msturnerenglishtok.weebly.com · web viewthe textual analysis requires knowledge and understanding...

DP LANGUAGE AND LITERATURE

COURSE GUIDEDP LANGUAGE AND LITERATURE

DEVELOPING THE CURRICULUM – HL and SL

1

Group 1 Aims:

1. introduce students to a range of texts from different periods, styles and genres2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections3. develop the students’ powers of expression, both in oral and written communication4. encourage students to recognize the importance of the contexts in which texts are written and received5. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and

how these perspectives construct meaning6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts7. promote in students an enjoyment of, and lifelong interest in, language and literature.

LANGUAGE A: language and literature aims

8. develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts

9. encourage students to think critically about the different interactions between text, audience and purpose

Assessment objectives

There are four assessment objectives at SL and HL for the language A: language and literature course

2

1. Knowledge and understanding

- Demonstrate knowledge and understanding of a range of texts- Demonstrate an understanding of the use of language, structure, technique and style- Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context

influences this constructed meaning- Demonstrate an understanding of how different perspectives influence the reading of a text

2. Application and analysis

- Demonstrate an ability to choose a text type appropriate to the purpose required- Demonstrate an ability to use terminology relevant to the various text types studied- Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader- Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings- Demonstrate an ability to substantiate and justify ideas with relevant examples

3. Synthesis and evaluation

- Demonstrate an ability to compare and contrast the formal elements, content and context of texts- Discuss the different ways in which language and image may be used in a range of texts- Demonstrate an ability to evaluate conflicting viewpoints within and about a text

4. Selection and use of appropriate presentation and language skills

- Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication- Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations- Demonstrate an ability to discuss and analyse texts in a focused and logical manner

Assessment objectives in practice

Assessment objective Which component addresses this assessment objective?

How is the assessment objective addressed?

1. Knowledge and understanding Paper 1 The textual analysis requires knowledge and understanding of the formal elements and content

3

of a previously unseen text or texts, and of the significance of context, audience and purpose.

Paper 2 The essay on at least two literary works studied in part 3 requires knowledge and understanding of the way meaning is conveyed through form, style, content and context.

Written tasks Through the written tasks students show knowledge and understanding of texts studied, as well as the conventions and form of particular text types

Individual oral commentary Students are assessed on their detailed knowledge and understanding of an extract from a text studied in part 4

Further oral activity Students are required to demonstrate knowledge and understanding of texts studied in parts 1 and 2 and the implications of the language used

2. Application and analysis Paper 1 Students are required to analyse language and style and their effects on the reader.

Paper 2 In the essay students analyse literary texts studied in part 3 and discuss the way in which context affects the use of formal elements, structure and content

Written tasks In these tasks students show awareness of the ways in which the production and reception of texts contribute to their meaning.

Individual oral commentary Students are required to analyse a short extract from a text studied in part 4, and to comment on literary features and their effects on the reader.

Further oral activity Students are required to analyse texts, exploring the ways in which the circumstances of production and reception affect the meaning of texts

Assessment objective Which component addresses this assessment objective?

How is the assessment objective addressed?

3. Synthesis and evaluation Paper 1 Students compare and evaluate the formal elements, content and context of a previously unseen text or texts (HL) This may involve evaluating conflicting viewpoints within and across

4

texts.

Paper 2 Students discuss at least two texts, synthesizing their ideas to explore the connections between content, context, form and style.

Individual oral commentary Students are required to evaluate the ways in which language is used in an extract from a text studied in part 4.

Further oral activity Students are required to analyse texts in a way that evaluates conflicting viewpoints within and about a text.

4. Selection and use of appropriate presentation and language skills

Paper 1 Students are required to express their ideas clearly and to develop a coherent analysis. At HL the analysis between the two texts must be balanced.

Paper 2 Students are required to show effective organization, formal use of language and appropriate use of literary terms. Their ideas should be clearly expressed.

Written tasks The written tasks require students to pay attention to style, register and structure

Individual oral commentary Students are required in the commentary to show clarity in a well-structured oral communication.

Further oral activity Students are required to choose a style and a register that are appropriate to the task. There should be a clear sense of structure.

