Written tasks

Throughout this course, you will build a portfolio of written tasks. There are two types of written tasks, known as written task 1 (WT1) and written task 2 (WT2). These are very different in nature.

Written task 1 is an 'imaginative piece' in which you demonstrate your understanding of the course work and a type of text. For example you could write a letter from one character to another character from a novel that you have read for Part 3 or 4. Or you could write a journalistic review of a speech that was studied in Part 1 or 2. Because the possibilities are endless, it is easy to write irrelevant work. Therefore it is important that you look at several samples and several tips for guidance on the written task 1. 

Written task 2 pertains to HL students only. It is a critical response to a text or texts, written in light of one of six prescribed questions from the IB Language A: Language and Literature guide. These questions can be answered using texts from all parts of the syllabus. 

Remember: An essay is not an acceptable type of text for the written task 1. Students are encouraged to step into someone's shoes, explore a different role and practice writing different types of texts. The Paper 2 and the written task 2 provide opportunities for students to practice essay writing.

WT1 basics

  •   Written task 1s are between 800-1000 words long.
  •   Students must write a rationale of 200-300 words, explaining the decision making process behind the task. The rationale should offer the examiner the necessary background information for a good understanding of the task. For more on rationale writing click here
  •   Written tasks may be done at home or in school under teacher guidance. Teachers are not supposed to prescribe a type of task. Rather they should facilitate the process and guide students towards successful ideas. While general feedback may be given, the work must be the student's own.
  •  Students submit one WT1 task from their portfolio.
  •  Students submit two tasks from their portfolio: one WT1 and one WT2. See table below:
  Part 1 Part 2 Part 3 Part 4
 Minimal in portfolio 1 (+1)* 1 (+1)
 To submit to IB 1
 Minimal in portfolio 1 1 1 1
 To submit 1* 1*

* At SL students must have written at least three written tasks 1s. One must be on Parts 1 and 2, one must be on Parts 3 and 4, and the other can be on any part. Again this is a minimum requirement.

* One of the two tasks submitted at HL is a written task 1 and the other is a written task 2, meaning that HL students submit either 'possibility 1' or 'possibility 2' from the table below.

HL only Parts 1 & 2 Parts 3 & 4
Possibility 1 written task 1 written task 2
Possibility 2 written task 2 written task 1

 

 

Part 1

Part 2

Part 3

Part 4

SL

Minimal in
portfolio

1

1

1

To submit

1

HL

Minimal in
portfolio

1

1

1

1

To submit

1*

1*

 

 

 

Part 1

Part 2

Part 3

Part 4

SL

Minimal in
portfolio

1

1

1

To submit

1

HL

Minimal in
portfolio

1

1

1

1

To submit

1*

1*

 WT1: what it is and what it is not

The written task 1 can be difficult to write, if you do not understand the nature of the task. Here is a table to clarify this form of assessment.

What it is not What it is

A creative writing assignment
WT1 is not the opportunity to write a fantastical short story, a hypothetical play script or a cryptic poem. If you want to write a new ending to a novel or a missing chapter, it has to be in the spirit of the author’s intentions. WT1 is not solely the product of your imagination.

A type of text
Instead, you have to show that you have understood a ‘text type’. Each text has structural conventions. For example, if you write a speech, it has to have rhetorical devices that are characteristic of speech writing. Be sure that the text type lends itself well to the content you are writing about. Study a few examples of the text type that you want to write.

Out of context
It is not enough to state in your rationale, “I’m writing a opinion column about advertising.” In which magazine or newspaper does your column appear? Is it in the style of a particular columnist? 

In context
Place your WT1 in a context. For example, if you want to write an opinion column about advertising, write about a particular ad campaign that has received attention in the news. Imitate the style of a famous columnist. What would he/she say in response to a topic?

A persuasive essay
WT1 is not a test of your opinion. This is not your chance to vent your frustrations about a particular topic that you feel passionate about. 

An understanding of course work
Instead, WT1 is a test of the course work. How will you demonstrate your understanding of language and/or literature? Is your written task rooted in a particular text?

A summary
Examiners are not interested in reading the summary of a text that you read. This is not a ‘book report’. 

An interpretation
There should be some evidence of critical thinking. For example, writing a letter from one character to another provides you the chance to show that you’ve understood the work thoroughly.

