{"id":36509,"date":"2026-03-26T17:22:15","date_gmt":"2026-03-26T10:22:15","guid":{"rendered":"https:\/\/times.edu.vn\/?p=36509"},"modified":"2026-03-26T17:22:15","modified_gmt":"2026-03-26T10:22:15","slug":"igcse-history-source-analysis-structure","status":"publish","type":"post","link":"https:\/\/times.edu.vn\/en\/igcse\/igcse-history-source-analysis-structure\/","title":{"rendered":"IGCSE History Source Analysis Structure 2026: A Clear Step-by-Step Way to Write Better Responses"},"content":{"rendered":"<p>A strong <strong><a href=\"https:\/\/times.edu.vn\/en\/igcse\/what-is-igcse-a-comprehensive-guide-for-students\/\">IGCSE<\/a><\/strong><strong>\u00a0History source analysis structure<\/strong>\u00a0(Paper 2) is a disciplined, paragraph-based method that moves beyond description to evaluation. You identify the source\u2019s <strong>message<\/strong>, then test it using <strong>provenance<\/strong>\u00a0(who\/when\/why), <strong>purpose<\/strong>, and <strong>bias<\/strong>\u00a0to judge <strong>reliability<\/strong>\u00a0and <strong>utility<\/strong>.<\/p>\n<p>You strengthen every claim with precise <strong>evidence<\/strong>\u00a0from the source and <strong>cross-referencing<\/strong>\u00a0to other sources. You then use <strong>contextual knowledge<\/strong>\u00a0(and awareness of <strong>primary vs secondary sources<\/strong>\u00a0and <strong>historiography<\/strong>) to confirm or challenge what the source suggests.<\/p>\n<h2><strong>Developing A Strong IGCSE History Source Analysis Structure<\/strong><\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-36577\" src=\"https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/7-27.webp\" alt=\"IGCSE History Source Analysis Structure 2026: A Clear Step-by-Step Way to Write Better Responses\" width=\"1000\" height=\"558\" srcset=\"https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/7-27.webp 1000w, https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/7-27-300x167.webp 300w, https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/7-27-768x429.webp 768w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/p>\n<p>The fastest way to improve Paper 2 (Source Paper) marks is to stop \u201creading sources\u201d and start interrogating evidence. Paper 2 is a <strong>Document Questions<\/strong>\u00a0paper where you answer one prescribed-topic question, split into five parts, using <strong>up to seven sources<\/strong>, in <strong>1 hour 45 minutes<\/strong>, for <strong>40 marks<\/strong>.<\/p>\n<p>Based on our years of practical tutoring at Times Edu, top-band candidates follow a repeatable <strong>IGCSE History source analysis structure<\/strong>\u00a0that forces evaluation (not description).<\/p>\n<p>They treat every source as a claim that must be tested using <strong>Provenance<\/strong>, <strong>Reliability<\/strong>, <strong>Utility<\/strong>, <strong>Bias<\/strong>, and <strong>Cross-referencing<\/strong>, backed by <strong>Contextual knowledge<\/strong>\u00a0and an awareness of <strong>Primary vs Secondary sources<\/strong>.<\/p>\n<h3><strong>The PEEL spine (what examiners reward)<\/strong><\/h3>\n<p>Use PEEL (Point, Evidence, Explain, Link) as the paragraph engine, then plug in source skills.<\/p>\n<ul>\n<li><strong>Point<\/strong>: Answer the question directly (agreement, usefulness, reliability, \u201chow far\u201d).<\/li>\n<li><strong>Evidence<\/strong>: Quote a short phrase or describe a precise detail (caption, symbol, statistic).<\/li>\n<li><strong>Explain<\/strong>: Interpret meaning + connect to provenance + test against contextual knowledge.<\/li>\n<li><strong>Link<\/strong>: Return to the question and, when relevant, cross-reference another source.