knowledge and understanding, used to support your analysis and evaluation. In source questions it can come from the source and your own knowledge. |
| AO2 (10) | Analysis that both supports and rejects the view in the question. In source questions it focuses on the similarities and differences between the opinions in the source. |
| AO3 (10) | Weighing arguments, ranking their importance, forming judgements and reaching a reasoned conclusion. |
The limits on the mark
- Essay: if you do not consider both views in a balanced way, the maximum is Level 2 (12 marks).
- Source question: if there is no comparative analysis of the source, or both views are not considered in a balanced way, the maximum is Level 2 (12 marks).
- Source question, the crucial rule: analysis and evaluation marks are only awarded where they relate to the information in the source. Your own knowledge earns AO1 credit and can develop a source point, but a brand-new argument from outside the source cannot be the basis for analysis or evaluation marks.
Paper 2 essays: the synoptic element
The Paper 2 essay mark schemes include synoptic points: links to Paper 1 topics such as electoral systems, parties, the media, rights, democracy and referendums. These are credited within AO1. They work best when they arise naturally from the argument. For example, first-past-the-post and party discipline help explain an “elective dictatorship”.
Reading the question
Answer the precise question, including every condition. The most common way to lose marks is to answer a slightly different question from the one set, often a version you prepared in advance.
Additional instructions in the question are requirements. Past questions have included:
- “with specific reference to at least one devolved region”
- “with reference to at least three general elections”
- “using examples”
- “by comparing to either AMS or STV”
Leaving one out means you haven’t answered the question.
Small words change the question.
- “Other political purposes”: whether referendums served other purposes, not simply whether they are good or bad for democracy.
- “Increasingly”: you need evidence of change over time.
- “Alone”: whether sovereignty is shared, not whether Parliament is powerful.
- “Strengthen representative democracy”: whether direct democracy complements representative democracy, not which is “better”.
Two-part questions need both parts. “Class and region” are two factors, not one. Where two parties are named, give them roughly equal weight.
Paper 3: check the scope.
- Regional or global: regional organisations are not global ones, such as the UN, the IMF or the WTO.
- Global governance, not national government.
- Unity or success: a question about unity is not a question about success.
- Which bodies belong to the UN: the ICJ does; the ICC is a separate court, not a UN body.
Define the key terms, briefly. Strong introductions define the terms the debate depends on, such as sovereignty, entrenched and codified, or direct and representative democracy. Keep it to a sentence. The argument is what earns the marks.
The source question: what’s different
- Make the source the basis of the answer.Quote it regularly, and make it clear each argument comes from it. Quoting alone is not enough: each paragraph’s debate must be grounded in the source’s arguments.
- Pair points that genuinely oppose each other.Each paragraph sets one argument from the source against the argument in the source that answers it, on the same issue. Pairs that don’t address the same issue cannot be weighed.
- Develop the source; don’t repeat it.Use your own knowledge to add evidence, explanation and examples to each source point. Don’t treat the source as a comprehension exercise, or as proof that settles the argument.
- Don’t add arguments the source doesn’t make.Your own knowledge supports and tests the source’s arguments. It doesn’t introduce new ones, which earn no analysis or evaluation marks.
How to structure your answer
| Part | Purpose | Length |
|---|---|---|
| Introduction | Define key terms; set the scene in one sentence; state a clear line of argument | About 75 words |
| Three thematic paragraphs | Each sets the counter-argument against the argument for your line, then judges between them | About 250 words each |
| Conclusion | Justify your line of argument from the content of the essay | About 75 words |
Both question types need an introduction and conclusion. State your answer at the start. Don’t just promise to evaluate.
Inside each paragraph
- Topic sentence:name the theme the paragraph covers, tied directly to the question.
- Counter-point:the strongest case against your line, with specific evidence and explanation, and its weight (“this leads to…”, “as a result…”, “thus…”). Source question: introduce it with a short direct quotation from the source.
- Turn:“However…”, “In contrast…”, “Conversely…”, “Nevertheless…”, “On the other hand…”.
- Point:the case for your line, with specific evidence, explanation and weight. Source question: again, a short quotation from the source.
- Interim judgement:weigh the two and give a sharp, justified verdict on why your side is “more convincing”, “more persuasive” or “more credible”. The key word is because.
Structures to avoid
- One side, then the other: all the arguments for in the first half and all those against in the second. Nothing gets weighed.
