1. IB Examination Strategy 2011 IB Economics SL Monday PM: Paper 1 Essay (choose 1 of 4) 1 hour Tuesday AM: Paper 2 Data Response (choose 3 of 5) 2 hours

2. The Scouting Report: Competencies Required 1. Content/Knowledge and Application 2. Time Management use your time wisely Use all of the time allotted DO NOT LEAVE the exam room early 3. How to write about what you know

3. Competency 1: Content and Application Knowledge of economics is the most important thing. Knowledge of economics is the most important thing. –Hopefully you have read your text and memorized the vocabulary identified in the syllabus.

4. Competency 2: Time Management As a rule of thumb, you will have about 5 minutes of ‘pre-reading’ per question, and then about a minute per mark to write your answer. As a rule of thumb, you will have about 5 minutes of ‘pre-reading’ per question, and then about a minute per mark to write your answer. Read the case study, but DO NOT go through the appendix, charts, or tables until you have read a question referring that appendix, chart, or table. Read the case study, but DO NOT go through the appendix, charts, or tables until you have read a question referring that appendix, chart, or table. –You are not necessarily required to use all of the data provided.

5. Time Management Don’t just start writing. Don’t just start writing. –Have an idea what the question is asking, how much time you should spend on it, what the concept is, and how you are going to attack the question. –Formulate a simple plan before writing You can use the paper you are given to create an outline You can use the paper you are given to create an outline –Cross it out after writing so they don't read/mark it.

6. Competency 3: Know how to write about what you know. Each examination paper, even each question, will pose challenges for you as they attempt to determine the extent of your knowledge in a variety of ways. Each examination paper, even each question, will pose challenges for you as they attempt to determine the extent of your knowledge in a variety of ways. –Many students try to 'get by' simply by writing down all that they know about a topic, even if some of the information is not applicable. –answer the questions “What?” and “Why?” and “How?” for each concept and result.

7. Our Essay Game Plan Monday PM Essay: 1 hour Monday PM Essay: 1 hour 1st FIVE minutes 1st FIVE minutes –Quickly read through/scan the four questions and quickly decide which question you know the most about AT FIRST GLANCE. There will be at least 1 question about which you know significant material and there will be one that you know little about. Discriminate quickly and go with your instinct; you will know right away which question gives you the best chance There will be at least 1 question about which you know significant material and there will be one that you know little about. Discriminate quickly and go with your instinct; you will know right away which question gives you the best chance

8. Essay Game Plan You will have about 10 minutes to re-read the question you have chosen and to think about your answer. You will have about 10 minutes to re-read the question you have chosen and to think about your answer. –During this time you can doodle and outline possible directions, graphs, themes, and ideas. After you are finished using your outline and doodles, draw a box around it and put an x through it so the reader does not include that in his/her reading as part of your answer. After you are finished using your outline and doodles, draw a box around it and put an x through it so the reader does not include that in his/her reading as part of your answer. Spend about 40 minutes writing Spend about 40 minutes writing – Include a graph if possible and refer to it as you write. At 5 minutes left, look everything over before submitting to the invigilator. At 5 minutes left, look everything over before submitting to the invigilator.

9. Data Response Game Plan Tuesday AM: Data Response: 2 hrs/120 minutes Tuesday AM: Data Response: 2 hrs/120 minutes First 5 Minutes: First 5 Minutes: –You will be given five different case studies and you will have to choose 3 to write about. Quickly scan the five different case studies, and quickly decide which 2 to eliminate. Don’t be fooled by length Don’t be fooled by length –If the question uses words you think you have never seen before, you can skip that case. –It is likely you will be given a chance to write about one case you can nail, and 2 or 3 that will stretch you. There will be one or two that you simply know won’t work and you can ignore those. There will be one or two that you simply know won’t work and you can ignore those.

10. Data Response: 115 min left #1: Move immediately to the first data response case you have chosen Spend 5 minutes reading case: Spend 5 minutes reading case: –1. Read the case study. –Skip the data for now. –Jot down the 3 key concepts/theoretical points you saw in your skim read. –2. Read all of the questions for the case/problem. This gives you a sense of what the examiner wants you to know. If you did not pick up the same key concepts from your quick skim that the question seems to require, pay attention when you re-read the case. –3. Re-read the case, noting conceps and data that will be applicable to the questions.

11. Data Response: 1 hr 50 left Spend 30 minutes writing your answers to the questions presented. Spend 30 minutes writing your answers to the questions presented. Define:about 4 minutes Define:about 4 minutes –Do not write for more than two minutes on each 1 or 2 mark question. Explain/Analysis: about 10 to 15 minutes Explain/Analysis: about 10 to 15 minutes –Probably will be two explain/analyze –Build your answer using the context of the case and theory of the course. add the technical, economics jargon and terminology from the article to support you answer. Your answer has to be specific, not general. add the technical, economics jargon and terminology from the article to support you answer. Your answer has to be specific, not general.

12. Data Response #1: 1 hr 35 left Evaluation: about 10 to 15 minutes here Evaluation: about 10 to 15 minutes here Remember: Data response Remember: Data response –Refer specifically to the case –Examples must be from case CLASPP CLASPP –Conclusion is required, related to the specific point the question requires you to consider –Long term, short term –Assumptions –Stakeholders –Pros and Cons –Point of view/subjective/values of society

13. Data Response #2: 80 minutes left Spend 5 minutes reading the case Spend 5 minutes reading the case –Repeat the 3 step process of our plan Spend 30 minutes writing Spend 30 minutes writing

14. Data Response #3: 45 min left Read case #3 Read case #3 –Repeat the Steps as before Write for 30 minutes Write for 30 minutes

15. Data Response: 10 min warning Spend about 3 minutes scanning each to make sure you have the right graph, labeled correctly, with curves going the correct directions, etc Spend about 3 minutes scanning each to make sure you have the right graph, labeled correctly, with curves going the correct directions, etc

16. Coaching Points Spend about a minute per mark. Spend about a minute per mark. –Don’t write 5 sentences and a graph for a 2 mark question. –And don’t write 2 sentences for an 8 mark question Do not repeat yourself Do not repeat yourself –eliminate redundancy. Capture the essence of the question in your answer Capture the essence of the question in your answer –get to the point and make sure the reader can easily identify your point.