WT2 basics (HL only)

 

 

Part 1

Part 2

Part 3

Part 4

SL

Minimal in
portfolio

1

1

1

To submit

1

HL

Minimal in
portfolio

1

1

1

1

To submit

1*

1*

 
  •  Written task 2s (also called 'critical responses') are between 800-1000 words. 
  •  Written task 2 is a critical response to a text which answers one of six prescribed questions from the Language A: Language and Literature guide.
  •  Written task 2s can be based on texts taken from anywhere in the syllabus, from Part 1 to Part 4.
  •  Each written task 2 must be accompanied by an outline, which must be written in class. The outline contains the following.
    • the prescribed question that has been chosen
    • 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
  •  The guide states that "the critical response is based on material studied in the course." The term 'material' is open to interpretation. For example this could mean that students may have studied rhetorical devices in class (the 'material') and may find a speech outside of class to analyze.
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Comments 46

Sarah Holden 11 September 2015 - 06:28

Hi David,
One of my HL students has done her WT1 - a magazine article for a 'Marie Claire' style mag on Ophelia from Part Three. She wants to do WT2/CR on Q3. (How and why is a social group represented in a particular way?) - she is thinking of finding an area of Media to explore how women are represented in a particular way, for example, in bra advertisements. Are the WT too similar in topic? Thanks, Sarah

David McIntyre 11 September 2015 - 06:52

Hi Sarah,

Good questions. Firstly, both ideas seem creative and germane. Secondly, she need not submit both WTs, rendering any similarity irrelevant. Thirdly, I think the tasks are, in fact, not that similar; the first is relevant to Part 3, and is literary in its (main) focus, and the second, an academic essay, seems mainly relevant to Part 2 of the course. In short, I don't think you should be too concerned; good integration is taking place here in my view, without significant overlap or replication.

David

Gregory Succingeas 14 September 2015 - 13:53

Hello,

At HL, do students have to write one Written Task 1 in each Part of the course, or just four Written Tasks 1 in total?

Gregory

Tim Pruzinsky 15 September 2015 - 00:14

Hi Gregory,

At HL, the IB isn't precisely clear. They are clear that students have to write 4 WT in total, but that includes WT1 and WT2.

Remember that you must submit 2 WTs at HL and they must come from different parts of the course (one in Language and one in Literature).

The IB does not spell out how to accomplish this. Students will be well served though if they have choices and aren't constrained. A WT1 from the Language and from the Literature part of the course as well as a WT2 from each part would allow them that flexibility in selecting what to send to the IB.

Best,

Tim

Prasada Sathyanarayana 24 September 2015 - 17:23

Hi David a few questions on WT
Can students come up with a primary source of their own (a fictitious speech of or an interview with a fictitious person) and then writing a WT on that?
Can students write a letter( written by a worried parent to school's Head of English on distortion/contamination of language due to texting? the primary source is an article on 'text messaging language'.
Thanks

David McIntyre 24 September 2015 - 23:53

Hi Prasada,

The answer to your second question is yes. In response to your first question, I would say the idea is rather contrived (this is my view). If I were teaching the youngster, I'd send them off to find something in the 'real world'.

Regards,

David

Prasada Sathyanarayana 29 September 2015 - 05:58

Hi David,
Sorry to bother you again. Is it MANDATORY that the video/movie clipping as a primary source for a WT has to be in English language? Can it be in other language (Hindi or Hindi and English)?
Regards
Prasad

Tim Pruzinsky 30 September 2015 - 08:08

Hi Prasada,

Having a primary source for a WT in a language other than English is quite complicated. How does a student explore the language, the style and the structure of the source document? This could be said of our Works in Translation texts(s), but this has been translated by a professional, of course. In this case, your primary material is not in English and has not been translated into English.

I would be very uncomfortable with having a student write a Written Task on a primary source written in another language.

Best,

Tim

David McIntyre 30 September 2015 - 10:17

Hi Prasada,

I agree with Tim. For a multilingual text, codeswitching - what motivates it - may be significant, but I think it is best to work with English language texts for the purposes you describe.

David

P.S. You are never a 'bother'. Both Tim and I 'work for a living', so our responses may not always be immediate. However, Tim and I are concerned to help colleagues globally and, besides, you pay for this service through subscriptions!

