IB English A: Language and Literature HL/SL IB Booklet

Alexis Wiggins

Overview:

IB English A: Literature is a two-year course, beginning in grade eleven, that aims to develop in students analytical skills which will best equip them to understand texts, both literary and non-literary. The course is taught in four parts, as stipulated by the IB: two relating to the study of language and two related to the study of literature.

Part 1: Language and Cultural Context (texts from a variety of sources, such as short essays, stories, articles, blogs, song lyrics, etc.)

Part 2: Language and Mass Communication (texts from a variety of sources such as short essays, stories, articles, films, propaganda posters, cartoons, etc.)

Part 3: Literature – texts and contexts (2 texts SL; 3 texts HL)

Part 4: Literature – critical study (2 texts SL and 3 HL – these are the texts that the IB Paper 2 exam will assess)

In years past, MKIS has chosen to teach the parts in the following order:

Grade 11: Parts 1 and 4

Grade 12: Parts 2 and 3

Details on the 4 Parts (more or less semesters) of the course:

This schedule and sequence allows students to student one semester of language and one of literature each year of the program, while saving Part 3 for the final semester, just before the IB exams, as the Part 3 texts are the basis for examination of one of the two IB exams.

Therefore, in grade 11, students study “Part 1: Language and Cultural Context” first semester, which allows for analysis of language as it relates to culture. Examples of the topics, designed by the IB, that may be a focus for Part 1 are:

- Gender (inequality, constructions of masculinity and femininity)- Sexuality (its constructions through language)- Language and communities (nation/region, subcultures)- Language and the individual (multilingualism, bilingualism, language profile/identity)- Language and power (linguistic imperialism, propaganda)- History and the evolution of the language (disappearing and revival languages, Creoles)- Translation (what is added and what is lost)- Language and knowledge (science and technology, argot and jargon)- Language and social relations (social and professional status, race)- Language and belief (religious discourse, mythology)- Language and taboo (swearing, political correctness)

Examples of the kinds of activities that we may do in relation to these topics are: comparing the language of rap lyrics and New York Times articles; examining top music hits over the decade to compare how the language and lyrics of the most popular songs have changed and stayed the same; looking at the connection between language and gender, and assumptions we make based on usage, through music and blogs. Texts we read and study will range from Bill Bryson’s Mother Tongue, essays, poetry and articles to blogs and music lyrics. The IB assessments executed in Part 1 are: one of the required Further Oral Activities (worth 15% of the student’s IB English grade.) and 1 Written Task (WT) (worth 20% of the IB grade) We will accomplish the WT in the first half of the semester and the FOA at the end. Because the semester ends with this FOA, much of the focus is on preparing for this through formative assessment and presentation skills.

In the second half of grade 11, students study “Part 4: Literature – Critical Study,” leading up to Individual Oral Commentary (IOC), worth 15% of the overall IB English grade. All texts must be chosen from the PLA list put out by the IB, which means that they are all works originally written in English. Possible texts for Part 4 include: poetry by Sylvia Plath, sonnets or a play by William Shakespeare, Tobias Wolf’s memoir In Pharaoh’s Army, Margaret Atwood’s The Handmaid’s Tale, Fitzgerald’s The Great Gatsby and Toni Morrison’s The Bluest Eye, among others. The IOC will cap off the term with recorded oral commentaries, in which students are given an extract from one of the works studied and must comment on it in an oral commentary (essay) for 12 - 15 minutes

In grade 12, students begin with “Part 2: Language and Mass Communication,” which asks students to examine the relationship between language and media. While media studies are a natural part of this, the real focus is on language and media, so texts and materials will ask students to examine how language shapes media and its message. For example, students might research different advertising campaigns and how they aim to capture their target audience through use of language (e.g. men and ads for products such as deodorant, razors, beer or cars.) Students will do one more FOA on this part of the course and one more WT.

The second half of grade 12 and the final semester of the IB program in English: Language and Literature is “Part 3: Literature: Texts and Contexts,” which requires SL students to study one work in translation (from the PLT) and one work of free choice (chosen from the PLT or

elsewhere and written in English); HL students are required to study one work in translation (from the PLT), one text from the PLA, which is written in English, and one free choice (from the PLT, PLA, or elsewhere).

