Language A: language and literature Teacher support material

Transcription

1 Diploma Programme Language A: language and literature Teacher support material First examinations 2013 This pre-publication has been released for information only, to help with planning. Although the content has been substantially finalized, the IB reserves the right to make further changes to the text before publication as it sees fit. This version must be replaced as soon as the final version is published, in order to avoid any confusion. International Baccalaureate Organization 2011

2 General information Introduction Welcome to the teacher support material for the International Baccalaureate (IB) Diploma Programme language A: language and literature course. This is an entirely new course that looks at the way meaning is constructed in texts. Rather than engaging only with literary material, as was previously the case in group 1 subjects, the course requires students to: study the widest range of texts, and to consider the impact of language use and interpretation in many different contexts. This course is of particular interest to those who wish to develop a high level of awareness of language use in everyday situations as well as in literary texts.

3 Using this teacher support material The teacher support material presented here is designed to support teachers in the planning and delivery of the course, rather than helping them merely to understand how the assessment outcomes are measured. It is more about how to teach than how to assess, although assessment needs are also addressed. This document is designed to be accessed according to need; teachers may wish to work through it or simply select the sections that suit whatever they are working on or planning at a given moment. It is not designed to be exhaustive, or to offer full coverage, but to support teachers in developing a course based on their own interests, environment, professionalism and creativity. The enormous range of environments in which the Diploma Programme is taught would make a more prescriptive approach presumptuous and unhelpful. The material in this document should, however, help teachers to develop a course structure that is relevant to the situation in which they are teaching and the resources they can access. It is important to stress the fact that the course s pedagogy can be readily understood through the IB learner profile and its principles, which underpin the teaching methods used in the classroom. Ideas of risktaking and reflection, for example, are particularly apposite. It is also important to remember that what is particular to language and literature indeed, the pivot on which the course turns is the idea of context. It is through context that students are led to focus intensely on the matter and nature of the texts they are studying, discovering their meanings and the ways in which they are inflected by various cultural contexts. Structure of the document The document contains the following material. General information Introduction: statement of the document s purpose Using this teacher support material: guidance on the content and scope of the document Assessed student work: an overview of the samples Course guidance Course overview Course plans: including a course overview diagram and two detailed course outlines The holistic approach The part-by-part approach Syllabus requirements: parts 1 4 Assessment guidance: external assessment (containing marked and annotated samples) Paper 1 Paper 2 Written tasks Assessment guidance: internal assessment (containing marked and annotated samples) Individual oral commentary

4 Further oral activities Frequently asked questions (containing a section for each part of the course)

5 Appendices (containing course planning materials and suggested activities linked to the assessment guidance)overview Examples of student work are available at the end of each assessment section. These have been marked and commented on by the principal examiners and their team. Because the course is new, samples have been gathered from material that has been trialled, or in some cases drawn from material generated in previous group 1 and 2 courses that is appropriate and has been re-marked against the assessment criteria for the new language A: language and literature course. Teachers can use the examples presented in this document to: support their scoring of internal assessment, and develop formative assessments throughout the course. Note: The samples of student work are presented in their original styles and have not been corrected or edited for inclusion in this document. Example Example 1: Paper 1 SL Example 2: Paper 1 HL Example 3: Paper 2 SL and HL Example 4 Example 5: Individual oral commentary SL and HL Example 6: Individual oral commentary SL and HL Task WhereToStay.com Written analysis of a previously unseen extract Comparison of an extract from a Garmin Quick Start Manual to an extract from Lynne Truss s Eats, Shoots & Leaves "Literature always has a political purpose; its aim is never simply to entertain." Referring closely to at least two of the works in your study, show how far you agree or disagree with this statement. A police report on the death of Simon from William Golding s Lord of the Flies Poem Ode on a Grecian Urn by John Keats Extract from The Tempest by William Shakespeare

6 Course guidance Course overview What is the definition of language and literature? This is best summed up in the section Nature of the subject from the Language A: language and literature guide (February 2011): The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and nonliterary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. The language A: language and literature course may therefore be seen as an investigation of the construction of meaning in a variety of contexts, both in art (literature) and in everyday life. Practically, this means that teachers will need to develop students appreciation of the impact of the context (cultural and social) of both writer and reader on textual construction and interpretation. This appreciation can take many forms, both simple and complex. For example, students should be able to understand how: the intended purchaser of a product will affect the tone of language and use of image in the creation of an advert, or the use of rhetorical and propaganda techniques can shape meaning in the delivery of a politician s campaign speech. The appreciation of literary technique as used in the various genres of literature forms an important aspect of this study. What is the definition of texts? Texts in this course are broadly described as follows. Texts are anything that is produced with the intent of conveying a meaning to an audience, incorporating both spoken and written acts of communication, and the associated use of images and visual and aural stimuli. Texts under this definition can be literary or non-literary. They include any communicative device used to convey a message or idea, for example: single images films poetry prose. voice recordings books blogs twitters

