1. World Literature—Part One Literature Studied in Translation (exceptions) Cultural Understanding Social Perspective Sharing a common canon

2. World Literature—Part One Literary Historical background Philosophical Influence Art of Translation Narrative Techniques

3. Detailed Study—Part Two Four works taken from the PBL Preparation for the Individual Oral Commentary

4. Part 2 (detailed study) leads to the Individual Oral Commentary HL students study four works in part 2 and SL students study two. All part 2 works must be originally written in the language A1 studied. All part 2 works must be chosen from the prescribed book list (PBL) for the language A1 studied. Unless otherwise indicated on the PBL for the particular language A1 studied, each part 2 work must be selected from a different genre category and written by a different author.

5. Part 2—detailed study The works will be assessed through an oral commentary. Broadly speaking, “commentary” here refers to a close detailed analysis of writing, showing an understanding both of what is said and of how it is said. It requires students to demonstrate close detailed knowledge and appreciation of: 1.elements such as subject matter and theme 2.the means (literary style and technique) by which these elements are explored 3.the effects of such exploration for the development of the work as a whole, and for the reader’s understanding.

6. 1.10.1 Format and length of the individual oral commentary All part 2 works studied may be used for the individual oral commentary. Individual candidates must not know in advance from which work their particular extracts will be taken.

7. Format of assessment 20 minutes of Preparation time 15 minutes for formal commentary

8. 1.10.2 Teacher preparation for the individual oral commentary prepare extracts and guiding questions before the commentary. Candidates must not have advance knowledge of the extracts or guiding questions. The teacher is entirely responsible for the choice of extracts and guiding questions Candidates are not allowed to choose the works on which they wish to be assessed. When assessing several candidates on the same day, or within a few days, any repetition must be at random to ensure variety and to ensure that candidates cannot determine the content of their assessment.

9. Extract Numbers 1–5 Candidates1 per candidate 6–10 Candidates 6 per candidate 11–15 Candidates 7 per candidate 16–20 Candidates 8 per candidate 21–25 Candidates 9 per candidate 26–30 Candidates 10 per candidate

10. The role of the teacher during the assessment During the candidate’s delivery (9–12 minutes): Act as sympathetic listener. Intervene only to provide encouragement and re-direction if a candidate panics, goes completely off course or finds it difficult to continue. Explain the guiding questions further if necessary, but do not introduce completely new ones. At the end of the candidate’s delivery (remaining 3–6 minutes): Where appropriate, remind the candidate if he or she has not treated one of the guiding questions or request further clarification or explanation of relevant issues raised in the candidate’s commentary. Bring the commentary to a close at the end of the allotted time (that is, 15 minutes.)

11. 1.11 Individual oral presentation The individual oral presentation is based on a work or works studied in part 4 of the course of study. Each candidate chooses a topic for this activity in consultation with the teacher. It is the teacher’s responsibility to ensure that the topic chosen by the candidate can be effectively assessed using the language A1 internal assessment descriptors.

12. 1.11 Individual oral presentation assess each candidate’s presentation using the internal assessment descriptors record the achievement levels awarded per criterion to each candidate on the form 1/IARF (a separate form 1/IARF must be completed for each candidate) write a brief comment for each candidate on the form 1/IARF to explain the achievement levels awarded.

13. Groups of Works--Genre Based Four works including one World Lit. Prose (novel and short story) Drama Poetry Prose (other than the novel and short story—including essays, biographies, travelogues)

14. Teaching Groups of Works Comparative Quality—Breadth and Depth Gender Age Style Time Factor—extensively taught

15. Groups of Works Accessibility—Personal Response Diction Philosophy (isms) Historical Background Setting

16. Group Four--Schools Free Choice A1 Regulations –Genre –Period –Place District and Provincial Requirements Age appropriateness Breadth of Program

17. Part 4 (school’s free choice) All part 4 works may be chosen freely from the PBL, the prescribed world literature list (PWL), or from any other source available to the school or to the teacher. To enable productive contrasts and/or comparisons, part 4 works may be linked by one or more aspects such as culture, genre, theme, period, style, type of literary study and methodology. Each work must be written by a different author.

18. Part 4 (school’s free choice) leading to the Individual Oral Presentation HL students study four works in part 4 and SL students study three. At HL, one of the part 4 works must be a world literature work.

19. Teaching Part 2 and Part 4 Ensure that the works selected are: easily available in print suitable for serious literary study at this level accessible, and likely to engage the interest of students in this age group a balanced combination of longer and shorter pieces appropriate for close detailed study in the case of collections of short stories, poetry, letters or essays, linked by elements such as subject matter, theme, style and technique.

20. Extensive and Intensive Assessment Extensive (Comparative) –World Literature Assignment One –Paper Two Exam Intensive (Commentary) - Paper One Exam -Oral Commentary

21. Extensive and Intensive Assessment Student Choice Oral Presentation (extensive or intensive) World Literature Assignment Two (extensive or intensive or creative)