Possible texts include Oedipus Rex, Emma, Crime and Punishment, the graphic memoir Persepolis, selected short stories from authors such as Ernest Hemingway, Raymond Carver, and Nadine Gordimer, among others, or a even a modern text, such as Life of Pi or Cloud Atlas. The culmination of Part 3 is the IB exam Paper 2: Essay, which asks students to write a detailed essay based on at least two works studied in Part 3. The Paper 2: Essay is worth 25% of the student’s overall IB English grade.

In addition, students also have on their IB exam a Paper 1: Commentary, which is an essay on one or two unseen pieces of text that must be examined in detail. At SL, students choose which text to comment on; at HL, students must compare and contrast the two texts in their essay. The Paper 1: Commentary is worth 25% of the student’s overall IB English grade. To prepare for the Paper 1: Literary Commentary, students practice this type of commentary regularly over the two-year course.

The course’s assessment breakdown:

Grade 11:

1. Further Oral Activity (Part 1) – Internally Assessed – 15% (Only one FOA will be submitted for IB grade at the end of the course)a. 10 – 15 minute presentation, followed by questions, based on themes and texts from Part 1 of the course

2. Written Task 1 (Part 1 and 2) – Externally assessed – 20%a. 800 – 1,000 words in length, plus a rationale of 200 – 300 words. b. Students will complete a total of 2 WT 1s over the two-year course and submit 1 for assessment

3. Written Task 2 (HL only) (Part 4) – Externally assessed – Included in the 20% above for Written Tasks overalla. WT 2 is only completed by HL students; it requires an outline and response to specific questions in regard to a text read in parts 3

or 4 of the course. Students will complete two over the two years of the course and submit 1 Written Task 2 at the end of the course.

4. Individual Oral Commentary (Part 4) – Internally assessed, externally moderated – 15%a. 10-minute recorded oral commentary on an extract selected at random from any of the two (SL) or three (HL) texts studied in Part

4 followed by 2-5 minutes of questions from the teacher that the student answers on that same extract.

Grade 12:

1. Second Further Oral Activity (Part 2)– Internally Assessed – 15% (Only one FOA will be submitted for IB grade at the end of the course)a. 10 – 15 minute presentation, followed by questions, based on themes and texts from Part 2 of the courseb. Only 1 of the two FOAs completed by all students will be submitted to the IB for a grade (15%)

2. Second Written Task 1 (Part 3 and 4) – Externally assessed – 20%a. 800 – 1,000 words in length, plus a rationale of 200 – 300 words.

b. Only 1 of the two WT 1s completed by all students will be submitted to the IB for a grade (20%)3. Second Written Task 2 (HL only) – Externally assessed – Included in the 20% IB grade for both WT 1 and WT2

a. WT 2 is only completed by HL students; it requires an outline and response to specific questions in regard to a text read in parts 1 or 2 of the course

4. IB Exams – Paper 2 – Externally assessed – 25%a. HL -- Essay: Two hours to write an essay that answers one of the prompts provided by using at least two of the three texts from

Part 3 to support your ideas.b. SL -- Essay: One and a half hours to write an essay that answers one of the prompts provided by using both texts from part 3 to

support your ideas.2. IB Exams – Paper 1 – Externally assessed – 25%

a. HL – Comparative Textual Analysis: Two hours to write a commentary in response to a pair of unseen texts that must be compared and contrasted in an essay. One text will always be non-literary. Pairings could be two non-literary texts, such as an advertisement and an opinion column, or one literary and one non-literary, such as a poem and a brochure.

b. SL – Textual Analysis: One and a half hours to write a commentary on their choice of one of two non-literary texts, such as advertisements, brochures, cartoon, etc.

IB Lang & Lit: Further Oral Activity (SL/HL)

0 1-2 3-4 5-6 7-8 9-10

CRITERION A: Knowledge & understanding of text(s) and subject matter or extract

The work does not reach a standard described by the descriptors below.

There is limited knowledge

The activity shows limited knowledge and little or no understanding of the text(s) and the subject chosen

Superficial knowledge

The activity shows some knowledge and understanding of the text(s) and some awareness of the significance of the text(s) in relation to the subject chosen

Adequate knowledgeThe activity shows adequate knowledge and understanding of the text(s) and awareness of the significance of the text(s) in relation to the subject chosen

Good knowledgeThe activity shows good knowledge and understanding of the text(s) and good awareness of the significance of the text(s) in relation to the subject chosen

Excellent knowledge and understandingThe activity shows excellent knowledge and understanding of the text(s) and excellent awareness of the significance of the text(s) in relation to the subject chosen

0 1-2 3-4 5-6 7-8 9-10

CRITERION B: Understanding of how language is used

The work does not reach a standard described by the descriptors below.