Deborah Walker 30 October 2015 - 15:26

Hi David,
A couple of my students responding to the WT1 assignment have decided to write a letter to one of the authors of a text that they read. I think the letter in response to what the author said would be considered a fine WT1, but what happens if the student is proposing responding to one article by writing two letters- each from different perspectives? Is this considered appropriate?
My thoughts are that the student(s) has decided that s/he/they will not meet the required word count without the additional perspective.
Thanks, in advance, for your advice on this.
Deborah

Tim Pruzinsky 1 November 2015 - 23:29

Hi Deborah,

Two letters to the same author from two different perspectives is absolutely acceptable and appropriate. A set of letters, such as these, work best if they contrast each other in terms of a specific aspect of the text the student is investigating.

In other words, the more focused the letter (and the less general it is), the greater the ability for the student to get into depth about a key aspect of craft, for example.

Best,

Tim

Katherine Adisa 28 November 2015 - 20:06

Help! I have students who want to write a poem in their own language and then the translation to explain the difficulty of translating the meaning of the poem. This is for a Written Task 1, Part 1 Language and Translation. However I cannot see how they can meet the word count criteria. Can you give me an idea?

Tim Pruzinsky 28 November 2015 - 22:51

Hi Katherine,

I would advise these students to not do this. Part of the Written Task will be in a language the examiner might not (will not?) understand and thus, cannot award points. Even if the examiner did understand the language, we are assessing their English skills and so this will not work.

As well, it sounds very much like an essay in many respects. I can envision a student writing "Another reason why this poem is difficult to translate..." That is not the expectation of WT1.

If the students are stuck on working with poetry in translation, I would have him or her think about the following: Who is their audience for this piece? What is their context, as in, who are they as a writer and what is their situation? What purpose do they want to communicate?

So, I can see a set of letters/emails back and forth between two translators about the difficulty of translating poetry. I can see a magazine or newspaper article highlighting what translators do and why, including the difficulties they face. Perhaps they write an extended job application or advertisement for a job as a translator where they discuss all the things they must tackle.

In other words, I would advise them that writing their own poetry is a wonderful thing to do, especially if it is in their mother tongue, but that this assessment will ask them to extend beyond that in many ways.

Best,

Tim

John McCune 6 January 2016 - 16:35

Would appreciate reaction to this possible WT1: a letter to the editor of the New York Times about that paper's review of the Laurence Olivier film version of Othello. (Othello was one of our Part 3 texts.)

Tim Pruzinsky 7 January 2016 - 05:53

Hi John,

I think letters to the editor are great. My biggest concern though is length. Most publications limit a letter to the editor to 150-200 words. Obviously, they wouldn't publish a 800-1000 word letter to the editor. And that makes the Written Task a bit inauthentic in that regard.

If the student acknowledges this point in the rationale, explains why it still works as a text type and task, and as long as it doesn't start to sound in any way like an essay, I think it could turn out well.

Best,

Tim

David McIntyre 7 January 2016 - 07:26

If I may...

More than one letter is possible. This would afford a plurality of perspectives, and this may benefit criterion B.

I wonder/worry a little about the 'text'. The course, very neatly, compartmentalises the world, distinguishing between the literary and non-literary, where no such absolute distinction exists (I would argue). Is the film a literary text, or is it a media text; in other words, does it belong to part 2 or 3/4? I think most examiners would be 'reasonable' and show appreciation of the dilemma, but I do think the rationale needs to go some way to address and legitimate the choice of text.

David

Julie Murphy 12 January 2016 - 16:57

Hello Tim and David,

We have been studying racial profiling as part of language in cultural context and I have a student that wants to write a letter to the ACLU responding to their PSA "The Man on the Left". However, he wants to take on the role of an average caucasian American male and comment on how the PSA is unfairly judging white males, so as to protect his social standing.

My gut reaction to this task is that it won't work. Am I right? Or is this an idea he could develop?

Thanks in advance for your feedback!

Best,
Julie

Tim Pruzinsky 13 January 2016 - 01:32

Hi Julie,

I would trust your gut on this one. Advise him that he misses the point of what you have been studying and that he will have a hard time writing the rationale justifying his piece.

However, it does (rarely) happen that a student will not listen to your advice and suggestions. If he persists, against everything you have said, he can do so. Just let him know that you don't think the IB will score this well. The last option, depending on his persistence, is that he writes this one, but that you send a different one to the IB, as he has several to choose from.

So, depending on the student and his reaction to your very sound advice to go in a different direction, there are some options available to you.