7 These various types of texts make different demands on the readers, viewers or listeners. Thus they are open to various interpretations based on the context in which they are written and received. The texts used in this course should be chosen so as to give the teacher and student opportunity to understand them according to their form, content, purpose and audience and through the social, historical, cultural and workplace contexts that produce and value them. Responding to and producing texts promotes an understanding of how language reproduces or challenges ways of thinking and being. The study of the texts produced in a language is central to a creative engagement with language and culture and, by extension, to how we see and conceptualize the world in which we live. Student placement The language A: language and literature course is one of the three language A courses now available to Diploma Programme students. The language A: language and literature course may be seen as an opportunity for students to develop an enhanced understanding of the issues surrounding communication in the language A studied. Students of language and literature will be presented with the opportunity to: develop their skills of textual creation and of textual analysis develop a wide critical vocabulary deal confidently with a range of texts produced in varied academic and social situations. Students following this course should find it prepares them for future activities in many areas, including academic, business and personal endeavours. This course presents a useful foundation for the student who wishes to attain a solid, advanced understanding of the language A studied, which is not limited to artistic forms of communication.

8 Course plans The course at a glance Teachers may use the diagram below, which provides a sample course overview, to help them plan and develop their own language and literature course. Please note that a blank course overview diagram is provided in the appendices to this document (appendix 1) for teachers use. Detailed course outlines Note: Please see the appendices to this document (appendix 2) for a suggested introductory exercise for students. The following course plans present two different ways of covering the text and topic options contained in the language A: language and literature course. In the first option, the four parts of the course are taught alongside each other, which may allow teachers and students to see how skills of analysis and production are related. In the second option, the four parts of the course are taught one at a time, which may allow for a clearer understanding of how the separate skills and topics complement each other. Teachers should in no way assume that these two options demonstrate the only or even the best ways of approaching the course; it is anticipated that teachers will be able to design courses that suit the needs of different student groups, taking advantage of local requirements and conditions. These plans are presented for inspiration only, to demonstrate some of the possibilities available. The plans divide the course into units for study. There are four units plus a revision unit in each plan; these five units may be divided up in a variety of ways, to suit local timetabling and holiday requirements. Higher level material is enclosed in brackets and presented alongside standard level material, so that teachers can easily see what extra topics and texts must be covered. Teachers should decide on a locally appropriate way to deliver the extra tuition for higher level students. For each section of the course, teachers may turn to the appendices to find suggested course activities for students (appendix 3). These may be adapted for use with different texts/topics. Teachers should devote approximately the same number of hours to teaching the two halves of the course language and literature. Teachers will have to decide themselves: how to fit language and literature units into the local school timetable how and when to arrange formative testing how to accommodate summative internal assessment deadlines. The external assessment deadlines (approximate dates) are added as a guideline. The division of the course into four units plus a revision unit is flexible, and has been planned with the intention that it adapts easily to a variety of school year models. In each unit, certain texts and topics are suggested; however, alternative suggestions are also made, and the language A: language and literature course is flexible enough to offer further combinations of text and topic. It is up to the individual teacher to decide which texts and topics are most suitable for his or her students, and to use the material in this document appropriately. At the end of each assessment section, teachers are advised to visit the appendices to this document. Appendix 3 contains a list of suggested exercises designed to develop the relevant skills that students

