Stimulus-Based Conversation: “I Don’t Know What to Say”

When I ask parents what their children say when they are struggling with stimulus-based conversation, one phrase always comes up: “I don’t know what to say.” Sound familiar?

I believe the real issue is not a lack of ideas, but an incorrect approach to the stimulus-based conversation component of the oral exam. In this article, I hope to demystify the requirements of this component and share one of the most powerful strategies to help your child meet them.

It’s a Conversation

The first thing to realise about the stimulus-based conversation is that it’s a conversation. Many students treat it like a visual text comprehension and describe as many things in the picture as possible.

For example, look at the sample question below:

Average response to question 1: I would choose the sandwich as it is delicious. It contains cheese which has calcium needed for strong bones… and tomatoes which contain vitamins. It also has ham which is full of protein.

Unless I’m talking to a nutritionist, I really don’t care for this conversation. Chances are, most students would stop here because they ‘don’t know what to say’. This is what I call an average response, which merits an average score.

Here’s the issue with this response:

• 9 out of 10 of the students would have said it.
• It’s unrealistic. When was the last time you ate sandwich for its rich source of fibre and vitamin B12?
• It’s boring, unengaging and not a conversation.

Imagine being an examiner who has sat through 20 of such responses. I have, and it’s one of the worst situations to be trapped in.

Differentiate Yourself

One easy way to not give an average response is to differentiate yourself. That can be done by using the stimulus to talk about yourself. Most of our opinions about any given stimulus is pretty much the same. However, our personal experiences are what sets us apart. Use the stimulus for what it is – a stimulus. Use it to trigger an interesting memory which would stimulate the conversation.

Tell Your Story

The second set of questions is designed specifically to give the student a chance to talk about themselves. Most students don’t understand this and get locked into the trap of “what is the answer?” But you don’t have to wait for the second question to talk about yourself.

Here’s a sample of how I train my students to frame their responses for the question above:

Question: Which of these would you choose to eat and why?

Better response: I would choose the sandwich because I like eating sandwiches. They remind me of my grandmother because she used to make the most delicious sandwiches for me. One time, for breakfast, she surprised me with an ice-cream sandwich. It was really special because that week, I had asked my dad to get me one when we went past an ice-cream street vendor. He refused because he felt that it was unhygienic. I went home and cried to my grandmother about it. And then, she granted my wish with her own special home-made ice-cream sandwich. I bet it tasted better than the one from the street vendor. So, sandwiches have a special place in my heart because they remind me of my grandmother.

Notice that this sample response is very organic in structure and is more of a story than an “answer”. Authentic personal experiences have emotional weight and are easy to talk about without much thinking. Hence, students should avoid making stories up as fake stories are usually shallow and have very little depth.

Here’s another sample based on the picture below.

Question: Would you buy this product why or why not?

Average Response: Yes, I would because it is on sale and at a 50% discount. Also, essence of chicken is good for boosting your brain power. (This is a really bad, albeit natural and common, response)

Better Response: No, I really dislike the taste of essence of chicken. The taste makes me want to throw up! My grandmother used to force me to eat it when I was very young. When I got older and she could not force me to eat it anymore, she slipped it into my food! Of course, I could taste it and would immediately call her out. She would then pretend not to hear me. I know she only cared for my health and that there are many health benefits of chicken essence, like boosting your brain power, but I really just can’t get past the taste!

Many students mistakenly think that there is a preferred choice. As long as they keep within the theme and make sure to answer the question, they are fine. Notice that the better response reveals something about the student. The more a student reveals about him or herself, the more differentiated and developed the response, the more engaged the examiner would be, and the higher the points.

Don’t just answer the question. It’s not a stimulus-based interrogation. It’s a conversation. Tell stories. Tell personal stories.

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