Syllabus Outline: English HL and SLSyllabusComponent

Assessment objective1. Knowledge and understanding2. Application and analysis

Teaching Hours SL Teaching HoursHL

5

3. Synthesis and evaluation4. Presentation and language skills

Part 1: Language in cultural contextTexts are chosen from a variety of sources, genres, and media

40 60

Part 2: Language and mass communication

Texts are chosen from a variety of sources, genres and media

40 60

Part 3: Literature – texts and contextsSL: Two texts, one of which is a text in translation from the prescribed literature in translation list and one, written in the language A studied, from the prescribed list of authors for the language A studied, or chosen freelyHL: Three texts, one of which is a text in translation chosen from the prescribed literature in translation list and one from the prescribed list of authors for the language A studied.

Essay on two literary works requires knowledge and understanding of the way meaning is conveyed through form, style, content and context. (1)Discuss the way in which context affects the use of formal elements, structure and content. (2)

40 70

Part 4: Literature – critical studySL: Two texts, both of which are chosen from the prescribed list of authors for the language A studied

HL: Three texts, all of which are chosen from the prescribed list of authors for the language A studied

(Ability to critically analyze texts)

Individual oral commentary – assessed on their detailed knowledge and understanding of an extract from a text studied (1)Analyze a short extract and comment on literary features and their effects on the reader (2)

30 50

6

Students evaluate the ways in which language is used in an extract (3)

Total teaching hours 150 240

Approaches to the teaching of language A: language and literature – teacher is a supporter of student learning – promote IB learner profile

Provide an inclusive, positive and safe class ethos. Students should feel confident to explore and experiment with their own responses and to challenge those of others

Empowering students. They should have a variety of opportunities, both critical and creative, to demonstrate their understanding of skills through a wide variety of active learning approaches, including discussion, debate, role play, reading, writing and oral presentation.

Recognizing that students learn in different ways. Students should experience a range of activities and assessment tasks that best advance their understanding and enjoyment of the texts they encounter.

Facilitating critical discourse. Teachers should ensure from the very beginning of the course that students acquire, in an integral and practical way, the language of critical discourse for language and literature

7

Promoting the appreciation of language as an art form. Students should have opportunities to go beyond the mere ‘decoding’ of texts towards a wide and humane appreciation of the texts studied.

Enabling students to explore a wide variety of texts. A wide range of texts that are diverse in convention, culture, and complexity should be made available

Providing opportunities for student inquiry into the subtleties and implications of cultural contexts. This should include such dimensions as the geographical, the historical and the ethnic situations of texts

Providing opportunities for writing about language and literature. Effective feedback should support students in writing in a structured and analytical manner

Scaffolding the processes necessary for making reasonable comparative judgments about texts. Students should be able to express these both orally and in writing.

Definition of text – defined as anything from which information can be extracted and includes oral, written and visual materials. (Media texts, radio and television programmes and their scripts, and electronic texts, readings, speeches, broadcasts and transcriptions of recorded conversations.

Skills

Language Skills Close analysis of texts Visual skills

Need to acquire the vocabulary appropriate to the analysis of texts

Develop the ability to express their ideas in clear, unambiguous language

Need to be able to produce a range of texts intended for different audiences and purposes – register and style

Centrally concerned with the ways in which meaning is generated by the meeting between texts and the contexts within which they exist.

Close attention to the details of the text and its features – important in developing an informed understanding of the links between the text and its context.

Interpret visual images Moving images in the form of film are likely

to be frequently used in parts of the course

Images are analyzed for form, content and meaning

Course OutlinePart 1: Language in cultural context - how language develops in different cultural contexts; how it impacts on the world, how language shapes both individual and group identity

Part 2: Language and mass communication – how language is used in the media; how the production and reception of texts is influenced by the medium through which they are delivered.

Part 3: Literature – texts and contextsSL – study 2 textsHL – study 3 textsConsider the relationship between literature and issues such as gender, power and identity.

Part 4: Literature – critical studySL – two literary textsHL – three literary textsCritical study

1. Analyse how audience and purpose affect the structure and content of texts.- the use of persuasive language in

1. Examine different forms of communication within the media.- advertising- news coverage

1. Consider the changing historical, cultural and social contexts in which particular texts are written and received.

1. Explore literary works in detail- understand the explicit and implicit meanings in a text- identify and situate a text or an

8

political speeches- the features of SMS messages- postcolonial rereading of texts.