9 need to demonstrate. Teachers may wish to add exercises into their own course outlines as they read through the assessment sections of this document. Before looking at the course outlines in detail, it may help to review the following sections from the Language A: language and literature guide (February 2011), to establish clearly the material to be covered, and the final assessment requirements of the course. Students should have access to the guide at all times and should be made familiar with these sections of the guide at least, which can be used in introductory classes at the beginning of the course. Aims Assessment objectives Syllabus outline Further guidance: Parts 1 and 2 (list of text types) Assessment outline SL Assessment outline HL External assessment criteria SL Overview External assessment criteria HL Overview Internal assessment criteria SL and HL Overview Course outline 1: The holistic approach The following suggested course plan splits the work for the different parts of the language A: literature and language course into five units, each taking a holistic approach to the material for study, combining the study of literary texts with units from language. It can be seen that such combinations may lead to a deeper understanding of the construction and interpretation of texts. The organization and focus of individual classroom sessions will be up to the teacher, but activities are suggested, and there are links to detailed activity descriptions and resources, which are to be found in the appendices to this document. The unit aims are taken from the subject guide, and are numbered accordingly. The extra topics and texts that must be studied by higher level students are presented (in brackets). Note: Teachers should be aware that the texts and topics suggested here are only suggestions, and may be inappropriate for some regions/student groups. Teachers should substitute their own text choices, taking student interests into account, where possible. Unit 1: Introduction and text in context Unit aims Promote students enjoyment of and interest in literature (7) Study texts from different periods, styles and genres (1)

10 Encourage appreciation of perspectives from other cultures (5) Develop students oral/written powers of expression (3) Recognize importance of contexts of writing/receiving (4) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Assessment focus for unit Paper 1 (practice) Individual oral (practice) Further oral (potentially summative) Written task 1 (potentially summative) Material to be covered Text types Language A: language and literature guide Presentation (and oral presentation skills) (February 2011) Essay analytical (HL: comparative) Macbeth by William Shakespeare (part 4) Drama (play text) Language and power (part 1) Poem Language and political campaign (part 2) Speech (HL only: Language and social relations (part 1)) Cartoon (HL only: Language history and evolution Manifesto (part 1)) Interview Magazine article Diary Letter (formal and informal) Parody and pastiche Unit 2: Language and audience impact Unit aims Promote students enjoyment of and interest in literature (7) Study texts from different periods, styles and genres (1) Develop students oral/written powers of expression (3) Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Assessment focus for unit Paper 1 (practice) Paper 2 (practice)

11 Individual oral (practice) Further oral (potentially summative) Written task 1 (potentially summative) (HL: Written task 2 potentially summative) Material to be covered Text types Language A: language and literature guide Presentation (and oral presentation skills) (February 2011) Essay analytical and persuasive (HL: A Clockwork Orange by Anthony Burgess (part comparative) 3) Novel Media and violence (part 2) Drama (film text) Media and editing (part 2) News report Language and political campaign (part 2) Blog (HL only: Language and social relations (part 1)) Editorial (HL only: Stereotypes (part 2)) Memoir Opinion column Instructions Textbook Unit 3: Authorial intention and interpretation Unit aims Promote students enjoyment of and interest in literature (7) Study texts from different periods, styles and genres (1) Develop students oral/written powers of expression (3) Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Assessment focus for unit Paper 1 (practice) Individual oral (REAL) Further oral (potentially summative) Written task 1 (potentially summative) (HL: Written task 2 potentially summative) Material to be covered Language A: language and literature guide (February 2011) Elizabeth Bishop poetry collection (part 4) Language and gender (part 1) Text types Presentation (and oral presentation skills) Essay analytical and persuasive (HL: comparative) Poem

12 (HL only: Testament of Youth by Vera Brittain (part 4)) (HL only: Stereotypes (part 2)) (HL only: Language and the state (part 2)) (HL only: Language and social relations (part 1)) (HL only: Language history and evolution (part 1)) HL and SL review Macbeth by William Shakespeare (part 4) Language and power (part 1) Language and political campaign (part 2) Unit aims Drama (play text) Biography Radio broadcast Encyclopedia entry Letter (formal and informal) Report Chart Database Diagram Appeal Song lyric Travel writing Unit 4: World literature translation and interpretation Promote students enjoyment of and interest in literature (7) Study texts from different periods, styles and genres (1) Encourage appreciation of perspectives from other cultures (5) Develop students oral/written powers of expression (3) Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Assessment focus for unit Paper 1 (practice) Paper 2 (practice) Further oral (potentially summative) Written task 1 (potentially summative) (HL: Written task 2 potentially summative) Material to be covered Text types Language A: language and literature guide (February 2011) Red Oleanders by Rabindranath Tagore (part 3) Translation (part 1) (HL only: Things Fall Apart by Chinua Achebe (part 3)) (HL only: Language and the state (part 2)) (HL only: Language and social relations (part Presentation (and oral presentation skills) Essay analytical and persuasive (HL: comparative) Novel Drama (play text) Advertisement Brochure/leaflet Guide book

