Isrin asked a very good question, one which I only hope more of you have been asking. As a guide, if a question's focus is not on analysis, e.g. Discuss the factors that led to the growth of shanty towns? then you should keep about 10-20% for critical views.
For example, you may want comment on if Shanty towns are necessary bad? Are shanty towns not an innovative way by the very poor to solve the housing problem? Perhaps having the shnaty towns there may discourage potential migrants?
Or are the factors indication of deeper issues. For example, if you were to say the government did not have the resources to provide proper housing. Perhaps the real issue is economic stagnation so should solve the economic problems first rather than 'dump' resources into consumption.
The idea here is that you may want suggest questions or issues that need further discussion. You do not need to provide the answers. You deal with the core content first. After that you can either provide comments or even pose questions to the examiner.
The only way you can provide analysis is when you read about alternative views and ideas beyond the lecture notes.
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To add on, if the question is an theory-based evaluation question - eg. How useful is the Butler’s model in understanding development of tourist areas? - a useful point could be to "question the question" - eg. is the Butler's Cycle alone sufficient for a full understanding of an industry in the first place?
But for these answers, its always prudent to offer some sort of 'solution' - if Butler's cycle alone is no sufficient, what other data would you suggest is needed?
Keep in mind that all this is over and above the usual pros and limitations of the model...you can't reach a level 3 answer by bypassing levels 1 and 2.
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