Sentry Page Protection
APPROACH
Paper 03/1 (S.B.A)
Steps in the WRITTEN section of the S.B.A
- Inform the students about the S.B.A , see About the S.B.A.
- Place the students in groups OR facilitate students formin groups of 4-5.
- Assist the groups' formulation of a theme, topic, issue or event.
- Educate the students about research methods.
- Assist the formulation of a Plan of Investigation, by each student.
- Assist each student in reflecting on three sources.
- Assist the S.B.A groups to produce written reports on the S.B.A processes and procedures.
- Assist students in preparing speeches.
A. ORGANIZATION OF GROUPS
The first step in the S.B.A process is to either place students in groups, or allow the students to choose the groups that they join. The creation of a table, at this point, becomes helpful because it organizes the teacher, and, by extension, the groups. The table should, after the formation of the groups, contain (www.bulbsoup.com) important information, such as: the the theme/ event of the group, individual students' names, the individual topic of each student, e-mail address of each student, and the contact number for a parent.
B. THE THEME/ TOPIC/ ISSUE OR EVENT
THEME - 1. A subject of discourse, discussion, meditation or discussion, topic.
2. A unifying or dominant idea, motif etc.
TOPIC - 1. A subject of conversation or discussion.
2. The subject or theme of a discourse.
ISSUE - 1. A point in question or a matter in dispute
2. A point, matter, or dispute, the (www.bulbsoup.com) decision of which is of special or public importance
EVENT - 1. Something that happens, or is regarded as happening; an occurrence, especially one of some importance.
2. Something that occurs in a certain place, during a particular interval of time.
(www.dictionary.com)
Each group must decide on a theme that will form the lynch pin for the S.B.A. Examples of themes, topics or issues are:
- Female discrimination
- Crime and violence
- Drug abuse
- Sports among teenagers
- The Impact of Dancehall Music
While examples of events are:
- Graduation
- Carnival in Trinidad and Tobago
- Olympics
- funeral
- wedding
After the groups have formulated their themes, the individual students, within the group, need to formulate their individual topics. For example, if the group's chosen theme is The Impact of Dancehall Music, then possible topics for this theme could be:
- The impact of the music of female dancehall artistes on the self esteem of teenage girls
- The influence of dancehall music on soca music
- The impact that dancehall music, played loudly, has on a community
- The influence of current affairs on dancehall lyrics
C. RESEARCH METHOD
Before the PLAN OF INVESTIGATION is explored, it is necessary to discuss research methods. This is the means by which the students will acquire the data for their particular topics, which will feed into the general group theme. The student should research, and use secondary sources.
SECONDARY RESEARCH
This is any type of research in which information from an existing research, that others have gathered through primary research methods, is used. Secondary research (www.bulbsoup.com) material can be obtained in books, magazines, biographies and newspapers, and is probably the easiest, of the two, to conduct. These material can be accessed from the internet, or directly from the tangible source.
Texts, literary and non-literary, that can be used as secondary resource material are (CSEC Syllabus p.55):
- Biographies
- Histories
- Novels
- Poems
- Plays
- Reports
- Short Stories
- Speeches (public)
- Advertisement
- Brochures
- Cartoon strips
- Diaries
- Magazines
- Newspaper Articles
- Pamphlets
https://owl.english.purdue.edu/owl/owlprint/559/
http://designresearchtechniques.com/casestudies/secondary-research/
file:///C:/Users/Documents/SYLLABUS/CSEC%20English%20Syllabus.pdf
D. PLAN OF INVESTIGATION
A possible first step to writing the plan of investigation/ introduction, is to allow the student to fill out a form that specifies the exact information that is needed for this portion of the S.B.A. The advantage of doing this is that you, the teacher, will get an idea of the students thought process in a manageable format, that is easy to correct.
After each student's Plan of Investigation form has been corrected and returned, the student can use their form to produce the introductory paragraph. It should NOT exceed 100 words.
Based on the scoring rubric for the Plan of Investigation, here are a few tips that can help to ensure that the students receive the maximum scores:
1. Reason for choosing the topic and selection of title
The requirements for the maximum score is that the student must clearly state the title of the topic and give an insightful and original reason for embarking on their research topic. Therefore, the student cannot simply state that they are interested in the topic. This response is neither original or insightful. The online (www.bulbsoup.com) dictionary defines insightful as 'having and showing an accurate or deep understanding' while original is 'created personally, not a copy'. Therefore, if the topic of the research is 'The impact that dancehall music, played loudly, has on a community', the student needs to state some personal interest in it, possibly based on an experience that they have had, not simply state that they are interested in the topic. This will satisfy the criteria for 'original' and 'insightful'.