13 1)) (HL only: Language history and evolution (part 1)) HL and SL review A Clockwork Orange (part 4) Media and violence (part 2) Media and editing (part 2) Language and political campaign (part 2) Photographs Radio broadcast Screenplay Travel writing Unit 5: Revision (During this unit, the oral grades should be prepared for submission to the moderator, and the written tasks should be sent to the examiner.) Unit aims Promote students enjoyment of and interest in literature (7) Study texts from different periods, styles and genres (1) Encourage appreciation of perspectives from other cultures (5) Develop students oral/written powers of expression (3) Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Assessment focus for unit Revision of course material and preparation for assessment Paper 1 (FINAL EXAM at end of this unit) Paper 2 (FINAL EXAM at end of this unit) Further oral (select oral marks to be submitted for moderation) Written tasks (choose tasks for submission and prepare portfolio) Material to be covered Language A: language and literature guide (February 2011) Review part 3 literary texts and prepare for paper 2 Review all text types studied and prepare for paper 1 Course outline 2: The part-by-part approach This approach has the advantage of being easy for both students and teachers to follow. However, teachers will certainly need to make links between various units in order to help students make the most of the learning opportunities offered by the course. A middle way might be to follow the part-by-part approach, while incorporating some activities that mix the language and literature elements for variety.

14 Unit 1: Part 1 Unit aims: Introduction to the course Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Develop students oral/written powers of expression (3) Study texts from different periods, styles and genres (1) Encourage appreciation of perspectives from other cultures (5) Assessment focus for unit Paper 1 (practice) Further oral (potentially summative) Written task 1 (potentially summative) (HL: Written task 2 potentially summative) Material to be covered Language and power Language and gender Language in translation (HL only: Language history and evolution) (HL only: Language and social relations) Unit aims Text types Presentation (and oral presentation skills) Essay analytical (HL: comparative) Drama (play text) Poem Speech Cartoon Manifesto Interview Magazine article Diary Letter (formal and informal) Unit 2: Part 2 Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Parody and pastiche Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Develop students oral/written powers of expression (3) Study texts from different periods, styles and genres (1)

15 Encourage appreciation of perspectives from other cultures (5) Assessment focus for unit: Paper 1 (practice) Further oral (potentially summative) Written task 1 (potentially summative) (HL: Written task 2 potentially summative) Material to be covered Language and political campaign Media and violence Media and editing (HL only: Stereotypes) (HL only: Language and the state) Unit aims Text types Presentation (and oral presentation skills) Essay analytical and persuasive (HL: comparative essay) Novel Drama (film text) News report Blog Unit 3: Part 4 Editorial Memoir Opinion column Instructions Textbook Promote students enjoyment of and interest in literature (7) Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Develop students oral/written powers of expression (3) Assessment focus for unit Paper 1 (practice) Individual oral (practice) Written task 1 (potentially summative) (HL: Written task 2 potentially summative) Material to be covered Macbeth by William Shakespeare Elizabeth Bishop poetry collection (HL only: Testament of Youth by Vera Brittain) Text types Presentation (and oral presentation skills) Essay analytical and persuasive (HL: comparative essay)

16 Poem Drama (play text) Biography Radio broadcast Encyclopedia entry Letter (formal and informal) Report Chart Unit aims Unit 4: Part 3 Database Diagram Appeal Song lyric Travel writing Promote students enjoyment of and interest in literature (7) Study texts from different periods, styles and genres (1) Encourage appreciation of perspectives from other cultures (5) Develop skills of close analysis and analytical connection (2) Recognize importance of contexts of writing/receiving (4) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Develop students oral/written powers of expression (3) Assessment focus for unit: Paper 1 (practice) Paper 2 (practice) Individual oral (SUMMATIVE) Written task 1 (potentially summative) (HL: Written task 2 potentially summative) Material to be covered Red Oleanders by Rabindranath Tagore A Clockwork Orange by Anthony Burgess (HL only: Things Fall Apart by Chinua Achebe) Text types Presentation (and oral presentation skills) Essay analytical and persuasive (HL: comparative essay) Novel

