Back

How To Avoid Over-Explaining (The No.1 Mistake That Drops AS Law Grades)

Views 0

Why Over-Explaining Destroys Marks

  • Over-explaining = writing too much law and too little application.

  • Examiners call this “narrative answers” — the lowest-scoring style.

  • Students think more detail = higher marks, but AS Law rewards precision, not paragraphs.

  • Over-explaining wastes time → results in incomplete answers later.

  • Every mark lost in AO2 comes from over-written AO1.

  • A* students write less law, more application.

Common Signs You Are Over-Explaining

  • Long sentences before getting to the point.

  • Repeating the rule in different words.

  • Writing case facts instead of ratios.

  • Explaining irrelevant background.

  • Including multiple cases for one element unnecessarily.

  • Giving dictionary-style definitions.

  • Writing textbook-style paragraphs for simple points.

  • Using filler words: “therefore it can be seen that…”, “as mentioned earlier…”.

  • Applying facts only once at the end rather than after each element.

Why Students Over-Explain

1. They Panic and Overcompensate

  • When unsure, students start “padding” answers.

  • They write everything they know.

  • This reduces clarity and structure.

2. They Memorise Textbook Content

  • They use heavy, descriptive definitions.

  • They confuse AO1 with “long explanations.”

3. They Don’t Break the Offence Into Elements

  • They dump the entire rule at once.

  • A* answers separate rules into manageable blocks.

4. They Don’t Know Which Cases Are Actually Required

  • They think more cases = more marks.

  • In reality, one strong case per element is enough.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

Where Over-Explaining Usually Happens (By Topic)

Use a table to make patterns clear:

Topic Where Students Over-Explain What A* Students Do Instead
Theft Long definitions of appropriation/dishonesty 4–8 word ratios + simple application
Robbery Heavy narrative about force Link force → movement → s8 requirement
Burglary Over-describing s9(1)(a)/(b) Use entry–trespass–intent blocks
Criminal Damage Describing fire, paint, objects in detail Apply damage → property → MR quickly
Fraud Writing stories about dishonesty Apply section number → act → intent
Causation Explaining White/Roberts/Pagett in paragraphs One-line ratios + quick fact link
Mens Rea Explaining difference between MR types Use aim/virtual certainty/risk in one line
PACE powers Overwriting Code C/E rules Bullet-point powers + conditions only

The A Principle: One Element = One Micro-Explanation*

Every criminal or property offence element needs:

  • A micro-definition (10–12 words)

  • A case ratio (4–8 words)

  • A micro-application (8–12 words)

  • A mini-conclusion (6–10 words)

No element should exceed 3–4 bullets.

How Over-Explaining Looks vs. A Style*

Example 1: Theft – Appropriation

Over-Explained (Weak)

  • “According to s3 of the Theft Act 1968, appropriation means any act where the defendant takes the rights of the owner or behaves in any way that is inconsistent with the owner’s rights, and this can include any number of actions, including touching, using, modifying, switching labels or even receiving gifts in certain circumstances…”

A Style*

  • Rule: s3 = assumption of rights.

  • Case: Hinks — gift can be appropriation.

  • Apply: Ahmed accepted £500 knowing vulnerability.

  • Conclude: Appropriation likely.

4 lines → full marks.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

Example 2: Causation

Over-Explained

  • “In order to establish legal causation, courts need to identify whether any intervening act was sufficient to break the chain of causation. According to Pagett…”

A Style*

  • Rule: chain breaks only if unforeseeable.

  • Case: Pagett — reasonable acts don’t break chain.

  • Apply: Police shooting predictable under the circumstances.

  • Conclusion: Chain intact.

Where Over-Explaining Happens Most: Theft

Use sub-points for clarity:

a. Appropriation

  • Students explain 10+ examples.

  • A* uses 1 definition + 1 case + 1 application.

b. Dishonesty

  • Students rewrite entire history of Ghosh → wrong + too long.

  • A* writes: “Dishonesty = objective standards (Ivey).”

c. ITPD

  • Students explain borrowing, lending, returning.

  • A* writes: “Treating property as own = ITPD (s6).”

Where Over-Explaining Happens Most: Burglary

a. Entry

  • Students describe window sizes, angles, tools.

  • A* writes: “Entry = effective entry (Brown).”

b. Trespass

  • Students describe entire conversation between D and owner.

  • A* writes: “Trespass = no permission (Collins).”

c. Intent

  • Students write long narratives about “initial plan.”

  • A* writes: “Intent at entry required for s9(1)(a).”

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

How to Stop Over-Explaining Instantly

1. Use Bullet-Chains

Example for robbery force:

  • Rule: force modifies movement.

  • Case: Dawson & James.

  • Apply: shove changed victim’s balance.

  • Conclude: force satisfied.

2. Use Statute Anchors

Example:

  • “Under s8…”

  • “Under s9(1)(a)…”

  • “Under CDA 1971…”

Statutes replace long explanations.

3. Use “Micro-Blocks”

Each micro-block:

  • Rule

  • Case

  • Apply

  • Conclude

No paragraphs.

