The “Opinion Type” of Q4 has appeared in only about 1 in 5 exam papers, so you should probably study the more common Recommendation Type first. However, to be fully prepared you should also learn how to handle this version of Q4. This post presents a worked example, explains how to approach the question, then sets you a question to try yourself.
Typical phrasing
First, a contentious opinion is stated. Here are all the ones which have appeared to date:
| – Young people need to be protected from the internet because it is harmful. – ‘Young people should not move away to study because their local communities will suffer.’ – ‘People should be allowed to work at any age.’ – ‘Governments should allow people to migrate between countries if they want to.’ – ‘The best way to reduce crime is to reduce the gap between rich and poor.’ |
You are then asked “Do you agree with this statement?“, and you are given some prompts:
| In your answer you should: – state your opinion – give reasons and evidence to support your opinion – use the material in the sources and/or any of your own ideas – consider different arguments and perspectives. |
Worked example, with discussion of skills and approaches
We will do the question
Young people need to be protected from the internet because it is harmful. Do you agree with this statement?
Because the statement is either a quote or paraphrase of a perspective in the sources in the Insert, you should go back and re-read the sources to understand the arguments that support them. In this case, the statement represents the opinion of both the teacher Sumin and Kim’s parents in Source 4. From Source 2 we can get some ideas about the Internet’s benefits for young people (thought we aren’t limited to the ideas in the sources).
If you have already studied how to answer the Recommendation Type of Q4 you’ll be pleased to hear that this type of question is not so different. The statement implies an action to address an issue, so you can view it as a proposal, like the three you get in the other type. You can use BCDD to evaluate the course of action it implies. Because you have only one proposal, does this mean you have to go into three times as much depth? Not really – you can compare taking the suggested action with not taking it, and/or better actions to address the issue.
In the introduction of your essay you should first consider what the issue really is, and whether the statement represents it properly. In this case, we’ll start by complaining about the claim “[the Internet] is harmful”.
The claim that the Internet itself is harmful to young people seems simplistic and extreme. Instead, I think young people should be given the benefits of the Internet while protecting them from its potential harms.
“Simplistic” and “extreme” are the words which indicate the judgement on the statement. Then the writer states their own view on addressing the issue.
Next we should clarify the action(s) implied by the statement. The first body paragraph begins:
Calling the Internet itself harmful to young people implies completely preventing children from using it. …
Then use BCDD to help evaluate the action. To review, BCDD stands for:
Benefits — How well would the action solve the problem, and what views different people would take on this.
Capabilities — Could the action be carried out successfully?
Drawbacks — What disadvantages would the action have, and who would be affected?
Difficulties —Perspectives (e.g. culture or vested interest) opposing the action. Might anything/anybody thwart the plan?
Calling the Internet itself harmful to young people implies completely preventing children from using it. If successful, that would protect children from harms of the internet, but the challenges would still need to be faced later – children given no Internet access would become young adults without the skills to go online safely. They would also have fewer computer skills to help them get a good job. Such a policy would also waste the many educational and personal development benefits from the Internet, such as the world’s biggest encyclopaedia, special interest clubs and activities, and video lessons on every imaginable subject. These may help a child discover their talents and passions better than school does. Both kids and employers would rightly be angry about the missed opportunities.
This paragraph explores the consequences of taking the suggested action. It concedes a crude benefit, then explains two drawbacks. It uses specific examples as evidence of the Internet’s value to young people.
For some parents this could be an excuse to save money on computers and phones, but the cost is small compared to the overall cost of raising a child. Those who are worried that spending too much time online is unhealthy might hope a ban will send kids back to old-fashioned activities such as playing outdoors. It might, but kids would probably find ways to use the Internet secretively, which is even more dangerous. Rather than a complete ban, parents can encourage their children to take a break from the Internet with proven schemes such as the Prince of Edinburgh Award, which develops traditional outdoor skills and fitness.
This paragraph considers the perspectives of likely supporters of the action. It implies a vested interest for parents, using the issue of cost of technology raised in Source 3. It considers a difficulty caused by the likely rebellious response of kids affected by the action. It undermines the argument by suggesting an alternative.
Next we should consider what actions might follow from rejecting the opinion, and evaluate them. This example essay explains three approaches to keeping children safe while letting them use the Internet.
A much better course of action would be to use supervision, technical controls, and training to enable young people to use the Internet safely. In the days before the Internet, TVs were usually fixed in shared rooms of the house so everybody could see what the children watched and for how long. Parents can similarly monitor kids’ Internet use if they allow devices only in shared rooms. Teenagers like Kim probably have their own smartphone, so their parents should use technical solutions. To avoid losing young users tech companies will be happy to create AI systems to filter unsuitable websites.
This paragraph discusses two alternative actions to address the issue. It uses an analogy with TV use as evidence of capability to make this solution work, and it considers the perspectives of tech companies to show that technical solutions are likely to be available (another capability).
Then the next paragraph develops the third alternative action:
It is also possible to train children in skills to use the Internet safely. Children want to learn to do grown-up things safely just as they learn to use money and ride bicycles. Parents and teachers (like Sumin) may believe the Internet is harmful because they do not know how to keep their children safe. Governments should provide such training to fulfil their public health and education responsibilities.
Notice how each paragraph starts with a topic sentence which properly covers its content. This helps you get your marks for structuring the response. This topic sentence shows the paragraph is about training as a solution. The perspectives of parents and teachers are considered, referring to Sumin’s perspective in Source 4. It also considers the perspectives of children and governments.
Time for the conclusion. It’s very hard to manage your time well enough to compose a satisfying conclusion in a timed exam. But if we’re aiming to put icing on the cake, the conclusion should try to be just a little bit more than a plain restatement of the main idea of the essay – but without introducing anything which should have been better explored in the body of the essay. A difficult balance to strike! Do you think the example achieves it?
It is always challenging to adjust to new technologies, but methods already exist to protect children while they benefit from using the Internet. I would also suggest funding social science research to learn more about the risks and better ways to avoid them.
The example tries to make the conclusion more satisfying than a simple recap by briefly extending the proposal – i.e. by mentioning the need for future research.
The essay length is just within the upper limit of 480 words we should use when we are practising.
Marking policy
The marking is the same for both types of Q4. Here is a grid which summarises the official mark scheme:
Now you try
| Read all the sources in this Insert. ‘People should be allowed to work at any age.’ Do you agree with this statement? In your answer you should: • state your opinion • give reasons to support your opinion • use the material in the sources and/or any of your own ideas • consider different arguments and perspectives. |
You can post your essay (or part of an essay) in the comments below. Make sure you don’t go over 480 words.
Photo of girl using computer by Bermix Studio on Unsplash
Photo of boy using computer by Annie Spratt on Unsplash
Photo of hiking boots by Joanna Nix-Walkup on Unsplash