17 Drama (play text) Advertisement Brochure/leaflet Guide book Photographs Radio broadcast Screenplay Unit 5: Revision Travel writing (During this unit, the oral grades should be prepared for submission to the moderator, and the written tasks should be sent to the examiner.) Unit aims Promote students enjoyment of and interest in literature (7) Study texts from different periods, styles and genres (1) Develop skills of close analysis and analytical connection (2) Develop students oral/written powers of expression (3) Recognize the importance of contexts of writing/receiving (4) Encourage appreciation of perspectives from other cultures (5) Encourage appreciation of formal, stylistic and aesthetic qualities of texts (6) Develop understanding of the impact of language, culture and context on the construction of meaning (8) Encourage critical appreciation of interactions between text, audience and purpose (9) Assessment focus for unit Revision of course material and preparation for assessment Paper 1 (FINAL EXAMS at end of this unit) Paper 2 (FINAL EXAMS at end of this unit) Further oral (select oral marks to be submitted for moderation) Written tasks (choose tasks for submission and prepare portfolio) Material to be covered Language A: language and literature guide (February 2011) Review part 3 literary texts and prepare for paper 2 Review all text types studied and prepare for paper 1

18 Syllabus requirements: Parts 1 4 Part 1: Language in cultural context In teaching this section teachers should aim to illustrate, through the study of a wide variety of texts, the key point that the meaning of texts is rarely fixed but is instead shifting and fluid, constantly affected by the impact of language change and the specific cultural contexts in which texts are produced and received. There are rich opportunities here to focus on a broad range of non-literary texts, both written and oral, and to examine how a variety of conventions inform the production of writing or speech and how the impact of the circumstances of reception inflect their meaning. Students will need to be given as many opportunities as possible to analyse a number of different texts from a variety of media and situations, noting the way their contexts and the conventions to which they subscribe can be seen to generate meaning. For example, the differing language features of particular types of letters, s, blogs or text messages could be compared, and students encouraged to explore the choices made by the producers of these texts. This could lead into explorations of the way language acts to affirm identity or to denote gradations of power within society (for example, in the construction of gender, the Other, young or old people and the disabled). These ideas are intellectually challenging but language users are, of course, constantly making choices and decisions with regard to language and these choices encode their beliefs, judgments and perceptions of the world around them. A key aim of this section is to encourage students to develop an awareness of the fact these choices are made and that they have consequences and an impact in the social world texts and their meaning, then, need to be understood as problematic rather than natural. Teachers are free to adopt a wide variety of approaches in their teaching of part 1, and the use of a variety of short texts makes this an ideal section with which to begin the course. Examining a range of advertisements, for instance, and in doing so introducing students to the various codes used by advertisers in identifying their customer groups and linking them to particular products encourages students to see the way they are constructed through language and image as a particular kind of consumer. This helps them to become aware of something they are already experiencing in their role as consumers in society at large without often being consciously aware of it. This supports students in achieving the three learning outcomes for this section of the course. Analyse how audience and purpose affect the structure and content of texts. Analyse the impact of language changes. Demonstrate an awareness of how language and meaning are shaped by culture and context. Part 2: Language and mass communication This part builds very naturally on the work undertaken in part 1 and in many ways is an extension and development of it, looking not just at how the individual engages with language and meaning but also at how institutional structures both influence the meaning in texts and are themselves influenced by the social, commercial and political worlds in which they operate. The learning outcomes require students to do the following. Examine different forms of communication within the media. Show an awareness of the potential for educational, political or ideological influence of the media. Show the way mass media use language and image to inform, persuade or entertain.

