Criteria

Before you write written tasks, you should look at the assessment criteria. This way you know what the examiner is looking for. The best way to become familiar with the criteria is to use them regularly. For each written task that is entered into the portfolio, there should be some form of self assessment, peer assessment and teacher assessment.

Remember: Teachers are not allowed to edit or annotate students' written tasks. This does not mean that teachers cannot give feedback. Rather, teachers can and should tell students how they think they will score according to the assessment criteria. What's more, teachers should be involved in guiding students towards appropriate ideas for the written task.

Written task 1

Here is a summary of what you will want to look for in each criterion at both SL and HL. A handy print out for assessing student work is also provided. For the actual descriptors, we refer you to the IB Language A: Language and Literature guide.

Criterion A - Rationale - 2 marks
It is essential that students include a rationale before the actual task. The rationale must be no fewer than 200 words and no longer than 300 words. The rationale should shed light on the thought process behind the task. Furthermore, it should explain how the task aims to meet one or more learning outcomes of the syllabus.

Remember:  If the word count of the rationale exceeds 300 words, 1 mark will be deducted.

Criterion B - Task and content - 8 marks
The content of a task should lend itself well to the type of text that one chooses. The task should demonstrate an understanding of the course work and topics studied. Finally, there should be evidence that the student has understood the conventions of writing a particular text type.

Criterion C - Organization - 5 marks
Each type of text has a different structure. Nevertheless, all types of texts have conventions and organizing principles. Students must organize their tasks effectively and appropriately. There must be a sense of coherence.

Criterion D - Language and style - 5 marks
The language of the task must be appropriate to the nature of the task. This means that students use an appropriate and effective register and style. Whatever the nature of the task, ideas must be communicated effectively.

Written task 2 (HL only)

The following criteria apply to the criticial response that HL students write on one of the six prescribed questions.

Criterion A - Outline - 2 marks
For the critical response, students are asked to write a brief outline of the task that includes the following:

  • The prescribed question to which the task refers
  • The title of the text, or texts, that the student analyzes
  • The part of the course to which the task corresponds (Parts 1-4)
  • Four or more bullet-points that explain the content of the task

Criterion B - Response to question - 8 marks
To achieve top marks for this criterion, students must explore all of the implications of the prescribed question chosen. The critical response must be focused on and relevant to the prescribed question. Furthermore, the response is supported by well chosen examples from the text(s). 

Criterion C - Organization and argument - 5 marks
The response must be well organized and effectively structured in order to score top marks for this criterion. The response should make a case and develop it thoroughly.

Remember: The critical response must be 800 -1,000 words. If this is not the case 2 marks will be deducted for Criterion C.

Criterion D - Language and style - 5 marks
The response must be written effectively and accurately. Students should use an academic register and strong style.

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Comments 77

Maggie Raleigh 29 January 2017 - 10:11

I have a question about the School Supported Self-Taught Language Option (SSSTO)
In the guide book for the SSSTO, there is a rubric for the Written Assignment (p. 40-42). In the description for Criterion A: Fulfilling the requirements of the reflective statement, it states that student is judged based on understanding of cultural and contextual elements developed through the "interactive oral". There is not supposed to be an interactive oral in this assessment. This assessment is a "written assignment" using rubrics out of 3; 6; 6; 5; & 5 = 25. I am confused why they are referencing an "interactive oral" within a Written Assignment rubric.

Tim Pruzinsky 29 January 2017 - 14:57

Hi Maggie,

The Written Assignment is a requirement for the Literature course, not the Language and Literature course.

I'm not 100% familiar with the SSSTO variations, but I do know that in regular Lit course, students conduct an "interactive oral" and then write a "reflective statement" on it; it is worth 3 points. The rest of the Written Assignment is worth 22 points. Combined, they total 25 points.

I don't know how - or if - that gets modified for SSSTO, but what you are referencing is exactly what occurs in the Literature course. Students must conduct an IO (interactive oral), then write a RS (reflective statement), and then write their WA (written assignment).