Best,

Tim

Keely Murphy 13 January 2016 - 04:37

Hi Tim,
I am finishing Part one of the course and moving to Part two as an instructor new to the course. In your response to Julie, you advised trusting your gut. Could you please elaborate a bit on why the task the student wanted to pursue would not be recommended? With the study of language and personal bias and identity, I could see the choice as reasonable, but I fear that I must be missing an obvious point!
Thank you,
Keely

Tim Pruzinsky 13 January 2016 - 08:19

Hi Keely,

Of course! And I don't think you are missing an obvious point at all. Let me try to explain my reasoning a bit.

I advised Julie to trust her gut because she felt the student was off task and missing the point. At least, that is what I gleaned from her question. When that occurs, even if the WT1 could work out, I will usually say, in cases of WT 1's, for a teacher to trust their judgement because they have the experience, background, and know what they taught.

Unfortunately, because I'm not in Julie's classroom, I don't know exactly what happened or what specifically has been taught. I can only guess from afar based on the information provided. She felt something was amiss. I trust her on this and think it's okay for her to point him in a different direction. I guess it's more of a philosophical belief about the nature of our profession and being the professionals we are. That is not to say we are always right, but that it's okay to say no sometimes to students.

I'm also not sure how the student is framing the letter (and more importantly the rationale). It seems, from Julie's question, that the student missed the whole point of the unit and is arguing in essence, "reverse racism." I have absolutely no issue with the politics of it all. A student can be either left or right (independent as well, of course). I'm more concerned with the student showing an understanding of the learning objectives Julie put forth about language and racial profiling.

Thus, it becomes tricky to demonstrate his understanding of those objectives in what he proposes. It really comes down to how he positions himself in the rationale. If he is able to articulate what happened in class - the objectives that were taught and learned - in a way that clearly shows his understanding of how language is used to profile, I'm okay with it. My sense (and it was an implicit feeling), from Julie's question was he missed those objectives.

So, he would need to show to the examiner (and to Julie) that he understands how language is used to profile, how this particular white male in the letter is positioning himself in the argument about profiling, and how that is juxtaposed to how the ACLU views the issue.

Without the full knowledge or understanding on my end of what the student is attempting to do, I went with the advice to trust your [her] gut as it seemed he was off base in what he was saying and how he was saying it. That's not to say this couldn't work. It could, which is why you most likely saw this as a reasonable WT1. It is. Julie, on the other hand, seemed to suggest something was wrong with his reasoning and his approach. I'll trust that she's right in this because she has more knowledge about it than I do. From the information provided, if I was Julie, I'd point him in a different direction, which is why I recommended that approach.

I do hope that clarifies my reasoning for you and I do appreciate you asking for that clarification. Don't hesitate to ask more questions if they arise!

Best,

Tim

Keely Murphy 14 January 2016 - 09:45

Tim,
Thank you! What a relief. l appreciate your clear response as it reassures me that multiple approaches are acceptable and embraced, similar to what we encourage in our student perspectives.
Thank you,
Keely

Gustav Dahlin 20 January 2016 - 13:16

Hello Tim and David,
When of my students has written a great WT1 based on part 2 which she wants to submit to the IBO. However, I realised that the text the student is basing it on may not be appropriate. She is writing a piece on how the TV-show COOPS perpetuates stereotypes. Do you think that it would be an accepted text type for part 2?
Best regards
Gustav Dahlin

Tim Pruzinsky 21 January 2016 - 00:11

Hi Gustav,

Just to double-check, are you talking about the TV show COPS from the U.S. where the show follows the police around as they make arrests?

If so, I think it's okay. Students can write in relation to television (CNN and Fox for example) for their WT1 in Part 2 of the course. This seems along that vein of thought.

My guess is that you studied something about media and stereotypes and how the media plays a role in creating this bias. Just make sure she is super clear in the rationale about the objective for the course and how/why her WT demonstrates the learning objective.

Best,

Tim

Emilie Braddell 8 February 2016 - 09:45

Hello Tim and David,
I have a student here in France who has written an opinion column on freedom of speech. The problem is that she has used a cartoon from Charlie Hebdo - so published in a French newspaper, and with French text. I have a feeling that this is not submittable...but because it's so good I wanted to check!

Another student has written a transcript of a TED talk. As these talks are filmed, and as the speakers use visual aids (graphs, clips of film...) do you think the student should /could do the same?
Many thanks in advance for your words of wisdom!
Emily

David McIntyre 8 February 2016 - 12:55

I don't know about wisdom, Emily! I speak for myself, not Tim!

If the text is in French, it is not appropriate (for this course). Certain texts involve, at one level or another, codeswitching. Although this may not be unusual, a text that is in another language other than English cannot be readily assessed, and is probably best avoided. A straightforward 'remedy' for the situation may simply be to write the opinion column in an English language publication. Would this work, do you think?

