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paper 3

The purpose of paper 3 is to replace the SBA that is done in the formal secondary school system, making this paper 3 one that was created for anyone sitting the English Language examination outside of a formal school setting. Therefore, it mimics the three artifacts in the SBA and ensures that all the topics are covered. The topics are summary writing, identification and analysis of language techniques, and the exploration of the Oral Presentation in terms of composition and characteristics of an audience, as well as techniques to keep an audience interested in the presentation. Finally, the paper requires that you, the student, produce a written piece that reflects the theme of the artifacts in the exam paper. The text options for the artifacts are a poem, a cartoon, a song, a picture, a flyer, and an article. The exam is based on three of these options. 
1A

​Q. Outline the main idea or issue presented in EACH of the THREE texts. (6 marks).

This question is asking you to summarize the content of the three artifacts. The question is worth six (6) marks, so you must try to have at least two sentences per artifact. Where the artifact is lengthy, use your discretion to add necessary details. The process of summarizing involves reading the information and picking out only the important information. If the artifact is an article, try to locate the topic sentences; if it is a poem or song, summarize by stanzas; if it is a cartoon, picture, or flyer, take note of the actions of the characters, as well as the words that they are saying. For a flyer, in particular, make note of the subheadings, as well as any points listed, to help in formulating the summary. You receive 2 marks per response for a complete summary. The final score is 6 marks.
Checklist for writing a Summary:
  1. If the artifact is an article, try to locate the topic sentences in each paragraph. You can also use the concluding sentences if they are not repetitive and they add necessary details. 
  2. If it is a poem or song, summarize by stanzas. Where there are repetitions, omit them.
  3. If it is a cartoon, picture, or flyer, take note of the actions of the characters, as well as the words that they are saying. Also, observe the title and any subheadings. 
  4. For a flyer, in particular, make note of the subheadings, as well as any points listed, to help in formulating the summary. This is in addition to observing the actions of the characters as well as what they are saying.

Answer:


​TEXT 1: The main issue presented in the speech in text 1 is that homelessness is a major problem. People become homeless due to various issues, like losing their jobs or simply an inability to afford the rising cost of rent. The major takeaway from the article is that we must stop blaming people for the issues that befall them and start finding ways to help them because homelessness affects us all. Homelessness increases poverty because it weakens communities and creates fear and inequality, but, more importantly, it takes away the right to safety and security. Even though the problem is big, solutions exist.
TEXT 2: The main issue presented in the flyer in text 2 is the issue of homelessness. It outlines the fact that a homeless person has nowhere to go and that the common reasons why people become homeless are job loss, high rent, family problems, and health issues. The flyer also outlines the challenges that the homeless face, which range from a lack of safety and security to poor health and hunger. Finally, the flyer outlines that we can help by providing food and care, showing kindness and respect, and supporting shelters. The overall message is that everyone deserves a home, and we can work together to help them.
TEXT 3: The main issue presented in the poem, in text 3, is that homeless people live in an uncomfortable situation, in which this discomfort seems to last longer than a year. It outlines the persona’s perplexity at being homeless in a world that is filled with houses. The persona holds out hope that someday someone will be kind to them because everyone deserves a home.
1B

Q. Choose ONE of the three texts and assess the appropriateness of the text you have chosen for the purpose of communicating the idea or issue. You must use examples to prove your point.

This question asks you to choose one of the texts, either text 1, 2, or 3. After you have chosen the text, you are to state if the text is appropriate for the delivery of the message. The last step is to state why it is particularly appropriate to deliver the message.  The best way to answer the question is to consider the elements of the text, then choose one of the elements to discuss. You can actually choose the element that you will explore before you sit the examination. You receive 1 mark for the statement of the suitability of the text, 1 mark for a clear and appropriate explanation of why the text is suitable, and 1 mark for the use of at least one appropriate example. For the example below, we will examine the appropriateness of all three texts, but in the exam setting, you must examine only one.

Checklist for answering 1b:
  1. Identify the two texts that you will be exploring.
  2. Note the elements of these two artifacts, then choose one or two of them to explore.
  3. Clearly state the suitability of the texts.
  4. Ensure that you use at least one appropriate example.
  5. Give a clear and appropriate explanation of why the text is suitable; the emphasis should be on how the text helps to make the message clearer.

Answer:
Statement of the suitability of the text.
Use of at least one appropriate example.
Clear and appropriate explanation of why the text is suitable.

