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class="fa fa-fw fa-chevron-right divider"></i></li><li><a href="../1257/individual-oral-commentary-or-issue.html">Individual Oral - Commentary or Issue?</a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><span class="gray">Individual Oral - Preparation</span></li> <span class="pull-right" style="color: #555" title="Suggested study time: 45 minutes"><i class="fa fa-clock-o"></i> 45'</span> </ol> <article id="main-article"> <div class="intro-card img-right"> <div class="bg-cover" style="background-image: url('/media/englishalanglit/images/delete-me-after-this-session/6-global-issues-to-watch-in-2019-700x394.jpg');"> </div> <img src="../../images/delete-me-after-this-session/6-global-issues-to-watch-in-2019-700x394-1.jpg" style="display: none"> <div class="content"> <p class="text">In preparing for the Individual Oral, not only is the choice of the texts to compare crucial, but also the way you frame the deconstruction of these texts around the global issue of choice is key. The other challenge, always, is how well should you be prepared and should you have your "script" in mind?</p> </div> </div> <div class="militia"> <h2>How much is too much?</h2> <p>A student from a different class in my school wrote to me recently, asking me to look over his notes and subsequent feedback from the practice oral (on different texts) he'd done the previous week. His teacher had given him a tentative mark of 29/40 - a very good mark - but he felt his work merited more. </p> <p>In this message to me, the student asked 'whether in these two paragraphs the analyses of the advertisement and the poem were well done'? My response, naturally, was that I was concerned that it sounded like he had written a script which is neither allowed, nor good practice. The regulations as outlined in the Subject Guide state:</p> <p><em>Schools will be provided with a form for students to create an outline of their oral. Students should prepare this in advance as it will provide them with a springboard for their oral. Students should not read the outline as a prepared script. The form gives students a maximum of 10 bullet points to help provide structure to their oral. Individual bullet points must not be excessively long. (p.56)</em></p> <p>Beyond this, a really engaging and supportive back-and-forth between me and the student did lead to a development of the sort of thinking as outlined in <a href="../1161/paper-2-analysis-and-evaluation.html" title="Paper 2 - Analysis and Evaluation">Paper 2 - Analysis and Evaluation</a>. But an oral is still not going to score well if it is scripted.</p> </div> <div class="brown"> <h2>Focus of oral</h2> <p>All of that said, given the challenges of how to focus on the global issue, while at the same time discussing the whole literaty work or non-literary body of work sufficiently, as well as exemplifying that through the extracts and giving enough insight into not only thr content but also the form of the work and body of work, it's clear that students have a lot to do and not much time to do it in.</p> <p>Firstly, always keep the structural guide for the ten minutes in mind, presented in <a href="../2150/individual-oral-organising-the-10-minutes.html" title="Individual Oral - Organising the 10 minutes">Individual Oral - Organising the 10 minutes</a>. If you keep in the forefront that you only have two minutes each to speak about the literary work, the literary extract, the non-literary body of work, and the non-literary extract, then it should allow you to keep it tight and focused.</p> <p>I have five top tips for you. See if you can guess what they are, and then check them off and see how you've done below:</p> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>You must get a clear and sharply-articulated global issue, and ensure it runs as the main thread throughout the oral.</p> </section> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>Discuss the text-level features of the literary work (narrative chronology and perspective; setting; characters and characterisation) and its thematic meaning <strong>only with relation to the global issue</strong>; i.e. don't discuss the work as a whole, but only the way in which the global issue is presented through the work as a whole. Ensure you are using different details from different parts of the work (or from at least three or four poems, if you're discussing poetry) so that it is clear it is about the whole work and not just the extract.</p> </section> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>Ensure that the discussion of the extract quotes (and line-references) and connects the analysis of the literary extract to the global issue. In an ideal world, the examples you deconstruct will support the points you made about the work as a whole. Try to select evidence to discuss that can show your understanding of different features of the text genre, and give some insight into why you have extracted the piece as you have. You are meant, after all, to discuss the content and the form of the works and extracts.</p> </section> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>Do the same as the previous two points for the non-literary body of work. Make sure you discuss at least three or four similar texts from the same author (i.e. three or four other advertisements, or other cartoons, or other pieces of art) to show you are looking at the body of work as a whole, and then make sure your points about the choices made and how they present the global issue are exemplified in the extract you have with you in the examination.</p> </section> <button class="btn btn-xs bg-turquoise showhider"><i class="fa fa-fw fa-plus"></i></button><section class="hiddenbox hidden"> <p>Make sure you leave one minute for a conclusion. I would try to answer the question: what more have we learned about the global issue by looking at this literary work and this non-literary body of work together?</p> </section> </div> <div class="page-container panel-self-assessment" data-id="1753"> <div class="panel-heading">MY PROGRESS</div> <div class="panel-body understanding-rate"> <div class="msg"></div> <label class="label-lg">Self-assessment</label><p>How much of <strong>Individual Oral - Preparation</strong> have you understood?</p><div class="slider-container text-center"><div id="self-assessment-slider" class="sib-slider self-assessment " data-value="1" data-percentage=""></div></div> <label class="label-lg">My notes</label> <textarea name="page-notes" class="form-control" rows="3" placeholder="Write your notes here..."></textarea> </div> <div class="panel-footer text-xs-center"> <span id="last-edited" class="mb-xs-3"> </span> <div class="actions mt-xs-3"> <button id="save-my-progress" type="button" class="btn btn-sm 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