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Written Tasks: From First to Final Draft (The Magic Toyshop)2 August 2013

Written Tasks, with a weighting of 20%, are a significant component of the Language and Literature course. Written Tasks are externally assessed, but they are completed throughout the course and, as... more

WT2 Q6 (The Magic Toyshop)25 July 2013

The following Written Task 2 (HL) Critical Response addresses the prompt ‘How has the text borrowed from other texts, and with what effects?’ The question comes from the ‘text and genre’ area... more

Requirementsfree18 July 2013

Part 1 - Language in cultural context is the study of non-literary texts. We look at how culture and context both shape texts and their interpretations. The nature of this part of the course will largely... more

Writing Rationales for Written Tasks11 July 2013

Writing the rationale to Written Tasks, type 1 can be challenging for students. Historically, the idea of writing Written Tasks borrows from the now moribund Language A2 course. A frequent lament of... more

WT SL S1 (The Bell Jar)4 July 2013

The following Written Task, type 1, was written by a Standard Level student who, for Part 3, Literature - Texts and Contexts, has studied Sylvia Plath's novel, The Bell Jar. The task involves two letters,... more

Extended Essays: Studies in Language Sample Topics and Research Questions26 June 2013

Students have, since the May 2013 examination session, had the opportunity to submit Extended Essays in Group 1, Category 3: Studies in Language. It is very important that students submitting essays... more

The Great Game of Power20 June 2013

This is a simple, and straightforward role-play activity. It is, however, also a very impactful activity, and one that students frequently respond well to. The role-play, ‘the Great Game of Power’,... more

The Power of Naming10 June 2013

The Language and Literature course is constructed around four parts; parts 1 and 2, which may be regarded as the language parts, and parts 3 and 4, which are the literature components of the course.... more

Attitudes to Language31 May 2013

As a teacher of English, you may have been in the situation where a young student says to you, "you should never begin a sentence with a conjunction". And, you are impressed that the student knows what... more

Texts to go28 May 2013

Teachers may find it useful to have a range of texts and text extracts relevant to Parts 1 and 2 of the course that are readily accessible. The point, in this section of the website, is not to be prescriptive... more