IB Pupil overview

English Language and Literature

Aims of the course1. Be introduced to a range of texts from different periods, styles and genres.2. Develop the ability to engage in close, detailed analysis of individual texts and make

relevant connections.3. Develop powers of expression, both in oral and written communication.4. Recognise the importance of the contexts in which texts are written and received.5. Develop an appreciation, through the study of texts, of the different perspectives of people

from other cultures, and how these perspectives construct meaning.6. Develop an appreciation of the formal, stylistic and aesthetic qualities of texts.7. Promote an enjoyment of, and lifelong interest in, language and literature.8. Develop an understanding of how language, culture and context determine the ways in

which meaning is constructed in texts.9. Encourage critical thinking about the different interactions between text, audience and

purpose.

Paper 1: Language in cultural context / Language and mass communication

Paper 2: Literature – texts and contexts

Individual oral commentary and further oral activities Written tasks

Overview of the coursePart 1: Language in cultural context

Aim: to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity.

Learning outcomesAnalyse how audience and purpose affect the structure

and content of texts.

Analyse the impact of language changes

Demonstrate an awareness of how language and meaning are shaped by culture and context

Suggested topics Gender (inequality,

constructions of masculinity and femininity)

Sexuality (its construction through language)

Language and social relations (social and professional status, race)

Language and taboo (swearing, political correctness)

Language and communities (nation / region, subcultures)

Language and the individual (multilingualism, bilingualism, language profile / identity)

Language and power (linguistic imperialism, propaganda)

Language and belief (religious discourse, mythology)

History and evolution of the language (disappearing and revival languages, Creoles)Translation (what is added and what is lost)Language and knowledge (science and technology, argot and jargon)

Part 2: Language and mass communication

Aim: to consider the way language is used in the media. Mass media include newspapers, magazines, the internet, mobile telephony, radio and film. To also consider how the production and reception of texts is influenced by the medium through which they are delivered.

Learning outcomesExamine different forms of communication within the media.

Show an awareness of the potential for educational, political or ideological influence of the media.

Show the way mass media use language and image to inform, persuade or entertain.

Suggested topics Textual bias (news reporting,

sports coverage) Language and presentation

of speeches and campaigns (elections, lobbying)

Role of editing (news bulletins, websites)

Stereotypes (gender, ethnicity)

Language and the state (public information, legislation)

Use of persuasive language (advertising, appeals)

Popular culture (comics, soap operas)

Media institutions (television channels, internet search engines)

Arts and entertainment (radio and television drama, documentaries)

Text typesAdvertisementAppealBiographyBlogBrochure / leafletCartoonChartDatabaseDiagramDiaryEditorialElectronic texts

Encyclopaedia entryEssayFilm/televisionGuide bookInterviewLetter (formal)Letter (informal)Magazine articleManifestoMemoirNews reportOpinion column

ParodyPastichePhotographsRadio broadcastReportScreenplaySet of instructionsSong lyricSpeechTextbookTravel writing

How is Part 1 / 2 assessed?Exam: Paper 1: 25% externally assessed

Standard level An analysis of one non-literary text or extract (1 hour 30 mins)Higher level A comparative analysis of a pair of texts, at least one of which is not literary (2 hours)

Part 3: Literature – texts and contexts

Aim: to explore how meaning in a text is shaped by culture and by the contexts of the circumstances of its production as well as how meaning is shaped by what the reader brings to a text. Influences on meaning – such as social context, cultural heritage and historical change as well as issues at large, such as gender, power and identity will be explored through the close reading of literary texts. Consideration will be given to how texts build upon and transform the inherited literary and cultural traditions.

Learning outcomesConsider the changing historical, cultural and social contexts in which particular texts are written and received.

Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context.

Understand the attitudes and values expressed by literary texts and their impact on readers.

Texts‘The Great Gatsby’ by F. Scott Fitzgerald‘The Handmaid’s Tale’ by Margaret Atwood‘Chronicle of a Death Foretold’ by Gabriel Garcia Marquez

How is Part 3 assessed?Exam: Paper 2: 25% (externally assessed)

Standard level Study of two works, one of which is a text in translation from the prescribed literature in translation.

Higher level Study of three works, one or two of which is (are) a text (s) in translation from the prescribed literature n translation.

Part 4: Literature – critical study

Aim: to develop skills in close reading and in the understanding and interpretation of literature so that a greater awareness of a text’s rich complexity and intricacy of its construction is better understood.

Learning outcomesExplore literary works in detail.

Analyse elements such as theme and the ethical stance or moral values of literary texts.

Understand and make appropriate use of literary terms.

Texts‘Merchant of Venice’ by William ShakespearePoetry to be decided.

How is part 4 assessed?Individual oral commentary: 15% (internally assessed and externally moderated)

Standard level Study of two works chosen from the prescribed list of authorsCommentary on an extract from a literary text studied in part 4 of the course.

Higher level Study of three works chosen from the prescribed list of authors.Commentary on an extract from a literary text studied in part 4 of the course.

Further oral activity

Aim: to explore the relationship between language, meaning and context.Learning outcomes

Examine the cultural context of a text.

Engage with the process of intercultural understanding.

Reflect on own cultural practices.

How is this part of the course assessed?Oral activity: 15% (internally assessed)

Standard level and higher level

Two further oral activities – one based on part 1 and one based on part 2 of the course.

Written tasks

Aim: to choose an imaginative way of exploring an aspect of the material studied in the course and show a critical engagement with an aspect of a text or topic.

