CSEC ENGLISH SBA

GUIDE

N.A. Hardware

1​ | ​Page N.A.Hardware CSEC ENGLISH SBA 2017

 CSEC ENGLISH SBA GUIDE

N.A. Hardware

Name: …………………………………………………………………………..

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Table of Contents

Introduction ……………………………………………… 4

Task 1 Become a Member of a Group……………………. 6

Task 2 Choose a Theme …………………………………….. 7

Task 3 Narrow Your Theme …………………………………. 8

Task 4 Design a Schedule ………………………………….. 10

Task 5 Plan of Investigation ………………………………... 11

Sample Plan of Investigation ……………………………………… 13

Scoring Rubric for Plan of Investigation ………………………… 14

Task 6 Gather Information …………………………………. 15

Task 7 Evaluate Sources ……………………………………. 16

Task 8 Choosing Group Stimuli ……………………………. 20

Task 9 Group Activities …………………………………….. 21

Self Evaluation ……………………………………………………….. 22

Quality of Group Activity ………………………………………….. 23

Task 10 Written Group Report ……………………………… 24

Sample Written Report ……………………………………………… 25

Task 11 Plan of Oral Presentation …………………………….. 26

Sample Plan of Oral Presentation …………………………………… 26

Sample Transcript of Oral Presentation …………………………… 27

Task 12 Reflections ………………………………………………. 28

Sample Reflection …………………………………………………….. 29

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 INTRODUCTION

​For your English SBA you are required to produce a portfolio after doing an investigation.

1. What is the English SBA Portfolio?

The English SBA/portfolio is a collection of your work on the investigation of an issue
selected by the group. It contains evidence of your planning of the
investigation, interacting with and reflecting on stimuli (pieces of material) and writing
a report.

Your portfolio should include:

(a)A cover page with your name, theme and title, your candidate and centre numbers,
your school and your teacher’s name
(b)Table of contents
(c) A plan of investigation
(d) A copy of the scoring rubric for individual participation
(e) A Quality of Within Group Activity scoring rubric (which your teacher will complete)
(f) A written group report
(g)Three Reflection entries written in class
(h) A plan of Oral Presentation, and
(i) the stimuli (three pieces of material) which you selected and with which you have
interacted;

A single SBA will be required for both English A and English B. The SBA is expected to be done
by you working as an ​individual ​and as ​a member of a small group ​approved by your
teacher.

Group ​refers to 3 – 5 students sharing a general topic, who work together to discuss and
solve problems, explain ideas, learn from each other, improve oral skills, and practise social
skills and leadership roles.

What constitutes the group activity of the SBA?

Although you have individual tasks, you also have group tasks/responsibilities. With the
teacher’s guidance, through discussion (brainstorming), you and your teammates will
generate ideas about possible themes/areas of interest. As part of a group (3–5 students),
you will:

(a) select a theme for the group;

(b) select a leader to better manage the process;

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(c) discuss possible selections of stimuli (pieces of materials) among group members. Group
members will take personal pieces of material to the group for discussion to determine
suitability; and,

(d) assist group members in structuring the ‘Plan of Investigation’ (helping group members to
focus on their area).

What should be done in the group activity?

(a) For the group report, the group agrees on at least three pieces of material selected from
the general pool used for individual reflection. At least one piece of material must be in print.

(b) In the written report, it is shown how the various procedures/processes (activities) are
used to select at least three final pieces of material. Include the selected pieces of material
in the written report.

(c) Develop a written report showing reasons for the selections of material (for example,
shared features) and analysis (for example the connection of the material to the theme).

The SBA is worth ​21%​ of your final grade for CSEC English.

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Task 1 Become a member of a group

Think of your own interests. Which topics are you excited about? What issues do you
find interesting? Begin by writing down possible topics that interest you.

Why do you have to work in a group anyway?

Groups solve problems and achieve goals better than individuals do. This is because each
member of a group can pool his or her strengths with others and together they are able to
overcome any obstacle. You will also be doing things with others for the rest of your life so
now is a good time to learn how to do so effectively.

How do you work effectively in a group?

