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I B / EP Worksh op

Teacher Workbook

Zeist 2012


I B / E P Wo r k s h o p Contents IB Mission Statement IB Learner Profile General Program

1.

Breaking the Ice Activities A short introduction to the Language and Literature course The various exam components Teaching considerations Resources Synergy with the National Dutch curriculum and marks The literature components and outlining assessment The language components and outlining assessment Sharing ideas and materials, Q & A Important Documents to bring with you Language and Literature Guide Language and Literature Subject Outline Sample PTA’s Self made forms Prescribed List of Authors Prescribed Literature in Translation


IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


Course Outline

We will begin with assessment and work backwards to course design and implementation.

Assessment FAQ’s

Assessment of sample work Written Task 1 HL/SL Written Task 2 HL/SL Formal Oral HL/SL Further Oral Activity HL/SL Paper One HL/SL Paper Two HL/SL Course Design and Sharing Course models Implementing the course Sample materials Novel reviews Student activities


Q&A Review and Reflection (PIN model) Positive Interesting Negative Back to BURNING QUESTIONS


The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance.In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. and strategies. They are brave and articulate in defending their beliefs.

Activity:

How many classes would you have in the new course? How many lessons do you now have to teach English in the 5th and 6th years? What would be your greatest challenge in reaching the suggested requirements? What would you need to teach the course? How many more hours would you need to fulfill the suggested requirements? How would you break the hours down? Would you be teaching on your own or in cooperation with a partner/team? What curriculum, materials or resources could you continue to use in the new course? What curriculum, materials, resources would you need to acquire? How many classes would you have in the new program? Would you teach HL/SL ?


What do you consider the IB Learner and Teacher Profile to be?

How can you and your school support the IB Mission Statement and Learner Profile?

What challenges do you face?


Were do I begin?

Activity Use the yellow post it note on your table to write down any burning questions you would like to have answered by the end of today?

Course Diagram


The Course Language in Cultural Context

Language and Mass Communication

Literature Texts and Contets

Literature Critical Study

Pagina 9


Teaching Hours Syllabus component

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

Part 2: Language and mass communication Texts are chosen from a variety of sources, genres and media.

SL

HL

40

60

40

Part 3: Literature—texts and contexts SL: Two texts, one of which is a text in translation from the prescribed literature in translation (PLT) list and one, written in the language A studied, from the prescribed list of authors (PLA) for the language A studied, or chosen freely. HL: Three texts, one of which is a text in translation chosen from the prescribed literature in translation (PLT) list and one from the prescribed list of authors (PLA) for the language A studied. The other may be chosen freely.

Part 4: Literature—critical study SL: Two texts, both of which are chosen from the prescribed list of authors (PLA) for the language A studied. HL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for the language A studied.

Total teaching hours

60

40

70

30

50

150

240


Activity Take a few minutes to reflect on how your English courses are now structured in the upper levels. What changes would you need to make?

What could remain the same?


IB A Language and Literature Handling the Exam Introduction This section of the book will deal with each of the exam components. It will address good practice as well as assessment. -----------Ă 

Individual oral commentary Weighting: 15% of the overall exam grade Introduction You are expected to engage in a critical examination of a particular extract that has been studied in Part 4 of the Language A Language and Literature course. The individual oral commentary allows you to analyse the relationship between form, language and meaning in a particular text. The nature and emphasis of the commentary depends to a great extent on the extract chosen; however, in all cases, you should aim to explore significant aspects of the text, namely, its literary features. In this exploration you would be asked to not only identify these features but to explain their use and effect on the readers interpretation of the text. It is an individual commentary and as addressed the chapter for the Literature Critical Study you should also be able to place the extract in contexts including social, cultural and historical as well as in the complete text itself. The commentary is your opportunity to demonstrate you ability to use a level of language use appropriate to the task. To reach your highest level of vocabulary, literary terminology and rhetoric‌ Choice of text Your teacher is entirely responsible for the choice of extract. For SL students texts must be taken from both works studied in Part 4. Students should not know in advance on which text they will be asked to comment on. The text for commentary should not exceed 40 lines. It is probable that if you receive a poem it will be a single complete poem or a substantial extract from a long poem. Requirements The individual oral commentary should last 15 minutes. The preparation time is a maximum of 20 minutes.

The Discussion Approximately seven minutes should normally be allocated for your discussion. When you student have completed the commentary, your teacher will engage you in a discussion. This discussion will give you the opportunity to expand on particular statements made during the commentary. You may find the opportunity to add to information or to go into more detail about elements of the text. Yu can further demonstrate that you have understood specific details as well as appreciated their importance within the extract.