Learning outcomes (task 2)Consider in greater detail the material studied in the four parts of the course

Reflect and question in greater depth the values, beliefs and attitudes that are implied in the texts studied.

Encourage viewing texts in a number of ways

How is this part of the course assessed?Written tasks: 20% (externally assessed)

Standard level Production of three written tasks (800-1000 words plus a rationale of 200-300 words), one of which is submitted for external assessment.

Higher level Production of four written tasks (800-1000 words), two of which are submitted for external assessment. One of the assessed tasks must be a critical response to one of six questions.

Assessment ObjectivesKnowledge 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 textApplication 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 analyse 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

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 images may be used in a range of texts

Demonstrate an ability to evaluate conflicting viewpoints within and about a textHL only: produce a critical response evaluating some aspects of text, context and meaning.

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 analyse texts in a focused and logical manner.

HL only: Demonstrate an ability to write a balanced, comparative analysis.

Assessment criterionPaper 1: Textual analysis (SL)

5 marks 4 marks 3 marks 2 marks 1 mark 0 marksCriterion A: Understanding of the textTo what extent does the analysis show an understanding of the text, its type and purpose, as well as its possible contexts?Are the comments supported by references to the text?

There is very good understanding of the text and context; perceptive comments are supported by consistently well-chosen references to the text.

There is good understanding of the text and context; comments are consistently supported by references to the text.

There is adequate understanding of the text and context; comments are mostly supported by references to the text.

There is some understanding of the text and context; comments are sometimes supported by references to the text.

There is little understanding of the text and context; comments are not supported by references to the text.

The work does not reach a standard described by the descriptors on the left.

Criterion B: Understanding of the use and effects of stylistic featuresTo what extent does the analysis show awareness of how the stylistic features of the text, such as language, structure, tone, technique and style, are used to construct meaning?

There is very good awareness of the use of stylistic features, with good understanding of their effects.

There is good awareness of the use of stylistic features, with adequate understanding of their effects.

There is adequate awareness of the use of stylistic features, with some understanding of their effects.

There is some awareness and understanding of the use of stylistic features.

There is little awareness or understanding of the use of stylistic features.

The work does not reach a standard described by the descriptors on the left.

Criterion C:Organisation and developmentHow well organised and coherent is the analysis?How well is the argument of the response developed?

The analysis is effectively organised and coherent. The argument is well developed.

The analysis is well organised and mostly coherent. The argument is adequately developed.

The analysis is adequately organised in a generally coherent manner. There is some development of the argument.

Some organisation is apparent; the analysis has some coherence but may contain elements of paraphrase, summary and simple explanation. There is little development of the argument.

Little organisation is apparent, with reliance on paraphrase and summary rather than analysis.

The work does not reach a standard described by the descriptors on the left.

Criterion D: LanguageHow clear, varied and accurate is the language?How appropriate is the choice of register, style and terminology?

Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.

Language is clear and carefully chosen with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction and little sense of register and style.

The work does not reach a standard described by the descriptors on the left.

Paper 1: Textual analysis (HL)5 marks 4 marks 3 marks 2 marks 1 mark 0 marks

Criterion A: Understanding and comparison of the textsTo what extent does the analysis show the similarities and differences between the texts? To what extent does the analysis show an understanding of the texts, their type and purpose, and their possible contexts? Are the comments supported by well-chosen references to the text?

There is excellent understanding of the texts, their context and purpose, and the similarities and differences between them; comments are fully supported by well-chosen references to the texts.

There is good understanding of the texts, their context and purpose, and the similarities, and differences between them; comments are mostly supported by well-chosen references to the texts.

There is adequate understanding of the texts, their possible context and purpose, and the similarities and differences between them; comments are included, as well as observations that are generally supported by references to the texts.

There is some understanding of the context and purpose of the texts, and the similarities or differences between them; observations are generally supported by references to the texts.

There is little understanding of the context and purpose of the texts and their similarities or differences; summary predominates and observations are rarely supported by references to the texts.

The work does not reach a standard described by the descriptors on the left.

Criterion B: Understanding of the use and effects of stylistic featuresTo what extent does the comparative analysis show awareness of how the stylistic features of the text, such as language, structure, tone, technique and style, are used to construct meaning? To what extent does the comparative analysis show appreciation of the effects of stylistic features on the reader?

There is excellent awareness of the use of stylistic features, with a very good understanding of their effects on the reader.

There is good awareness and illustration of the use of stylistic features and detailed understanding of their effects on the reader.

There is adequate awareness of the use of stylistic features and understanding of their effects on the reader.

There is some awareness of the use of stylistic features, with a few references illustrating their effect on the reader.

There is little awareness of the use of stylistic features and little or no illustration of their effects on the reader.

The work does not reach a standard described by the descriptors on the left.

Criterion C:Organisation and developmentHow well organised and coherent is the comparative analysis? How balanced is the comparative analysis?

The comparative analysis is well balanced and effectively organised, with a coherent and effective structure and development.

The comparative analysis is well organised and balanced. The structure is mostly coherent and there is a good sense of development.

The comparative analysis is organised and structured in a generally coherent way. There is a sense of balance and adequate development.

Some organisation is apparent. There is little sense of balance and some development; although both texts are addressed, the treatment of one is superficial.

Little organisation is apparent, with no sense of balance and some development; although both texts are addressed, the treatment of one is superficial.

The work does not reach a standard described by the descriptors on the left.

Criterion D: LanguageHow clear, varied and accurate is the language?How appropriate is the choice of register, style and terminology?

Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.

Language is clear and carefully chosen with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction and little sense of register and style.

The work does not reach a standard described by the descriptors on the left.

Paper 2: Essay (SL)5 marks 4 marks 3 marks 2 marks 1 mark 0 marks

Criterion A: Knowledge and understandingHow much knowledge and understanding of the part 3 works and their context has the student demonstrated in relation to the question answered?

Knowledge of the part 3 works and the way in which context affects their meaning is thoroughly demonstrated, and the understanding shown is very good.

Knowledge of the part 3 works and the way in which context affects their meaning is substantially demonstrated, and the understanding shown is good.

Knowledge of the part 3 works and the way in which context affects their meaning is adequately demonstrated and shows a general understanding.

Some knowledge of part 3 works and their context is demonstrated, but understanding is limited.

Little knowledge of the part 3 works is demonstrated.

The work does not reach a standard described by the descriptors on the left.

Criterion B: Response to the question.To what extent is an understanding of the main expectations of the question shown? How relevant is the response to these expectations?

There is very good understanding and awareness of the expectations of the question, with a consistently relevant response.

There is good understanding and awareness of the main expectations of the question with a mostly relevant response.

There is adequate awareness of the main expectations of the question, with a generally relevant response.

There is some awareness of the main expectations of the question; the response is mainly unsubstantiated generalisation.

There is little awareness of the main expectations of the question.

The work does not reach a standard described by the descriptors on the left.

Criterion C:Understanding of the use and effects of stylistic featuresTo what extent does the essay show awareness of how the writer’s choice of the stylistic features in the text are used to construct meaning? To what extent does the essay show understanding of the effects of stylistic features?

There is very good awareness and illustration of stylistic features, with good understanding of their effects.

There is good awareness and illustration of stylistic features, with adequate understanding of their effects.

There is adequate awareness and illustration of stylistic features, with some understanding of their effects.

There is some awareness and illustration of stylistic features.

There is little awareness of illustration of the use of stylistic features.

The work does not reach a standard described by the descriptors on the left.

Criterion D: Organisation and developmentHow coherent and effective is the argument of the essay? How effective is the formal structure of the essay?

There is very good focus, structure and development.

There is good focus, structure and development.

There is adequate focus, structure and development.

There is some focus, structure and development.

There is little focus, structure and development.

The work does not reach a standard described by the descriptors on the left.

Criterion E: LanguageHow clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology?

Language is very clear, effective, carefully chosen and precise with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.

Language is clear and carefully chosen with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction and little sense of register and style.

The work does not reach a standard described by the descriptors on the left.

Paper 2: Essay (HL)5 marks 4 marks 3 marks 2 marks 1 mark 0 marks

Criterion A: Knowledge and understandingHow much knowledge and understanding of the part 3 works and their context has the student demonstrated in relation to the question answered?

Knowledge of the part 3 works and the way context affects their meaning is thoroughly and persuasively illustrated and the understanding shown is perceptive.

Knowledge of the part 3 works and the way context affects their meaning is thoroughly and persuasively illustrated and the understanding shown is perceptive.

Knowledge of the part 3 works and the way context affects their meaning is adequately illustrated; understanding is satisfactory.

Knowledge of the part 3 works and the way context affects their meaning is sometimes illustrated; understanding is superficial.

Little knowledge is shown of the part 3 works and the way context affects their meaning.

The work does not reach a standard described by the descriptors on the left.

Criterion B: Response to the question.To what extent is an understanding of the expectations of the question shown? How relevant is the response to these expectations, and how far does it show critical analysis?

There is excellent understanding of the expectations and many of the subtleties of the question; the response is relevant, focused and insightful.

There is good understanding of the expectations and some of the subtleties of the question; the response is consistently relevant and critical.

There is adequate awareness of the expectations of the question; the response is generally relevant and critical.

There is some awareness of the expectations of the question; the response is only partly relevant and is mostly unsubstantiated generalisation.

There is little awareness of the expectations of the question.

The work does not reach a standard described by the descriptors on the left.

Criterion C:Understanding of the use and effects of stylistic featuresTo what extent does the essay show awareness of how the writer’s choice of the stylistic features in the text are used to construct meaning? To what extent does the essay show understanding of the effects of stylistic features?

There is excellent awareness and illustration of the use of stylistic features, with very good understanding of their effects.

There is good awareness and illustration of the use of stylistic features, with good understanding of their effects.

There is adequate awareness and illustration of the use of stylistic features, with adequate understanding of their effects.

There is some awareness and illustration of the use of stylistic features, with limited understanding of their effects.

There is little awareness or illustration of the use of stylistic features.

The work does not reach a standard described by the descriptors on the left.

Criterion D: Organisation and developmentHow logical and developed is the argument of the essay? How coherent and effective is the formal structure of the essay?

There is precise focus, structure and excellent structure; the work is coherently sequenced and thoroughly developed.

There is good focus and structure with a logical sequence and development.

There is adequate focus, structure, sequencing of ideas and development.

There is some focus, structure, sequencing of ideas and development.

There is little focus, structure, sequencing of ideas and development.

The work does not reach a standard described by the descriptors on the left.

Criterion E: LanguageHow clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology?

Language is very clear, effective, carefully chosen and precise with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.

Language is clear and carefully chosen with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction and little sense of register and style.

The work does not reach a standard described by the descriptors on the left.

Written task (SL)2 marks 1 mark 0 marks

Criterion A: RationaleDoes the rationale for the written task explain how the task is linked to the aspect of the course being investigated?

