Written Task #1: CREATIVE
Written Task #1 is an "imaginative piece" in which you demonstrate your understanding of the course work and a type of text. For example you could write a letter from one character to another character from a novel that you have read for Part 4. Or you could write a journalistic review of a speech that was studied in Part 1 or 2. Because the possibilities are endless, it is easy to write irrelevant work. Therefore it is important that you look at several examples and several tips for guidance on the Written Task #1.
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**REMEMBER: An essay is not an acceptable type of text for the Written Task #1. Students are encouraged to step into someone's shoes, explore a different role and practice writing different types of texts. The Paper #2 and Written Task #2 provide opportunities for students to practice essay writing.
THE BASICS:
- Between 800-1000 words
- Must write a rationale of 200-300 words, explaining decision making process behind the task. The rationale should offer the examiner the necessary background information for a good understanding of the task.
THE BASICS:
- Between 800-1000 words
- Must write a rationale of 200-300 words, explaining decision making process behind the task. The rationale should offer the examiner the necessary background information for a good understanding of the task.
THE RIGHT INGREDIENTS:
1. TEXT TYPE: If you write a speech, your speech should look and sound like a speech. If you write a letter to the editor, it should look and sound like a letter to the editor. In other words, each type of text has its own set of stylistic and structural conventions. Ask yourself what characteristics define the type of text you plan to write. If you're not sure about these conventions, see the pages that define text types in the resource of this Subject Site.
2. PRIMARY SOURCE: If you are writing about a literary work for Part 4, the novel or play is your primary source. Your task should reflect your understanding of it.
3. SECONDARY SOURCE: Since the written task is not an essay, you are not asked to give your personal opinion on a subject matter or literary text. Instead, you are expected to be knowledgeable on the subject matter or the literary text. Even the best opinion columns inform readers to a great extent. You want to prove to the examiner that you have understood the course work and you have done your homework! This can also be achieved through the rationale, where applicable and concepts can be explained. Find secondary sources that comment on the texts you have worked on. For example, if you read an article about John Fowles and existentialism, this may inspire you to write a missing chapter to his novel, The Collector. If you explained women in advertising, you will want to find some statistics or articles on the effects of these ads on women.
2. PRIMARY SOURCE: If you are writing about a literary work for Part 4, the novel or play is your primary source. Your task should reflect your understanding of it.
3. SECONDARY SOURCE: Since the written task is not an essay, you are not asked to give your personal opinion on a subject matter or literary text. Instead, you are expected to be knowledgeable on the subject matter or the literary text. Even the best opinion columns inform readers to a great extent. You want to prove to the examiner that you have understood the course work and you have done your homework! This can also be achieved through the rationale, where applicable and concepts can be explained. Find secondary sources that comment on the texts you have worked on. For example, if you read an article about John Fowles and existentialism, this may inspire you to write a missing chapter to his novel, The Collector. If you explained women in advertising, you will want to find some statistics or articles on the effects of these ads on women.
COMMON PITFALLS:
- The written task is NOT AN ESSAY WRITING ASSIGNMENT. Unfortunately, many 'opinion columns' and 'blogs' end up sounding like essays.
- The context of the text is not clear. If you write an opinion column, ask yourself how it is characteristics of an opinion column from a specific newspaper or magazine. Who does it target?
- The content of the task has nothing to do with the course content. For example, a brochure warning against the health dangers of bulimia, does not reflect course work that explored the role of advertising in shaping young women's sense of beauty.
- The context of the text is not clear. If you write an opinion column, ask yourself how it is characteristics of an opinion column from a specific newspaper or magazine. Who does it target?
- The content of the task has nothing to do with the course content. For example, a brochure warning against the health dangers of bulimia, does not reflect course work that explored the role of advertising in shaping young women's sense of beauty.
WRITTEN TASK #1 INSTRUCTIONS | |
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PLANNING SHEET | |
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WRITTEN TASK #1 TIPS FOR SUCCESS | |
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WRITTEN TASK #1 FEEDBACK FORM | |
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WRITTEN TASK #1 RUBRIC | |
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BELL JAR SAMPLE WT1 | |
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HOW TO FORMAT & SAVE | |
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Written Task #2: ANALYTICAL
Written Task #2 is a critical response to a text or texts, written in light of one of six prescribed questions from the IB Language A: Language and Literature guide. These questions can be answered using texts from all parts of the syllabus.
