Criterion A: The commentary includes diagrams that are relevant to the chosen concept and topic

Comment: The student's diagram shows that supply changes as a result of the tax, which is incorrect as demand should change since the tax is meant to lower negative externalities of consumption, not production. The student should have drawn a diagram showing changes in demand rather than in supply.

Criterion A: Each diagram included in the work is labeled and accurate, i.e does not include any mistakes or fallacies

Comment: Arrows have not been drawn showing the changes in price and quantity. The student should have drawn arrows showing these changes. Overall, the supply curve has been shifted rather than the demand curve. The student should have shown changes in the demand curve as the tax is supposed to reduce negative externalities of consumption (i.e. demand).

Criterion A: Each diagram included in the work is labeled and accurate, i.e does not include any mistakes or fallacies

Comment: Arrows have not been drawn showing the changes in price and quantity. The student should have drawn arrows showing these changes. Overall, the supply curve has been shifted rather than the demand curve. The student should have shown changes in the demand curve as the tax is supposed to reduce negative externalities of consumption (i.e. demand).

Criterion A: The commentary includes diagrams that are relevant to the chosen concept and topic

Comment: The student's diagram shows that supply changes as a result of the tax, which is incorrect as demand should change since the tax is meant to lower negative externalities of consumption, not production. The student should have drawn a diagram showing changes in demand rather than in supply.

Criterion A: Each diagram included in the work is labeled and accurate, i.e does not include any mistakes or fallacies

Comment: Although the student has mentioned inelastic demand, the demand curve in Figure 1 appears regular and not inelastic. The student should have made the demand curve have a steeper slope.

Criterion B: The incorporation of subject-specific terminology is evident throughout the whole work

Comment: The student incorporates subject-specific terminology throughout the commentary. Terms such as "marginal social benefit/cost" are used accurately within the context of microeconomics. The student also employs relevant economic concepts, including "excise duties" and "inelastic demand," which enhance the analysis of the EU's proposed tobacco tax increase

Criterion C:

Criterion A: Each diagram included in the work is presented alongside an explanation, making its content and relevance clear to the reader

Comment: The student's explanation is focused on how supply changes in response to the tax. However, they should have focused their explanation on how demand changes as the tax is supposed to reduce negative consumption externalities, not production externalities. The student should have discussed how the inelastic demand means the tax is passed on to consumers.

Criterion D:

Criterion A: Each diagram included in the work is presented alongside an explanation, making its content and relevance clear to the reader

Comment: The student's explanation is focused on how supply changes in response to the tax. However, they should have focused their explanation on how demand changes as the tax is supposed to reduce negative consumption externalities, not production externalities. The student should have discussed how the inelastic demand means the tax is passed on to consumers.

Criterion B: The commentary correctly uses subject-specific terminology that is relevant to the chosen article and key concept

Comment: The student correctly uses subject-specific terminology relevant to the chosen article and key concept. Terms such as negative externality, market failure, and allocative efficiency, are effectively employed throughout the IA. The student demonstrates a clear understanding of economic concepts by integrating them into the analysis, which enhances the depth of the commentary.

Criterion C:

Criterion C:

Criterion B: The commentary correctly uses subject-specific terminology that is relevant to the chosen article and key concept

Comment: The student correctly uses subject-specific terminology relevant to the chosen article and key concept. Terms such as negative externality, market failure, and allocative efficiency, are effectively employed throughout the IA. The student demonstrates a clear understanding of economic concepts by integrating them into the analysis, which enhances the depth of the commentary.

Criterion C:

Criterion C:

Criterion B: The commentary correctly uses subject-specific terminology that is relevant to the chosen article and key concept

Comment: The student correctly uses subject-specific terminology relevant to the chosen article and key concept. Terms such as negative externality, market failure, and allocative efficiency, are effectively employed throughout the IA. The student demonstrates a clear understanding of economic concepts by integrating them into the analysis, which enhances the depth of the commentary.

Criterion C:

Criterion C:

Criterion B: The incorporation of subject-specific terminology is evident throughout the whole work

Comment: The student incorporates subject-specific terminology throughout the commentary. Terms such as "marginal social benefit/cost" are used accurately within the context of microeconomics. The student also employs relevant economic concepts, including "excise duties" and "inelastic demand," which enhance the analysis of the EU's proposed tobacco tax increase

Criterion B: The incorporation of subject-specific terminology is evident throughout the whole work

Comment: The student incorporates subject-specific terminology throughout the commentary. Terms such as "marginal social benefit/cost" are used accurately within the context of microeconomics. The student also employs relevant economic concepts, including "excise duties" and "inelastic demand," which enhance the analysis of the EU's proposed tobacco tax increase

Criterion C:

Criterion C:

Criterion B: The incorporation of subject-specific terminology is evident throughout the whole work

Comment: The student incorporates subject-specific terminology throughout the commentary. Terms such as "marginal social benefit/cost" are used accurately within the context of microeconomics. The student also employs relevant economic concepts, including "excise duties" and "inelastic demand," which enhance the analysis of the EU's proposed tobacco tax increase

Criterion A: Each diagram included in the work is labeled and accurate, i.e does not include any mistakes or fallacies

Comment: Although the student has mentioned inelastic demand, the demand curve in Figure 1 appears regular and not inelastic. The student should have made the demand curve have a steeper slope.