2. Expected benefits to you as a student of English
The students' answers, at this point, must be specific. He or she must relate this answer to an English Language or Literature skill that will be accessed, or sharpened, during the process of the research. Here are some possible options, based on the CSEC syllabus' aims.
This research will help me, as a student, to:
- develop/ enhance the ability to use Standard English.
- develop/ enhance the ability to edit and self assess.
- develop the ability to inform myself about social issues and to contribute reasoned opinions on said issues.
- facilitate an understanding and appreciation for the place and value of varieties of English and the dialects and Creoles of the Caribbean and other regions.
- develop/ enhance writing skills.
- develop the ability to use various forms of information, while acknowledging the contribution of such sources to one's development
- develop the capacity to assess the reliability of sources, especially those found on the internet.
3. Proposal for collection and use of material
The proposal for collection of material looks specifically at HOW the student intends to collect the data/ artifact. Since this is a secondary research, the student should not seek to create any original material, but to find material that already exists. The scoring rubric specifies that the type, or nature, of the material (data/ artifact) to be collected must be stated, as well as the sources for these materials (data/ artifact), for example, the internet. Therefore, when approaching the question of HOW the student plans to carry out the research, some possible responses could be:
- search the internet for articles
- read anthologies in order to select excerpts from short stories
- read the newspaper in order to procure articles
- search the internet for appropriate comic strips
- search the internet, via youtube, in order to source music videos
According to the scoring rubric, how the material (data/ artifact) will be used must be explicitly stated. So the student must indicate how the data will be used in the research. The different sections of the research are the reflection, the written report, the oral report and the oral presentation. Therefore, the student should indicate, generally, how the material (data/ artifact) will be used in these sections. Possible ways to achieve this are:
- inform the analysis for the reflection
- inform the processes, procedures and outcomes for the written report
- inform the content for the written report
- form the analysis for the written report
- provide the summary of sources for the oral report
- inform, generally, the oral presentation
- provide the stimulus for the oral presentation
*The Plan of Investigation is literally a plan that outlines HOW the student plans to proceed with the S.B.A. It is not a conclusion, so it so it should not be done at the end of the process of writing the S.B.A, but at the beginning. Whether or not the intended process, outlined in this Plan of Investigation, were achieved will be analysed in the processes and procedures section of the written report.
Plan of Investigation
It is important that, after each draft of the Plan of Investigation is returned, a log of dates is kept. The dates should be verified by both the teacher and students. It is also advisable that the teacher collects both a soft copy and a printed copy of the final draft of the Plan of Investigation.
E. REFLECTIONS
In order to get started on this portion of the S.B.A., it is necessary to reflect on the three artifacts that were procured during the research process. The artifacts can be written, audio, and visual. Simply put, you must have one written artifact, which can be an article, an excerpt from a book, a poem, or a comic strip, and the list is endless. The artifact needs to contain written words. Please note that this artifact cannot be short and it must contain at least two paragraphs, in order to ensure that a proper language analysis can be made. The audio (song, commercial, etc), as well as the visual (movie excerpt, music video, play excerpt, etc), must also contain enough words to facilitate a proper reflection. Therefore, if the commercial has three words, it cannot be used.
The syllabus stipulates that these artifacts must be analyzed, or reflected on, in three different ways. The artifacts must be analyzed in terms of how each artifact helped to shape the student’s thinking about the issue/ topic/ theme/ event. There should also be an analysis of how language works in the artifact, as well as how the process of doing the S.B.A. helped the student to become a better person. The students must NOT say that it has not impacted them.
On reflecting on how each artifact helped to shape the student’s thinking about the issue/ topic/ theme/ event, the students should think about:
- How they felt about the topic before engaging with the data sources.
- The impact that was created after reading/ engaging with the sources.
On reflecting on the language that is utilized in the artifacts, the student should identify the following:
- Whether the language used is formal or informal
- Whether the language used is standard or non-standard
- The form of writing used (persuasive, expository, descriptive, narrative)
- The writing tools that are used (diction, statistics, imagery, literary devices, etc.)