David

Emilie Braddell 8 February 2016 - 15:36

Hi David, thanks very much for your advice. The student has written an opinion column for the Guardian - so for an English language publication - but the subject of the op column is a French cartoon taken from Charlie Hebdo. She uses it as a starting point for a general exploration of freedom of speech. Still unuseable, do you think?
Emily

Miranda Page 18 February 2016 - 16:15

Hello,
I have a WT1 question: if a student posts a picture of an excerpt from a text on a Facebook page, do the words in the picture count towards their overall word count?

Tim Pruzinsky 21 February 2016 - 06:07

Hi Miranda,

I don't think so. However, it depends on how the student uses it. If the excerpt is 400 words long, it seems that the picture is acting as an appendix but being used in a way to show the student understands the text type (a Facebook page in this instance).

But because I don't know how the page is being organized and how the student is using the picture of the excerpt, I don't know for sure. If you feel like it is an integral part of the WT1 and that the student using it in a way that conforms to the text type, I don't think it's an issue. If s/he has put it in there because it saves him words somewhere else and you feel like s/he is being a bit "sneaky," have the student take it out, put a picture in instead, and place the excerpt in an appendix.

And if still in doubt, the appendix is usually the best route as that will not count toward the word count, although the examiner does not have to look at it (but in this case I would assume they would).

Best,

Tim

Miranda Page 22 February 2016 - 16:24

Thank you! That helps tremendously. I hadn't thought of an appendix.

Duncan Lally 19 February 2016 - 17:56

Dear David and Tim,
As a teacher who is new to the IB, I was wondering how my pupils need to format the Written Task 1 and Written Task 2 to be submitted electronically to the IB. Do they need to create one pdf file for both Written Tasks 1 and 2 with different cover sheets? Or do they submit them separately? What details do the need to include on their cover sheets - name, candidate number etc? Thank you for all of your help with this.
Kind regards

Tim Pruzinsky 21 February 2016 - 01:49

Hi Duncan,

We are all new to the electronic process as this is the first time the IB has asked for coursework this way.

My understanding is this: strip all identifying information from the WTs. No name. No candidate numbers. No school codes.

You will have three uploads for HL: WT1 as one pdf (or word, but not pages). WT2. And the IB coversheet. All three will have to be submitted online.

The file name can contain the name of the candidate as the IB will never see it. Hope that helps and know we are all struggling with this one this year!

Best,

Tim

Duncan Lally 21 February 2016 - 20:59

Thank you Tim. This is of great help and is greatly appreciated.
Regards,

Faith Edwards 23 February 2016 - 00:32

Hi guys,We are finalizing WT1 and a student has written a Victorian version of a Hemingway story "a Very Short Story".to accentuate Hemingway's prose style by writing in a very different style...long flowing sentences,lots of adjectives,etc.She wishes to show that his writing would have much less effective in conveying the times had he not employed his unique modernist style. It isn't actually a pastiche...more like an anti-pastiche,I guess.Will it fly?
Thanks,Faith

David McIntyre 23 February 2016 - 03:19

What do you think, Faith? In other words, do you think what the student has written convincingly provides insight into Hemingway's style? My somewhat spontaneous response is skepticism. I'm open to other opinions.

Best regards,

David

Michael Molenaar 3 March 2016 - 09:47

Greetings,

Somewhere over the past few months I feel that I stumbled on a comment in a subject guide or the occ that I am now struggling to find and would appreciate clarification.

The 'suggestion' was that the written task should be realistic or believable in nature. With my latest written tasks I have encouraged this with my students. For example, I've suggested that a task should not include a character bringing attention to the fact that they are a character from a novel. As such, tasks have existed within the world of a text or outside the world of the text. However, I have some students who would like to submit a task that was written before I 'found' this suggestion. The challenge is that we studied the novel Things Fall Apart and a couple of students created written tasks, such as an interview, in which the protagonist exists in a present day context. In one case he is interview by Oprah about his decisions in the novel.

Is this scenario discouraged due to its improbability in nature? I struggle to see how an oral culture could produce written texts.

I appreciate any suggestions.

David McIntyre 3 March 2016 - 10:43

I'm a little uncertain, Michael. On the one hand, doing this task could show an understanding of both the novel and the conventions of interview (fulfilling the requirements of criterion B). On the other hand, Okonkwo - a character in a novel - wasn't a 21st century American man. And, at the end of the novel, he is dead.