Superficial understanding

The work shows a superficial understanding of the way language is used to create meaning; there is little appreciation of the use of language and style.

Some understanding

The work shows some understanding of the way language is used to create meaning; there is some appreciation of the use of language and style.

Adequate understanding

The work shows an adequate understanding of the way language is used to create meaning and adequate appreciation of the use of language and style.

Good understanding

The work shows a good understanding of the way language is used to create meaning and good appreciation of the use of language and style.

Excellent understanding

The work shows an excellent understanding of the way language is used to create meaning. The appreciation of the use of language and style is thorough and detailed.

0 1 2 3 4 5

CRITERION C:

Organization

The work does not reach a standard described by the descriptors below.

Little organization

Little organization is apparent; FOA has little structure

Some organization

Some organization is apparent; the FOA has some structure

Adequate organization

The FOA is organized; the structure is generally coherent

Good organization

The FOA is well organized; the structure is mostly coherent

Effective organization

The FOA is effectively organized; the structure is coherent and effective

0 1 2 3 4 5

CRITERION D: Language

The work does not reach a standard described by the descriptors below.

Language is rarely appropriate

Language is rarely clear and appropriate, with many errors in grammar and sentence construction and little sense of register and style.

Language is sometimes appropriate

Language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistencies are apparent; register and style are to some extent appropriate.

Language is mostly clear and appropriate

The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; register and style are mostly appropriate.

Language is clear and appropriate

The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate.

Language is very clear and entirely appropriate

The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate.

Total: / 30

ENGLISH Lang & Lit: Written Task 1 (Standard Level)

BAND CRITERION A: Rationale CRITERION B: Task and Content CRITERION C: Organization CRITERION D: Language

O The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

Some explanation and understanding

The rationale shows some explanation and understanding of the aspects being investigated

1

Little understandingThe task shows little understanding of the topic(s) or text(s) to which it refers.The content is generally inappropriate to the task chosen.

The task shows little understanding of the conventions of the text type chosen.

1 - 2

Little organization or structure Little organization and structure are apparent

1

Lacks appropriateness; little sense of registerThe use of language lacks appropriateness; there is little or no sense of register

1

Clear explanation and understanding

The rationale shows clear explanation and understanding of the aspects being investigated

2

Some understandingThe task shows some understanding of the topic(s) or text(s) to which it refers.The content is partially appropriate to the task chosen.

The task shows some understanding of the conventions of the text type chosen

3 - 4

Some organization and structure

Some organization is apparent. The task has some structure, although it is not sustained.

2

Lacks effectiveness; little sense of registerThe use of language and the style lacks effectiveness; there is little sense of register

2

Adequate understandingThe task shows an adequate understanding of the topic(s) or text(s) to which it refers.The content is generally appropriate to the task chosen.

The task shows an adequate understanding of the conventions of the text type chosen.

5 - 6

Organized and with some structure

The task is organized. The task has some structure, although it is not sustained.

Sometimes effective language and style; somewhat appropriate registerThe use of language and the style are sometimes effective; the register is to some extent appropriate to the task

3

3

Good understandingThe task shows a good understanding of the topic(s) or text(s) to which it refers.The content is consistently appropriate to the task chosen.

The task shows a good understanding of the conventions of the text type chosen.

7 - 8

Organized with coherent structureThe task is organized. The structure is generally coherent.

4

Mostly effective language and style; mostly appropriate registerThe use of language and the style are mostly effective; the register is mostly appropriate to the task

4

Well organized with coherent structureThe task is well organized. The structure is coherent.

5

Effective language and style; appropriate registerThe use of language and the style are effective; the register is appropriate to the task

5

Key Question

- Does the rationale for the WT explain how the task is linked to the aspect of the course being investigated?**The word length for the rationale is 200 – 300 words. If the word limit is exceeded, 1 mark will be deducted

- To what extent does the task show understanding of the topic(s) or text(s) to which it refers?- How appropriate is the content to the task chosen?- To what extent does the task show understanding of the conventions of the text type chosen?

**A formal essay, such as that produced for Paper 2, is not an appropriate text type for the WT. Submission of a formal essay will limit the marks available for criterion

- How well organized is the task?- How coherent is the structure?

- How effective is the use of language and style?