PRESCRIBED QUESTIONS: 1. How could the text be read and interpreted differently by two different readers? 2. If the text had been written in a different time or place or language or for a different audience, how and why might it differ? 3. How and why is a social group represented in a particular way? 4. Which social groups are marginalized, excluded or silenced within the text? 5. How does the text conform to, or deviate from, the conventions of a particular genre, and for what purpose? 6. How has the text borrowed from other texts, and with what effects? |
THE BASICS:
- Between 800-1000 words
- A critical response to a text which answers one of six prescribed questions.
- Can be based on texts taken from anywhere in the syllabus, from Part 1 to Part 4.
- Each written task must be accompanied by an outline, which must be written in class. The outline contains the following: the prescribed question that has been chosen, the title of the text(s) for analysis, the part of the course to which the task refers, and three or four key points that explain the particular focus of the task.
- The guide states that, "a critical response is based on material studied in the course." The term "material" is open to interpretation. For example, this could mean that students have studied rhetorical devices in class (the "material") and may find a speech outside of class to analyze.
- Between 800-1000 words
- A critical response to a text which answers one of six prescribed questions.
- Can be based on texts taken from anywhere in the syllabus, from Part 1 to Part 4.
- Each written task must be accompanied by an outline, which must be written in class. The outline contains the following: the prescribed question that has been chosen, the title of the text(s) for analysis, the part of the course to which the task refers, and three or four key points that explain the particular focus of the task.
- The guide states that, "a critical response is based on material studied in the course." The term "material" is open to interpretation. For example, this could mean that students have studied rhetorical devices in class (the "material") and may find a speech outside of class to analyze.
OVERVIEW:
Aims of Task 2:Task 2 takes the form of a critical response and is a requirement of the HL course only. The aims of task 2 are as follows:
• to consider in greater detail the material studied in the four parts of the language A: language and literature course
• to reflect and question in greater depth the values, beliefs and attitudes that are implied in the texts studied
• to encourage students to view texts in a number of ways
• to enable students to give an individual response to the way in which texts can be understood in the light of the prescribed questions.
Formal Requirements for Task 2:There are two prescribed questions for each of the areas of study listed below. Task 2 is a critical response to one of these six questions. The prescribed questions are designed to be as open as possible and are intended to highlight broad areas within which students can explore and develop their responses to the texts. The prescribed questions remain the same from session to session.
The critical response is based on material studied in the course. This material could be a longer work such as a novel or a group of poems. It could also be a shorter text or texts such as a newspaper article or a sports blog. A rationale is not included with task 2. Instead, students are expected to complete an outline. This outline is submitted with the task for external assessment.
This outline must be completed in class time and must include:
• The prescribed question that has been chosen
• The title of the text(s) for analysis
• The part of the course to which the task refers
• Three or four key points that explain the particular focus of the task.
Where appropriate, task 2 must reference, in a bibliography, the relevant support documentation such as the newspaper article or magazine advertisement on which it is based.
Where a complete shorter text is chosen (for example, a newspaper article or an advertisement from a magazine) students may refer to other texts to support their response.
The critical response is in the style of a formal essay and must be clearly structured with an introduction, clearly developed ideas or arguments and a conclusion.
Practical Requirements for Task 2:In addition to these noted for task 1, students are required to do the following:
• Include, where appropriate, bibliographic reference to the text(s) on which the critical response is based when submitting the assessed work.
Areas of Study for Task 2:In preparation for task 2, students must address one of the following areas of study, which correspond to the
topics and material studied in the four parts of the course.
Reader, Culture and Text: Students are encouraged to consider that a text’s meaning is determined by the reader and by the cultural
context. The interpretation of a text is dependent on various factors, including:
• The reader and producer’s cultural identity or identities
• Age
• Gender
• Social status
• The historical and cultural settings of the text and its production
• Aspects of language and translation.
Power and Privilege: Students are encouraged to consider how and why social groups are represented in texts in particular ways.
In addition, consideration may be given to who is excluded from or marginalized in a text, or whose views
are silenced. Social groups could include:
• Women
• Adolescents
• Senior citizens
• Children
• Immigrants
• Ethnic minorities
• Professions.