The rationale shows clear explanation and understanding of the aspects being investigated.

The rationale shows some explanation and understanding of the aspects being investigated.

The work does not react a standard described by the descriptors below.

7-8 marks 5-6 marks 3-4 marks 1-2 marks 0 marksCriterion B: Response to the question.To what extent is an understanding of the main expectations of the question shown? How relevant is the response to these expectations?

The task shows a good understanding of the topic(s) or text(s) to which it refers.

The content is consistently appropriate to the task chosen.

The task shows a good understanding of the conventions of the text type chosen.

The task shows an adequate understanding of the topic(s) or text(s) to which it refers.

The content is generally appropriate to the task chosen.

The task shows an adequate understanding of the conventions of the text type chosen.

The task shows some understanding of the topic(s) or the text(s) to which it refers.

The content is partially appropriate to the task chosen.

The task shows some understanding of the conventions of the text type chosen.

The task shows little understanding of the topic(s) or text(s) to which it refers.

The content is generally inappropriate to the task chosen.

The task shows little understanding of the conventions of the text type chosen.

The work does not reach a standard described by the descriptors on the left.

5 marks 4 marks 3 marks 2 marks 1 mark 0 marksCriterion C:OrganisationHow well organised is the task? How coherent is the structure?

The task is well organised. The structure is coherent.

The task is organised. The structure is generally coherent.

The task is organised. The task has some structure, although it is not sustained.

Some organisation is apparent. The task has some structure, although it is not sustained.

Little organisation and structure are apparent.

The work does not reach a standard described by the descriptors on the left.

Criterion D: Language and styleHow effective is the use of language and style? How appropriate to the task is the choice of register and style?

The use of language and the style are very clear and effective, with a very good degree of accuracy; sentence construction and vocabulary are good; the style is confident and the register effective.

The use of language and the style are clear and effective, with a good degree of accuracy; sentence construction and vocabulary are varied, showing a growing maturity of style; the register is appropriate.

The use of language and the style are generally clear and effective, though there are some inaccuracies in grammar, spelling and sentence construction; generally appropriate in register, style and vocabulary.

There is some clarity, though grammar, spelling and sentence structure are often inaccurate; some sense of register, style and appropriate vocabulary.

There is little clarity, with many basic errors; little sense of register and style.

The work does not reach a standard described by the descriptors on the left.

Written task (HL)2 marks 1 mark 0 marks

Criterion A: RationaleDoes the rationale for the written task explain how the task is linked to the aspect of the course being investigated?

The rationale shows clear explanation and understanding of the aspects being investigated.

The rationale shows some explanation and understanding of the aspects being investigated.

The work does not react a standard described by the descriptors below.

7-8 marks 5-6 marks 3-4 marks 1-2 marks 0 marksCriterion B: Task and contentTo what extent does the task show understanding of the topic(s) or text(s) to which it refers? How appropriate is the content to the task chosen? To what extent does the task show understanding of the conventions of the text type chosen?

The task shows an excellent understanding of the topic(s) or text(s) to which it refers.

The content is consistently appropriate to the task chosen.

The task shows an excellent understanding of the conventions of the text type chosen.

The task shows a good understanding of the topic(s) or text(s) to which it refers.

The content is mostly appropriate to the task chosen.

The task shows a good understanding of the conventions of the text type chosen.

The task shows a mostly adequate understanding of the topic(s) or the text(s) to which it refers.

The content is generally appropriate to the task chosen.

The task shows an adequate understanding of the conventions of the text type chosen.

The task shows a superficial understanding of the topic(s) or text(s) to which it refers.

The content is generally inappropriate to the task chosen.

The task shows a superficial understanding of the conventions of the text type chosen.

The work does not reach a standard described by the descriptors on the left.

5 marks 4 marks 3 marks 2 marks 1 mark 0 marksCriterion C:OrganisationHow well organised is the task? How coherent is the structure?

The task is effectively organised; the structure is coherent and effective.

The task is well-organised; the structure is mostly coherent.

The task is organised; the structure is generally coherent.

Some organisation is apparent; the task has some structure, although it is not sustained.

Little organisation is apparent; the task has little structure.

The work does not reach a standard described by the descriptors on the left.

Criterion D: Language and styleHow effective is the use of language and style? How appropriate to the task is the choice of register and style?

The use of language and the style are very clear and effective, with a very good degree of accuracy; sentence construction and vocabulary are good; the style is confident and the register effective.

The use of language and the style are clear and effective, with a good degree of accuracy; sentence construction and vocabulary are varied, showing a growing maturity of style; the register is appropriate.

The use of language and the style are generally clear and effective, though there are some inaccuracies in grammar, spelling and sentence construction; generally appropriate in register, style and vocabulary.

There is some clarity, though grammar, spelling and sentence structure are often inaccurate; some sense of register, style and appropriate vocabulary.

There is little clarity, with many basic errors; little sense of register and style.

The work does not reach a standard described by the descriptors on the left.

Written task 2: Critical response (HL)2 marks 1 mark 0 marks

Criterion A: OutlineDoes the outline of the written task clearly highlight the particular focus of the task?

The outline clearly highlights the particular focus of the task.

The outline partially highlights the particular focus of the task.

The work does not react a standard described by the descriptors below.

7-8 marks 5-6 marks 3-4 marks 1-2 marks 0 marksCriterion B: Response to the question.To what extent is an understanding of the expectations of the question shown? How relevant and focused is the response to these expectations? Is the response supported by well-chosen references to the text(s)?