- How appropriate to the task is the choice of register and style (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and idiom appropriate to the task; register is assessed on the task itself.)**A student who writes an appropriate rationale but fails to achieve an appropriate register in the task cannot score more than 3 marks

ENGLISH Lang & Lit: Written Task 1 (Higher Level)

BAND CRITERION A: Rationale CRITERION B: Task and Content CRITERION C: Organization CRITERION D: Language and Style

O The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

Some explanation and understanding

The rationale shows some explanation and understanding of the aspects being investigated

1

Superficial understandingThe task shows a superficial understanding of the topic(s) or text(s) to which it refers.The content is generally inappropriate to the task chosen.

The task shows a superficial understanding of the conventions of the text type chosen.

1 - 2

Little organization or structure Little organization is apparent; the task has little structure

1

Little clarityThere is little clarity, with many basic errors; little sense of register and style.

1

Clear explanation and understanding

The rationale shows clear explanation and understanding of the aspects being investigated

2

Adequate understandingThe task shows a mostly adequate understanding of the topic(s) or text(s) to which it refers.The content is generally appropriate to the task chosen.

The task shows a superficial understanding of the conventions of the text type chosen.

3 - 4

Some organization and structure

Some organization is apparent. The task has some structure, although it is not sustained.

2

Some clarityThere is some clarity, though grammar, spelling, and sentence structure are often inaccurate; some sense of register, style and appropriate vocabulary

2

Good understandingThe task shows a good understanding of the topic(s) or text(s) to which it refers.The content is mostly appropriate to the task chosen.

The task shows a good understanding of the conventions of the text type chosen.

5 - 6

Organized and with some structure

The task is organized. The structure is generally coherent

General clarityThe use of language and the style are generally clear and effective, though there are some inaccuracies in grammar, spelling, and sentence construction; generally appropriate in register, style and vocabulary

3

3

Excellent understandingThe task shows an excellent understanding of the topic(s) or text(s) to which it refers.The content is mostly appropriate to the task chosen.

The task shows an excellent understanding of the conventions of the text type chosen.

7 - 8

Well organized with coherent structureThe task is well organized. The structure is mostly coherent.

4

Clear and effectiveThe use of language and the style are clear and effective, with a good degree of accuracy; sentence construction and vocabulary are varied, showing a growing maturity of style; the register is appropriate

4

Effectively organized with coherent structureThe task is effectively organized. The structure is coherent and effective

5

Very clear and effectiveThe use of language and the style are very clear and effective, with a very good degree of accuracy; sentence construction and vocabulary are good; the style is confident and the register effective

5

Key Question

- Does the rationale for the WT explain how the task is linked to the aspect of the course being investigated?**The word length for the rationale is 200 – 300 words. If the word limit is exceeded, 1 mark will be deducted

- To what extent does the task show understanding of the topic(s) or text(s) to which it refers?- How appropriate is the content to the task chosen?- To what extent does the task show understanding of the conventions of the text type chosen?

**A formal essay, such as that produced for Paper 2, is not an appropriate text type for the WT. Submission of a formal essay will limit the marks available for criterion

- How well organized is the task?- How coherent is the structure?

- How effective is the use of language and style?

- How appropriate to the task is the choice of register and style (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and idiom appropriate to the task; register is assessed on the task itself.)**A student who writes an appropriate rationale but fails to achieve an appropriate register in the task cannot score more than 3 marks

ENGLISH Lang & Lit: Written Task 2 (Higher Level)

BAND CRITERION A: Outline CRITERION B: Response to the Question CRITERION C: Organization and Argument CRITERION D: Language and Style

O The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

Partially highlights

The outline partially highlights the particular focus of the task

1

Superficial understandingThe student has a superficial understanding of the expectations of the question.Ideas are frequently irrelevant and/or repetitive

The response is not supported by references to the text(s).

1 - 2

Little organization or structure Little organization is apparent; the task has little structure and the argument is poorly developed

1

Little clarityThere is little clarity, with many basic errors; little sense of register and style.

1

Clearly highlights

The outline clearly highlights the particular focus of the task

2

Adequate understandingThere is mostly adequate understanding of the expectations of the question.Ideas are generally relevant and focused.

The response is generally supported by references to the text(s).

3 - 4

Some organization and structure

Some organization is apparent. The task has some structure, although it is not sustained. The argument has some development.

