Question 1 Model Answer: Speech (Cambridge (CIE) IGCSE English Language) : Revision Note
Question 1 Model Answer: Speech
For this task, you will be asked to produce a piece of writing in a particular format, based on the opinions, ideas and information you are presented with in one or two reading passages. You may be asked to write in one of three possible formats (genres):
A letter
A speech
An article
The following guide will demonstrate how to answer Question 1 in the format of a speech. The task itself is taken from a past exam paper.
Addressing the reading assessment objectives
Up to 15 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 Question 1 example:
Your response here has to be based on the ideas, opinions and attitudes contained in the following two texts:
After carefully reading the task, you should read the texts and highlight the ideas and opinions that could inform your writing. 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
Once you have read the text(s), identified relevant opinions, ideas and attitudes and bullet-pointed these in your own words, you should then 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 in your first paragraph
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
Speech model answer
The following model answer demonstrates a top-mark response to the above task:
Worked Example
Thank you for coming to listen to me today on the topic of whether students should participate in decisions about our school. As you are aware, we currently do not have a school council, which I believe denies us the opportunity to influence how our school is run.
The effectiveness of student participation, such as through school councils, depends on how well this is managed. If a school does not value students' feedback, then having a council is pointless. If I was a representative and I put a lot of time and effort into the role, I would want my opinions to be heard and acknowledged. In these cases, students would end up feeling disillusioned and without any power.
I can also appreciate the fact that parents, in both fee-paying and non-fee-paying schools, would expect the school to put education first, and leave the big decisions to those entrusted with running the school in the first place. However, this, in my opinion, is short-sighted. We should be empowered to make informed decisions about the place where we spend most of our time. Just because we are young, this does not mean we are incapable of making good decisions and providing good feedback.
Having student representation in a school can bring real benefits to both the school and its students. We can feel valued, and develop life skills such as communication, negotiation and decision-making. Being a student representative looks good on our application forms and CVs, and students can offer fresh perspectives on challenging issues, such as bullying. When students are given more responsibility, this can result in better attitudes, better attendance and better results.
As part of my preparation for this speech, I read a guide for teachers on setting up school councils, and I did wonder how realistic this guide was in terms of the amount of time and commitment a school council requires from its members. This guide only talked about the benefits, and while I do believe we need student representation in this school, I think this has to be balanced and well-considered. I think the most effective type of participation is one in which pupils have a real say on the real issues that affect our school. For this to work, it will take real commitment. But ultimately I believe that we should be trusted with the responsibility of shaping the course of our own education, and a school council would be one of the ways in which we can do this.
Thank you for listening.
Commentary
The speech starts as instructed and demonstrates an understanding of the task, its purpose and intended audience
The introduction establishes a clear voice and point of view
Ideas and opinions from both texts are implied in the response
The response uses conventions of a speech, such as inclusive pronouns and direct address, to connect to the audience
The argument is sustained throughout
Spelling, grammar and punctuation are accurate
Examiner Tips and Tricks
The suggested word count for this task is a guide, and you are not penalised for writing under or over 250-350 words. However, writing too little can mean that your answer does not have enough development or detail. Writing too much can mean that you go off topic and lose focus, which again can be self-penalising. It is therefore a good idea to stick as closely as you can to the word count guidance.
Our model answers are not written in timed, exam conditions. We have therefore shown a range of points that could be included to answer this question, and provided a model you can use to help with the structure of your answer.
You can find further guidance on suggested word counts for CIE here.
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
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Persuasive Theory
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|  |
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Emotional (Pathos) |
| Authoritative (Ethos) |
| Logical (Logos) | |
| Argument based on emotions and beliefs |
| Argument based on trust and authority |
| Argument based on facts and reason |
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