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"Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the texts that you have studied."

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- student first explains the global issue they will be exploring
- she then launches into a more specific aspect of this global issue in her first text (13 Reasons Why) explaining that the show suggests men's sexuality is valued and women's is scrutinised
- she analyses specific elements in the still photos, evidencing her claims
- then she analyses the dialogue
- the student sticks closely to her outline

'This is in stark contrast to Salome'

clear transition and comparison to the attitude towards this global issue

Close, detailed language analysis of Salome - with some specific quotations and detailed analysis of how it shows the attitude the poem has towards the global issue.

Comparisons to the first text are interwoven.

Makes wider analysis of implications of how texts adhere to or flout the norms underpinning the global issue of female sexuality.

Identifies writer's purpose and craft.

QUESTIONS by TEACHER:
- digs deeper on a specific part of the text that has not been discussed
-digs even deeper: hints at the language used 'first, second, third base' trying to get some close language analysis

Who are we supposed to sympathise with? Teacher draws attention on the 'effect' on the audience created by the producers
Asks student to explain how this issue continues throughout the text.

Picks out lines that might contradict student's argument and asks student to justify.

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Weighting: 20% (for HL only)

The nature of the task
At HL, students are required to write a 1,200 to 1,500-word formal essay that develops a particular line of inquiry of their own choice in connection with a non-literary text, a collection of non-literary texts by one same author or a literary text or work studied during the course.

The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary or language topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a focused, analytical argument examining the work from a broad literary or linguistic perspective. It also requires them to adhere to the formal framework of an academic essay, using citations and references.

Explanation of the task
The HL essay is based on the exploration the student has carried out in the learner portfolio. During this exploration process, the student will have investigated a number of works from a variety of different perspectives. In the lead-up to the drafting of the essay, the student must decide which text or texts to focus on for further investigation, and which topic to write about in connection with them. In choosing the topic, the student can consult the course’s seven guiding concepts. Any text or texts previously studied in class may be selected, with the exception of the texts used for the internal assessment and the works the student plans to use in paper 2.

Selection of text or texts
Candidates must select the texts and topic for their essay independently; however, consultation with the teacher is essential in this process. Care must be taken to make sure that the chosen non-literary text or texts or literary texts or works are rich enough to support a developed, focused and analytical argument.

In the case of a collection of short stories, poems, song lyrics or any short literary text, candidates may choose to use just one literary text from the work as their focus. However, students and teachers should remember that the assignment is a broad literary investigation rather than a more narrowly focused commentary task. It may be necessary to use more than one literary text from the work chosen in order to achieve this.

In the case of short non-literary texts, it may be necessary for the candidate to use more than one from the same text type by the same authorship, for example, the same creative advertising agency, cartoonist, photographer or social media user. In this instance, at least one of the texts should be studied in class. If using language texts in translation, these must be professional and published translations of the text.

Determining the topic
The chosen topic should enable a broad literary or linguistic focus for the essay. In achieving this, the course’s seven guiding concepts may be a helpful starting point for students in generating or determining a topic for the essay. While students do not have to trace their essay back to one of the seven concepts, and the assessment criteria do not require it, working with one of the seven concepts will allow students to begin thinking about their topic as they refine their ideas and arguments. The seven concepts are briefly discussed here in relation to the assignment. The teacher support materials (TSM) has more specific examples for further guidance

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Guided textual analysis

2 hours 15 minutes for HL and 1 hour and 15 minutes for SL

Weighting: 35% for HL and 35% for SL

Paper 1 contains two previously unseen non-literary passages and students are instructed to write a separate guided analysis of each of these passages. A guided analysis in this context refers to an exploration of the passage supported by a guiding question that asks the students to consider a specific stylistic or formal aspect of the passages. The passages could be taken from any of the text types listed on page 21 of the paper. Each of the passages will be from a different text type.

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a comparative essay

1 hour 45 minutes for both higher level (HL) and standard level (SL)

Weighting: 25% for HL and 35% for SL

Paper 2 contains four questions of a general nature that require students to write a comparative essay referring to two works studied during the course. Students are required to answer one question only.

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Why and how do we study language and literature?

How are we affected by texts in various ways?
I believe we study language and literature to understand the world around us. It helps us see through different perspectives, engage with new ideas and connect to our fellow humans.

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

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

Meaning is constructed through language use, syntax, punctuation, graphology and a million other ways. This varies based on the text type as the writer/creator will have to consider how the audience will perceive the information, and this reaction will depend on how the information is presented. Expectation plays a huge role in a reader's reaction and in the choices then made by the creator.

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

How do texts offer insights and challenges?

As afore mentioned, we have different expectations for different text types and styles. When these expectations are met or subverted, readers will have a given reaction and a specific understanding. Texts offer insights to a particular way of thinking, which in turn can challenge the reader to consider things from a new perspective.