2. Analyse the impact of language changes.- the impact of electronic communication on meaning- the influence of government policy-the emergence of new vocabulary from the language of groups (young people)-the disappearance of vocabulary and of language themselves3. Demonstrate an awareness of how language and meaning are shaped by culture and context.- the ways in which jargon and professional language are used-the ways in which language affirms identity-the status given to standard and non-standard forms of the language-the status of minority languages in multilingual societies

- opinion-blogs-mobile media2. Show an awareness of the potential for educational, political or ideological influence of the media.- public service broadcasting- campaigns- censorship-satire-propaganda3. Show the way mass media use language and image to inform, persuade or entertain.- diversity of audiences- use of style and register- overt and covert forms of bias- layout and use of images- deliberate manipulation of audience-placement and the selection of platform

- the impact of different forms of publishing, for example, serialization- political pressure and censorship-dominant and minority social groups- the role of the individual and family in society-the impact of prevailing values and beliefs-protest and polemic2. Demonstrate how the formal elements of the text, genre and structure can not only seen to influence meaning but can also be influenced by context.- narrative technique-characterization-elements of style and structure-poetic language3. Understand the attitudes and values expressed by literary texts and their impact on readers.- there can be very different readings of the same text-the context of reception, including the individual reader, influences the way a text is read- different values may be in connection within a text.

extract in the context of a larger work- respond to the key features of texts such as language, characterization and structure.2. Analyze elements such as theme and the ethical stance or moral values of literary texts.- identify the evidence in the text for a particular stance- consider point of view in different literary genres3. Understand and make appropriate use of literary terms- imagery-persona-tone-metaphor-irony

Topics-Gender-Sexuality-language and communities-Language and the individual (multilingualism, bilingualism-Language and power-History and evolution of the language- Translation-Language and knowledge

Topics-Textual bias- stereotypes-popular culture-language and presentation of speeches and campaigns-language and the state (public information, legislation)-Media institutions (television channels, internet search engines)

9

-Language and social relations-Language and belief-Language and taboo

-role of editing (news bulletins, websites)-use of persuasive language (advertising, appeals)- Arts and entertainment

Further text typesAdvertisement encyclopedia entry parodyAppeal essay pasticheBiography film/television photographsBlog guidebook radio broadcastBrochure/leaflet interview reportCartoon letter (formal) screenplayChart letter (informal) set of instructionsDatabase magazine article song lyricDiagram manifesto speechDiary memoir textbookEditorial news report travel writingElectronic texts opinion column

At both SL and HL two genres, two places and two periods

External and Internal Assessment – HL and SL

Assessment component Weighting

External Assessment SL External Assessment (3 hours)

Paper 1: Comparative textual analysis (2 hours)The paper consists of two pairs of unseen texts

Students write a comparative analysis of one pair of texts (20 marks)

Paper 2: Essay (2 hours)

70%

25%

10

In response of one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different (25 marks)

Written tasks

Students produce at least four written tasks based on material studied in the course.

Students submit two of these tasks for external assessment. (20 marks for each task)

One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study.

Each task must be 800-100 words in length; task 1 should be accompanied by a rationale of 200-300 words, while task 2 should be accompanied by a short outline.

25%

20%

Internal assessment HL Internal assessmentThis component is internally assessed by the teacher and externally moderated by the IB at the end of the course

Individual oral commentaryStudents comment on an extract from a literary text studied in part 4 of the course. (30 marks)

Students are given two guiding questions

Further oral activityStudents complete at least two further oral activities, one based on part 1 and based on part 2 of the course

The mark of one further oral activity is submitted for final assessment (30 marks)

FOA and IOC - 30%

15%

15%

External Assessment - HL External assessment (4 hours)

Paper 1: Comparative textual analysis (2 hours)The paper consists of two pairs of unseen texts

Students write a comparative analysis of one pair of texts (20 marks)

Paper 2: Essay (2 hours)

70%

25%

11

In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. (25 marks)

Written tasksStudents produce at least four written tasks based on material studied in the course.

Students submit two of these tasks for external assessment. (20 marks for each task)

One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study.

Each task must be 800-1000 words in length; task 1 should be accompanied by a rationale of 200-300 words, while task 2 should be accompanied by a short outline.