19 There are rich opportunities here for teachers to work with students on the analysis of different kinds of media products and to develop some of the topics looked at in part 1. The way status is encoded in language, for example, could lead to work on political campaigning and the positioning and presentation of politicians and their ideas in the media. Similarly the establishment of community identity through language could lead to work related to the third learning outcome perhaps examining the diversity of audience and the use of style and register. While clearly this part of the course shares its pedagogy to a certain degree with areas such as media studies, it is important to remember that the assessment outcomes focus on the detail with which students can analyse texts and their stylistic features in relation to their role and function in, or when presented as, particular media products. An example of this might involve the student analysing the language used to describe a military campaign in the press or on news television, looking at how different constituencies civilians, aid workers and allied or enemy forces, for example are portrayed. Background work on the power and influence of large media institutions is less important than the close analysis of the details of a particular media product such as an advertisement, newspaper article or institutional use of a social networking site. Students will have opportunities to explore issues such as stereotyping and the use of language by the state and in the presentation of areas including the arts. Assessment activities such as the further oral activity and the written tasks will ideally grow out of the exploratory work students undertake in looking at the topics (for example, bias or censorship) when working to achieve the learning outcomes in this part of the course. Part 3: Literature texts and contexts When selecting and teaching the works to be used in part 3 of the language A: language and literature course, it is important to keep in mind that there are at least two goals. In general, students should be made aware of the importance and influence of context when studying any work. Specifically, students should be given the opportunity to prepare for paper 2, an assessment that incorporates the part 3 texts and constitutes a large part of their overall mark for the course. Students may also base a written task on the part 3 texts. At SL and HL, one part 3 text must be chosen from the PLT for the language A studied. As with all parts of the syllabus, close reading is an essential element of student success. However, students must also be able to pull away from the text, incorporating not only the historical context of the work, but also the facts surrounding the work s critical reception and an aspect of literature study that is often downplayed or even discouraged their own personal responses to the work and the ways in which it may resonate with their world view. The study of texts in translation may be used by teachers as a way into the exploration of contextual factors; by selecting texts that belong to a culture very different to the student s own, the research and exploration of context can develop even greater importance, as the student cannot even assume familiarity with the circumstances of the text s production. This may be quite a task for some students to contemplate but, in practice, it can open up exciting and new avenues for the exploration of the texts. Students will be asked to consider not only the social issues inherent in a text (such as gender issues, political issues, conflicts between the individual and society), but also the ways in which the literary devices at work (such as narrative structure, elements of style) could be influencing the meaning of the text. Rounding out this holistic approach to a work is the student s consideration of his or her own personal reading of a text and the acknowledgment that there are actually several correct ways to read a work that do not necessarily negate the validity of alternative readings. Text choice is a key factor to success in this area. The paper 2 questions, which are the same for both standard and higher level, take a philosophical approach to the texts studied, inviting students to explore some of the major themes found in literature; students are free to either compare or contrast their texts, in terms of the questions asked, and a wide variety of explorations are possible. However, the student must at all times support his or her exploration with detailed knowledge of the texts studied, and therefore, it is important to achieve the right balance between contextual exploration and exploration of the language and structure between external and internal exploration of the texts studied.

20 Teaching the part 3 texts should familiarize students with the skills of textual interpretation. The three learning outcomes for part 3 specified in the subject guide state that by the end of the course, students should be able to meet the following requirements. 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. The teaching approach is therefore clear; students need to be willing to read around their texts, and discover how attitudes to the texts have developed and changed since their first publication. Part 3 encourages the student to see the text as a social construct. Teachers will want to encourage research and debate as essential classroom activities. Students will then soon discover the multiple layers of meaning in literary texts, and will become familiar with ways of discussing these, both in writing and in speech. Part 4: Literature critical study The purpose of this part of the syllabus might be summarized in terms of the development of close reading skills. Close reading is one of the key skills needed for study at university level, not only for those intending to study literature, but across all subject areas. Close reading is simply the art of reading a text with the intention of understanding both its fabric and its purpose. The close reader does not simply access the text, but maintains a critical perspective, constantly asking questions about the provenance, structure and purpose of the writing. The importance of close reading is further demonstrated through the chosen assessment vehicle for this part of the course. The main assessment for part 4 is the individual oral commentary, although students may also submit a written task based on their part 4 texts. At standard level students study two texts, while at higher level they study three; however, the assessment procedure and the assessment criteria are the same at both levels. The nature of the oral commentary clearly demonstrates the expected class approach to the texts; teachers must encourage students to engage closely with the language and structure of the texts, and to search for ways of interpreting them. They should not be satisfied with only one interpretation, but should search for alternative (maybe even oppositional) readings. The subject guide outlines three learning outcomes for part 4, each depending on the skill of close reading. At the end of the course, students should be able to meet the following requirements. Explore literary works in detail. Analyse elements such as theme and the ethical stance or moral values of literary texts. Understand and make appropriate use of literary terms. Students must have a detailed understanding of the texts chosen for part 4. To this end, it is vital that the teacher chooses the texts with care, and preferably with some input from the class of students, as badly chosen texts that are too obscure in language, or too difficult in theme or topic, will disadvantage students. The text choice for part 4 is restricted to the prescribed list of authors; therefore, a bold teacher might begin by giving students access to this list, perhaps before the course begins, and then asking for student reactions before making the final selection. Other options are to offer the teacher s own selection of texts, from which students can help to select the final two or three to be studied. However, even if no student input is possible, the teacher should attempt to consider the nature of the proposed class each year and, if possible, to adapt the text choices to suit the changing demographics. Care should be taken not to choose texts that are too long for close study by the proposed group in the allocated teaching period, which is 30 hours at SL and 50 hours at HL the shortest time of the four parts that make up the course. Texts should challenge the students, but not overwhelm them, and therefore some consideration of the level of background knowledge and vocabulary required to access the text should be made. Teachers may check readability statistics, or look into the composition of groups to which

