INTERNATIONAL BACCALAUREATE ORGANIZATION

DIPLOMA PROGRAMME

Language A1

For first examinations in 2001

Language A1
April 1999
Copyright 1999 International Baccalaureate
International Baccalaureate Organisation
Route des Morillons 15
1218 Grand-Saconnex
Geneva, SWITZERLAND
CONTENTS
Page
INTRODUCTION 1
GROUP 1 3
NATURE OF THE SUBJECT 4
AIMS 5
OBJECTIVES 6
SYLLABUS OUTLINE 8
SYLLABUS DETAILS 14
ASSESSMENT OUTLINE 20
ASSESSMENT DETAILS 26
ASSESSMENT CRITERIA: GENERAL 41
ASSESSMENT CRITERIA HL 43
ASSESSMENT CRITERIA SL 61
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|NTRODUCT|ON
The International Baccalaureate Diploma Programme is a rigorous pre-university course oI studies,
leading to examinations, that meets the needs oI highly motivated secondary school students between
the ages oI 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its
graduates to IulIil requirements oI various national education systems, the Diploma model is based
on the pattern oI no single country but incorporates the best elements oI many. The programme is
available in English, French and Spanish.
The curriculum is displayed in the shape oI a hexagon with six academic areas surrounding the core.
Subjects are studied concurrently and students are exposed to the two great traditions oI learning: the
humanities and the sciences.
Language A2,
B, ab initio
(Group 2)
Individuals
and Societies
(Group 3)
Arts and Electives
(Group 6)
Mathematics
(Group 5)
Experimental
Sciences
(Group 4)
Extended Essay
Theory oI Knowledge
Creativity, Action, Service
Language A1
(Group 1)
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Diploma students are required to select one subject Irom each oI the six subject groups. At least three
and not more than Iour are taken at Higher Level (HL), the others at Standard Level (SL). HL courses
represent 240 teaching hours; SL courses cover 150 hours. By arranging work in this Iashion,
students are able to explore some subjects in depth and some more broadly over the two-year period;
this is a deliberate compromise between the early specialization preIerred in some national systems
and the breadth Iound in others.
Distribution requirements ensure that the science-orientated student is challenged to learn a Ioreign
language and that the natural linguist becomes Iamiliar with laboratory procedures. While overall
balance is maintained, Ilexibility in choosing Higher Level concentrations allows the student to
pursue areas oI personal interest and to meet special requirements Ior university entrance.
SuccessIul Diploma candidates meet three requirements in addition to the six subjects. The
interdisciplinary Theory oI Knowledge (TOK) course is designed to develop a coherent approach to
learning which transcends and uniIies the academic areas and encourages appreciation oI other
cultural perspectives. The Extended Essay oI some 4000 words oIIers the opportunity to investigate a
topic oI special interest and acquaints candidates with the independent research and writing skills
expected at university. Participation in the school`s Creativity, Action, Service (CAS) programme
encourages candidates to be involved in artistic pursuits, sports, and community service work.
For flrst examlnatlons ln l001
|NTRODUCT|ON
2
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CROUP 1
To IulIil the requirements Ior the International Baccalaureate (IB) Diploma, all students must study a
Group 1 subject, that is, a Language A1.
The Language A1 programme is a literature course studied in the Iirst language` oI the student or the
language in which the student is most competent. This will normally be the language oI the
environment to which the student has been exposed Irom an early age or Ior an extended period. (Related
terms are mother tongue`, native language`, and home language`.)
Over eighty diIIerent Languages A1 have been oIIered Ior examination through the International
Baccalaureate Organisation (IBO) policy oI mother tongue entitlement Ior its international
candidature. This policy promotes oral and written communication skills, and respect Ior the literary
heritage oI the student`s Iirst language, while providing complementary international perspectives
through the study oI World Literature.
To this end, even though the Language A1 programme is restricted to only those languages with
adequate printed literature, it also allows Ior the study oI oral art Iorms. This is to ensure that students
whose Language A1 contains a substantial amount oI oral literature are not unduly disadvantaged. Such
students are allowed to include texts oI oral literature in their courses provided the works chosen are oI
merit and are available in reliable transcription and/or in other recording.
Language A1 is oIIered at both Higher Level (HL) and Standard Level (SL). Where no teacher is
available, a student may be allowed to study his/her particular Language A1 as a selI-taught
candidate at SL only.
The number oI works studied and skills assessed are comparable across all Languages A1. The
teaching and assessment oI any particular Language A1 will be conducted in that language.
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NATURE OF THE SUPJECT
The Language A1 programme is primarily a pre-university course in literature. It is aimed at students
who intend to pursue literature, or related studies, at university, as well as at students whose Iormal
study oI literature will not continue beyond this level. The Iormer would normally Iollow the Higher
Level (HL) programme and the latter the Standard Level (SL).
Literature is concerned with our conceptions, interpretations and experiences oI the world. The study
oI literature, thereIore, can be seen as a study oI all the complex pursuits, anxieties, joys and Iears
that human beings are exposed to in the daily business oI living. It enables an exploration oI one oI
the more enduring Iields oI human creativity and artistic ingenuity, and provides immense
opportunities Ior encouraging independent, original, critical and clear thinking. It also promotes a
healthy respect Ior the imagination and a perceptive approach to the understanding and interpretation
oI literary works. The discussion oI literature is itselI an art which requires the clear expression oI
ideas both orally and in writing.
The Language A1 programme encourages students to see literary works as products oI art and their
authors as craItsmen whose methods oI production can be analysed in a variety oI ways and on a
number oI levels. This is achieved through the emphasis placed on exploring the means used by
diIIerent authors to convey their subjects in the works studied. It is Iurther reinIorced by the
comparative Iramework emphasized Ior the study oI these works in all parts oI the programme.
The Ilexibility oI the programme allows teachers to choose challenging works Irom their own sources
to suit the particular needs and interests oI their students. It also allows teachers to participate
signiIicantly, through the internally assessed oral component, in the overall assessment oI their students.
Vor|d Llterature
One oI the most eIIective and humanizing ways that people oI diIIerent cultures
can have access to each other`s experiences and concerns is through works oI
literary merit.`
(Salma Jayyusi, The Literature of Modern Arabia)
In view oI the international nature oI the IBO, the Language A1 programme does not limit
the study oI literature to the achievements oI one culture or the cultures covered by any one
language. The study oI World Literature is important to IB students because oI its global
perspective. It can play a strong role in promoting a world spirit` through the unique
opportunities it oIIers Ior the appreciation oI the various ways in which cultures inIluence
and shape the experiences oI liIe common to all humanity.
The World Literature element oI the Language A1 programme does not aim to cover the
history oI literature or the so-called great works` oI humanity. It does not aim to equip
students with a mastery` oI other cultures. It is envisaged as having the potential to enrich
the international awareness oI IB students and to develop in them the attitudes oI tolerance,
empathy and a genuine respect Ior perspectives diIIerent Irom their own.
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A|VS
The aims oI the Language A1 programme at both Higher and Standard Levels are to:
encourage a personal appreciation oI literature and develop an understanding oI the
techniques involved in literary criticism
develop the students` powers oI expression, both in oral and written communication,
and provide the opportunity oI practising and developing the skills involved in
writing and speaking in a variety oI styles and situations
introduce students to a range oI literary works oI diIIerent periods, genres, styles and
contexts
broaden the students` perspective through the study oI works Irom other cultures and
languages
introduce students to ways oI approaching and studying literature, leading to the
development oI an understanding and appreciation oI the relationships between
diIIerent works
develop the ability to engage in close, detailed analysis oI written text
promote in students an enjoyment oI, and liIelong interest in, literature.
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OPJECT|VES
Hlgher Leve|
Having Iollowed the Language A1 programme at Higher Level (HL) candidates will be expected to
demonstrate:
an ability to engage in independent literary criticism in a manner which reveals a
personal response to literature
an ability to express ideas with clarity, coherence, conciseness, precision and Iluency
in both written and oral communication
a command oI the language appropriate Ior the study oI literature and a
discriminating appreciation oI the need Ior an eIIective choice oI register and style in
both written and oral communication
a sound approach to literature through consideration oI the works studied
a thorough knowledge both oI the individual works studied and oI the relationships
between groups oI works studied
an appreciation oI the similarities and diIIerences between literary works Irom
diIIerent ages and/or cultures
an ability to engage in independent textual commentary on both Iamiliar and
unIamiliar pieces oI writing
a wide-ranging appreciation oI structure, technique and style as employed by
authors, and oI their eIIects on the reader
an ability to structure ideas and arguments, both orally and in writing, in a logical,
sustained and persuasive way, and to support them with precise and relevant
examples.
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Standard Leve|
Having Iollowed the Language A1 programme at Standard Level (SL) candidates will be expected to
demonstrate:
an ability to approach works in an independent manner which reveals a personal
response to literature
an ability to express ideas with clarity, coherence, conciseness, precision and Iluency
in both written and oral communication
a command oI the language appropriate Ior the study oI literature and an
appreciation oI the need Ior an eIIective choice oI register and style in both written
and oral communication
a sound approach to literature through consideration oI the works studied
a thorough knowledge both oI the individual works studied and oI the relationships
between groups oI works studied
an appreciation oI the similarities and diIIerences between literary works Irom
diIIerent ages and/or cultures
an ability to comment on the language, content, structure, meaning and signiIicance
oI both Iamiliar and unIamiliar pieces oI writing
an awareness oI the eIIects oI structure, technique and style as employed by authors
an ability to structure ideas and arguments, both orally and in writing, in a sustained
and logical way, and to support them with precise and relevant examples.
OPJECT|VES
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SYLLAPUS OUTL|NE
Hlgher Leve|
The Hlgher Leve| [HLj sy||abus ls dlvlded lnto four compu|sory parts.
Tota| number of works: 15
Part 1 Vor|d Llterature 3 works
Three World Literature works studied as a group.
Each work chosen Irom the IB Prescribed World Literature List (PWL) only.
All works linked by one or more aspects such as culture, genre, theme, period, style, type oI
literary study, methodology.
Each work originally written in a language diIIerent Irom the Language A1 studied.
Each work written by a diIIerent author.
Part l Detal|ed Study 1 works
Four Language A1 works studied in detail.
Each work chosen Irom a diIIerent genre category on the IB Prescribed Book List (PBL) Ior the
Language A1 studied.
Each work written by a diIIerent author.
Part 3 Croups of Vorks 1 works
Three Language A1 works and one World Literature work studied as a group.
All Iour works chosen Irom the same genre category.
All three Language A1 works chosen Irom the PBL

Ior the Language A1 studied.
World Literature work chosen Ireely` and linked at least by genre to Language A1 works.
Each work written by a diIIerent author.
Part 1 Schoo|'s Free Cholce 1 works
Three Language A1 works and one World Literature work studied as a group.
All Iour works chosen Ireely`.
World Literature work linked to Language A1 works by one or more aspects such as culture,
genre, theme, period, style, type oI literary study, methodology.
Each work written by a diIIerent author.
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Requlrements and Cenera| Notes
Requlrements
Authors and Vorks
Some PBLs, either wholly or in certain parts, do not speciIy works but give the names oI
authors. In such cases the works chosen are at the discretion oI the teacher.
Authors must not be repeated within any part oI the syllabus but the same author may be
studied in two different parts oI the syllabus.
Fifteen diIIerent works must be studied in total, that is, no work may be repeated.
Cenres
At least four oI the genres represented on the relevant PBL Ior the particular Language
A1 must be studied in the whole syllabus.
Perlod
Each PBL lists works Irom diIIerent periods. The school`s syllabus should include works
Irom at least two or three periods, depending on the speciIic instructions given on the
relevant PBL.
'P|ace'
Some PBLs do not identiIy works by place`, thereIore there is no place` requirement.
II the relevant PBL does indicate place`, at least two oI the places` must be represented
in the whole syllabus.
Language
Language A1: All works must have been originally written in the Language A1 studied
and be chosen Irom the relevant PBL.
World Literature Part 1: All works must have been originally written in a language
diIIerent Irom the Language A1 and normally studied in translation. All works must be
chosen Irom the PWL.
World Literature Part 3 and Part 4: II the relevant PBL does not identiIy works by
place`, the above Part 1 language requirement applies. II the relevant PBL does identiIy
works by place`, either or both oI the works Ior Part 3 and Part 4 may have been
originally written in the Language A1 studied, provided the choice(s) are made Irom a
place` not represented by any oI the Language A1 works selected.
