Literature in Translation An introduction Saturday, 17 November 2018

The TASK SL: Two works HL: Three works Work submitted: Literary essay 1,200–1,500 words (assessed) Relevant reflective statement 300–400 words (assessed) Goal: To produce an analytical, literary essay on a topic generated by the student and developed from one of the pieces of supervised writing Assessment: A combined mark out of 25 to be awarded for the reflective statement and the literary essay, based on five assessment criteria (A–E) Process Four-stage process consisting of both oral and written tasks

N.B. Teachers should aim to develop students’ ability to: • understand the content of the work and the qualities of the work as literature • respond independently to the work by connecting the individual and cultural experience of the reader with the text • recognize the role played by cultural and contextual elements in literary works.

READING Your teacher will advise you with regards to texts and editions. It is important that we all use the same translation to facilitate discussion and reading. As you read, keep a commentary on the WIKI on the VLE. Discuss the settings, the contexts, the cultural differences, the significance of names or locations... Anything of interest.

1: INTERACTIVE ORAL The interactive oral is a focused class discussion in which all students and the teacher participate. Each student should be responsible for initiating some part of the discussion in at least one of the interactive orals for one work. Students may participate as a group or individually, and teachers may organize the discussion in a variety of different ways. The discussions should address the following cultural and contextual considerations. • In what ways do time and place matter to this work? • What was easy to understand and what was difficult in relation to social and cultural context and issues? • What connections did you find between issues in the work and your own culture(s) and experience? • What aspects of technique are interesting in the work? Formal requirements At least one oral must be completed in relation to each work studied in part 1.

In practice: As we read, you will be asked to research and evaluate the contexts of the text under discussion. You will work in groups and each student will lead an area of discussion. There will be a Q+A session following the oral. Areas of interest might include the Historical Contexts, the context of modern reception, the geographical backdrop to the text, the sociological situations under discussion, gender or race issues...

2: The REFLECTIVE STATEMENT Following the orals you will write a reflective statement. The statement relevant to your essay will be submitted for marking. The reflective statement must be based on the following question: • How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?

In practice Around 300-400 words, written in class. We will discuss the statements in class to gather information relevant to understanding and interpreting the texts. Focus is on what was learned from the interactive oral.

3: Supervised in-class writing For each work studied (two at SL, three at HL) one piece of writing produced during class time is required. The recommended time for each piece of writing is 40–50 minutes and the writing must be in continuous prose. At the end of the lesson the writing must be handed to the teacher and an unedited copy kept on file until the end of the examination session. Teachers need to provide three or four prompts for each work studied. There must be no opportunity for students to prepare beforehand, so it is essential that students are not given the prompts prior to the lesson.

In practice: At the end of each text and before settling on an essay, you will be given a list of possible titles, focused on LITERARY aspects rather than contextual ones. Your writing should lead towards the eventual essay that you decide to write. The writing will be kept on file. This link is to be maintained into the final essay.

Ideas for typical prompts... Which minor character plays the most significant role? Work A Doll’s House by Henrik Ibsen Essay title Mrs Linde as role model in A Doll’s House Do you think there are some characters in the work whose chief role is to convey cultural values? Work Chronicle of a Death Foretold by Gabriel García Márquez Essay title The Vicario brothers as champions of honour Identify one or more symbol, motif or strand of imagery. What role do they play in the work? Work Dr Zhivago by Boris Pasternak Essay title The contrasting roles of ice and snow in Dr Zhivago Notice that the essay is a very focused title and is a refinement of the in class work.

4: The ESSAY Each student is required to produce an essay of 1,200–1,500 words in length on a literary aspect of one work. The essay is developed from one of the pieces of supervised writing completed in class, with the guidance of the teacher. Length 1,200–1,500 words. If the limit is exceeded, assessment will be based on the first 1,500 words. Submission The final essay is submitted for assessment along with the relevant reflective statement. The essay should be a well-presented, formal piece of work. Assessment The final essay is awarded a mark out of 22 using assessment criteria B, C, D and E. Administration The relevant reflective statement must be submitted with the final essay.

In practice Discuss your choice with your teacher. A deadline will be set for the FIRST DRAFT to be submitted. Your teacher is not your editor... Their role is merely to point out inconsistencies or recurrent problems. The responsibility for correct English and other technical details is yours! A deadline will be set for the final submission which must be fully documented and carrying clear citation and sources.

ToK ToKKISTS are well versed in the power of language as a medium for transfer of knowledge. Use your skills – you are reading translations. Is the phrase on the page an “accurate” translation? –