Handeling the Exams

Your teacher will make recordings of the individual oral commentary as it is required for the purposes of external moderation (outside marking). Preparation time You should be given a copy of the extract without any annotations or notes. The purpose of the preparation time is to enable you to consider all aspects of the text and to organize your commentary. You should try to make brief notes for reference, but do not read them as a prepared speech. During the preparation time, you should have with you only the text, the guiding questions and writing materials. Your notes and/or outline may be brought into the oral. Guiding questions In addition to the text for commentary, you should be given two or three guiding questions at the beginning of the preparation time. These questions should not be numbered and are to be used to assist you in organizing your commentary. It is not the purpose to answer the questions individually but to incorporate the information into your commentary.

Guiding questions should refer to the various elements of the extract such as what is happening or being discussed in the text and the language used or how the speaker makes you aware of his attitude to the subject of the extract. These questions should : offer a possible starting point for the commentary relate to one of the most significant aspects of the text refer to general details only, not to specific details in a particular line allow the student to explore independently all significant issues dealt with in the text encourage the student to focus on interpretation of the text.

Activity –Try to create 3 guiding questions using the information above.


Handeling the Exams Here are some possible examples of guiding questions How does the structure of the extract correspond to the overall meaning of the text? What elements of style are used in the extract 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?

The Commentary Do not forget you are expected to demonstrate your ability to communicate in a sustained and organized manner. Your commentary should not be a series of unconnected points about the text. Here your notes or an outline can assist you in organisation. You are expected to use a register appropriate to the commentary appropriate pauses and stops as well as a clear and fluent flow of information. During the commentary it is your task to stay focused only on the text. If the text is an extract from a novel, for example, the relationship to the whole text or other works by the writer should be made only when relevant as in supporting information within the extract or during discussion when you may be asked to place the text in other contexts. You should not use this activity as an opportunity to discuss everything they know about the larger text for instance how much you enjoyed or did not enjoy reading the novel. You are encouraged to integrate responses to the guiding questions into the commentary as these will help you to form a more complete response. Try to continue your commentary without interruption. The commentary should last for approximately half the time allotted or approximately 8 minutes. Activity: Using the outline provided on the next page prepare the extract for an oral.


Outline Directions To complete your study of The Road you will prepare a response that expresses your academic, personal, and philosophical perceptions of the novel. Your response will explore this extract in four ways; thus, it will consist of an introduction, two development sections, and a conclusion, as follows: In the introductory section, reproduce (quote) the passage and place it in the context of the play. Cite the aprt of the book, chapter if possible. Identify the speaker and explain the situation that prompts these lines. Discuss what this follows and what it precedes. In the first development section, discuss the meaning and significance of the extract. It might represent a turning point in one of the important conflicts, or it might embody one of the play’s themes. Consider what changes in the book as a result of this extract. The extract might reveal something important about a character that has a bearing on the outcome of the book. Perhaps the extract is a microcosm of what the story is all about. In the second development section, explain why the selection is important to you. Do you relate to the speaker of this selection? If so, explain ideas from this selection that you share with the character. If not, explain what drew you to this selection. What personal experiences can you connect with the ideas expressed in the selection? How do you relate to the situation revealed in the selection? In the conclusion section, suggest why this piece of the bookis important to today’s world. What is the philosophical perspective of this piece of the book? How do(es) the idea(s) in this piece of the story relate to a current social issue or event? What universal truth does this piece of the story contain, and why is this important?

The Super Six Audience Purpose Atmosphere (tone and mood) Theme and Content Imagery Structure


