What is a good or preferred structure to follow for essays and is there a minimum number of points to include in their answer?

Generally, we would not want to prescribe a specific format, and the structure of an answer does not have to follow a particular outline, i.e. an analytical point can be evaluated straight away, or evaluation can follow the complete analysis.

Regarding the required number of points in an answer, it depends very much on the quality of the points. Analysis and evaluation are assessed on the strength of the skill. Limited, reasonable, good or strong - which are explained in the descriptors in the mark schemes. Marks are awarded according to the quality of the point being made, not the number of points made. 

Therefore, for the 8-, 12-, and 15-mark questions students could potentially achieve the highest level with just one very good, well-made and well-developed point, which they then evaluate with similar quality. In the 25-mark questions, due to the broader focus of these questions, it is likely that in order to answer the full scope of the question and achieve full marks, a second point will be required to add to the discussion and aid evaluation and an overall judgement. The guidance and commentary in examiners' reports reiterates that quality is preferable to quantity.

We are also aware of time pressures in exam conditions and centres and students are often pleased to feed back that with less case study material to read and only 80 marks to complete over 120 minutes they appreciate that they are not rushed for time.

If a question asks for ‘costs/benefits’ i.e. plural, more than one cost/benefit would need to be analysed to fully address the question. 

We have several resources which contain useful information, advice and guidance:

• Mark schemes show how each question was assessed. Our examiner reports can be found on Teach Cambridge, on the subject page under Assessment > Question papers and mark schemes.
• Examiner reports can be used to provide guidance on assessment for teachers and students. They identify technical aspects examined in the questions and highlight good performance and where performance could be improved including a selection of candidate answers with examiner commentary. Our examiner reports can be found on Teach Cambridge, on the subject page under Assessment > Examiners’ reports.
• Candidate exemplars include examiner commentary explaining why a particular mark was given and how a higher mark could have been achieved. These can be found under Assessment > Candidate exemplars.
• Training events offer another source of support.  Events aimed at exploring the exams or enhancing teaching and learning, provide useful advice and activities - including marking and assessment activities. Details of upcoming events and material from previous events can be found on Teach Cambridge under Training > upcoming training events and Training > past training events.