2

Some clarityThere is some clarity, though grammar, spelling, and sentence structure are often inaccurate; some sense of register, style and appropriate vocabulary

2

Good understandingThere is good understanding of the expectations of the question.Ideas are mostly relevant and focused.

The response is mostly supported by well-chosen references to the text(s).

5 - 6

Organized and with some structure

The task is organized. The structure is generally coherent. There is some development of the argument.

General clarityThe use of language and the style are generally clear and effective, though there are some inaccuracies in grammar, spelling, and sentence construction; generally appropriate in register, style and vocabulary

3

3

Thorough understandingThere is thorough understanding of the expectations of the question.Ideas are relevant and focused.

The response is fully supported by well-chosen references to the text(s).

7 - 8

Well organized with coherent structureThe task is well organized. The structure is mostly coherent and the argument is clearly developed.

4

Clear and effectiveThe use of language and the style are clear and effective, with a good degree of accuracy; sentence construction and vocabulary are varied, showing a growing maturity of style; the register is appropriate

4

Effectively organized with coherent structureThe task is effectively organized. The structure is coherent and the argument is effectively developed.

5

Very clear and effectiveThe use of language and the style are very clear and effective, with a very good degree of accuracy; sentence construction and vocabulary are good; the style is confident and the register effective.

5

Key Question

- Does the outline of the WT clearly highlight the particular focus of the task?

- To what extent is an understanding of the expectations of the question shown?- How relevant and focused is the response to these expectations- Is the response supported by well-chosen references to the text?

- How well organized is the task?- How coherent is the structure?- How well developed is the argument of the

WT?

- How effective is the use of language and style?

- How appropriate to the task is the choice of register and style (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and idiom appropriate to the task; register is assessed on the task itself.)

IB Lang & Lit: Independent Oral Commentary (SL/HL)

0 1-2 3-4 5-6 7-8 9-10

CRITERION A: Knowledge & understanding of text or extract

The work does not reach a standard described by the descriptors below.

There is limited knowledge

The commentary shows limited knowledge and little or no understanding of the text; comments are rarely supported by references to the text.

Superficial knowledge

The commentary shows superficial knowledge and understanding of the text; comments are occasionally supported by references to the text.

Adequate knowledgeThe commentary shows adequate knowledge and understanding of the text; comments are generally supported by references to the text.

Very good knowledgeThe commentary shows a very good knowledge and understanding of the text; comments are supported by well-chosen references to the text.

Excellent knowledge and understandingThe commentary shows excellent knowledge and understanding of the text; comments are effectively supported by well-chosen references to the text.

0 1-2 3-4 5-6 7-8 9-10

CRITERION B: Understanding of the use and effects of literary features

The work does not reach a standard described by the descriptors below.

Little awareness

There is little awareness of the use of literary features and little or no illustration of their effects on the reader

Some awareness

There is some awareness of the use of literary features, with few references illustrating their effects on the reader

Adequate awareness

There is adequate awareness and illustration of the use of literary features, with understanding of their effects on the reader

Good awareness

There is good awareness and illustration of the use of literary features, with detailed understanding of their effects on the reader

Excellent awareness

There is excellent awareness and illustration of the use of literary features, with very good understanding of their effects on the reader

0 1 2 3 4 5

CRITERION C:

Organization

The work does not reach a standard described by the descriptors below.

Little organization

Little organization is apparent; the commentary has little structure

Some organization

Some organization is apparent; the commentary has some structure

Adequate organization

The commentary is adequately organized; the structure is generally coherent

Good organization

The commentary is well organized; the structure is mostly coherent

Effective organization

The commentary is very effectively organized; the structure is coherent and effective

0 1 2 3 4 5

CRITERION D: Language

The work does not reach a standard described by the descriptors below.

Language is rarely appropriate

Language is rarely clear and appropriate, with many errors in grammar and sentence construction and little sense of register and style.

Language is sometimes appropriate

Language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistencies are apparent; register and style are to some extent appropriate.

Language is mostly clear and appropriate

The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; register and style are mostly appropriate.

Language is clear and appropriate

The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate.

Language is very clear and entirely appropriate

The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate.

Total: / 30

ENGLISH Lang & Lit: PAPER 1 COMMENTARY DESCRIPTORS (Standard Level)

BAND CRITERION A: Understanding of the Text CRITERION B: Understanding of the Use and Effects of Stylistic Features

CRITERION C: Organization and Development CRITERION D: Language

O The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1 Little understanding of the text

There is little understanding of the text and context; comments are not supported by references to the text

Little awareness or understanding of the use of stylistic features

There is little awareness or understanding of the use of stylistic features

Little organization or developmentLittle organization is apparent, with reliance on paraphrase and summary rather than analysis

The language is rarely clear and appropriateLanguage is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.