Cenera| Notes
Exceptions to any oI the requirements Ior a particular Language A1 will be indicated on
the relevant PBL.
Chosen freely` means chosen Irom the PBL or the PWL, or elsewhere.
Place` is broadly deIined as a geocultural region such as a province, country, continent.
For Languages A1 which span a culturally varied area, diIIerent places` have been
identiIied to reIlect the broad cultural diIIerences.
Languages A1 without PBLs: The school must submit to IBCA lists oI works chosen
Irom their own sources. (See Jade Mecum Ior details.)
Self-taught candidates may not oIIer Language A1 at Higher Level.
SYLLAPUS OUTL|NE HL
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SYLLAPUS OUTL|NE
Standard Leve|
The Standard Leve| [SLj sy||abus ls dlvlded lnto four compu|sory parts.
Tota| number of works: 11
Part 1 Vor|d Llterature 3 works
Three World Literature works studied as a group.
Each work chosen Irom the IB Prescribed World Literature list (PWL) only.
All works linked by one or more aspects such as culture, genre, theme, period, style, type oI
literary study, methodology.
Each work originally written in a language diIIerent Irom the Language A1 studied.
Each work written by a diIIerent author.
Part l Detal|ed Study l works
Two Language A1 works studied in detail.
Each work chosen Irom a diIIerent genre category on the IB Prescribed Book List (PBL) Ior the
Language A1 studied.
Each work written by a diIIerent author.
Part 3 Croups of Vorks 3 works
Two Language A1 works and one World Literature work studied as a group.
All three works chosen Irom the same genre category.
Both Language A1 works chosen Irom the PBL

Ior the Language A1 studied.
World Literature work chosen Ireely` and linked at least by genre to Language A1 works.
Each work written by a diIIerent author.
Part 1 Schoo|'s Free Cholce 3 works
Two Language A1 works and one World Literature work studied as a group or three Language
A1 works studied as a group.
All three works chosen Ireely`.
World Literature work linked to Language A1 works by one or more aspects such as culture,
genre, theme, period, style, type oI literary study, methodology.
Each work written by a diIIerent author.
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Requlrements and Cenera| Notes
Requlrements
Authors and Vorks
Some PBLs, either wholly or in certain parts, do not speciIy works but give the names oI
authors. In such cases the works chosen are at the discretion oI the teacher.
Authors must not be repeated within any part oI the syllabus but the same author may be
studied in two different parts oI the syllabus.
Eleven diIIerent works must be studied in total, that is, no work may be repeated.
Cenres
At least three oI the genres represented on the relevant PBL Ior the particular Language
A1 must be studied in the whole syllabus.
Perlod
Each PBL lists works Irom diIIerent periods. The school`s syllabus should include works
Irom at least two or three periods, depending on the speciIic instructions given on the
relevant PBL.
'P|ace'
Some PBLs do not identiIy works by place`, thereIore there is no place` requirement.
II the relevant PBL does indicate place`, at least two oI the places` must be represented
in the whole syllabus.
Language
Language A1: All works must have been originally written in the Language A1 studied
and be chosen Irom the relevant PBL.
World Literature Part 1: All works must have been originally written in a language
diIIerent Irom the Language A1 and normally studied in translation. All works must be
chosen Irom the PWL.
World Literature Part 3 and Part 4: II the relevant PBL does not identiIy works by
place`, the above Part 1 language requirement applies. II the relevant PBL does identiIy
works by place`, either or both oI the works Ior Part 3 and Part 4 may have been
originally written in the Language A1 studied, provided the choice(s) are made Irom a
place` not represented by any oI the Language A1 works selected.
Language A1 substitution for World Literature Part 4: The Part 4 World Literature
work may be substituted by a Language A1 work chosen Ireely` Irom any place`. This
may include a place` already represented by any oI the other Language A1 work(s).
Cenera| Notes
Exceptions to any oI the requirements Ior a particular Language A1 will be indicated on
the relevant PBL.
Chosen freely` means chosen Irom the PBL or the PWL, or elsewhere.
Place` is broadly deIined as a geocultural region such as a province, country, continent.
For Languages A1 which span a culturally varied area, diIIerent places` have been
identiIied to reIlect the broad cultural diIIerences.
Languages A1 without PBLs: The school must submit to IBCA lists oI works chosen
Irom their own sources. (See Jade Mecum Ior details.)
SYLLAPUS OUTL|NE SL
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SYLLAPUS OUTL|NE
Standard Leve| [Se|ftaught Candldatesj
The Standard Leve| [SLj sy||abus for se|ftaught candldates ls dlvlded lnto four compu|sory parts.
Tota| number of works: 11
Part 1 Vor|d Llterature 3 works
Three World Literature works studied as a group.
Each work chosen Irom the IB Prescribed World Literature List (PWL) only.
All works linked by one or more aspects such as culture, genre, theme, period, style, type oI
literary study, methodology.
Each work originally written in a language diIIerent Irom the Language A1 studied.
Each work written by a diIIerent author.
Part l Detal|ed Study l works
Two Language A1 works studied in detail.
Each work chosen Irom a diIIerent genre category on the IB Prescribed Book List (PBL) Ior the
Language A1 studied.
Each work written by a diIIerent author.
Part 3 Croups of Vorks 3 works
Two Language A1 works and one World Literature work studied as a group.
All three works chosen Irom the same genre category.
Both Language A1 works chosen Irom the PBL

Ior the Language A1 studied.
World Literature work chosen Irom the PWL.
World Literature work linked at least by genre to Language A1 works.
Each work written by a diIIerent author.
Part 1 Schoo|'s Free Cholce 3 works
Two Language A1 works and one World Literature work studied.
Each work chosen Irom either the PBL Ior the Language A1 studied or the PWL.
World Literature work linked to Language A1 works by one or more aspects such as culture,
genre, theme, period, style, type oI literary study, methodology.
Each work written by a diIIerent author.
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Requlrements and Cenera| Notes
Requlrements
Authors and Vorks
Some PBLs, either wholly or in certain parts, do not speciIy works but give the names oI
authors. In such cases the works chosen are at the discretion oI the school.
Authors must not be repeated within any part oI the syllabus but the same author may be
studied in two different parts oI the syllabus.
Eleven diIIerent works must be studied in total, that is, no work may be repeated.
Cenres
At least three oI the genres represented on the relevant PBL Ior the particular Language
A1 must be studied in the whole syllabus.
Perlod
Each PBL lists works Irom diIIerent periods. The school`s syllabus should include works
Irom at least two or three periods, depending on the speciIic instructions given on the
relevant PBL.
'P|ace'
Some PBLs do not identiIy works by place`, thereIore there is no place` requirement.
II the relevant PBL does indicate place`, at least two oI the places` must be represented
in the whole syllabus.
Language
Language A1: All works must have been originally written in the Language A1 studied
and be chosen Irom the relevant PBL.
World Literature Part 1: All works must have been originally written in a language
diIIerent Irom the Language A1 and normally studied in translation. All works must be
chosen Irom the Prescribed World Literature List (PWL).
World Literature Part 3 and Part 4: II the relevant PBL does not identiIy works by
place`, the above Part 1 language requirement applies. II the relevant PBL does identiIy
works by place`, either or both oI the works Ior Part 3 and Part 4 may have been
originally written in the Language A1 studied, provided the choice(s) are made Irom a
place` not represented by any oI the Language A1 works selected.
Cenera| Notes
Exceptions to any oI the requirements Ior a particular Language A1 will be indicated on
the relevant PBL.
There is no Iree choice` Ior selI-taught candidates. All works must be chosen Irom the
PBL Ior the Language A1 studied and Irom the PWL according to the instructions Ior
selI-taught candidates.
Place` is broadly deIined as a geocultural region such as a province, country, continent.
For Languages A1 which span a culturally varied area, diIIerent places` have been
identiIied to reIlect the broad cultural diIIerences.
Languages A1 without PBLs: The school must submit to IBCA lists oI works chosen
Irom their own sources. (See Jade Mecum Ior details.)
SYLLAPUS OUTL|NE SL [SELFTAUCHTj
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SYLLAPUS DETA|LS
The Iollowing details reIer to Higher Level (HL) and Standard Level (SL) syllabuses.
SpeciIic inIormation about selI-taught candidates is given at the end oI this section.
Chooslng Vorks
A 'Vork'
In the Language A1 programme, a work` is broadly deIined and includes items such as:
a single major text
two or more shorter texts
a selection oI short stories
a selection oI poems
a selection oI essays
a selection oI letters.
The number oI texts considered to constitute a work`, Ior genres such as short stories,
poems, essays and letters, is indicated on the relevant Prescribed Book List (PBL).
Where more than one text is studied as a work`, the undertaking Ior the student must be
comparable to studying a Iull-length play or novel. Teachers will be aware oI the complexity
and diIIiculty oI individual texts and should use their expertise when deciding whether or not
the choice constitutes a work`.
PPLs and PVL
For each part oI the syllabus the Svllabus Outline indicates Irom where the works to be
studied must be selected:
IB Prescribed Book List (PBL) Ior the particular Language A1 studied
IB Prescribed World Literature List (PWL)
PBL, PWL, or elsewhere, in the case oI Iree choice.
Prescrlbed Pook Llsts [PPLsj
The PBL Ior any Language A1 consists only oI works originally written in that language.
Teachers are normally required to select works Irom the relevant PBL to construct courses
Ior their students.
Some PBLs, either wholly or in certain parts, consist only oI authors. With such PBLs,
teachers select the author(s) to be studied as well as the particular work by each author.
II a Language A1 does not have a PBL, teachers must submit to IBCA a list oI works chosen Irom
their own sources in accordance with the syllabus requirements. (See Jade Mecum Ior details.)
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Prescrlbed Vor|d Llterature Llst [PVLj
The PWL, common to all Languages A1, consists oI a wide variety oI works categorized by
language and genre. Each work is available in translation in at least one oI the IB service
languages, English, French and Spanish.
The PWL prescribes works, not authors. Only the speciIied works listed Ior an author may be
studied; other works by the same author may not be chosen.
Free Cholce
Where the syllabus allows works to be chosen Ireely` teachers may select Irom the PBLs,
Irom the PWL or Irom other sources. In all cases the selection must be worthy oI serious
study and must meet the requirements speciIied Ior that part oI the syllabus.
Slng|e Author Cholces
Although authors may not normally be repeated within a part oI the syllabus the same author
may be studied in two diIIerent parts oI the syllabus. Any exception to these rules will be
indicated on the relevant PBL. However, teachers should bear in mind that it would not be in
keeping with the spirit oI the Language A1 programme to restrict the total number oI authors
studied by their students.
Constructlng a Course
Teachers should aim to construct a course which is well balanced and cohesive. They should
give consideration to the possibility oI links within each part and, to some extent, within the
course as a whole. Teachers may adopt diIIerent approaches in designing the programme oI
study most appropriate to the needs oI their particular students. However, whatever the
rationale used to select the works, the choices should be such that students should be able to
discuss, compare and contrast, appropriately, aspects such as:
the content oI works
themes
styles and techniques
approaches oI diIIerent authors.
Teachers must comply with the requirements regarding genres, periods and place`, Ior each
part oI the syllabus, when constructing courses Ior their students.
Cenres
On the PBLs and the PWL the works have been organized according to genre. These are
major categories such as drama, poetry, and the novel, which can be applied to most literary
traditions.
The organization into genres provides a Iramework within which ideas about aspects such as
theme, style and technique, can be explored. This approach is designed to encourage the
study oI literary texts as works oI art and allows Ior a variety oI approaches to literature.
A Higher Level (HL) course must include works selected Irom at least four genres; a
Standard Level (SL) course at least three.
SYLLAPUS DETA|LS
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Perlods
In the Language A1 programme, the concept oI periods` is deIined broadly: it reIers to the
literary or the historical time Irame to which a work belongs, as appropriate to the Language
A1 concerned. Periods are thereIore seen as categories which will enable students to acquire
some sense oI the development oI literary traditions over time.
The works on each PBL are listed by period and depending on the instructions given on the
relevant PBL, the courses designed Ior study at either HL or SL must include works Irom a
minimum oI two or three periods.