All groups, if they are to succeed need a good leader. The leader will oversee all activities in
the group in a respectful manner, listening to all members of the group and considering their
opinions and feelings. The group leader will make all final decisions in the group if the group
cannot agree.

Each member of the group needs to participate. As a group member you must participate
fully in your group even if you feel shy or nervous. You must speak when it is your turn and
listen carefully and quietly when someone else is speaking.

Now that you understand how to work in groups, follow the instructions of your teacher and
get into a group with three or four other persons who share your topic or interests. Record
the name of each member of your group.

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You and your group members may give your group a name if you
wish to do so:

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Task 2 Choose a theme

You and your group members, with your teacher’s assistance need to brainstorm and come
up with a general topic also called a theme. The theme must be one that all of you like and
are comfortable with.

What is a theme?

A theme is a broad topic or area that you will be examining. It should be a topic that is
currently affecting your society or community and which people are talking about. Here are
some possible themes. You and your group members must share a common
theme so have a discussion among yourselves and decide on a theme..

You may ​choose one from the list below​ or you may find a theme of your own:

POSSIBLE THEMES

● Technology ● Terrorism
● Health ● Culture
● Relationships ● Food
● Government ● Fashion
● Music ● Transportation
● Entertainment ● Infrastructure
● The Environment ● Family
● National Development ● Identity
● Justice ● Recreation
● Religion ● Volunteerism
● Crime
● National Security

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Record your theme: ……………………………………………………………………………………..

Task 3 Narrow Your Theme to a researchable topic

As a writer/researcher, you can complete your portfolio in several ways however, before
writing most writers go through a process that includes these important steps:

1. Narrowing the topic

2. Writing the topic sentence
3. Generating ideas
4. Selecting and deleting ideas
5. Arranging ideas in a plan or outline

Narrow you topic

Your theme is very broad and will be almost impossible to cover in one portfolio. Therefore
each of you in your group members must choose ​one​, smaller aspect of the theme to
examine.

For example if your theme is Technology, you may look at just one aspect of technology
such as social media. Then you would have to phrase your topic in a question or a
statement: ​How Does Social Media Affect Parent-Child Relationships? OR Social Media – Its
Effect on Parent-Child Relationships.

*Note also that each word in the topic begins with a capital letter. That is how titles and
topics are written.

To help you to narrow your topic here are a few guidelines:

1. Think about your purpose and audience. Why are you writing? Who are you writing
for?
2. What specific aspect of the theme interests you and your group members the most?
3. What specific aspect of the theme would your audience be most interested in?
4. What aspect of the theme are people in your community/society concerned about?
5. What aspect of the theme will we be able to investigate effectively?

Now as a group have a discussion so each person can narrow his/her theme by
brainstorming at least five narrowed topic then together you will choose one for each
member of the group according to areas of interest.

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Our Group’s Topics

Group Member Topic

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Task 4 Design a Schedule

Now that you have chosen your theme and topic, you need to create a schedule of the
tasks you need to complete for your portfolio. Here are the components of the SBA that you
must complete:

Now draw up a schedule detailing how and when each of these components will be done.
Have a discussion within your group before creating the schedule:

Estimated Time for Persons Involved

Major Activity
Activities

Example: Weeks: Teammates:

Days: 3 Tariq, Jada,
1. searching ​Internet sources and Hours: Mishka, Aaliyah
printing ​relevant pages; and me.

2.

3.

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Task 5 Put together your Plan of Investigation
The Plan of Investigation is a component that will be included in your final portfolio. It is
worth 5 marks. You are only allowed to use 100 words so you will have to make a first draft
then use your summary writing skills to make it more concise.

Here’s a guide to writing the first draft:

(a) What is the title for your investigation:

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(b) Why did you choose this topic/issue? [3 marks]

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(c) ​How do you think compiling this portfolio and conducting an investigation will benefit you
as a student of English? [3 marks]
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(​d)​ What three pieces of material do you intend to collect and from what sources (for
example article on social media from the internet)? (Read Task 6 before you complete
this activity) [2 marks]

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(e) What English language skills will you use in analysing the material (for example, identifying
main ideas, writer’s techniques, accurate use of words, tone, register, connotative and
denotative use of words) and how will the materials be used in your portfolio? [2 marks]
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Sample Plan of investigation
(Do not copy. This should only serve as a guide to show you what your plan of investigation
should look like.)