25%

20%

Internal Assessment - HL This component is internally assessed by the teacher and externally moderated by the IB at the end of the course

Individual oral commentaryStudents comment on an extract from a literary text studied in part 4 of the course. (30 marks)

Students are given two guiding questions

Further oral activityStudents complete at least two further oral activities, one based on part 1 and one based on part 2 of the course

The mark of one further oral activity is submitted for final assessment (30 marks)

30%

15%

15%

Example of written task

Learning outcomes Topic Course section Text type of task Title of the taskPolitical and ideological influence of the media

The way mass media use

Stereotypes

The representation of gender in advertisements for

Part 2 Newspaper editorial ‘mother, wife, career woman and maid – what is a woman’s work?’

12

language and image to inform, persuade or entertain

household goods Rationale would identify the newspaper’s stance and the way language is used to present an opinion

Rationale

The students must explain: How the content of the task is linked to a particular part of the course How the task is intended to explore particular aspects of the course The nature of the task chosen Information about audience, purpose and the varying contexts in which the task is set The rationale should not only include knowledge about the text or topic studied, but also about the formal conventions of the text type produced and

how they relate to the aims of the task

Paper 1: Comparative textual analysisDuration: 2 hoursPaper 1 contains two pairs of previously unseen texts for comparative analysis. The pairing could include two non-literary texts or one literary and one non-literary text. There will never be two literary texts in a pair. Each pair will be linked in such a way that invites investigation of similarities and differences. Students are instructed to compare and analyse one of the pairs of texts, including comments on the similarities and differences between the texts, the significance of any possible contexts, audience and purpose, and the use of linguistic and literary devices.

13

A pair may include complete pieces of writing or extracts from longer pieces, or a combination of these. The provenance of all texts will be clearly indicated. One of the two pairs may include one visual text. This could be an image with or without written texts. The texts for analysis are not necessarily related to specific parts of the syllabus. The links between texts will be varied and could include theme, genre features or narrative stance. Different text types are included, for example:Advertisement; opinion column; extract from an essay; electronic text (such as social networking sites, blogs); brochure (such as a public information leaflet); extract from a memoir, diary or other autobiographical text; poem; extract from a screenplay; extract from a novel or short story; press photograph; satirical cartoon;

Students are required to analyse, compare and comment on the texts in the light of their understanding of audience and purpose. In order to achieve this, students need to analyse structure, language and style in addition to aspects such as text type, context, bias and/or ideological position.

The comparative analysis should be continuous and structured, include relevant examples from the texts and be balanced in its comments on the similarities and differences between the texts. Rather than simply listing formal aspects, students should focus on how such aspects are used to create particular effects.

Assessment criteria: IB DP Language and Literature Paper 1 - HLEnglish A: Language and Literature, Paper 1, Comparative Textual Analysis, HL

0 1 2 3 4 5A: Understanding and comparison of the texts• To what extent does the analysis show the similarities and differences between the texts?• To what extent does the analysis show an understanding of the texts, their type and purpose, andtheir possible contexts (for example, cultural, temporal, relation to audience)?

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

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.

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

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.

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.

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

14

• Are the comments supported by well-chosen references to the texts?B: Understanding of the use and effects of stylistic features• To what extent does the comparative analysis show awareness of how stylistic features of the texts, such as language, structure, tone, technique and style, are used to construct meaning?• To what extent does the comparative analysis show appreciation of the effects of stylistic features (including the features of visual texts) on the reader?


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

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

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

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

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

Criterion C: Organization and development• How well organized and coherent is the comparative analysis?• How balanced is the comparative analysis? (“Balance” here means equal treatment of the two texts.)


Little 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.

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

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

The comparative analysis is well balancedand effectively organized, with a coherentand effective structure and development.

D: Language• 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.)


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

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.

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.

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.

Language is very clear, effective, 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.

15

Paper 2 Essay - Assessment criteria: IB DP Language and Literature Paper 2 - HL

Paper 2: EssayDuration: 2 hoursWeighting: 25%Paper 2 consists of six questions based on the literary texts studied in part 3 of the language A: language and literature course. Students are required to answer one question only.The format of paper 2 and the six questions are the same for both SL and HL students. However, there are specific assessment criteria for each level, reflecting different expectations in terms of the complexity and depth of the students’ responses.

Students will be expected to respond to questions in a way that shows their understanding of the learning outcomes demanded in part 3 of the course. They are expected to refer to at least two of the texts they have studied in class, analysing the works in the light of the way in which the contexts of production and reception affect their meaning. The following examples pinpoint some areas of discussion that students need to consider in their classwork while preparing for the assessment.