2 Some understanding of the text

There is some understanding of the text and context; comments are sometimes supported by references to the text

Some awareness and understanding of the use of stylistic features

There is some awareness and understanding of the use of stylistic features

Some organization and little development

Some organization is apparent; the analysis has some coherence but may contain elements of paraphrase, summary and simple explanation. There is little development of the argument

The language is sometimes clear and carefully chosen

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

3 Adequate understanding of the text

There is adequate understanding of the text and context; comments are mostly supported by references to the text

Adequate awareness and understanding of the use of stylistic features

There is adequate awareness of the use of stylistic features, with some understanding of their effects

Adequate organization and some development

The analysis is adequately organized in a generally coherent manner. There is some development of the argument

The language is clear and carefully chosen

Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction, despite some lapses; the register and style are mostly appropriate to the task.

4 Good understanding of the text

There is good understanding of the text and context; comments are consistently supported by references to the text

Good awareness and adequate understanding of the use of stylistic features

There is good awareness of the use of stylistic features, with adequate understanding of their effects

Good organization and adequate developmentThe analysis is well organized and mostly coherent. The argument is adequately developed

The language is clear, effective, carefully chosen and precise

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; the register and style are consistently appropriate to the task.

5 Very good understanding of the text

There is very good understanding of the text and context; perceptive comments are supported by consistently well-chosen references to the text

Very good awareness and good understanding of the use of stylistic features

There is very good awareness with good understanding of the use of stylistic features

Effective organization and developmentThe analysis is effectively organized and coherent. The argument is well developed

The language is very clear, varied, precise & concise

Language is very clear, effective, carefully chosen, and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; the register and style are effective and appropriate to the task.

ENGLISH Lang & Lit: PAPER 1 COMPARATIVE TEXTUAL ANALYSIS DESCRIPTORS (Higher Level)

BAND CRITERION A: Understanding and Comparison of the Texts

CRITERION B: Understanding of the Use and Effects of Stylistic Features

CRITERION C: Organization and Development CRITERION D: Language

O The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1 Little understanding of the text

There is little understanding of the context and purpose of the texts and their similarities or differences; summary predominates and observations are rarely supported by references to the texts

Little awareness or understanding of the use of stylistic features

There is little awareness of the use of stylistic features and little or no illustration of their effects on the reader

Little organization or developmentLittle organization is apparent, with no sense of balance and very little development; considerable emphasis is placed on one text to the detriment of the other

The language is rarely clear and appropriateLanguage is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.

2 Some understanding of the text

There is some understanding of the context and purpose of the texts and the similarities or differences between them; observations are generally supported by references to the texts

Some awareness and understanding of the use of stylistic features

There is some awareness of the use of stylistic features with a few references illustrating their effects on the reader

Some organization and little development

Some organization is apparent. There is little sense of balance and some development; although both texts are addressed, the treatment of one is superficial.

The language is sometimes clear and carefully chosen

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

3 Adequate understanding of the text

There is adequate understanding of the texts, their possible context and purpose, and the similarities and differences between them; comments are included, as well as observations that are generally supported by references to the texts

Adequate awareness and understanding of the use of stylistic features

There is adequate awareness of the use of stylistic features and understanding of their effects on the reader

Adequate organization and some development

The comparative analysis is organized and structured in a generally coherent way. There is a sense of balance and adequate development.

The language is clear and carefully chosen

Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction, despite some lapses; the register and style are mostly appropriate to the task.

4 Good understanding of the text

There is good understanding of the texts, their context and purpose, and the similarities and differences between them; comments are mostly supported by well-chosen references to the texts

Good awareness and adequate understanding of the use of stylistic features

There is good awareness and illustration of the use of stylistic features and detailed understanding of their effects on the reader

Good organization and adequate developmentThe comparative analysis is well organized and balanced. The structure is mostly coherent and there is a good sense of development

The language is clear, effective, carefully chosen and precise

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; the register and style are consistently appropriate to the task.