Handeling the Exams Exerpt When he woke in the woods in the dark and the cold of the night he'd reach out to touch the child sleeping beside him. Nights dark beyond darkness and the days more gray each one than what had gone before. Like the onset of some cold glaucoma dimming away the world. His hand rose and fell softly with each precious breath. He pushed away the plastic tarpaulin and raised himself in the stinking robes and blankets and looked toward the east for any light but there was none. In the dream from which he'd wakened he had wandered in a cave where the child led him by the hand. Their light playing over the wet flowstone walls. Like pilgrims in a fable swallowed up and lost among the inward parts of some granitic beast. Deep stone flues where the water dripped and sang. Tolling in the silence the minutes of the earth and the hours and the days of it and the years without cease. Until they stood in a great stone room where lay a black and ancient lake. And on the far shore a creature that raised its dripping mouth from the rimstone pool and stared into the light with eyes dead white and sightless as the eggs of spiders. It swung its head low over the water as if to take the scent of what it could not see. Crouching there pale and naked and translucent, its alabaster bones cast up in shadow on the rocks behind it. Its bowels, its beating heart. The brain that pulsed in a dull glass bell. It swung its head from side to side and then gave out a low moan and turned and lurched away and loped soundlessly into the dark. With the first gray light he rose and left the boy sleeping and walked out to the road and squatted and studied the country to the south. Barren, silent, godless. He thought the month was October but he wasnt sure. He hadn't kept a calendar for years. They were moving south. There'd be no surviving another winter here. When it was light enough to use the binoculars he glassed the valley below. Everything paling away into the murk. The soft ash blowing in loose swirls over the blacktop. He studied what he could see. The segments of road down there among the dead trees. Looking for anything of color. Any movement. Any trace of standing smoke. He lowered the glasses and pulled down the cotton mask from his face and wiped his nose on the back of his wrist and then glassed the country again. Then he just sat there holding the binoculars and watching the ashen daylight congeal over the land. He knew only that the child was his warrant. He said: If he is not the word of God God never spoke. When he got back the boy was still asleep. He pulled the blue plastic tarp off of him and folded it and carried it out to the grocery cart and packed it and came back with their plates and some cornmeal cakes in a plastic bag and a plastic bottle of syrup. He spread the small tarp they used for a table on the ground and laid everything out and he took the pistol from his belt and laid it on the cloth and then he just sat watching the boy sleep. He'd pulled away his mask in the night and it was buried somewhere in the blankets. He watched the boy and he looked out through the trees toward the road. This was not a safe place. They could be seen from the road now it was day. The boy turned in the blankets. Then he opened his eyes. Hi, Papa, he said. I'm right here. I know.


notes

Working with samples


Handeling the Exams

Activity: Criterion Grid : In your groups create a table/grid that contains

your own criterion for a successful oral.


Handling Exams Further oral activity Weighting: 15% of your total grade The further oral activities are intended to address the relationship between language, meaning and context. In this part of the exam you are required to engage in at least two oral activities, one based on Part 1 and one on Part 2. The mark of one of the activities is chosen by your teacher for final assessment, the marks of the other activities need to be recorded and kept by your school. These activities are an opportunity to explore some of the central concerns focused on in Parts 1 Language and Cultural Context and Part 2 Literature texts in contexts. An important one of these is the issue of intercultural understanding. Through the examination of the ways in which the cultural context of a text, including the way and the medium through which it is communicated you have been able to explore some of the intercultural aspects of the course, reflecting on your own cultural heritage and practices. You are able to choose from a wide variety of activities and these may interactive in nature, they should integrate both listening and speaking skills, and may include individual presentations. You will choose your activity in consultation with the teacher. There must be a clear link between the activity and the texts that have been studied in one of the particular parts of the course. This oral activity unlike the individual commentary is not recorded or sent for external moderation.

Activity: With your group identify and outline at least three potential further oral activities. Explain their structure, roles of the participants, expected outcomes and links to the course. 1. 2. 3.


Handeling the Exams Examples of further oral activities The following is a list of possible activities. This These are suggested and there are many more possibilities your teacher will help you to decide on your choice. A 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 type from part 1 or 2. Class discussion where two or three students have been given special responsibilities (advance preparation, particular topics, a short report, a provocative position). The whole class may participate, but only those two or three students should be assessed independently The presentation of material lending itself to discussion within the class, such as the offering of two opposing readings of a text or two stances within a text. Formal debate Organized and following the structure and rules of a formal debate Various topics could be utilized. Role play A dialogue between two public figures with a follow up discussion highlighting the way meaning is constructed and manufactured by the speakers. A public figure interviewed by the student, as him/herself or in another role (for example, a fellow politician) containing elements of spontaneity Advertising or public relations figures using language to shape the view of a product, brand or public figure (an advertising presentation for a product using the class or a group as the board of directors for the product.