TEXT 1: 
Title of text: The title of the text is ‘Homelessness’.
Suitability: The medium used is a speech, and it is appropriate because it has a well organized body with supporting evidence. For example, there are three clear topic sentences, namely, people become homeless for many reasons, homelessness affects all of us, and solutions exist. All of these points are backed by clear evidence; for example, the reasons for homelessness are listed: losing their jobs, mental health issues, natural disasters, domestic violence, and simply an inability to afford the rising cost of rent. The organization of the body, with supporting sentences, ensures that this speech is suitable to deliver the message because this organizational structure allows the reader to understand the message well.
Statement of the suitability of the text.
Use of at least one appropriate example.
Clear and appropriate explanation of why the text is suitable.

TEXT 2: 
Title of text: The title of the text is ‘Understanding Homelessness’.
Suitability: The medium used is a flyer, and it is appropriate because the visuals are appealing to any audience. The main visual image is a little boy who is dirty, but still neat. This image grabs the reader/ viewer’s attention immediately because it is repeated on the flyer. His presence conveys the message that the homeless need help, especially homeless minors who are not equipped to take care of themselves. Overall, the effect of this is that the reader is engaged with the message, therefore ensuring a serious attempt to understand the message.
Statement of the suitability of the text.
Use of at least one appropriate example.
Clear and appropriate explanation of why the text is suitable.

TEXT 3:
Title of the text: The title of the text is ‘No Place to Call Home’.
Suitability: The medium is a poem, and it is appropriate because it uses metaphors. Examples of metaphors are ‘blanket of concrete’ and ‘pillow of fear’. This device increases the reader’s empathy because life must be hard and unyielding for the homeless person if it is compared to concrete. The result is that the reader is then forced to think about the issue being presented, which is what one wants to happen in a poem. This leads to reader/ listener engagement with the message, leading to an understanding of the message.
​1C

Q. For any TWO of the texts given, choose ONE language technique used in EACH and explain its effectiveness.

Language techniques are the tools that writers use to persuade, explain, describe, or simply shape the meaning that they want to convey in a story. In the context of this exam, and in particular this question, you are required to identify the technique that the writer of the text has used and examine how effective it was in discussing the issue. You can do this by first identifying the writing style, then identifying which technique, based on the writing style, was used. At this point, you can then examine its effectiveness. Here is a list of structural language techniques that are helpful in answering this question. You receive 1 mark for stating the technique, 2 marks for a complete, clearly expressed explanation of the effectiveness of the technique, which must include the effect created by the use of the technique. For the example below, we will explore the answer for all three texts, but in the exam setting, you must examine only two.
​Checklist for answering the suitability question, for 1c:
  1. Identify the title of the text that you have chosen.
  2. Choose a writing technique based on the writing style that aligns with the text.
  3. Give at least one example of the technique.
  4. Each technique has a purpose, so isolate that purpose and use it to explore the effectiveness of the technique.

​Answer
​
TEXT 1:
Title of text: The title of the text is ‘Homelessness’.
Technique used: The technique that is used in this speech is the use of short sentences. In body paragraph three, the sentence “The right to safety and security” is used, while in body paragraph three, the phrase “No single group can solve this issue alone” is used.
Effectiveness: The effect of using these shorter sentences is that they change the pace of the paragraphs; they slow the sentences down. When this is achieved, the reader is forced to focus on these sentences, ensuring that they are emphasized. This immediately enhances clarity and comprehension for the reader. This is the case because they are forced to think about the points. The shorter sentences also have the added advantage of ensuring that the audience is engaged. This is because the audience or reader is not given the chance to get bored by consistently long, tedious sentences.

TEXT 2:
Title of text: The title of the text is ‘Understanding Homelessness’.
Technique used: The technique that is used in this flyer is cause and effect. This is seen under the subheadings ‘Why do People Become Homeless’ and ‘The Challenges of Homelessness’. These headings indicate an effect, while the causes are listed in the flyer.
Effectiveness: The effect of using cause and effect is that it persuades the reader to believe the information that is presented. This is the case because it connects a problem, which is the cause, to a solution, which is the effect. This connection appeals to people’s sense of logic, so they end up believing the information in the flyer.