There is thorough understanding of the expectations of the question.

Ideas are relevant and focused.

The response is fully supported by well-chosen references to the text(s).

There is good understanding of the expectations of the question.

Ideas are mostly relevant and focused.

The response is mostly supported by well-chosen references to the text(s).

There is mostly adequate understanding of the expectations of the question.

Ideas are generally relevant and focused.

The response is generally supported by reference to the text(s).

The student has a superficial understanding of the expectations of the question.

Ideas are frequently irrelevant and / or repetitive.

The response is not supported by reference to the text (s).

The work does not reach a standard described by the descriptors on the left.

5 marks 4 marks 3 marks 2 marks 1 mark 0 marksCriterion C:Organisation and argumentHow well organised is the task? How coherent is the structure? How well developed is the argument of the written task?

The task is effectively organised; the structure is coherent and the argument is effectively developed.

The task is well-organised; the structure is mostly coherent and the argument is clearly developed.

The task is organised and the structure is generally coherent. There is some development of the argument.

Some organisation is apparent; the task has some structure, although it is not sustained. The argument has some development.

Little organisation is apparent; the task has little structure and the argument is poorly developed.

The work does not reach a standard described by the descriptors on the left.

Criterion D: Language and styleHow effective is the use of language and style? How appropriate to the task is the choice of register and style?

The use of language and the style are very clear an effective, with a very good degree of accuracy; sentence construction and vocabulary are good; the style is confident and the register effective.

The use of language and the style are clear and effective, with a good degree of accuracy; sentence construction and vocabulary are varied, showing a growing maturity of style; the register is appropriate.

The use of language and the style are generally clear and effective, though there are some inaccuracies in grammar, spelling and sentence construction; generally appropriate in register, style and vocabulary.

There is some clarity, though grammar, spelling and sentence structure are often inaccurate; some sense of register, style and appropriate vocabulary.

There is little clarity, with many basic errors; little sense of register and style.

The work does not reach a standard described by the descriptors on the left.

Individual oral commentary (SL/HL)9-10 marks 7-8 marks 5-6 marks 3-4 marks 1-2 marks 0 marks

Criterion A:Knowledge and understanding of the text or extractTo what extent does the commentary show knowledge and understanding of the text? Are the comments supported by well-chosen references to the text?

The commentary shows excellent knowledge and understanding of the text; comments are effectively supported by well-chosen references to the text.

The commentary shows a very good knowledge and understanding of the text; comments are supported by well-chosen references to the text.

The commentary shows adequate knowledge and understanding of the text; comments are generally supported by references to the text.

The commentary shows superficial knowledge and understanding of the text; comments are occasionally supported by references to the text.

The commentary shows limited knowledge and little or no understanding of the text; comments are rarely supported by references to the text.

The work does not reach a standard described by the descriptors on the left.

Criterion B: Understanding of the use and effects of literary featuresTo what extent does the commentary show an awareness of how the literary features in the text are used to construct meaning? To what extent does the commentary show understanding of the effects of literary features?

There is excellent awareness and illustration of the use of literary features, with very good understanding of their effects on the reader.

There is good awareness and illustration of the use of literary features, with detailed understanding of their effects on the reader.

There is adequate awareness and illustration of the use of literary features, with understanding of their effects on the reader.

There is some awareness of the use of literary features, with few references illustrating their effects on the reader.

There is little awareness of the use of literary features and little or no illustration of their effects on the reader.

The work does not reach a standard described by the descriptors on the left.

5 marks 4 marks 3 marks 2 marks 1 mark 0 marksCriterion C: OrganisationHow well organised is the commentary? How coherent is the structure?

The commentary is very effectively organised; the structure is coherent and effective.

The commentary is well organised; the structure is mostly coherent.

The commentary is adequately organised; the structure is generally coherent.

Some organisation is apparent; the commentary has some structure.

Little organisation is apparent; the commentary has little structure.

The work does not reach a standard described by the descriptors on the left.

Criterion D: LanguageHow clear, varied and accurate is the language? How appropriate is the choice of register and style?

The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate to the commentary.

The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate to the commentary.

The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; the register and style are mostly appropriate to the commentary.

The language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistences are apparent; register and style are to some extent appropriate to the commentary.

The language is rarely clear and appropriate, with many errors in grammar and sentence construction and little sense of register and style.

The work does not reach a standard described by the descriptors below.

Further oral activity (SL/HL)9-10 marks 7-8 marks 5-6 marks 3-4 marks 1-2 marks 0 marks

Criterion A:Knowledge and understanding of the text and subject matter or extractTo what extent does the activity show knowledge and understanding of the text(s) and subject chosen for the oral activity? Has the student shown awareness and understanding of the meaning of the text(s) in relation to the subject?

The activity shows excellent knowledge and understanding of the text(s) and excellent awareness of the significance of the text(s) in relation to the subject chosen.

The activity shows good knowledge and understanding of the text(s) and good awareness of the significance of the text(s) in relation to the subject chosen.

The activity shows adequate knowledge and understanding of the text(s) and awareness of the significance of the text(s) in relation to the subject chosen.

The activity shows some knowledge and understanding of the text(s) and some awareness of the significance of the text(s) in relation to the subject chosen.

The activity shows limited knowledge and little or no understanding of the text(s) and the subject chosen.

The work does not reach a standard described by the descriptors on the left.

Criterion B: Understanding of how language is usedTo what extent does the activity show understanding of the way language is used to create meaning? Has the student shown an appreciation of how language and style is used to particular effect in the text?

