Year 7 · Chapter 12
Spoken language: presenting, discussing and Standard English
By the end of this chapter you will be able to
- Plan a presentation with an introduction, signposted points and a conclusion
- Choose delivery choices that suit the audience, such as pace, notes and emphasis
- Identify the rhetorical features of a speech, and their effect
- Build on another speaker's point, and respond to a challenge politely and with reasons
- Choose Standard English or another register, and proofread a final draft with a checklist
You should already know
- Formal and informal register, and Standard English (Chapter 8 of this book)
- Persuasive devices and counter-arguments (Chapter 11 of this book)
- Building on ideas in discussion (Chapter 6 of this book)
Where this leads
- Year 8 spoken language and debate (next book in the series)
National Curriculum for England, Key Stage 3 English, Year 7. Content: Give a formal presentation or speech with a clear structure, clear points and Standard English (KS3 spoken language, S1), Listen, discuss, build on others' ideas and respond to challenge with reasons (KS3 spoken language, S2), Choose Standard English or another register to suit the audience and purpose, and proofread a final draft (KS3 spoken language, S3).
Exercise P Do you remember?
1
FWrite the word for a speech that informs an audience, shown in a set order, with a clear start and end. Write one word.
presentation
Method. A formal talk to an audience is a presentation.
- Think about the form. A set talk with a start and an end.start and end
- Name the form. The form is a presentation.presentation
- Write the answer. presentation
Check. presentation is the form. ✓
2
FWhich word means a short phrase that tells the listener what is coming next? Write one word.
signpost
Method. A signpost shows the direction of the talk.
- Think about the job. It shows the listener where the talk goes.where the talk goes
- Name the word. The word is signpost.signpost
- Write the answer. signpost
Check. signpost is the word. ✓
3
FWrite the word for a sentence in the active voice that names the doer first. Write one word.
active
Method. The active voice names the doer first.
- Look at the order. The doer comes before the action.the doer first
- Name the voice. The voice is active.active
- Write the answer. active
Check. active is the voice. ✓
4
FWrite the word for the person or group a speaker is talking to. Write one word.
audience
Method. The people who listen are the audience.
- Think about the listeners. The listeners are the audience.the listeners
- Name the word. The word is audience.audience
- Write the answer. audience
Check. audience is the word. ✓
5
FWhich form of English is used in most formal writing and speech, with agreed grammar? Write the name.
Standard English
Method. Agreed grammar used in formal settings is Standard English.
- Think about the rules. The grammar is agreed and used in formal settings.agreed
- Name the form. It is Standard English.Standard English
- Write the answer. Standard English
Check. Standard English is the form. ✓
12.1
Structuring a formal presentation
Video lesson: Structuring a formal presentationComing soon
Story. A pupil is asked to speak at the school assembly about litter. She plans her talk in three parts, so that the audience can follow it from start to finish.
A formal presentation has three parts. The introduction states the topic and why it matters. The body gives the main points, in order, each with evidence. The conclusion sums up and gives the audience something to do. Signposts such as first, second and finally tell the listener where the talk is going.
| Part | What it does | Signpost or language |
|---|---|---|
| Introduction | States the topic and why it matters | Today I want to talk about ... |
| Body | Gives the main points, each with evidence | First, let us look at ... |
| Conclusion | Sums up and gives a call to action | Finally, I invite you to ... |
Key ideas
- A presentation has an introduction, a body with signposted points, and a conclusion.
- Signposts tell the listener where the talk goes next.
- Each main point should be supported by evidence, such as a fact or a number.
Worked example 12.1.1
Which is the best opening for a presentation about litter? Choose one: Today I want to talk about the litter on our playground., Litter is here. or Hello, and bye..
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It states the topic clearly, which tells the audience what to expect.Today I want to talk about the litter on our playground. fits
- Reject the other choices. Litter is here gives no clear topic, and hello and bye do not introduce anything.Litter is here. and Hello, and bye. do not fit
- Write the answer. Today I want to talk about the litter on our playground.
Check. The choice fits the sentence or the text. ✓
Worked example 12.1.2
Choose a signpost to begin the second main point: "___, consider the cost."
Method. Find the word that shows the order of the points.
- Find the order. This is the second point.second point
- Choose the word. Second signals the second main point.Second
- Check. The signpost tells the listener where the talk is.where the talk is
- Write the answer. Second
Check. Second signposts the point. ✓
Worked example 12.1.3
What is the function of the final sentence "Thank you"? Explain in one sentence.
Method. Think about what the audience expects at the end.
- Look at the words. Thank you is a closing phrase.closing phrase
- Explain. It tells the audience the talk is over.talk is over
- Judge. So it closes the talk politely.closes politely
- Write the answer. it closes the talk politely and signals that the speaker has finished
Check. The closing is clear. ✓
Watch out
Watch out: a presentation with too many points loses the audience. Choose three main points, and develop each one properly.
Exam tip
Exam tip. Plan the structure before the words: write the introduction, three signposted points, and the conclusion.
Exercise 12A Practice: structuring a presentation
1
FWhich part of a presentation states the topic and why it matters? Choose one: introduction, body or conclusion.
introduction
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. The introduction states the topic and its importance.introduction fits
- Reject the other choices. The body gives the points, and the conclusion sums up.body and conclusion do not fit
- Write the answer. introduction
Check. The choice fits the sentence or the text. ✓
2
FWhich signpost shows the order of the first main point? Choose one: First, Finally or Thank you.
First
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. First introduces the first point in order.First fits
- Reject the other choices. Finally introduces the last point, and thank you closes the talk.Finally and Thank you do not fit
- Write the answer. First
Check. The choice fits the sentence or the text. ✓
3
FWhich signpost introduces the last point of the speech? Write one word.
Finally
Method. Find the signpost for the last point.
- Find the signpost. Finally, I invite you ... introduces the last point.Finally
- Write the word. The word is Finally.Finally
- Write the answer. Finally
Check. Finally signposts the last point. ✓
4
PSWrite an introduction of one or two sentences for a presentation about recycling.
Accept any answer that states the topic and why it matters, in one or two sentences. For example: Today I want to talk about recycling, because a few small changes in this school could save a lot of waste.
Method. State the topic, then the reason it matters.
- Topic. Today I want to talk about recycling.recycling
- Reason. Small changes could save waste.save waste
- Write the answer. Today I want to talk about recycling, because a few small changes in this school could save a lot of waste.
Check. The introduction states the topic and reason. ✓
5
RWhy does a presentation need signposts? Explain in one sentence.
Accept any answer that says the listener cannot re-read, so signposts show where the talk is. For example: because the listener cannot re-read the talk, so signposts show them where the speaker is.
Method. Think about a listener.
- Listener. A listener cannot go back to a line.cannot go back
- Signposts. Signposts show the structure.show the structure
- Write the answer. because the listener cannot re-read the talk, so signposts show them where the speaker is.
Check. The role of signposts is explained. ✓
6
PSWhich is the best main point for a speech on litter? Choose one: Last month, staff collected over forty bags of rubbish., Litter is nice. or Bags are blue..
Last month, staff collected over forty bags of rubbish.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It is a specific fact that supports the topic.Last month, staff collected over forty bags of rubbish. fits
- Reject the other choices. The other two are vague or irrelevant to the topic.Litter is nice. and Bags are blue. do not fit
- Write the answer. Last month, staff collected over forty bags of rubbish.
Check. The choice fits the sentence or the text. ✓
7
PSWrite a conclusion of two sentences for a litter presentation, with a call to action.
Accept any answer that sums up and gives a clear call to action, in two sentences. For example: Together, we can keep the playground clean. Join the litter group on Thursday lunchtimes.
Method. Sum up, then invite.
- Sum up. Together, we can keep the playground clean.keep the playground clean
- Call. Join the litter group on Thursday lunchtimes.Thursday lunchtimes
- Write the answer. Together, we can keep the playground clean. Join the litter group on Thursday lunchtimes.
Check. The conclusion has a call to action. ✓
8
RExplain the function of the body of a presentation, in one sentence.
Accept any answer that says the body gives the main points, with evidence. For example: the body gives the main points in order, each supported by evidence.
Method. Think about what the body contains.
- Points. The body gives the main points.main points
- Evidence. Each point has evidence.has evidence
- Write the answer. the body gives the main points in order, each supported by evidence.
Check. The function is explained. ✓
9
FWhich is the best way to end a presentation? Choose one: Summarise and invite the audience to act, Start a new point or Stop without warning.
Summarise and invite the audience to act
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. A summary and a call to action close the talk well.Summarise and invite the audience to act fits
- Reject the other choices. A new point or a sudden stop leaves the audience unsure the talk is over.Start a new point and Stop without warning do not fit
- Write the answer. Summarise and invite the audience to act
Check. The choice fits the sentence or the text. ✓
10
FWrite the signpost that introduces the second main point in the model speech. Write one word.
Second
Method. Look for the order word.
- Look for the order. Second, consider the cost.Second
- Write the word. The word is Second.Second
- Write the answer. Second
Check. Second signposts the point. ✓
11
RHow many main points should a short presentation have, and why? Explain in one sentence.
Accept any answer that says about three points, so the audience can remember them and each can be developed. For example: about three, because the audience can remember them and each point can be developed.
Method. Think about memory and depth.
- Memory. The audience remembers a few points.remembers
- Depth. Each point can be developed with evidence.developed
- Write the answer. about three, because the audience can remember them and each point can be developed.
Check. The number and the reason are given. ✓
12.2
Delivery, notes and the audience
Video lesson: Delivery, notes and the audienceComing soon
Story. A pupil practises her speech in front of a mirror. She notices that she reads too fast, and that her notes are full of whole sentences.
Delivery is how a speech is given. Good delivery uses a suitable pace (not too fast), clear emphasis on key words, eye contact with the audience, and notes that are brief cues rather than a script. The choices depend on the audience and the room.
Key ideas
- Use brief cue notes, not a full script.
- Slow down at key points, and pause after an important sentence.
- Choose delivery to suit the audience: a school assembly is different from a small group.
Worked example 12.2.1
Which kind of notes best suits a presentation? Choose one: brief cue words that prompt each point, a complete written script to read word for word or no notes at all.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Cue words keep the speech natural and help the speaker remember the order.brief cue words that prompt each point fits
- Reject the other choices. A script is read rather than spoken, and no notes risks losing the order.a complete written script to read word for word and no notes at all do not fit
- Write the answer. brief cue words that prompt each point
Check. The choice fits the sentence or the text. ✓
Worked example 12.2.2
Which delivery choice suits the key sentence "Together, we can make our school a place we are proud of."?
Method. Think about what the sentence needs.
- Find the key idea. It is the conclusion, the main message.main message
- Choose the delivery. A slower pace and a pause give it weight.weight
- Explain. The audience hears the message clearly.hears the message
- Write the answer. slow down and pause before it
Check. The pace suits the key message. ✓
Worked example 12.2.3
Why should a speaker look at the audience, rather than only at the notes?
Method. Think about what the speaker gains from eye contact.
- Eye contact. Looking up connects the speaker to the listeners.connects
- Feedback. The speaker can see whether the audience is following.following
- Judge. So eye contact helps the talk succeed.helps the talk
- Write the answer. to keep contact, and to notice if the audience is following
Check. Eye contact helps the audience. ✓
Watch out
Watch out: reading a script word for word loses the audience. Use cues, and speak to people.
Exam tip
Exam tip. For delivery, name the choice (pace, pause, notes, eye contact), say who it suits, and say why.
Exercise 12B Practice: delivery and notes
1
FWhich is the best use of notes? Choose one: brief cue words, a full written script or no notes at all.
brief cue words
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Cue words prompt the speaker without a script.brief cue words fits
- Reject the other choices. A full script is read, and no notes risks losing the order.a full written script and no notes at all do not fit
- Write the answer. brief cue words
Check. The choice fits the sentence or the text. ✓
2
FWhich delivery choice gives a key sentence the most weight? Choose one: speak faster, pause before it or whisper it.
pause before it
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. A pause draws attention to what follows.pause before it fits
- Reject the other choices. Speaking faster or whispering does not add weight.speak faster and whisper it do not fit
- Write the answer. pause before it
Check. The choice fits the sentence or the text. ✓
3
RWhy might a speaker slow down for a conclusion? Explain in one sentence.
Accept any answer that says a slower pace helps the audience absorb or remember the message. For example: so the audience can absorb the final message and remember it.
Method. Think about what the audience needs at the end.
- Absorb. The audience needs time.needs time
- Remember. The final message is remembered.remembered
- Write the answer. so the audience can absorb the final message and remember it.
Check. The reason is explained. ✓
4
FWhich audience needs the most formal delivery? Choose one: a school assembly, a group of friends or a family dinner.
a school assembly
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. An assembly is a formal setting with a wider audience.a school assembly fits
- Reject the other choices. Friends and family usually expect a relaxed, informal style.a group of friends and a family dinner do not fit
- Write the answer. a school assembly
Check. The choice fits the sentence or the text. ✓
5
PSSuggest one way to check the timing of a presentation before the day.
Accept any answer that suggests practising aloud and timing the talk, with cuts where needed. For example: practise aloud and time it, then cut any section that runs over.
Method. Think about rehearsal.
- Rehearse. Practise aloud.aloud
- Time. Time each part and adjust.adjust
- Write the answer. practise aloud and time it, then cut any section that runs over.
Check. The suggestion is practical. ✓
6
RExplain why eye contact helps a speaker, in one sentence.
Accept any answer that says eye contact connects with the audience or shows if they follow. For example: it connects the speaker with the listeners and shows whether they are following.
Method. Think about the link with the audience.
- Connection. It connects the speaker to the audience.connects
- Feedback. It shows whether they follow.follow
- Write the answer. it connects the speaker with the listeners and shows whether they are following.
Check. The reason is explained. ✓
7
FWhich is a delivery problem to avoid? Choose one: pausing after a key point, reading every word of a script or pausing for breath.
reading every word of a script
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Reading every word loses eye contact and sounds flat.reading every word of a script fits
- Reject the other choices. Pauses after key points and for breath are good delivery.pausing after a key point and pausing for breath do not fit
- Write the answer. reading every word of a script
Check. The choice fits the sentence or the text. ✓
8
RWhy might a speaker use a visual aid? Give one reason.
Accept any answer that says a visual aid helps the audience understand a fact or structure. For example: it helps the audience see a key fact, such as a number or a map.
Method. Think about what is easier to see than to hear.
- Visual. A chart or map is easy to see.easy to see
- Benefit. It supports understanding.supports understanding
- Write the answer. it helps the audience see a key fact, such as a number or a map.
Check. The reason is explained. ✓
9
PSWhat should a speaker do if the audience looks confused? Choose one: slow down and clarify, speed up and skip or stop speaking.
slow down and clarify
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Clarifying helps the audience follow.slow down and clarify fits
- Reject the other choices. Speeding up or stopping does not help the audience follow.speed up and skip and stop speaking do not fit
- Write the answer. slow down and clarify
Check. The choice fits the sentence or the text. ✓
10
PSWrite one cue word that would prompt a speaker to remember the second point of the model speech.
Accept any answer that uses a single word from the point, such as cost, to prompt the speaker. For example: cost.
Method. Find a key word from the second point.
- Point. Second, consider the cost.the cost
- Cue. The word cost prompts the speaker.prompts
- Write the answer. cost.
Check. The cue word is from the point. ✓
12.3
The rhetoric of a speech
Video lesson: The rhetoric of a speechComing soon
Story. A pupil reads the model speech. She notices that it uses signposts, direct address and a clear call to action.
Rhetoric is the art of persuading through language. A speaker uses signposts to show structure, direct address (you, we) to involve the audience, and a call to action to end with something to do. Read the model speech, and then answer the questions.
Model speech: litter at school (original; a short assembly speech)
Good morning, everyone. Today I want to talk about one small thing that makes a big difference: the litter on our playground. First, let us look at the facts. Last month, the staff collected over forty bags of rubbish from around the field. Second, consider the cost. Every bag takes time from our cleaners, and that time could be spent on other jobs. Finally, I invite you to join the litter-picking group on Thursday lunchtimes. Together, we can make our school a place we are proud of. Thank you.
Key ideas
- Rhetoric: language used to persuade an audience.
- Direct address uses you and we to involve the listener.
- A call to action asks the audience to do something specific.
Worked example 12.3.1
Which signpost shows the speech has moved to its main evidence?
Method. Find the signpost that introduces the facts.
- Find the signpost. First, let us look at the facts.First
- Check the purpose. It introduces the factual evidence.factual evidence
- Name it. The signpost is First, let us look at the facts.First, let us look at the facts
- Write the answer. First, let us look at the facts
Check. The signpost introduces the facts. ✓
Worked example 12.3.2
What is the function of "I invite you"? Choose one: a call to action, a signpost to a fact or a rhetorical question.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It asks the audience to join the group, which is a specific action.a call to action fits
- Reject the other choices. It does not give a fact or ask a question with no answer.a signpost to a fact and a rhetorical question do not fit
- Write the answer. a call to action
Check. The choice fits the sentence or the text. ✓
Worked example 12.3.3
What effect does "we" have in "Together, we can make our school a place we are proud of"?
Method. Look at the pronoun and who it includes.
- Find the pronoun. We includes the speaker and the audience.includes the audience
- Explain the effect. The audience feels part of the shared goal.part of the shared goal
- Judge. So the pronoun builds a sense of unity.unity
- Write the answer. it includes the audience in the shared goal
Check. We includes the audience. ✓
Watch out
Watch out: a signpost is a phrase that shows order, not a fact. "First, let us look at the facts" introduces facts; it is not itself evidence.
Exam tip
Exam tip. When you analyse a speech, name the device, quote it, then say how it persuades the audience.
Exercise 12C Practice: rhetoric in a speech
1
FCopy the signpost that introduces the facts in the model speech.
First
Method. Find the signpost for the facts.
- Find the sentence. First, let us look at the facts.First
- Copy the word. The signpost is First.First
- Write the answer. First
Check. First signposts the facts. ✓
2
FWhich phrase is a call to action? Choose one: Finally, I invite you to join the litter-picking group., Last month, the staff collected bags. or Good morning, everyone..
Finally, I invite you to join the litter-picking group.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It asks the audience to do a specific thing.Finally, I invite you to join the litter-picking group. fits
- Reject the other choices. The other two state a fact or greet the audience.Last month, the staff collected bags. and Good morning, everyone. do not fit
- Write the answer. Finally, I invite you to join the litter-picking group.
Check. The choice fits the sentence or the text. ✓
3
FWhich device uses we to include the audience? Choose one: direct address, a simile or a list of three.
direct address
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. We involves the audience in the message.direct address fits
- Reject the other choices. A simile compares two things, and a list of three gives items.a simile and a list of three do not fit
- Write the answer. direct address
Check. The choice fits the sentence or the text. ✓
4
RWhat is the effect of "Every bag takes time from our cleaners"? Explain in one sentence.
Accept any answer that says it makes the cost personal, or shows the effect on the cleaners. For example: it makes the cost personal, so the audience sees the effect on people.
Method. Think about who is affected.
- Who. Our cleaners are affected.cleaners
- Effect. The cost feels personal and real.personal
- Write the answer. it makes the cost personal, so the audience sees the effect on people.
Check. The effect is explained. ✓
5
RWhat is the function of the final word "Thank you"? Explain in one sentence.
Accept any answer that says it closes politely and signals the end. For example: it closes the speech politely and signals to the audience that the talk is over.
Method. Think about the end.
- Close. Thank you closes the talk.closes
- Signal. The audience knows it is over.knows it is over
- Write the answer. it closes the speech politely and signals to the audience that the talk is over.
Check. The function is explained. ✓
6
FWhich signpost introduces the conclusion? Choose one: Second, Finally or First.
Finally
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Finally signals the last part, which is the conclusion.Finally fits
- Reject the other choices. Second and first introduce earlier points.Second and First do not fit
- Write the answer. Finally
Check. The choice fits the sentence or the text. ✓
7
RName one device in the model speech, and say how it persuades the audience.
Accept any answer that names a device from the speech, and explains how it persuades. For example: direct address, as in Together, we can make our school a place we are proud of, which builds shared ownership.
Method. Name the device, then the persuasion.
- Device. Direct address with we.we
- Persuasion. It builds shared ownership.shared ownership
- Write the answer. direct address, as in Together, we can make our school a place we are proud of, which builds shared ownership.
Check. The device and persuasion are named. ✓
8
FWhich is a fact in the model speech? Choose one: Litter is a shame., Last month, the staff collected over forty bags. or We should all care..
Last month, the staff collected over forty bags.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It is a specific claim that can be checked.Last month, the staff collected over forty bags. fits
- Reject the other choices. The other two state opinions or judgements.Litter is a shame. and We should all care. do not fit
- Write the answer. Last month, the staff collected over forty bags.
Check. The choice fits the sentence or the text. ✓
9
FWrite the speech's word that means together, used to include the audience. Write one word.
Together
Method. Find the word.
- Find the word. Together, we can make our school ...Together
- Write it. The word is Together.Together
- Write the answer. Together
Check. Together includes the audience. ✓
10
RWhy is it persuasive to end with a call to action? Explain in one sentence.
Accept any answer that says the call gives a clear next step, so the audience can act. For example: because it gives the audience a clear next step, so the speech leads to action.
Method. Think about what the audience can do.
- Next step. The audience knows what to do.knows what to do
- Action. The speech leads to action.leads to action
- Write the answer. because it gives the audience a clear next step, so the speech leads to action.
Check. The persuasion is explained. ✓
11
PSWrite one sentence that uses direct address to persuade a class to join a club.
Accept any answer that uses you or we for direct address and makes a clear persuasive request. For example: You can make a difference, so please join the club on Thursday after school.
Method. Use you, then add the request.
- Address. You can make a difference.you can
- Request. Please join the club on Thursday.join the club
- Write the answer. You can make a difference, so please join the club on Thursday after school.
Check. Direct address is used. ✓
12.4
Discussion: building on ideas and responding to challenge
Video lesson: Discussion: building on ideas and responding to challengeComing soon
Story. Four pupils discuss whether the school should have a litter-picking group. Each one must listen, refer to the point before, and respond to a challenge with a reason.
A good discussion has roles: a speaker who puts forward a view, a listener who builds on it, a challenger who asks for reasons, and a summariser who draws the threads together. The best participants build on a point, challenge with a reason and not with an insult, and respond to a challenge with evidence.
| Role | What the participant does | Sentence starter |
|---|---|---|
| Speaker | Puts forward a view with a reason | I think ... because ... |
| Builder | Refers to a point and adds a new reason | Building on that, ... |
| Challenger | Asks for evidence, politely | What evidence supports that? |
| Summariser | Draws the threads together | So far we have agreed that ... |
Key ideas
- Listen before you speak; refer to the point before you add to it.
- Challenge the idea, not the person.
- Respond to a challenge with evidence, and concede a point where it is fair.
Worked example 12.4.1
Which response challenges the idea politely? Choose one: I want to challenge that, because the litter group needs more than an hour a week., You are wrong and silly. or Next..
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It names the idea and gives a reason.I want to challenge that, because the litter group needs more than an hour a week. fits
- Reject the other choices. The other two attack the person or ignore the point.You are wrong and silly. and Next. do not fit
- Write the answer. I want to challenge that, because the litter group needs more than an hour a week.
Check. The choice fits the sentence or the text. ✓
Worked example 12.4.2
Write a response that builds on a classmate who said the playground is dirty.
Method. Refer to the point, then add evidence.
- Refer to the point. The classmate said the playground is dirty.said the playground
- Add evidence. Staff collected over forty bags.forty bags
- Build. So the problem is large.large
- Write the answer. Building on that, the forty bags show the scale of the problem
Check. The response builds with evidence. ✓
Worked example 12.4.3
Respond to the challenge: "Why bother, when one person cannot make a difference?"
Method. Respond with a reason, and concede if fair.
- Concede. It is true one person alone may not change much.one person
- Reason. A group picks up many bags over a term.many bags
- Answer. So a group can make a difference.a group
- Write the answer. one group can change the playground, and each bag shows that
Check. The response answers with a reason. ✓
Watch out
Watch out: challenging the person instead of the idea makes a discussion unpleasant. Name the idea, and give a reason.
Exam tip
Exam tip. In a discussion, name the point you are responding to, give your reason, and say what follows from it.
Exercise 12D Practice: discussion and responding
1
FWhich sentence starter shows you are building on a point? Choose one: Building on that, ..., Whatever. or Nobody cares..
Building on that, ...
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It refers to the earlier point and adds to it.Building on that, ... fits
- Reject the other choices. The other two dismiss or ignore the point.Whatever. and Nobody cares. do not fit
- Write the answer. Building on that, ...
Check. The choice fits the sentence or the text. ✓
2
FWhich response challenges the idea rather than the person? Choose one: That idea does not hold, because the figures show otherwise., You are stupid. or Fine..
That idea does not hold, because the figures show otherwise.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It names the idea and gives a reason.That idea does not hold, because the figures show otherwise. fits
- Reject the other choices. The others attack the person or give no reason.You are stupid. and Fine. do not fit
- Write the answer. That idea does not hold, because the figures show otherwise.
Check. The choice fits the sentence or the text. ✓
3
PSWrite a sentence that summarises what the group has agreed so far.
Accept any answer that summarises the agreed points, without adding new opinions. For example: So far we agree that litter is a problem, and that a group could help.
Method. Name the agreed points.
- Agreed. Litter is a problem.problem
- Agreed. A group could help.could help
- Write the answer. So far we agree that litter is a problem, and that a group could help.
Check. The summary is accurate. ✓
4
PSRespond to the challenge "The group will not last" with a reason and a concession.
Accept any answer that concedes the point fairly, then answers with a reason. For example: You may be right that some groups fade, but this one has a clear weekly time and a friendly routine.
Method. Concede, then answer.
- Concede. Some groups fade.fade
- Answer. This group has a clear weekly time.clear weekly time
- Write the answer. You may be right that some groups fade, but this one has a clear weekly time and a friendly routine.
Check. The response concedes and answers. ✓
5
PSWhich is the most respectful way to disagree? Choose one: I see it differently, because the data shows the cost is low., That is the dumbest thing I have heard. or No..
I see it differently, because the data shows the cost is low.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It respects the speaker and gives a reason.I see it differently, because the data shows the cost is low. fits
- Reject the other choices. The other two dismiss the speaker or give no reason.That is the dumbest thing I have heard. and No. do not fit
- Write the answer. I see it differently, because the data shows the cost is low.
Check. The choice fits the sentence or the text. ✓
6
RWhy is it useful to refer to what another speaker has said? Give one reason.
Accept any answer that says referring back shows listening or keeps the discussion connected. For example: it shows you have listened, and it keeps the discussion linked.
Method. Think about how a discussion moves.
- Listening. It shows you heard the point.heard
- Connection. The talk stays on one line.one line
- Write the answer. it shows you have listened, and it keeps the discussion linked.
Check. The reason is explained. ✓
7
FWhich role asks for the reasons behind a claim? Choose one: challenger, summariser or builder.
challenger
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. A challenger asks for evidence and reasons.challenger fits
- Reject the other choices. A summariser draws threads together, and a builder adds new points.summariser and builder do not fit
- Write the answer. challenger
Check. The choice fits the sentence or the text. ✓
8
PSBuild on a point: a classmate says the playground needs more bins. Add one new reason.
Accept any answer that refers to the classmate point and adds a new reason. For example: Building on that, more bins would also reduce litter near the gate, where most of it falls.
Method. Refer, then add.
- Refer. The classmate said more bins are needed.more bins
- Add. Bins near the gate would reduce litter.near the gate
- Write the answer. Building on that, more bins would also reduce litter near the gate, where most of it falls.
Check. The point is built on. ✓
9
RExplain why a challenger should name the idea, rather than the speaker. Explain in one sentence.
Accept any answer that says the focus stays on evidence, and nobody is attacked. For example: because the discussion stays focused on the evidence, and nobody is made to feel attacked.
Method. Think about the atmosphere.
- Focus. The discussion stays on the idea.stays on the idea
- Respect. No one is attacked.attacked
- Write the answer. because the discussion stays focused on the evidence, and nobody is made to feel attacked.
Check. The reason is explained. ✓
10
RWrite a short summary of the model speech in the role of summariser, in one sentence.
Accept any answer that summarises the speaker's main points: the cost and the invitation. For example: The speaker says the litter is costly and invites pupils to join the litter-picking group.
Method. Name the main points.
- Cost. Cleaners' time is costly.costly
- Invite. Pupils are invited to join.invited
- Write the answer. The speaker says the litter is costly and invites pupils to join the litter-picking group.
Check. The summary is accurate. ✓
12.5
Standard English, register and proofreading a final draft
Video lesson: Standard English, register and proofreading a final draftComing soon
Story. A pupil must give a formal presentation to the governors, and then write a short letter about it. She chooses Standard English for both, and proofreads her final draft with a checklist.
Standard English is the variety used in most formal speech and writing. Speakers can switch register: a formal presentation uses Standard English, while a chat with friends may use a dialect or informal register. The choice depends on the audience and the purpose. A proofread checks the spelling, punctuation and grammar of a final draft, using a checklist.
| Check | Question to ask |
|---|---|
| Register | Is the register right for the audience and purpose? |
| Standard English | Do subjects and verbs agree, and are the forms standard? |
| Punctuation | Are the speech marks, commas and full stops correct? |
| Spelling | Have I checked the words I am unsure of, including homophones? |
| Clarity | Does each sentence make sense when read aloud? |
Key ideas
- Choose Standard English for formal presentations and letters.
- Dialects are valid varieties; the choice depends on the audience and purpose.
- A checklist catches errors that a quick read misses.
Worked example 12.5.1
Rewrite the informal sentence "Them litter bags was full" in Standard English.
Method. Check the determiner and the verb.
- Determiner. Them should be those, with the plural noun.Those
- Verb. Bags is plural, so the verb is were.were
- Write it. Those litter bags were full.Those litter bags were full.
- Write the answer. Those litter bags were full.
Check. The sentence is Standard English. ✓
Worked example 12.5.2
Which register suits a letter to the governors? Choose one: Dear Governors, I am writing to share ..., Hi guys, quick one about litter. or Oi, look at this mess..
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It uses a formal greeting, full sentences and Standard English.Dear Governors, I am writing to share ... fits
- Reject the other choices. The other two are casual and do not suit a formal letter.Hi guys, quick one about litter. and Oi, look at this mess. do not fit
- Write the answer. Dear Governors, I am writing to share ...
Check. The choice fits the sentence or the text. ✓
Worked example 12.5.3
Proofread this line: "Its important that we does our bit." What is the Standard English correction?
Method. Check the apostrophe, the subject-verb agreement and the subjunctive.
- Its or it's. It is important, so it's is needed.It is
- Subject and verb. We is plural and takes do.do
- Write it. It is important that we do our bit.It is important that we do our bit.
- Write the answer. It is important that we do our bit.
Check. The correction is Standard English. ✓
Watch out
Watch out: "it's" means it is. "Its" is possessive, with no apostrophe. Check each one when you proofread.
Exam tip
Exam tip. For a proofread, mark the error, name the rule it breaks, and give the correction.
Exercise 12E Practice: Standard English and proofreading
1
FWhich sentence is in Standard English? Choose one: Those litter bags were full., Them litter bags was full., Them bags were full. or Those litter bags was full..
Those litter bags were full.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Those is the determiner, and were agrees with the plural noun.Those litter bags were full. fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.Them litter bags was full. and Them bags were full. and Those litter bags was full. do not fit
- Write the answer. Those litter bags were full.
Check. The choice fits the sentence or the text. ✓
2
FWhich sentence uses its correctly? Choose one: The group lost its equipment., The group lost it's equipment., The group lost its' equipment. or The group lost is equipment..
The group lost its equipment.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Its without an apostrophe is possessive.The group lost its equipment. fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.The group lost it's equipment. and The group lost its' equipment. and The group lost is equipment. do not fit
- Write the answer. The group lost its equipment.
Check. The choice fits the sentence or the text. ✓
3
FWhich sentence uses it's correctly? Choose one: It's important that we act., Its important that we act., It's important that we acts. or Its' important that we act..
It's important that we act.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It's means it is, so the apostrophe is needed.It's important that we act. fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.Its important that we act. and It's important that we acts. and Its' important that we act. do not fit
- Write the answer. It's important that we act.
Check. The choice fits the sentence or the text. ✓
4
PSWhich sentence uses the subjunctive correctly? Choose one: It is vital that she be informed., It is vital that she is informed., It is vital that she was informed. or It is vital that she informed..
It is vital that she be informed.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. The subjunctive uses the base form be after a formal requirement.It is vital that she be informed. fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.It is vital that she is informed. and It is vital that she was informed. and It is vital that she informed. do not fit
- Write the answer. It is vital that she be informed.
Check. The choice fits the sentence or the text. ✓
5
FWhich register suits a letter to the governors? Choose one: formal, informal or slangy.
formal
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Formal suits a letter to governors.formal fits
- Reject the other choices. Informal and slangy do not suit the audience.informal and slangy do not fit
- Write the answer. formal
Check. The choice fits the sentence or the text. ✓
6
FProofread this sentence and write the correction: "We was going to present it on Friday."
Accept any answer that changes was to were, so the verb agrees with we, in Standard English. For example: We were going to present it on Friday.
Method. Check subject and verb.
- Subject. We is plural.plural
- Verb. Were agrees with we.were
- Write the answer. We were going to present it on Friday.
Check. The correction is Standard English. ✓
7
PSProofread: "Could you please send me the info by Fri?" Write a formal correction.
Accept any answer that uses full words, information and Friday, with a polite form. For example: Could you please send me the information by Friday?
Method. Replace the abbreviations.
- Info. Information is the full word.information
- Fri. Friday is the full word.Friday
- Write the answer. Could you please send me the information by Friday?
Check. The register is formal. ✓
8
FWhich is the correct spelling for a word meaning a rule or belief? Choose one: principle, principal, princple or principel.
principle
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Principle is the word for a rule or belief.principle fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.principal and princple and principel do not fit
- Write the answer. principle
Check. The choice fits the sentence or the text. ✓
9
RWhy might a speaker switch from a dialect to Standard English for a presentation? Explain in one sentence.