<\/li>\n<\/ul>\n<p>A critical detail most students overlook in the 2026 exam cycle is <strong>time discipline<\/strong>. Paper 2 is 40 marks, so your structure must be compact\u00a0and repeatable under pressure.<\/p>\n<h3><strong>A \u201cdefault paragraph template\u201d you can memorise<\/strong><\/h3>\n<p>Use this whenever the question asks about agreement, message, usefulness, or reliability.<\/p>\n<ul>\n<li><strong>Claim<\/strong>\u00a0(1 sentence): \u201cSource B suggests \u2026 Because \u2026\u201d<\/li>\n<li><strong>Support<\/strong>\u00a0(1 sentence): \u201cThis is shown by \u2026 (quote\/detail).\u201d<\/li>\n<li><strong>Evaluation<\/strong>\u00a0(1 sentence): \u201cHowever\/This is credible because \u2026 (provenance + bias + context + cross-referencing).\u201d<\/li>\n<\/ul>\n<p>Keep each paragraph to a maximum of three sentences. That constraint stops you drifting into narration.<\/p>\n<h3><strong>Common misconceptions that cap marks<\/strong><\/h3>\n<p>From our direct experience with international school curricula, these are the mistakes that keep students stuck at mid-band:<\/p>\n<ul>\n<li><strong>\u201cIf it\u2019s a primary source, it\u2019s reliable.\u201d<\/strong>\u00a0Primary sources are direct, not automatically truthful.<\/li>\n<li><strong>\u201cBias means useless.\u201d<\/strong>\u00a0Bias can be the point\u00a0of the source; it may still be highly useful for showing attitudes.<\/li>\n<li><strong>\u201cI described lots of details, so I analysed it.\u201d<\/strong>\u00a0Description without inference earns limited credit in Paper 2.<\/li>\n<li><strong>\u201cOne provenance sentence is enough.\u201d<\/strong>\u00a0Examiners want provenance linked\u00a0to reliability\/utility, not bolted on.<\/li>\n<\/ul>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-coursework-subjects\/\">IGCSE Coursework Subjects 2026: Which Subjects Include Coursework and How to Prepare Well<\/a><\/p>\n<h2><strong>Analyzing Reliability And Purpose In Historical Sources<\/strong><\/h2>\n<p>Reliability and purpose are the gatekeepers of evaluation. You are being assessed on source skills (AO3), which is heavily weighted in Paper 2.<\/p>\n<h3><strong>Reliability is not a feeling; it\u2019s an argument<\/strong><\/h3>\n<p>Reliability means how far you can <strong>trust<\/strong>\u00a0the source as evidence for a specific claim. You justify reliability by connecting:<\/p>\n<ul>\n<li><strong>Provenance<\/strong>: Author, role, date, place, audience<\/li>\n<li><strong>Purpose<\/strong>: Why it was produced (persuade, inform, justify, entertain, recruit)<\/li>\n<li><strong>Bias<\/strong>: Interest, ideology, propaganda constraints, censorship<\/li>\n<li><strong>Cross-referencing<\/strong>: Whether other sources or contextual knowledge support it<\/li>\n<\/ul>\n<h3><strong>Utility is narrower than students think<\/strong><\/h3>\n<p>Utility means how <strong>useful<\/strong>\u00a0the source is for answering the question, even if it is biased. Utility is judged by:<\/p>\n<ul>\n<li><strong>Content value<\/strong>: What it reveals (facts, motives, attitudes, policies, fears)<\/li>\n<li><strong>Limits<\/strong>: What it cannot reveal (silences, exaggerations, one-sidedness)<\/li>\n<li><strong>Contextual alignment<\/strong>: Whether it matches established context<\/li>\n<\/ul>\n<h4><strong>Reliability vs Utility (the table you should know)<\/strong><\/h4>\n<table>\n<tbody>\n<tr>\n<th colspan=\"1\" rowspan=\"1\"><strong>Concept<\/strong><\/th>\n<th colspan=\"1\" rowspan=\"1\"><strong>What it asks<\/strong><\/th>\n<th colspan=\"1\" rowspan=\"1\"><strong>What you must discuss<\/strong><\/th>\n<th colspan=\"1\" rowspan=\"1\"><strong>Typical high-mark phrasing<\/strong><\/th>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Reliability<\/td>\n<td colspan=\"1\" rowspan=\"1\">\u201cCan I trust this?