This set practises four skills from independent report planning: outlines, source ledgers, section checks and self-review. Every example is invented.
Try each question on paper first, then open the answer. Questions get harder as you go.
Questions
1. (Outline) The question is “How far has a fictional town, Bandar Teratai, reduced plastic bags?” A learner’s headings are Introduction, Background, Body, Conclusion. What is wrong, and what is a better first step?
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The headings could fit any topic and do not serve the question. A better first step is to list findings as short notes, group them by the part of the question they answer, and name each group by its job. See outlines.
2. (Outline) Group these fictional notes by job: N1 shop survey shows bag use fell; N2 market traders say customers still ask for bags; N3 a council report defines “reduced” as fewer bags per sale.
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N3 defines. N1 supports the claim of reduction. N2 challenges it. Order: define, support, challenge, judge.
3. (Ledger) A ledger row reads “Report says things are improving.” List what is missing.
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The source details and date accessed, the location in the source, whether it is a quotation or a paraphrase, and a specific claim or figure in place of “improving”. A viewpoint note is also missing.
4. (Ledger) A learner copies a sentence word for word from a fictional report but records it as a paraphrase. Why is this a problem?
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Copied wording must be in quotation marks and marked as a quotation. Recording it as a paraphrase presents the source’s words as the learner’s own, which breaks honest credit.
5. (Ledger) Sort into fact, viewpoint or interpretation, using fictional sources: (a) “The council counted 190 trips a day.” (b) “The council says the trial is a success.” (c) “So the evidence is probably weaker than it looks.”
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(a) Fact reported by a source. (b) Viewpoint of the council. (c) The learner’s interpretation, to be labelled as such.
6. (Section check) A plan has a section on the history of plastic. The question is about bag use in one town. Apply the test “Without this, the reader could not judge ___.”
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The reader could still judge bag use in the town without a history of plastic. Reduce it to a line of context or move it to a notes file. See section checks.
7. (Section check) A learner says “It took me three days, so it stays.” Respond.
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Effort measures the learner’s time, not the reader’s need. Judge the section by what it lets the reader decide about the question. Keep what contributes, and park the rest.
8. (Self-review) A checklist item says “Is my plan good?” Rewrite it so it can be tested.
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For example: “Does every section have a stated job that serves the question?” or “Does every claim link to a ledger entry?” Each can be answered by checking the plan.
9. (Self-review) A learner sends a plan to a friend with “Fix this and send back a finished version.” What would be a better use of outside help?
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Run the checklist first. Then ask about one specific item the learner cannot resolve, and write the answer in their own words. Check with the teacher or exam centre about what help is allowed. See self-review.
10. (Integrated) Fictional case: the question is “To what extent do bicycle lanes help a small town?” The plan has four sections, but the judgement section relies on a claim about shop sales that no section builds, and the ledger has one source, a council news release. List three actions.
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- Add a section that builds the shop-sales point from a real source, or remove the claim from the judgement.
- Look for at least one source with a different viewpoint, such as a business group, and record it in the ledger with a viewpoint note.
- Add a limits note, since a single council source speaks for its own trial.
If you got these wrong
| Error type | Questions | Go to |
|---|---|---|
| Headings that fit any topic, notes not grouped by job | 1, 2 | Create an outline |
| Missing details, copied wording, mixing fact and viewpoint | 3, 4, 5 | Build a source ledger |
| Keeping sections because of effort, vague jobs | 6, 7 | Check section contributions |
| Untestable checklist items, handing work over | 8, 9 | Self-review checklist |
| Unsupported claims in a judgement | 10 | All four lessons, starting with the ledger |
Teachers on our team can work through your own planning questions in online one-to-one Global Perspectives tuition.