A Breakdown of the English A & B SBA Reflection.

There has been some debate as to whether there should be three separate reflections on each artefact or three entries integrating the analysis of all three artefacts. I hope this breakdown will adequately answer these questions.

Three essays are NOT required for the reflection. But the candidate must produce three reflections  on the three aspects indicated on page 39 of the syllabus.

1.       What should  the English SBA Reflection entail?

Writing the three ‘Reflection’ entries means that the student working individually:

(a)                chooses three pieces of material related to the theme, one of which must be print;

(b)                creates a first entry in which they record how each of the three stimuli affected their understanding of and reaction to the theme;

(c)                 creates a second entry which comments on the language techniques used, for example, figurative language, emotional language, descriptive language, denotative and connotative language, levels of formality, use of dialect, jargon; and,

(d)                creates a third entry which comments on how the process of doing the English SBA on the selected theme has helped you to grow. For example, increased understanding, competence, awareness, changes in behaviour, attitude, and world view.

This last entry of the reflection should be delayed until close to the completion of the SBA.
             
 2.               What is meant by ‘discuss the use of language’ in the reflection for the English SBA?

When students discuss the use of language found in their selected stimuli (pieces of material) they will comment on the techniques (word choice, figurative language) used by the writer to communicate his/her message.  The discussion should include:

(a)                identification of techniques; and,

(b)                comments on how these techniques helped/hindered the delivery of the message (information).

Sample English SBA A and B Reflection

This sample reflect was created by teachers of the Rusea's High School after an English SBA workshop I conducted. The teachers watched the above video and pretended that they were writing a reflection based on the Effects of scamming on Individuals. Please note that this sample is based only on one artefact.


While watching the video on ‘The Effects of Scamming on Victims,’ I was overwhelmed by different emotions. The video portrayed the family of a victim who was expressing how scamming led their family member to suicide. Initially, I felt extremely ashamed because Jamaica is my country and is branded as ‘scamming capital.’ It is quite disturbing to see these happenings in my country. I was also empathetic towards the victims as they suffered a great loss. Vulnerable and older people seem to be the target, as the video showed. The video also showed the despair of both the families and the victims who are often left with nothing. This video has inspired me to speak against scamming as it is wrong and can cause serious physical and psychological damages to the victims and their families who are often left to pick up the pieces. This video reminded me of the infamous Cash Plus scandal which affected hundreds of Jamaicans in a negative way.

The writer’s use of Language Techniques has helped me to greater analyse the piece thus drawing conclusions as well. The use of formal language by the reporter and the Lottery Scamming Task Force Police was easily understandable by the researcher. The use of the term “Lottery Scamming” and providing a simple definition was quite effective in allowing anyone without prior knowledge of the phenomena to understand what it is. In addition, I could identify with victims who were interviewed as they utilized simple structured sentences that appealed to the researcher’s emotion causing her to be sympathetic towards victims and angry towards the ‘Scammers’. This video has helped me to really understand how the victims are negatively affected by this gruesome act and feel the exact emotions they feel through the tone of despair, disappointment and sadness utilized in the video.


The sub-theme ‘How Scamming Affects the Victims’ has reshaped my thoughts and intentions about attractive activity of scamming. Having witnessed through the video how scamming has resulted in a victim taking his own life because he realized that he was scammed out of his life’s earnings, has truly touched me. As a result, I would want anyone to feel so victimized that they commit suicide. As a result, I would discourage persons around her who scam. On the other hand, even though I am compelled I may not report to the authorities any incidents of scamming as they cannot be trusted. In order not to lose her life, I will only speak to family members and friends she is close to about discontinuing such activity.


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Reviewing The CSEC English A and B SBA Rubric

Here is a video in which the CSEC English SBA rubric is reviewed:

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A Breakdown of the CSEC English A SBA

A number of persons have reviewed the SBA outline that I have posted to this blog and they have also asked a number of questions based on the new CSEC English A SBA.

This post is my attempt to further breakdown/explain the CSEC English A SBA.

This information was gathered from a CSEC Webinar that was conducted in September. Click HERE to see the syllabus outline of the SBA.

THE SBA OUTLINE

Students will be in groups of 4 or 5.

FUNCTION OF THE GROUP

1. Students will assist each other by proof reading each others work
2. Have group discussions and brainstorm ideas
3. Assist each other in research
4. Write the written report together

NB: Group work is not optional. It is a part of the process of the SBA.

Students and/ or teachers can create a number of themes (drug abuse, violence against women, natural disasters, etc ). Themes can also be created by students based on their interests.

Each group will select a theme. Each student in the group will select a sub-theme based on the group theme.

Teachers can guide students to identify sub-themes through brainstorming the theme.

 For example:

The Main Theme: Drug Abuse

The Sub-Themes can be:

* drug abuse treatments
* the effects of drug abuse
* how drug abuse contributes to crime
* how drug abuse affects teenagers

RESEARCH

After sub-themes have been selected, students will now find their three (3) pieces of data/artefacts that further explains the theme. These pieces of data (artefacts) can come in the following formats: a document (articles, tables, pictures, audio (a recording), video, an interview etc). Student will select materials that is they can write a reflection on.

One of the three pieces must be print. Your audio can be placed on a CD or Flash Drive

Students should not do any interviews or questionnaires for this research. 

REFLECTION 

Students will then write their reflection of how the document/ artefact shaped their thinking about the sub-topic they are exploring.

Students will then examine how the language  helped them to further understand the sub-theme/topic.

Students will write THREE entries in which the student reflects on the issue/topic/ theme/ event selected should be completed in their portfolio.

The final piece of reflection should state how doing this SBA or Sub-theme helped the student to become a better person or improved his/her attitude. (This can be done at the end of the year.)

The entire group will have 12 pieces of data/artefacts in total. Students must use their own pieces of material. Students should not have the same reflections. Each reflection must be individual.

These reflections should be written in class.

STRUCTURE OF THE REFLECTION

PARAGRAPH 1

State how the data/artefact has inspired you, affected you, impacted on you, and what does it remind you of.

PARAGRAPH 2

Students will comment on the use of language. They will state if the language formal, informal, jargons, slangs, technical or distant tone. State how the language aid in your understanding of the sub-theme/topic.

PARAGRAPH 3

State how the sub-theme/topic helps you to become a better person , shape your attitude, etc. (This should be done at the end of the term.)

WRITTEN REPORT (300 words)

This is a report on the research process. This also states the outcome of the research.

You can answer these questions in your written report.

*What steps have you taken to get your work done?
*How did you collect the data?
*Are you happy with the pieces you have done?
*Are you happy working as a group?
*Did you learnt individually or as a group?
*Did you meet as a group?
*Do you think the group was effective working together?

This report should be written as a group.

ORAL PRESENTATION (3-5 minutes)

What you have decided to do as your contribution to your theme/sub- theme. Students can write a poem, drama piece, or prose piece. Students creative response after a brief overview of the research process.

A brief plan of the oral presentation must be submitted in the portfolio. This must be a part of the presentation.

This should be done in Standard English. Teachers will mark the presentation. The presentation must be recorded and place it on a CD or Flash Drive.

PLAN OF INVESTIGATION (100 words)

An introduction to the issue/topic/theme/event (A satisfactory response should be no more than 100 words).

(a) Why did you choose this issue/topic/theme/event?

(b) What are the expected benefits to you as a student of English?

(c) How do you intend to collect relevant information on your issue/topic/theme/event and use this in your presentation?



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