- One example per paragraph: for instance, one referendum or one general election per section. This becomes narrative rather than analysis.
- Unrelated pairs: points for and against that don’t address the same issue.
Making AO3 real
AO3 is where most answers lose the most marks. Three habits raise it:
- Justify, don’t just declare. “This is the stronger argument” earns little. “This is the stronger argument because the Act can be repealed by a simple majority” earns marks.
- Don’t rely on stock phrases. A copied evaluative sentence at the end of each paragraph is not evaluation. The judgement must engage with the evidence you’ve just used.
- Build towards the conclusion. Each interim judgement should be a step towards your conclusion. If the conclusion would surprise the reader, the evaluation hasn’t been developed.
Evidence
- Specific and recent wins. Precise, up-to-date examples are stronger than general or older ones. Older examples still count when you connect them to the present day.
- Evidence must do work. Use an example to prove a point, not to tell its story.
Exemplar answers
Three model answers: a source question, an essay and a global politics essay. Each part of each answer is highlighted and numbered, with a note on why it earns marks. Choose an element, such as Judgement (AO3), to pick out just that part, and select any highlighted passage to find its note.
A source question (Paper 1)
Question: Using the source, evaluate the view that rights in the UK are poorly protected.
Line of argument: agree. Rights are poorly protected. Target: Level 5, 30/30.
June 2025, Paper 1, Q1(a). Written for Crossbench as a full-marks model, not a real candidate’s script. It quotes short phrases from the original source, which is not reproduced here.
Introduction
Rights are entitlements that protect individuals from unjust treatment, and to be ‘poorly protected’ is to lack secure legal and political safeguards. The source presents a contest between those who see a strong legal framework and civic commitment to rights, and those who see that framework as vulnerable and narrow. This essay argues that rights in the UK are poorly protected, because their protection ultimately depends on the will of the government of the day.
- 1Defines both key termsDefining “rights” and “poorly protected” keeps the essay on rights, rather than drifting into the constitution in general (AO1).
- 2Frames the source’s debateShows from the start that the essay will work from the source’s two sides.
- 3Clear line, with a reason“…because their protection ultimately depends on the will of the government” gives a thread every paragraph returns to (AO3).
Paragraph 1: the legal framework
The first theme is the strength of the UK’s legal framework for rights. The source argues that current legislation “provides strong legal protection for civil and political rights”, citing the Human Rights Act, the European Convention on Human Rights and the Equality Act 2010. The Human Rights Act allows citizens to enforce Convention rights in UK courts rather than in Strasbourg, while the Equality Act brought together protection from discrimination across nine protected characteristics. As a result, rights are set out in law and can be enforced at home, which suggests they are well protected. However, the source also warns that this framework is “vulnerable to political attack” and that governments “have been repeatedly able to introduce legislation weakening rights”. Because the Human Rights Act is an ordinary statute, it is not entrenched, and judges can only issue a declaration of incompatibility rather than strike down an Act of Parliament. This weakness was exposed when, after the Supreme Court ruled the Rwanda policy unlawful in 2023, Parliament passed the Safety of Rwanda Act 2024, which declared Rwanda safe and disapplied key parts of the Human Rights Act. Therefore, the argument that rights are poorly protected is more convincing: legislation can grant rights, but under parliamentary sovereignty it can just as easily remove them, so the strength the source describes exists only for as long as Parliament allows.
- 1Topic sentenceNames a theme that both source arguments address, which makes a genuine pair.
- 2Counter-point from the sourceA short quotation shows the argument comes from the source.
- 3Own knowledge develops itThe HRA in UK courts and the Equality Act’s nine protected characteristics: precise AO1 that extends the source’s point rather than adding a new argument.
- 4Weight of the counter-pointExplains why the opposing case matters before turning against it (AO2).
- 5Opposing source pointThe directly opposing argument from the source, so the two can be weighed.
- 6Contemporary evidenceThe Rwanda ruling (2023), then the Safety of Rwanda Act 2024: a recent, precise case used to prove the point (AO1/AO2).
- 7Interim judgement, justifiedExplains why one side wins, linked to the line in the introduction (AO3).