The work shows an excellent understanding of the way language is used to create meaning. The appreciation of the use of language and style is thorough and detailed.

The work shows a good understanding of the way language is used to create meaning and good appreciation of the use of language and style.

The work shows an adequate understanding of the way language is used to create meaning and adequate appreciation of the use of language and style.

The work shows some understanding of the way language is used to create meaning; there is some appreciation of the use of language and style.

The work shows a superficial understanding of the way language is used to create meaning; there is little appreciation of the use of language and style.

The work does not reach a standard described by the descriptors on the left.

5 marks 4 marks 3 marks 2 marks 1 mark 0 marksCriterion C: OrganisationHow well organised is the oral activity? How coherent is the structure?

The commentary is effectively organised; the structure is coherent and effective.

The commentary is well organised; the structure is mostly coherent.

The commentary is adequately organised; the structure is generally coherent.

Some organisation is apparent; the oral activity has some structure.

Little organisation is apparent; the oral activity has little structure.

The work does not reach a standard described by the descriptors on the left.

Criterion D: LanguageHow clear, varied and accurate is the language? How appropriate is the choice of register and style?

The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate to the commentary.

The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate to the commentary.

The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; the register and style are mostly appropriate to the commentary.

The language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistences are apparent; register and style are to some extent appropriate to the commentary.

The language is rarely clear and appropriate, with many errors in grammar and sentence construction and little sense of register and style.

The work does not reach a standard described by the descriptors below.

Command termsAnalyse Break down in order to bring out the essential elements or structure.Comment Give a judgement based on a given statement or result of a calculation.Compare Give an account of the similarities between two (or more) items or situations,

referring to both (all) of them throughout.Compare and contrast

Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issues.

Explain Give a detailed account including reasons or causes.Explore Undertake a systematic process of discovery.Justify Give valid reasons or evidence to support an answer or conclusion.To what extent

Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

IB Language and Literature glossaryThis glossary is not exhaustive and will be added to throughout the year.

Accent describes the way in which someone pronounces a language.Ad hominem is a type of argument that attacks a person rather than their

ideas, words or actions.Alliteration is the repetition of a consonant at the beginning of two or more

words or stressed syllables.Analogy is the process of comparing two things or ideas.Anecdote Is a story or biographical incident that usually contains a small

life lesson or moral message.Anglophone world

refers to the places in the world where English is spoken.

Antagonist is the character of a dramatic story who stands in the way of the protagonists and tries to prevent them from achieving their goal.

Anti-novel is a novel that ignores all of the structural conventions of regular novels such as plot, characterisation and consistent point of view.

Apostrophe is a device that allows the poet, or the narrator of a poem, to directly address something inanimate or someone dead or absent.

Argumentation fallacies

are common but invalid syllogisms, or in other words, poor strings of logic

Aside is a dramatic device where a character turns and speaks directly to the audience, relating private thoughts that other characters on the stage cannot hear.

Assonance is the repetition of a vowel sound in the middle of two or more words.

Atmosphere describes the mood of a story, created through both the tone of the narrator and the setting of the story.

Audience is defined as the group of listeners or readers for whom a text or message is intended.

Ballad is a form of rhyming verse, usually following a pattern of abcb, that tells a narrative and can be set to music.

Bandwagon effect

is an allusion to the kind of float or wagon in a parade that carries many happy people; in its figurative sense, it describes what happens when something becomes popular quickly as people follow the exam set by others.

Bias is the skewed presentation of a story from a particular ideological position.

Bildungsroman belongs to a tradition of novel writing about young individuals coming of age who learn a lifelong lesson through a transformational experience; the German word Bildung means ‘development’ or ‘formation’, and roman means ‘novel.’

Bilingualism is the phenomenon of people using two or more languages regularly.

Blank verse describes poetry that has a consistent metre but no rhyming scheme.

Brand is a product’s identity and the feelings values customers associate with it.

Brand loyalty describes a consumer’s allegiance to a product and their habit of buying it regularly.

Broadsheet is a newspaper that is larger than a tabloid; the format is often associated with in-depth reporting and a balanced presentation of opinions.

Catharsis refers to how people can be purged of their emotions through reading or watching works of fiction

Censorship is the intentional removal of information that the censor, be it a government or media agent, deems harmful, sensitive or controversial.

Cliché is a literary device or structure that has been used so often that it has lost some of its artistic significance and fails to affect audiences.

Close reading refers to the practice of analysing and interpreting texts.Code-switching

can be done by speakers who speak two dialects of a language or two entirely different languages, switching from one to the other depending on whom they are talking to or what they wish to accomplish.

Colloquialisms are linguistic features that are associated with informal situations.

Consonance is the repetition of a consonant sound in the middle or at the end of words.

Content refers to what happens in a text, in terms of the action, events, people and places.

Context refers to the circumstances that surround the writing and the reading of a text. Trying to understand why a text was written (the purpose) and whom it was written for (the audience) are good starting points for understanding context.

Context of composition

refers to the factors that influence a writer when creating a text, such as time, place and personal experience.

Context of interpretation

refers to the factors that can influence a reader of a text, such as time, place and personal experience.

Convergence in linguistics, describes what happens when people come together and accommodate for each other through their use of language.

Crowdsourcing is the act of outsourcing research to a large audience, usually users of a website, in an effort to create content.

Cultural bias is not being objective, but judging something from another culture with reference to what is usual in your own culture.

Culture 1. describes the values, goals, convictions and attitudes that people share in a society.