4. Use the 12-Word Rule

No AO1 sentence should exceed 12 words.

Examples:

  • “Direct intent = aim or purpose (Mohan).”

  • “Dishonesty = objective standards (Ivey).”

  • “Damage includes temporary impairment (Hardman).”

How to Re-Write Over-Explained Answers

Use this system:

Before (Messy)

  • “The defendant damaged property when he spray painted the car with yellow paint…” (storytelling)

After (A)*

  • Rule: damage = temporary impairment (Hardman).

  • Apply: paint reduced appearance + function.

  • Conclude: damage likely.

Before (Messy)

  • “The victim jumped from the car because the defendant scared her…”

After (A)*

  • Rule: escape must be foreseeable.

  • Case: Roberts.

  • Apply: panic predictable.

  • Conclude: chain intact.

Use the “A Reduction Table”*

Step Description
1 Write your long rule (messy version)
2 Remove all descriptive adjectives
3 Remove all examples
4 Reduce case facts to ratios
5 Reduce rule to 10–12 words
6 Add 1 application line only
7 Add 1 mini-conclusion

This reduces 6–7 sentences → 2–3 bullets.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

How to Structure Answers Without Over-Explaining

Use MIRAC Per Element

Element Example: Force (Robbery)

  • Rule: force modifies movement

  • Case: Dawson & James

  • Apply: shove altered victim’s balance

  • Conclude: force satisfied

Element Example: Entry (Burglary)

  • Rule: effective entry

  • Case: Brown

  • Apply: shoulder inside is enough

  • Conclude: entry satisfied

Element Example: Dishonesty

  • Rule: objective standards

  • Case: Ivey

  • Apply: ordinary people view conduct as dishonest

  • Conclude: dishonesty satisfied

Use Fast-Strike Tables

Example: Mens Rea Table

Type Rule Case Application
Direct intent aim or purpose Mohan Aimed punch
Oblique intent virtual certainty Woollin Outcome certain
Recklessness foresight of risk Cunningham Aware of risk
Modern standard awareness of risk R v G Young D aware

Tables reduce description → increase clarity.

Use the “Two-Case Maximum Rule”

Never use more than 2 cases for any single element.

Examples:

  • AR causation: White + Roberts

  • Robbery force: Dawson & James + Clouden

  • Burglary entry: Brown + Ryan

Using more cases = over-explaining.

When Over-Explaining is Actually Penalised

  • Theft questions won’t award marks for detailed definition of property.

  • Robbery questions won’t award marks for full theft breakdown if force is missing.

  • Burglary questions won’t award marks for moral commentary.

  • Fraud questions don’t award marks for dishonesty history.

  • Interpretation questions don’t reward long explanations of Latin maxims.

Replace Over-Explaining With High-Value AO2

Examples:

Scenario: “He grabbed the phone and pushed the owner.”

Weak

  • “Robbery is an offence under s8 of the Theft Act where the defendant uses force on the victim…”

Strong

  • Theft + push = force under s8.

  • Push modified movement (Dawson & James).

  • Force used to steal → robbery.

Replace Long Lines With Sub-Points

Example: Burglary s9(1)(a)

  • Entry
    a. Effective (Brown)
    b. Shoulder counts (Ryan)

  • Trespass
    a. No permission (Collins)

  • Intent at entry
    a. Theft/GBH/damage
    b. Apply to facts

This eliminates over-explaining automatically.

Written and Compiled By Sir Hunain Zia, World Record Holder With 154 Total A Grades, 7 Distinctions and 11 World Records For Educate A Change AS Level Law Free Material

The A Anti-Over-Explaining Checklist*

  • Every bullet is < 12 words.

  • Every element has MIRAC.

  • Every rule has ONE case.

  • Every case uses a micro-ratio.

  • Every element has one mini-conclusion.

  • No paragraphs.

  • No case facts.

  • No historical commentary.

  • No storytelling.

  • No repeating the rule.

  • No “long AO1 then application.”

  • Use tables for complex offences.

  • Use sub-points to split blocks.

  • Remove filler instantly.

Hunain Zia

Hunain Zia has previously achieved considerable success in the high-school educational stream, gaining a massive 154 Total A Grades and 7 Major Distinctions, a process in which he broke/ set 11 different world records, including the most A grades ever achieved, most subjects ever appeared in, most distinctions, gaining distinctions across two separate boards (Pearson Edexcel and CAIE) within the same year/ ever, and even 19 hours of constant examination. All records stand intact today. Hunain pursued his Honors Accounting Degree from the prestigious Bentley University, and then completed an LLB (in Honors) from University of London. Currently, he manages multiple social and commercial projects, has founded digital streams and works tirelessly in the education sector.

Educate A Change focuses on truly bringing change in the educational sector worldwide. All our courses are designed to ensure success, and provide complete preparation without requiring any other external material. Therefore, it takes away the expense of academies, books, past paper compilations and other miscellaneous items. Instead, by just the courses we offer, the student can prepare fully for the best grades in their CAIEs, Edexcel and other high-school exams. The earnings from our course-sales are invested in social projects and growing the free educational activities of Educate A Change.