The course

  • These pages offer a quick overview of the course. If you are new to teaching the Language and Literature course, this is a good starting point.
  • The course is intended for native or near-native speakers. Language acquisition is not our 'core business', while the subject-specific, academic language of textual analysis is.
  • The Language and Literature course aims to develop critical literacy skills. This includes close reading and textual analysis.
  • The types of texts in this course range from blogs to poems. The definition of 'text' is extremely broad, as anything that conveys meaning.
  • The course aims to develop one's powers of communication. This includes speaking and writing in different contexts.
  • The course aims to make one aware of the importance of context in understanding texts.

Selected Pages

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Getting started 4 October 2012

After reading the Language A: Language and Literature guide, you may ask yourself: 'Where do I begin?' These pages help...
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Principles 19 May 2012

If you were to look at the English A: Language and Literature course as a building, then you would want to know what...
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Sequence 16 February 2012

There are a lot of factors to consider when putting a course together: assessment, holidays, timetables, course requirements...
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Selecting texts 16 February 2012

For this course you will want to become a connoisseur of texts, meaning that you will want to collect, compile and study...
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Skills 6 July 2016

The IB Language A: Language and Literature guide points to four assessment objectives, which relate to the skill-set that...
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Planning 30 November 2014

Most teachers are, one way or another, rather new to teaching Language and Literature. Even teachers who have...
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Comments 12

Jane Hazle 20 January 2017 - 17:05

David and Tim,
Our school is new to IB this year. We have set up Eng Lang and Lit so that students complete Parts 1/4 in 11th grade and 2/3 in 12th grade. We are still trying to decide whether it is better to have a single teacher follow a cohort of students through both years and all four parts or to have 11th grade teachers for Parts 1/4 and 12th grade teachers for Parts 2/3.
What are your opinions on these two structural options?
Thank you,
Jane

Tim Pruzinsky 22 January 2017 - 12:04

Hi Jane,

I like taking students through a complete 2 year program. Do realize this is my personal opinion based solely on my personal experience in the classroom. I don't have the larger administrative duties to sort out, like scheduling and such, and so I can't comment on it from that point of view.

Staying with them for 2 years allows me to get to know students really well. It also allows me to be responsible for my own mistakes. Let me explain. I mess up when teaching; we all do. But when the class is "mine," I can't blame anyone else (i.e. last year's teacher) for anything that hasn't gone as well as it could have. I always find it difficult taking over for another teacher in 12th grade, which happens when people move, and students can sometimes find it difficult adjusting to a new style and way of doing things.

It also means that I have to know all parts of the course. While specializing in Part 1, for example, has its benefits, I like knowing and teaching it all. As you can tell, I'm a big fan of continuity, even if students do have to change teachers between 11th and 12th grade because of scheduling. I also think continuity means that 12th grade teachers don't feel more exam pressure in comparison to 11th grade teachers and there is an attitude that "we are all in this together." It builds support networks and collaboration.

Again, I'm speaking from personal experience, but I really like following them through the entire two year program; I realize all schools can't or don't do this, and that's okay too. But if I was to choose, I vote for continuity.

Best,
Tim

David McIntyre 23 January 2017 - 00:44

Hi Jane,

I agree with Tim. On balance, one long discussion is a better option than two shorter discussions. Whilst the course has four parts, they are not exactly or entirely discrete. Coherence and continuity can be best assured with one teacher working with students over a longer period of time.

Like Tim, I express only a personal perspective, but like Tim it is one based on many years of teaching IBDP.

Kind regards,

David

Troy Witt 28 January 2017 - 16:18

Hi David & Tim
A quick question for you: I know that when selecting texts for parts 3 & 4 one needs to cover at least 2 genre and 2 time periods. However, what I can't determine is whether this applies to EACH of part 3 and 4, or to both parts collectively. Can you help? As well, is there any requirement regarding author gender? Thanks so much.

Kind regards

Troy

David McIntyre 29 January 2017 - 03:00

Hi Troy,

Both parts (i.e. 3 and 4 together).

There is no prescription on gender.

All the best,

David

Troy Witt 30 January 2017 - 09:50

Thank you!!

Devika Varma 2 June 2017 - 04:16

Dear David,
I had posed a question for the selection of texts and got a reply from you; however, for some reason I am unable to find that thread of conversation. Just wanted to say thank you for your reply! Thank you very much!
Kind regards,
Devika.

Elizabeth Koshy 13 July 2017 - 16:23

Dear David,
This is pertaining to the option of " students access" to use the website.As I have a new batch at present, I deleted the passed out student group from my 'student access' page. I tried to create a new group but there is no 'save group' button displayed on the page; hence, I am unable to give access for my students to use this excellent resourceful website. Please guide.

Regards,
Elizabeth Koshy

David McIntyre 17 July 2017 - 18:55

Hi Elizabeth,

I have your email address, and I will forward your question to one of our technicians whose response will be a whole lot better than mine!

Kind regards,

David

Elizabeth Koshy 18 July 2017 - 04:15

Thanks a lot David!
Regards,
Elizabeth Koshy

Mariam Hussain 20 July 2017 - 05:29

Hello

I hope this finds you well. One of my students' wants to do his EE in which he wants to analyse lyrics of a particular album and relate to it's effects on society in terms of social change. Do you think this topic is doable? And if so can it fall under category 3 of English Language and Literature?

Tim Pruzinsky 20 July 2017 - 15:21

Hi Mariam,

Yes, the topic is doable. Since it is song lyrics, it will be a C3 EE. However, I don't know how they will research or know the effect on society in terms of social change. That seems a bit vague and ambiguous. Narrow that down and it seems like it's a possibility for an interesting EE.

Best,
Tim


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