English SBA

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TABLE OF CONTENTS
Plan of Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 2
Research Piece 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 3
Research Piece 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 4
Research piece 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 5
Reflection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 6
Reflection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 7
Reflection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 8
Oral Presentation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 9
Written Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 10
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Plan of Investigation
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Research Piece 1: Blog entry
Research Piece 2
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Research Piece 3
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Reflection One
The three pieces of data that were used to address the effects of unemployment on
young men are a blog, a comic strip and a song. After reading and researching my pieces
I had mixed emotions.
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I was shocked to learn from the article that an unemployed man is far more likely to
commit suicide or suffer depression than an unemployed woman. I had thought that
being jobless would affect both genders equally, but I was intrigued to discover that
because of cultural beliefs, men suffered far more effects than women.
The song really made me think about the options faced by those without jobs. It is sad
that crime is sometimes the only choice for those who are unemployed.
Lastly, the comic showed the terrible and hopeless reality of society today: even with a
great education, there are few available jobs and highly qualified people are forced to
work in minimum paying jobs in order to survive. This made me feel despondent, and
worry about my future.
Reflection Two
The three pieces used to address the problem of unemployment and its effects on
young men were analysed thoroughly to seek out language elements. One of the pieces
was a blog entry, which highlighted that unemployed men suffer more than women.
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One of the techniques used was statistics to support the main points, and provide
reliability.
The second piece was a song, and the writer used rhyme, which made the poem sound
lyrical. The writer also used emotive language such as “cried”, “pleaded”, “rocked” and
“moaned” to elicit feelings of pity and sympathy from the listener.
The third piece was a comic strip. The language was informal and contained a slang
element such as “kid”, which served to downplay the character and his lesser
qualification of a Master’s degree. There was also a metaphor, “all the other applicants
are Ph.Ds.”
REFLECTION THREE
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During the process of doing this SBA I was able to learn more and develop as a student.
The idea of using sport to help children greatly impacted me as I saw myself in the SBA
and used it to motivate me to want to be a better student.
From doing this SBA I found that I became more sensitive about the issue of
unemployment. When I see people unemployed I am hurt more easily by it and I think
about where I will end up in my own future.
I am more aware that each person who is unemployed suffers a great loss. As a student
in the English class I learnt that for me to make that difference I need to express myself
better in speaking and writing so that I can make a positive impact.
Finally, I have learnt many new words and different techniques that I can use in my
writing and I know that I can use these to be successful in my exams. I have also learnt
to like research on the internet and read a lot more to build my knowledge.
This SBA has benefited me in making me a good English student and a stronger person.

English SBA

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Oral Presentation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pg 9

Research Piece 1: Blog entry

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