Creating and delivering an oral text (internal)
Internal 3 credits Speech Delivery Purpose & audience Structure RhetoricAS 91476, 3 credits. Both halves are assessed: create the text and deliver it. Same ladder as the writing portfolio — fluent and coherent, then convincing, then commands attention.
1 Reading the notation
Shared by all three creating standards, plus the create-and-deliver and own-work/English clauses.| Grade | The wording | What it actually asks |
|---|---|---|
| Achieved | Fluent and coherent; develops, sustains, structures ideas | Ideas linked throughout; conventions accurate to at most minor errors |
| Merit | …and is CONVINCING: discerning understanding of purpose and audience | Every choice is defensible as serving this purpose for this audience |
| Excellence | …and COMMANDS ATTENTION: sophisticated understanding, insightful selection and integration, to create A STRIKING WHOLE | The parts work together so the piece could not be rearranged without loss |
“Selection AND INTEGRATION of ideas, language features, and structure” is the phrase in all three. Integration is the word that separates Excellence: not good ideas plus good technique, but technique that could only belong to these ideas.
What note 5 and 6 require
- The text is PRIMARILY the student's own work — extracts from others are allowed, not the bulk of it.
- The text is PRIMARILY in English — another language may appear briefly (e.g. a greeting).
2 Structure and rhetorical technique
A listener cannot re-read — signposting and named oral language features do the work an essay does silently.The standard's own named oral language features
- Rhetorical devices — pronouns, triple construction, and more.
- Body language — movement, gesture, facial expression.
- Voice — tone, volume, pace, stress.
- Props, costume, demonstration materials or items.
3 Delivery
The performance IS part of what is assessed, not a separate skill from the script. ✕Treating it as an essay read aloud
The standard says create AND deliver. A text written for the eye — long subordinate clauses, no repetition, no signposting — cannot be delivered convincingly however good it is, because the listener has no way back.4 Rehearsing for delivery
Out loud, timed, and reviewed — silent rehearsal proves nothing about delivery.A rehearsal that actually tests delivery
- Out loud, standing, at full speaking volume.
- Timed — check it fits and the pacing holds.
- Recorded at least once, and reviewed for filler words and energy drops.
- Repeated until the structure is memory, not paper.
Practice
Recall it first, then use it — testing yourself builds the memory, where rereading the notes above only feels easier.
Recall and application shuffled together — you have to work out what each item wants before you can answer it, which is the part the exam actually tests. Both kinds feed the same spacing schedule, so anything you miss comes back sooner.
Say the answer out loud before flipping — that attempt is where the learning happens, even when you get it wrong.
Exam-style only. Instant feedback, shuffled each attempt, best score saved on this device.