Criterion C:

Criterion C:

Criterion B: The commentary correctly uses subject-specific terminology that is relevant to the chosen article and key concept

Comment: The student correctly uses subject-specific terminology relevant to the chosen article and key concept. Terms such as negative externality, market failure, and allocative efficiency, are effectively employed throughout the IA. The student demonstrates a clear understanding of economic concepts by integrating them into the analysis, which enhances the depth of the commentary.

Criterion B: The commentary correctly uses subject-specific terminology that is relevant to the chosen article and key concept

Comment: The student correctly uses subject-specific terminology relevant to the chosen article and key concept. Terms such as negative externality, market failure, and allocative efficiency, are effectively employed throughout the IA. The student demonstrates a clear understanding of economic concepts by integrating them into the analysis, which enhances the depth of the commentary.

Criterion C:

Criterion B: The commentary correctly uses subject-specific terminology that is relevant to the chosen article and key concept

Comment: The student correctly uses subject-specific terminology relevant to the chosen article and key concept. Terms such as negative externality, market failure, and allocative efficiency, are effectively employed throughout the IA. The student demonstrates a clear understanding of economic concepts by integrating them into the analysis, which enhances the depth of the commentary.

Criterion B: The commentary correctly uses subject-specific terminology that is relevant to the chosen article and key concept

Comment: The student correctly uses subject-specific terminology relevant to the chosen article and key concept. Terms such as negative externality, market failure, and allocative efficiency, are effectively employed throughout the IA. The student demonstrates a clear understanding of economic concepts by integrating them into the analysis, which enhances the depth of the commentary.

Criterion C:

Criterion A: Each diagram included in the work is labeled and accurate, i.e does not include any mistakes or fallacies

Comment: Although the student has mentioned inelastic demand, the demand curve in Figure 1 appears regular and not inelastic. The student should have made the demand curve have a steeper slope.

Criterion B: The incorporation of subject-specific terminology is evident throughout the whole work

Comment: The student incorporates subject-specific terminology throughout the commentary. Terms such as "marginal social benefit/cost" are used accurately within the context of microeconomics. The student also employs relevant economic concepts, including "excise duties" and "inelastic demand," which enhance the analysis of the EU's proposed tobacco tax increase

Criterion C:

Criterion E:

Criterion D:

Criterion C:

Criterion E:

Criterion E:

Criterion C:

Criterion E:

Criterion E:

Criterion D:

Criterion D:

Criterion C:

Criterion C:

Criterion D:

Criterion B: The incorporation of subject-specific terminology is evident throughout the whole work

Comment: The student incorporates subject-specific terminology throughout the commentary. Terms such as "marginal social benefit/cost" are used accurately within the context of microeconomics. The student also employs relevant economic concepts, including "excise duties" and "inelastic demand," which enhance the analysis of the EU's proposed tobacco tax increase

Criterion C:

Criterion D:

Criterion A: Each diagram included in the work is presented alongside an explanation, making its content and relevance clear to the reader

Comment: The student's explanation is focused on how supply changes in response to the tax. However, they should have focused their explanation on how demand changes as the tax is supposed to reduce negative consumption externalities, not production externalities. The student should have discussed how the inelastic demand means the tax is passed on to consumers.

Criterion D:

Criterion E:

Criterion E:

Criterion D:

Criterion E:

Criterion E:

Criterion D:

Criterion C:

Criterion E:

Criterion D:

Criterion E:

Criterion D:

Criterion D:

Criterion E:

Criterion C:

Criterion E:

Criterion E:

Criterion A: Each diagram included in the work is labeled and accurate, i.e does not include any mistakes or fallacies

Comment: Although the student has mentioned inelastic demand, the demand curve in Figure 1 appears regular and not inelastic. The student should have made the demand curve have a steeper slope.

Criterion B: The incorporation of subject-specific terminology is evident throughout the whole work

Comment: The student incorporates subject-specific terminology throughout the commentary. Terms such as "marginal social benefit/cost" are used accurately within the context of microeconomics. The student also employs relevant economic concepts, including "excise duties" and "inelastic demand," which enhance the analysis of the EU's proposed tobacco tax increase

Criterion E:

Criterion C:

Criterion E:

Criterion E:

Criterion C:

Criterion D:

Criterion E:

Criterion C:

Criterion D:

Criterion E:

Criterion C:

Criterion E:

Other:

Other:

Other:

Other: