Question 1(b) Model Answer: Speech (Cambridge (CIE) IGCSE English Language): Revision Note

Question 1(b) is a directed writing task. You will be asked to write a discursive, argumentative or persuasive piece based on two reading texts.

You will be asked to write in a specific form. This will be one of:

• A speech

• A letter

• An article

• A report

The following guide will help you to structure your response in the style of a speech.

Addressing the reading assessment objectives

Up to 10 marks are available in this task for your ability to evaluate both the explicit and implied ideas, opinions and attitudes expressed in one or two texts, and assimilate them to write a developed and sophisticated response.

Let’s take a look at how you do this, using the following example:

Your response here has to be based on the ideas, opinions and attitudes contained in the following two texts:

Text A

The following passage is an article from a local newspaper about a school in the area and the future of its school council.

Student representation: Do we really care what students think?

The once fashionable idea of giving students a say in how their schools are run is being challenged by a recently appointed head teacher as 'mere lip service to student participation'. As is now common in many schools, students in Mr Aziz's school elect representatives from each year group to attend meetings and discuss their concerns with the school authorities. But Mr Aziz believes that these school councils do more harm than good, draining students' and teachers' energies on a fake body whose decisions do not, and should not, influence children's education. 'The misguided belief that young people should be able to limit the actions of experienced educators is simply wrong,' he says. 'We're accountable to their parents to give them the best education: we cannot waste their time and ours consulting them at every stage about issues which they don't understand.'

One pupil, Sofia, who campaigned enthusiastically over a whole term for the votes of her Year 11 classmates last year, gave Mr Aziz some unexpected support. 'The school council meets every now and then to give the impression that students have a say, but nothing ever happens. We spent ages working on a report about improvements we wanted to see in the school — sensible things like more gym equipment and a wider curriculum. The teachers listened politely but the report was ignored. In class our teachers were even irritated that our homework was late because of all the planning involved!' Sofia's dad also had misgivings. 'We selected this school for its solid academic record. My daughter's here to learn — and I'm paying a lot for that,' he adds wryly.

Mr Aziz says it makes sense to be concerned about individual students' worries and ideas and his door is always open to those who are unhappy about any aspect of school life. 'And I encourage teachers to listen to their students and pass on any concerns to me,' he said. 'But one pupil told me the older representatives on the school council should even be consulted on teacher appointments! I have twenty years' experience to ensure that students leave my school with good academic results and the skills to become useful adults. Student representatives can't and shouldn't interfere with that.'

Text B

The following passage is taken from a guide for teachers about setting up school councils.

There's a transformation taking place for thousands of school students all over the country and it's thanks to their enlightened approach to student participation. This Guide contains some good examples of including children and young people in decision-making. We have also included some simple pointers of what makes an effective school council.

Recent research has shown that if a school places the involvement of their students at the heart of everything they do, the benefits and opportunities for them, and for the school, are significantly increased. But it takes real commitment, not just lip service. Young people are very astute. They will quickly identify a lack of commitment and if they do, they will soon become disillusioned. Set out clear aims, explaining what participation is, why it's important, and how to get involved. State clearly what you're prepared to commit and what you expect from them.

The most effective participation is when pupils have a say on the 'real' issues that affect their school. For example, invite them to help shape key policies for the future. Empower them with the responsibility of helping to regulate behaviour, bullying or the environment. Give them the opportunity to influence the development of the curriculum or new teaching initiatives. Give children and young people the chance to make a difference and you'll see the difference...in their attitude to school, to learning, to their teachers and to their peers.

Talk to anyone associated with a school that has a strong student participation policy and they are unanimous in the belief that empowering children and young people in this way has changed school life for the better. Behaviour, attendance and results can improve because more children and young people acquire the self-esteem that comes from improved communication, negotiation and decision-making skills. Children and young people can provide a fresh, new perspective. They see things differently and, because any decision will directly impact on their lives, they often have very clear views and opinions.

This task asks you to evaluate the views given in both texts about student participation, and give your own views on the subject, based on what you have read. Your response might use the following ideas from these texts:

Text A:

• Student representation was “once fashionable”, but it may just be a passing fad

• School councils take up too much time and energy from schools and teachers when they have more important things to be getting on with

• If student representation is fake or just to tick a box, then it has no substance, especially if views and ideas are not acted upon

• Teachers are accountable to parents and should put education first

• Even some students are disillusioned with the idea of student representation when nothing is acted upon, especially given the time and effort involved

• Experienced teachers should make decisions, not children — trust should be placed in the people appointed to run the school and deliver the education

Text B:

• An “enlightened” approach is needed to make school councils work and it takes real commitment

• Student participation is very popular and well regarded

• Student participation works when children are involved in “real” issues

• Students can take responsibility for difficult problems such as behaviour or bullying

• Participation can make a difference to students’ attitudes to school

• Attendance and results are improved by participation

• Students can learn important skills such as negotiation, communication and decision-making

• Students can have a fresh eye on issues

• Decisions made may have a major impact on them, so students are motivated to participate

Planning your response

Before you write your response, you should spend five minutes planning your written response. In your plan:

• Decide on your “voice” and point of view:

  • Write a statement that summarises your point of view, based on your reading

• Note down which points you can develop that support your point of view

• Decide whether you are going to make a counter-argument, and note down which points you can develop to support this

• Return to your main argument, ensuring that you have included ideas and opinions from both texts (if more than one)

• Note down the points you can make to address the second bullet point in the task

• Note down how you are going to start and finish your response, ensuring that it establishes the correct style and tone

Question 1(b) speech model answer

The following model answer demonstrates a top-mark response to the above task:

Summary

• Remember to read the question carefully and highlight:

  • What you are writing, who your audience is and why you are writing

  • The focus of each bullet point

• Read the text(s) and highlight the relevant information that could be developed in your answer:

  • Bullet-point this information in your own words

• Plan your writing, focusing on one main idea or opinion per paragraph

• Address each bullet point in order:

  • Make sure you cover all of the bullet points as equally as possible

• Decide on the voice and style you want to create and maintain that in your answer

• Do not just repeat details from the text(s):

  • You need to evaluate and develop the ideas, opinions and attitudes in the text(s) — you are not summarising them

Persuasive theory

The three types of persuasion are:

• Emotional

• Authoritative

• Logical

In order to persuade your examiner, you need to demonstrate your point of view.