The term 'intertextuality' can be used to describe a great many ways in which one text directly speaks to, or in some other way exists in a relationship with another. As students study different literary works, they may well encounter very specific and explicit intertextual references or ones that are implied, implicit or only vaguely present. The notes below should help students identify some of the different types, but also explore the various effects or levels of significance that intertextual references might bring about.

This HL Essay exemplar is focused on the concept of perspective in Emily Brontë's Wuthering Heights, exploring the two main narrators and how Brontë uses their naive perceptions and interpretations to create ambiguity and mystery for readers. While this is a good essay with many strengths, it has a scope that is really too broad for the word limit of the essay; as such, it is a useful example as it illustrates how many bright, engaged students still need guidance when it comes to narrowing and refining the focus of their essay.

It is generally recognised that the term intertextuality was coined by the Bulgarian-French writer, philosopher and psychoanalyst, Julia Kristeva in the 1960s. Thinking of literary texts as 'a mosaic of quotations', as this aspect of the course suggests we do, opens up many teaching possibilities from the very specific and concrete to the more abstract and theoretical. Suggestions below will hopefully invite tackling the concept in various kinds of ways.

Perspective is one of 7 concepts that underpin teaching and learning in the English A: Literature Course. Linking to the 3 areas of exploration, these ideas allow students to make points of connection and comparison between works studied, as well as facilitating narratives that can take us from one work to another. It is important to introduce students to the seven concepts early on in the course so that they become familiar with them and begin the process of exploring, discussing and connecting them in the context of specific texts.

Replacing the IOP and IOC, the individual oral combines aspects of both previous assessments into one internal assessment task, which is the same for SL and HL students in terms of the nature of the task, the time allocation and assessment criteria. Like the old IOC, it is delivered and recorded as an oral examination, while it also gives students a degree of choice, control and preparation time more akin to the old IOP. This page gives an overview of the essential information and requirements for this assessment in response to some of the questions teachers and students may have as they prepare for the assignment. Click on the icon below each question to see the guidance.

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 table below gives an overview of the assessment components for both the Standard and Higher Level Literature courses. While there are familiar elements for those who have taught the previous iterations of the IB Literature course, there are also some key differences that it is important to be aware of as you begin your planning and teaching. This table allows you to see the differences between the SL and HL courses at a glance, while some of the major points to note have also been highlighted for your attention. From this page, follow links to find further details and ideas about approaching these assessment tasks.

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...

How should I prepare for the IOC? Preparing for the Commentary and (if you are HL) Discussion is often seen by students as one of the more stressful parts of the literature course. This is understandable as you are working against the clock, in a limited amount of time - and with your teacher listening to each word that you say. However, things do not tend to be quite as bad as you might think they...

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...