Montfort Sec SBQ Notes G3 (Revised 2025)

1 Montfort Secondary School. Created by Ms Jamie Low. Montfort Secondary School SBQ Notes (G3 2025) Name: _____________________

2 Montfort Secondary School. Created by Ms Jamie Low. Analysing Sources Framework: Thinking Moves Details (What you See) Thinking Moves 1) Who is the provenance? Whose perspective does he represent? 2) Who are the possible target audience? Thinking Move 1: Predict what the author is trying to suggest Adopt the lens of the author. Read the source from his perspective, not your perspective. 3) Read each source line by line. What are the big ideas? (SEE) Thinking Move 2: Infer Message Summarise the big ideas back to yourself. (SEE) What is the source suggesting / implying / hinting at? (INFER) Thinking Move 3: Develop further - Reasons why? - Potential outcomes? Thinking Move 4: Infer Purpose What is the context / background circumstances? What could be the hidden agenda of the author? What outcomes does he want to achieve? What could he be influencing the target audience to do?

3 Montfort Secondary School. Created by Ms Jamie Low. Skill 1: Making Inferences Objective • To infer what the source is suggesting / hinting at • To interpret what source is really suggesting, you should take into consideration: a) the Provenance: Origin of source b) the Context: Background Circumstances surrounding the source when it was created Possible question types • What can you infer about _____________? • What can you tell about ______________? • What does this source tell you about ______________? • What is the author’s attitude about ______________? • Does the author support_______________? • What is the message of the source? Structure of Answers Example 1 What does this source tell you about the GST increase (QI)? Mirror Question and Infer The source tells me that the GST increase (Mirror QI) _____________ (Infer what source is suggesting about the Question Issue) Note: When you mirror the question, you are making an intentional effort to answer the question focus / question issue. Explain inference with reasons why because ___________________________________________ (Develop inference further with reasons why / outcomes). Content Evidence This can be supported from the source which shows “….”. Additional Inferences (If any) Thus, the source is further suggesting that the GST increase _______________________________(Additional inference) because ____________________ (Develop inference further). Note: When you give additional inferences, you should mirror the question again. In this way, you are making an intentional effort to answer the question focus / question issue.

4 Montfort Secondary School. Created by Ms Jamie Low. Example 2 What is the author’s attitude towards the GST increase? Mirror Question and Infer The author’s attitude towards the GST increase is _____________ (Infer author’s attitude) Examples: - Critical / Not supportive / against - Supportive - Uncaring / unbothered Note: When you mirror the question, you are making an intentional effort to answer the question focus / question issue. Explain inference with reasons why because he is suggesting that _____________________ (Develop inference further with reasons why). Content Evidence This can be supported from the source which shows “….”. Additional Inferences (If any) Thus, the author’s attitude towards the GST increase is ________ (Infer author’s attitude) because he is suggesting that _____________________ (Develop inference further with reasons why). Note: When you give additional inferences, you should state author’s attitude again. In this way, you are making an intentional effort to answer the question focus / question issue. Success Criteria:  Mirrors question. Answers question issue / question focus directly.  Inferences do not copy / paraphrase source.  Infers message author is suggesting (about the question issue)  Inferences are well-developed with reasons why explained  Inference / Message answers the question issue.  Supported with content evidence.  Additional inferences answer the question issue.

5 Montfort Secondary School. Created by Ms Jamie Low. Skill 2: Purpose Objective • To infer a) why the author created the source b) what he wants to achieve by creating the source. • You should take into consideration: a) the Provenance: Origin of source b) the Context: Background Circumstances surrounding the source when it was created c) the key message source is implying Possible question types - Why did the author create / publish this source? - What is the author’s intention by creating this source? Structure of Answers Example Why did the cartoonist publish this cartoon? Mirror Question The cartoonist published this cartoon to Purpose word / Intention criticise / praise / convince / persuade / defend / reassure Inference / Message that _________________________________________ (What is the author trying to suggest?) because ____________________________________. (Develop inference further with reasons why and outcomes)** He is further suggesting that ______________________. (Additional inferences if any) Audience He wants _______ (Target Audience) Outcome to ___________________________________________ (Outcome - What does the source want the audience to do?) Content Evidence This can be supported from the source which says “….”.

6 Montfort Secondary School. Created by Ms Jamie Low. Success Criteria:  Mirrors question. Answers question focus directly.  States clear Purpose Word / Intention of author.  Inferences do not copy / paraphrase source.  Infers message author is suggesting (about the question issue if any)  Inferences are well-developed with reasons why explained  Inference / Message answers the question issue if any.  Target Audience identified correctly ( takes into consideration Provenance and Context).  Outcome identified correctly (takes into consideration Provenance and Context).  Outcome is a clear action performed by the Target Audience.  Supported with content evidence.

7 Montfort Secondary School. Created by Ms Jamie Low. Skill 3: Making Comparisons Objective • To identify what is similar and different in the 2 sources • Clearly explain how they are similar / different to each other. • You can compare in terms of Content, Tone, Intention, Purpose etc. Low level responses Compares details in Provenance such as author, date , type of source etc Mid level responses Finds 2 comparisons in Content - 1S and 1D - 2S - 2D High level responses Compares Purpose, Intention, Tone etc Possible question types 1S 1D 2S OR 2D • How similar / different are the sources? • To what extent are the sources similar / different? • How far are the sources similar / different? • To what extent do the source agree / disagree with each other? • How are they similar / different? • In what ways are they similar / different? Depends on Question Type

8 Montfort Secondary School. Created by Ms Jamie Low. Structure of Answers Example How similar are Sources A and B? Para 1 and 2: Compare Content (Compulsory) Mirror Question / State clear stand Comparison topic (CT): State clearly what argument the 2 sources agree / disagree on. Sources A and B are similar / different as they agree / disagree on _____ (CT). **CT must answer Question issue if there is any Explain how the sources agree / disagree in CT. Show a clear similarity / contrast in their arguments. Source A says that _______________________ (Copy evidence + Explain a bit more), thus suggesting that __________ (Relate back to CT). Similarly / However, Source B says that __________ (Copy evidence + Explain a bit more), thus su