2. It refers to the fine arts and a society’s appreciation of the arts.

Culture jamming

refers to the distorting of messages and advertisements produced by large corporations.

Deductive reasoning

refers to an argument that comes to a specific conclusion by drawing on general rules.

Denotation refers to what a word stands for in its most literal sense. Connotation refers to the aura of emotional meaning that we associate with a word.

Denouement is the French word for ‘unknotting’, used to describe the resolution of a story’s plot or complicated situation.

Dialect is a variety of language that is unique in pronunciation, grammar and vocabulary.

Diction is the choice of vocabulary that a writer uses in order to create a tone.

Divergence is the process of cultures splitting off from each other, developing their use of language separately, with less – or even no – contact.

Double entendre

is a stylistic device that relies on the secondary meaning of a word or phrase.

Dystopian literature is a genre of fiction that offers a picture of an imagined world in which everything is bad and in which individuals are often oppressed by a ruling government.

Emotive language

is language that both reflects the emotional tone of the writer and instigates an emotional response from the reader. It is also known as loaded language.

Enjambement in poetry is the style of continuing a sentence from one line to the next without a pause.

Epilogue is a sort of conclusion or comment at the end of a novel or play.Euphemisms are words or phrases that are substituted for more direct words

or phrases in an attempt to make things easier to accept or less embarrassing.

Existentialism is the philosophy that individuals are responsible for defining their own existence and giving their life meaning. Existential literary works often include troubled protagonists who question the meaning of life.

Exposition is the part of a story where the reader is provided with information about plot, character and setting.

Extended metaphor

is a piece of figurative speech that recurs throughout a literary text, referring to a symbolic, metaphorical relationship.

Figurative language

is language that is not intended to be taken literally but uses references to one thing to express ideas about something else.

Flashback is a technique in storytelling in which the reader is taken back to events before the main story. It includes background information that is interspersed throughout the story.

Fly-on-the-wall narration

is an extreme variant of objective narration, where the reader sees and hears of events, as a camera would record them, with nothing removed.

Focus group in marketing, is a group of people who are asked by a company

to talk about their likes and dislikes concerning a product or ad.Foil is a character whose qualities contrast with those of the main

character, in order to expose them to the reader.Foreshadowing

is a literary device in which hints are given of events to come so that the reader can predict what might happen in the story.

Frame narrator is a storyteller who is not the protagonist of a story but a peripheral character who reveals someone else’s story to us.

Free indirect speech

is a kind of limited third-person narration that allows the reader to hear a character’s thoughts.

Free verse describes poetry that has neither rhyme nor consistent metre.Gender bias is the tendency to favour one gender over the other, often

manifested through language.Genre describes a category of literature that can be defined by the

structural and stylistic conventions that are frequently found in that category.

Global village describes how members of a social group can be spread around the world, but be interconnected through various media.

Gothic fiction is a mixture of horror and romance that came out of the Romantic movement of the 18th and 19th centuries.

Half rhyme describes lines of poetry that have words that sound similar but do not entirely rhyme.

Heroic couplet is two lines of rhyming verse, usually at the end of a sonnet, which tend to be ‘closed’ and self-contained.

Hindsight wisdom

describes a style of narration in which the narrator looks back, knowing more now than at the time of events.

Historical present tense

is the use of the present tense to tell a story that happened in the past.

Idiolect is a person’s unique use of vocabulary, grammar and pronunciation. It both distinguishes an individual from a group and identifies an individual with a group.

Imagery is the use of descriptive language to evoke sensory experience.Inductive reasoning

refers to an argument that comes to a general conclusion by drawing on specific cases.

Instrumental motivation

explains how people often learn languages in order to accomplish something.

Integrative motivation

refers to learning a language in order to become an integrated member of a particular society.

Jargon is the vocabulary and manner of speech that define and reflect a particular profession that are difficult for others to understand.

Language is a system of communication that is mutually intelligible among all members of a society.

Language borrowing

describes the act of importing words into one language from another culture’s language.

Language currency

refers to the value of a language. Many people find English valuable, both financially and intellectually as it helps them find a better job or acquire more knowledge.

Language occurs when the last native speakers of a language have died

death and no new generations speak their ancestors’ language fluently.

Language planning

is a term for the efforts made to prevent language death.

Limited narration

offers the reader insight into the thoughts, actions and events of one character.

Lingua franca is a language spoken by people who do not share a native language.

Linguistic determinism

is the concept that language determines what we are able to think.

Linguistic imperialism

is the dominance of one language over others. Many people see English as a threat to other languages.

Loanwords are the words that one culture borrows and incorporates from another language.

Long tail marketing

is selling a large range of products for which there is a small demand in small quantity instead of a small range of popular products in large quantity; the total number of people with various specialised interests is greater than the number of people with popular interests.

Magic realism is a style of fiction with origins in South America. It creates a very realistic setting with a few highly unrealistic elements.

Manufactured consent

is a term coined by the political scientist and linguist Noam Chomsky. It describes the phenomenon that a small ruling elite can shape public opinion in their favour by controlling the media.

Marketing is the process of creating, developing, promoting and selling goods and services to customers, managing the customer’s interest in and need for the product.

Media literacy is the skill of analysing various texts in relation to the media in which they are all published.

Melodrama refers to works of fiction that exaggerate plot or characters and appeal to the audience’s emotions.

Metaphor is the use of language to make a comparison between two things or ideas by applying a word or phrase to something that does not literally mean that.

Metonymy describes references to things or concepts not by name but by something closely associated with them.