Text and Genre Students are encouraged to consider the genre in which a text is placed. Certain textual features belong to
a particular genre and can be identified by a particular reader or audience. Writers make use of, or deviate
from, particular conventions of genre in order to achieve particular effects. Students may also explore how
texts borrow from other texts, and how texts can be re-imagined or reconstructed.
Examples of conventions of genre include:
• Structure
• Storyline
• Characterization
• Stylistic devices
• Tone, mood and atmosphere
• Register
• Visual images and layout.
Task 2—Questions: Note: Literary texts used can be any of the texts studied in the course and may be from the prescribed literature in translation (PLT) list.
Reader, Culture and Text:
1. How could the text be read and interpreted differently by two different readers?
The following are examples of texts that may be studied for student responses to Question 1:
• The study and analysis of possible readings of the final pages of part 1 of the novel The Outsider by a French and Algerian reader at the time of the Algerian war of independence
• The study and analysis of possible readings of an extract from the screenplay of La Grande Illusion by a French public in the early 1930s and late 1930s
• The study and analysis of a political speech by a world leader that excludes references to certain groups or issues (those excluded will read the speech differently)
• The study and analysis of different views of an article on obesity (this article may be viewed differently by someone from a country with problems of poverty and famine and by someone from a wealthy consumer society)
2. If the text had been written in a different time or place or language or for a different audience, how and why might it differ?
The following are examples of texts that may be studied for student responses to Question 2:
• An article from a newspaper and how it would be written in a different newspaper
• A comic book or graphic novel for teenagers in the 1950s rewritten for teenagers in the 21st century
• The study and analysis of a literary work on the theme of prejudice that highlights different assumptions about race, religion, and so on.
• The study and analysis of an article about social class from a country that has a very hierarchical class structure (the significance of language that identifies class distinctions is of primary focus)
Power and Privilege:
1. How and why is a social group represented in a particular way?
The following are examples of texts that may be studied for student responses to Question 1:
• The study and analysis of an article in which an urban tribe is represented in a negative way
• The representation of social groups in the novel The Yacoubian Building by Alaa al Aswany
2. Which social groups are marginalized, excluded or silenced within the text?
The following are examples of texts that may be studied for student responses to Question 2:
• Chinese fiction in which the figure of the intellectual is either revered or condemned
• Representations of the Roma in the contemporary popular press
Text and Genre:
1. How does the text conform to, or deviate from, the conventions of a particular genre, and for what purpose?
The following are examples of texts that may be studied for student responses to Question 1:
• The study and analysis of an author’s reworking of fairy tales
• The study and analysis of a novel that uses dramatic dialogue, poetry, letters, accounts of journeys
• The study and analysis of media texts with a particular format, style and register
2. How has the text borrowed from other texts, and with what effects?
The following are examples of texts that may be studied for student responses to Question 2:
• The study and analysis of how a particular character from a work of fiction is re-imagined in a song lyric
• The study and analysis of religious imagery and references in political speeches
Aims of Task 2:Task 2 takes the form of a critical response and is a requirement of the HL course only. The aims of task 2 are as follows:
• to consider in greater detail the material studied in the four parts of the language A: language and literature course
• to reflect and question in greater depth the values, beliefs and attitudes that are implied in the texts studied
• to encourage students to view texts in a number of ways
• to enable students to give an individual response to the way in which texts can be understood in the light of the prescribed questions.
Formal Requirements for Task 2:There are two prescribed questions for each of the areas of study listed below. Task 2 is a critical response to one of these six questions. The prescribed questions are designed to be as open as possible and are intended to highlight broad areas within which students can explore and develop their responses to the texts. The prescribed questions remain the same from session to session.
The critical response is based on material studied in the course. This material could be a longer work such as a novel or a group of poems. It could also be a shorter text or texts such as a newspaper article or a sports blog. A rationale is not included with task 2. Instead, students are expected to complete an outline. This outline is submitted with the task for external assessment.
This outline must be completed in class time and must include:
• The prescribed question that has been chosen
• The title of the text(s) for analysis
• The part of the course to which the task refers
• Three or four key points that explain the particular focus of the task.
Where appropriate, task 2 must reference, in a bibliography, the relevant support documentation such as the newspaper article or magazine advertisement on which it is based.
Where a complete shorter text is chosen (for example, a newspaper article or an advertisement from a magazine) students may refer to other texts to support their response.