Paragraph 2: the courts
The second theme is the role of the courts. The source argues that “common law has long protected civil liberties such as the freedom of speech and jury trial” and that these “are protected by the judiciary”. Judges have shown they will defend these liberties: in the Unison case in 2017, the Supreme Court ruled employment tribunal fees unlawful because they prevented access to justice. Thus the courts provide a long-standing safeguard that does not depend on any single Act. Nevertheless, the source notes that “leaving the EU has made weaker the protection for certain migrant and labour rights” because “the EU’s Fundamental Charter of Rights no longer applies”. This matters because, while the UK was a member, the Charter allowed courts to set aside Acts of Parliament that conflicted with EU law, as the Supreme Court did in the Benkharbouche case in 2017; this was the strongest legal remedy UK rights have ever had, and it has gone. Meanwhile, in cases touching national security the courts have been cautious, as in the Begum case in 2021, when the Supreme Court deferred to the Home Secretary’s judgement. For this reason, the argument that rights are poorly protected is more persuasive: the judiciary can uphold common law liberties against ministers, but it cannot override Parliament, and the loss of the Charter has removed the one route by which it could.
- 1Paired source pointsThe common law protected by the judiciary, against the loss of the EU Charter: both concern legal protection through the courts, so they genuinely answer each other.
- 2Evidence on both sidesUnison (2017) for the courts; Benkharbouche (2017) and Begum (2021) for the limits. Balanced, precise examples (AO1).
- 3ECHR and EU kept distinctCorrectly links the Charter with the EU, avoiding a common confusion with the ECHR (AO1).
- 4Explaining the weightExplains why losing the Charter matters, not just that it happened (AO2).
- 5Interim judgementConnects back to paragraph 1 (parliamentary sovereignty), so the argument builds (AO3).
Paragraph 3: political and civic support
The final theme is the political and civic support for rights. The source suggests that the UK has “a strong commitment to rights, values and activism” and that “the public have the freedom to protest in order to protect and advance rights”. Pressure groups such as Liberty and Amnesty International monitor and challenge government action; in 2024, Liberty successfully challenged regulations that had lowered the threshold for police to restrict protests. This shows that civil society acts as a powerful check, which suggests that rights are defended in practice. On the other hand, the source argues that “little political consensus exists on the nature and meaning of human rights” and that social and economic rights “are the most poorly established and protected”. The Public Order Act 2023 created new protest offences, and the Strikes (Minimum Service Levels) Act 2023 restricted the right of some workers to strike, showing how far protection shifts with the government in power. Meanwhile, there is no enforceable legal right to a given standard of healthcare. Consequently, the view that rights are poorly protected is more credible: activism is valuable, but the fact that rights must constantly be defended by campaigners is itself evidence of their insecurity, and whole categories of rights lack protection altogether.
- 1A sensible pairingCivic and pressure group support, against the lack of consensus and weak social and economic rights. Pressure groups often campaign on social and economic issues, so the pair is genuinely connected.
- 2Own knowledge on both sidesLiberty’s 2024 challenge, the Public Order Act 2023 and the Strikes Act 2023: recent legislation used as evidence for each side (AO1).
- 3Perceptive interim judgementTurns the counter-argument into support for the line: perceptive evaluation (AO3).
Conclusion
Rights in the UK enjoy real legal, judicial and civic support, as the source shows. However, each safeguard can be overridden: statutes can be amended, courts cannot strike down Acts of Parliament, and campaigners can only react to change. With the EU Charter gone and no consensus on what rights should mean, protection rests on political will rather than secure guarantees, so rights in the UK are poorly protected.
- 1Acknowledges the other sideThe judgement is weighed, not one-sided.
- 2Draws on each paragraphStatutes (paragraph 1), courts and the Charter (paragraph 2), campaigners and consensus (paragraph 3). Nothing new appears.
- 3Returns to the opening reason“…political will rather than secure guarantees” echoes the introduction, so the thread is sustained (AO3).
Why this earns 30/30
| Level 5 requirement | How the answer meets it |
|---|---|
| AO1: thorough, in-depth, effectively selected | Every source argument is developed with precise, recent own knowledge, such as statutes, Supreme Court cases and pressure group action. All of it is accurate, and the ECHR and EU are kept distinct. |
| AO2: perceptive comparative analysis of the source | Three genuine pairs of opposing source arguments, each explained (“This matters because…”), with connections between paragraphs: sovereignty runs through all three. |
| AO3: fully substantiated judgements, fully justified conclusion | A justified interim judgement in every paragraph, each giving a reason, building to a conclusion that follows from them. |
| Source rules | All analysis and evaluation develop arguments that are in the source. Own knowledge supports them and never replaces them. |
An essay (Paper 2)
Question: Evaluate the view that sovereignty does not lie in Parliament alone.
