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IB LITERATURE: THE WRITTEN ASSIGNMENT Part 1: Works in Translation The Unbearable Lightness of Being Persepolis Madame Bovary.

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Presentation on theme: "IB LITERATURE: THE WRITTEN ASSIGNMENT Part 1: Works in Translation The Unbearable Lightness of Being Persepolis Madame Bovary."— Presentation transcript:

1 IB LITERATURE: THE WRITTEN ASSIGNMENT Part 1: Works in Translation The Unbearable Lightness of Being Persepolis Madame Bovary

2 THE WRITTEN ASSIGNMENT This is worth 25% of your grade in IB Literature or 25 Marks. It is externally graded. It is a word essay on one of the works from Part 1 (Literature in Translation) of the IB Literature syllabus. It must include a word reflection. (You have already done this step!)

3 THE PROCESS 1.Read the work. 2.Participate in the interactive oral. The minimum of discussion time for each work is 30 minutes. We have gone well beyond that for each work. 3.Written Reflection: How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? words each 2.Graded Supervised Writing. In minutes, you will write on one of the topics given by your teacher. 5.You must develop your essay from one piece of supervised writing. This means that there must be a connection, not that it has to be a more developed piece of the same ideas. 6.Produce the essay on a literary aspect of the work.

4 AUTHENTICITY Your ideas MUST be your own. Any support for your ideas must be cited parenthetically and in an attached Works Cited. Failure to do so will cause you to fail. Authenticity of work is usually vetted through supervised writing, reflections, first drafts, citations, and logic.

5 THE ROLE OF THE TEACHER I oversee all interactive oral discussions, reflections, and pieces of supervised writing. I ensure you understand the work chosen. I ensure you understand academic honesty, intellectual property, and authenticity. I ensure you are aware of the rubric used for the essay. I can guide your thesis statement, but I cannot give you one. I can help you generate your own ideas. I can only look at the first draft of the paper.  As part of the learning process, teachers can give advice to students on a first draft of the task. This advice should be in terms of the way in which the work could be improved, but this first draft must not be annotated or edited by the teacher. After making general comments on the first draft, teachers should not provide any further assistance.

6 WARNING!!!! Once you submit your final paper, you cannot retract it. This submission asserts that it is an authentic work free from plagiarism of any sort.

7 CRITERION A: THE REFLECTIVE STATEMENT To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral? MarksLevel Descriptor 0The work does not reach standard described below. 1Reflection on the interactive oral shows superficial development of the student’s understanding of cultural and contextual elements. 2Reflection on the interactive oral shows some development of the student’s understanding of cultural and contextual elements. 3Reflection on the interactive oral shows development of the student’s understanding of cultural and contextual elements.

8 CRITERION B: KNOWLEDGE AND UNDERSTANDING How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work? MarksLevel Descriptor 0The work does not reach a standard described by the descriptors below. 1-2The essay shows some knowledge but little understanding of the work used for the assignment. 3-4The essay shows knowledge and understanding of, and some insight into, the work used for the assignment. 5-6The essay shows detailed knowledge and understanding of, and perceptive insight into, the work used for the assignment.

9 CRITERION C: APPRECIATION OF THE WRITER’S CHOICES To what extent does the student appreciate how the writer’s choices of form, structure, technique and style shape meaning? MarksLevel Descriptor 0The work does not reach a standard described by the descriptors below. 1-2There is some mention, but little appreciation, of the ways in which language, structure, technique and style shape meaning. 3-4There is adequate appreciation of the ways in which language, structure, technique and style shape meaning. 5-6There is excellent appreciation of the ways in which language, structure, technique and style shape meaning.

10 CRITERION D: ORGANIZATION AND DEVELOPMENT (2 POINTS DEDUCTED IF WORD COUNT EXCEEDED) How effectively have the ideas been organized, and how well are references to the works integrated into the development of the ideas? MarksLevel Descriptors 0The work does not reach a standard described by the descriptors below. 1There is some attempt to organize ideas, but little use of examples from the works used. 2Ideas are superficially organized and developed, with some integrated examples from the works used. 3Ideas are adequately organized and developed, with appropriately integrated examples from the works used. 4Ideas are effectively organized and developed, with well-integrated examples from the works used. 5Ideas are persuasively organized and developed, with effectively integrated examples from the works used.

11 CRITERION E: LANGUAGE How clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.) MarksLevel Descriptor 0 The work does not reach a standard described by the descriptors below. 1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style. 2 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. 3 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. 4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate tothe task. 5 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.


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