Accept any answer that says Standard English suits the audience and purpose of a formal setting. For example: because the audience and purpose expect Standard English, which is widely understood in formal settings.
Method. Think about the audience.
- Audience. The governors expect formal language.expect formal language
- Purpose. A formal talk needs clarity.clarity
- Write the answer. because the audience and purpose expect Standard English, which is widely understood in formal settings.
Check. The reason is explained. ✓
10
RIs a dialect an error? Explain in one sentence.
Accept any answer that says a dialect is valid, with its own consistent grammar. For example: no, a dialect is a valid variety with its own consistent grammar, used by a community.
Method. Think about rules.
- Rules. A dialect has consistent grammar.consistent grammar
- Valid. It is a valid variety.valid variety
- Write the answer. no, a dialect is a valid variety with its own consistent grammar, used by a community.
Check. The answer is explained. ✓
11
PSWhich sentence uses a colon correctly in a formal presentation? Choose one: We need three things: time, funding and support., We need: three things time, funding and support., We need three things; time, funding and support. or We need three things. time funding and support..
We need three things: time, funding and support.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. A colon introduces the list after a full clause.We need three things: time, funding and support. fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.We need: three things time, funding and support. and We need three things; time, funding and support. and We need three things. time funding and support. do not fit
- Write the answer. We need three things: time, funding and support.
Check. The choice fits the sentence or the text. ✓
12
RWrite a proofreading checklist item for speech marks, in one sentence.
Accept any answer that names a speech-marks check, such as inverted commas or punctuation inside them. For example: check that each speaker's words sit inside inverted commas, with the punctuation inside the marks.
Method. Name the check, then the rule.
- Check. Inverted commas surround speech.surround speech
- Rule. Punctuation goes inside the closing mark.inside the closing mark
- Write the answer. check that each speaker's words sit inside inverted commas, with the punctuation inside the marks.
Check. The check is clear. ✓
13
RWhy is reading a draft aloud useful when proofreading a presentation? Explain in one sentence.
Accept any answer that says reading aloud reveals awkward or missing words, or register slips. For example: because it reveals awkward sentences, missing words and register slips that the eye may miss.
Method. Think about the ear and the eye.
- Awkward. The ear hears awkward sentences.awkward
- Missing. The ear notices a missing word.missing
- Write the answer. because it reveals awkward sentences, missing words and register slips that the eye may miss.
Check. The reason is explained. ✓
Chapter summary
| Skill | Method |
|---|---|
| Presentation structure | Introduction (topic and why it matters), body (signposted points with evidence), conclusion (summary and call to action). |
| Delivery | Cue notes, a suitable pace, pauses at key points, and eye contact; choose by audience. |
| Rhetoric | Signposts, direct address with we and you, and a clear call to action persuade the audience. |
| Discussion | Build on the point before, challenge the idea not the person, and respond with a reason and a concession where fair. |
| Standard English and register | Standard English for formal speech and writing; a dialect is valid but the audience decides. |
| Proofreading | Use a checklist: register, Standard English, punctuation, spelling, clarity. |
Can you…?
- I can plan a presentation with an introduction, signposted points and a conclusion
- I can choose delivery that suits my audience, including cue notes and pauses
- I can analyse the rhetorical features of a speech and their effect
- I can build on a point in a discussion and respond to a challenge with a reason
- I can choose Standard English or another register, and proofread my final draft
Key terms
- signpost
- a word or phrase that shows the order or direction of a talk
- rhetoric
- the use of language to persuade an audience
- cue note
- a brief word or phrase that prompts a speaker
- concession
- accepting that the other side has some merit
- Standard English
- the variety of English used in most formal speech and writing
- register
- the level of formality chosen for an audience and purpose
- proofread
- to check a final draft for spelling, punctuation and grammar
Exercise 12Z Check-up
1
Which part of a presentation states the topic? Choose one: introduction, body or conclusion.
introduction
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. The introduction states the topic.introduction fits
- Reject the other choices. The body gives points; the conclusion sums up.body and conclusion do not fit
- Write the answer. introduction
Check. The choice fits the sentence or the text. ✓
2
Copy the signpost that introduces the last point of the model speech. Write one word.
Finally
Method. Find the signpost.
- Find the signpost. Finally, I invite you ...Finally
- Write the word. The word is Finally.Finally
- Write the answer. Finally
Check. Finally signposts the last point. ✓
3
Which delivery choice suits a key message? Choose one: pause before it, speak faster or read it quietly without looking up.
pause before it
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. A pause gives weight to a key message.pause before it fits
- Reject the other choices. The other two lose the audience.speak faster and read it quietly without looking up do not fit
- Write the answer. pause before it
Check. The choice fits the sentence or the text. ✓
4
Which response challenges the idea politely? Choose one: I want to challenge that, because the figures show otherwise., You are wrong. or Next..
I want to challenge that, because the figures show otherwise.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. It names the idea and gives a reason.I want to challenge that, because the figures show otherwise. fits
- Reject the other choices. The other two attack or ignore.You are wrong. and Next. do not fit
- Write the answer. I want to challenge that, because the figures show otherwise.
Check. The choice fits the sentence or the text. ✓
5
Respond to the challenge "The group will not last" with a concession and a reason.
Accept any answer that concedes fairly and answers with a reason. For example: You may be right that some groups fade, but this one has a clear weekly time.
Method. Concede, then reason.
- Concede. Some groups fade.fade
- Reason. It has a clear weekly time.weekly time
- Write the answer. You may be right that some groups fade, but this one has a clear weekly time.
Check. The response concedes and answers. ✓
6
Which sentence is in Standard English? Choose one: Those litter bags were full., Them litter bags was full., Those litter bags was full. or Them bags were full..
Those litter bags were full.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Those and were agree in Standard English.Those litter bags were full. fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.Them litter bags was full. and Those litter bags was full. and Them bags were full. do not fit
- Write the answer. Those litter bags were full.
