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Thanks, Nana. Yes, I agree, it's always so valuable for us to undertake the tasks we require of our students. Not only does it help us understand the time involved, but it also raises questions and potential missteps -- thus providing us with knowledge we can pass on. Your Duffy poem (from a collection of 15-20 of her poems) is a suitable literary work. A collection of print ads for a single product could be a suitable non-lit BOW.
I'd suggest that the GI could be narrowed or clarified, perhaps something like the destructive influence (impact?) of society's obsession with weight loss ? Something like that. The focus is on Duffy's criticism of the obsession, while the ad (a product of its time) unselfconsciously promotes that narrative of shame and conformity.

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·         Why and how do we study language and literature?

·         How are we affected by texts in various ways?

·         In what ways is meaning constructed, negotiated, expressed and interpreted?

·         How does language use vary among text types, and among literary forms and genres?

·         How does the structure or style of a text affect meaning?

·         How do texts offer insights and challenges?

a.       I guess on good response to the reason for the study of language and literature will be for the simple but yet insightful fact that it helps us to understand and know how language in itself is constructed. Words carry more meaning than meets the eye. The study of language and literature gives us the opportunity to dive into the use of different words and its possible diverse meanings. Literature in turn enables us to relate to times where we were not. One may say that that it is an extension of history seeing that it takes us back to time and reveal the occurrences and how things were done before now.

b.      Meanings are expressed through various ways: words, sounds, images

c.       Meaning is expressed through the use of rhetorical features that seek to show the authors feelings towards a topic. The author transmits his thoughts and feelings, and the reader is expected to understand them.

d.      Language use vary in texts due to their purposes. The questions to ask in relation to this is if a particular text type is to persuade, narrate, demonstrate, instruct, or describe. Depending on the purpose the appropriate diction is chosen.

e.       Structure and style generates meaning in such a way that is unique. Writers’ different styles to communicate their feelings. And readers perceive aright. The use of for example bold letters or different font sizes catches readers’ attention and makes him drawn to the text. Structure and style brings ‘beauty’ to the reading of any text.

f.       Texts offer insights and challenges through different ways including their forms and themes. Readers are drawn into the text and are able to know the various contexts within which a text is written readers get to know prevailing issues during a particular time, their culture and perspectives; if these are different from that of the readers, it provides a whole new ‘life’ by the insight it gives.

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PRL RECOMMENDED AUTHORS COMPILATION

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PRL ENGLISH AUTHOR COPY

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1.      What ideological biases exist in the IB mission statement and how do you know this as a reader?

The IB has a strong mission statement which seeks to unit people from diverse backgrounds, that is, “students across the world”.  However due to the diversity of cultures the statement seem to impose on the different cultures to accept other perspectives which seem difficult to achieve.  That notwithstanding, as the statement seeks to have “lifelong learners” it is right for these learners to collaborate by accepting the differences.

2.      What is the dominant reading of this text and what might be an oppositional reading of the IB learner profile?

The learner profile asserts that students/ they will make ‘reasoned and ethical decisions’ however theissue of ethics is debateable since ethics has not been holistically accepted by all. What may be ethical for subject A may not necessarily be ethical for subject B.

There are a few contradictions in the profile such that although it states they research and show independence in learning, it goes on to say that they work willingly and collaboratively with others.  This implies that the learning formulated by individuals may not necessarily by that persons work but whatever decision or knowledge reached would have been influenced voices or the external voices apart from the original individual.

Although it is good and seem admirable and right to ‘show empathy’ care, ‘respect towards the needs and feelings of others’ are these done at their own detriments?

3.      What is the tone created in the aims and assessment objectives, how does the author create it, and why?

The tone is a very active one which requires the students to be enthusiastically involved in realising results. It connotes that the individual is responsible for formulating knowledge and being solely responsible for their answers. The author uses action verbs such as develop, engage, collaborate, and communicate to demonstrate the individual being personally involved in the achievement of the aims and objectives.

4.      What words or phrases have a highly charged connotation and what is the effect on the reader?

Firstly, ’democratic classroom’ which connotes that learners are at liberty to explore different worlds or situations to attain knowledge or understanding. All inclusive learning not the typical teacher spoon-feeding learners as in some cases

Secondly, ‘ lifelong learners’ , this makes the reader feel that their learning is not supposed to end anytime, rather as far as they live they are inclined or expected to learn and construct knowledge.

Thirdly, ‘independently and in collaboration with others’ implies learning will take place with them as individuals and with others.

Furthermore ‘engage in cycles of inquiry, action and reflection’ suggests that its practices are dependent on other factors. The need for reflection is necessary to complete the process or practices.