\u201d<\/td>\n<td colspan=\"1\" rowspan=\"1\">Provenance, bias, timing, author position, corroboration<\/td>\n<td colspan=\"1\" rowspan=\"1\">\u201cAs a government communiqu\u00e9 produced during\u2026, it likely aimed to\u2026, so it may omit\u2026\u201d<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Utility<\/td>\n<td colspan=\"1\" rowspan=\"1\">\u201cDoes this help me answer?\u201d<\/td>\n<td colspan=\"1\" rowspan=\"1\">Specific content + what it reveals + limitations + relevance to the question<\/td>\n<td colspan=\"1\" rowspan=\"1\">\u201cEven if exaggerated, it is useful for showing public messaging and intended audience reaction\u2026\u201d<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><strong>Purpose: <\/strong><strong>T<\/strong><strong>he examiner expects specificity<\/strong><\/h3>\n<p>\u201cThe author wanted to persuade\u201d is too generic. Say who\u00a0they wanted to persuade, toward what, and why now.<\/p>\n<ul>\n<li>Election speech: Persuade voters, frame opponents, justify policy<\/li>\n<li>Wartime poster: Mobilise morale, recruit, dehumanize enemy<\/li>\n<li>Memoir: Defend reputation, reinterpret past decisions (historiography issue)<\/li>\n<\/ul>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-topic-past-papers\/\">IGCSE Topic Past Papers 2026: How to Use Targeted Practice to Improve Faster<\/a><\/p>\n<h2><strong>The COPP Method For Evaluating Primary Evidence<\/strong><\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-36579\" src=\"https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/8-27.webp\" alt=\"IGCSE History Source Analysis Structure 2026: A Clear Step-by-Step Way to Write Better Responses\" width=\"1000\" height=\"558\" srcset=\"https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/8-27.webp 1000w, https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/8-27-300x167.webp 300w, https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/03\/8-27-768x429.webp 768w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/p>\n<p>Many schools teach quick mnemonics to keep evaluation consistent. The pedagogical approach we recommend for high-achievers is to treat COPP\/TOPIC as <strong>checklists<\/strong>, then turn them into PEEL paragraphs.<\/p>\n<h3><strong>COPP (a robust version for Paper 2)<\/strong><\/h3>\n<p>A practical COPP breakdown that works across texts, cartoons, photos:<\/p>\n<ul>\n<li><strong>Content<\/strong>: What does it say\/show? What is the message?<\/li>\n<li><strong>Origin<\/strong>: Who produced it, when, and in what circumstances?<\/li>\n<li><strong>Purpose<\/strong>: Why was it produced, for whom, and with what intended impact?<\/li>\n<li><strong>Perspective<\/strong>: What viewpoint is embedded? What bias or limitation follows from that viewpoint?<\/li>\n<\/ul>\n<p>\u201cPerspective\u201d is where students win marks because it links <strong>Provenance \u2192 Bias \u2192 Reliability<\/strong>\u00a0in one move.<\/p>\n<h3><strong>TOPIC (a fast alternative when time is tight)<\/strong><\/h3>\n<p>Some teachers use TOPIC to force speed without losing evaluation:<\/p>\n<ul>\n<li><strong>Time<\/strong>: When was it made? How does timing shape reliability\/utility?<\/li>\n<li><strong>Origin<\/strong>: Author\/creator and position (power, access, incentives).<\/li>\n<li><strong>Purpose<\/strong>: Intent and audience (propaganda vs private).<\/li>\n<li><strong>Intended audience<\/strong>: Who is meant to be influenced or informed?<\/li>\n<li><strong>Content<\/strong>: Key message + key detail that proves your point.