Print Literary Texts

Non-Literary Texts or Media Sources (Language)

poetry from a specific poet, novel, selected short stories, memoir, autobiography, graphic novel

advertising campaign, TV series, editorials, song lyrics by a specific artist, cartoonist, photographer, social media user, online or print articles, movies, nonfiction texts

Consider texts we have read:

• Great Gatsby
• PLA Literary Circle Book (Things They Carried, Purple Hibiscus, In Cold Blood, How the Garcia Girls Lost Their Accent, Wuthering Heights, Pride and Prejudice, A Diary of a Part-Time Indian)
• Pygmalion by George Bernard Shaw
• Poetry (Margaret Atwood, Langston Hughes)

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Works in Translations are acceptable

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Consider text types we have analyzed:

• Outliers by Malcolm Gladwell
• Advertising
• Website Articles
• Editorials
• Art
• Political Cartoons

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Anime is okay, given that it targets a teenage audience and has some adult themes/issues.

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Question

Central Concept

Type of Text

To what extent does the [TV series] portray an identity of a character that is unchanged despite the dynamic storyline in order to reinforce specific traits? How do other characters serve as a foil to highlight these stable, unchanged traits?

identity

media, TV, refers to the seasons and how they build on each other

How does the photographer, [name], use focal points, juxtaposition, lighting and color to influence the viewer with a specific rhetorical purpose?

creativity

media, photography in articles, refers to six to eight different photographs and how they achieve a rhetorical purpose

How does Tim O’Brien present a biased perspective of the Vietnam War through his characterization of the narrator and other main characters? How does O’Brien’s stream of consciousness narration influence the way a reader can interpret the story?

perspective

Literature, analyzes four to five of his short stories

Question

Central Concept

Type of Text

To what extent does the editorialist, [insert name,] engage the reader through synthetic personalization through emotive diction, glittering generalities, and rhetorical questions?

communication

Editorials, five or six

To what extent does Margaret Atwood rely on Greek mythology in order to build themes around complicated relationships?

transformation (intertextuality)

Examine six to eight of her poems

To what extent does [novel] represent the stereotypes of blacks and whites through the characterization of the main character and the main character’s interactions and conflicts with other characters?

representation

Examine one novel

To what extent does So Long a Letter by Mariama Ba challenge the values, beliefs, and attitudes of West African culture of polygamy?

culture

Examine one novel

To what extent does the novel Great Gatsby reflect the 20s in an exaggerated manner?

culture

Examine one novel

IB Grade

Agreed Conversion

7

96-100*

6

90-95

5

82-89

4

74-81

3

66-73

2

56-65

1

45^-55

1 2 Very Limited Achievement

3 4 Limited to Sufficient Achievement

5 Proficient Achievement

6 Exemplary Achievement

7 Advanced Achievement

2 56%-65%

1 45%-55%

4 74%-81%

3 66% -73%

5 82%-89%

6 90%-95%

7 96%-100%

Criterion A: Knowledge, understanding and interpretation

How well does the candidate demonstrate knowledge and understanding of the work or text chosen? To what extent does the candidate make use of knowledge and understanding of the work or text to draw conclusions in relation to the chosen topic? How well are ideas supported by references to the work or text in relation to the chosen topic?

1 There is little knowledge and understanding of the work or text shown through the essay in relation to the topic chosen. References to the work or text are infrequent or are rarely appropriate in relation to the chosen topic.

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2 There is some knowledge and understanding of the work or text shown through the essay in relation to the topic chosen. References to the work or text are at times appropriate in relation to the chosen topic.

3 There is satisfactory knowledge and understanding of the work or text shown through the essay and an interpretation of its implications in relation to the topic chosen. References to the work or text are generally relevant and mostly support the candidate’s ideas in relation to the chosen topic.

4 There is good knowledge and understanding of the work or text shown through the essay and a sustained interpretation of its implications in relation to the topic chosen. References to the work or text are relevant and support the candidate’s ideas in relation to the chosen topic.

5 There is excellent knowledge and understanding of the work or text shown through the essay and a persuasive interpretation of their implications in relation to the chosen topic. References to the work or text are well-chosen and effectively support the candidate’s ideas in relation to the chosen topic

1 2 Very Limited Achievement

3 4 Limited to Sufficient Achievement

5 Proficient Achievement

6 Exemplary Achievement

7 Advanced Achievement

2 56%-65%

1 45%-55%

4 74%-81%

3 66% -73%

5 82%-89%

6 90%-95%

7 96%-100%

Criterion B: Analysis and evaluation

To what extent does the candidate analyse and evaluate how the choices of language, technique and style, and/or broader authorial choices shape meaning in relation to the chosen topic?

1 The essay is descriptive and/or demonstrates little relevant analysis of textual features and/or the author’s broader choices in relation to the chosen topic.

2 The essay demonstrates some appropriate analysis of textual features and the author’s broader choices in relation to the chosen topic, but is reliant on description.

3 The essay demonstrates a generally appropriate analysis and evaluation of textual features and the author’s broader choices in relation to the chosen topic.

4 The essay demonstrates an appropriate and at times insightful analysis and evaluation of textual features and the author’s broader choices in relation to the chosen topic.

5 The essay demonstrates a consistently insightful and convincing analysis and evaluation of textual features and the author’s broader choices in relation to the chosen topic.

1 2 Very Limited Achievement

3 4 Limited to Sufficient Achievement

5 Proficient Achievement

6 Exemplary Achievement

7 Advanced Achievement

2 56%-65%

1 45%-55%

4 74%-81%

3 66% -73%

5 82%-89%

6 90%-95%

7 96%-100%

Criterion C: Focus, organization and development

How well organized, focused and developed is the presentation of ideas in the essay? How well are examples integrated into the essay?

1 Little organization is present. No discernible line of inquiry is apparent in the essay. Supporting examples are not integrated into the structure of the sentences and paragraphs.

2 Some organization is apparent. There is little development of a line of inquiry. Supporting examples are rarely integrated into the structure of the sentences and

paragraphs.

3 The essay is adequately organized in a generally cohesive manner. There is some development of the line of inquiry. Supporting examples are sometimes integrated into the structure of the sentences and

paragraphs.

4 The essay is well organized and mostly cohesive. The line of inquiry is adequately developed. Supporting examples are mostly well integrated into the structure of the sentences and

paragraphs.

5 The essay is effectively organized and cohesive. The line of inquiry is well developed. Supporting examples are well integrated into the structure of the sentences and paragraphs.

1 2 Very Limited Achievement

3 4 Limited to Sufficient Achievement

5 Proficient Achievement

6 Exemplary Achievement

7 Advanced Achievement

2 56%-65%

1 45%-55%

4 74%-81%

3 66% -73%

5 82%-89%

6 90%-95%

7 96%-100%

Criterion D: Language

How clear, varied and accurate is the language? How appropriate is the choice of register and style? (“Register” refers, in this context, to the candidate’s

use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the HL essay).

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 to the 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.