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Area 2: Time and Space

How important is cultural or historical context to the production and reception of a text?

Context is very important to the production and reception of a text. A text can be created with the context in mind, but it is harder for a text to predict how it will be received in a different context, or how a context could be different at all (ie: when Shakespeare wrote Macbeth, he likely did not predict that the same society would eventually realise witches are not real!).

How do we approach texts from different times and cultures to our own?

We try to understand the context and the culture, even though we can not adapt to it. Again, a play written in a time when the audience would have been frightened by witchcraft is something we can understand conceptually, but it is nearly impossible to put oneself into that position to actually believe that witches exist and thus feel the same reaction as the intended audience. This works this way with much more subtle cultural differences, as well.

To what extent do texts offer insight into another culture?

While texts do offer insight into another culture, some of the cultural aspects are subtle and assuming so that the reader may not even notice them. For example, when I read Harry Potter when I was younger, I mistook several food items and mannerisms as being from the wizarding world, when it was years later upon moving to England that I realised they were just simply part of British culture! Apart from actually physically being present in a new culture, I believe literature is the best way to understand a new culture, but there will inevitably be some gaps.

How does the meaning and impact of a text change over time?

While universal themes may remain timeless, meaning and impact of many aspects of a text can change. That is why it is important to try to understand the context of the text, so as to combat this loss of meaning. However, it is also interesting to discuss the changed meaning with a changed context, as intended meaning is not the only way of interpreting a text, but unintentional meaning is significant too.

How do texts reflect, represent or form a part of cultural practices?

Texts can reflect what is important in a culture through the characters, graphology, and language. Texts can also inspire cultural practices. I believe it is a bit of a cycle and one feeds into the other (ie: texts reflect society, society engages with the text and develops the image that is reflected, and then texts reflect that new developed image and so on and so forth).

How does language represent social distinctions and identities?

Language can be used to represent accent, dialect, values and beliefs. It can be seen in what is said, how it is said, how it is presented, or even in what is omitted.

AREA 3: Intertextuality

How do texts adhere to and deviate from conventions associated with literary forms and genres or text types?

Conventions exist for a reason and I believe that is become they create a shared understanding. Whether conventions are adhered to or deviated from, a literary text is able to construct meaning.

How do conventions and systems of reference evolve over time?

Similar to my previous answers, I think as a society we are constantly refining how we view conventions, and thus the conventions change to clarify their meanings. Especially now, with social media and so many platforms where nearly anyone can create texts and content, conventions are changing more rapidly to keep up with shared knowledge and understanding.

In what ways can diverse texts share points of similarity?

Diverse texts often do share points of similarity. This can be seen in the way they are constructed but also through their themes, especially those concerned with human connection.

How valid is the notion of a classic text?

It is valid in that it is a text that has been studied by many people for many years, however it is not valid in that it is not necessarily superior or more important than a 'non-classic' text.

How can texts offer multiple perspectives of a single issue, topic or theme?

Texts can offer multiple perspectives through the use of multiple voices. This can be done with different characters, changing narrators, contrasting visual aspects, or with a single perspective that is then questioned, forcing the reader to consider the alternative.

In what ways can comparison and interpretation be transformative?

Nothing in this world exists in isolation from everything else. All texts exist within a context and part of that context is the other texts that exist. Comparison helps us glean additional meaning relative to other meaning. It starts a conversation between multiple perspectives.

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

Response:

Creativity, activity, and service are of course key to demonstrating the ideological perspective of this text. They for the title and foundation of what is being asked of students.

Another word that demonstrates the ideological perspective in this text is 'connections.' Making connections between people, between people and their surroundings, or between people and texts underpins all that is described in the text. This can further be seen through the phrases 'raise awareness' and 'global issues.' Again, the ideology here insinuates the importance of knowing and understanding the world around you, and actively participating with and in it.

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

Response:
Celebrates
The use of the term 'celebrates' in regards to the various ways people interact with the world and with each other portrays these different approaches to interaction in a positive light. Rather than feeling perhaps intimidated or singled out in terms of their communication styles, or even flaws, the reader feels welcomed and accepted.

Constructivist Approach

The phrase 'constructivist approach' places the responsibility for learning on the student. They will not simply sit back and take in information, but they must engage with ideas and concepts to create meaning.

Lifetime/Lifelong Learning
This concept is repeated throughout the text, emphasising to the reader its importance. This demonstrates to the reader that the IB is not simply a secondary school course that ends on the last day of term, but a way of learning, thinking, and engaging that forms habits that last a lifetime.

Community
The concept of community is referenced both implicitly and explicitly. This term connotes a sense of belonging and collaboration. It is human nature to desire human connection and to be understood. The text suggests these are achievable outcomes through the IB course.