<\/li>\n<\/ul>\n<p>Use either COPP or TOPIC, but do not write them as a list in the exam. Convert them into analysis sentences that directly answer the question.<\/p>\n<h3><strong>Primary vs Secondary sources: <\/strong><strong>H<\/strong><strong>ow to phrase it properly<\/strong><\/h3>\n<ul>\n<li><strong>Primary source<\/strong>: Created at the time (or by direct participants). It can show attitudes, intentions, and contemporary constraints.<\/li>\n<li><strong>Secondary source<\/strong>: Later interpretation, often shaped by <strong>historiography<\/strong>, selective evidence, and hindsight.<\/li>\n<\/ul>\n<p>A strong evaluation sentence sounds like this: \u201cThis secondary account benefits from hindsight and wider evidence, but its interpretation may reflect a particular historiographical school.\u201d<\/p>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/how-to-mark-igcse-past-papers\/\">How to Mark IGCSE Past Papers in 2026: A Practical Guide to Reviewing Answers Correctly<\/a><\/p>\n<h2><strong>How To Use Contextual Knowledge To Support Source Analysis<\/strong><\/h2>\n<p>Contextual knowledge is the \u201cmultiplier\u201d in Paper 2. The best candidates use context to <strong>test<\/strong>\u00a0the source rather than simply adding extra facts.<\/p>\n<h3><strong>Two correct ways to use contextual knowledge<\/strong><\/h3>\n<ol start=\"1\">\n<li><strong>Support<\/strong>\u00a0the source: Show it aligns with known events, policies, outcomes.<\/li>\n<li><strong>Challenge<\/strong>\u00a0the source: Show exaggeration, omission, or contradiction with established evidence.<\/li>\n<\/ol>\n<h3><strong>A practical \u201ccontext drop\u201d rule<\/strong><\/h3>\n<p>One context point per paragraph is enough if it is targeted. You do not need a mini-essay.<\/p>\n<ul>\n<li>Wrong: \u201cThere were many causes of WWI\u2026\u201d<\/li>\n<li>Right: \u201cGiven the July Crisis escalation and alliance commitments, the source\u2019s claim that \u2018peace was assured\u2019 appears more like reassurance than accurate forecasting.\u201d<\/li>\n<\/ul>\n<h3><strong>Cross-referencing: <\/strong><strong>Y<\/strong><strong>our built-in credibility tool<\/strong><\/h3>\n<p>Cross-referencing means you <strong>triangulate<\/strong>.<\/p>\n<ul>\n<li>If Source A and C agree independently, your reliability claim strengthens.<\/li>\n<li>If Source D is a cartoon and Source E is a speech, compare messages, not format.<\/li>\n<li>If a source conflicts with context, say why and what it still reveals (often attitudes or propaganda intent).<\/li>\n<\/ul>\n<p>Cambridge <sup><a href=\"#tooltip-ref-1\" class=\"tooltip-link\" data-tooltip=\"https:\/\/www.cambridgeinternational.org\/\">[1]<\/a><\/sup>\u00a0explicitly frames Paper 2 as document-based and expects candidates to use source material and knowledge of the prescribed topic.<\/p>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-study-schedule\/\">IGCSE Study Schedule 2026: A Simple Weekly Plan for Consistent High Grades<\/a><\/p>\n<h2><strong>Comparing Points Of View Across Multiple Sources<\/strong><\/h2>\n<p>Comparison questions are where structure matters most. You need a clean \u201cagree \/ disagree \/ judgement\u201d logic.<\/p>\n<h3><strong>The comparison structure that consistently hits top levels<\/strong><\/h3>\n<ul>\n<li><strong>Paragraph 1 (Agreement)<\/strong>: One shared point + evidence from both sources + brief explanation.<\/li>\n<li><strong>Paragraph 2 (Further agreement OR nuance)<\/strong>: A second shared angle (motivation, tone, responsibility).<\/li>\n<li><strong>Paragraph 3 (Disagreement)<\/strong>: One key clash + evidence from both + explain why they differ (provenance\/purpose).