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12 exam-style questions with model answers, plus 9 quick multi-choice questions — every question on the site for this standard, grouped by the 3 pages of notes they come from.
Write a full answer before you reveal the model one — that comparison is where the marks come from. Every block links back to the notes that teach it.
Explain how writing for a listener differs from writing for a reader, and give three specific changes you would make to an essay paragraph to prepare it for delivery.
A student has written a strong essay on their topic and plans to read it aloud. Explain convincingly why this will cost them marks in all three feature groups, not just one.
Discuss why the order of a speech's movements matters more than the quality of its individual points, using the bus-route plans as evidence.
Discuss the claim that writing for the ear is mostly subtraction. Evaluate what should be cut and what must never be.
Explain how the three feature groups are planned rather than improvised, using the cue card as your example.
Explain convincingly how voice and body-language choices become controlled rather than accidental.
A recording shows a speaker whose delivery is strong for forty seconds and then degrades in every respect. Discuss what this usually means and how to diagnose it.
Discuss the claim that most delivery failures are actually construction failures.
Explain what sustained requires, why speeches typically fail it in the same place, and how you would fix a sag.
A speech is clear, well delivered for its first minute, and makes three points that all say the decision was bad. Explain convincingly why it will not reach Merit, and what to change.
Commands attention is a claim about the room rather than the script. Discuss what follows from that, using the two closings as evidence.
Discuss the apparent tension between controlled and commands attention. Do the two demands pull against each other?