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TEXT 3:
Title of text: The title of the text is ‘No Place to Call Home’.
Technique used: The technique that is used in the poem is a metaphor. The metaphors are ‘A blanket of concrete’, ‘a pillow of fear’, and ‘hope is a lantern’.
Effectiveness: The effect of using these metaphors is that they add a deeper meaning to the poem. For example, ‘blanket of concrete’ and ‘pillow of fear’ speak to the serious hardship that the persona, in the poem, endured due to her homeless state. Concrete is tough, so if that is being presented as someone’s blanket, then life is extremely hard. A pillow is supposed to be soft, for you to lie your head on when you are in your most vulnerable state, and if this pillow is fear, then the idea of fear as being pervasive is being highlighted. Finally, a lantern gives weak light; it can barely puncture the darkness, so hope is weak. These metaphors are effective because they give the reader a deeper understanding of the poem.
​2A

Q. In making the presentation, it is important to consider the delivery to the audience. State THREE guidelines which a speaker must follow when making an oral presentation.

An oral presentation is any spoken delivery that is organized for an audience. This means that it is structured and it has visual elements to hold the audience’s interest. Therefore, the oral presentation is very audience centered, so ensure that your answer focuses on the delivery of the presentation. Some possible considerations, when presenting to an audience, are how you use your voice, your physical behaviour on the stage, eye contact, and how you use your time. 1 mark is awarded for a clear statement of the guideline. Here are some possible answers to this question:

Possible Answers
  • Maintain eye contact - Maintaining eye contact ensures that the audience feels included in the presentation, so it increases the intimacy between the giver of the message and the receiver of the message. This increases (www.bulbsoup.com) audience engagement because it helps the presenter to gauge the audience’s interest, which builds a connection and, inevitably, ensures that the audience remains attentive.
  • Maintain a positive body language - This occurs when the presenter uses purposeful gestures to reinforce points and to keep the audience focused on you, the presenter. So, you should move with purpose, to emphasize transitions, and stand so that you, the presenter, can be seen and heard. These physical behaviours can also include dressing appropriately because it conveys professionalism, which leads to audience respect, and can boost the presenter’s confidence. This matters because credibility is increased, and the listeners remain engaged.
  • Stay within the allocated time - Staying within the allocated time is important because if your speech is too lengthy, your audience will become disinterested. So, it is important to control the time of your speech because this also helps with pacing. As the presenter, you have to slow down or speed up to emphasize points in order to keep the audience interested.
  • Use active delivery, not memorization - Active delivery is when you sound conversational, rather than scripted, or reading from a script. It is necessary to rehearse your speech in order to be able to speak eloquently and fluently during the presentation. This helps with the presentation because active delivery promotes vocal variety and pacing. This means that active delivery ensures that you naturally vary your speech, pitch and volume, which keeps your audience engaged.
  • Engage and adapt to your audience - In order to engage your audience, invite interactions with them and ask them questions. This keeps the audience involved with the content of the presentation. Adapt to the audience by tailoring the language that you use, as well as the examples, and watch for signs of confusion or disinterest so that adjustments can be made to your delivery to counteract this. The result of engaging and adapting to your audience is that your audience remains interested in the presentation.
  • Relevant content - When delivering a presentation to an audience, it is important that the content matches the audience. For example, if you are presenting to a group of 16 year old girls, the content must be different from the one that you are delivering to a group of third-year university students majoring in engineering. The difference in the level of knowledge and interest must be accounted for in order to maintain the interest of the audience. This is because irrelevant and overly complex materials, or the opposite, too simplistic information, can cause disengagement.
  • Use of visual aids - Visual aids are Google Slides, charts, videos, handouts, posters, PowerPoints and props. The advantage of using visual props in a presentation is that they reinforce the spoken word and make abstract ideas become more concrete, especially for visual learners. Generally, the use of visual aids helps to maintain the audience’s attention, especially in long presentations.​

Answers
Guideline 1: Maintain eye contact - Maintaining eye contact makes the audience feel included in the presentation because the particular members who receive the eye contact will feel like they are being directly spoken to. This then increases audience engagement because it helps the presenter to gauge the audience’s interest, which builds and maintains a connection and results in an attentive audience.

Guideline 2: Maintain a positive body language - The presenter needs to use purposeful gestures to reinforce points and to keep the audience focused. Examples of this are moving to emphasize transitions and standing so that the presenter can be seen and heard. These physical behaviours can also include dressing appropriately to be professional. This leads to audience respect and can boost the presenter’s confidence. This matters because the credibility of the speaker is increased, and the listeners remain engaged.