How Does Social Media Affect Parent-Child Relationships?

Since the internet has been installed in my home, I have been using social
media more and more; consequently I have observed that my parents and I
talk less and less. I have therefore chosen the topic, ​How Does Social Media
Affect Parent-Child Relationships?​ for my portfolio because I want to confirm
that social media has an impact on how parents and children communicate
and socialize.
As I embark on this research I will be learning and using new skills such as
gathering and processing information, engaging in the writing process, using
Standard Jamaican English appropriately and contextually and using
language techniques to make my writing more effective. I will also be
obtaining information that will prove that social media has a negative impact
on parent-child relationships.
To find an answer to my research question, I will be searching the internet
for an article about social media and family relationships, I will be using an
interview aired on Television Jamaica during Smile Jamaica in which a
psychologist discusses how social media affects how families communicate
and I will be searching the Jamaica observer for any cartoon strips of social
media usage in a family setting.
In conclusion, I hope to use a number of English language skills as I
interact with the materials I collect, skills such as ​identifying the main ideas,
writer’s techniques and tone in each piece. I will also use the skills and
information gained from interacting with the text to assist in writing my group
report as well as planning and delivering my oral presentation.

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Scoring Rubric – Plan of Investigation
Now submit the second draft of you plan of investigation to your teacher after you have
used the rubric below to evaluate your own work. Remember to reduce the word count to
100 in the second draft.

Rating Scale
Areas 0 1 2 3 Final
Score
(a) Reason for No reason and Reason given is Appropriate Original /3
choosing the title given or vague or weak reason and and
topic and obscure reason ; title insightful
selection of with appropriate given reason
title inappropriate title and
title given title given

(b) Expected No benefits Benefits given Benefits are Benefits /3

benefits to given are not clearly clearly are
you as a stated, few are expressed, but clearly
student of attainable they are not all expressed ,
English sound, most sound and
are attainable
attainable
(c) Proposal for Material to be Material to be Material to be /2
collection collected not collected collected
and use of stated stated stated
material (type or nature (type or nature
of material) of material)
Limited list of Various
sources given sources
for possible
material
(Internet etc…)
given
Use of the Use of the Use of the /2
English English English
Language Language skills Language skills
skills to be used outlined and clearly
in analysing the an outlined
material not attempt made and clear
stated to indicate how indication of
they will be how they will
used. be
used provided.

Total /10

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Now record your Final Draft of the Plan of Investigation

Remember to use the rubric to guide you and keep your word count to 100 or less.

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Task 6 Gather Information
Information gathering is important if we are to solve problems and create better societies.
However gathering information can be very challenging since we live in an age overflowing
with sources of information. With so many information sources at our fingertips, knowing
where to start, sorting through it all and finding what we want can be overwhelming!

How to conduct research/gather information?

There are two broad sources from which we can gather information. They are:

1. Primary Sources/Research

Primary research is any type of research that you go out and collect yourself. Examples
include surveys, interviews, observations, and ethnographic research (studying people in
their own environment using observation or interviews). A good researcher knows how to use
both primary and secondary sources in his/her writing and to integrate them in an organised
way.

2. Secondary Sources/Research

Secondary research involves accessing information that has already been gathered.
Secondary sources include textbooks, websites, newspapers, journals and reports.

You need to gather information from at least three different sources to complete your
investigation into your topic. For the purpose of this SBA there is no need to use any primary
sources.

Here are some sources of information:

Biographies
Histories Advertisements
Novels Brochures
Poems Cartoon Strips
Plays Diaries
Reports Magazines
Short Stories Newspaper
articles
Speeches (public) Interviews
Questionnaires Pamphlets

Discuss with your group members the best sources for your particular topic/issue.