Best,
Tim

Carla Spenner 1 February 2017 - 17:07

Hi Gents,

Just a quick inquiry - the outline for HL Written task 2 - is there a word limit? My students have not all used bullet points but instead given a brief introduction to the question and what they wish to explore.

Is this ok? What are your thoughts on this? No word count for the outline is specified in the specification only for the rationales for WT1.

Thanks,
Carla

Tim Pruzinsky 2 February 2017 - 03:15

Hi Carla,

There is not a word limit for the outline.

The subject report (I'm not sure from what year) does suggest to keep it more brief than more detailed. I can't remember their exact wording right now, but the implication was that some outlines were essentially most of the essay and this was too much.

I wouldn't worry too much on this one. Make sure there is enough for an examiner to understand the main claims of the essay and it should be good to go.

Best,
Tim

John Richardson 10 February 2017 - 14:25

Should the student include the primary document as part of their rationale? Or should they include a link to it? Or a biographical reference (a bit tricky is the primary source is an advertisement)?

Tim Pruzinsky 11 February 2017 - 02:05

Hi John,

I think it really depends on the text type. If a student is writing a blog, including the advert in the blog itself would seem sufficient (with citing it of course in a Works Cited).

If it's a letter or something else where one realistically wouldn't find it, I think an extra page titled "Supplementary Materials" would suffice. The student can put the advert there for the examiner to see and reference if needed.

Best,
Tim

Charlie Boodman 16 February 2017 - 01:09

Hi! Is the title included in the word count? Thanks.

Tim Pruzinsky 16 February 2017 - 02:00

Hi Charlie,

Yes, include the title in the word count. There might be an instance where you wouldn't, although I can't think of an example off the top of my head. In an article, for example, the headline would definitely be in the word count and the title of a blog post would be counted as well.

Best,
Tim

Deborah Walker 20 February 2017 - 13:30

Hi Tim,
My student has written a WT1 as if she is interviewing slaves regarding their treatment and their thoughts of the use of the "n-word", something we studied in class. My concern is that the situations she introduces for the slaves she has chosen to interview are less than believable. Would this impact criterion b? and what advice could I offer in this case?
Deborah

Tim Pruzinsky 21 February 2017 - 02:05

Hi Deborah,

I think it would have an impact. And my advise to the student would be to re-write it to assuage your valid concern about making it believable. I think it's okay to tell students that significant re-writing or revision is needed. It sounds like this is one such case.

Best,
Tim

Sonia Gupta 20 February 2017 - 15:21

Hi Tim,

Once again...I approach you with a confused look. Please find below a few WTs by my students. Would appreciate your comments on their "appropriatness'

1. Chairman of the International Cricket Council (ICC), delivers a speech in the Chief Executives’ Committee meeting as part of the ICC Annual Conference 2016
2. A travelogue on the lines of "Nomadic Matt" on New York.
3. A brochure : Museums.
In all these 3 WTs the intention (as mentioned in the rationale) is to follow the conventions of the text types involved and present the text type in the required register... .
Waiting for your response,
Sonia

Tim Pruzinsky 21 February 2017 - 02:03

Hi Sonia,

I too write with a confused look. I would say no to all three. I don't see how they connect to topics/content that you studied in Part 2 of the course.

David might take a different approach, but right now, I remain skeptical until the connection to the course is made more obvious.

Best,
Tim

Sonia Gupta 21 February 2017 - 03:30

Hi Tim,
Thanks for the feedback.
Is there a way to send you a personal message or email?
Sonia

Tim Pruzinsky 21 February 2017 - 07:48

Hi Sonia,

Click on the "feedback" link at the top right of this page and you can send us a personal message. It's under the "search" text box.

Best,
Tim

Julie Murphy 22 February 2017 - 14:39

Are page numbers required on written tasks? Thanks!