17. Coaching Points Do not re-write the question as a way to “get into the answer”. Do not re-write the question as a way to “get into the answer”. –Writing the question as an introduction is redundant and wastes valuable time. Create and write from a simple plan Create and write from a simple plan –Don't just try to wander into it and don't sit there staring off into space hoping the inspiration will 'hit'

18. For each question, identify 2 or 3 concepts answering the question “What is going on?” For each question, identify 2 or 3 concepts answering the question “What is going on?” Support those two or three points or arguments with answers to the question “Why?” for each of the concepts. Support those two or three points or arguments with answers to the question “Why?” for each of the concepts. – Use content and knowledge from the course and data from the case/question –Two supported points are better than five words or pieces of information that would work, but which are not supported or connected.

19. Causes and Connections Establish the cause and connections within the data and question Establish the cause and connections within the data and question Every time you write any answer, make the connection between what you know from the course and lectures, and what the case is asking. Every time you write any answer, make the connection between what you know from the course and lectures, and what the case is asking. –Data response: cite the case Link content together with connections to get a string of ideas, support, arguments, or reasons why. Link content together with connections to get a string of ideas, support, arguments, or reasons why.

20. Offense: Marks/Scoring Your score is a combination of Content, Knowledge, Understanding, Application, Analysis, and Evaluation: Your score is a combination of Content, Knowledge, Understanding, Application, Analysis, and Evaluation: –The minimum you can do is to simply write down the appropriate formula, theory, ratio, or concept to define the problem and possible solution. This is simple content, knowledge and understanding of the problem presented.

21. Offense: Application and Analysis To increase your marks, you must demonstrate skill in Application: To increase your marks, you must demonstrate skill in Application: –Apply the appropriate theory –Understand the concepts, definitions, models, and how the concept/model is used to solve economic problems Analysis: Analysis: –To further improve your marks, analyze those points in the context of the problem. Show cause and effect relationships. Show cause and effect relationships. Answer the implied question: Why? Answer the implied question: Why? Identify the underlying problems. Identify the underlying problems. Use appropriate techniques to analyze data. Use appropriate techniques to analyze data.

22. Application using relevant economics knowledge within the context of the case study/problem. using relevant economics knowledge within the context of the case study/problem. –To improve your marks, explain those points in the context of the problem and the theory/concept you are utilizing. Refer to the case study Refer to the case study –For every question, make a connection between content and context the ability to pick up the 2 or 3 economics concepts in the case and then using those concepts to develop the answer. the ability to pick up the 2 or 3 economics concepts in the case and then using those concepts to develop the answer.

23. Analysis is the identification of cause and effect relationships is the identification of cause and effect relationships Requires you to identify what the question is asking Requires you to identify what the question is asking –determine and clarify the problem. What is the main economic concept involved? What is the main economic concept involved? About the issue or problem in case study, why is this happening? About the issue or problem in case study, why is this happening? What are the economic concepts that demonstrate or explain the causal connections? why? What are the economic concepts that demonstrate or explain the causal connections? why?

24. What is good analysis? Clear focus on the question set. Clear focus on the question set. Logical, developed thoughts and arguments Logical, developed thoughts and arguments Using relevant theory correctly. Using relevant theory correctly. Showing good grasp of the content. Showing good grasp of the content. Clear sense of cause and effect. Clear sense of cause and effect. Key thoughts or words that demonstrate analysis: Key thoughts or words that demonstrate analysis: –Why...? Because…. –In this case....

25. Evaluation Techniques Conclusion Conclusion Long term/short term Long term/short term Assumptions Assumptions Stakeholders Stakeholders Pro/Con Pro/Con Perception/values Perception/values

26. Phrases that indicate Evaluation On the other hand On the other hand –Identify the not-so-obvious alternative solutions or arguments as well as the obvious. However However –Develop the discrepancy inherent in the situation Do not write opinions Do not write opinions – do not say "I think they should..." or " I think …..is a bad idea".)

27. Evaluation, Continued Weigh the sides to reach a conclusion Weigh the sides to reach a conclusion –offer your conclusion based on your reading of the evidence. Clearly identify, discuss, and support the conclusion you make. Clearly identify, discuss, and support the conclusion you make. weigh up the relative importance of the points you have made or the different sides of an argument in order reach a conclusion. weigh up the relative importance of the points you have made or the different sides of an argument in order reach a conclusion.

28. 10 steps to sure failure Don't answer the question Don't answer the question –Answer a question you prefer rather than the one asked Be vague Be vague Wait for inspiration to strike then rush through it Wait for inspiration to strike then rush through it Ignore or contradict the instructions of the question Ignore or contradict the instructions of the question Explain nothing Explain nothing Be subjective Be subjective Don't use economic terminology Don't use economic terminology Write illegibly, don't number pages, don't number question answers Write illegibly, don't number pages, don't number question answers Use Long, wordy, ungrammatical sentences to prove how smart you are Use Long, wordy, ungrammatical sentences to prove how smart you are Leave early Leave early