Check. The choice fits the sentence or the text. ✓
7
Which sentence uses its correctly? Choose one: The group lost its equipment., The group lost it's equipment., The group lost is equipment. or The group lost its' equipment..
The group lost its equipment.
Method. Test each choice against the sentence or the text.
- Read what the question asks for. Decide what the sentence or the text needs.
- Test the choice. Its without an apostrophe is possessive.The group lost its equipment. fits
- Reject the other choices. The other versions use a non-standard form, or punctuate the sentence wrongly.The group lost it's equipment. and The group lost is equipment. and The group lost its' equipment. do not fit
- Write the answer. The group lost its equipment.
Check. The choice fits the sentence or the text. ✓
8
What is the effect of the rhetorical device "we" in the model speech? Explain in one sentence.
Accept any answer that says we includes the audience or builds unity. For example: it includes the audience in the shared goal, which builds unity.
Method. Think about who we includes.
- Include. We includes the audience.includes the audience
- Effect. The audience feels part of the goal.part of the goal
- Write the answer. it includes the audience in the shared goal, which builds unity.
Check. The effect is explained. ✓
9
Why should a speaker use cue notes, not a full script? Explain in one sentence.
Accept any answer that says cue words keep the talk natural, and help the order. For example: because cue words keep the talk natural and help the speaker keep the order.
Method. Think about how a script sounds.
- Natural. A script is read, not spoken.read
- Order. Cues keep the order.keep the order
- Write the answer. because cue words keep the talk natural and help the speaker keep the order.
Check. The reason is explained. ✓
Total 20 marks. Allow about 20 minutes.
Exercise 12X Practice test questions
1
FWrite the signpost that introduces the second point in the model speech. Write one word.[1 mark]
Second
Method. Find the order word.
- Find the sentence. Second, consider the cost.Second
- Write the word. The word is Second.Second
- Write the answer. Second
Check. Second signposts the point. ✓
2
RName the function of "Thank you" at the end of a speech. Use one sentence.[2 marks]
Accept any answer that says it closes the talk politely and signals the end. For example: It closes the speech politely and signals the talk is over.
Method. Think about the end of a speech.
- Look at the phrase. Thank you is a closing phrase.closing phrase
- Explain the function. It signals the talk is over.talk is over
- Write the answer. It closes the speech politely and signals the talk is over.
Check. The function is named. ✓
3
RName the device in "Together, we can make our school a place we are proud of," and say what it does.[2 marks]
Accept any answer that names direct address with we, and says it includes the audience. For example: Direct address with we; it includes the audience in the shared goal.
Method. Name the device, then its effect.
- Name the device. We addresses the audience as part of the group.we
- Explain the effect. It includes the audience in the goal.includes the audience
- Write the answer. Direct address with we; it includes the audience in the shared goal.
Check. The device is named. ✓
4
PSWrite a response that builds on a point: a classmate says the playground is dirty. Add one piece of evidence from the model speech.[3 marks]
Accept any response that refers to the classmate point and adds the evidence of forty bags. For example: Building on that, staff collected over forty bags last month.
Method. Refer to the point, then add evidence.
- Refer. The classmate said the playground is dirty.dirty
- Add evidence. Staff collected over forty bags last month.forty bags
- Build. So the problem is large.large
- Write the answer. Building on that, staff collected over forty bags last month.
Check. The point is built on. ✓
5
FRewrite in Standard English: "Them bags was full." Write the sentence.[1 mark]
Those bags were full.
Method. Fix the determiner and the verb.
- Determiner. Those is the Standard English form.Those
- Verb. Bags is plural, so were is used.were
- Write the answer. Those bags were full.
Check. Standard English form. ✓
6
PSProofread this sentence and write the correction: "Its important that we does our bit."[2 marks]
It is important that we do our bit.
Method. Check the apostrophe and the verb form.
- Its or it's. It is important, so it's is needed.It is
- Verb. The subjunctive form after that uses do with we.do
- Write the answer. It is important that we do our bit.
Check. The correction is Standard English. ✓
7
RChoose the most respectful way to disagree: "You are wrong." or "I see it differently, because the data shows the cost is low." Write the response you choose.[2 marks]
I see it differently, because the data shows the cost is low.
Method. Compare the two responses.
- Look at the first. You are wrong attacks the speaker.attacks
- Look at the second. It names a different view and gives a reason.gives a reason
- Write the answer. I see it differently, because the data shows the cost is low.
Check. It respects the speaker. ✓
8
RName one delivery choice a speaker should make for a formal assembly, and say why. Write one or two sentences.[3 marks]
Accept any answer that names a sensible choice, such as a slower pace or cue notes, with a reason. For example: Use brief cue notes and a slower pace, so the audience can follow the points.
Method. Name the choice, then the reason.
- Name the choice. Brief cue notes and a slower pace.cue notes
- Give the reason. The audience can follow the points.follow the points
- Write the answer. Use brief cue notes and a slower pace, so the audience can follow the points.
Check. The choice and reason are given. ✓
9
FChoose the correct sentence with a colon: "We need three things: time, funding and support." Write the sentence.[1 mark]
We need three things: time, funding and support.
Method. Check that the colon follows a full clause.
- Check the clause. We need three things is a full clause.full clause
- Check the list. The colon introduces the list.introduces
- Write the answer. We need three things: time, funding and support.
Check. The colon is correct. ✓
10
PSExplain how a speaker can respond to a challenge fairly. Use one sentence with a concession and a reason.[3 marks]
Accept any answer that concedes a point and then gives a reason. For example: You may be right that some groups fade, but this one has a clear weekly time.
Method. Concede, then reason.
- Concede. Some groups fade.fade
- Reason. This group has a clear weekly time.weekly time
- Write the answer. You may be right that some groups fade, but this one has a clear weekly time.
Check. The response concedes and gives a reason. ✓