How do you write the depth-study essay, the highest-tariff question on the paper?
The depth-study extended essay: how to plan and structure the highest-tariff essay on the paper, integrate detailed knowledge with the prescribed sources where relevant, argue a balanced case and reach a sustained judgement, with the depth-study essay tariffed up to 25 marks.
An OCR GCSE Ancient History skills guide to the depth-study extended essay, explaining how to plan and structure the highest-tariff essay on the paper, integrate detailed knowledge with the prescribed sources, argue a balanced case and reach a sustained judgement, with the depth-study essay tariffed up to 25 marks.
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What this dot point is asking
The depth-study essay is the highest-tariff question on the paper (tariffed up to 25 marks in the standalone depth-study format). This page teaches how to plan and structure it, integrate detailed knowledge with the prescribed sources where relevant, argue a balanced case and reach a sustained judgement. The skill transfers across the Greek and Roman depth studies (Athens, Sparta, Alexander, Hannibal, Cleopatra, Britannia).
The answer
What the depth-study essay is
The same shape, bigger in scale
The difference is depth: the higher tariff demands more developed knowledge and a more sustained argument across the essay.
Integrate knowledge and the prescribed sources
Reach a sustained judgement
For example, "Hannibal could win battles but not the war, because Rome's manpower and alliances outlasted his battlefield brilliance" is a sustained judgement, not a brief assertion.
Examples in context
A model depth-study essay is balanced, deeply supported, analytical and sustained, integrating the prescribed sources into the argument.
Try this
Q1. What is the maximum tariff of the depth-study essay, and does it carry SPaG marks? [Knowledge recall]
- Cue. Up to 25 marks in the standalone depth-study format; it does not carry the separate SPaG marks (those sit on the period-study essay).
Q2. Explain how the depth-study essay differs from the period-study essay. [Short explanation]
- Cue. It is higher in tariff and demands more developed, detailed knowledge and a more sustained argument, and where the question invites it you integrate the prescribed sources; unlike the period-study essay, it does not carry the separate SPaG marks.
Exam-style practice questions
Practice questions written in the style of OCR exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
OCR J198/01 202020 marks'Athens in this period was ruled by Pericles, not by the people.' How far do you agree? [depth-study essay; the real tariff is up to 25 marks, shown here within the 20-mark schema cap]Show worked answer →
A depth-study extended essay (AO1 and AO2). The real depth-study essay can be tariffed up to 25 marks; it is shown here within the 20-mark schema cap.
For the statement. Pericles was re-elected general year after year, dominated the Assembly and shaped policy; Thucydides called Athens "rule by the first man".
Against the statement. Pericles held no special office, could be fined and challenged, and every decision needed the Assembly's vote.
Judgement. Weigh his dominance against the sovereignty of the people and reach a sustained conclusion, for example that he led the democracy by persuasion rather than ruling it.
OCR J198/02 202120 marks'Hannibal could never have won the war in Italy.' How far do you agree? [depth-study essay; the real tariff is up to 25 marks, shown here within the 20-mark schema cap]Show worked answer →
A depth-study extended essay (AO1 and AO2). The real depth-study essay can be tariffed up to 25 marks; it is shown here within the 20-mark schema cap.
For the statement. No siege power or numbers to take Rome, loyal allies, little Carthaginian support, and Roman manpower and the Fabian strategy.
Against the statement. The crisis after Cannae and the defection of Capua suggest a decisive stroke might have broken Rome.
Judgement. Weigh his battlefield brilliance against the structural obstacles and reach a sustained conclusion, for example that he could win battles but not the war.
Related dot points
- The structure and assessment of OCR GCSE Ancient History (J198): the two components and their period and depth studies, the three assessment objectives (AO1 knowledge, AO2 explanation and analysis, AO3 use of sources), the question types and mark tariffs, and the SPaG marks on the period-study essays.
An OCR GCSE Ancient History skills guide to the structure and assessment of the J198 course, explaining the two components and their period and depth studies, the three assessment objectives (AO1 knowledge, AO2 explanation and analysis, AO3 use of sources), the question types and mark tariffs, and the SPaG marks on the period-study essays.
- The AO3 source skills: making supported inferences from a source, comparing two sources, and judging how useful a source is for a stated enquiry using content, provenance (nature, origin and purpose) and contextual knowledge, rather than labelling a source reliable or biased.
An OCR GCSE Ancient History skills guide to the AO3 source questions, explaining how to make supported inferences, compare two sources, and judge how useful a source is for a stated enquiry using content, provenance and contextual knowledge, with a method that transfers across the Greek and Roman options.
- The second-order historical concepts behind AO2: causation (long-term causes and immediate triggers), change and continuity, consequence, and significance, and how to use them to answer 'Explain why' questions and the extended essays with ranked, analytical argument.
An OCR GCSE Ancient History skills guide to the second-order historical concepts behind AO2, explaining causation (long-term causes and immediate triggers), change and continuity, consequence and significance, and how to use them to answer 'Explain why' questions and the extended essays with ranked, analytical argument.
- The period-study extended essay: how to plan and structure a balanced 'How far do you agree' answer, argue both sides with precise evidence, reach a supported judgement, and write accurately for the 5 SPaG marks carried on the period-study essay (printed at 20 marks).
An OCR GCSE Ancient History skills guide to the period-study extended essay, explaining how to plan and structure a balanced 'How far do you agree' answer, argue both sides with precise evidence, reach a supported judgement, and write accurately for the 5 SPaG marks carried on the period-study essay (printed at 20 marks).
- Revision and exam technique for OCR GCSE Ancient History: how to revise the prescribed sources as well as the content, how to drill each question type against its mark scheme, and how to manage the time across the two-hour papers, balancing the short questions, source questions and the extended essays.
An OCR GCSE Ancient History skills guide to revision and exam technique, explaining how to revise the prescribed sources as well as the content, how to drill each question type against its mark scheme, and how to manage the time across the two-hour papers, balancing the short questions, source questions and the extended essays.
Sources & how we know this
- OCR GCSE (9-1) Ancient History J198 specification — OCR (2017)