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Record which three sources you will use:

1. _________________________________________________

2. _________________________________________________

3. __________________________________________________

The world is full of information to be found—however, not all of it is valid, useful, or accurate.
Evaluating sources of information that you are considering using in your writing is an
important step in any research activity.​ ​Now to ensure that you are choosing the best source
of information, you must evaluate each source that you have selected. Here is a checklist to
help you to evaluate your sources. If you have evaluated your sources and they are not
valid or credible or accurate then you need to search for information all over again:

Task 7 Evaluate Sources of Information

Checklist for Evaluating Information collected from secondary sources:

● Consider the author – is he/she an expert on the subject? For what purpose is he/she
writing? Are his/her credentials given?
● Read the preface or introduction - What does the author want to accomplish? Browse
through the table of contents and the index. This will give you an overview of the
source. Is your topic covered in enough depth to be helpful? If you don't find your
topic discussed, try searching for some synonyms in the index.
● Check for a list of references or other citations that look as if they will lead you to
related material that would be good sources.
● Determine the intended audience. Are you the intended audience? Consider the
tone, style, level of information, and assumptions the author makes about the reader.
Are they appropriate for your needs?
● Try to determine if the content of the source is fact, opinion, or propaganda. If you
think the source is offering facts, are the sources for those facts clearly indicated?
● Do you think there's enough evidence offered? Is the coverage comprehensive? (As
you learn more and more about your topic, you will notice that this gets easier as you
become more of an expert.)
● Is the language objective or emotional?
● Are there broad generalizations that overstate or oversimplify the matter?
● Does the author use a good mix of primary and secondary sources for information?
● If the source is opinion, does the author offer sound reasons for adopting that stance?
(Consider again those questions about the author. Is this person reputable?)
● Check for accuracy.

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 ● How timely is the source? Is the source twenty years out of date? Some information
becomes dated when new research is available, but other older sources of
information can be quite sound fifty or a hundred years later.
● Do some cross-checking. Can you find some of the same information given
elsewhere?
● How credible is the author? If the document is anonymous, what do you know about
the organization?
● Are there vague or sweeping generalizations that aren't backed up with evidence?
● Are arguments very one-sided with no acknowledgement of other viewpoints?

Deciding Whether to Use the Internet or Print Sources?

There are millions of digital texts and sources on the internet. Understanding the difference
between what you can find on the Web and what you can find in more traditional print
sources is key to evaluating your sources.

Some sources such as journal or newspaper articles can be found in both print and digital
format. However, much of what is found on the Internet does not have a print equivalent,
and hence, has low or no quality standards for publication. Understanding the difference
between the types of resources available will help you evaluate what you find.

Publication process

Print Sources:​ Traditional print sources go through an extensive publication process that
includes editing and article review. The process has fact-checkers, multiple reviewers, and
editors to ensure quality of publication.

Internet Sources:​ Anyone with a computer and access to the Internet can publish a Web site
or electronic document. Most Web documents do not have editors, fact-checkers, or other
types of reviewers.

Authorship and affiliations

Print Sources:​ Print sources clearly indicate who the author is, what organization(s) he or she is
affiliated with, and when his or her work was published.

Internet Sources: ​Authorship and affiliations are difficult to determine on the Internet. Some
sites may have author and sponsorship listed, but many do not.

Sources and quotations

Print Sources:​ In most traditional publications, external sources of information and direct
quotations are clearly marked and identified.

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Internet Sources:​ Sources the author used or referred to in the text may not be clearly
indicated in an Internet source.

Bias and special interests

Print Sources: ​While bias certainly exists in traditional publications, printing is more expensive
and difficult to accomplish. Most major publishers are out to make a profit and will either not
cater to special interest groups or will clearly indicate when they are catering to special
interest groups.

Internet Sources:​ The purpose of the online text may be misleading. A Web site that appears
to be factual may actually be persuasive and/or deceptive.

Author qualifications

Print Sources:​ Qualifications of an author are almost always necessary for print sources. Only
qualified authors are likely to have their manuscripts accepted for publication.

Internet Sources:​ Even if the author and purpose of a website can be determined, the
qualifications of the author are not always given.