Lastly, ‘deeper understanding’ there is no one particular ’right’ or ‘correct’.

5.      What words or phrases demonstrate the ideological perspective of this text?

Creativity, activity and service (CAS) shows the ideological perspective in the text. This encapsulates the words below

Create

Participate

Produce

Plan and host

Experiences

Develop and run

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What is your order of importance for the approaches to learning?1.	Thinking skills2.	Communication skills3.	Self-management skills4.	Research skills5.	Social skillsWhat is your criterion behind some having a higher or lower priority?Here again, all the above are necessary for effective learning to take place. However the students’ thinking abilities especially critical and creative thinking are essential for learning. Students should be able to analyse different aspects of the learning process and content. Thereafter is the need for communication and self-management skills. Communication because any thoughts if not well communicated either by speaking, writing or acting out impair understanding. They must therefore communicate their thoughts and feelings on a subject matter appropriately. Self-management cannot be overemphasized as far as IB is concerned: management of time especially is vital to learning. Research and social skills are also needed follow as fourth and fifth respectively in the order of priority. Although they seem to be in the lower rank they are as important as the first three.

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What is your order of importance for the approaches to learning?1.	Thinking skills2.	Communication skills3.	Self-management skills4.	Research skills5.	Social skillsWhat is your criterion behind some having a higher or lower priority?Here again, all the above are necessary for effective learning to take place. However the students’ thinking abilities especially critical and creative thinking are essential for learning. Students should be able to analyse different aspects of the learning process and content. Thereafter is the need for communication and self-management skills. Communication because any thoughts if not well communicated either by speaking, writing or acting out impair understanding. They must therefore communicate their thoughts and feelings on a subject matter appropriately. Self-management cannot be overemphasized as far as IB is concerned: management of time especially is vital to learning. Research and social skills are also needed follow as fourth and fifth respectively in the order of priority. Although they seem to be in the lower rank they are as important as the first three.

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What is your order of importance for the approaches to teaching?1.	Teaching designed to remove barriers to learning2.	Teaching based on inquiry3.	Teaching focused on conceptual understanding4.	Teaching focused on effective teamwork and collaboration5.	Teaching informed by assessment (formative and summative)6.	Teaching developed in global contextsWhat is your criterion behind some having a higher or lower priority?It is important to mention that all six approaches are very vital in transmitting or acquiring knowledge and they are all needed to form a complete cycle. With that said the first three approaches are needed for the second half (4, 5, 6) to be effective. Students need not have any form of barriers so that effective teaching can take place. Thus effective learning cannot happen when there are huddles. Teaching based on inquiry, and conceptual understanding are necessary for collaboration and any form of assessment to happen.

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What is your order of importance for the approaches to teaching?1.	Teaching designed to remove barriers to learning2.	Teaching based on inquiry3.	Teaching focused on conceptual understanding4.	Teaching focused on effective teamwork and collaboration5.	Teaching informed by assessment (formative and summative)6.	Teaching developed in global contextsWhat is your criterion behind some having a higher or lower priority?It is important to mention that all six approaches are very vital in transmitting or acquiring knowledge and they are all needed to form a complete cycle. With that said the first three approaches are needed for the second half (4, 5, 6) to be effective. Students need not have any form of barriers so that effective teaching can take place. Thus effective learning cannot happen when there are huddles. Teaching based on inquiry, and conceptual understanding are necessary for collaboration and any form of assessment to happen.

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The candidate is analysing features in the still photos from Thirteen Reasons why Season, one Episode one and the poem Salome by Carol Ann Duffy. The former talks about the shame of female concerning her sexuality; Perhaps what she had done with Justin, whereas the male (Justin) seem proud and showing to his friends one of his conquest. Unfortunately other females, instead of pitying their colleague female are rather being judgemental. The candidate analysis the work by deconstructing the meaning of body language, camera angle etc. The candidate analysis the poem by indicating the language used including the poet’s choice of words. She compares the poem to the photos, example where Hannah is being shameful whiles the Ann Duffy’s poem exhibits a proud female after committing a hideous crime. The candidate gives meaning to ‘symbols’ and words in the poem and also explains how both texts are dealing with the same issue in different ways.

The candidate is helped by the teacher as he asks probing questions to allow the candidate to expand more on her analysis and thoughts on the two texts which the candidate grabs the opportunity to give more information. She has the opportunity to explain further points that she had earlier mentioned. She also makes clarifications of her claims by giving examples and evidences.
. It is important to note that all of the analysis are based and connected to the global issue of the portrayal of female promiscuity, in the above extracts and text.
Thus the candidate presents the Global Issue through the extracts by the use of stylistic features, style and techniques employed by the authors.