CSEC English SBA Student Workshop Copy-1

CSEC ENGLISH SBA
STUDENT WORKSHOP
Hassan Basarally
16/01/2021
Paul Bogle High School and Edwin Allen High School
OBJECTIVES
1. Describe the layout of the English SBA.
2. Understand the content required for the Plan of Investigation, Reflections
and Group Written Report.
COVER PAGE
• CANDIDATE NAME:
• CANDIDATE NUMBER:
• CENTRE NAME:
• CENTRE NUMBER:
• YEAR OF EXAMINATION:
• TEACHER:
• SUBJECT:
• TOPIC:
• TERRITORY:
PLAN OF INVESTIGATION
CRITERIA BREAKDOWN
Reason for choosing the topic and Must be well explained.
selection of title. 3 marks ‘I find this topic interesting’:1 mark
Expected benefits to you as a student of Summary writing, persuasive writing,

English 3 marks persuasive speaking, vocabulary.
Research skills, knowledge of the topic: 1
mark
Material to be collected 2 marks Genre e.g. poem, song, short story, article:
1 mark
Sources: newspaper, internet, textbooks 1
mark
Use of the English Language skills in Summary writing & expanded vocabulary
analysing the material 2 marks will be used in writing reflections and group
report.
Persuasive writing & persuasive speaking
will be used in the oral presentation.
ARTEFACTS
• Make sure you artefact is of a significant length.
• Make sure your artefact has a clear language strategy.
• Cite the author, source and year of publication of the artefact.
REFECTION 1
1. How did the student think about the issue before starting the
SBA?
2. What was the main idea or issue in the 3 selected pieces?
3. What new knowledge did the student gain from each piece of
material?
HINTS FOR REFLECTION 1
• The artefact title must be mentioned.
• Speak about each artefact separately.
• Each reflection must be 150 words.
• Do not include definitions.
REFLECTION 2
1. What category did the piece fall into (e.g. poem, article, and
poster)?
2. What was the purpose of each piece (to persuade, to entertain,
to inform, etc.)?
3. What were some of the main language techniques used by the
writer in the pieces?
4. How effective were these techniques in achieving the
writer’s purpose?
5. IEE: Identify, Example, Explain
Identify Example Explain
Choose one language device to speak about:
• Registers: formal, informal, consultative, frozen, intimate
• Tone
• Mood e.g. fearful, angry, sad, calm, cheerful, peaceful, exciting,
lonely etc.
• Literary devices e.g. simile, metaphor, personification, repetition
• Examples
• Statistics
• Structure: categorical, comparative, evaluative, sequential
• You must say how the device helps to achieve the writer’s purpose.
• Examples of the language device identified must be included.
REFLECTION 3
1. What did the student learn about the topic?
2. Did the student’s research help him in any facet of his life (socially, academically, etc)?
3. What was the student’s experience working in a group?
4. Was the group work challenging or beneficial? Does the student explain his opinion of the
experience?
5. How did the student cope with group challenges?
6. Were the students able to help each other?
7. Did the student have any other experiences and how did these help them to grow?
8. Was the student able to assess, read, find and evaluate a range of research information?
9. Did the student’s writing improve?
10. Was the student’s vocabulary expanded?
11. Did the student’s self-discipline increase?
REFLECTION 3 INTERPRETATIONS
Reflection 3
B
A C
Personal growth
Experience working Combination of A
from researching
in the group and B
the topic
• Do not be repetitive.
GROUP WRITTEN REPORT
1. Content: 4 marks
a. What different aspects of the theme did each group member

investigate?
b. Was it easy or hard to find pieces/artefacts? Why?
c. How did the group decide what three pieces/ artefacts to use?
d. How many pieces/artefacts did the group have? What are the
names of the three chosen?
e. What was the process of the group writing the report?
GROUP WRITTEN REPORT
2. Evidence of investigation: 3 marks
a. What did the group learn from each of the pieces/artefacts?
b. What was the major issue in each piece/artefact?
c. Mention the title, author and year (if possible) of each artefact.
3. Language use and vocabulary: 3 marks

a. Grammar and mechanics
b. Utilise vocabulary/jargon from the stimuli.
HINTS FOR GROUP WRITTEN REPORT
• This is the only part of the SBA that spelling and grammar is penalised.
• The three artefacts must be included after the report of the SBA for each
member of the group.
• All artefacts used for the report must be included in the portfolio.
• 300 word limit.
THANK YOU
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CSEC ENGLISH SBA

Expected benefits to you as a student of Summary writing, persuasive writing,

a. What different aspects of the theme did each group member

3. Language use and vocabulary: 3 marks

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