Line of argument: disagree. Legal sovereignty still lies in Parliament alone. Target: Level 5, 30/30.
June 2024, Paper 2, Q2(a). Written for Crossbench as a full-marks model, not a real candidate’s script.
Introduction
Sovereignty is ultimate legal authority; parliamentary sovereignty means that Parliament can make or unmake any law and cannot bind its successors. The debate is whether developments such as the Human Rights Act, devolution, referendums and executive dominance have moved sovereignty away from Parliament. This essay argues that, although political power is now shared, legal sovereignty still lies in Parliament alone, which makes the view unconvincing.
- 1A sharp definitionDefines sovereignty and parliamentary sovereignty precisely, the foundation for the whole essay (AO1).
- 2Context that lists the themesSets up the four pressures the essay will weigh.
- 3The legal/political distinction“…although political power is now shared, legal sovereignty still lies…” is the key idea that lets the answer weigh rather than list (AO2/AO3).
Paragraph 1: the courts and rights
The first theme is the relationship between Parliament, the courts and rights. Supporters of the view argue that the Human Rights Act 1998 has given the courts a real influence over legislation. When the Law Lords ruled in the Belmarsh case in 2004 that the indefinite detention of foreign terror suspects was incompatible with Convention rights, the government responded by replacing it with control orders under the Prevention of Terrorism Act 2005. As a result, judicial rulings carry moral and political weight that Parliament finds hard to ignore, so rights act as a practical limit on its sovereignty. However, a declaration of incompatibility does not affect the validity of an Act, and Parliament is free to ignore it. Parliament did so for over a decade after the European Court of Human Rights ruled in Hirst v UK in 2005 that the blanket ban on prisoners voting breached the Convention. Moreover, the Human Rights Act is itself an ordinary statute that Parliament could repeal by simple majority. Therefore, the view that sovereignty lies in Parliament alone is more convincing: the courts can persuade and embarrass, but they cannot override, and the decision on how to respond always remains with Parliament.
- 1Synoptic link: rightsThe Human Rights Act and Convention rights: a Paper 1 topic used naturally within the argument (AO1).
- 2Counter-point with weightBelmarsh (2004), then the Prevention of Terrorism Act 2005, shows the courts’ practical influence, the strongest form of the opposing case.
- 3The right focusDeclarations of incompatibility, not judicial review of ministers. The question is about Parliament’s sovereignty, so the relevant mechanism is what courts can do to Acts of Parliament.
- 4Point, with decisive evidenceHirst v UK (2005), not acted on for over a decade, proves that Parliament can ignore rulings, which directly answers the counter-point (AO2).
- 5Interim judgementA justified verdict with a reason (AO3).
Paragraph 2: devolution and popular sovereignty
The second theme is devolution and popular sovereignty. Supporters of the view argue that power has moved to the devolved bodies and to the people. The Scottish Parliament and Welsh Senedd were created after referendums in 1997, and the Scotland Act 2016 declared the Scottish Parliament a permanent part of the UK’s constitutional arrangements that cannot be abolished without a referendum. Similarly, after the 2016 EU referendum, Parliament implemented Brexit even though most MPs had backed Remain, suggesting that popular sovereignty now binds Parliament in practice. Thus the UK can be seen as quasi-federal, with sovereignty shared. In contrast, Parliament retains the legal power to override both. In the Miller case in 2017, the Supreme Court held that the Sewel Convention, under which Westminster does not normally legislate on devolved matters without consent, cannot be enforced by the courts. Parliament then passed the UK Internal Market Act 2020 despite the Scottish Parliament and the Senedd refusing their consent. Likewise, referendums exist only because Parliament legislates for them, and the 2016 referendum was not legally binding. Consequently, the argument that sovereignty lies in Parliament alone is more persuasive: devolution and referendums create strong political pressures, but they operate within limits that Parliament sets and can change.
- 1Strong counter-caseThe permanence clause in the Scotland Act 2016 and the “quasi-federal” argument give the opposing view its full weight, so the judgement is earned.
- 2Synoptic link: referendums and democracyThe 1997 devolution referendums, the 2016 EU referendum and popular sovereignty link to democracy and participation in Paper 1 (AO1).