5 Excellent understanding of the text

There is excellent understanding of the texts, their context and purpose, and the similarities and differences between them; comments are fully supported by well-chosen references to the texts

Excellent awareness and good understanding of the use of stylistic features

There is excellent awareness of the use of stylistic features, with very good understanding of their effects on the reader

Effective organization and developmentThe comparative analysis is well balanced and effectively organized, with a coherent and effective structure and development

The language is very clear, varied, precise & concise

Language is very clear, effective, carefully chosen, and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; the register and style are effective and appropriate to the task.

ENGLISH IB LANG & LIT: PAPER 2 ESSAY DESCRIPTORS (Standard Level)

BAND CRITERION A: Knowledge and Understanding CRITERION B: Response to Question CRITERION C: Understanding of the Use and Effects of Stylistic Features

CRITERION D: Organization and Development

CRITERION E: Language

O The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1 Little knowledge of works

Little knowledge of the part 3 works is demonstrated

Little awareness of the expectations of the question

There is little awareness of the main expectations of the question

Little awareness or illustration of the use of stylistic featuresThere is little awareness or illustration of stylistic features

Little focus, structure, and developmentThere is little focus, structure, and development

The language is rarely clear and appropriateLanguage is rarely clear and appropriate; there are many errors in grammar, vocabulary, and sentence construction, and little sense of register and style.

2 Some knowledge of works

Some knowledge of the part 3 works and their context is demonstrated, but understanding is limited.

Some awareness of the expectations of the question

There is some awareness of the main expectations of the question; the response is only partly relevant and is mostly unsubstantiated generalization

Some awareness and illustration of the use of stylistic featuresThere is some awareness and illustration of stylistic features

Some focus, structure, and developmentThere is some focus, structure, and development

The language is sometimes clear & appropriate

Language is sometimes clear and carefully chosen; grammar, vocabulary, and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

3 Adequate understanding of works

Knowledge of the part 3 works and the in which context affects their meaning is adequately demonstrated and shows a general understanding.

Adequate awareness of the expectations of the question

There is adequate awareness of the main expectations of the question, with a generally relevant response.

Adequate awareness and illustration of the use of stylistic featuresThere is adequate awareness and illustration of stylistic features, with some understanding of their effects.

Adequate focus, structure, and developmentThere is adequate focus, structure, and development

The language is adequately clear & appropriate

Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary, and sentence construction despite some lapses; register and style are mostly appropriate to the task.

4 Good understanding of works

Knowledge of the part 3 works and the in which context affects their meaning is substantially demonstrated and shows a good understanding.

Good understanding of the expectations of the question

There is good understanding and awareness of the main expectations of the question, with a mostly relevant response

Good awareness and illustration of the use of stylistic featuresThere is good awareness and illustration of stylistic features, with some understanding of their effects.

Good focus, structure, and developmentThere is good focus, structure, and development

The language is clear & appropriate

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary, and sentence construction; register and style are consistently appropriate to the task.

5 Perceptive understanding of works

Knowledge of the part 3 works and the in which context affects their meaning is thoroughly demonstrated and shows a very good understanding.

Excellent understanding of the expectations of the question

There is very good understanding and awareness of the main expectations of the question, with a consistently relevant response

Very good awareness and illustration of the use of stylistic featuresThere is very good awareness and illustration of stylistic features, with good understanding of their effects.

Very good focus, structure, and developmentThere is very good focus, structure, and development

The language is very clear & appropriate

Language is very clear, effective and carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary, and sentence construction; register and style are effective and appropriate to the task.

Key Question:

How much knowledge and understanding of the part 3 works and their context has the student demonstrated in relation to the question answered?

- To what extent is an understanding of the expectations of the question shown?

- How relevant is the response to these expectations?

- To what extent does the essay show awareness of how the writer’s choices of the stylistic features in the texts (for example, characterization, setting, theme, narrative point of view, structure, style and technique) are used to construct meaning?-To what extent does the essay show understanding of the effects of stylistic features?

-How effective is the formal structure of the essay?-How coherent and effective is the argument of the essay?

- How clear, varied, and accurate is the language?

- How appropriate is the choice of register, style, and terminology? (“register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)

ENGLISH LANG & LIT: PAPER 2 ESSAY DESCRIPTORS (Higher Level)

BAND CRITERION A: Knowledge and Understanding CRITERION B: Response to Question CRITERION C: Understanding of the Use and Effects of Stylistic Features

CRITERION D: Organization and Development

CRITERION E: Language

O The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

The work does not reach a standard described by the descriptors below.