- The tone/ mood of the article and its appropriateness
- The audience/ age group to which the writing is directed
- The gender to which the writing is directed
On reflecting on how the process of doing the S.B.A. helped them to become a better person, the students CANNOT say that it has not impacted them. Instead, it is useful to identify some of the ways in which the students have benefited from the experience of doing the S.B.A. Examples of possible responses are:
- Learning tolerance while working in groups. (how working collaboratively in groups has impacted them)
- Becoming more critical in conducting research.
- Developing confidence in the knowledge of the issue/ topic.
- The process might have been laborious but they have become more knowledgeable.
The word limit for all three reflections, combined, is 450 words. The artifacts should be analyzed, or reflected on, simultaneously, for the three different headings. It is, therefore, prudent that all the artifacts are collected (during the research period) before the students start writing their reflections.
The three reflections should be presented in continuous prose, in one document. Therefore, you might have one to two paragraphs on reflection number one, then you proceed directly into the language analysis, in another two to three paragraphs. Your final paragraph would be the third reflection, which deals with how the research makes you a better person. There should be no heading breaks, just one continuous flow of prose.
Reflection
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F. WRITTEN REPORT
The students are required to work in groups, in this portion of the S.B.A. It is necessary, before the class, to have the students summarize and cite each of their three sources. The next step is for the students, in their groups, to pick three (3) out of the twelve (12) or fifteen (15) sources. They must decide which of the sources best exemplifies their group theme. After the groups choose the three (3) sources, they then make an action plan that defines the task that each student, in the group, will undertake. It is, essentially, a plan of tasks. The teacher, at this point, can help the students in planning their tasks by giving them questions that pinpoint what is needed in the Written Report:
It is recommended that the students split these tasks among themselves and work on them, individually, outside of the classroom. The students then take their individually completed tasks to the classroom, and work, in their groups, to compile the information into two to three paragraphs. These paragraphs should not exceed 250 - 300 words. After the group has completed the Written Report, the teacher should check to see that the Written Report have the following:
The students are required to work in groups, in this portion of the S.B.A. It is necessary, before the class, to have the students summarize and cite each of their three sources. The next step is for the students, in their groups, to pick three (3) out of the twelve (12) or fifteen (15) sources. They must decide which of the sources best exemplifies their group theme. After the groups choose the three (3) sources, they then make an action plan that defines the task that each student, in the group, will undertake. It is, essentially, a plan of tasks. The teacher, at this point, can help the students in planning their tasks by giving them questions that pinpoint what is needed in the Written Report:
- Specify exactly where each source was found. (Wikipedia/ Bulbsoup/ Youtube/ Anthology)
- Specify exactly how each source was found. (searching the internet/ reading a book)
- Outline, step by step, how the three (3) sources were chosen.
- Summarize each source in relation to the particular topic that it addresses.
- List the group members and state their specific tasks, regarding the construction of the written report.
- Based on #4, do the selected sources address the group theme? How?
- Identify where each source was found. (newspaper/ internet/ poetry anthology).
- Is each source valid or not, based on where it was found?
- Create a Reference page in which the artifact is cited using APA/ MLA/ Internet.
It is recommended that the students split these tasks among themselves and work on them, individually, outside of the classroom. The students then take their individually completed tasks to the classroom, and work, in their groups, to compile the information into two to three paragraphs. These paragraphs should not exceed 250 - 300 words. After the group has completed the Written Report, the teacher should check to see that the Written Report have the following:
- Identification of context (website/ anthology/ newspaper/ magazine)
- Specification of context: (Wikipedia/ A World of Poetry/ The Gleaner/ Time)
- Title of the source: ('Waiting to Exhale'/ 'Ol' Higue/ ''Teens Being Abducted'/ 'Teen Pregnancies on the Rise')
- Statement on the validity/ invalidity of each source.
- A very short summary of each source.
- A statement on the extent to which the sources address the theme
- A list of members of the group and their particular tasks.
- Citation of sources
Written Report
G. PLAN FOR THE ORAL PRESENTATION
The students are required to work, individually, on the plan for their oral presentation. This entails sitting in their groups and brainstorming appropriate genres for their presentation, based on their sources, as well as their individual topic. The oral presentation is, essentially, a reinterpretation of the individual students' topic, in a creative format. Therefore, the student must first decide on the genre/ form that their presentation will take. This can be:
The next step in this process is for the student to identify the sources that they used, and provide a short summary of the language in each (formal or informal/ general tone/ standard or non-standard/form of writing). This summary can be presented in note format ie bullet points.
The student's presentation should be based on their topic and should be delivered, primarily, in Standard English. There can be the use of local Creole, for emphasis, but it cannot be the primary form of delivery. It is not required that these presentations are recorded. The presentation should be 4 minutes in length.