<\/li>\n<li><strong>Judgement<\/strong>: \u201cOverall they agree to a moderate\/large\/small extent because \u2026\u201d Plus one sentence on reliability differences.<\/li>\n<\/ul>\n<h3><strong>Why sources disagree: <\/strong><strong>T<\/strong><strong>he best three explanations<\/strong><\/h3>\n<ul>\n<li><strong>Different positions<\/strong>: Policymaker vs victim vs journalist vs historian<\/li>\n<li><strong>Different timing<\/strong>: Before\/after a turning point<\/li>\n<li><strong>Different purpose<\/strong>: Private analysis vs public persuasion<\/li>\n<\/ul>\n<h3><strong>Political cartoons: <\/strong><strong>A<\/strong><strong>\u00a0mini-framework that prevents waffle<\/strong><\/h3>\n<p>Cartoons are designed for bias and persuasion. Treat them as arguments.<\/p>\n<ul>\n<li>Identify the <strong>target<\/strong>\u00a0and the <strong>message<\/strong>.<\/li>\n<li>Decode <strong>symbols<\/strong>\u00a0(flags, animals, uniforms), <strong>labels<\/strong>, and <strong>exaggeration<\/strong>.<\/li>\n<li>Evaluate <strong>purpose<\/strong>\u00a0(ridicule, fear, mobilise).<\/li>\n<li>Cross-reference: What real policy\/event is being referenced?<\/li>\n<\/ul>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-tutor\/\">IGCSE Tutor 2026: How to Choose the Right One<\/a><\/p>\n<h2><strong>Grade Boundaries, Mark Strategy, And Academic Positioning<\/strong><\/h2>\n<p>Students often misunderstand \u201cgrade boundaries\u201d and waste revision time. Cambridge publishes <strong>grade threshold tables <\/strong>after\u00a0each exam series and explains that thresholds vary by series to maintain fairness across sessions.<\/p>\n<h3><strong>What the June 2025 thresholds tell you (without overinterpreting them)<\/strong><\/h3>\n<p>For Cambridge IGCSE History (0470), Cambridge\u2019s June 2025 grade threshold table shows component thresholds for that series. Your takeaway is not \u201cI need X marks every year,\u201d but \u201cPaper 2 is only 40 marks, so every developed evaluation paragraph is high leverage.\u201d<\/p>\n<h3><strong>A marks-first Paper 2 micro-plan (Times Edu)<\/strong><\/h3>\n<ul>\n<li>Read the background info fast, then skim all sources for the \u201cargument landscape\u201d.<\/li>\n<li>For each part, write answers that are <strong>source-led<\/strong>, then add one context test.<\/li>\n<li>Spend longer on the final evaluative part because it typically demands synthesis across sources.<\/li>\n<\/ul>\n<h3><strong>Subject choice for university profiles: <\/strong><strong>W<\/strong><strong>here History fits<\/strong><\/h3>\n<p>From our direct experience with international school curricula, History is a high-signal subject for:<\/p>\n<ul>\n<li><strong>Humanities and Social Sciences<\/strong>\u00a0(Politics, Law, IR, PPE, History, Sociology)<\/li>\n<li><strong>Competitive liberal arts pathways<\/strong>\u00a0that value argumentation and evidence literacy<\/li>\n<li><strong>Essay-heavy programmes<\/strong>\u00a0where critical reading is decisive<\/li>\n<\/ul>\n<p>Pairing strategy matters. History pairs well with English Literature, Economics, Global Perspectives, Geography, or a language, while keeping one quantitative subject if your target universities prefer balance.<\/p>\n<p>If you want a personalised subject and exam plan aligned to your intended major and school context, Times Edu can map your IGCSE \u2192 <a href=\"https:\/\/times.edu.vn\/en\/a-level\/what-is-a-level\/\">A-Level<\/a>\/<a href=\"https:\/\/times.edu.vn\/en\/ib\/the-ultimate-ib-diploma-program-ibdp-guide\/\">IB<\/a>\/<a href=\"https:\/\/times.edu.vn\/en\/ap\/what-are-ap-course\/\">AP<\/a>\u00a0trajectory with realistic grade targets and a Paper 2 evidence-writing programme.