Publication information

Print Sources:​ Publication information such as date of publication, publisher, author, and
editor are always clearly listed in print publications.

Internet Sources:​ Dates of publication and timeliness of information are questionable on the
Internet. Dates listed on Web sites could be the date posted, date updated, or a date may
not be listed at all.

Now use the checklist to evaluate your three pieces of communication.

Authorship
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Sources including references/citations

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Author’s Purpose & Intended audience

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Bias
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Coverage of information
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Now that you have evaluated your sources you need to share your information with the rest
of your group.

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Task 8 Group Activities
Each group member would have collected three pieces of communication. In your groups
you will discuss each piece of communication then the group will decide and select the
three most appropriate pieces.

As a group, you will choose the best way to conduct this activity and then you will carry out
the following tasks (tasks may have to be completed in a number of lessons)):

Each group member will

1. summarize the three pieces of communication collected;

2. give a personal response to information collected by all members:
3. evaluate the writer’s intent and tone;
4. justify choice of material collected
5. discuss organizational techniques and how these contribute to meaning;
6. record what others said about his/her information.

Task 9 Choose the three Stimuli for Group Interrogation

As a group you will discuss the pieces of texts brought by each member of the group. Then
together will select three pieces that the group will use for analysis and reflection.

Here is a guide to help you interrogate the three pieces of text:

1. As you read the “text”, practise:

(a) thinking about what you are reading;

(b) reflecting on what you are reading;
(c) asking yourself questions about what you are reading;
(d) making guesses about what you are reading.

2. Practise close reading by:

(a) outlining key points of what you read;

(b) paraphrasing what you read;
(c) predicting what you will read next.

3. Look at how the paragraph is organised:

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(a) A main idea followed by a set of minor points; or
(b) Two or more contrasting ideas; or
(c) A sequence of activities.

4. In “listening and speaking” in your group or in class:

(a) speak to the purpose;

(b) keep the audience in focus;
(c) notice the context in which you are participating.

B. Self-Evaluation
You will have to evaluate yourself as you work within a group. Your evaluation will also be
included in your portfolio. You will do a ​Participation Measure.

Participation Measure
You are required to assess how well your individual participation contributed to the group.
Use this rating scale below to help your teacher to assess your participation.
For these experiences, to what extent do you agree or disagree with the following
statements:

Disagree Uncertain Agree

(score -1) (score 0) (score +1)
1. I know what I am
expected to do to work
well in a team
2. It is easy to focus on what
is taking place in my group

3. In the group, I feel

self-confidence,
self-esteem and
self-efficacy.
4. I know how to manage
how I behave in the group
5.
always manage my
tasks on time and
thoroughly

The Total Mark for Individual Participation will be 5 marks based on the responses obtained
from the rating scale above.

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This scale should be completed by you in discussion with your teacher on two different
occasions. After your first self-assessment, have a discussion with your teacher and whatever
suggestions/feedback your teacher gave should be used by you to improve your
performance. The second assessment should produce the final mark out of five agreed on
by you and your teacher.

Think of your experiences as you worked and participated in the activities of your small
group.
Especially, reflect on 4 things:
1. How your mind kept wandering away from what the group was doing.
2. How you felt when it was your turn to share your ideas with your group.
3. How you listened to what each person was saying and waited your turn to speak.
4. How you became involved in sharing what each person was doing.

C. Quality of Within-Group Activity

You will also be measured on how well you participated in group activities. below is the
rubric your teacher will use to score your group. Use it to score yourself to see how well you
will do.

