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Student Model Example 1 (Masters of War and Requiem for the American Dream)

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  • Individual oral /
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  • Student Model Example 1 (Masters of War and Requiem for the American Dream)

We are grateful to KWC Culemborg in the Netherlands for providing this IO. It received full (moderated) marks. On this page, you have the opportunity to listen to a student who seems genuinely passionate in discussion of his works and texts, who remains totally focused on his global issue, and who frequently uses excellent supporting, illustrative examples. Put under a bit of pressure in the Q&A, his enthusiasm doesn't diminish, and his obvious understanding is, if anything, fortified.

Literary work and non-fiction text used

 Literary extract (Masters of War)

 Non-literary extract (Requiem for the American Dream)

 Sample Individual Oral Outline

 IO outline

Sample Individual Oral

 

Oral

Transcript of Individual Oral

Teacher's Comments

Criterion A: Knowledge, understanding and interpretation (10 marks)

  • To what extent does the student know both the extracts and the work/text?
  • To what extent is the knowledge and understanding connected to the chosen global issue?
  • How effective is the evidence used to support the ideas presented in the individual oral?
10 out of 10: Excellent! What is particularly noteworthy in this oral is the student's engagement which translates to many persuasive insights. There is no prosaic description. Everything the student says is linked to the global issue. Interpretations are sustained.

Criterion B: Analysis and evaluation (10 marks)

  • How relevant and insightful is the analysis and evaluation?
  • How well does the student understand the author's choices in relation to the chosen global issue?
10 0ut of 10: Analytical and evaluative. The student shows a detail appreciation of authorial choices, underpinned by frequent reference to text/extract and works. Far from mechanical, the student has a clear motivation for directing the listener's attention to a broad range of language features, discussing their implications, and supporting ideas with apposite terminology.

Criterion C: Focus and organization (10 marks)

  • How clear and sustained is the focus of the oral?
  • To what extent is the oral a balanced discussion of both the literary work and the non-fiction text?
  • How well-developed are the ideas in the oral?
10 out of 10: Sustained and developed. It's really interesting to listen to (and learn from!) the student's approach as he moves from introduction to his first work to text, transitions with clarity to his second work to text, and then concludes with an evaluative but brief period of comparison/contrast that effectively concludes his 10 minutes.  

Criterion D: Language (10 marks)

  • How accurate is the language used?
  • How sophisticated is the vocabulary and syntax?
  • To what extent are elements of style used, and how effectively, to enhance the oral?
10 out of 10: One observation worth making here is the maintenance of appropriate style and register throughout. The student remains fluent and accurate in both his presentation and Q&A. He present his ideas in a compelling and convincing manner in such a way that the oral is enhanced. The student is a pleasure to listen to, and the listener may also get the sense that the student is enjoing himself too!

Two Further Observations

  • The student gives his name in the individual oral. There is no requirement to do this and, in fact, the oral should be anonymous.
  • There are two teachers present for the oral, including the Q&A. This is probably unusual. While there is no proscription that disallows this practice, it's important that students feel as comfortable as possible in a very pressurised situation. If having more than one teacher/examiner is felt to exacerbate pressure on students, it may be better to have only one teacher present for the examination.