Aartje Poutsma 6 March 2017 - 11:35

Hi David and Tim,

We have studied poetry by Wilfred Owen for part 4 of the course. For her critical essay one of my students has chosen the prescribed question: "how has the text borrowed from other texts and with what extent"? She writes about how The War Requim has borrowed from the poetry of Wilfred Owen. Is this allowed?
Regards
Aartje

David McIntyre 6 March 2017 - 11:53

Hi Aartje,

I would suggest this isn't appropriate. The question asks 'how has the text (insert a poem by Wilfred Owen) borrowed from other texts, and with what effects?' The approach you suggest does not set out to show understanding of Owen's poetry.

Kind regards,

David

Tracy Radbone 7 March 2017 - 00:07

Hello there
Just checking whether there is an upper limit for the WT2 outline.
Thank you
Tracy

Tim Pruzinsky 7 March 2017 - 00:08

Hi Tracy,

There isn't a technical word limit for the outline. The idea is to keep it on the shorter end though.

Best,
Tim

Peter Pfister 9 March 2017 - 02:44

Hi Tim,
I have looked around to see if this has been asked, hopefully I am not duplicating. As one of our topics in Part 1 we studied Language and Taboo at length. Now some of my kids have interesting ideas for both WT1 and WT2 that either use swear words in a given text type (a script excerpt for an edgy television series) or analyze them (in music videos). Is there any policy on this? They handled the topic in a mature and academic manner from my point of view but I don't want to disadvantage them should they encounter a more conservative examiner. Thanks for the advice!

David McIntyre 9 March 2017 - 03:48

Hi Peter,

Good question.

Language and taboo is a possible topic for study. Since this is so, it seems extremely unreasonable (and, to my mind, bizarre) not to include examples of taboo words and expressions in the unit. Moreover, language study is descriptive, not prescriptive, and it should, in this view, transcend individual sensibilities (which I respect).

You mention that the students have handled their study in a mature and academic manner, so the submission of this kind of work is entirely apposite.

Finally, examiners should not bring their own partiality into marking exams.

In other words, it all seems fine.

Best regards,

David

Kerri Bundy 9 March 2017 - 12:57

Quick question: Is the outline part of the word count for the WT2? Thanks!

Tim Pruzinsky 9 March 2017 - 13:00

Hi Kerri,

No, it's not.

Best,
Tim

Kimberly Kingry 13 March 2017 - 06:11

Hello,
Is there a word count limit specified for the WT2 outline?
Thanks!

David McIntyre 13 March 2017 - 07:51

Hi Kimberly,

No, there isn't (oddly enough).

Kind regards,

David

Santiago Ordoñez 13 March 2017 - 20:17

Hello!
I was wondering if a student could write a WT1 in which she approaches a book from Part 4, but explicitly explores learning outcomes from Part 3.
Many thanks!

Tim Pruzinsky 15 March 2017 - 04:27

Hi Santiago,

I don't think I would go down that route. My guess is that the student wants to do something connected very explicitly to context.

It's a tough call. In Part 4, the focus is detailed study and we seem to almost forget context exists. In Part 3, context is all the rage. It seems so binary and unnecessarily so.

I think there is wiggle room, but that requires the student to tamper down context if it is a Part 4 text and focus more on the detailed/close study aspect of it. I think it's okay to bring in context, just not as the main focus.

Best,
Tim

Mariam Hussain 31 March 2017 - 05:01

Hello!
Two of my students want to do their written task 1 on texts translated from the Urdu and Persian language to English, to explore the themes of Language and identity and Language an taboo. Both the translations are published work. Should the students be allowed to use such texts?

Thank you
Asma

Tim Pruzinsky 1 April 2017 - 11:41

Hi Asma,

I'm reluctant to say yes. The IB says that we can study short texts in translation in Part 1 and 2 but that it should not form the core of what we do. Basing the assessment - a WT1 - on that text makes me uncomfortable in this case.

I would ask the students to go back to the drawing board and use something originally written in English.

Best,
Tim

Mariam Hussain 3 April 2017 - 04:15

Thank you Tim.