Rating Scale
Facets of Process 0 1 2 3 Final
Score
1 Communication Plan of work not The plan of work All members have /2
known by all exists and seen , read
group members most group and discussed the
members have plan of
seen , read and work
discussed it
2 Collaboration No awareness of Some awareness Members seek out /2
what members of of what and are
the group are members of the aware of what all
doing group are members
doing of the group are
doing
6 Reflection* Group members Group members Group members Group members /3
show no engaged in engaged in engaged in
evidence of reflection on work reflection on work reflection on work
reflecting on their at the end at the end at the end of
work of some of the of most of the all of the activities
activities or activities or or sessions
sessions sessions

7 Interaction There is obvious Members attempt Members are Members respect

misunderstanding
among
to resolve
issues and
actively
creating
and
appreciate each /3
members. Group problems to interaction with other; and
unable to ensure a each other and show empathy to
resolve problems comfortable displaying all members
relationship trust and respect
among group
members

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 Total /10

Task 10 Written Report

This report should be written by the entire group. Each group member would have collected
three pieces of communication. In your groups you will discuss each piece of
communication. As you engage in the discussion please make sure that you do the
following:

In your personal notebook:

1. Take notes of what your group members say about the ‘text’ you selected.

2. Summarise the text you read, and cite the ‘text’ accurately.

3. Write sentences that support what you ​think ​or ​feel ​about the ‘texts’.

4. Use your personal experiences to tell what you think or feel about the texts used in your
group.

5. Write your opinions boldly. However, find facts and opinions expressed by other persons to
support your opinions.

After you have done these things, you and your group members will write ​ONE ​report on how
this part of the SBA process was carried out. Follow the attached rubric to help you. A copy
of the report will be placed in the portfolio of each member of the group.

The report should be between 250 and 300 words

This is a report on the research process. This also states the outcome of the research, that is
what were your findings for the investigation you conducted?

You can answer these questions in your written report.

As a group:

*What steps have you taken to get your work done?

*How did you collect the data?
*Are you happy with the pieces you have chosen?
*Are you happy working as a group?

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*Did you learnt individually or as a group?
*Did you meet as a group? When?
*Do you think the group was effective working together?

SAMPLE Written Report

Group 2 participated in gathering information as part of an investigation into different
aspects of Technology. The group collected material from several different sources however
through discussions, the three most pertinent pieces of communication were chosen by the
group.

We chose a newspaper article taken from the Jamaica Observer dated November 17,
2016 entitled, The New Babysitter – The World Wide Web which discussed how many parents
in Jamaica were allowing their young children to spend hours on the internet as a way of
getting the children to stay calm. The article went on to say that a significant number of
these children had behavioral problems as a result of increased exposure to the internet. A
recorded interview aired on Television Jamaica on October 3, 2015 was also used. The
interview was aired during the programme, “Health Talk” and featured a sociologist, Dr.
Jean Gordon discussing all the social problems displayed by persons, especially children who
spent long hours on social media. Dr. Gordon explained that many of these children
displayed uncontrollable behavior which affected the family and often caused extreme
stress. The third piece of communication was a cartoon strip retrieved from the internet at
www.photoshuttle.com​ which featured a father texting his son who was sitting next to him on
the sofa to pass the remote. These three pieces were selected because it was felt that they
were the most pertinent to our theme.

These pieces were chosen after each member presented his/her three pieces to
thegroup, summarizing what each piece was all about. Each member of the group gave his
or her views on each of the pieces of communication presented. The three pieces chosen
by the group were chosen because it was felt that the information in those pieces were
humourous and interesting as well as relevant and valid and they accurately captured the
essence of the group’s theme.

To complete the processes above the group met on several occasions to choose a
leader, hold group discussions and interrogate the three stimuli chosen. The group activities
were well conducted and proved stimulating as we generated ideas for our oral
presentations.

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 From our interaction, we were able to see a clear correlation between the use of
technology and a deterioration in human interactions. We also saw the writers’ use of a
number of language and organisational techniques which enhanced the writers’ messages.

SCORING RUBRIC FOR WRITTEN REPORT

Facet of Task Rating Scale

1 2 3 4

1. Content Does not meet the The required Contexts in/from Contexts in/from
required number of number of stimuli which the stimuli which the stimuli
pieces has been selected are chosen are are chosen are
but some of the explicitly given. explicitly given.
Stimuli chosen are issues are only
of little relevance or implied. There is evidence of There is clear
a weak attempt is the procedures evidence of the
made to force Some tasks are used in selecting procedure used in
relevance noted but the three stimuli selecting the three
generally there stimuli
Only one or two seems to be Some of the issues
tasks inadequacy, and associated with Issues raised (in the
attempted lack of clarity. the stimuli are not stimuli) are clearly
clearly stated defined and fully
The report indicates (more information is explored
an understanding of needed)
tasks but All relevant tasks
execution is There is indication (processes,
insufficient of the tasks to be procedures)
done but some which should have
aspects are left out been/ are to be,
performed by
group members
and described in
the reporting are
noted and
defined.

