Hillsboro High School

IB English III—Mrs. Green

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Room 126 e-mail:

(615) 298-8400 x 1157 (501) 256-8572

IB Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Nature of the subject

Language A: Language and Literature comprises four parts—two relate to the study of language and two to the study of literature.

The Language A: Language and Literature course aims to develop in students 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. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.

The focus underpinning the approach to texts sees the study of the formal elements of each text as only one among several means of establishing a reading. As noted above, a wide range of factors, including the circumstances of production and reception, and the role of culturally determined reading practices, are seen as being equally important. A wider aim of the course is the development of an understanding of “critical literacy” in students.

In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: 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.

Language skills

Students will develop and refine their language skills. In particular, they are expected to acquire the vocabulary appropriate to the analysis of texts. Furthermore, they develop the ability to express their ideas in clear, unambiguous language. The production of a range of texts, intended for different audiences and purposes, requires effective use of register and style. Students will be expected to show facility in both written and oral communication.

Close analysis of texts

Language A: Language and Literature is centrally concerned with the ways in which meaning is generated by the meeting between texts and the contexts within which they exist. Close attention to the details of the text and its features is important in developing an informed understanding of the links between the text and its context. Consequently, the ability to undertake detailed critical analysis of texts, which is an important skill in its own right, is crucial in allowing students to assemble the evidence they require to justify the validity of their reading of the texts they encounter in the course.

Visual skills

Viewing is part of a general multimodal literacy. Written text is often found in combination with still images, moving images, and sound. As students become adept at the other literacy skills of reading, writing, listening, and speaking, it is also essential that they develop skills in understanding and interpreting the visual images used in conjunction with these texts. Students will become aware of the way in which images may be analyzed for form, content, and meaning in much the same way as a conventional written text.

Course Aims

  1. introduce students to a range of texts from different periods, styles, and genres
  2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
  3. develop the students’ powers of expression, both in oral and written communication
  4. encourage students to recognize the importance of the contexts in which texts are written and

received

  1. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning
  2. encourage students to appreciate the formal, stylistic, and aesthetic qualities of texts
  3. promote in students an enjoyment of, and lifelong interest in, language and literature.
  4. develop in students an understanding of how language, culture, and context determine the ways in which meaning is constructed in texts
  5. encourage students to think critically about the different interactions between text, audience, and purpose.

Assessment Objectives

There are four assessment objectives at HL for the Language A: Language and Literature course.

  1. Knowledge and understanding
  • Demonstrate knowledge and understanding of a range of texts
  • Demonstrate an understanding of the use of language, structure, technique and style
  • Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning
  • Demonstrate an understanding of how different perspectives influence the reading of a text
  1. Application and analysis
  • Demonstrate an ability to choose a text type appropriate to the purpose required
  • Demonstrate an ability to use terminology relevant to the various text types studied
  • Demonstrate an ability to analyze the effects of language, structure, technique and style on the reader
  • Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings
  • Demonstrate an ability to substantiate and justify ideas with relevant examples
  1. Synthesis and evaluation
  • Demonstrate an ability to compare and contrast the formal elements, content and context of texts
  • Discuss the different ways in which language and image may be used in a range of texts
  • Demonstrate an ability to evaluate conflicting viewpoints within and about a text
  • Produce a critical response evaluating some aspects of text, context, and meaning
  1. Selection and use of appropriate presentation and language skills
  • Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
  • Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers, and situations
  • Demonstrate an ability to discuss and analyze texts in a focused and logical manner
  • Demonstrate an ability to write a balanced, comparative analysis

Parts of the Syllabus

Language A: Language and Literature is divided into four compulsory parts—two to be completed in the Junior year and two in the Senior year.

Part I: Language in Cultural Context (Texts are chosen from a variety of sources, genres and media.)

Part II: Language in Mass Communication (Texts are chosen from a variety of sources, genres and media.)

Part III: Literature—Texts and Contexts Genres (Three texts, one of which is a text in translation chosen from the prescribed literature in translation [PLT] list and one from the prescribed list of authors

[PLA] for the language A studied. The other may be chosen freely.)

Part IV: Literature—Critical Study (Three texts, all of which are chosen from the prescribed list of authors [PLA] for the language A studied.

Parts I and II will be assessed during the Junior year with the Further Oral Activity and Written Tasks. Parts III and IV will be assessed during the Senior year with the Individual Oral Commentary and the written Tasks.

Assessment Outline

The following assessments contribute to the official IB mark for Language A: Language and Literature and, thus, impact the overall IB diploma score. This score may also determine whether a student earns college credit for corresponding university coursework (depending on specific college requirements).

External Assessment 70%

Paper 1 Comparative textual analysisexam- senior year in May25%

Paper 2 Essayexam- senior year in May25%

Written Tasks junior year- first and second semesters20%

Internal Assessment 30%

Individual Oral Commentarysenior year- first semester15%

Further Oral Activityjunior year- first and second semesters15%

Junior Year Assessment Details

Written Assignment

Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study. Each task must be 800–1,000 words in length plus a rationale of 200–300 words.

Stage 1: The further oral activity

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 part 1 and one on part 2 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.

These activities are an opportunity to explore some of the topics and learning outcomes in parts 1 and 2 of the course. Underpinning these is the issue of intercultural understanding. Through the examination of the cultural context of a text, including the way and the medium through which it is communicated, students will be able to engage with the process of intercultural understanding and thereby reflect on their own cultural practices. A wide variety of activities can be undertaken and these may be individual presentations or interactive in nature, integrating both listening and speaking skills. Students are expected to choose their activity in consultation with the teacher and link it to one (or more) specific learning outcome(s).

