English A: Language and Literature HL

International School of Latvia

English A: Language and Literature HL

2013/2014, Mrs. Sarah Bevel

English A: Language and Literature

Course Syllabus, Year 1

Course Description:

LanguageA: language and literature comprises four parts—two relate to the study of language and two to the study of literature.

The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of this course is to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. The course also aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices.

The languageA: Language and Literature course does not limit the study of texts to the products of one culture or of the cultures covered by any one language. The study of literature in translation from other cultures is especially important to IB Diploma Programme students because it contributes to a global perspective, thereby promoting an insight into, and understanding of, the different ways in which cultures influence and shape the experiences of life common to all humanity.

Distinction between SL and HL:

The model for the course is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels.

In the literature sections the number of texts prescribed is greater at HL than at SL. In the language sections students are generally expected to cover many more texts of all kinds at HL than at SL.

Two of the assessment tasks at SL are significantly easier than the comparable tasks at HL. The first is the paper1 textual analysis, where SL students address and analyse only one passage, while HL students make a comparative analysis of two passages. The second is the written tasks, where HL students must produce four tasks, rather than the three produced by SL students. Two of these tasks are submitted for external assessment at HL, while only one is submitted at SL. One of the assessed tasks submitted at HL must be a critical response that addresses one of six set questions and requires students to explore the values, attitudes and beliefs that are implied in the texts they select for this task.

Assessment, Year 1

35% of course assessments are completed in the first year. Internal assessment is the same for both HL and SL, while there are differences in requirements for the external assessment.

Standard Level Assessments

External Assessment: Written Task 20%

Students produce two of three written tasks during Year 1, exploring an aspect of the material studied in the course.

One of these written tasks will be sent off for external assessment in Year 2.

The written task is 800-1000 words long, and is accompanied by a 200-300 word rationale.

Internal Assessment: Further Oral Activity 15%

The further oral activities are intended to address the relationship between language, meaning and context.

Students are required to engage in at least two further oral activities, one based on Part1 and one on Part2 of the course. The mark of the best activity is submitted for final assessment; the marks of the other activities must be recorded and kept by the school.

Higher Level Assessments

External Assessment: Written Task 20%

Students produce two of four written tasks during Year 1, exploring an aspect of the material studied in the course.

Two of these written tasks will be sent off for external assessment in Year 2.

The written task is 800-1000 words long, and is accompanied by a 200-300 word rationale. One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study.

Internal Assessment: Further Oral Activity 15%

The further oral activities are intended to address the relationship between language, meaning and context.

Students are required to engage in at least two further oral activities, one based on Part1 and one on Part2 of the course. The mark of the best activity is submitted for final assessment; the marks of the other activities must be recorded and kept by the school.

English A Language and Literature

Year 1 Course Outline (HL/SL)

Semester 1

Part 1: Language in Cultural Context

Part 2: Language and Mass Communication

Quarter 1 (August to October)

Part 1: Language in Cultural Context

Unit 1: Evolution of English (HL/SL)

Unit 2: Language and Social Identity (HL/SL)

Unit 3: Language and Knowledge (HL/SL)

Unit 4: Language and Power (HL/SL)

Quarter 2 (November to January)

Unit 5: Language and Social Relations

Unit 6: Language and Gender (HL only)

Part 2: Language and Mass Communication

Unit 1: Media and Bias (HL/SL)

Unit 2: Language and Political Campaign (HL/SL)

Semester 2

Part 2: Language and Mass Communication

Part 4: Literature: Critical Study

Quarter 3 (January to April)

Unit 3: Media and Entertainment (HL/SL)

Unit 4: The Internet (HL/SL)

Unit 5: Media and Stereotypes (HL only)

Unit 6: Media Institutions (HL only)

Quarter 4 (April to June)

Part 4: Literature: Critical Study

1984 by George Orwell

Ethan Frome by Edith Wharton

English A Language and Literature

Class Expectations

Class Grading Policy

Approaches to Learning (10%)

Classwork / Homework (30%)

IB practice assessments (40%)

Semester Exam (20%)

In English class, assignment scores will be based on rubrics out of 20, 25 or 30 points. These are based on learning criteria (not numerical percentage calculations). To see how rubric scores are converted into percentages and the IB 1- 7 grade, please refer to the chart below.

English A Language and Literature HL

GRADE CONVERSION CHART

English A Language and Literature SL

GRADE CONVERSION CHART

Important Policies:

Submission of Work

Assignments are due at the beginning of class on the due date, in the form specified by the teacher(printed, or emailed/posted online). Late homework will be accepted with a 10-20% drop in grade per day, depending on the size of the assignment. If late more than 4 days, the assignment will be accepted for a grade of 1 (50%) in the Grade book until the last day of the quarter to hand in late work. It is the student’s responsibility to ensure that printing and technology are dealt with in a timely manner to avoid a delay in submission. Assignments must follow proper formatting guidelines, or they will not be accepted.

Absence

It is the student’s responsibility to keep up with homework requirements online and with the teacher. If a student is absent, he or she must first check the class website to see what work is due. Also, he/she must come and see the teacher to clarify what expectations are.

If a student is departing on a planned absence, all work must be submitted IN ADVANCE, or according to a special agreement with the teacher.

All work for unexcused absences will be awarded a zero. A student will be able to make up the work for a maximum of 50% (1) in the Grade book.

Make-up tests – If you miss a test, you must be prepared to take the test on the day you return.

Class Moodle

We will have a class website, also accessible via Moodle. The student will be responsible for checking it on a daily basis. The teacher will post important requirements, due dates and resources on the website.

Academic Honesty

All students are expected to maintain academic honesty. Any attempt to submit someone else’s work, copying homework, use of notes, exam communications, etc. is unacceptable and will result in serious consequences at ISL.

Approaches to Learning

Students should demonstrate positive learning attitudes and behaviors:

Homework/classwork completion

Interacting with, supporting and learning from all class members.

Coming to class on time and prepared with all necessary materials, as well as starting class with all electronic devices switched off and put away.

Using language appropriately during class time (speaking English for the academic setting).

Proactively approaching other students and teacher for help with assignments when needed.