'P|ace'
Place` is broadly deIined as a geocultural region, such as a province, country, continent,
within the larger area where a language is spoken. For Languages A1 which span a culturally
varied area, diIIerent places` have been identiIied on the PBL and the relevant sections oI
the PWL to reIlect the broad cultural diIIerences.
II the PBL Ior the Language A1 studied identiIies works or authors by place`, at least two oI
the places` must be represented in the school`s syllabus at both HL and SL.
Parts 1, 3 and 1: Vor|d Llterature [VLj
All Language A1 students should compare works which illustrate diIIerences in expression,
perspective and thought across cultural, political or linguistic borders, and which explore the
underlying unity oI human preoccupations.
The Prescribed World Literature List (PWL) Irom which works must be selected Ior Part 1
may also be used to select the World Literature works chosen Ireely` in Part 3 and Part 4.
Teachers should select works which, by themselves, and as a group, meet the syllabus
requirements and help to achieve the aims oI the World Literature element oI the Language
A1 programme. To these ends the PWL provides, Ior each work listed, such inIormation as:
the language in which the work was originally written
genre
place`
author`s name and gender
the title in the original language and in the translation(s) available
the original date oI publication
some signiIicant aspects by which the work could be linked with other works.
Teachers are encouraged to include in their selections works which oIIer speciIic cultural
perspectives, through which the universal aspects oI human experience can be explored.
SYLLAPUS DETA|LS
16
|P Language A1, Aprl| 1999
Number of VL Vorks
HL students must study five World Literature works in addition to the prescribed number
oI works written in their Language A1.
The World Literature requirement Ior Part 4 oI the syllabus is optional Ior SL students.
ThereIore, they may study either four or five World Literature works in total. SL students
who do not study a Part 4 World Literature work must study a Language A1 work in its
place.
Part 3 and Part 1 VL Vorks
The World Literature works Ior Part 3 and Part 4 oI the programme should originally have
been written in a language diIIerent Irom the student`s Language A1 and normally studied in
translation. However, either or both oI these works may have been written originally in the
student`s Language A1 provided that they are Irom a place` not represented in the remainder
oI the course. This exception only applies iI the works on the PBL Ior the Language A1
studied are identiIied by place`.
The Iollowing are examples oI situations where World Literature works, originally written in
a particular Language A1, may be studied.
An English A1 student could study an English Caribbean work as a World Literature
work in Part 3 or Part 4, only iI no other English Caribbean literature is being studied in
the remainder oI the school`s syllabus.
A French A1 syllabus could include a work, originally written in French, Irom the place`
identiIied on the French A1 PBL as the Maghreb, as a World Literature work in Part 3 or
Part 4. However, this may only be done iI no other French Maghreb literature has been
selected Ior study elsewhere in the school`s syllabus.
An Arabic A1 student could study an Arabic work oI Spanish origin as a World
Literature work in Part 3 or Part 4, only iI no other Arabic work oI Spanish origin is
being studied anywhere else in the school`s syllabus.
II the PBL Ior the relevant Language A1 does not identiIy works by place` the World
Literature works selected Ior Part 3 and Part 4 must have been originally written in a
language other than the Language A1 studied.
Part l: Detal|ed Study
In Part 2, students study in detail some oI the most important works and/or authors in the
major genres oI their respective Languages A1. This detailed study is best achieved through
approaches which ensure close reading and in-depth analysis oI the signiIicant elements oI
the works involved.
Teachers are encouraged to Iamiliarize their students with a variety oI interpretations oI, and
critical perspectives on, these works; they should also guide students to Iorm and articulate
personal responses to the works.
Since this part oI the syllabus will be assessed orally, teachers should make use oI every
opportunity to equip students with the skills Ior speaking appropriately about literature in a
variety oI contexts. Teachers are encouraged to select works which provide, both by themselves
and as a group, ample scope Ior a variety oI oral activities.
SYLLAPUS DETA|LS
17
|P Language A1, Aprl| 1999
Part 3: Croups of Vorks
In Part 3, a group oI works selected Irom the same genre category is studied in depth. The
grouping oI works by genre provides a Iramework within which the various aspects oI the
works chosen can be studied in a holistic manner.
Teachers should ensure that the Language A1 works and the World Literature work selected
Ior Part 3 oIIer, as a group, other opportunities Ior comparison in addition to genre. The
works chosen should enable relevant comparisons to be made based on aspects such as the
content oI works, themes, styles and techniques, and the various approaches oI the diIIerent
authors.
The Part 3 World Literature work oI the same genre as the other Language A1 works selected
in this part should also provide a useIul cross-cultural perspective on any common issues
explored by the other works in the group.
Part 1: Schoo|'s Free Cholce
This part oI the programme is designed to give teachers an opportunity to include in their
courses works which meet the speciIic interests or needs oI their students. While teachers are
Iree to choose all the works to be studied Ior this part Irom their own sources, they should
always ensure that works oI literary merit are chosen, as the best interests oI students may
not be served iI the works are either obscure or oI little literary value.
The Iollowing are suggested approaches which teachers might consider when selecting Part 4
works.
A study oI works which the teacher considers important but which are not oIIered
elsewhere in the programme (e.g. an introduction to the literature oI the Language A1).
A study oI works in a particular genre or period to balance choices elsewhere in the
programme.
Closely related works to allow comparative study (e.g. linked by theme).
Other works by authors studied elsewhere in the programme.
A selection oI texts which IulIil local or national requirements.
A study oI a local literature, with the World Literature requirement being met by a work
Irom a minority language or a second language oI that region.
SYLLAPUS DETA|LS
18
|P Language A1, Aprl| 1999
Se|ftaught Candldates [SLj
Please reIer to Syllabus Outline Ior Standard Level (SL) SelI-taught Candidates.
SelI-taught candidates may oIIer Language A1 at Standard Level (SL) only. They will be
expected to meet the same syllabus requirements as Ior taught SL candidates but with the
Iollowing exceptions:
there is no Iree choice` oI works in Part 3 and Part 4
the study oI a Part 4 World Literature work is compulsory and a Language A1 work
cannot be studied in its place; selI-taught candidates must study Iive World Literature
works in addition to the six works written in their Language A1
iI the candidate`s choice oI World Literature works in Part 3 and/or Part 4 is restricted
Ior any reason (e.g. studying with taught candidates taking another Language A1) the
requirement concerning links with Language A1 works need not apply.
Whenever possible, selI-taught candidates should be given assistance with speciIic aspects oI
their studies. This may be done either in a special class Ior the selI-taught candidates or in a
class oI students preparing a taught Language A1. Such an arrangement is especially useIul
in equipping selI-taught candidates with the inIormation and skills necessary Ior carrying out
the World Literature Assignment, the written commentary exercise and, to some extent, the
Oral Component.
SYLLAPUS DETA|LS
19
|P Language A1, Aprl| 1999
ASSESSVENT OUTL|NE
Hlgher Leve|
For flrst examlnatlons ln l001
A|| responses, wrltten and ora|, must be ln the Language A1 studled.
Externa| Assessment 70%
Vrltten Paper Component 50%
Two written papers, externally set and externally assessed.
Paper 1 Commentary l hours l5%
Written commentary based on poetry or another text to which the
techniques oI literary criticism can be applied.
Two unseen texts Ior commentary; no guiding questions.
One commentary to be written on one oI the texts.
Paper l Essay l hours l5%
Two essay questions on each genre available Ior study in Part 3,
Groups oI Works, and four essay questions oI a general nature.
One question only to be answered, based on the Part 3 works studied
and, iI relevant, a Part 2 work oI the same genre.
Vor|d Llterature [VLj Asslgnments l0%
Two assignments written during the course and externally assessed,
each 1000 1500 words.
Asslgnment 1 10%
Comparative study oI at least two Part 1 works.
Asslgnment l 10%
Based on work(s) not used in Assignment 1
Assignment 2a: Comparative Study
(1 WL work and 1 Language A1 work)
Assignment 2b: Imaginative or Creative Assignment
(1 WL work, or 1 WL and 1 Language A1 work)
Assignment 2c: Detailed Study
(1 WL work only)
20
|P Language A1, Aprl| 1999
|nterna| Assessment 30%
Ora| Component
Two compulsory oral activities to be internally assessed by the teacher and
externally moderated by the IBO.
|ndlvldua| Ora| Commentary 15 mlnutes 15%
Commentary on an extract, chosen by the teacher, Irom one oI the Part 2
works studied. Extract accompanied by guiding questions.
|ndlvldua| Ora| Presentatlon 10 ~15 mlnutes 15%
Presentation oI a topic, chosen by the candidate, based on Part 4 work(s).
ASSESSVENT OUTL|NE HL
21
|P Language A1, Aprl| 1999
ASSESSVENT OUTL|NE
Standard Leve|
For flrst examlnatlons ln l001
A|| responses, wrltten and ora|, must be ln the Language A1 studled.
Externa| Assessment 70%
Vrltten Paper Component 50%
Two written papers, externally set and externally assessed.
Paper 1 Commentary 1 hours l5%
Written commentary based on poetry or another text to which the
techniques oI literary criticism can be applied.
Two unseen texts Ior commentary, each accompanied by guiding questions.
One commentary to be written on one oI the texts.
Paper l Essay 1 hours l5 %
Two essay questions on each genre available Ior study in Part 3,
Groups oI Works, and four essay questions oI a general nature.
One question only to be answered, based on the Part 3 works studied
and, iI relevant, a Part 2 work oI the same genre.
Vor|d Llterature [VLj Asslgnment l0%
One assignment written during the course and externally assessed,
1000 1500 words.
Comparative study oI at least two Part 1 works.
22
|P Language A1, Aprl| 1999
|nterna| Assessment 30%
Ora| Component
Two compulsory oral activities to be internally assessed by the teacher and
externally moderated by the IBO.
|ndlvldua| Ora| Commentary 15 mlnutes 15%
Commentary on an extract, chosen by the teacher, Irom one oI the
Part 2 works studied. Extract accompanied by guiding questions.
|ndlvldua| Ora| Presentatlon 10 ~15 mlnutes 15%
Presentation oI a topic, chosen by the candidate, based on Part 4 work(s).
ASSESSVENT OUTL|NE SL
23
|P Language A1, Aprl| 1999
ASSESSVENT OUTL|NE
Standard Leve| [Se|ftaught Candldatesj
For flrst examlnatlons ln l001
A|| A|| A|| A|| Language A1 components are externa||y assessed externa||y assessed externa||y assessed externa||y assessed for se|ftaught candldates.
A|| responses, wrltten and ora|, must be ln the Language A1 studled.
Vrltten Paper Component 50%
Two written papers, externally set and externally assessed.
Paper 1 Commentary 1 hours l5%
Written commentary based on poetry or another text to which the
techniques oI literary criticism can be applied.
Two unseen texts Ior commentary, each accompanied by guiding questions.
One commentary to be written on one oI the texts.
Paper l Essay 1 hours l5 %
Two essay questions on each genre available Ior study in Part 3,
Groups oI Works, and four essay questions oI a general nature.
One question only to be answered, based on the Part 3 works studied
and, iI relevant, a Part 2 work oI the same genre.
Vor|d Llterature [VLj Asslgnment l0%
One assignment written during the course and externally assessed,
1000 1500 words.
Comparative study oI at least two Part 1 works.
24
|P Language A1, Aprl| 1999
Ora| Component 30%
Two compulsory oral activities externally set and externally assessed.
|ndlvldua| Ora| Commentary 10 ~15 mlnutes 15%
Commentary on an extract, provided by the IBO, Irom one oI the Part 2
works studied. Extract accompanied by guiding questions.
Cenera| Ouestlons 5 ~10 mlnutes 15%
Two general questions, provided by the IBO, each on a diIIerent Part 4 work.
One question only to be answered.
ASSESSVENT OUTL|NE SL [SELFTAUCHTj
25
|P Language A1, Aprl| 1999
ASSESSVENT DETA|LS
Cenera|
The Language A1 assessment model is designed to measure the perIormance oI candidates
against the main objectives oI the programme by using a combination oI external and internal
assessment methods. The externally assessed components are the World Literature
assignments and the two written papers, which account Ior 70 oI the overall Language A1
assessment. The internally assessed component consists oI two compulsory oral activities
which together account Ior 30 oI the total assessment.
All parts oI the syllabus are assessed and their relation to each assessment component is
indicated in the Assessment Outlines, with Iurther details being given in this section,
Assessment Details.
