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e very best work your own students produce.
Activities
Following the writing and marking of an essay, provide students with a copy of the mark scheme. Place them in groups and ask them to create a model answer, taking account of the detailed information in the mark scheme.
Hand out copies of the model answers you have collected (without any grades visible). Give students the appropriate mark scheme. In pairs, they work through the model answer, identifying why it received such high marks. Follow up with discussion.
Students work in groups of 4-6. They should already have completed an essay. Using the same essay title, their marked essays and a mark scheme, they create a model answer on large sugar paper, splitting the work up between them. Students present to each other with explanations.


Evidence
A wise man proportions his belief to the evidence (David Hume).
A claim is a claim. Only through support does it become an argument. Evidence is one of the most crucial means of support. It picks out something in the world and says hey, look: this proves what I am saying to be true. Whether it actually proves it or not is another matter, one most often left to the reader to decide. These activities will help students think carefully about evidence:
Activities
Give students an essay title and ask them to write a brief plan. Next, ask them to go through and identify what evidence they would use to support each point. They should make a list of this evidence and provide a rationale for each piece. Students swap their plans and lists of evidence with a partner. They read through and comment on the strength of the evidence. Finally, a discussion ensues.
Introduce students to the credibility criteria: Bias; Corroboration;