The Individual Study

The High Grade Response

MANY, PERHAPS MOST, candidates can expect to raise their overall grades by their performance in the Individual Study. Whilst there are many very competent pieces of work, however, the highest grades, A and B, are reserved for those Studies which demonstrate a sharp understanding of historical problems and the ability to communicate ideas and arguments in a clear, coherent fashion.

High quality Studies are, needless to say, a direct reflection of the quality of preparation. Very close attention should be given not only to the regulations for the examination but also to the notes provided for the guidance of candidates by the examination board. The choice and exact wording of the title is crucial. Wide and very generalised subjects rarely result in the highest grades. Apart from anything else, very broad subjects cannot be satisfactorily investigated in the limited number of words available. Instead the title should be sharply focused and problem-centred, and it is a good idea to frame it as a question. In the examiner's mind a sharp title sets the agenda for the Study which follows.

Analysis, Insight, Argument and judgement
The time allocated to research should be generous. It is important to consult a wide range of authorities and there must be adequate time for ideas to mature and take shape. Examiners can almost invariably tell whether the material has been processed through a candidate's mind. They are not impressed by hastily assembled work put together by 'scissors and paste' methods. Neither are xx they inclined to reward over-reliance on a small handful of books which borders on plagiarism. Again, work which consists of nothing beyond solid narrative with no evidence of thought, analysis or argument cannot get beyond the lower grades.

It may seem to be rather elementary advice, but so many candidates fail to appreciate that a high standard of presentation is essential. The Study is not affected by the pressures of a timed examination. This is one reason why so many candidates can lift their overall grade by means of the Study. The penalty of a more spacious time allocation, however, is that examiners give no quarter when grammar, punctuation, syntax and spelling are sloppy. Word processors can often betray candidates into avoidable errors. All work, however produced, must be checked and corrected as necessary. As to style, the very best pieces of work are invariably clear and fluent and the examiners pencil flows benevolently over them.

There is no automatic credit for choosing unusual subjects but the candidate who has chosen a field away from the already well-trodden paths, by the very exercise of initiative in choosing, often produces a Study which has outstanding qualities across the board.

It is not absolutely essential to make use of primary source material. For some subjects such material is not readily available. Nevertheless, for a large number of subjects, with a reasonable amount of effort, published source material can be obtained. For studies in local history, of course, a whole range of opportunities presents itself. Needless to say, if candidates do not make use of source material, the evaluation and interpretation of which is one of the assessment objectives for all Advanced Level courses, their Studies will need to be exceptionally strong in almost all other respects in order to gain one of the higher grades.

Clarity, Focus and Understanding
It is a rare Study which has no narrative dimension. Some narrative is inevitable and considerable credit can be gained for the clarity, focus and understanding with which it is presented. It is the Study which fails to go beyond narrative or is overburdened with it which falls down. The higher grades can be gained only by those candidates who demonstrate real insights into the xx material, identify and analyse themes and problems and develop a coherent argument. Above all, the A-grade candidate is able to form personal judgements based on a close understanding of the material and a critical evaluation of the evidence.

Finally, it is difficult to quantify the degree of enthusiasm and commitment conveyed by a Study. Nevertheless, these rather intangible qualities do shine through. The choice of title is one sign as is the presentation. However, the real proof, which examiners certainly pick up, lies in the combination of critical interpretation, informed personal judgement and a clear sense of involvement.

Neil Hart. Watford Grammar School and A Level Chief Examiner.

The Personal Study: Steps to Success

The Self-study Programme which makes the Personal Study the most rewarding and highly-graded work for the Advanced Level Student.
 

• Step 1 Think of three or four topics on which you would like to write. Investigate in libraries to which you have access and journals (such as History Review) whether there are books for these topics. Look at the bibliographies of books you find to see if further books are recommended (and the date of their publication - books published many years ago may be unobtainable).

• Step 2 Choose one topic (for which there is adequate
information) and submit the title and booklist to the Examination Board as instructed. Await acceptance by the Board.

• Step 3 Follow up references and bibliographies on your chosen topic, in the books and journals to which you have access, for further sources. Assess the usefulness and value to you and your topic of the books/sources mentioned. Critical bibliographies are especially helpful with this.

• Step 4 Read a concise general account of your topic to gain a survey/overview of the subject.

• Step 5 Consider the survey/overview and decide which are the important questions which need to be answered on your topic. You should have between 7 and 20 questions.

This is the key stage of your Individual/Personal Study work. Be sure that you ask important questions and that they are not trivial/superficial. Write a list of your questions: this list will be central to your work programme hereafter.

• Step 6 Select one or two of your questions. They need not be the first questions on your list and they need not be the earliest chronologically. Your selection may be influenced by the information (books/articles) you have in your possession at the time.

Survey the sources that relate to the one or two questions you have chosen. Choose one or two to be the primary source of information, because of their suitability and power of analysis, for that question.

Read only those parts/pages of the chosen sources that help you toward an answer to your question. Make brief notes. You should not need to make extensive notes (especially if you have constant access to the source). Record the author, title of book/journal article, date of publication and page references for every source from which you make notes.

Having researched the answer to the question record in good, clear English your conclusion/answer. Write every other line because this will be part of the first draft of your Study.

• Step 7 Repeat Step 6 for your other questions. Start the answer to a new question on a new sheet of paper.

• Step 8 (to be followed during Steps 6 and 7) Keep alert for further sources (see Step 3) which could help you answer your questions well. Be ready to change your questions (Step 5) - by addition, deletion or modification - as you gain more understanding of your topic.

• Step 9 Order your answers from Steps 6 and 7 in a way that provides the most effective analysis of your topic. This is the first draft of your Individual/Personal Study.

• Step 10 Read, revise and polish, both content and English style, your first draft. Allow at least 10 days for this step. Write your introduction when this is finished. Then write a well presented final draft and deliver it to your teacher on time.

Gilbert Pleuger.