- 3Accurate use of MillerMiller (2017) upholds parliamentary sovereignty, so the case is used correctly, as evidence for Parliament’s sovereignty (AO1).
- 4Evidence that answers the counterThe UK Internal Market Act 2020, passed without devolved consent, shows that the Sewel Convention is not enforceable in practice (AO2).
- 5Precise on referendumsAccurate: the 2016 referendum was advisory, although Parliament can make a referendum binding.
Paragraph 3: the executive
The final theme is the power of the executive. Supporters of the view argue that political sovereignty has passed to the government. Lord Hailsham described the UK system as an ‘elective dictatorship’, because first-past-the-post usually produces single-party majorities, which party whips then turn into reliable control of the Commons. The large majorities won in 2019 and 2024 allowed governments to pass their legislative programmes with little effective resistance. For this reason, it can be argued that sovereignty lies with the executive rather than with Parliament. Conversely, the government’s power exists only because it commands a majority in Parliament, and it disappears when that support is withdrawn. In January 2019, Theresa May’s Brexit deal was rejected by 230 votes, the largest government defeat in modern history, and later that year MPs passed the Benn Act against the Prime Minister’s wishes. When the government tried to prorogue Parliament in 2019, the Supreme Court ruled the prorogation unlawful precisely to protect Parliament’s sovereignty. Therefore, the view that sovereignty lies in Parliament alone is more credible: executive dominance is political and conditional, while Parliament’s authority is legal and permanent.
- 1Synoptic links: elections and partiesFirst-past-the-post and party whips explain the elective dictatorship: natural links to Paper 1 topics on electoral systems and political parties (AO1).
- 2A chain of reasoningFirst-past-the-post leads to majorities; whips turn them into control; so the government dominates. A logical chain for the counter-case (AO2).
- 3Contemporary, precise evidenceThe 2019 defeat by 230 votes, the Benn Act and the prorogation ruling: specific events used to prove that government power depends on Parliament.
- 4Interim judgement“…political and conditional… legal and permanent” brings back the legal/political distinction from the introduction, so the thread is sustained (AO3).
Conclusion
The Human Rights Act, devolution, referendums and executive dominance have all limited Parliament politically, and power in practice is now widely shared. Yet in every case Parliament retains the final legal word: it can ignore declarations of incompatibility, legislate without devolved consent, decide whether to hold or follow referendums, and withdraw support from governments. Sovereignty therefore still lies in Parliament alone, and the view is unconvincing.
- 1Concedes the political realityA nuanced conclusion, not a flat “no”.
- 2One clause per pressureSummarises the interim judgements from all three paragraphs, so the conclusion is no surprise.
- 3Fully justifiedThe judgement follows from the legal/political distinction set up in the introduction (AO3).
Why this earns 30/30
| Level 5 requirement | How the answer meets it |
|---|---|
| AO1: thorough, in-depth, effectively selected | Covers all four pressures on sovereignty (rights, devolution, referendums and the executive), with precise statutes, cases and events. Synoptic links to rights, democracy and participation, electoral systems and parties arise naturally. |
| AO2: perceptive analysis with sustained chains of reasoning | The distinction between legal and political sovereignty lets every counter-argument be explained and then answered, and connects all three paragraphs. |
| AO3: fully substantiated judgements, fully justified conclusion | Each paragraph ends with a reasoned verdict. The conclusion draws them together and concedes the political reality while still justifying the line. |
| Balance | Each counter-argument is presented at its strongest, with its own evidence, before it is answered. |
A global politics essay (Paper 3)
Question: Evaluate the view that the strengths of the United Nations outweigh its weaknesses.
Line of argument: agree. The UN’s strengths outweigh its weaknesses. Target: Level 5, 30/30.
June 2026, Paper 3, Q3(a). Written for Crossbench as a full-marks model, not a real candidate’s script.
Introduction
The United Nations is the universal intergovernmental organisation of 193 member states, created in 1945 to maintain international peace and security and promote cooperation. Its strengths lie in its legitimacy and reach; its weaknesses in a Security Council that great powers can paralyse. This essay argues that its strengths outweigh its weaknesses, because most of its failures are failures of its member states rather than of the institution itself.
- 1Precise definition193 members, founded in 1945, with a stated purpose: accurate AO1 from the first sentence.
- 2Context in one sentenceIdentifies the core tension (legitimacy against great-power paralysis) that the essay will weigh.