1 Little knowledge of works

Little knowledge is shown of the part 3 works and the way context affects their meaning

Little awareness of the expectations of the question

There is little awareness of the expectations of the question

Limited awareness or illustration of the use of stylistic featuresThere is limited awareness or illustration of the use of stylistic features

Little focus, structure, sequencing and developmentThere is little focus, structure, sequencing of ideas and development

The language is rarely clear and appropriateLanguage is rarely clear and appropriate; there are many errors in grammar, vocabulary, and sentence construction, and little sense of register and style.

2 Some knowledge of works

Knowledge of the part 3 works and the way context affects their meaning is sometimes illustrated; understanding is superficial

Some awareness of the expectations of the question

There is some awareness of the expectations of the question; the response is only partly relevant and is mostly unsubstantiated generalization

Some awareness and illustration of the use of stylistic featuresThere is some awareness and illustration of the use of stylistic features, with limited understanding of their effects.

Some focus, structure, sequencing, and developmentThere is some focus, structure, sequencing of ideas and development

The language is sometimes clear & appropriate

Language is sometimes clear and carefully chosen; grammar, vocabulary, and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

3 Adequate understanding of works

Knowledge of the part 3 works and the way context affects their meaning is adequately illustrated; understanding is satisfactory

Adequate awareness of the expectations of the question

There is adequate awareness of the expectations of the question; the response is generally relevant and critical.

Adequate awareness and illustration of the use of stylistic featuresThere is adequate awareness and illustration of the use of stylistic features, with adequate understanding of their effects.

Adequate focus, structure, sequencing and developmentThere is adequate focus, structure, sequencing of ideas and development

The language is adequately clear & appropriate

Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary, and sentence construction despite some lapses; register and style are mostly appropriate to the task.

4 Good understanding of works

Knowledge of the part 3 works and the way context affects their meaning is pertinently illustrated and the understanding shown is good.

Good understanding of the expectations of the question

There is good understanding of the expectations and some of the subtleties of the question; the response is consistently relevant and critical

Good awareness and illustration of the use of stylistic featuresThere is good awareness and illustration of the use of stylistic features, with good understanding of their effects.

Good focus, structure, sequencing and developmentThere is good focus and structure, with a logical sequence and development

The language is clear & appropriate

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary, and sentence construction; register and style are consistently appropriate to the task.

5 Perceptive understanding of works

Knowledge of the part 3 works and the way context affects their meaning is thoroughly and persuasively illustrated and the understanding shown is perceptive.

Excellent understanding of the expectations of the question

There is excellent understanding of the expectations and many of the subtleties of the question; the response is relevant, focused and insightful

Excellent awareness and illustration of the use of stylistic featuresThere is excellent awareness and illustration of the use of stylistic features, with very good understanding of their effects.

Excellent focus, structure, sequencing and developmentThere is precise focus and excellent structure; the work is coherently sequenced and thoroughly developed

The language is very clear & appropriate

Language is very clear, effective and carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary, and sentence construction; register and style are effective and appropriate to the task.

Key Question:

How much knowledge and understanding of the part 3 works and their context has the student demonstrated in relation to the question answered?

- To what extent is an understanding of the expectations of the question shown?

- How relevant is the response to these expectations, and how far does it show critical analysis?

- To what extent does the essay show awareness of how the writer’s choices of the stylistic features in the texts (for example, characterization, setting, theme, narrative point of view, structure, style and technique) are used to construct meaning?

-How logical and developed is the argument of the essay?-How coherent and effective is the formal structure of the essay?

- How clear, varied, and accurate ist he language?

- How appropriate is the choice of register, style, and terminology? (“register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)

Further Resources:

The IB program in its totality can be a lot to get your head around; just trying to sort through all the required texts, assessments and components of the English courses is a lot to grapple with as well. Please note that at each stage the teacher will guide students through the process through formative assessment, practice exams, exemplars (models) of student work and assessed exams from past years, and repeating requirements and criteria. The course is best approached step by step, one part at a time; don’t feel overwhelmed by trying to understand everything that must get done in the two years right now.

If you do want to explore more in depth and have more answers, details, and even exemplars of the kinds of assessments we’ll do in this course, here are some good online resources to check out.

1. http://www.englishalanglit-inthinking.co.uk/ This one is very, very comprehensive if you are looking to explore all the aspects of this course. It is written by an IB teacher and examiner who wrote the book on Lang & Lit.