Following the completion of the activity students are required to complete a reflective statement on the FOA, commenting on their performance and the progress they made in achieving the aims they had set themselves.

Examples of further oral activities. This list is neither exhaustive nor compulsory:

  • Structured group discussion
  • Role play
  • Dramatic presentation
  • Oral presentation

Stage 2: Developing the topic

Supervised writing is intended as a springboard to elicit ideas from the student. From these ideas the student develops a topic and the final essay. The ultimate goal of this stage of the process is to help students to produce good essays with appropriate topics. To this end students are required to respond to each of the works studied in a written exercise undertaken during class time. For each work studied one piece of writing produced during class time is required. The student will not be given the prompt beforehand to prepare.

The aim of the prompts is to encourage independent critical writing and to stimulate thinking about an assignment topic. The students will choose one of their pieces of supervised writing and develop that into the essay required for submission. There must be an apparent connection between the supervised writing and the final essay, but students are encouraged to provide their own title and to develop the chosen prompt in an independent direction.

Stage 3: Production of the essay

Each student is required to produce an essay of 1,200–1,500 words in length on a literary aspect of one work. The essay is developed from one of the pieces of supervised writing completed in class, with the guidance of the teacher.

  • The role of the teacher
  • Provide guidance on the development of the essay topic.
  • Discuss the connections between the supervised writing and the essay.
  • Ensure that the topic is suitable to the length and the focus of the task.
  • Read the first draft of the essay and provide feedback to the student. This may take the form of a conversation and/or a written response on a piece of paper separate from the draft essay.
  • Completion of the essay for submission by the student
  • After receiving feedback on the first draft, the student must complete the written assignment without further assistance.
  • The assignment must be the independent work of the student. Statements on the coversheet declaring that the assignment is the independent work of the student must be signed by the student and by the supervising teacher.

Individual Oral Commentary—Senior Year

The individual oral commentary is based on a work or works studied in part 4 of the syllabus. Each student chooses a topic for this exercise in consultation with the teacher. Students should choose topics that reflect their personal interests. Topics may be based on any aspect(s) of the work(s) studied, including:

  • the cultural setting of the work(s) and related issues
  • thematic focus
  • characterization
  • techniques and style
  • the author’s attitude to particular elements of the works (for example, character(s), subject matter)
  • the interpretation of particular elements from different perspectives.
  • Focus of the IOC

The focus of each oral presentation will depend on the nature and scope of the topic chosen. Whatever the topic and type of presentation chosen, students will be expected to show:

  • knowledge and understanding of the works
  • thorough appreciation of the aspect discussed
  • good use of strategies to engage an audience
  • delivery of the presentation in a manner that is appropriate to the task.
  • Structure of the IOC

The IOC will be given on an extract from one of the works studied in Part IV. This assessment must be recorded for external moderation. Teachers are responsible for selecting the extracts and providing two guiding questions. The candidate’s commentary should be approximately 10 minutes in length, followed by 5 minutes of subsequent questioning. The total length of time for the commentary is 20 minutes for preparation, and 15 minutes for commentary and questions.

  • Preparation for the IOC

It is expected that students will prepare for their presentation outside class hours. When students have chosen the topic for their presentation it will be their responsibility to:

  • select appropriate material for the presentation
  • organize the material into a coherent structure

Grading Policy and IB Marks

Please note that the grade a student earns in the class is not entirely dependent on one’s performance on external and internal assessments. Class grades are determined by quality of work completed in preparation for these assessments. MNPS grade scale is as follows:

A93-100

B85-92

C75-84

D70-74

F50-69

In practice for IB assessments, several designated class assignments will be evaluated using the IB rubric for the corresponding IB prescribed task. For these assignments, students can expect an IB conversion grade along with a corresponding class grade.

7 / 6 / 5 / 4 / 3 / 2 / 1
96-100 / 92-95 / 85-91 / 77-84 / 74-76 / 70-73 / 50-69
A+ / A/B+ / B / C / C-/D+ / D / F

Academic Honesty

This course upholds the academic honesty and malpractice policies of the IBO and school policies. Students should expect to submit work to TurnItIn.com to ensure authenticity of authorship and appropriate attribution of ideas and work of others. Violations of the academic honesty and malpractice policies will be managed according to IBO and school regulations.

Attendance

You are expected to be in class on time every day. The school’s tardy policy will be followed. If a student is absent, I will notice and inquire. Please bring an official note of excuse written and signed by a designated adult.

Work Expectations

It is expected that all students will submit work by the deadline assigned. Since this class involved the development of skills that require practice to acquire, failure to complete assignments significantly decreases the likelihood of success on future projects and assessments. It is important to remain up-to-date on the assigned work to enjoy success in the class. If you are having difficulty with an assignment, you should contact me well in advance of the deadline for submission to receive assistance.

Make-Up Work

Students who are absent from class are responsible for make-up work and should expect to complete the work missed promptly upon return to class

Materials Needed

  1. Organizational system of the student’s choice
  2. Interactive Reading Journal
  3. Pack of colored pencils with at least 6 distinct colors
  4. Blue or black pens, pencils, highlighters
  5. Post-it notes (optional)

Examples of Learning Strategies and Class Assignments for Language A: Language and Literature

Journal Writing

Timed and Extended Writing

Modeled Writing

Socratic Seminar

Purposeful Talk

Collaborative Discussion

Close Reading

Annotation of Texts

Color-marking

Independent Research

Peer Review