Below is an exemplar set of answers to the question you have just completed. It has been annotated to stress the necessary structure required to successful in each question type (you may have chosen different examples in your answers).
Exemplar Student Response – A * answer
a)[TJR1]
We can learn from Source A that, from the point of view of the British, this was a very fierce battle that ended in victory. This is suggested by the ferocious hand to hand fighting and the casualties. The Germans are looking overwhelmed, terrified and are surrendering to the British, who have successfully reached their trenches.
b) [TJR2]
Source C offers strong, but not complete, support for the explanation in Source B of why the Battle of the Somme was a failure for the British. [TJR3]Both sources stress the heavy casualties that were taken, identifying a key reason for the failure of the attack,each referring to bodies being “strung out on the barbed wire”. Furthermore, Source B’s contention that the machine guns of the Germans were still in place and were instrumental in massacring British soldiers in “murderous fire”, is supported by Source C which also stresses the [TJR4]importance of the machine guns as a reason for the failure.
While both sources are largely in agreement, there are still some differences. [TJR5]While Source B stresses only the significance of facing unchecked machine gun fire, Source C alsoadds a judgment to this observation by blaming the “planners” for their incompetence in not anticipating this.
Therefore, both sources are largely in agreement that it was the strong German defences, especially the heavy machine gun fire, that were the main cause of the failure of the attack on the Somme.[TJR6]
d) [TJR7]
It is clear that the statement “the main causes of deadlock on the Western Front was the tactics of the commanders on both sides” is a view that can be strongly supported by both the sources and historical knowledge. Howeve[TJR8]r, the view can nonetheless be challenged to an extent considering other factors such as the enormous challenge created by the geography and establishment of the trench system.
The responsibility of the commanders for the deadlock can clearly be supported from the evidence of Source C[TJR9]. The author is surprised at the lack of understanding of the strength of German defences, seen in his statement that questions “how could the planners imagine … British soldiers could survive this?” Indeed, during the Battle of the Somme General Haig commanded that his soldiers advance slowly (“in good order” as noted in Source B) across the open ground in the belief that there would be little opposition and that the barbed wire would be gone due to the bombardment. As both Sources B and C make clear, this was a bad move in the face of machine guns which led to massive casualties and [TJR10]the consequent deadlock.
As Source D states, this lack of imagination was not just seen at the Somme but was a feature of most of the battles. [TJR11]This can be seen in Source D which illustrates that the generals held on to their “outdated” belief that infantry attacks would eventually break through the barbed wire and machine guns. This was clearly evident at both Passchendaele and Gallipoli where commanders, despite the very clear lesson of the Somme, [TJR12]persevered with the same tactic of mass infantry assaults over open ground which resulted in further deadlock and high casualties. A Source[TJR13] D notes, the German side also failed to invent effective tactics for most of the war, relying instead on large scale infantry counter attacks and digging in even further.
Another clear illustration of why the deadlock was largely the fault of the commanders can be seen in their failure to embrace the potential of new technolog[TJR14]y. This was particularly evident on the part of the British who were able to put tanks into the field by 1916, but who failed to use them effectively and usefully until as late as the Battle of Cambrai in 1918. Their failure to adapt meant that the war dragged on unnecessarily, proven by the fact that the deadlock could be broken through the use of new tactics by both sides in 1918 (the Storm Troopers by the Germans and the tanks by the British).
However, [TJR15]it is clear that commanders cannot take the full weight of responsibility for the deadlock. The image of the successful infantry attack in Source A, while clearly propaganda, does reflect the fact that these offences could sometimes achieve their goal of capturing enemy trenches. This was seen in some portions of the Battle of the Somme, for example. Furthermore, it could be argued that the commanders were really unable to act in any other way given the problems they faced – communications were limited and made sophisticated attacks difficult, while the weather and terrain often made swift or complicated troop movements impossible. This last point was very evident in areas of the line such as Ypres where the deep mud meant that not even tanks could be used.
Therefore, while the tactics of the commanders were indeed a cause of deadlock on the Western Front, the statement’s implication that this was their fault can be challenged by considering the fact that they had very few options left open to them as a result of the conditions of the time.[TJR16]
[TJR1]3/3 To the point and focused. Clear sentence that identifies a valid inference. This is then supported by details from that prove this inference.
[TJR2]7/7 – clear judgment about how far they support each other, rightly identifying that they mainly do but not in every way.
[TJR3]Strong topic sentence that makes clear the extent of support and also keeps focus by using the wording of the question.
[TJR4]Both sources are compared – organised as entire paragraph deals with areas of support. Quotes used from the sources.
[TJR5]Clear Topic Sentence that shows that this paragraph will be looking at areas where C does not support B. Also reinforces the student’s view that they are mainly in agreement. (NB – even if they do mainly agree, you must find an area of difference & vice versa).
[TJR6]Concluding sentence is effective as it directly answers the question, coming to a judgment about the extent of support by C to B.
[TJR7]15/15 – Answer structured as an essay. All sources used and own knowledge brought in to support. The statement is clearly supported in the first section and then challenged in the last part. There is an overall judgment that largely agrees with the statement but offers some disagreement.
[TJR8]Good introduction – uses wording of the question to introduce judgment about statement & signposts what areas will be discussed.
[TJR9]Good Topic Sentence – clearly introduces that this is a support paragraph and brings in a source.
[TJR10]Mini – conclusion – paragraph summarised. Note whole paragraph developed one point & used sources clearly & introduced some own knowledge.
[TJR11]Clear Topic Sentence that links to the next point that they did not learn from their mistakes.
[TJR12]Clear own knowledge used.
[TJR13]Brings in related idea that not just British, use of source.
[TJR14]Another clear topic sentence that introduces a third way in which we can support the statement. This is largely derived from own knowledge, which makes it clear to the examiner that this target has been met.
[TJR15]Use of ‘however’ here signposts that the student is now going to challenge the statement. Answers must show support and challenge to score well.
[TJR16]Clear conclusion that comes to a judgment about how far the student supports the statement (does, but with some reservations). Note that in other questions the weighting may be different – i.e. it may be easier to challenge than support – either way both must be evident, but you should come to a conclusion that judges which side has most weight.