Teachers should ensure that candidates know which parts oI the syllabus are to be
assessed Ior any speciIic assessment component. In particular, they should be reminded,
beIore writing the externally assessed written Paper 2, which works belong to Part 3,
Groups oI Works and, thereIore, which questions they should attempt in the examination.
Although the main Iocus oI the candidates` responses should be on those works studied in
the parts oI the syllabus speciIied, introducing some incidental reIerence to other works or
authors Irom other parts oI the programme or elsewhere, where relevant, is acceptable.
In certain components oI the assessment candidates will be required to demonstrate their
awareness oI the relationships between works; in others, the question or assignment may
demand that a single work be treated in detail. The approach expected Ior each
component is described in this section.
Narration oI the plot or content oI a work is not expected in any component oI the
assessment.
Note Note Note Note: All responses, written and oral, must be in the Language A1 oI the examination.
26
|P Language A1, Aprl| 1999
Externa| Assessment
Paper 1 Vrltten Commentary [HL and SLj l5%
Paper 1 will contain two unseen texts Ior commentary.
One text will be poetry; the other a written piece to which the techniques oI literary criticism
can be applied, selected Irom works such as:
a novel or short story
an essay
a biography
a journalistic piece oI writing oI literary merit.
Depending on its length, the text Ior commentary may either be a complete piece oI writing
or an extract Irom a longer piece.
The texts Ior commentary will not be chosen Irom works on the IB Prescribed Book Lists
(PBLs). Wherever possible, they will not have been written by authors listed on the PBLs.
Candidates will be required to respond to one oI the two unseen texts Ior commentary.
Candidates will need to show an appreciation oI aspects such as theme, content, style,
structure and language. Where appropriate, they may relate the text to other works read.
All commentaries should be continuous and structured; commentaries comprising unrelated
paragraphs will not merit a high achievement level. There are many acceptable ways oI
approaching a commentary; the assessment criteria Ior this component will help teachers in
this area.
At Standard Level only, three or Iour guiding questions will be provided Ior each text Ior
commentary. These questions are intended only as prompts to help candidates organize their
commentaries. It is not compulsory Ior candidates to respond directly to the guiding
questions but, should a candidate choose to use them, the responses must be integrated into
the body oI the commentary.
Paper l Essay [HL and SLj l5%
Paper 2 will contain:
two essay questions on each oI the genre categories represented in Part 3 oI the PBL Ior
the Language A1 studied
and
Iour essay questions oI a general nature.
The nature oI the questions may vary slightly according to cultural traditions. For example,
some questions may include a quotation.
Candidates will be required to answer one essay question only.
Candidates should reIer to at least two works in their essay. The major Iocus oI the answer
must be the works studied in Part 3; a work oI the same genre studied in Part 2 may be
included iI relevant, but only in addition to the minimum oI two Part 3 works required Ior the
answer. All questions will make it possible Ior candidates to include a relevant discussion oI
their Part 3 World Literature work. Discussion oI other works or authors should only be
introduced as supporting material.
ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
27
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnments l0%
One assignment only (Assignment 1) Standard Leve|
Two assignments (Assignments 1 and 2) Hlgher Leve|
Each candidate is required to study independently, under the supervision oI a teacher,
and to submit written work Ior external assessment.
The candidate should choose the type and title oI the assignment, although the choice
may be discussed with the teacher. The candidate may select any aspect oI the World
Literature works studied in the school`s programme Ior the assignment(s).
Where the same aspect is chosen by more than one candidate, since the candidates must
work independently oI one another, the content oI the assignments must be diIIerent.
Each assignment must be written in the Language A1 concerned.
Each assignment must be 1000-1500 words in length and the number oI words used
must be stated at the end oI each assignment. Quotations Irom works must be included
in the word count, but Iootnotes and bibliographies are not to be included.
Hlgher Leve| [HLj on|y
Each World Literature work may be used in one assignment only.
The nature oI the Assignment 2 attempted must be clearly deIined (e.g. comparative
study, imaginative or creative piece, detailed study oI one work).
It is preIerable that each candidate should write about a diIIerent aspect in each oI the
assignments. It would not be in keeping with the spirit oI the programme Ior a candidate
to devote both assignments to studies on the same aspect, Ior example, characterization,
portrayal oI society, use oI symbolism.
ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
28
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment 1 HL 10% SL l0%
Assignment 1 must be a comparative study, based on at least two oI the three World
Literature works studied in Part 1 oI the programme. It must be between 10001500 words in
length.
Aspects
Each candidate must select an aspect oI the Part 1 World Literature works Ior the assignment.
The aspect selected must Iocus on some pertinent link between the two or three works used
Ior the assignment, and may reIlect the interests oI the candidate. However, the link does not
need to demonstrate the rationale by which the works have been studied as a group.
Candidates may choose, Ior their assignments, topics which Iocus on aspects such as:
narrative technique
characterization
portrayal oI society in the literature studied
international perspectives on common human problems
cross-cultural perspectives on the artist`s role in society.
Approach
The assignment must be a cogent piece oI writing and should include some introductory
and concluding remarks consistent with the conventions oI writing in the Language A1
studied.
Although the main body need not consist oI a Iormal exposition and development oI
ideas, it should constitute a reasoned argument.
Structure
The introduction could be, Ior example, a brieI statement oI the aims oI the assignment.
The main body should reveal the candidate`s insight into the works and appreciation oI
the chosen link between the works. A variety oI methods is acceptable including, Ior
example, Socratic Dialogue, interview, or a Iormal development oI ideas as in an essay.
The conclusion could be, Ior example, a brieI summary and personal evaluation oI the
discussion or the particular achievement oI the writing.
ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
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|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment l [HL on|yj 10%
VL Asslgnment la: Comparatlve Study
[Vorks: 1 VL 6 1 Language A1j
Assignment 2a is a comparative study based on an aspect oI one World Literature work
and one Language A1 work, chosen Irom any part oI the school`s syllabus. The
assignment must Iocus on some pertinent link between the two works.
Candidates may choose to explore, where appropriate, any cultural similarities and
diIIerences represented by the works. However, making generalizations about cultures is
not the purpose oI this exercise.
Approach
The assignment must be a cogent piece oI writing. It should include some introductory
and concluding remarks consistent with the conventions oI writing in the Language A1
studied.
Although the main body need not be a Iormal exposition and development oI ideas, it
should constitute a reasoned argument.
Structure
The introduction could be, Ior example, a brieI statement oI the aims oI the assignment.
The main body should reveal the candidate`s insight into the works and the candidate`s
appreciation oI the chosen link between the works. A variety oI methods is acceptable
including, Ior example, Socratic Dialogue, interview, or a Iormal development oI ideas as
in an essay.
The conclusion could be, Ior example, a brieI summary and personal evaluation oI the
discussion.
VL Asslgnment lb: |maglnatlve or Creatlve Asslgnment
[Vorks: 1 VL or 1 VL 6 1 Language A1j
Assignment 2b is an imaginative or creative piece oI writing based on one World
Literature work or a combination oI a World Literature work and a Language A1 work,
chosen Irom any part oI the syllabus.
An imaginative or creative assignment is deIined as an assignment, other than a
conventional critical essay or commentary, which allows the candidate to apply the
principles or techniques oI literary criticism or appreciation in an inIormed, imaginative
manner.
ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
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|P Language A1, Aprl| 1999
Candidates may choose one oI the three alternatives, 2a, 2b, 2c.
VL Asslgnment lb: The Statement of |ntent
A statement oI intent must immediately precede the body oI this type oI assignment and must
include a brieI explanation oI all oI the Iollowing:
the work(s) on which the assignment will be based
the nature oI the task to be engaged in, including considerations such as audience,
register, Iorm
the aspects or elements oI the work(s) on which the candidate intends to Iocus
how the candidate intends to explore these aspects or elements.
The statement oI intent must be included in the wordcount. The length oI the statement will
depend on the nature oI the piece attempted and should, normally, not exceed 500 words.
However, where the assignment takes the Iorm oI a single piece oI writing, such as a short
poem, the statement may be longer than the body oI the assignment and longer than 500
words. Whatever the length oI the assignment itselI, the total number oI words must be
between 1000 and 1500.
VL Asslgnment lb: Suggestlons
There are many possibilities Ior creative approaches to World Literature assignments which,
while giving the candidates an opportunity to exercise imagination and ingenuity, bring them
to a deeper understanding oI the work(s) being explored and to an increased appreciation oI
the writer. The Iollowing list oI suggestions, while not exhaustive, provides some ideas Ior
assignments.
The diary oI a character accompanied by critical comment by the candidate.
A director`s letter to the actor playing a particular role or scene.
An exercise in which the candidate turns the story` or a portion oI it into another Iorm
such as dramatic monologue, biblical parable, Iolk tale or myth.
A critic`s review oI a dramatic interpretation/perIormance.
An editorial objecting to censorship or exclusion oI a work Irom a school syllabus.
A letter to a publisher outlining the merits oI a work to be published and reasons Ior
publication.
The creation oI dramatic monologues that play the selI-perception oI the characters
against the view oI other characters or the author.
A transcription either oI an imaginary interview with the author about the work in
question or oI a conversation between two authors about their respective works.
A postscript to a novel, or an extra chapter.
An additional scene Ior a play.
A pastiche (an imitation or re-creation oI an already published work). In this assignment,
candidates are encouraged to demonstrate their sensitivity to, and understanding oI, a
work by providing an original composition aIter the manner oI that work.
ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
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|P Language A1, Aprl| 1999
VL Asslgnment lc: Detal|ed Study [1 VL workj
Assignment 2c is a detailed study based on an aspect oI one oI the World Literature works
studied in Part 1, Part 3 or Part 4 oI the syllabus.
II extracts are chosen Ior analysis or commentary they should not be included in the word
count, but copies must be attached to the assignment when submitted Ior assessment.
Approaches
There are a number oI possible approaches to this type oI assignment.
A forma| essay A Iormal piece oI writing which Iollows a logical sequence.
Ana|ysls of a key passage The most important word here is key`. The passage Ior study,
whether a paragraph, a page, a chapter, or an extract Irom a poem, should have major
signiIicance Ior any oI a variety oI explorations that the candidate might choose to make,
Ior example, prose or poetic style, character study, plot development or theme. The
reason why the candidate has chosen the passage should be brieIly explained and the
body oI the assignment should explain the signiIicance oI the passage to the larger work
Irom which it has been taken.
Ana|ysls of two key passages Two signiIicant passages Irom the same work could be
selected in order to explore, Ior example, contrasting prose styles, descriptive method,
character presentation and a range oI other aspects. The candidate needs to justiIy brieIly
the pivotal nature oI the passages chosen, and to demonstrate their particular similarities
and diIIerences which the candidate considers interesting.
Commentary on an extract In this exercise an extract, oI approximately 30 lines oI
prose or the equivalent in drama or verse, is taken Irom a work Ior an in-depth analysis.
Candidates should justiIy brieIly their selection oI the particular extract; the body oI the
assignment should explore how language, imagery, organization oI ideas, and stylistic
and thematic aspects work in the passage.
Teacher Supervlslon [VL Asslgnmentsj
World Literature assignments are part oI the Language A1 assessment, not part oI the
teaching. The assignments must thereIore be the independent work oI candidates. However,
candidates are not expected to work completely on their own in writing their World
Literature assignment(s). They must work independently, but with teacher supervision. It
should be made clear to candidates that all work connected with the assignment(s) must be
their own. They should be Iamiliar with the assignment requirements and assessment criteria
Ior the World Literature component.
ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
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|P Language A1, Aprl| 1999
P|annlng VL Asslgnments
Teachers should help candidates to choose an appropriate, Iocused aspect oI the World
Literature works studied to write about. It is recommended that candidates produce one or
two paragraphs which brieIly outline:
which type oI assignment (1, 2a, 2b or 2c) will be attempted
the work(s) on which the assignment will be based
the area and Iocus oI the assignment, deIining the speciIic topic
the proposed title oI the assignment
imaginative or creative pieces: the Iorm oI the assignment (poem, diary, letter, etc.)
the secondary sources which the candidate intends to consult, iI necessary.
Teachers should discuss outlines with candidates beIore they start writing the Iirst draIt.
Points to be covered include:
ensuring that proposals meet assignment requirements
suggestions on how to modiIy proposals iI unsuitable (e.g. the area chosen is too broad)
detailed discussion oI the appropriateness oI proposals in relation to the assessment
criteria.