<\/p>\n<h2><strong>Frequently Asked Questions<\/strong><\/h2>\n<div class=\"hoi-dap-thok-new low-faq\">\n<div class=\"thong-tin-dai\">\n<p class=\"tit-dai\"><strong>How do you structure a source analysis for IGCSE History?<\/strong><\/p>\n<div class=\"chi-tiet-thong-tin\">Use a repeatable PEEL paragraph engine: Point that answers the question, short evidence from the source, explanation that links provenance and bias, then a link back to the question. In Paper 2, always add one contextual knowledge test and, where possible, cross-reference another source.<\/div>\n<\/div>\n<div class=\"thong-tin-dai\">\n<p class=\"tit-dai\"><strong>What is the COPP or TOPIC method for History?<\/strong><\/p>\n<div class=\"chi-tiet-thong-tin\">\n<p>COPP is a checklist for evaluation: Content (message), Origin (who\/when), Purpose (why\/audience), and Perspective (bias and limitations), which you convert into PEEL sentences. TOPIC is a speed variant: Time, Origin, Purpose, Intended audience, Content, used to keep analysis disciplined under exam timing.Both are effective if you translate the checklist into argument, rather than writing the mnemonic as a list.<\/p>\n<\/div>\n<\/div>\n<div class=\"thong-tin-dai\">\n<p class=\"tit-dai\"><strong>How to evaluate the reliability of a historical source?<\/strong><\/p>\n<div class=\"chi-tiet-thong-tin\">Start with provenance: Author position, timing, and audience. Then explain how purpose and bias might shape what is included, omitted, or exaggerated, and cross-reference other sources or contextual knowledge to test accuracy.<\/div>\n<\/div>\n<div class=\"thong-tin-dai\">\n<p class=\"tit-dai\"><strong>What is the difference between utility and reliability?<\/strong><\/p>\n<div class=\"chi-tiet-thong-tin\">Reliability is about trustworthiness for a specific claim, while utility is about usefulness for answering the question even if the source is biased. A propaganda poster can be unreliable for factual detail but highly useful for showing intended public attitudes and messaging goals.<\/div>\n<\/div>\n<div class=\"thong-tin-dai\">\n<p class=\"tit-dai\"><strong>How to answer &amp;quot;How far does this source prove&amp;quot; questions?<\/strong><\/p>\n<div class=\"chi-tiet-thong-tin\">Treat it like a controlled judgement. Write one paragraph on what the source proves (with precise evidence), one paragraph on limits (provenance, bias, missing perspective, context contradictions), then give a final judgement on \u201chow far\u201d with one reason.<\/div>\n<\/div>\n<div class=\"thong-tin-dai\">\n<p class=\"tit-dai\"><strong>How do you analyze a political cartoon for IGCSE History?<\/strong><\/p>\n<div class=\"chi-tiet-thong-tin\">Identify the main message, target, and intended reaction. Use specific visual evidence (symbols, labels, exaggeration) and explain how purpose and audience shape bias, then cross-reference the cartoon to the real event or policy it refers to.<\/div>\n<\/div>\n<div class=\"thong-tin-dai\">\n<p class=\"tit-dai\"><strong>What is the purpose of the author in source evaluation?<\/strong><\/p>\n<div class=\"chi-tiet-thong-tin\">Purpose explains why the source exists and how that goal shapes content. In Paper 2, purpose is often the shortest route to evaluation because it links directly to bias, selectivity, and reliability.<\/div>\n<\/div>\n<\/div>\n<h4>Conclusion<\/h4>\n<p>If you share your exam series and the prescribed topic your school is preparing, <a href=\"https:\/\/times.edu.vn\/en\/\">Times Edu<\/a>\u00a0can build a personalised Paper 2 drilling plan (question-type bank, timing targets, and a feedback rubric aligned to evaluation skills) so your <strong>IGCSE History source analysis structure<\/strong>\u00a0becomes automatic under exam conditions.