- 3Line, with a reason“…failures of its member states rather than of the institution itself” is a distinctive argument that every paragraph tests (AO3).
Paragraph 1: peace and security
The first theme is peace and security, where the UN’s weaknesses are most visible. The veto allows any permanent member of the Security Council to block action, even when it is itself a party to the conflict: Russia vetoed a resolution condemning its own invasion of Ukraine in 2022, and repeatedly blocked action over Syria, while the United States has vetoed draft resolutions calling for a ceasefire in Gaza. As a result, the UN appears powerless in precisely the conflicts that matter most, which supports the realist view that international organisations simply reflect the interests of powerful states. However, where the great powers’ interests do not directly clash, the UN has a strong record. It authorised collective action to reverse Iraq’s invasion of Kuwait in 1990, and its peacekeeping missions have helped stabilise Cyprus since 1964 and supported East Timor’s transition to independence in 2002. Even over Ukraine, 141 states voted in the General Assembly to condemn Russia’s invasion, isolating it diplomatically. Therefore, the view that the UN’s strengths outweigh its weaknesses is more convincing in this area: the veto shows the limits that great powers place on the UN, not a failure of the UN itself, and the UN delivers security wherever its members allow it to.
- 1The counter-case at full strengthVetoes by Russia (Ukraine, Syria) and the US (Gaza): balanced, contemporary evidence from more than one permanent member (AO1).
- 2Theory used to analyseApplies the comparative theories to explain why the weakness exists: perceptive AO2.
- 3Range of evidence for the pointKuwait (1990), Cyprus (since 1964), East Timor (2002) and the General Assembly vote of 141 span collective security, peacekeeping and the General Assembly, showing depth and breadth (AO1).
- 4Interim judgement“…the limits that great powers place on the UN, not a failure of the UN itself…” applies the line from the introduction directly: a substantiated judgement (AO3).
Paragraph 2: human rights and humanitarian action
The second theme is human rights and humanitarian action. Critics argue that the UN’s human rights machinery lacks credibility, because states with poor human rights records, such as China and Saudi Arabia, have sat on the Human Rights Council, and because the UN responded slowly to the persecution of the Rohingya in Myanmar. Thus the UN can appear to legitimise the abusers it should be holding to account. Nevertheless, the UN has done more than any other body to set and enforce global human rights standards. The Universal Declaration of Human Rights of 1948 established the founding statement of universal rights, and the International Criminal Tribunal for the former Yugoslavia, established by the Security Council, convicted the Bosnian Serb commander Ratko Mladić of genocide in 2017. Agencies such as UNICEF, the UNHCR and the World Food Programme, which won the Nobel Peace Prize in 2020, provide aid to millions of people every year. For this reason, the argument that the UN’s strengths outweigh its weaknesses is more persuasive: its failures in human rights reflect the reluctance of some members to be scrutinised, while its achievements in setting standards, prosecuting atrocities and relieving suffering could not have been delivered by any single state.
- 1Specific counter-evidenceHuman Rights Council membership and the slow response to the Rohingya crisis: precise and accurate, with its significance explained (“…legitimise the abusers…”) (AO1/AO2).
- 2Accurate institutional knowledgeThe ICTY was established by the Security Council: this correctly places a UN body, avoiding the common confusion with the ICC, which is not part of the UN (AO1).
- 3Three types of strengthSetting standards (the UDHR), prosecution (Mladić) and humanitarian aid (UNICEF, the UNHCR, the WFP): breadth that supports a weighed judgement.
- 4Interim judgementWeighs the two sides and links back to the line: failures belong to members, strengths to the institution (AO3).
Paragraph 3: legitimacy and global cooperation
The final theme is the UN’s legitimacy as a forum for addressing global issues. Critics argue that the Security Council is unrepresentative, reflecting the balance of power in 1945: it has no permanent member from Africa or Latin America, while emerging powers such as India have no permanent seat. The UN also depends on contributions from member states, which leaves it financially vulnerable when major contributors withhold funding. Consequently, its decisions can lack legitimacy in the Global South, and its capacity to act is fragile. On the other hand, the UN remains the only organisation with near-universal membership, which gives agreements made through it a unique authority. The Sustainable Development Goals of 2015 were adopted by every member state, the Paris Agreement of 2015 was negotiated through the UN climate framework, and the Security Council endorsed the Iran nuclear deal in the same year. This supports the liberal view that international organisations enable cooperation by giving states a forum, rules and shared goals. Therefore, the view that the UN’s strengths outweigh its weaknesses is more credible: an imperfect Security Council does not cancel out the value of the only body through which all states can agree common action.