Which social groups are omitted from a text, and what might this reflect about is production? What do you think of the assertion that the meaning of a text is fixed and does not change over time? How does a particular term or concept, such as childhood, change in the way it is represented in the texts you have studied? How is our critical perspective on literary texts affected by cultural practice? To what purpose do authors sometimes choose not to follow a chronological sequence of events in their literary works? How valid is the assertion that literature is a voice for the oppressed? To what extent is the critical approach taken to the analysis of a text itself influenced by specific cultural purposes?

16

Written Tasks

A written task demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the material studied in the course. It must show a critical engagement with an aspect of a text or a topic.

Students complete at least four written tasks, two of which are submitted for external assessment.

The written tasks are assessed according to the assessment criteria published in the guide. The maximum mark for each written task is 20.

Formal requirements for tasks 1 and 2 One of the tasks submitted for external assessment must be a critical response to one of six prescribed questions (task 2) One of the tasks submitted for external assessment must be based on a literary text studied in part 3 or part 4 of the course.

The other must be based on material studied in part 1 or part 2 of the course. Each task must be 800-1000 words in length; task 1 should be accompanied by a rationale of 200-300 words, while task 2

should be accompanied by an outline, completed on the designated form that can be found in the Handbook of Procedures for the Diploma Programme. If the word limits are exceeded, the assessment will be based on the first 1000 words of the task for both tasks 1 and 2, and on the first 300 words of the rationale for task 1.

Formal requirements for task 1 The content of task 1 must relate to one of the four parts of the course; Students are free to choose a text type that is appropriate to the content of the task. A rationale must precede task 1.

RationaleThe rationale is not included in the word count (800-1000 words) for the written task and should be 200-300 words in length. Text titles or topics recorded on the rationale are expected to match those recorded on the coversheet.

In their rationale the students must explain: How the content of the task is linked to a particular part of the course; How the task is intended to explore particular aspects of the course; The nature of the task chosen

18

Information about audience, purpose and the social, cultural or historical context in which the task is set.

The rationale should not only include knowledge about the text or topic studied, but also about the formal conventions of the text type produced and how they relate to the aims of the task.

Examples of task 1 A short story exploring a minor character’s view of the main action of a literary text; A public information document explaining the effects of new legislation on a community; A diary entry in which a character from a work of fiction reveals his or her true feelings about another character or any

aspects of the action of a literary text An episode from a literary text rewritten to place the action in another setting An opinion column that emphasizes the pervasiveness of female stereotyping in advertising and how these stereotypes are

promoted for the purpose of raising company profits;

Aims of task 2

Task 2 takes the form of a critical response and is a requirement of the HL course only. The aims of task 2 are: To consider in greater detail the material studied in the four parts of the language A: language and literature course; To reflect and question in greater depth the values, beliefs and attitudes that are implied in the texts studied; To encourage students to view texts in a number of ways; To enable students to give an individual response to the way in which texts can be understood in the light of the prescribed

questions.

Formal requirements for task 2There are two prescribed questions for each of the areas of study listed below. Task 2 is a critical response to one of these six questions. The prescribed questions are designed to be as open as possible and are intended to highlight broad areas within which students can explore and develop their responses to the texts.

The critical response is based on material studied in the course. A rationale is not included with task 2. Students complete an outline, which should include:

The prescribed question that has been chosen;

19

The title of the text (s) for analysis; The part of the course to which the task refers; Three or four key points that explain the particular focus of the task.

Where appropriate, task 2 must reference, in a bibliography, the relevant support documentation such as the newspaper article or magazine advertisement on which it is based.

Where a complete shorter text is chosen (for example, a newspaper article or an advertisement from a magazine) students may refer to other texts to support their response.The critical response is in the style of a formal essay and must be clearly structured with an introduction, clearly developed ideas or arguments and a conclusion.

Practical requirementsFor both written task 1 and 2 bibliographic reference to the text should be included;

Areas of study for task 2In preparation for task 2, students must address one of the following areas of study, which correspond to the topics and material studied in the four parts of the course.

Reader, culture and textStudents are encouraged to consider that a text’s meaning is determined by the reader and by the cultural context. The interpretation of a text is dependent on various factors, including:

The reader and producer’s cultural identity or identities; Age; gender; social status; the historical and cultural settings of the text and its production; Aspects of language and translation;

Questions1. How could the text be read and interpreted differently by two different readers?2. If the text had been written in a different time or place or language or for a different audience, how and why might it

differ?