Guideline 3: Stay within the allocated time - Staying within the allocated time is important because if your speech is too long, then your audience will lose interest. Staying within the allocated time also helps with pacing; the presenter can slow down or speed up the presentation to emphasize points, within the time frame, in order to keep the audience interested.
​2B

Q. You have been asked to make an oral presentation on the main idea or issue highlighted in the three texts. List THREE points you would discuss in the oral presentation.

In order to answer this question, it is important to reread each text and find at least one point from each. For example:
Checklist for answering 2b:
  1. Reread each text.
  2. Locate at least one point from each of the texts.
  3. List the points in the answer section.

Answer:
  1. Homelessness is a problem that can befall anyone at any time.
  2. Together, we can make a difference to alleviate the homelessness epidemic.
  3. Everyone deserves a home.
​2C

Q. Think of a group of persons who may be interested in the issues outlined in the oral presentation in 2b.
(i) List THREE characteristics of the group to which the presentation would be made.
(ii) Suggest THREE presentation techniques that you would use to keep the group interested when giving an oral presentation. Justify the suitability of each technique.

The issue that is being explored, in this example, is homelessness. When you are doing the exam, one of the first things that you need to do is identify the theme that runs through the three texts on the test paper, so that you can progress to identifying the group, then the features of the group. 
Checklist for answering 2c
  1. Make a list of the group of people who would be interested in the issue.
  2. Choose one of the people on this list.
  3. Identify 3 specific features (characteristics) of this group.
  4. List 3 presentation techniques that would appeal to this group and justify them.

Answer:
Think of a group of persons who may be interested in the issues outlined in the oral presentation in 2b.
Health & Wellness Professionals

(i) List THREE characteristics of the group to which the presentation would be made.
Characteristics of the group:
  1. Care about people’s physical and mental health.
  2. Provide medical and emotional support.
  3. Try to prevent health problems before they escalate
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(ii) Suggest THREE presentation techniques that you would use to keep the group interested when giving an oral presentation. Justify the suitability of each technique.
Presentation Techniques & Justification
  1. Open microphone  - Helps to turn personal stories of encounters with the homeless into action, because the health professionals can get ideas on how to handle the homeless issue from each other.
  2. PowerPoint presentation - The PowerPoint presentation can visually organize complex data on homelessness. So, the PowerPoint presentation can make the delivery more efficient because it is easier for the health and wellness professionals to understand.
  3. Handouts - Provide important information during the presentation that can be discussed quickly because everyone has access to the information. Particularly helpful during a practical session where the health professionals are asked to produce actionable results at the end of the presentation, aka, do a mini presentation in groups.
​3

Q. Create an original response based on ONE of the ideas or issues listed in 1a. You can use drama, poetry, song, prose, or any other suitable form. Please state the type of response before you begin. 

This section of the paper is marked based on content and relevance of response, organization, use of language, word choice, and voice. In terms of content and relevance, it is imperative that the relevance of topic and material must be unquestionable, the response must be focused on the theme/ subtopic (one word or phrase that defines all three texts), and there should be an appropriate and adequate use of details (from one or more of the texts) in order to create a good original response. How your work is organized is also important, so you are to ensure that the events in your piece are logically sequenced, with a coherent introduction and conclusion. Have good transitions between ideas and paragraphs, and make sure that your paragraphs contain an introduction, at least three supporting points, and a conclusion.
Use of language is another aspect of how you are graded. If you write a poem or song, literary devices must be used. If it is prose, you must use clear syntax and punctuation to enhance the meaning in your work. Continuing under the use of language, you should also indicate character through more than just name, but developed character traits and dialogue, and sentence structures (simple, complex, and compound) should be varied. Next is word choice. There are five elements that you should consider: use of natural language, your opinion must be obvious, appropriate use of parts of speech, awareness of jargon associated with the topic, and your vocabulary use should show reflection and thoughtful insight. The final consideration is voice/ style. Your writing must have a consistent personal voice, the writing must be an original reaction, so no plagiarism of other works, consideration of the intended audience, and the style must enhance the message.
​Contributor: Leisa Samuels-Thomas

​Reference:
https://courses.lumenlearning.com/wm-publicspeaking/chapter/methods-of-speech-delivery/ 
https://www.niu.edu/presentations/deliver/index.shtml 
https://training.fema.gov/emiweb/is/is242b/student%20manual/sm_04.pdf  ​​