Flrst Drafts of VL Asslgnments
Teachers may make general comments about the Iirst draIts oI assignments but must neither
correct them nor write comments on the draIts themselves. These comments may be oral, but iI
in writing must be on a separate sheet.
AIter making general comments about the Iirst draIts oI assignments, teachers should provide
no Iurther assistance unless a candidate abandons a proposed assignment and begins a new
one. In this case, teachers should provide guidance Ior the new proposal in the same way as
Ior the original one by encouraging the candidate to produce an outline and making general
comments on any Iirst draIt produced.
Authentlclty
Teachers must ensure that assignments are the candidate`s own work. II there is doubt,
authenticity should be checked by a discussion with the candidate about the content oI the
assignment submitted and a scrutiny oI one or more oI the Iollowing:
the candidate`s initial proposal and outline
the Iirst draIt oI the assignment
the candidate`s reIerences and bibliography Ior the assignment, where appropriate
the style oI the writing, which may reveal obvious discrepancies.
It should be made clear to candidates that they will be required to sign a written declaration
when submitting each assignment to conIirm that it is their own work. In addition candidates
must be made aware that their teachers will also be required to veriIy the claim made in the
declaration (see Jade Mecum Ior procedures) and to countersign.

ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
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|P Language A1, Aprl| 1999
Se|ftaught Candldates [SLj
Please reIer to Assessment Outline Ior Standard Level (SL) SelI-taught Candidates.
All components oI the Language A1 examinations Ior selI-taught candidates are externally
assessed, i.e. the oral components are not internally assessed. The weightings Ior each
component and assessment criteria are the same as those Ior taught candidates.
Details oI the conduct oI the externally assessed oral components and procedures are given in
the Jade Mecum.
Supervlslon of Vor|d Llterature Asslgnments
The World Literature assignments submitted by selI-taught candidates must also be written
with teacher supervision, in accordance with the guidelines Ior the supervision oI World
Literature assignments. II supervisors do not know the language oI the assignments
candidates should provide an oral or written summary oI the Iirst draIts oI the assignment in
the school`s working language.
Ora| Component 30%
Two compulsory oral activities to be recorded on cassette and externally assessed.
Preparatlon tlme l5 mlnutes
Sectlon |: |ndlvldua| Ora| Commentary [15%j
Recordlng tlme 10 ~15 mlnutes
Candidates will be given an extract Ior commentary Irom one oI the two Part 2 works
studied, accompanied by guiding questions, provided by the IBO.
Sectlon ||: Cenera| Ouestlons [15%j
Recordlng tlme 5 ~10 mlnutes
Candidates will answer one oI two questions, provided by the IBO. Each question will be
based on a diIIerent Part 4 work.
ASSESSVENT DETA|LS EXTERNAL ASSESSVENT
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|P Language A1, Aprl| 1999
|nterna| Assessment
|ntroductlon
The objectives oI the internally assessed oral component are to:
ensure assessment oI all parts oI the school`s syllabus
ensure an overall, balanced assessment oI the candidate`s proIiciency in the subject by
taking into account perIormance in teacher-assessed work during the course, as well as
in the externally assessed components
include methods which may not be practicable in the context oI external assessment but
which are appropriate in the classroom context
assess the candidate`s oral skills in a variety oI contexts.
Requlrements
All Language A1 candidates must complete two compulsory oral activities: the
Individual Oral Commentary and the Individual Oral Presentation. The Iormer will be
based on works studied in Part 2 oI the syllabus and the latter on works studied in Part 4.
Both activities must be conducted in the Language A1 studied.
The time and place Ior the conduct oI each activity are chosen by the teacher, provided
they are consistent with IB deadlines and regulations. Teachers may, iI they wish, conduct
all Individual Oral Commentaries on one day or over several days. Candidates must be
given adequate notice oI when each activity will take place.
The Individual Oral Commentary must only take place when at least two Part 2 works
have been studied at HL or both Part 2 works have been studied at SL.
|ndlvldua| Ora| Commentary 15%
The Individual Oral Commentary is based on an extract, selected by the teacher, Irom one oI
the works studied in Part 2 oI the syllabus. The extract must be accompanied by guiding
questions set by the teacher.
All the works studied in Part 2 are eligible Ior use in the Individual Oral Commentary.
Candidates must not know in advance Irom which Part 2 work the extract Ior the Individual
Oral Commentary will be taken.
Cholce of Extract
Teachers should choose an extract which highlights a signiIicant aspect oI the work.
Candidates may not choose the extract.
The length oI the extract will depend on its complexity, but should not normally exceed 40
lines. With poetry, teachers should use a single complete poem, iI possible, or a signiIicant
ASSESSVENT DETA|LS |NTERNAL ASSESSVENT
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|P Language A1, Aprl| 1999
extract Irom a long poem and the extracts chosen should be oI comparable diIIiculty to
those selected Irom works oI other genres.
II teachers have any diIIiculty in Iormulating guiding questions, this may indicate that the
extract or poem is unsuitable.
Culdlng Ouestlons
Teachers should set one or two questions Ior each extract or poem. The purpose oI the
guiding questions is to oIIer candidates a starting point Ior organizing the commentary.
Guiding questions should relate to some oI the most signiIicant aspects oI the extract and
lead candidates to Iocus on their interpretation. They should help candidates to explore
aspects such as:
the presentation and role oI character(s)
relationships
theme(s)
the use oI language
the signiIicance oI the extract to the development oI the plot oI the larger work
the eIIects oI structure, style and technique.
However, guiding questions should not:
reIer to Iine detail, or any particular interpretation oI the extract
restrict the candidate`s ability to explore independently all signiIicant aspects dealt
with in the extract.
Types of Culdlng Ouestlons
The Iollowing guiding questions are examples only and may not be applicable to all
situations. Teachers may Iormulate other questions appropriate to the extracts selected.
HL and SL
In what ways do you think this extract deIines the role oI X, a character in the extract?
What do you think the extract reveals about X`s state oI mind?
What is established in this opening passage? By what means has this been achieved?
To what extent is our perception oI the relationship between X and Y developed in this
passage?
What is the primary signiIicance oI this passage?
HL On|y
Which poetic techniques in this poem or extract Irom a poem are typical oI the writer?
What are the eIIects oI the dominant images used in this extract?
IdentiIy the poetic techniques used in this poem (or extract Irom a poem). Relate them
to the content.
SL On|y
What do you think the important themes in this extract are?
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Focus and Structure
The nature and emphasis oI any commentary depends, to a great extent, on the extract
chosen. In all cases, candidates should aim to identiIy and explore all signiIicant aspects oI
the extract given. These include:
situating the extract as precisely as possible in the context oI the work Irom which it has
been taken
commenting on the eIIectiveness oI the writer`s techniques, including at HL the use oI
stylistic devices and their eIIect(s) on the reader.
However, the extract should not be used as a springboard Ior a discussion oI everything the
candidate knows about the work in question. The commentary should Iocus on the extract
itselI, relating it to the whole work only where relevant (e.g. to establish context or the
relative importance oI diIIerent aspects oI the passage or poem).
A commentary should be well structured. It should neither be delivered as a series oI
unconnected points nor take the Iorm oI a narration or a line-by-line paraphrase oI the extract.
Preparatlon: HL and SL [l0 mlnutesj
During this time, when candidates are supervised, they are expected to:
read the extract and accompanying guiding questions careIully
identiIy and analyse closely all the signiIicant aspects oI the extract
make notes Ior the commentary
organize the structure oI the commentary.
De|lvery and Subsequent Dlscusslon [HL and SL 15 mlnutesj jj j
After the Preparatlon Tlme
Candidates must be allowed to deliver their commentaries without interruption.
Teachers must not distract candidates or attempt to rearrange their commentaries.
Teachers may only intervene iI a candidate panics and needs positive encouragement or
iI he/she is oII target or is Iinding it diIIicult to continue.
After Comp|etlon of the Commentary
Teachers must engage in a discussion with candidates to probe Iurther into their
knowledge and understanding oI the work or topic.
In the case oI less conIident candidates, teachers must draw them out on the original
guiding questions to give them the opportunity to improve or expand on doubtIul or
inadequate statements.
Teachers must be satisIied that candidates have understood speciIic words, phrases and
allusions as well as appreciated their importance within the extract.
Teachers must be satisIied that candidates understand the signiIicance oI the extract
within the whole work or, in the case oI a complete poem, the relationship between the
poem and others studied.
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Teachers must satisIy themselves that HL candidates understand, and can comment on,
the writer`s technique.
The subsequent discussion may involve other members oI the class where appropriate.
Detailed procedures Ior this activity are in the Jade Mecum.
|ndlvldua| Ora| Presentatlon 15%
The Individual Oral Presentation is based on a work or works studied in Part 4 oI the
syllabus. Each candidate chooses a topic Ior this exercise in consultation with the teacher.
Cholce of Toplc
Candidates may choose topics which reIlect their personal interests. Topics may be based on
any aspect(s) oI the work(s) studied, including:
cultural setting oI the work(s) and related issues
thematic Iocus
characterization
techniques and style
author`s attitude to particular elements oI the works such as character(s), subject matter
interpretation oI particular elements Irom diIIerent perspectives.
Actlvltles [|ndlvldua| Ora| Presentatlonj
The Iollowing lists contain examples oI the wide range oI activities which are acceptable Ior the
Individual Oral Presentation. These lists oI examples are neither exhaustive nor prescriptive.
They are only suggestions and may be added to by teachers, or by candidates with the approval
oI teachers. Candidates should select the activity most appropriate to the topic chosen.
Structured Dlscusslons
Class discussions where a candidate has been given special responsibilities (advance
preparation, particular topics, a short report, a provocative position). The whole class
may participate, but only the presenter will be assessed.
The presentation oI material lending itselI to discussion within the class, such as the
oIIering oI two opposing readings oI a work (the presenter will take questions Irom the
class).
Interview oI a candidate by the teacher on an agreed topic or work(s).
Ora| Exposes
An introduction to a writer, a work or a particular text.
An explanation oI a particular aspect oI an author`s work.
The examination oI a particular interpretation oI a work.
The setting oI a particular writer`s work against another body oI material, such as details
on social background or political views.
A commentary on the use oI a particular image, idea or symbol in one text or in a writer`s
work.
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An imitation oI a poem being studied. This activity should be Iollowed by some
explanation oI, and discussion on, what the candidate had attempted to do.
A comparison oI two passages, two characters or two works.
A commentary on an extract Irom a work studied in class which has been prepared at
home.
An account oI the candidate`s developing response to a work.
Ro|e P|ay
A monologue by a character at an important point in the work.
Reminiscences by a character Irom a point in later liIe.
An author`s reaction to a particular interpretation oI elements oI his/her work in a given
context. For example, a critical deIence oI the work against a charge oI subversion, or
immorality, beIore a censorship board.
Candidates who choose role play should provide a rationale Ior what they have done.
Focus of |ndlvldua| Ora| Presentatlon
The Iocus oI each oral presentation will depend on the nature and scope oI the topic chosen.
The sophistication oI literary criticism expected is indicated in the descriptors Ior the Internal
Assessment criteria and is expected to be greater at Higher Level than at Standard Level.
Whatever the topic and type oI presentation chosen, candidates will be expected to show:
knowledge and understanding oI the works
thorough appreciation oI the aspect discussed
knowledge and use oI the linguistic register appropriate Ior the type oI presentation,
where register reIers to the candidate`s sensitivity to elements such as the vocabulary,
tone, sentence structure and idiom appropriate to the task.
At Higher Level, where appropriate, a consideration oI the eIIects oI the means by which
the author(s) have explored the aspect discussed.
Structure of |ndlvldua| Ora| Presentatlon
The structure oI each oral presentation depends largely on the type oI activity selected Ior the
topic. Some activities, such as the structured discussion and the oral expose, may be well
suited to Iormal discussions which Iollow a logical sequence, while others, like the role play,
may not. It is the responsibility oI the candidate to select the type oI presentation which most
eIIectively enables the objectives oI the topic to be realized. Whatever the activity chosen, all
presentations must have a coherent structure.
Preparatlon of |ndlvldua| Ora| Presentatlon
It is expected that candidates will prepare Ior their Individual Oral Presentation outside
class hours. When candidates have chosen the topic Ior their presentation it will be their
responsibility to:
select appropriate material Ior the presentation
organize the material into a coherent structure
choose and rehearse the linguistic register appropriate Ior the presentation.