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

Response:

There is a slight division between skills and knowledge. The skills are presented as continually evolving and with a tone of understanding, especially throughout the aims. The idea of growth is presented through the repeated use of the word "develop." Students aren't expected to perfect their skills, but to develop them throughout the course. On the hand, the knowledge is presented as something a learner can and should firmly grasp. The knowledge a student will gain is presented with a tone of authority in that they will 'know' various texts, contexts, form, etc.

Furthermore, the author creates a sense of well-rounded learning through the layout of the aims and objectives. They are multi-faceted, well-considered, and are presented in a way that is easy to connect to real life situations (ie: 'analyse and evaluate... ways in which texts may offer perspectives on human concerns').

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

Response:
The dominant reading of this text suggests that a person should strive to be the best they can be and contribute positively to both their society and their planet. It implies that a person should both feel confident in their own beliefs, but listen intently to the beliefs of others in order to gain understanding, allow for collaboration, and make improvements. Furthermore, the text indicates which qualities should be valued in a person and in a society such as honesty, integrity, collaboration, and empathy. All of the ideas presented create an image of morally upstanding, considerate, humble person that any person would strive to be.

However, alternatively, this text presents some seemingly unattainable and even contrasting ideals. For example, I imagine it would be very difficult to feel truly firm in one's beliefs while being open-minded to the beliefs of others. While the text does acknowledge the inevitable mistakes we make as humans ("take responsibility for their own actions and the consequences that accompany them"), it does so lightly giving an overall sense that we should not often make mistakes ("approach complex problems, and make reasoned, ethical decisions"). It seems to leave little room for error and is a lot for one person to juggle as they try to grow and improve.

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

Response:
Ideological biases exist in this statement in that creating a 'better' world could mean something different to each person. Secondly, it seems that this mission statement assumes that rigorous assessment is necessary for meaningful education and for the personal growth of the students. While I generally believe students need to be challenged to make progress, it can be argued that assessment benefits some students more than others. Lastly, there is an inherent bias in that not all students will be able to access this type of education, as not all governments will agree with this mission and even within particular areas where the IB is offered, some students will have more advantages and privileges than others, allowing them to access the course to different degrees.

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Justification for Importance of each Approach

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Justification for Importance of each Approach

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Again, I believe all skills are necessary for learning. However, I have listed communication skills first because I believe we, as humans, learn best from each other.

I have listed research skills last, because while research is important, I believe we all naturally conduct informal research in our day to day lives which is perhaps even more beneficial than formal research.

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Justification for Importance of each Approach

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Justification for Importance of each Approach

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I found this task difficult, as all approaches seem vital to me. However, I think removing barriers to learning is the most important approach, as, with barriers, students' potential is stunted and in essence, no teaching is being done at all.

I have listed teaching based on inquiry last. I do believe it is so important for students to think critically and creatively, however, I feel this is something accomplished through the other aspects.

Ideally, all 6 I believe should be held with near equal weight. My priorities are listed below from most important, to least.

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teaching designed to remove barriers to learning

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teaching designed to remove barriers to learning

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teaching developed in local and global contexts

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teaching developed in local and global contexts

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Teaching focused on conceptual understanding

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Teaching focused on conceptual understanding

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4. What does a successful outcome look like for you after this workshop? List three things you want to achieve.
Response:
Three things I hope to achieve from this work shop are
1. Confidence in my understanding of what the course requirements are and how I can meet those
2. A bank of resources to help me deliver the curriculum and lead meaningful discussions
3. Inspiration for texts and topics I can teach

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3. How can you develop positive online professional relationships for the workshop and beyond?

Response:
To develop professional online relationships, it's important to make one's online presence personable. To accomplish this, I have provided an image of myself and information to allow others to get to know me. This helps ensure a personal connection, as it is easy to feel as though you are talking to a screen rather than a human being.
I think it's important to keep these relationships as they can be immensely helpful in sharing resources, ideas, and feedback.

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2. What is the most pressing question you have about the Language A: language and literature course?
Response:
I find it hard to formulate just one question as I feel there is so much I do not know about the course. I suppose my most pressing question is simply what does the course look like? I am keen to have a firm grasp on an overall layout of the course.

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1. Begin by writing a bit about yourself: where do you teach? What’s unique about your IB situation? Let others get to know you, and write whatever you want.

Response:
I currently teach at a grammar school in the UK, but this summer I am moving to North Carolina and will be teaching at the British International School of Charlotte.
In my year as a trainee teacher, I worked in an international school here in England and completed my first year of teaching at that school, as well. I gained a little experience with IB teaching and observations, but do not yet feel confident with the many aspects of the course. I have heard excellent things about what the course has to offer, the amount of choice, and the depth of topics studied and I am looking forward to the discussions I will have with my students.