Handeling the Exams Dramatic presentation Writing and performing a scene concerning an issue encountered in the study of Part 1 or Part 4 Re-enacting a particular cultural or historical moment with a different focus or interpretation in mind Writing and performing a parody of either of the above. Oral presentation A formal speech based on an aspect studied in Part 1 or Part 2 A report related to an aspect of Part 1 or Part 2, 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 instance the social and cultural contexts of a text The examination of a particular interpretation of a text or event either your own or someone else’s The setting of a particular writer’s text against another body of material such as 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 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 Working with samples


Handeling the Exams Written Task Weighting: 20% of your overall grade Preparing for written tasks In this portion of the course assessment, the focus is on student productions. It is an opportunity for students to demonstrate how fully they understand the manner in which meaning is constructed by language. This is the one area where the skills learned in all parts of the course may be indirectly assessed. Here students will be expected to define their own audience and the purpose for which their work is intended. Whether they have chosen an addition to an existing work of literature, a parody, or an advertising campaign, they will be expected to explain their language choices in the context of their work such as assuming the correct register and vocabulary. The process by which this occurs will be determined by the types of texts the students are exposed to during the course and their ability to understand terms such as: The Super Six Audience Purpose Atmosphere (tone and mood) Theme and Content Imagery Structure Students will be marked on the appropriateness of their language in relation to the task. A rationale must accompany the work and will be included in the word count. This rationale demonstrates to the examiner the depth of the student’s understanding by placing the work in context. Written tasks are designed to demonstrate students’ ability to produce or critically reproduce types of work studied in the course. Students are expected to be able to state the audience for their work and the purpose for which it was produced and, in doing this, they then must use the language appropriate to the task. This could take the form of mimicking the style of a writer from one of from one of the works studied,


Handeling the Exams

or producing a piece of work for an intended purpose such as a letter of appeal. Students must be aware of the contexts in which the work was produced, both historical and cultural. The learning outcomes addressed in this part of assessment challenge students to: consider the changing historical, cultural and social contexts in which particular texts are written and received demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context understand the attitudes and values expressed by literary texts and their impact on readers. Students should be directed to produce many different types of work throughout the course in order to receive feedback. In this way they can develop their writing, and polish and refine their writing styles. Written assignments for development should include a variety of tasks over the two years of the course, giving students the opportunity to rewrite and refine their work. This work will form the basis for their written tasks. *From the IB OCC site Written Task Students complete at least four written tasks (one during each part of the course), two of which are submitted for external assessment; one of the tasks submitted must be a Written Task 2 (analytic response to a prescribed question). In addition, one of the tasks submitted must be from part 1 or 2 (junior year), and the other from part 3 or 4 (senior year). As part of the learning process, teachers can give advice to students on a first draft of the task. This advice should be in terms of the way in which the work could be improved, but this first draft must not be annotated or edited by the teacher (or anyone else). After making general comments on the first draft, teachers should not provide any further assistance.


Handeling the Exams Written Task 1 (Focus for Year 1) Written Task 1 demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the materials studied in the course. It must show a critical engagement with an aspect of a text or a topic. The content of the task must relate to one of the four parts of the course. Students are free to choose the text type that is appropriate for the content of the task; however, a formal essay is not an acceptable text type for task 1. The task must be between 800-1000 words, and be preceded by a 200-300 word rationale. In the rationale, 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 (the text type) 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. On the coversheet that precedes the task, students must include: student details examination session details the course summary (including details of each of the four parts studied) the total number of words for the task Students must acknowledge all sources used in a bibliography. Practical Requirements: 800-1000 words An outline (completed in class) which includes: 1. the prescribed question that has been chosen 2. the title of the text(s) for analysis 3. the part of the course to which the task refers (example- Part 2: Language and Mass Communication) 4. three or four key points that explain the particular focus of the task. Bibliography of texts, including the main text and any supporting texts Formal essay, clearly structured with an introduction, clearly developed ideas or arguments and a conclusion


Handeling the Exams

Activity: With your group outline 3 ideas for written task one. Explain your choices including links to course. 1.

2.

3.


Examples of task 1 1. 2. 3. 4. 5.

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 true feelings about another character or the action of a literary text An episode from a literary text rewritten to place the action in another time or place 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

Working With Samples


Handeling the Exams Written Task 2 WT2 is a critical response which aims to: consider in greater detail the material studied in class that reflect and question in greater depth the values, beliefs and attitudes that are implied in the texts studied encourage students to view texts in a number of ways enable students to give an individual response to the way in which texts can be understood in light of ONE of the prescribed questions (see below)

Reader, culture and text: Students 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 readers and producer’s cultural identities; age; gender; social status; the historical and cultural setting of the text and its production; aspects of language and translation.

Power and privilege: Students are encouraged to consider how and why social groups are represented in texts in particular ways. In addition, consideration may be given to who is excluded from or marginalized in a text, or whose views are silenced. Social groups include women, adolescents, senior citizens, children, immigrants, ethnic minorities, professions.

Text and 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 the conventions of genre include structure, storyline, characterization, stylistic devices, tone, mood, atmosphere, register, visual images and layout.