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Presentatlon and Subsequent Dlscusslon [HL and SL 10 ~15 mlnutesj
Teachers must allow candidates to do their presentation without any interruption or assistance.
When the presentation is completed teachers should engage in a discussion with candidates
in order to probe Iurther into their knowledge and understanding oI the work(s) or topic.
Teachers must be satisIied that candidates have justiIied their selection oI:
the material used in the presentation
the activity chosen to convey the topic
linguistic register Ior the presentation.
The whole class may participate in the subsequent discussion.
Other Ora| Actlvltles [optlona|j
The Iollowing are examples oI oral activities which teachers may consider appropriate Ior
teaching purposes. Although these will not contribute towards the Iinal Internal Assessment
marks oI candidates, they may provide assistance in helping candidates in their preparations
Ior the Individual Oral Commentary and the Individual Oral Presentation. Teachers may,
iI they wish, also use these other activities to open up` works Irom other parts oI the
programme to their students.
Dramatlc Presentatlons
A perIormance oI a scene or scenes Irom a play with a particular Iocus or interpretation
in mind.
A poem or section Irom a novel in dramatic Iorm.
A dialogue in the style oI a particular playwright.
Writing and perIorming an extra scene Ior a play or novel.
A dramatization oI what happens aIter the end oI a play.
A perIormance oI a scene Irom a pre-twentieth-century play in modern language.
Ro|e P|ay
A dialogue between two characters Irom diIIerent works, discussing their contrasting
motivations.
A dialogue between two characters Irom the same work who do not meet within the
work.
A dialogue between two characters Irom the same work, explaining their behaviour.
A dialogue between two characters Irom diIIerent texts Irom diIIerent eras, discussing a
particular issue.
An author interviewed by a candidate.
An author interviewed by one oI his/her characters.
The trial by jury oI a character who has committed a crime.
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ASSESSVENT CR|TER|A: CENERAL
The method oI assessment used by the International Baccalaureate Organisation (IBO) is
criterion-reIerenced, not norm-reIerenced. That is to say, the method oI assessment judges the
candidates by their perIormance in relation to identiIied assessment criteria and not in relation to the
rest oI the candidates.
All Language A1 written examinations, World Literature assignments and the internally assessed oral
component are assessed according to sets oI assessment criteria and mark band descriptors which are
the same Ior all Languages A1.
For each assessed component oI the Language A1 programme a number oI assessment criteria
have been identiIied which are related to the objectives established Ior the Language A1
programme.
The assessment criteria and achievement levels (reIerred to as descriptors` in this document)
appear on the Iollowing pages. DiIIerent sets oI descriptors are provided Ior HL and SL
(including selI-taught candidates).
For each assessment criterion, there are a number oI descriptors each describing a speciIic level
oI achievement. Externally assessed components have six descriptors Ior each assessment
criterion which describe achievement levels 0-5. The lowest level oI achievement is represented
by 0, the highest by 5.
The internally assessed oral component also has six descriptors Ior each criterion which describe
the various achievement levels. However, Ior criteria A and D, achievement levels cover a range
Irom 0 (lowest) to 5 (highest), while Ior criteria B and C, the achievement levels cover a range
Irom 0 (lowest) to 10 (highest).
The descriptors concentrate on positive achievement, although Ior the lower levels Iailure to
achieve may be included in the description. The Iirst line oI each descriptor summarizes the
candidate`s perIormance on the particular criterion.
The aim is to Iind, Ior each assessment criterion, the descriptor which conveys most adequately
the achievement level attained by the candidate`s work. With descriptors, which cover the 0 to 10
range, there is the added opportunity Ior the teacher to judge whether the candidate`s
achievement is at the top or bottom oI a particular band.
Uslng the Assessment Crlterla
When assessing a candidate`s work, teachers should read the descriptors Ior each criterion,
starting with level 0, until they reach a descriptor which describes a level oI achievement that the
work being assessed has not attained. The work is, thereIore, best described by one oI the levels
oI the preceding descriptor. In those cases where descriptors cover the range Irom 0 to 10,
teachers, having identiIied the descriptor, should choose one oI the two levels within the band.
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|P Language A1, Aprl| 1999
II, however, a piece oI work seems to Iall between two descriptors, only partially IulIilling the
requirements oI the higher descriptor, then teachers should re-read both oI the descriptors in
question and choose the one which more appropriately describes the candidate`s work.
Only whole numbers should be recorded; partial marks, Iractions and decimals are not
acceptable.
Teachers should not consider the descriptors as marks or percentages. Although the achievement
levels are ultimately added together to obtain a total mark Ior a particular component, teachers
should not assume that there are other arithmetic relationships (e.g. a level 4 perIormance is not
necessarily twice as good as a level 2 perIormance).
The highest descriptors do not imply a Iaultless perIormance, but should be achievable by a
Language A1 candidate. Teachers should not hesitate to use the extremes (level 0 and level 5 or
10) iI they are appropriate descriptions oI the work being assessed.
A candidate who attains a high level oI achievement Ior one criterion will not necessarily reach
high levels oI achievement Ior the other criteria. Conversely, a candidate who attains a low level
oI achievement Ior one criterion will not necessarily attain low levels oI achievement Ior other
criteria.
Teachers should not assume that the scores oI a group oI candidates being assessed will Iollow
any particular distribution pattern. Similarly, teachers should not think in terms oI a pass/Iail
boundary or make comparisons with the IBO 17 grade scale, but should concentrate on
identiIying the appropriate descriptor Ior each assessment criterion.
The descriptors should be available to candidates at all times.
ASSESSVENT CR|TER|A
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ASSESSVENT CR|TER|A HL
Externa| Assessment
Vrltten Paper 1 Commentary
A: Understandlng of the Text
How well has the candidate understood the thought and feeling expressed in the
text?
Achievement
Level
0 The candidate has not reached level 1.
1 Little understanding of the text
little understanding oI the thought and Ieeling expressed in the text
mainly irrelevant and/or inappropriate reIerences to the text.
2 Some understanding of the text
superIicial understanding oI the thought and Ieeling expressed in the text
some relevant reIerences to the text.
3 Adequate understanding of the text
adequate understanding oI the thought and Ieeling expressed in the text
adequate and appropriate reIerences to the text.
4 Good understanding of the text
good understanding oI the thought and Ieeling expressed in the text as well as some
oI the subtleties oI the text
detailed and pertinent reIerences to the text.
5 Excellent understanding of the text
perceptive understanding oI the thought and Ieeling expressed in the text as well as
some oI the subtleties oI the text
detailed and persuasive reIerences to the text.
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|P Language A1, Aprl| 1999
Vrltten Paper 1 Commentary
P: |nterpretatlon of the Text
How relevant are the candidates ideas about the text?
How well has the candidate explored those ideas?
How well has the candidate illustrated claims?
To what extent has the candidate expressed a relevant personal response?
Achievement
Level
0 The candidate has not reached level 1.
1 Little interpretation of the text
the candidate`s ideas are mainly insigniIicant and/or irrelevant or
the commentary consists mainly oI narration and/or repetition oI content.
2 Some interpretation of the text
the candidate`s ideas are sometimes irrelevant
the commentary consists mainly oI unsubstantiated generalizations or
the commentary is mainly a paraphrase oI the text.
3 Adequate interpretation of the text
the candidate`s ideas are generally relevant
the analysis is adequate and appropriately illustrated by some relevant examples.
4 Good interpretation of the text
the candidate`s ideas are clearly relevant and include an appropriate personal response
the analysis is generally detailed and well illustrated by relevant examples.
5 Excellent interpretation of the text
the candidate`s ideas are convincing and include an appropriate and considered personal
response
the analysis is consistently detailed and persuasively illustrated by careIully chosen
examples.
ASSESSVENT CR|TER|A HL
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|P Language A1, Aprl| 1999
Vrltten Paper 1 Commentary
C: Appreclatlon of Llterary Features
To what extent is the candidate aware of the presence of literarv features in the
text, such as diction, imagerv, tone, structure, stvle and technique?
To what extent does the candidate appreciate the effects of the literarv features?
How well has the candidate supported claims about the effects of literarv features?
Achievement
Level
0 The candidate has not reached level 1.
1 Little awareness of the literary features of the text
little mention or consideration oI the literary Ieatures oI the text.
2 Some awareness or appreciation of the literary features of the text
some consideration oI the literary Ieatures oI the text
superIicial analysis oI the literary Ieatures mentioned.
3 Adequate appreciationof the literary features of the text
adequate appreciation oI the eIIects oI the literary Ieatures oI the text
the analysis is sometimes illustrated by relevant examples.
4 Good appreciation of the literary features of the text
generally detailed appreciation oI the eIIects oI the literary Ieatures oI the text
the analysis is generally detailed and illustrated by relevant examples.
5 Excellent appreciation of the literary features of the text
detailed and persuasive appreciation oI the eIIects oI the literary Ieatures oI the text
the analysis is detailed and illustrated by careIully chosen examples.
ASSESSVENT CR|TER|A HL
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Vrltten Paper 1 Commentary
D: Presentatlon
How well has the candidate organi:ed the commentarv?
How effectivelv have the candidates ideas been presented?
To what extent are supporting examples integrated into the bodv of the commentarv?
Achievement
Level
0 The candidate has not reached level 1.
1 Little sense of a focused and developed argument
little evidence oI a structure to the commentary
little attempt to present ideas in an ordered or logical sequence.
2 Some sense of a focused and developed argument
some evidence oI a structure to the commentary
some attempt to present ideas in an ordered and logical sequence.
3 A generally focused and developed argument
adequate structure to the commentary
ideas are generally presented in an ordered or logical sequence
supporting examples are sometimes appropriately integrated into the body oI the
commentary.
4 A clearly focused and well-developed argument
clear and logical structure to the commentary
supporting examples are appropriately integrated into the body oI the commentary.
5 A clearly focused, well-developed and persuasive argument
purposeIul and eIIective structure to the commentary
supporting examples are well integrated into the body oI the commentary.
ASSESSVENT CR|TER|A HL
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Vrltten Paper 1 Commentary
E: Forma| Use of Language
How accurate, clear and precise is the language used bv the candidate?
How appropriate is the candidates choice of register and stvle, for this task?
(Register refers, in this context, to the candidates sensitivitv to elements such as
the vocabularv, tone, sentence structure and idiom appropriate to the task.)
Achievement
Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
the use oI language is not readily comprehensible
many lapses in grammar, spelling and sentence construction
vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
some degree oI clarity and coherence in the use oI language
some degree oI accuracy in grammar, spelling and sentence construction
vocabulary is sometimes appropriate to the discussion oI literature.
3 The language is generally clear and coherent
adequately clear and coherent use oI language
only a Iew signiIicant lapses in grammar, spelling and sentence construction
some care shown in the choice oI vocabulary, idiom and style
the register is generally appropriate Ior literary analysis.
4 The language is clear, varied and precise
clear, varied and precise use oI language
no signiIicant lapses in grammar, spelling and sentence construction
eIIective and appropriately varied use oI vocabulary, idiom and style
suitable choice oI register.
5 The language is clear, varied, precise and concise
clear, varied, precise and concise use oI language
no signiIicant lapses in grammar, spelling and sentence construction
precise use oI wide vocabulary and varied idiom and style
eIIective choice oI register.
ASSESSVENT CR|TER|A HL
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Vrltten Paper l Essay
A: Know|edge and Understandlng of Vorks
How well does the candidate know the works studied?
How much understanding has the candidate shown of the works studied in relation
to the question answered?
How detailed and/or appropriate are the candidates references to the works studied?
Achievement
Level
0 The candidate has not reached level 1.
1 Little knowledge of works
little knowledge oI, or Iamiliarity with, the Part 3 (and Part 2) works used to answer
the question.
2 Some knowledge of works
some knowledge oI, or Iamiliarity with, the Part 3 (and Part 2) works used to answer
the question
superIicial understanding oI the works used.
3 Adequate understanding of works
adequate understanding oI the Part 3 (and Part 2) works used to answer the question
adequate and appropriate reIerences to the works.
4 Good understanding of works
good understanding oI the Part 3 (and Part 2) works used to answer the question as
well as some oI the subtleties oI their meaning
detailed and pertinent reIerences to the works.