2. Evidence of Weak response to Analysis focuses on Excellent response

investigation the tasks: some of the to the tasks:
(focus, summary, key issues. (focus, summary,
analysis) analysis)
Good evidence of
Issues are not research Analysis focuses on
clearly identified the key issues.
Good handling of
Inadequate documentation Findings of
evidence of with the occasional discussions and
research error. research

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 of the relevance to
the stimulus
material are clearly
stated

All sources of the

various stimuli are
acknowledged and
documented.

Any comments on
the stimuli, apart
from students’
original comments,
are appropriately
acknowledged and
documented

3. Language use The report: The report: The report:

and vocabulary
Good control of Very good control Excellent use of
basic grammar, of language Standard English in
vocabulary and (grammar and the appropriate
mechanics. vocabulary) - errors tone and register
do not suggest lack
Competent of capacity The vocabulary
sentence structure shows excellent
but lacking in knowledge of and
maturity of interaction with
expression. the issues and
context.

Now record your Draft of the Written Group Report

Remember to use the rubric to guide you and keep your word count to 300 or less.

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Task 11 Oral Presentation

You will deliver a personal response to your topic or theme. This will be an oral presentation
done in class. The presentation should be delivered in 3 to 5 minutes. The oral presentation
should be delivered in standard English and in a genre that you choose, for example,
drama, poetry, prose, role play, speech, argument, exposition. You should deliver a brief
overview of the presentation including the genre chosen, the sources used and a comment
on the kind of language used in the piece. All of these will be written in a brief plan of the
Oral Presentation which must be submitted in the Portfolio.

What should you do in order to enhance your performance of the Oral Presentation?

1. ​View a copy ​of the Scoring Rubrics for Oral Presentation.

2. ​Read and discuss ​within your small group the concepts defined for each of the three
facets and the behaviour expected for each level of the facets.

3. ​Practise your oral presentation ​skills in about 3 or more ways:

(a) before a full-length mirror at home;

(b) before an adult (preferably, a parent), giving you feedback;
(c) use an audio recording of an oral presentation, listen to the recording two or more times,
and perform a self-assessment using the Scoring Rubric.

Sample Oral Presentation Plan

Note that the oral presentation must not be transcribed and placed in your portfolio but a
brief plan of the presentation must be included in the portfolio.

Title : ​The Social Madness

Genre Chosen: ​Poetry

Justification of Genre: ​This genre was chosen by me because I felt that it lent itself to much
drama which could gain and sustain the audience’s attention. I am also very good at
writing poetry hence I chose this method.

Source of inspiration: ​My mother who got me thinking about the title in the first place.

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Literary Inspiration: ​A poem, ‘Ol Higue’ by Mark McWatt inspired the form of poetry I chose.

Language Used:

● Formal register
● Rhetorical question

Summary of Oral presentation: ​The Social Madness is in the form of a dramatic monologue
being given by a phone lamenting how enslaved it is - how tired and overworked by a teen
who texts non-stop. The phone will then observe the havoc that the teen’s actions have on
members of her family.

Sample Transcript of Oral Presentation

I Quit

You think I like this foolishness?

Being kept up all night without sleep and

Not to mention the belly pain of having all my buttons pushed?!

You think I wouldn’t rather have an ordinary job?

With a middle aged or old man who used me appropriately

Just to occasionally keep in touch with family?

I quit

Don’t tell me to wait a bit

I’m having no more of it!

This teenager wrecking my life

And causing much strife!

Her mother blaming me

For her non-productivity.

She doesn’t talk, only text

I can only guess what’s next

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 So I quit and that’s it!