<\/p>\n\n\n<div class=\"kk-star-ratings kksr-auto kksr-align-right kksr-valign-bottom\"\n    data-payload='{&quot;align&quot;:&quot;right&quot;,&quot;id&quot;:&quot;36509&quot;,&quot;slug&quot;:&quot;default&quot;,&quot;valign&quot;:&quot;bottom&quot;,&quot;ignore&quot;:&quot;&quot;,&quot;reference&quot;:&quot;auto&quot;,&quot;class&quot;:&quot;&quot;,&quot;count&quot;:&quot;1&quot;,&quot;legendonly&quot;:&quot;&quot;,&quot;readonly&quot;:&quot;&quot;,&quot;score&quot;:&quot;5&quot;,&quot;starsonly&quot;:&quot;&quot;,&quot;best&quot;:&quot;5&quot;,&quot;gap&quot;:&quot;5&quot;,&quot;greet&quot;:&quot;\u0110\u00e1nh gi\u00e1 b\u00e0i vi\u1ebft&quot;,&quot;legend&quot;:&quot;5\\\/5 - (1 vote)&quot;,&quot;size&quot;:&quot;24&quot;,&quot;title&quot;:&quot;IGCSE History Source Analysis Structure 2026: A Clear Step-by-Step Way to Write Better Responses&quot;,&quot;width&quot;:&quot;142.5&quot;,&quot;_legend&quot;:&quot;{score}\\\/{best} - ({count} {votes})&quot;,&quot;font_factor&quot;:&quot;1.25&quot;}'>\n            \n<div class=\"kksr-stars\">\n    \n<div class=\"kksr-stars-inactive\">\n            <div class=\"kksr-star\" data-star=\"1\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"2\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"3\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"4\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"5\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n    \n<div class=\"kksr-stars-active\" style=\"width: 142.5px;\">\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n<\/div>\n                \n\n<div class=\"kksr-legend\" style=\"font-size: 19.2px;\">\n            5\/5 - (1 vote)    <\/div>\n    <\/div>\n","protected":false},"excerpt":{"rendered":"<p>A strong IGCSE\u00a0History source analysis structure\u00a0(Paper 2) is a disciplined, paragraph-based method that moves beyond description to evaluation. You identify the source\u2019s message, then test it using provenance\u00a0(who\/when\/why), purpose, and bias\u00a0to judge reliability\u00a0and utility. You strengthen every claim with precise evidence\u00a0from the source and cross-referencing\u00a0to other sources. You then use contextual knowledge\u00a0(and awareness of primary &#8230; <a title=\"IGCSE History Source Analysis Structure 2026: A Clear Step-by-Step Way to Write Better Responses\" class=\"read-more\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-history-source-analysis-structure\/\" aria-label=\"Read more about IGCSE History Source Analysis Structure 2026: A Clear Step-by-Step Way to Write Better Responses\">Read more<\/a><\/p>\n","protected":false},"author":7,"featured_media":36527,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"content-type":"","rank_math_title":"","rank_math_description":"","footnotes":""},"categories":[166],"tags":[],"class_list":["post-36509","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-igcse"],"_links":{"self":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts\/36509","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/comments?post=36509"}],"version-history":[{"count":3,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts\/36509\/revisions"}],"predecessor-version":[{"id":36581,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts\/36509\/revisions\/36581"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/media\/36527"}],"wp:attachment":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/media?parent=36509"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/categories?post=36509"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/tags?post=36509"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}