Sylvia Abayomi 3 May 2017 - 17:46

HI Tim and David,
in part 4 SL/HL you do the IOC, my question; is it allowed to submit a WT and an IOC to the IB of the same work or does it need to be different?
Thank you
Sylvia

Tim Pruzinsky 4 May 2017 - 01:28

Hi Sylvia,

Since the IOC and the WTs are two very different assessment tasks, and the student had no idea until the exam time came what text their IOC would be on (and presumably studied for all three texts), it's okay to write a WT1 or WT2 on the same text as their IOC.

Best,
Tim

Sylvia Abayomi 7 May 2017 - 20:56

Hi Tim,

Thank you very much.

Dorcas Tirhas 27 June 2017 - 02:11

Hi Tim and David,

One of my students did a WT which was a persuasive speech as a student talking to other students and convincing them about the advantages of an Arts Education. She used herself as the actual speaker and the school she is in.
I've advised her to make it a fictitious school/or at least change the name. Could I ask if she can still use this as a WT? Presumably candidates should not give away their identities/schools in the tasks. But she could still use this right?

Thanks,
Dorcas

David McIntyre 3 July 2017 - 19:12

Hi Dorcas,

Apologies for a late response. I am on holiday and have very limited access to Internet. I am not sure which part of the course/topic option this relates to - I think, anyway, the student needs to think about this. A persuasive speech is fine and, in theory, the actual student can address other students in her actual school. In my view, however, the idea does not strike me as particularly compelling. With what authority would the student give this speech? I think it is better if the student assumes some form of expert persona and gives a speech to an imagined and interested audience. But, to reiterate, the topic is, to my mind, probably not appropriate.

Kind regards,

David

Dorcas Tirhas 6 July 2017 - 16:14

Thanks David,

I see what you are saying. The part of the course is part 2 persuasive language. She wanted to explore how she could use the rhetorical devices we analysed in political speeches. I suggested that perhaps if she took the role of a student running for student council that may be a more compelling topic.

Thanks!

David McIntyre 9 July 2017 - 11:20

Hi Dorcas,

My understanding is that the student needs to write a speech about the topic of persuasive language. I can understand that this may sound a little unrealistic. However, it is not adequate to write about any old topic and to demonstrate an awareness of rhetoric through a well-constructed speech.

I hope this clarifies.

Best regards,

David

Hunter Minks 24 August 2017 - 17:13

Hi,
When should WTs (and IAs, for that matter) be submitted to the IB? I've got my last written task due in March of DP2. Is that too late?

Thanks,

Hunter

Tim Pruzinsky 25 August 2017 - 00:35

Hi Hunter,

Written Tasks are due to the IB on March 15th or before for May exam students. Because they will be choosing from a portfolio of WTs, I think March is too late to have them submit their final WT.

IAs are due April 20th or before.

Best,
Tim

elizabeth smith 13 September 2017 - 14:47

Hello Tim I know the rationale for WT1 must not exceed more than 300 words,but what is the limit for the actual task itself? Regards,Elizabeth

Tim Pruzinsky 14 September 2017 - 00:45

Hi Elizabeth,

800-1000 words for the Written Task itself.

Best,
Tim

elizabeth smith 14 September 2017 - 19:26

Thank you!

Can I ask you another question about timelessness and whether Disgrace fits this ideal - it was written quite recently? Regards Elizabeth

Tim Pruzinsky 15 September 2017 - 01:23

Hi Elizabeth,

Can you clarify? What do you mean about "timelessness"? And are we talking about the novel "Disgrace" or the play "Disgraced"?

Best,
Tim

elizabeth smith 15 September 2017 - 11:29

Hello Tim my apologies.I meant the novel Disgrace. Regards, Elizabeth

Tim Pruzinsky 16 September 2017 - 01:32

Hi Elizabeth,

As for "timelessness," that's always arguable. However, he won the Booker for this novel and he's also won a Nobel Prize, so there are a lot of people out there that think his writing is worth reading. I don't know if that counts as "timeless," but it does offer the backing of the literary community.

When selecting texts, I also think about my students. Would this novel work for them in my context (school system, city, country)? Is this something they should/need to read for a wide variety of reasons?

