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Students need experience with texts that employ satire, irony and humour, not only because such texts can be very enjoyable to read and often convey important ideas, but also because the whole meaning and purpose of these texts depends on readers being attuned to such an approach. The course, and Paper 1 in particular, requires our students to be experienced and sophisticated readers who can identify the tone and attitude of a text with precision. A student who misses irony, humour or satire in a text they encounter, will most likely miss the whole point of the text - something that often happens when such texts are used for Paper 1.
This sample essay is the first exemplar of the 'new' EE (2018 onwards) we have posted. The previous samples will remain on the site because we believe they are still useful models and the essentials of what makes a good English Literature extended essay have not changed. There are some obvious and significant differences, such as the removal of the abstract and the assessment of students' reflections, but, as this example shows, the real business of writing an effective English Literature extended essay remains the same.
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...
Meeting new classes at the start of an academic year is always exciting and one goal for any teacher in the first few lessons is to get to know the individuals they will be teaching over the next two years. In order to do this many of us ask students to write us something - a letter or a journal entry where they introduce themselves to us. The questions on this page are designed to be used as prompts for such a piece of writing.
Preparing students for the IOC There are obviously many different ways you can develop skills associated with the Part 2 assessment task, and as time goes on, you will discover the ones that work best for you, for the texts you have studied, and for the kinds of students you teach. Below are suggested a few fairly generic things to consider: 1. Keep the assessment task/s in mind Although it is...
Experience indicates that the process leading up to the Individual Oral Presentation (IOP) can play an important role in helping students to complete the assessment task in an effective way. It is important, for example, that they are made aware of the different kinds of approach their presentation format might actually take. Many, if not most, will need help focusing their ideas into a coherent...
The following 10 tips are designed to help students adopt a systematic and effective approach to Paper 1. Many of these strategies focus on what happens in that first, crucial part of the examination, when students choose the extract they will write on and then spend time annotating and planning their response.
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...
Getting it right... It is a sad and regrettable thing that each year students across the world receive fewer marks than they deserve in the IOC because their teacher has failed to properly read the Subject Guide and to check that the way they go about the assessment is correct. There are often practical problems, such as failing to make the recording clear, procedural issues such as allowing the...
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...
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...
9 August 2018
I was talking recently to a Head of English who was scratching his head having received a huge spreadsheet of data on this year’s IB results... more
18 Oct Loraine Playfair
Extended Essay criteriaAfter speaking with the coordinator it was decided that I tell the student that his works appears suspicious and I gave details and examples why (such as:that the research questions looks as though it were written after the EE was written,...
13 Oct David White
How to set up the Interactive OralGreat to hear, Michelle.
12 Oct Michelle Terry
How to set up the Interactive OralThanks! It worked out really well and I think the kids really enjoyed it, too.
10 Oct Mark Beverley
Part 1: Works in TranslationEstella: writing on just one story is fine - and in fact, in some respects, makes the task slightly more straightfoward because tackling two will almost inevitably force the student to compare or contrast, which is not a feature of this assignment....
10 Oct Estella Gutulan
Part 1: Works in TranslationHi, David, Regarding WAs on The Elephant Vanishes and following on from the poem response above, usually we cover two stories with attention to a focused aspect/theme. I am worried that doing just one will show narrow focus or seem like the...
9 Oct Deb Emery
Extended Essay: the basicsThank you! Your explanation truly helps me to clarify this for my students. I'm happy that it is more in line with a formal literary essay - it just makes sense!
8 Oct Mark Beverley
Extended Essay: the basicsHi Deb: good questions! The abstract of old asked students to idenitify the RQ, the Scope of the essay and then the conclusion - presenting the argument of the essay as a whole in summative form. This has indeed gone with the new spec. ...
8 Oct Deb Emery
Extended Essay: the basicsHi David and Mark, I am trying to figure out what is required for the introduction on a Category 1 and 2 EE. I am seeing conflicting information. The IB site reveals that "The introduction should state briefly why the student has chosen that...
5 Oct Mark Beverley
Marking the Written AssignmentHi Edward: in effect there is nothing to stop a student writing on a topic that is not represented either directly or indirectly in the SW. However, part of the reason for the introduction of this requirement was the concern about plagiarism...
4 Oct Edward Lake
Marking the Written AssignmentTeachers give prompts for the Supervised Writing that attempt to accommodate a variety of directions a student might want to take with a text, but can a student choose a topic for their actual WA that is significantly different than their Supervised...
2 Oct David White
How to set up the Interactive OralThe interactive oral does not need to be graded - it leads into their reflective statement so this is where the main focus for assessment is. However, I also make sure I visit each stall and give them feedback as a group.
1 Oct Michelle Terry
How to set up the Interactive OralThis sounds great! I've done something similar but called it a museum walk. How did/do you grade or evaluate each student or group?