1.6 Oral text

Source: Study It Website

English 1.6/2.5 Construct and deliver a crafted and controlled oral text

The writing process

A presentation is when you deliver the written word, making it come alive for the audience. You must write your own content. Writing the content for a presentation follows a series of steps very similar to that of creative and formal writing:

  1. Understand the purpose and the task.
  2. Brainstorm and develop ideas.
  3. Organise ideas.
  4. Write your speech / seminar / dramatic monologue.
  5. Edit for structure, ideas, and language techniques.

Notes to help you with the writing process

1.  Understand the task.  Highlight keywords in the instructions and the task before you start writing. Understand the purpose, identify the audience, and the main skills to be assessed.

2.  Brainstorm relevant ideas – choosing a topic This is how you record all of your initial thoughts and ideas to help you select a topic. Your ideas may come from a discussion, an experience, a news story, an issue, a text, and a unique person or place.

Gathering information and ideas – some topics may require you to research background information or to find facts and quotations to prove your point. Allow for this in your preparation time and find a range of appropriate sources to help develop and support your own thoughts and ideas.

Developing ideas – use your brainstorm and information you have gathered to find the focus or point of view of your topic. Point of view is the angle, opinion, or stance you have on your topic; it may be objective, subjective, or neutral. By finding evidence to support your ideas an angle or theme will develop and shape the direction of your presentation. Work on an idea or angle until you are fully satisfied that you have exhausted all possibilities and you are happy with your overall plan.

3.  Organise ideas into a logical order to give your presentation an overall structure.

Look at your introduction and conclusion – having an effective introduction will encourage your audience to listen to your presentation, help to set the tone and to introduce key ideas. Try using some of the following techniques to grab their attention from the start: rhetorical question, anecdote, singing, music, role play, or gesture.

A conclusion is more than just repeating the introduction, it should tie any lose ends together and leave a clear message with the listener. A strong conclusion will challenge the audience to think beyond the limits of the topic and may offer solutions or recommendations.

The middle or body of your presentation is where you develop and explore your main ideas and themes. If you are writing a speech or seminar it is important to write your presentation in paragraphs so that appropriate ideas are grouped together and linked to guide the audience to your next point without confusion.

Using a variety of sentence structures will help to add interest and emphasis to important ideas. Often parallel sentence structure (repetition of some words, patterns of language) is used to get the point across in a persuasive and memorable way. Contrasting ideas is another effective way to make a point.

4.  Write your presentation out in full so you know how it will sound on the day and how long it will take to deliver.

5.  Edit carefully so your presentation covers all your main points and has a clear structure.

English 1.6/2.5 Construct and deliver a crafted and controlled oral text

Oral language techniques

An effective presentation must be well written, using a variety of oral language features appropriate to the topic and audience. Some language features may include:

  • rhetorical question – ask a question which doesn’t need to be answered to get your audience thinking about their own opinions
  • hyperbole – is an exaggeration often used to add humour
  • imperative – a command word used to grab attention
  • listing – of examples and words to support an idea
  • alliteration – using words starting with the same letter to make it memorable.

Plan to use a variety of appropriate and controlled voice techniques to help make your presentation interesting. The following list shows you how and why you can vary your voice:

  • pace – fast to show excitement, slow to show importance
  • pitch – high to show excitement, low to show importance and authority
  • intonation – the rise and fall of your voice when you speak
  • inflection – when your voice goes up at the end of the sentence as if you were asking a question
  • tone – feeling needs to suit the words said
  • volume – loud to show excitement, soft to show fear
  • pause – a planned rest in your speaking to emphasise an idea.

Source: Study It Website

Brown Brother

Martin Luther King Jr – I Have a Dream

LINK to the STUDY IT website:

http://www.studyit.org.nz/subjects/english/english1/6/

Achievement Standard for 1.6    Number AS90857    Version 2 Achievement Standard

English 1.6       Title          Construct and deliver an oral text

Subject Reference Level 1

Subfield English

Credits 3

Assessment  Planned review date 31 December 2018

This achievement standard involves constructing, preparing, and delivering an oral text using oral language features appropriate to audience and purpose.

Achievement Criteria

Achievement

Achievement with Merit

Achievement with Excellence
  • Develop and structure ideas in an oral text.
  • Use oral language features appropriate to audience and purpose.
  • Develop and structure ideas convincingly in an oral text.
  • Use oral language features appropriate to audience and purpose with control.
  • Develop and structure ideas effectively in an oral text.
  • Use oral language features appropriate to audience and purpose with control to command attention.

Explanatory Notes

  1. 1  This achievement standard is derived from the Level 6 Creating Meaning strand [speaking] and related achievement objectives in the English learning area of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for English, Ministry of Education, 2011.
  2. 2  Oral texts at this level include speeches, seminars, oral histories, debates, live and/or recorded presentations or performances, and other appropriate oral text types. The texts must be primarily spoken and may include other appropriate presentation techniques.
  3. 3  Text presented for assessment must be the student’s own work.

© New Zealand Qualifications Authority 2014

Number AS90857 Version 2 Page 2 of 2

  1. 4  Ideas may include information, opinions, recounted experiences or events,observations, arguments, interpretations, narrative, thoughts or feelings.
  2. 5  Develop and structure ideas means building on ideas by adding details or examples, and working towards a planned whole.
  3. 6  Develop and structure ideas convincingly means that the development of the ideas and structure is generally credible and connected.
  4. 7  Develop and structure ideas effectively means that the development of the ideas and structure is compelling and well-organised.
  5. 8  Language features may include the use of:
    • verbal language techniques (eg rhetorical questions, alliteration)
    • body language (eg eye contact, stance, gesture, facial expression)
    • voice (eg tone, volume, pace, stress)
    • presentation features (eg props, costume, demonstration materials or items).
  6. 9  Use language features means to select oral language features that are appropriate to purpose and audience.
  7. 10  Use language features with control means that language features and presentation techniques are selected and linked to the intended purpose and audience.
  8. 11  Use language features to command attention is demonstrated through the delivery of a confident and sustained text.
  9. 12  During the delivery of the oral text, other languages may be used (for introduction or greeting, for example) however the majority of the text must be delivered in English.
  10. 13  Conditions of Assessment related to this achievement standard can be found athttp://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards.

Replacement Information

This achievement standard replaced AS90058 and unit standard 8816.

Quality Assurance

  1. 1  Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register credits from assessment against achievement standards.
  2. 2  Organisations with consent to assess and Industry Training Organisations assessing against achievement standards must engage with the moderation system that applies to those achievement standards.Consent and Moderation Requirements (CMR) reference 0233

© New Zealand Qualifications Authority 2014