Best,
Tim

Geoffrey Peake 15 September 2017 - 12:18

Could you clarify that 2 points is deducted if the WT is over 1000 words? Is there any penalty if it is less than 800?

Tim Pruzinsky 16 September 2017 - 01:33

Hi Geoffrey,

Yes, if the Written Task is over 1000 words, 2 points should be deducted from "Organization." The same is true if it is under. Occasionally, examiners will miss this, but that is the what should happen.

Best,
Tim

Geoffrey Peake 17 September 2017 - 11:50

Thanks Tim--much appreciated

Ryan Meczkowski 19 September 2017 - 21:57

Tim and David,

I have a student who wrote an online opinion piece for the Guardian as her WT1. In the spirit of authenticity, she included online ads. Would these ads be counted as part of the 1000 word count?

Thanks,

Ryan

Tim Pruzinsky 20 September 2017 - 07:06

Hi Ryan,

Are the ads in any way related to the content of her WT1? If so, I would count them. If not (it's just a McDonald's advert), I wouldn't.

Best,
Tim

Ryan Meczkowski 20 September 2017 - 16:55

Thanks Tim. One more question: what about if the student includes the tabs that are found at the top of the page to indicate the different sections - World News, Sports, Style, etc. Does the same idea apply - that it counts only if it is related to the content of the WT1?

Tim Pruzinsky 21 September 2017 - 00:41

Hi Ryan,

I tell students to include that in the word count. That's part of their "blog" or online publication. I also tell them they might change them to make it look more specific to their topic. Because an ad is so image heavy (usually), I'm less concerned about it, but the tabs seem to me to be part of the task.

As you can see, this is a huge gray area and some teachers will disagree. The IB hasn't - and most likely won't - put out an announcement for every text type of what is and what isn't included.

Best,
Tim

Rima Moukarzel 21 September 2017 - 19:47

If a student chooses to write an opinion column, does he/she have to imitate a famous columnist? Can't he/she use his/her own style?

Tim Pruzinsky 22 September 2017 - 00:26

Hi Rima,

They do not have to imitate a famous columnist. But it still must look, feel, and read as an opinion column.

Best,
Tim

Srilakshmi Balakrishnan 4 October 2017 - 18:56

Hi Tim,

While they may not have to imitate a renowned columnist, I remember one of the exam reports saying that students who tried pastiche scored more. Does that mean that imitating a known columnist's style jacks up their chances of scoring more?

Thanks,
Lakshmi

Tim Pruzinsky 4 October 2017 - 20:16

Hi Lakshmi,

Does it jack up their score? I don't know. The student can include - at the end of the WT - another page titled "Stimulus Material." If they have imitated a famous columnist (let's say Nicolas Kristof of the New York Times), then an example would be helpful to the examiner.

I don't recall any subject report making that blanket of a statement that pastiche scores more, but I could be wrong. Instead of focusing on what will score the highest, I think a focus on the purpose of writing an op-ed in the first place, in relation to the content studied, is more important. The student needs to make that justification very clear, more so than just imitating someone.

Again, they are free to do so, but they also don't have to. The choice is theirs based on the purpose of their WT1.

Best,
Tim

Rima Moukarzel 22 September 2017 - 06:01

Thank you, Tim!

Rima Moukarzel 27 September 2017 - 19:25

My student's task 1(which is supposed to be an article) is more informative; her opinion is indirectly stated. It cannot be an opinion column, right?
Another question: Is it ok that her task is on primary sources that are an advertisement written in Arabic and an article in the Lebanese law?

Tim Pruzinsky 28 September 2017 - 01:29

Hi Rima,

I'll deal with your second question first. No, the primary sources must be originally written in English.

As for writing an opinion column, an article, or an informational brochure, any text type is theoretically okay to write for a WT1. As long as students demonstrate their understanding of the topic, text, and course objectives in the actual text, it's okay.

Best,
Tim

Rima Moukarzel 28 September 2017 - 05:55

That was really helpful!
Thank you, Tim!