The students are required to work, individually, on the plan for their oral presentation. This entails sitting in their groups and brainstorming appropriate genres for their presentation, based on their sources, as well as their individual topic. The oral presentation is, essentially, a reinterpretation of the individual students' topic, in a creative format. Therefore, the student must first decide on the genre/ form that their presentation will take. This can be:
- Drama: a short skit that involves the other group members, with the student having the primary and significant role. The other group members should play flat, supportive roles (role play)/ a commercial that warns about an action or promotes an event.
- Poetry: the student can write their own poem, dub poem, or whatever format they choose, that highlights their topic. It must be the creative reinterpretation of their topic.
- Prose; the student can write an argumentative speech that presents their perspective on their topic/ an expository piece that explains something about their topic/ a descriptive piece that describes an aspect of their topic.
The next step in this process is for the student to identify the sources that they used, and provide a short summary of the language in each (formal or informal/ general tone/ standard or non-standard/form of writing). This summary can be presented in note format ie bullet points.
The student's presentation should be based on their topic and should be delivered, primarily, in Standard English. There can be the use of local Creole, for emphasis, but it cannot be the primary form of delivery. It is not required that these presentations are recorded. The presentation should be 4 minutes in length.
Oral Presentation
Mandatory S.B.A Forms
Establishing ownership of work done - This form is to be completed during, and upon completion, of all the sections of the S.B.A that was done in the presence of the teacher. Therefore, this form should be completed at the end of the Plan of Investigation, the three Reflections and the Written Report. Each student should fill out, sign, and hand in this document to the teacher, upon completion of the before mentioned sections of the S.B.A. Please see page 47 in the Syllabus.
Student Schedule - This form is to be completed, by the S.B.A groups, before each section begins. Therefore, this form is to be completed before the Plan of Investigation, the three Reflections, and the Written report. The group members should discuss and fill out this form, and the group leader (at the time) should sign the document after the group has fully discussed, and decided on their action plan. This document should be handed up to the teacher. Please see page 48 in the Syllabus.
Scoring Rubrics
Plan of Investigation - This is where the student produces an introduction to the research. It basically gives the examiner a chance to see how the student plans to research the personal topic, which is under the umbrella of the group theme.
This rubric is a screen shot from the CSEC Syllabus. It is NOT the property of bulbsoup. Please see page 50 of the CSEC Syllabus for this form. (CXC 07/G / SYLL16)
Individual Participation - This is where the student is assessed, individually, in terms of how they interact within their groups. Below is a form that the teacher administers, and the student completes. On the first administration, the student fills out the form and the teacher discusses the results with the student. This is to give the student a chance to improve his/ her's score. The second, and final, assessment, is where the teacher assigns the score. Assessment times are at the teacher's discretion.
This rubric is a screen shot from the CSEC Syllabus. It is NOT the property of bulbsoup. Please see page 49 of the CSEC Syllabus for this form. (CXC 07/G / SYLL16)
Reflection - This is where the student reflects upon, or analyzes, the three artifacts that is produced from their research, under three headings. The first heading is how the artifacts have impacted their views on the topic, the second is a language analysis and the third looks at how the research has made the student a better person.
This rubric is a screen shot from the CSEC Syllabus. It is NOT the property of bulbsoup. Please see page 56 of the CSEC Syllabus for this form. (CXC 07/G / SYLL16)
Group Activity - This form should be used to assess the quality of the group activities, within the S.B.A groups. It should, therefore, be used to assess the S.B.A groups during the written report.
This rubric is a screen shot from the CSEC Syllabus. It is NOT the property of bulbsoup. Please see page 52 of the CSEC Syllabus for this form. (CXC 07/G / SYLL16)
Written Report - This is the rubric for the group activity that should be conducted within class time, by the S.B.A groups. The teacher reads each report and assesses it, based on this form. Please see pages 60-62 of the CSEC Syllabus for further details on the facets of the task.
This rubric is a screen shot from the CSEC Syllabus. It is NOT the property of bulbsoup. Please see pages 53-54 of the CSEC Syllabus for this form. (CXC 07/G / SYLL16)
Oral Presentation - This is the rubric for the presentation/ speech that the student gives, after the written report.
This rubric is a screen shot from the CSEC Syllabus. It is NOT the property of bulbsoup. Please see page 55 of the CSEC Syllabus for this form. (CXC 07/G / SYLL16)