21 the text is taught by other institutions, or groups who have bought and enjoyed the text. The fact that the teacher enjoys the text may prove to be of little importance in determining the suitability of the text for study at this level, and teachers should therefore be ready to look for suitable material outside their own personal preferences. Finally, it is worth remembering that, although the summative assessment for this part of the course involves close literary focus on the interpretation of language and structure, students will need to be encouraged to engage with the text fully before this is possible. Creative approaches to the teaching of literature, which encourage students to empathize or even identify with elements in the text, will always pay off, and teachers should be ready to allow students to explore the chosen texts in a variety of ways.

22 Assessment guidance: External assessment Paper 1 Preparing for paper 1 Paper 1 is one of two examination papers that are set and marked externally, and it counts for 25% of the total mark. This paper is designed to allow students to demonstrate their competency in textual analysis, and at HL that analysis must be comparative. Paper 1 addresses each of the assessment objectives and the aims of the language A: language and literature course (as published in the subject guide, February 2011). Paper 1 depends heavily on all the skills shaped throughout the entire course. As such, it is imperative that teachers keep paper 1 in mind at all times and integrate into each section of the course the teaching of skills needed to analyse a variety of text types: the skills of organization and critical thinking, and the skills of effective and correct use of written language. Paper 1 SL At SL the students will be given a choice of two separate, previously unseen texts, together with guiding questions, and will be asked to offer an analysis of one of the two texts. The texts will be non-literary and may include: a complete piece of writing a complete piece of writing with visual content an extract from a longer piece of writing, or an extract from a complete piece of writing with visual content. Students will be asked to comment on the piece in the light of its possible audience and purpose and any relevant contexts. To do this the students will need to offer an analysis of the structure, techniques, style and content of the piece. Though there are many acceptable approaches to such an analysis, the analysis must offer a developed argument that is effectively organized. Students must offer examples from the text and discuss those examples with regard to the effect that they create. Paper 1 HL At HL the students will be given two pairs of previously unseen texts and will be asked to choose one pair for comparative analysis. The pair could include two non-literary texts, or a literary text and a non-literary text, but will never include two literary texts. Each pair will be linked in some way that invites a discussion of similarities and differences. The link could be thematic, related to audience, to intent, genre features, or narrative stance. The students will be asked to compare the texts in the pair that they have chosen, citing the similarities and differences with regard to audience, purpose, content, contexts and the use of literary and linguistic devices. The texts may be: complete pieces of writing extracts from longer pieces, or a combination of both of the above.

23 One of the pairs may include a visual text, with or without written text. Possible texts types are included in the subject guide. The students must construct a comparative analysis in which they comment on the similarities and differences between the two texts in a fashion that gives equal attention to both texts. Supportive examples from the two texts should be integrated into the response, and the examples should be clearly discussed in terms of the effects they produce. The response should be written in clear, accurate and effective language. Writing skills When preparing for paper 1, it is clear that writing skills will need to be developed over the two years of the course and that the shaping of an analytical argument will need to be practised. Higher level teachers will need to focus on the comparative essay as this is a type of essay that many students struggle to do well. There seem to be three possibilities in structuring the comparative essay: to discuss text a, then text b, comparing by referring back to text a as text b is analysed to break the argument into a number of related comparative points and then alternate paragraphs between texts, discussing these points in relation to each text in turn, or to synthesize ideas, making each paragraph of the essay an analysis of a single comparison between the texts. Each style of comparative essay has its advantages and its drawbacks, and each student will need to select the style they feel most comfortable using. Teachers may want students to try the various approaches and see which one works best for them. Ultimately, the students must show understanding and analysis of each text in a manner that clearly critiques their similarities and differences and does so in a balanced fashion. Textual analysis Since paper 1 is open to a variety of text types, the skills of analysis can be built into any study unit. Oral activities can be an efficient way to incorporate a variety of approaches to textual analysis. Please note that many of the activities offered in the appendices of this document offer routes by which critical thinking can be established and close study of various text types accomplished. Teachers should offer their students a variety of text types in each of their selected units. Even if the teacher decides to teach the course in the four separate parts, the various topics are open to the integration of several text types. When studying a play or novel in parts 3 and 4, letters, newspaper articles of the time, biographical studies, blogs, movies, internet sites can all be incorporated into the study of the text at hand, as in the following example. The possibilities are endless and allow the teacher continually, in every part of the course, to focus on the issues of texts and contexts. Jane Eyre by Charlotte Brontë A portion of a letter by Charlotte Brontë could be given for analysis beside a passage from Jane Eyre. The students could then look closely at the impact of audience and intent on a writer's style. Articles on education in the early nineteenth century could be analysed against passages from the text as well. Passages from two different biographies of Charlotte Brontë from different times or places could be analysed for intent, style and context. The same can be done with critical reviews. Note that, like paper 1, the focus of the further oral activities is also on textual analysis, on the relationship of language, meaning and context. As such, these oral activities offer various methods by which textual analysis can be approached in parts 1 and 2 of the syllabus. The practice and presentation of the individual oral commentaries will also assist all students in their analytical thinking and will assist the higher level students specifically in their task for paper 1, which may include a literary text. Trial papers Though much of the preparation for paper 1 is an inherent part of the teaching of the language A1: language and literature course, teachers should offer their students sample exams to practise under timed