Task 12 Reflections
Reflective writing​ is writing that is formal or informal about a subject matter after it has been
presented in literature or other media, using emotions, memories or thoughts. Reflective
writing is often used as a reaction to what has been read or to pull knowledge from a
specific event, piece of literature or lesson that has been presented. It can be used to
determine key points or to form new ideas about a subject. Reflective writing is a key
strategy that can help improve writing by making thoughts more developed and precise, as
well as enhance critical thinking.

Reflection is:
▪ a form of personal response to experiences, situations, events or new information.
▪ a 'processing' phase where thinking and learning take place.
There is neither a right nor a wrong way of reflective thinking, there are just questions to
explore.
The illustration above ​shows that the reflective thinking process starts with you. Before you
can begin to assess the words and ideas of others, you need to pause and identify and
examine your own thoughts.
Doing this involves revisiting your prior experience and knowledge of the topic you are
exploring. It also involves considering how and why you think the way you do. The
examination of your beliefs, values, attitudes and assumptions forms the foundation of your
understanding.

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Reflective thinking demands that you recognise that you bring valuable knowledge to every
experience. It helps you therefore to recognise and clarify the important connections
between what you already know and what you are learning. It is a way of helping you to
become an active, aware and critical learner.
You will engage in personal reflection here. You will make three entries which will be
included in your portfolio. Each reflection is in response to each of the three pieces of
material you have collected.

Reflection 1
You will say how the EACH of the three pieces of communication you have chosen have
affected your thinking about the issue/topic.

Reflection 2
The second reflection should discuss how language was used in EACH of the three pieces of
material selected.

Reflection 3
T​he third Reflection should state how the process of doing the SBA has helped you to
become a better person.

Your reflection MUST be written in class so your teacher can oversee the process.

Sample Reflection 1
Before I collected information on my topic, I thought that technology was only used by
young people and that more often than not they used technology inappropriately. I also
thought that technology was a real barrier to communication within the family.
Upon gathering my three stimuli, I found that some of my initial thoughts were confirmed
especially the idea that technology could be a barrier to communication; but I also found
that the pieces helped me to look at the issue from new perspectives. For example the
cartoon strip that I collected really helped me to appreciate that parents can also use
technology inappropriately as the cartoon illustrated a dad texting his son who was sitting
next to him on the sofa. The newspaper article also confirmed this idea because it
suggested that many parents were using technology to control their children which
suggested that they were not parenting in an appropriate manner.
Finally, the interview helped me to see that the issue was not a simple one but that many
complex and serious social issues arise from the inappropriate use of technology.

Sample Reflection 2
The Jamaica Observer article employed the use of formal register and used erudite English in
its discussion of how social media affected families. These techniques were also employed
by the speakers in the TVJ interview and added credence to the information given. The
consultative register was used in the interview as the host questioned the sociologist. The
comic strip on the other hand employed the use of the informal register and used puns to
create a comic effect. Upon considering the use of these techniques, I realised that each
writer or speaker used these techniques deliberately to achieve a certain goal for example
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the article and interviews inspired trust and were very credible while the article inspired
humour and made me think deeper on the issue.

Sample Reflection 3
Before I collected information on my topic, I was constantly on social media to the chagrin
of my mother and father. Now that I have engaged in the process of analysing information
pertaining to social media and family relationships, I have reduced my social media usage
and have began to make an improvement in the way I communicate and interact with my
parents. I also improved in the way I work in groups as prior to this process, I absolutely
loathe working in groups as I always ended up doing all the wrk but after my teacher
guided us on how to work in groups and suggested that we change the leader of our group
each session, I began to see that group work could be fun especially since my group
generated some great ideas and worked well together. Finally, engaging in data collection
helped me to understand the whole concept of plagiarism better and I learned how to
correctly cite information and most important, I learned the importance of respecting other
people’s intellectual property.

Now, look back at the introduction to make sure that each required
component is included in your portfolio. Make sure you have revised your work
and corrected any errors in grammar, spelling, diction or mechanics. Make
sure that any feedback your teacher gave was used to correct your work.

Congratulations, you have successfully completed your CSEC

English A/B S.B.A!!!!!

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