20

Power and privilegeStudents are encouraged to consider how and why social groups are represented in texts in particular way. In addition, consideration may be given to who is excluded from or marginalized in a text, or whose views are silenced. Social groups could include:

Women; adolescents; senior citizens; children; immigrants; ethnic minorities; professions

Questions1. How and why is a social group represented in a particular way?2. Which social groups are marginalized, excluded or silenced within the text?

Text genre Students are encouraged to consider the genre in which a text is placed. Certain textual features belong to a particular

genre and can be identified by a particular reader or audience. Writers make use of, or deviate from, particular conventions of genre in order to achieve particular effects. Students may also explore how texts borrow from other texts, and how texts can be re-imagined or reconstructed.

Examples of conventions of genre include: structure; storyline; characterization; stylistic devices; tone, mood and atmosphere; register; visual images and layout.

Questions1. How does the text conform to, or deviate from, the conventions of a particular genre, and for what purpose?2. How has the text borrowed from other texts, and with what effects?

21

INTERNAL ASSESSMENT – HL/SLIndividual oral commentary

Students are required to engage in a critical examination of a particular extract drawn from a work that has been studied in part 4 of the language A: language and literature course.

The individual oral commentary allows students to analyse the relationship between formal elements and meaning in a particular literary text Students undertake a literary analysis of the extract chosen. Students should explore significant aspects of the extract, showing knowledge and understanding of the extract and its use and effects of literary

features A recording of the individual oral commentary is sent to the IB for external moderation. The maximum mark is 30 The commentary lasts for 15 minutes The preparation time is 20 minutes

Supervised preparation time Students are given a copy of the extract without any annotations or notes. Students need to consider all aspects of the text

Students are given two guiding questions1) what is happening or being discussed in the text2) on the language usedExamples

How does the structure correspond to the overall meaning of the text?

What elements of style are used to convey ideas, attitudes and feelings?

How does the narrator’s point of view influence the reader’s understanding of the text?

What type of audience is this text aimed at? What does this text tell us about the relationship

between X and Y? What is the main theme or idea in this text, and how

has it been developed? What atmosphere is the writer trying to create in the

text?

20 minutes – can make notes but should not read them as a speech

Commentary Students are expected to demonstrate their ability to communicate in a sustained and organized manner

Students are expected to use a register appropriate to the commentary

10 minutes

Part 2: Discussion A discussion 5 minutes

24

Further oral activity

Weighting: 15%

Aim to address the relationship between language, meaning and context Students engage in two further oral activities, one based on part 1 and one on part 2 of the course. The mark of the best activity is submitted for final

assessment; the marks of the other activities must be recorded and kept by the school Issue of intercultural understanding is important Individual presentations followed by a reflective statement commenting on performance and progress they made in achieving the aims they had set There must be a clear link between the activity and the texts that have been studied in a particular part of the course Maximum mark is 30. Recordings are not sent to IB

Examples

Structured group discussion

Discussion arising from materials prepared by a small group of students, for example identifying the social, cultural and economic position taken by a particular text

Class discussion where two or three students have been given special responsibilities The presentation of material lending itself to discussion within the class, for example, the offering of two opposing readings of a text Formal debate

Role play

A dialogue between two public figures with a follow-up discussion highlighting the way meaning is constructed A public figure interviewed by the student as him/herself or in another role Advertising or public relations figures using language in a meeting to shape the view of a product, brand or public figure

Dramatic presentation

Writing and performing a scene concerning an issue encountered in the study of part 1 or part 2 of the course Re-enacting a particular cultural or historical moment with a different focus or interpretation in mind

Oral presentation A formal speech based on an aspect studied in part 1 or part 2 of the course

25

A report related to an aspect of part 1 or part 2 of the course, for example, comparing two newspaper articles on the same topic and identifying the stance taken by the newspapers

An introduction to a particular topic, for example, the social and cultural contexts of a text The examination of a particular interpretation of a text or event The setting of a particular writer’s text against another body of material, for example, details on social background or political views A commentary on the use of a particular image, idea or symbol in a text or texts studied A comparison of two texts in part 1 or part 2 of the course An account of a student’s developing response to a text A presentation on image as text A presentation highlighting the codes used in a particular visual text

26

msturnerenglishtok.weebly.com · web viewthe textual analysis requires knowledge and understanding...

Documents