Srilakshmi Balakrishnan 3 October 2017 - 09:20

Hi David,

When a student writes a written task relating to part 1 or part 2 of the course, should it have a non-literary text as stimulus material or is it acceptable to use a PLA text, part of which relates to a part 1 or part 2 topic as a stimulus material? Also, I faintly remember you saying in one such interaction that a WT 1 does not have to be rooted in a stimulus material (for example, it can relate to an event pertaining to a part 1 or part 2 topic) but that it is preferable to have it anchored in a stimulus material. Please correct me if I got that wrong. If it is preferable to have a WT 1 rooted in a stimulus material, is it acceptable to have multiple small stimulus materials?

Thanks,
Lakshmi

Tim Pruzinsky 3 October 2017 - 17:10

Hi Lakshmi,

For assessment purposes, if it comes from Part 1 or 2 of the course, it should be a non-literary text. It should not be based on literature if it comes from Part 1 or 2.

While I can't speak for David or what he said to you in the past, you should anchor the WT1 in a text. A student can't pull it out of thin air and if students are going to pay close attention to language, a text (and not just a topic) is necessary.

As for several small stimulus materials for WT1, it depends on what the student is trying to accomplish. The short answer is yes, it is possible for a student to use several. The long answer connects to purpose, audience, text type, context and so on. Please do let either of us know if you need any further guidance or clarification as we are here to help!

Best,
Tim

Srilakshmi Balakrishnan 4 October 2017 - 18:47

Hi Tim,

Thank you so much for your prompt reply. That clears most of my doubts there. Regarding the last part of your answer, while I do understand that many aspects need to be factored in while guiding a student with written tasks, I am not sure how meticulously they need to show awareness of the features of the text types that they try to imitate. I made a futile attempt to list out all the features of various text types that they need to know and decided to stick with the key or salient features of text types listed on your site. Could you please throw some light on how much a student is rewarded or penalized for this aspect? Also, is a written task likely to be more impressive for the examiner if it is imagined to appear in a reputed international newspaper or magazine, for instance, rather than a national newspaper or magazine?

Many thanks in advance.
Lakshmi

Tim Pruzinsky 4 October 2017 - 20:22

Hi Lakshmi,

A student must know the features of the text type and demonstrate that in their own writing. This make up part of Criterion B. If they fail to do this, they will be knocked in that area.

The most recent subject report says something to that effect. The text type they are writing should look and feel like that text type as you would encounter it in the real world.

For example, if they are writing a speech, and there are huge paragraphs and it reads like an essay, that is a major problem. Most speeches have short, concise paragraphs.

As for your final question, you do not need to make it look like an international newspaper. You do, however, need a newspaper or magazine that is published in English. It doesn't matter where in the world it comes from. However, this goes to audience. If I am writing about the detrimental effects of the language of racial stereotyping in the U.S. and I put this op-ed in a reputable South African newspaper, that makes no sense. They wouldn't publish this. It's not relevant to their readers.

I hope that helps clarify some things for you!

Best,
Tim

Srilakshmi Balakrishnan 5 October 2017 - 05:30

Hi Tim,

That makes eminent sense. Thank you so much.

Regards,
Lakshmi

Srilakshmi Balakrishnan 5 October 2017 - 10:45

Hi David and Tim,

Is there a list of text types that you would say is appropriate for a written task based on part 1 of the course and a separate list (perhaps with some overlap) of text types recommended for part 2 of the course? Also, given that gender and sexuality come under part 1 while Stereotypes come under part 2, how can a student draw a line of distinction here? Can we give the student some basis through which s/he can say that this is based on part 1 and that is based on part 2 of the course even when topics overlap? Another instance of a clash in topics, at least in my perception, is that propaganda comes under part 1 while speeches and the use of persuasive language comes under part 2.

Look forward to hearing from you and appreciate your ever kind answers.

Lakshmi

Tim Pruzinsky 5 October 2017 - 15:04

Hi Lakshmi,

There isn't a list of text types for each part although the guide does list a ton of them overall. Our course requires students to be ready to write about any text type and students can create any text type for Part 1 or 2. There is no and I can't imagine there ever will be a list.