Metre is the rhythmic structure of a verse of poetry.Metric foot is a group of stressed and / or unstressed syllables that form the

basic unit of rhythm in a poem.Mimesis as used by ancient Greek philosophers, is copying the real

world in literature and art.Mood refers to the atmosphere that is created for an audience through

the tone of a text.Movement in a literary sense, is a collection of works which seek to

address similar concerns or express similar ideas, or which come out of a certain period in history.

Narrative voice refers to the manner in which a story is told, including point of view, diction and tense.

Negative ads are ads that carry an attack and are often used in political campaigns when opponents make attacks on each other, often using the ad hominem argument.

Objective narration

includes storytelling that is not biased towards an ideological position or character.

Omniscient narration

offers an all-knowing perspective, giving the reader access to all characters, places and events of a story.

Onomatopoeia refers to the use of words that sound like what they name or describe.

Paradox of fiction

refers to the apparent contradiction of a reader empathising with a fictional character even though they know the character is not real.

Pay-per-click is an advertising model where advertisers pay the websites that host their ads only when the ad is clicked on.

Personification is a type of metaphor where human qualities are given to an animal, object or concept.

Pidgins are improvised languages, stripped of grammar; that are invented in order for people to communicate with each other. Creoles are complete languages that have been adapted and developed from pidgins.

Premises are statements or propositions that arguments rely on to come to conclusions.

Primary sources

in the context of studying English, are stories, plays, films and so on in English, which reveal the English language being used by people but without the aim of analysing how they are using it.

Propaganda is the conscious effort to shape public opinion to conform to an ideological position.

Protagonist is the main character in a dramatic story who makes events and action move forward towards a particular goal.

Public opinion is the collection of opinions and beliefs held by the adult population of a nation.

Purpose describes the writer’s intentions in writing a text, be they to entertain, enlighten, persuade, inform, evaluate, define, instruct or explain. Writers and speakers want to instigate a response from their audience.

Register is the level of formality or informality expressed through one’s use of language.

Rhetoric is the art of effective communication, involving appeals to the audience and persuasive devices.

Rhythm in poetry is created through patterns of stressed and unstressed syllables.

Sapir-Whorf hypothesis suggests that people of different cultures think and behave differently because their language dictate how they think and behave.

Sarcasm is a form of verbal irony that includes humour and criticism.

Scansion is the process of finding patterns of unstressed and stressed syllables in lines of poetry.

Secondary sources

are texts about texts. They comment on how people use language.

Sensationalism refers to a style of writing that is exaggerated, emotive or controversial.

Setting describes the backdrop against which the action of a story takes place. It can describe both the physical and the emotional landscape of a work.

Social novel is a type of novel that stresses the importance of real social and economic circumstances on fictional characters in an attempt to persuade the reader towards an ideological position.

Soliloquy is a dramatic device in theatre where a character talks to himself or herself through a monologue addressed directly to the audience, expressing thoughts which the audience can hear and other characters cannot.

Sonnet is a fourteen-line poem in iambic pentameter, containing three quatrains and a heroic couplet.

Speech act is a broad term that refers to any situation in which spoken language is used.

Stereotyping is the act of presenting a person or group in a certain way, through simplified and biased media.

Stream of consciousness

is a style of storytelling which puts the reader in the narrator’s mind, allowing the reader access to the narrator’s thoughts as they occur, randomly, fragmented and unorganised.

Stylistic devices

are techniques that writers and speakers employ to instigate a response from their audience.

Subjective narration

includes storytelling that is biased towards an ideological position or character.

Super crunching

refers to the process of data-drive decision making.

Suspense is the feeling of tension or anxiety felt by an audience as events develop and work towards their climax in a work of fiction.

Suspension of disbelief

is a phrase coined by Samuetl Taylor Coleridge to explain how readers of fiction accept implausible stories in order to ascertain some truth about life.

Synecdoche is referring to an entire thing or concept by referring to one of its parts.

Tabloid in its literal sense refers to a newspaper that is smaller than a broadsheet; it is also used to refer to sensationalist or biased newspapers.

Text is any written work or transcribed piece of speech.Theme contains the deeper message or main idea of a text.Unreliable narrator

refers to fiction in which the reader is forced to question the storyteller’s account of events.

Verbal irony is a stylistic device in which the surface meaning and underlying meaning are not the same.

Vernacular is the opposite of lingua franca. It is language that is characteristic of a region.

Verse is a line of poetry.Virals are commercials that travel like viruses on the Internet through

social networks.

Course expectationsIn the classroom

Always be in lessons and on time. Be respectful and polite towards each other. Always try your best and put 100% effort in to what you do. Remember, we are all life long

learners, so not getting something to begin with is okay, but you will need to persevere. Be confident enough to share your ideas, thoughts and opinions. Discuss the subject

widely. Ask questions and challenge each other. You may not agree with each other (in terms of interpretations) and that is fine – just make sure you can justify your reasoning when challenging.

Outside of the classroom

You get out what you put in. You should be putting the same amount of class time into your private study (9 hours a fortnight).

Ensure all preparatory work for lessons is complete and on time, especially the reading. Re-read your texts over and over and as you do so create study notes and guides as you

go along. Also make sure you are learning quotations, critics and contexts for all of your texts throughout the two years.

Take on board feedback and respond. This will help you improve.

Most important expectation

If it is your turn to bring Friday cake, make sure you bring it.

And finally,

Discuss any problems or issues with me. Never be afraid to speak with me or ask me for help. That is what I am here for.