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As we look ahead to 2019 and all the things that a new year may bring, not the least will be developments in the Group 1 courses. As you will know from previous posts, changes are very much afoot - and some fairly significant ones too; plenty of information will be forthcoming on this site as we work towards providing you with everything you will need to set about teaching the new literature course, but a few of the key elements (listed below) are worth mulling over as you prepare for the new term.
Happy Holidays everyone! Many of us now get to take a well-earned break after a long and gruelling term. As we do so, we can joyfully push thoughts of Written Assignments, IOCs and EEs to one side (at least for a week or two), put our feet up and, if you are like me, turn to a pile of unread books that has been steadily growing over the weeks since the last holiday.
This sample Standard Level response uses Waiting for Godot by Samuel Beckett and The Birthday Party by Harold Pinter to respond to a Paper 2 question on drama. The question used was from the May 2016 paper (TZ1):
Introductions to Paper 2 essays often fall short for various reasons. Sometimes they are too long and identify nitty gritty that really should be kept back for the main body or the essay; sometimes they are too short and/or fail to say very much that isn't obvious or self-evident; sometimes they fail to indicate proper understanding of the terms of the question. Some key reminders are presented below along with a range of introductions for discussion.
The final stage of the process is of course to start writing the actual assignment. As the supervisor of the essay, your role is to provide guidance and support - but to keep in mind at all times that the assignment must be the work of the student. Note that you are only allowed to provide feedback on one written draft, and you must not write notes on the draft itself. Suggestions for improvement...
Part 1 is assessed through the submission of one 1500 word coursework essay, and is assessed externally. However, the syllabus asks all students to approach the final essay through a particular series of steps which are designed to address a range of issues: 1. The need to address the various contexts in which the text was written and in which it is being read. 2. Provide students with guidance...
Marking the IOP can sometimes present difficulties, not least because there tends to be a lot less exemplar material 'out there', and also because it is often a task that individual teachers complete in isolation - making it difficult to moderate. It is important, therefore, to look for sample presentations (such as you will find below and/or on the Teacher Support Material of the OCC), as...
The first stage of the process that culminates in the writing of the 1500 word assignment focuses on the preparation and administration of an in-class 'interactive oral'. This discussion is prepared and facilitated by the students, and it leads to the writing of the Reflective Statement. Typically, students manage this activity quite well, and it can serve as a reminder to us that sometimes...
The Commentary – a rough guide for students What is a ‘commentary’? A commentary is a close analysis of a passage or a short work. More than a summary, it must investigate both the content and the language, i.e. WHAT the passage/poem achieves and HOW it achieves it, and the relationship they have with each other. It describes the writer’s intentions, effects and how he or...
What do examiners listen for? When examiners (which in this case is your teacher) mark the Individual Oral Commentary, they are of course on the look out for some key elements, as defined by the marking criteria: STANDARD LEVEL: A: Knowledge and Understanding of the extract B: Appreciation of Writer's Choices C: Organization and Presentation D: Language HIGHER LEVEL: A: Knowledge and understanding...
The site offers an engaging and imaginative approach to IB English - clear and informative it would be of use to both new and experienced teachers alike.
An excellent and invaluable site that will make the teaching of IB Literature both fun and engaging for students and teachers. The quality and quantity of material, tips and resources is impressive.
I was very impressed with the site. It is very user friendly, gives students (and teachers) easy access to excellent resources. I also enjoyed the opportunity to be able to check my marks (and my students peer marking) for tasks against IB criteria and...
2 January 2019
As we look ahead to 2019 and all the things that a new year may bring, not the least will be developments in the Group 1 courses. As you will... more
16 Jan David White
Paper 1: the basicsHi Chuck. I thought it was an interesting extract with plenty for students to explore - I think many of our students chose it. I don't have it in front of me right now but I'd be interested to hear what prompted your question and will look...
16 Jan David White
Option 3: Literature and filmHi Rachel. I recently read 'The Glass Castle', a memoir by Jeanette Walls (2005), which was made into a film in 2017. I haven't watched the film but really enjoyed the book and I think it would work well with students.
16 Jan Mark Beverley
IOC Procedural requirementsHi Tara - you will find this info on page 55 of the current guide: Number of students Number of extracts required 1–5 - 1 per student 6–10 - 6 11–15 - 7 16–20 - 8 21–25 - 9 26–30 - 10
16 Jan chuck henry
Paper 1: the basicsGentlemen, do you have any thoughts on the HL paper one prose extract from last year? It was from The Essex Serpent by Sarah Perry.
16 Jan Rachel Wright
Option 3: Literature and filmHas anyone come across a memoir or travel writing that has crossed over to film? Looking for a literary work that is not fiction/short stories. Thank you!
15 Jan Tara Pidgeon
IOC Procedural requirementsI can't find the number of extracts per number of students. Can someone please post the number of extracts needed based on the number of students assessed?
15 Jan Mark Beverley
Choosing WorksHi Robert - yes you could use Maus to cover this.
14 Jan Robert Munson
Choosing WorksHi, I'm teaching Parts 1 and 4 for the first time. I didn't realize till now that we need non-fiction as a genre. I mix in essays such as Camus' "The Myth of Sisyphus," but not enough to consider them a "work." So I'll need to add a work...
13 Jan chuck henry
Option 3: Literature and filmThanks Mark, I know it's a slippery question.
11 Jan Mark Beverley
Part 1: Works in TranslationHi Cynthia: yes, I can see why you might have reservations here. The title is quite broad and might also invite the student to write as much about Buddhism as the text itself. How about exploring the way in which religion plays a role e.g....
11 Jan Mark Beverley
Option 3: Literature and filmThis is a very difficult one to answer, Chuck, because presentations can differ considerably - and important, perhaps, to note that detailed analysis e.g. of stylistic features is not something the IOP marking criteria prioritise (unlike the...
10 Jan Cynthia Salvatore
Part 1: Works in TranslationHi - Happy New Year! This is my first year teaching the Literature program and I would like some guidance on a WA question. One student is writing about Kitchen by Banana Yoshimoto - her question is How and to what extent is Yoshimoto's narrative...