Which social groups are marginalized, excluded or silenced within the text? For what purposes and with what effects?

How could the text be read and interpreted differently by two different readers?

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?

How and why is a social group represented in a particular way?

How does the text conform to, or deviate from, the conventions of a particular genre, and for what purposes?

How has the text borrowed from other texts, and with what effects?


Handeling the Exams

Practical Requirements: 800-1000 words An outline (completed in class) which includes: 1. the prescribed question that has been chosen 2. the title of the text(s) for analysis 3. the part of the course to which the task refers (example- Part 4: Language Critical Study) 4. three or four key points that explain the particular focus of the task. Bibliography of texts, including the main text and any supporting texts Formal essay, clearly structured with an introduction, clearly developed ideas or arguments and a conclusion

Working With Samples


Paper 1: Comparative textual analysis Duration: 2 hours Weighting: 25% Paper 1 contains two pairs of unseen texts for comparative analysis. Each pair will be linked in such a way that invites investigation of similarities and differences. Students select one pair. 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 text. The texts for analysis are not necessarily related to specific parts of the syllabus and the links between texts will be varied and could include for example, theme, genre features or narrative stance. Different text types are included, for example: advertisement opinion column. Extract from an essay Electronic text, for example, social networking sites, Blogs Brochure, for example an Public information leaflet Extract from 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.


Handeling the Exams

Paper 1: Textual analysis Duration: 1 hour 30 minutes Weighting: 25% Paper 1 contains two previously unseen passages from non-literary texts for analysis, of which students select one. Students are instructed to write an analysis of one of the texts, including comments on the significance of any possible contexts, audience, purpose and the use of linguistic and literary devices. Language A: language and literature guide 29 External assessment In addition, two guiding questions are provided, encouraging students to focus their response on aspects of the passage. A passage for analysis may either be a complete piece of writing or visual text, or an extract from a longer piece. The texts for analysis are not necessarily related to specific parts of the syllabus. Different non-literary 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. Students are required to analyse and comment on the text in the light of their understanding of its possible 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. There are many acceptable ways of approaching the analysis of a text. Regardless of the approach taken the analysis should be continuous and structured, and should include relevant examples from the text. Rather than simply listing formal aspects, students should focus on how such aspects are used to create Particular effects, the recognition of which may contribute to a reading of the passage. The paper is assessed according to the assessment criteria published in this guide. The maximum mark for paper 1 is 20. Working With Samples


Handeling the Exams

Paper 2: Essay Duration: 2 hours HL Weighting: 25% of overall mark Paper 2 consists of six questions based on the literary texts studied in Part 3 of the Language A Language and Literature course. You are required to answer one question only. The format of Paper 2 is the same for both higher level and standard level students, but the complexity of the questions and what is expected of students differ between the two levels (see the assessment criteria). Students are expected to respond to the questions in a way that shows their understanding of the learning outcomes demanded in part 3. This means analysing at least two of the works they have studied in the light of the way the contexts of production and reception affect their meaning. Examples of the kinds of questions students need to consider in preparing for their assessment are: What groups are omitted in a text and what might this reflect about its production? The validity 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? In what ways is our critical perspective on literary texts affected by cultural practices To what purpose do authors sometimes not follow a chronological sequence of events in their literary works? The validity of the assertion that literature is a voice for the oppressed The critical approach taken to the analysis of a text is itself influenced by specific cultural practices.

Working With Samples


Handeling the Exams Paper 2: Essay Duration: 1 hour 30 minutes Weighting: 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 both 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. • How can we explain the continued interest in a particular work in different contexts and at different times? • What do you think of the assertion that the meaning of a text is fixed and does not change over time? • If beauty is a relative term, how do one or more of the works you have studied explore this idea? • How valid is the assertion that literature is a voice for the oppressed? • To what extent do male and female literary characters accurately reflect the role of men and women in society? • To what purpose do authors sometimes choose not to follow a chronological sequence of events in their literary works? Do works of literary merit both reflect the spirit of the time and challenge it?

Working With Samples


Handeling the Exams Your Novels for Part 3 of the Course

Your Novels for Part 4 of the course


Resources

http://www.europeesplatform.nl/ http://www.ibo.org/ http://occ.ibo.org/ibis/occ/guest/home.cfm http://www.digitalanguage.org/


Resources

You will have access to a file transfer via USB stick or to your computer as well as links to Googledocs or use during and after this course. If you have further questions you may email me at.

K.schuck@penta.nl


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