You have also noticed something that is just a part of our course - language topics don't easily fit into set categories that the IB has given. So, it will be important for you to let your students both know that the parts are arbitrary. At the same time, for purposes of assessment, they will need to be clear to the examiner if something is from Part 1 or 2 of the course. In other words, the parts can blur in your classroom (as you point out) but when it comes time to explain things to the IB, they need to be explicit about the part of the course.

Best,
Tim

Srilakshmi Balakrishnan 5 October 2017 - 19:38

Hi Tim,

Appreciate your prompt response. I have a student who wants to do a pastiche of a letter published by a Jewish intellectual of the yesteryear objecting to the anti-Semitic propaganda by Nazis. In her letter written from her grandfather's point of view, she wants to highlight how the use of persuasive language in propaganda makes some people bear the brunt of it all. Incidentally, her grandfather was forced to flee his country of origin due to a similar propaganda. I'm not sure if her task falls under part 1 for exploration of propaganda or part 2 for the exploration of persuasive language. What would you think is best, given that we have to work with the system and tell the examiner where it comes from?

Many thanks,
Lakshmi

Tim Pruzinsky 6 October 2017 - 07:29

Hi Lakshmi,

This sounds like a very creative response and very personal to the student. I would put it in Part 1. However, my larger concern is this: why would this supposed person be writing in English? And who would be reading it in English? This part confuses me.

Best,
Tim

Srilakshmi Balakrishnan 6 October 2017 - 09:45

Hi Tim,

Thanks for the response again and sorry for the endless questions. The student and her grandfather come from countries with a heavy English-speaking population, that is Pakistan and India. So the realistic aspect of that is not a concern. Would be extremely grateful if you could explain why you would put it as a part 1.

Thanks
Lakshmi

Tim Pruzinsky 6 October 2017 - 10:54

Hi Lakshmi,

Thanks for clarifying. I'd put it in part 1 simply because under the topic "language and power" in the guide on page 18, it lists "propaganda." As well, it feels less media focused and more connected to "language in a cultural context." Is it arbitrary? Yep. But, we have to place it somewhere and it feels better placed in Part 1 to me because of the above reasons.

Best,
Tim

Srilakshmi Balakrishnan 6 October 2017 - 11:20

Hi Tim,

Finally, my head is clear about these divisions. No, it does not sound arbitrary. But it is surprising to see how not staying anchored in the fundamental aspects of the course and its "parts" can easily make us veer off to the wrong side.

Deeply indebted.
Lakshmi

Srilakshmi Balakrishnan 9 October 2017 - 10:33

Dear Tim and David,

May 2017 report says the following:
"For an examiner, the ideal rationale places the task in the context of the taught course, explains the particular purpose, the audience aimed at, its context and the conventions of the text type followed." Does the last part mean that students can choose to follow only some of the conventions of the text type they are emulating?

Regards,
Lakshmi

Tim Pruzinsky 10 October 2017 - 04:17

Hi Lakshmi,

What you quote is discussing the rationale. It only has to do with the rationale. It was to help teachers in instructing students how to write the rationale.

I also don't think it's okay for a student to follow some conventions, but not all conventions of a text type.

Best,
Tim

Katherine Adisa 18 October 2017 - 04:05

Hi folks, My colleague and I are having a discussion about choices for the WT1. We are in Part 2 and have been studying rhetoric in political speeches. For his task, the student wants to write a speech for President Moon. Unfortunately, he does not speak English, only Korean so past speeches of his have been looked at in translation. I feel the student should not write a speech for President Moon because he would not be giving a speech in English. Can the student use this for his paper 1

David McIntyre 18 October 2017 - 09:40

Hi Katherine,

I would recommend that the student does not write this WT - we agree.

I don't understand your final question, however; what is the relationship between President Moon and Paper 1.

Thanks for clarifying.

David

Katherine Adisa 18 October 2017 - 21:04

My apologies, I am multi-tasking here. I meant to say 'for this written task.


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