I would encourage the student to modify the idea in some way. Could the interview take place, say, with a minor character during Okonkwo's exile (or at some other point in the novel?). I think something like this would be more compelling.

What do you think?

David

Michael Molenaar 4 March 2016 - 06:23

Thanks David.

That was my advice as well. I feel like there must some leeway with an examiner's suspension of disbelief when evaluating this contrived assignment. I have a student who wrote an excellent feature article within the world of Umofia and does her best to justify its existence in her rationale. It is very successful and demonstrates a strong understanding of the text, as well as the conventions of the text type. With this in mind, it exists in a community without any knowledge of or means of publishing a feature article.

Miranda Page 14 March 2016 - 19:58

I'm wondering if you can help me with (yet another!) WT1 question regarding criterion B.

I have several students who are creating Reddit and Facebook-style texts to demonstrate their understanding of The Handmaid's Tale. These students, however, are using templates to create these tasks and dropping their content onto those templates. Is this sufficient for their demonstration of their understanding of the conventions of a text type?

My instinct is to say no. They are not creating the actual text-just the content. In their Rationales, they are able to address the conventions, but the typically the focus is on the diction of the text type.

Won't this hurt them in criterion B? How do others deal with this?

Tim Pruzinsky 15 March 2016 - 07:30

Hi Miranda,

You are right to be concerned, especially in relation to criterion B. There are students who will use an online template for these types of text types.

Is it sufficient? Perhaps not. But if it looks like a Facebook page, and feels like a Facebook page, an examiner would be hard pressed to disqualify them for that.

At that point, Criterion B is about the content of what they say: is it a good understanding of the topic(s) or text(s) to which it refers and is the content is consistently appropriate to the task chosen?

With that, the rationale needs to be more about the content about what they want to show about the novel and less about the format perhaps. Or, how the format - a Facebook page - helps to demonstrate the content is where to focus.

In the end, though, I think you can say to the student to change and why.

Best,

Tim

Sherry Van Hesteren 16 March 2016 - 21:15

Hi,
For Written Task 2, is the outline part of the word count? Is there a word limit for the outline?

Thanks!

SVH

Tim Pruzinsky 17 March 2016 - 00:28

Hi Sherry,

The outline is not part of the official word count for WT2. And to my knowledge, there is no word count for the outline.

Best,

Tim

Peter Pfister 12 April 2016 - 02:56

Hello,
One of our works for Part 3 was Persepolis and a student asked if they could do an imagined section as a graphic novel chapter (they would do the drawings as well as create the text) for a Written Task 1. My first concern of course was reaching the 800 word limit, but then again some graphic novel pages contain upwards of 150 words. In general, I am wondering about submitting any text type that includes graphics. Thank you.
Peter

Tim Pruzinsky 12 April 2016 - 03:35

Hi Peter,

Yes, this is acceptable, although I understand the concern. Students write additional scenes all the time for novels and so I see no reason they cannot for a graphic novel. The student must be invested in both the words and images though and it makes it a much harder task. But, done well, it can succeed.

If they can reach the word count, and do so in a manner that is in keeping with the original, all while explaining their reasoning in their rationale, I say go for it!

Best,

Tim

Peter Pfister 15 April 2016 - 06:07

Thanks for your answer, Tim. Question #2: The text type for WT2 is chosen for the students ("in the style of a formal essay), but may I as their teacher specifically assign them a text and question or must I give them free choice in one or both? I was considering using the poetry of Frost and the question on text and genre. Thanks for any clarification!

Tim Pruzinsky 16 April 2016 - 02:40

Hi Peter,

I find many people run this in a whole host of ways. I do know people who will prescribe the question and text the first time around and the second time they write a WT2, they give complete free choice in text and question.

Some teachers will make sure WT2 is about the topic studied, and the text must come from something used in class, but there are many text options and the question to be used is open.

Still, others will give complete free choice in text and question. I would think that to prescribe both text and question both times seems a bit much.

There is a sense that you want to give students the opportunity to explore what interests them, give them the tools to be independent and critical learners, while also making sure they are covering the learning objectives in a meaningful way.

Best,

Tim

Peter Pfister 17 April 2016 - 07:31

Thank you for more clear guidance. That first scenario would work perfectly for my current students. I agree wholeheartedly with your sentiments about supporting students to ultimately fly on their own. I may supply some suggestions the second go round for those fledgelings not quite ready!


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