The critical response is in the style of a formal essay and must be clearly structured with an introduction, clearly developed ideas or arguments and a conclusion.
Practical Requirements for Task 2:In addition to these noted for task 1, students are required to do the following:
• Include, where appropriate, bibliographic reference to the text(s) on which the critical response is based when submitting the assessed work.
Areas of Study for Task 2:In preparation for task 2, students must address one of the following areas of study, which correspond to the
topics and material studied in the four parts of the course.
Reader, Culture and Text: Students are encouraged to consider that a text’s meaning is determined by the reader and by the cultural
context. The interpretation of a text is dependent on various factors, including:
• The reader and producer’s cultural identity or identities
• Age
• Gender
• Social status
• The historical and cultural settings of the text and its production
• Aspects of language and translation.
Power and Privilege: Students are encouraged to consider how and why social groups are represented in texts in particular ways.
In addition, consideration may be given to who is excluded from or marginalized in a text, or whose views
are silenced. Social groups could include:
• Women
• Adolescents
• Senior citizens
• Children
• Immigrants
• Ethnic minorities
• Professions.
Text and Genre Students are encouraged to consider the genre in which a text is placed. Certain textual features belong to
a particular genre and can be identified by a particular reader or audience. Writers make use of, or deviate
from, particular conventions of genre in order to achieve particular effects. Students may also explore how
texts borrow from other texts, and how texts can be re-imagined or reconstructed.
Examples of conventions of genre include:
• Structure
• Storyline
• Characterization
• Stylistic devices
• Tone, mood and atmosphere
• Register
• Visual images and layout.
Task 2—Questions: Note: Literary texts used can be any of the texts studied in the course and may be from the prescribed literature in translation (PLT) list.
Reader, Culture and Text:
1. How could the text be read and interpreted differently by two different readers?
The following are examples of texts that may be studied for student responses to Question 1:
• The study and analysis of possible readings of the final pages of part 1 of the novel The Outsider by a French and Algerian reader at the time of the Algerian war of independence
• The study and analysis of possible readings of an extract from the screenplay of La Grande Illusion by a French public in the early 1930s and late 1930s
• The study and analysis of a political speech by a world leader that excludes references to certain groups or issues (those excluded will read the speech differently)
• The study and analysis of different views of an article on obesity (this article may be viewed differently by someone from a country with problems of poverty and famine and by someone from a wealthy consumer society)
2. If the text had been written in a different time or place or language or for a different audience, how and why might it differ?
The following are examples of texts that may be studied for student responses to Question 2:
• An article from a newspaper and how it would be written in a different newspaper
• A comic book or graphic novel for teenagers in the 1950s rewritten for teenagers in the 21st century
• The study and analysis of a literary work on the theme of prejudice that highlights different assumptions about race, religion, and so on.
• The study and analysis of an article about social class from a country that has a very hierarchical class structure (the significance of language that identifies class distinctions is of primary focus)
Power and Privilege:
1. How and why is a social group represented in a particular way?
The following are examples of texts that may be studied for student responses to Question 1:
• The study and analysis of an article in which an urban tribe is represented in a negative way
• The representation of social groups in the novel The Yacoubian Building by Alaa al Aswany
2. Which social groups are marginalized, excluded or silenced within the text?
The following are examples of texts that may be studied for student responses to Question 2:
• Chinese fiction in which the figure of the intellectual is either revered or condemned
• Representations of the Roma in the contemporary popular press
Text and Genre:
1. How does the text conform to, or deviate from, the conventions of a particular genre, and for what purpose?
The following are examples of texts that may be studied for student responses to Question 1:
• The study and analysis of an author’s reworking of fairy tales
• The study and analysis of a novel that uses dramatic dialogue, poetry, letters, accounts of journeys
• The study and analysis of media texts with a particular format, style and register
2. How has the text borrowed from other texts, and with what effects?
The following are examples of texts that may be studied for student responses to Question 2:
• The study and analysis of how a particular character from a work of fiction is re-imagined in a song lyric
• The study and analysis of religious imagery and references in political speeches
WRITTEN TASK #2 OUTLINE | |
File Size: | 47 kb |
File Type: | doc |
WRITTEN TASK #2 RUBRIC | |
File Size: | 43 kb |
File Type: | doc |
HOW TO FORMAT & SAVE | |
File Size: | 22 kb |
File Type: | docx |