5 Excellent understanding of works
perceptive understanding oI the Part 3 (and Part 2) works used to answer the
question as well as the subtleties oI their meaning
detailed and persuasive reIerences to the works.
ASSESSVENT CR|TER|A HL
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Vrltten Paper l Essay
P: Response to the Ouestlon
How well has the candidate understood the specific demands of the question?
To what extent has the candidate responded to these demands?
How well has the candidate illustrated claims?
To what extent has the candidate expressed a relevant personal response?
Achievement
Level
0 The candidate has not reached level 1.
1 Little awareness of the main implications of the question
the candidate`s ideas are mainly insigniIicant and/or irrelevant
the essay consists mainly oI paraphrase and/or narration and/or repetition oI content.
2 Some awareness of, or response to, the main implications of the question
the candidate`s ideas are sometimes irrelevant
the essay consists mainly oI unsubstantiated generalizations.
3 Adequate response to the main implications of the question
the candidate`s ideas are relevant
the analysis oI the ideas is adequate and appropriately illustrated by some relevant
examples.
4 Good response to the main implications as well as some of the subtleties of the
question
the candidate`s ideas are careIully explored and include a considered personal response,
where appropriate
the analysis oI the ideas is generally detailed and well illustrated by relevant examples.
5 Excellent response to the main implications as well as the subtleties of the question
the candidate`s ideas are convincing and show independence oI thought, where
appropriate
the analysis oI the ideas is consistently detailed and persuasively illustrated by
careIully chosen examples.
ASSESSVENT CR|TER|A HL
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|P Language A1, Aprl| 1999
Vrltten Paper l Essay
C: Appreclatlon of Llterary Features
To what extent is the candidate aware of the presence of literarv features in the
works, such as diction, imagerv, tone, structure, stvle and technique?
To what extent does the candidate appreciate the effects of the literarv features in
relation to the question?
How well has the candidate supported claims about the effects of literarv features?
Achievement
Level
0 The candidate has not reached level 1.
1 Little awareness of the literary features of the works
little mention or consideration oI the literary Ieatures oI the works in relation to the
question.
2 Some awareness or appreciation of the literary features of the works
some consideration oI the literary Ieatures oI the works in relation to the question
superIicial analysis oI the literary Ieatures mentioned.
3 Adequate appreciation of the literary features of the works
adequate analysis oI the eIIects oI the literary Ieatures oI the works in relation to the
question
the analysis is appropriately illustrated by relevant examples.
4 Good appreciation of the literary features of the works
pertinent and detailed analysis oI the eIIects oI the literary Ieatures oI the works in
relation to the question
the analysis is well illustrated by careIully chosen examples.
5 Excellent appreciation of the literary features of the works
critical analysis oI the eIIects oI the literary Ieatures oI the works in relation to the
question
the analysis is consistently well illustrated by persuasive examples.
ASSESSVENT CR|TER|A HL
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|P Language A1, Aprl| 1999
Vrltten Paper l Essay
D: Presentatlon
How well has the candidate organi:ed the essav?
How effectivelv have the candidates ideas been presented?
To what extent are supporting examples integrated into the bodv of the essav?
Achievement
Level
0 The candidate has not reached level 1.
1 Little sense of a focused and developed argument
little evidence oI a structure to the essay
little attempt to present ideas in an ordered or logical sequence.
2 Some sense of a focused and developed argument
some evidence oI a structure to the essay
some attempt to present ideas in an ordered or logical sequence.
3 A generally focused and developed argument
adequate structure to the essay
ideas are generally presented in an ordered and logical sequence
supporting examples are sometimes appropriately integrated into the body oI the
essay.
4 A clearly focused and well-developed argument
clear and logical structure to the essay
supporting examples are appropriately integrated into the body oI the essay.
5 A clearly focused, well-developed and persuasive argument
purposeIul and eIIective structure to the essay
supporting examples are well integrated into the body oI the essay.
ASSESSVENT CR|TER|A HL
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Vrltten Paper l Essay
E EE E: :: : Forma| Use of Language
How accurate, clear and precise is the language used bv the candidate?
How appropriate is the candidates choice of register and stvle for this task?
(Register refers, in this context, to the candidates sensitivitv to elements such as
the vocabularv, tone, sentence structure and idiom appropriate to the task.)
Achievement
Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
the use oI language is not readily comprehensible
many lapses in grammar, spelling and sentence construction
vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
some degree oI clarity and coherence in the use oI language
some degree oI accuracy in grammar, spelling and sentence construction
vocabulary is sometimes appropriate to the discussion oI literature.
3 The language is generally clear and coherent
adequately clear and coherent use oI language
only a Iew signiIicant lapses in grammar, spelling and sentence construction
some care shown in the choice oI vocabulary, idiom and style
the register is generally appropriate Ior literary analysis.
4 The language is clear, varied and precise
clear, varied and precise use oI language
no signiIicant lapses in grammar, spelling and sentence construction
eIIective and appropriately varied use oI vocabulary, idiom and style
suitable choice oI register.
5 The language is clear, varied, precise and concise
clear, varied, precise and concise use oI language
no signiIicant lapses in grammar, spelling and sentence construction
precise use oI wide vocabulary and varied idiom and style
eIIective choice oI register.
ASSESSVENT CR|TER|A HL
52
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
A: Se|ectlon of the Aspect and lts Treatment
The achievement level for this criterion is determined primarilv bv the treatment of ideas,
not the selection of the aspect.
How well has the candidate defined the aspect chosen?
How appropriate is the aspect chosen to the assignment?
How well has the aspect chosen been explored in relation to the assignment?
To what extent has the candidate expressed a relevant personal response?
Achievement
Level
0 The candidate has not reached level 1.
1 Little attempt to define the aspect chosen; the treatment of ideas is generally
inappropriate to the assignment
the aspect chosen is generally not appropriate to the assignment
the aspect chosen has little Iocus
the treatment oI ideas is generally not relevant to the aspect chosen or
the assignment consists mainly oI paraphrase.
2 Attempt to define the aspect chosen; the treatment of ideas is to some extent
appropriate
the aspect chosen is to some extent appropriate to the assignment
the aspect chosen has Iocus, but it is too wide
the treatment oI ideas is sometimes not relevant to the aspect chosen or
the assignment consists in part oI paraphrase.
3 The aspect is defined and followed by a generally appropriate treatment of ideas
the aspect chosen is appropriate to the assignment
the aspect chosen has a speciIic and generally relevant Iocus
the treatment oI ideas is relevant to the aspect chosen, and includes a personal response
to the work(s).
4 Clearly defined aspect followed by an appropriate treatment of ideas
the aspect chosen is appropriate to the assignment
the aspect chosen has a speciIic and relevant Iocus
the ideas show independence oI thought and their treatment is relevant to the aspect
chosen.
5 Clearly defined aspect followed by a highly appropriate treatment of ideas
the aspect chosen is highly appropriate to the assignment
the aspect chosen has a speciIic and relevant Iocus
the ideas show independence oI thought and their treatment is highly relevant to the
aspect chosen.
ASSESSVENT CR|TER|A HL
53
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
P: Know|edge and Understandlng of Vork[sj
How well does the candidate know the work(s) studied?
How much understanding has the candidate shown of the work(s) studied in relation
to the assignment?
To what extent does the candidate appreciate the cultural setting relevant to the
assignment, where appropriate?
Achievement
Level
0 The candidate has not reached level 1.
1 Little understanding of the work(s) studied
knowledge but little understanding oI the aspects oI the work(s) most relevant to the
assignment
a Iew links between works, where appropriate
little appreciation oI the cultural setting relevant to the assignment, where appropriate.
2 Some understanding of the work(s) studied
knowledge and some understanding oI the aspects oI the work(s) most relevant to the
assignment
a link between the works, where appropriate
some appreciation oI the cultural setting relevant to the assignment, where appropriate.
3 Adequate understanding of the work(s) studied
knowledge and satisIactory understanding oI the aspects oI the work(s) most relevant
to the assignment
meaningIul linking oI works, where appropriate
appreciation oI the cultural setting relevant to the assignment, where appropriate.
4 Good understanding of the work(s) studied
detailed knowledge oI, and good insight into, the aspects oI the work(s) most relevant
to the assignment
clear and meaningIul linking oI works, where appropriate
good appreciation oI the cultural setting relevant to the assignment, where appropriate.
5 Excellent understanding of the work(s) studied
in-depth knowledge oI, and very good insight into, the aspects oI the work(s) most
relevant to the assignment
meaningIul and perceptive linking oI works, where appropriate
excellent appreciation oI the cultural setting relevant to the assignment, where
appropriate.
ASSESSVENT CR|TER|A HL
54
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
C: Presentatlon
Levels 3-5 are awarded onlv to candidates who have remained the prescribed
word-limit.
How effectivelv has the candidate presented the assignment?
How precise and relevant are the candidates references?
How detailed and meaningful is the statement of intent provided, where appropriate?
Has the candidate remained within the prescribed word-limit?
Achievement
Level
0 The candidate has not reached level 1.
1 The formal structure and/or development of ideas are generally not effective
little evidence oI a structure to the assignment

selected
a Iew reIerences to the work(s), but they are generally not pertinent to the assignment
where appropriate, the statement oI intent provides Iew details about the aims oI the
assignment.
2 The formal structure and/or development of ideas are to some extent effective
evidence oI a structure to the assignment
reIerences are occasionally to the point
where appropriate, the statement oI intent includes a Iew details about the aims oI
the assignment.
3 The formal structure and/or development of ideas are effective
adequate structure to the assignment

reIerences are generally to the point
where appropriate, the presentation oI aims in the statement oI intent is generally
clear and includes some details
the candidate has remained within the prescribed word-limit.
4 The formal structure and/or development of ideas are very effective
clear and logical structure to the assignment
precise and pertinent reIerences to the work(s)
where appropriate, the statement oI intent is clear, detailed and relevant
the candidate has remained within the prescribed word-limit.
5 The formal structure and/or development of ideas are highly effective
purposeIul and eIIective structure to the assignment
precise and highly pertinent reIerences to the work(s)
where appropriate, the statement oI intent is clear, detailed and highly relevant
the candidate has remained within the prescribed word-limit.
ASSESSVENT CR|TER|A HL
55
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
D: Language
How clear is the candidates written expression?
How well has the candidate observed the conventions of written work?
(The conventions of written work relate to elements such as paragraphing, grammar,
spelling, citation of references.)
How appropriate is the register selected bv the candidate for the particular
assignment?
(Register refers, in this context, to the candidates sensitivitv to elements such as
the vocabularv, tone, sentence structure and idiom appropriate to the task.)
Achievement
Level
0 The candidate has not reached level 1.
1 Little use of appropriate language
generally inappropriate register Ior the assignment selected
Irequent lapses in the conventions oI written work.
2 Some use of appropriate language
generally appropriate register Ior the assignment selected
some lapses in the conventions oI written work
some consistency or clarity oI expression.
3 Adequate use of appropriate language
appropriate register Ior the assignment

selected
the conventions oI written work are generally Iollowed
consistency and some clarity oI expression.
4 Good use of appropriate language
the register is eIIective and appropriate Ior the assignment selected
the conventions oI written work are closely Iollowed
clarity, consistency and general Iluency oI expression.
5 Excellent use of appropriate language
the register is highly eIIective and appropriate Ior the assignment selected
careIul attention is given to the conventions oI written work
clarity, consistency and Iluency oI style.
ASSESSVENT CR|TER|A HL
56
|P Language A1, Aprl| 1999
|nterna| Assessment
Ora| Component
A: Know|edge and Understandlng of Extract or Vork[sj
How well does the candidate know and understand the content of the extract or
work(s)?
How well does the candidate situate the extract or work(s) within the context of the
larger work from which it has been taken or the bodv of works to which it belongs,
where relevant?
Achievement
Level
0 The candidate has not reached level 1.
1 Little knowledge of the extract or work(s)
little knowledge or understanding oI the content oI the extract or work(s)
little knowledge oI the appropriate context oI the extract or work(s), where relevant.
2 Some knowledge of the extract or work(s)
some knowledge but superIicial understanding oI the content oI the extract or work(s)
some knowledge oI the appropriate context oI the extract or work(s), where relevant.
3 Adequate understanding of the extract or work(s)
adequate knowledge and understanding oI the content oI the extract or work(s)
adequate knowledge oI the appropriate context oI the extract or work(s), where
relevant.
