produce structured, written arguments using appropriate terms and referencing where applicable

Communication in Global Perspectives & Research (9239)

Why this matters for the exam – Mastering communication helps you meet the three Assessment Objectives (AO) that are weighted across the written exam, essay and research‑report components:

• AO1 – Knowledge & Understanding (30 %): analyse arguments, concepts and evidence.
• AO2 – Application & Analysis (35 %): evaluate sources, identify bias and construct logical links.
• AO3 – Communication (35 %): present ideas clearly, use discipline‑specific terminology and reference accurately.

1. Core Communication Concepts (with AO1 link)

2. Communication Models & AO Mapping

3. Critical Path – Where Communication Fits

The Cambridge syllabus organises the research process into four interlinked stages. Communication is the final stage, but it is informed by the three preceding stages.

1. Deconstruction
   • Break down the issue into key concepts, stakeholders and underlying assumptions.
   • Key questions: What is the central claim? Who is affected? Which global theme does it relate to?
2. Reconstruction
   • Develop a new perspective, select appropriate evidence and plan a logical argument.
   • Key questions: What thesis will I adopt? Which evidence best supports it?
3. Reflection
   • Critically evaluate the reliability, bias and ethical implications of each source (RAV checklist).
   • Key questions: Is the source reliable? Who produced it and why?
4. Communication
   • Present the reconstructed argument using discipline‑specific terminology, visual aids and accurate referencing.

4. Example Global Topics (sidebar)

5. Structure of a Structured Written Argument

1. Introduction
   • Brief context – why the issue matters globally.
   • Clear research question or thesis statement.
   • Road‑map – outline the logical route (e.g., “First I will examine…, then I will…”).
2. Body Paragraphs (repeat for each main point)
   • Topic sentence – directly links back to the thesis.
   • Evidence – data, quotations, case studies; always accompanied by an in‑text citation.
   • Analysis – explain in plain language how the evidence supports the claim (AO3).
   • Counter‑argument – acknowledge a credible alternative view.
   • Rebuttal – use further evidence or reasoning to show why the original claim remains stronger.
3. Conclusion
   • Summarise the main findings without introducing new evidence.
   • Restate the thesis in light of the analysis.
   • Suggest wider implications, policy recommendations or areas for further research.

6. Discipline‑Specific Terminology (Global Perspectives)

Using precise terminology shows depth of understanding (AO1) and enhances clarity (AO3).

• Stakeholder – any individual or group affected by or influencing an issue.
• Bias – systematic error in data collection, analysis or presentation.
• Reliability – consistency of a measurement or source over time.
• Validity – extent to which a method measures what it intends to measure.
• Paradigm – a set of underlying assumptions that shape research approaches.
• Ethical representation – ensuring that all relevant voices are fairly portrayed.

7. Referencing Conventions (Harvard + alternatives)

Accurate referencing avoids plagiarism, allows verification of evidence and contributes to AO3. Cambridge accepts Harvard, APA and MLA; the examples below use Harvard.

Note: If you prefer APA or MLA, follow the Cambridge guidelines for formatting; the underlying principle of consistency remains the same.

8. Research‑Method Reminder (A‑Level only)

9. Ethical Considerations & Authenticity

• Bias & representation – ensure all relevant stakeholder groups are fairly portrayed.
• Data protection – anonymise personal data unless explicit consent is given.
• Responsible use of visuals – avoid misleading graphs or selective cropping.
• Plagiarism – always cite, even when paraphrasing.
• Declaration of authenticity – every coursework component (essay, report, presentation) must include a signed statement that the work is your own.

10. Visual Communication (charts, infographics, tables)

Visuals are part of AO3 for the research report and the team presentation. They should be:

• Relevant – directly support a claim made in the text.
• Clear – labelled axes, units and a concise caption.
• Accurately sourced – include a reference beneath the visual.
• Accessible – use colour‑blind‑friendly palettes and simple layouts.

11. Presentation Component (Component 3) – Checklist

• Duration: 10 minutes ± 30 seconds.
• Format: audio‑visual (PowerPoint, Prezi, video, etc.) with a written transcript.
• Transcript: includes all spoken words and citations for any visual material.
• Visual aids: at most 6 slides/frames; each slide must have a clear title, concise bullet points and a source note.
• Delivery: clear pronunciation, appropriate pacing, and use of linking language.
• Assessment focus: AO2 (evaluation of sources) and AO3 (effective communication).

12. Research‑Report Component (Component 4) – Reminder

• Word limit: 5 000 ± 10 % (excluding bibliography, appendices and footnotes).
• Research log: record dates, sources consulted, methods used and reflections – submitted with the final report.
• Bibliography: single alphabetical list, formatted consistently (Harvard, APA or MLA).
• Appendices: raw data, questionnaires, interview transcripts – labelled and referenced in the text.
• Assessment focus: AO1 (knowledge), AO2 (critical evaluation) and AO3 (communication, referencing, visual presentation).

13. Example Argument (with plain‑language explanation)

Research Question: To what extent does social media influence political participation among young adults?

Thesis statement: Social media significantly enhances political participation among young adults by providing platforms for information dissemination, mobilising collective action, and fostering political identity.

Body excerpt

Recent surveys indicate that 68 % of 18‑24‑year‑olds use social media as their primary news source (Pew Research Centre, 2023). This high exposure correlates with increased voter turnout, as shown by the regression analysis below:

Plain‑language interpretation (AO3): The coefficient β₁ = 0.42** means that, on average, a one‑unit increase in social‑media use (e.g., moving from “rarely” to “often”) is associated with a 0.42‑point rise in a voter‑turnout score. The p‑value p < 0.01 tells us this relationship is statistically significant – it is very unlikely to have arisen by chance.

Counter‑argument: Critics claim that echo chambers on social platforms can polarise opinions, reducing constructive participation (Sunstein, 2018).

Rebuttal: Longitudinal studies, however, show that platforms with algorithmic transparency and diverse‑content feeds mitigate polarisation (Garcia & Lee, 2021). Moreover, participants who deliberately follow opposing viewpoints report higher levels of political efficacy.

Reference list (excerpt)

• Pew Research Centre (2023) ‘Social media as a news source for young adults’, Internet & Society Report. Available at: https://www.pewresearch.org/socialmedia (Accessed: 12 Oct 2025).
• Sunstein, C. (2018) ‘#Republic: Divided democracy in the age of social media’, Journal of Political Theory, 12(3), pp. 215‑236.
• Garcia, M. & Lee, S. (2021) ‘Algorithmic transparency and political pluralism’, Digital Politics, 5(2), pp. 87‑104.

14. Assessment Tips (AO‑focused)

15. Summary

Effective communication in Global Perspectives requires:

• Clear understanding of core concepts and models, linked to AO1‑AO3.
• Strategic placement of communication within the Critical Path (Deconstruction → Reconstruction → Reflection → Communication).
• Structured arguments that integrate evidence, counter‑arguments and rebuttals.
• Consistent use of discipline‑specific terminology and ethical awareness (including plagiarism and the declaration of authenticity).
• Accurate referencing (Harvard, APA or MLA) and, where appropriate, well‑designed visual aids.
• Specific attention to the technical requirements of Component 3 (presentation) and Component 4 (research report).

Following this framework will enable you to construct persuasive, well‑referenced written arguments that meet the demands of the Cambridge A‑Level Global Perspectives & Research assessment.