IB Language and Literature: Written Task 1/Chalhoub

IB Language and Literature: Written Task 1/Chalhoub

This, your second written task 1, will be based on material covered so far in Part 4 of the course: Literature: Critical Study. As a reminder, you will complete at least four written tasks based on material studied in class on parts 1, 2, 3 and 4 of the Language and Literature course. One will be sent to the IBO for grading for SL students, and two (one WT1 and one WT2) for HL students.

I- Requirements:
• Proposal-a brief paragraph describing your plans in terms of text type and content. This should be placed in your GD summative folder by Monday, April 3rd at 8:00 am.
• Rationale is 200-300 words (in paragraph form)- placed in your GD summative folder by Thursday, April 20th 8:00 am.
• Written Task 1 is 800-1,000 words placed in both your GD summatives folder and Turnitin by Friday, April 28th at 8:00 am.

II-Criterion for both SL and HL:
The maximum mark for the written task is 20 points. Weighting is 20%.
• Criterion A – Rationale – 2 marks
The rationale must be no fewer than 200 words and no longer than 300 words. The rationale should shed light on the thought process behind the task. Furthermore, it should explain how the task aims to meet one or more learning outcomes of the syllabus (see above). Remember: If the word count of the rationale exceeds 300 words, 1 mark will be deducted.
• Criterion B – Task and content – 8 marks
The content of a task should lend itself well to the type of text that one chooses. The task should demonstrate an understanding of the course work and topics studied. Finally, there should be evidence that the student has understood the conventions of writing a particular text type.
• Criterion C – Organization – 5 marks
Each type of text has a different structure. Nevertheless, all types of texts have conventions and organizing principles. Students must organize their tasks effectively and appropriately. There must be a sense of coherence.
• Criterion D – Language and style – 5 marks
The language of the task must be appropriate to the nature of the task. This means that students use an appropriate and effective register and style. Whatever the nature of the task, ideas must be communicated effectively.

III- Part 4- Learning Outcomes:
• Explore literary works in detail.
In Part 4, students engage in the close reading of literary texts focusing on passages from larger literary texts. Not only is this useful when preparing for the individual oral activity, but this enables one to focus on the placement of a smaller text in a greater context, specific literary devices, and the effects of a passage on the reader. Furthermore, at such a level of analysis, you may notice a difference between a text’s overt and covert messages.
• Analyze elements such as theme and the ethical stance or moral values of literary texts.
Analyzing literary texts is like deciphering codes. Although writers are not always aware of the implications and meanings of their own texts, we want to try to make interpretations. “What does the author stand for?” is one question that you will address while analyzing literary texts. Furthermore you may find yourself asking: “What is the author’s intention?” “How does he or she view the world?” Often, you can find answers when studying texts in depth.
• Understand and make appropriate use of literary terms.
When analyzing literary texts, one needs to understand the mechanics of fiction and poetry. One question we should ask is: “What kinds of devices do writers make use of to convey a message or express a sentiment?” Identifying literary devices however, is only the beginning. One needs to go further and ask “What are the effects of these devices on the reader?”
IV- Sample “texts”: Remember, a text in Language and Literature is anything that conveys meaning.
travel writing
biographies
brochures
diaries
tabloid articles
song lyrics
manifestos
news reports
parodies
reports
appeals
blogs
speeches
editorials
feature articles
letters
memoirs
opinion columns
pastiches
screenplays

V- Some examples of written tasks for Part 4: Literature-Critical Study
These are intended for guidance only and are neither exhaustive nor compulsory.
• An additional episode that takes place before the beginning of a novel and provides context for the opening sequence
• A letter from one fictional character to another, which reveals a change in the relationship between the two characters
• An imagined journal entry from a character in one of the novels studied
Tips:
• Do a grammar and spelling check, along with a thorough proof read before submitting
• Be sure to cite your primary and secondary sources at the end of your rationale
• Make sure your narrative voice is reflective of the text you are imitating and maintains the integrity of the characters as created originally by the author
VI- Rationale
The rationale is not included in the word count (800–1,000 words) for the written task and should be 200–300 words in length. Complete the rationale outline below before writing your WT1 Rationale. All of the elements in this outline must be included in your written rationale in paragraph form.
Which primary sources (includes text discussed in class) and secondary sources (texts found outside of class on your own as style models or resources of information) will you refer to? Be sure to cite these on your rationale.

Which text type will your WT1 emulate and what is the context for your chosen text and why?

What are the key characteristics, structural features and stylistic conventions of the text type that you intend to emulate and how do they relate to the aims of the task?
From whose point of view will the piece be written and why? Will you assume the persona of someone else? What elements of their style will you emulate? How will this affect the register used? Please be specific and elaborate.
Who is your intended audience? This must come through clearly to the reader and be explicitly defined within the rationale and explicitly or implicitly in your WT1.

Rationale Rubric Criterion A – Rationale – 2 marks
The rationale must be no fewer than 200 words and no longer than 300 words. The rationale should shed light on the thought process behind the task. Furthermore, it should explain how the task aims to meet one or more learning outcomes of the syllabus (see above). Remember: If the word count of the rationale exceeds 300 words, 1 mark will be deducted.
Social, historical, and cultural context of text established and insights/understandings conveyed? (paragraph 1)

Reference made to primary and secondary sources and link to course work is clear? (paragraph 2)

Mention of text type and conventions clearly justified? (paragraph 3)

Voice is clearly established and target audience is precisely defined? (paragraph 4)

Ideas are divided into paragraphs according to the above?
Word count stated at end? (200-300)

Citations of both primary and secondary sources are in MLA format and are included at end?