24 conditions. Teachers may generate their own materials for trial exams, or alternatively use the papers and marked responses offered in this teacher support material. Activities: The activities can be found in the appendices to this document (appendix 3).

25 Example 1: Paper 1 HL Please also refer to The Tractable Apostrophe in Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation by Lynne Truss (Profile Books, 2005). Examiner s comments Criterion A B C D Total Marks available Marks awarded This paper asks that students compare an extract from a Garmin Quick Start Manual to an extract from Eats, Shoots & Leaves by Lynne Truss. Criterion A: Understanding and comparison of the texts In this criterion students at higher level need to offer a comparison of the similarities and differences between two texts, indicate their type and purpose as well as possible contexts, and support their remarks with well-chosen references to the texts. In this particular response the student simply notes what is evident in each of the two texts. By not trying to address similarities and differences and thus playing one text against the other, the response becomes fairly shallow. The student notices that the first text is an "instruction document", but is much more vague about the purpose of the second text, which the student indicates is to "inform or convince the audience of the writer's opinion" but eventually sees that it is intended to show "where the apostrophe is used and how". There is use of specific detail (selection of verbs such as press, touch, flip ) to support the assertion that the Garmin text is an instruction manual, and there is a clear awareness of the intended audience (the buyers of the nüvi 1300 series), but the student is less clear about the intent of Eats, Shoots & Leaves, though hinting that this text too instructs the audience. Though the student sees that the audience of the Truss text is most likely well educated, the support for this is tentative. Useful observations about the Truss text are made, but these observations remain at the level of assertion and lack the supportive detail offered in the discussion of the first text. A few distinctions are implied, such as a recognition of the shift in tone: the Garmin text is simply instructional without emotion, whereas the Truss text involves humour and sarcasm. The student might also have noted that both texts use outline structures to help clarify the movement from point to point, varied numeration and fonts to signpost steps of doing and thinking, and embedded examples, either visual or verbal, to clarify a point. Had these similarities been noted, the student would have seen that both texts are hoping to instruct their readers. A closer look at the differences between the two texts in terms of language choice, use of graphics and style would have helped support the student's assertions about the intended audiences of these two texts. The lack of a clear purpose and the tentative nature of the discussion prevent this response from receiving an adequate mark. Teachers need to encourage their students to discuss the two texts as related to one another and to seek out contextual clues. Criterion B: Understanding of the use and effects of stylistic features This criterion asks that students show an awareness of how various stylistic features are used to construct meaning within various text types. This response shows an awareness of several stylistic features in the two texts and, in terms of the first text, attempts to analyse why a particular feature is used, for example, that the numbers with circles around them are necessary to prevent confusion when noting the part of the graphic to which they apply. However, that the graphics are central to the entire discussion of the nüvi is insufficiently explored. In the discussion of the Truss text many assertions are made ( uses a lot of adverbs ) without supportive detail. There is little or no awareness of "verbal pictures" (such as the personification of the apostrophe), literary allusions, puns and other wordplay. Though the student is aware of humour, there is no analysis of how humour is employed. And though the student spots an intellectual quality to the style, there is no close look at what makes this so. Much more careful attention needs to be given to the style of the narrative and the use of various devices such as literary references (The Crucible) and contemporary cultural references (Batman and Warner Brothers). Much further exploration could have