- 1Structural weaknessesAn unrepresentative Security Council (no permanent African or Latin American member; India) and dependence on funding: criticisms of power concentration and financial vulnerability, made specific (AO1).
- 2Consequence explainedMoves from fact to significance (AO2).
- 3Global issues as evidenceThe SDGs, the Paris Agreement and the Iran nuclear deal (all 2015) cover development, the environment and security, showing the UN’s reach across the global politics course (AO1).
- 4Theory balanced across the essayThe liberal view here answers the realist view in paragraph 1: understanding of both comparative theories, used to explain the evidence, not just label it (AO2).
- 5Interim judgementA clear, reasoned verdict that builds to the conclusion (AO3).
Conclusion
The UN’s weaknesses are real: the veto paralyses it in the most serious conflicts, its human rights bodies include abusers, and its structure reflects 1945. Yet in each case the fault lies mainly with its members, while its strengths in peacekeeping, human rights and global cooperation are distinctive and could not exist without it. The UN’s strengths therefore outweigh its weaknesses.
- 1Concedes the weaknesses preciselyOne for each paragraph, which shows the judgement is weighed.
- 2Returns to the line’s reason“…the fault lies mainly with its members…” completes the argument set up in the introduction (AO3).
- 3No new materialThe conclusion follows entirely from the interim judgements.
Why this earns 30/30
| Level 5 requirement | How the answer meets it |
|---|---|
| AO1: thorough, in-depth, effectively selected | Wide, accurate and recent evidence across security, human rights, humanitarian action, development and the environment. Organisations are placed correctly (the ICTY as a UN-established tribunal; the ICJ and ICC are not confused). |
| AO2: perceptive analysis with sustained chains of reasoning | Every piece of evidence is explained in terms of what it shows. Realism and liberalism are used to explain why the UN succeeds or fails, which links all three paragraphs. |
| AO3: fully substantiated judgements, fully justified conclusion | One distinctive criterion runs from the introduction to the conclusion: is a failure the institution’s or its members’? It is applied in each interim judgement. |
| Balance | Each weakness is presented at full strength, with contemporary examples involving several permanent members, before it is weighed. |
Student checklist
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Notes for teachers
Quick marking guide
- Check the limits first.Essay: are both views considered in a balanced way? Source: is there comparative analysis of the source, with balance? If not, the maximum is 12 marks.
- Source rule:are the analysis and evaluation grounded in source arguments? Own-knowledge-only arguments earn AO1 credit, not AO2 or AO3.
- Focus:does the answer meet every condition and key word in the question? Paper 3: is it within scope?
- AO2:are the points paired and explained, with chains of reasoning?
- AO3:are the judgements justified, sustained and building towards a conclusion that follows from them?
- Paper 2 essays:are there synoptic links?
- Place the markby best fit, starting from the middle of the level.
Diagnosing a stuck script
- Strong knowledge, Level 3 mark: usually description, or one side and then the other. Rebuild one section as a paired paragraph using the counter-point → point → judgement frame.
- Low AO3 with good balance: the judgements are declared, not justified. Make students finish every interim judgement with “because…” and connect it to the line in the introduction.
- Weak source answers: check for paraphrasing the source, passing references to it, unrelated pairs, or arguments from outside the source.
- Paper 3 essays drifting: check the scope, for example regional or global, or unity or success, and whether the theory explains the evidence or is just listed.
Classroom activities
- Pairing drill (source): give students a source and have them match every argument with its genuine opposite before writing anything.
- Condition hunt: give students past questions and have them highlight every condition and key word, then write one sentence on what each demands.
- “Because” upgrade: give students five weak interim judgements (“This is the stronger argument”) and have them add a reason that refers to the evidence.
- Find the criterion: students identify the single test each exemplar uses to judge, such as legal against political power or institution against members, then devise one for a new question.
- Example audit: for each topic, students replace one overused older example with a recent one, and explain what it proves.
- Synoptic mapping (Paper 2): map two natural links to Paper 1 for each Paper 2 topic.
- Theory lens (Paper 3): for each global politics topic, write one sentence on how a realist and a liberal would explain the same evidence.
- Timed practice: 45 minutes, including reading and planning time for source questions.