4 Good understanding of the extract or work(s)
good knowledge and understanding oI the content oI the extract or work(s)
good knowledge oI the appropriate context oI the extract or work(s), where relevant.
5 Excellent understanding of the extract or work(s)
thorough knowledge and understanding oI the content oI the extract or work(s)
precise knowledge oI the appropriate context oI the extract or work(s), where relevant.
ASSESSVENT CR|TER|A HL
57
|P Language A1, Aprl| 1999
Ora| Component
P: |nterpretatlon and Persona| Response
How valid is the candidates interpretation of the extract or work(s)?
How well has the candidate identified and analvsed the effects of literarv features in
the extract or work(s), such as diction, imagerv, tone, structure, stvle and technique?
To what extent does the candidates response show critical thinking and originalitv?
How precise and relevant are the candidates references to the extract or work(s)?
Achievement
Level
0 The candidate has not reached level 1.
1-2 Little interpretation of the extract or work(s)
little interpretation oI the thought and Ieeling expressed in the extract or work(s)
response consists mainly oI narration and/or repetition oI content
little awareness oI the literary Ieatures oI the extract or work(s).
3-4 Some interpretation of the extract or work(s)
some interpretation oI the thought and Ieeling expressed in the extract or work(s)
including some elements oI a relevant personal response, where appropriate
some awareness oI the literary Ieatures oI the extract or work(s)
the response is supported by some reIerences to the extract or work(s).
5-6 Adequate interpretation of the extract or work(s)
a generally valid and adequate interpretation oI the thought and Ieeling expressed
in the extract or work(s) including some degree oI a critical personal response,
where appropriate
adequate awareness and some analysis oI the eIIects oI the literary Ieatures oI the
extract or work(s)
the response is generally supported by relevant reIerences to the extract or work(s).
7-8 Good interpretation of the extract or work(s)
a valid and generally detailed interpretation oI the thought and Ieeling expressed in
the extract or work(s) including a considered critical response, where appropriate
good awareness and detailed analysis oI the eIIects oI the literary Ieatures oI the
extract or work(s)
the response is supported by relevant reIerences to the extract or work(s).
9-10 Excellent interpretation of the extract or work(s)
a convincing and detailed interpretation oI the thought and Ieeling expressed in the
extract or work(s) including a Iully considered and independent critical response,
where appropriate
excellent awareness and critical analysis oI the eIIects oI the literary Ieatures oI the
extract or work(s)
the response is Iully supported by precise reIerences to the extract or work(s).
ASSESSVENT CR|TER|A HL
58
|P Language A1, Aprl| 1999
Ora| Component
C: Presentatlon
How structured is the candidates response?
How effective and convincing is the candidates presentation?
How appropriatelv does the candidate integrate supporting references to the extract
or work(s)?
Achievement
Level
0 The candidate has not reached level 1.
1-2 Little sense of a focused and developed response
little evidence oI a structure to the response
little attempt to present the response with coherence and Iocus
the response is supported by Iew reIerences to the work(s) or extract.
3-4 Some sense of a focused and developed response
some evidence oI a structure to the response
some attempt to present the response with coherence although it is not always Iocused
supporting reIerences to the work(s) or extract, where relevant, are not appropriately
integrated into the body oI the response.
5-6 A generally focused and developed response
adequate structure to the response
the response is generally Iocused and presented in a coherent and eIIective manner
supporting reIerences to the work(s) or extract, where relevant, are sometimes
appropriately integrated into the body oI the response.
7-8 A focused and developed response
clear and logical structure to the response
the response is Iocused and presented in a clear, coherent, eIIective and convincing
manner
supporting reIerences to the work(s) or extract, where relevant, are appropriately
integrated into the body oI the response.
9-10 A clearly focused, well-developed and persuasive response
purposeIul and eIIective structure to the response
the response is Iocused, coherent and presented in a very eIIective and persuasive
manner
supporting reIerences to the work(s) or extract are well integrated into the body oI
the response.
ASSESSVENT CR|TER|A HL
59
|P Language A1, Aprl| 1999
Ora| Component
D: Use of Language
How accurate, clear and precise is the language used bv the candidate?
How appropriate is the candidates choice of register and stvle for the occasion?
(Register refers, in this context, to the candidates sensitivitv to elements such as the
vocabularv, tone, sentence structure and idiom appropriate to the task.)
Literarv terms are taken in the widest possible sense, for example, novel, plav, poem,
persona, character, narrator.
Achievement
Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
the speech is not readily comprehensible
many lapses in grammar and expression
vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
some degree oI clarity and coherence in the speech
some degree oI accuracy in grammar and expression
vocabulary is sometimes appropriate Ior the discussion oI literature.
3 The language is generally clear and coherent
clear speech, appropriate to the occasion
only a Iew signiIicant lapses in grammar and expression
attempts to use a register appropriate to the oral activity.
4 The language is clear, varied and precise
clear, varied and precise speech, appropriate to the occasion
no signiIicant lapses in grammar and expression
uses a register and style appropriate to the oral activity
some literary terms used appropriately.
5 The language is clear, varied, precise and concise
clear, varied, precise and concise speech, appropriate to the occasion
no signiIicant lapses in grammar and expression
an eIIective choice oI register and style
precise use oI wide vocabulary and varied grammatical structures
literary terms used appropriately.
ASSESSVENT CR|TER|A HL
60
|P Language A1, Aprl| 1999
ASSESSVENT CR|TER|A SL
Externa| Assessment
Vrltten Paper 1 Commentary
A: A: A: A: Understandlng of the Text
How well has the candidate understood the thoughts and feelings expressed in the
text?
Achievement
Level
0 The candidate has not reached level 1.
1 Little understanding of text
little understanding oI the thought and Ieeling expressed in the text
mainly irrelevant and/or inappropriate reIerences to the text.
2 Some understanding of the text
superIicial understanding oI the thought and Ieeling expressed in the text
some relevant reIerences to the text.
3 Adequate understanding of the text
adequate understanding oI the thought and Ieeling expressed in the text
relevant reIerences to the text.
4 Good understanding of the text
good understanding oI the thought and Ieeling expressed in the text
detailed and appropriate reIerences to the text.
5 Excellent understanding of the text
perceptive understanding oI the thought and Ieeling expressed in the text as well as
some oI the subtleties oI the text
detailed and well-chosen reIerences to the text.
61
|P Language A1, Aprl| 1999
Vrltten Paper 1 Commentary
P: P: P: P: |nterpretatlon of the Text
How relevant are the candidates ideas about the text?
How well has the candidate explored those ideas?
How well has the candidate illustrated claims?
To what extent has the candidate expressed a relevant personal response?
Achievement
Level
0 The candidate has not reached level 1.
1 Little interpretation of the text
the candidate`s ideas are mainly insigniIicant and/or irrelevant or
the commentary consists mainly oI narration and/or repetition oI content.
2 Some interpretation of the text
the candidate`s ideas are sometimes irrelevant
the commentary consists mainly oI unsubstantiated generalizations or
the commentary is mainly a paraphrase oI the text.
3 Adequate interpretation of the text
the candidate`s ideas are generally relevant
the analysis is adequate and generally illustrated by some relevant examples.
4 Good interpretation of the text
the candidate`s ideas are relevant
the analysis is generally detailed and illustrated by relevant examples.
5 Excellent interpretation of the text
the candidate`s ideas are clearly relevant and include an appropriate personal response
the analysis is detailed and well illustrated by good examples.
ASSESSVENT CR|TER|A SL
62
|P Language A1, Aprl| 1999
Vrltten Paper 1 Commentary
C: Appreclatlon of Some Llterary Features
To what extent is the candidate aware of the presence of literarv features in the
text, such as diction, imagerv, tone, structure, stvle, technique?
To what extent does the candidate appreciate the effects of the literarv features?
How well has the candidate supported claims about the effects of literarv features?
Achievement
Level
0 The candidate has not reached level 1.
1 Little awareness of the literary features of the text
little mention or consideration oI the literary Ieatures oI the text.
2 Some awareness or appreciation of some of the literary features of the text
some mention or consideration oI the literary Ieatures oI the text.
3 Adequate appreciation of some of the literary features of the text
general appreciation oI the eIIects oI some oI the literary Ieatures oI the text
some analysis illustrated by some relevant examples.
4 Good appreciation of some of the literary features of the text
appreciation oI the eIIects oI some oI the literary Ieatures oI the text
the analysis is adequate and generally illustrated by relevant examples.
5 Excellent appreciation of some of the literary features of the text
clear appreciation oI the eIIects oI some oI the literary Ieatures oI the text
the analysis is generally detailed and illustrated by careIully chosen examples.
ASSESSVENT CR|TER|A SL
63
|P Language A1, Aprl| 1999
Vrltten Paper 1 Commentary
D: Presentatlon
How well has the candidate organi:ed the commentarv?
How effectivelv have the candidates ideas been presented?
To what extent are supporting examples integrated into the bodv of the commentarv?
Achievement
Level
0 The candidate has not reached level 1.
1 Little sense of a focused and developed argument
little evidence oI a structure to the commentary
little attempt to present ideas in an ordered or logical sequence.
2 Some sense of a focused and developed argument
some evidence oI a structure to the commentary
some attempt to present ideas in an ordered and logical sequence.
3 A generally focused and developed argument
adequate structure to the commentary
ideas are generally presented in an ordered or logical sequence
supporting examples are sometimes appropriately integrated into the body oI the
commentary.
4 A clearly focused and well-developed argument
clear and logical structure to the commentary
supporting examples are appropriately integrated into the body oI the commentary.
5 A clearly focused, well-developed and persuasive argument
purposeIul and eIIective structure to the commentary
supporting examples are well integrated into the body oI the commentary.
ASSESSVENT CR|TER|A SL
64
|P Language A1, Aprl| 1999
Vrltten Paper 1 Commentary
E: Forma| Use of Language
How accurate, clear and precise is the language used bv the candidate?
How appropriate is the candidates choice of register and stvle, for this task?
(Register refers, in this context, to the candidates sensitivitv to elements such as the
vocabularv, tone, sentence structure and idiom appropriate to the task.)
Achievement
Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
the use oI language is not readily comprehensible
many lapses in grammar, spelling and sentence construction
vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
some degree oI clarity and coherence in the use oI language
some degree oI accuracy in grammar, spelling and sentence construction
vocabulary is sometimes appropriate to the discussion oI literature.
3 The language is generally clear and coherent
adequately clear and coherent use oI language
only a Iew signiIicant lapses in grammar, spelling and sentence construction
some care shown in the choice oI vocabulary, idiom and style
the register is generally appropriate Ior literary analysis.
4 The language is clear, varied and precise
clear, varied and precise use oI language
no signiIicant lapses in grammar, spelling and sentence construction
eIIective and appropriately varied use oI vocabulary, idiom and style
suitable choice oI register.
5 The language is clear, varied, precise and concise
clear, varied, precise and concise language use oI language
no signiIicant lapses in grammar, spelling and sentence construction
precise use oI wide vocabulary and varied idiom and style
eIIective choice oI register.
ASSESSVENT CR|TER|A SL
65
|P Language A1, Aprl| 1999
Vrltten Paper l Essay
A: Know|edge and Understandlng of Vorks
How well does the candidate know the works studied?
How much understanding has the candidate shown of the works studied in relation
to the question answered?
How detailed and/or appropriate are the candidates references to the works studied?
Achievement
Level
0 The candidate has not reached level 1.
1 Little knowledge of works
little knowledge oI, or Iamiliarity with, the Part 3 (and Part 2) works used to answer
the question.
2 Some knowledge of works
some knowledge oI, or Iamiliarity with, the Part 3 (and Part 2) works used answer
the question
superIicial understanding oI the works used.
3 Adequate understanding of works
adequate understanding oI the Part 3 (and Part 2) works used to answer the question
relevant reIerences to the works.
4 Good understanding of works
good understanding oI the Part 3 (and Part 2) works used to answer the question
detailed and appropriate reIerences to the works.
5 Excellent understanding of works
perceptive understanding oI the Part 3 (and Part 2) works used to answer the question
detailed and well-chosen reIerences to the works.
ASSESSVENT CR|TER|A SL
66
|P Language A1, Aprl| 1999
Vrltten Paper l Essay
P: Response to the Ouestlon
How well has the candidate understood the specific demands of the question?
To what extent has the candidate responded to these demands?
How well has the candidate illustrated claims?
To what extent has the candidate expressed a relevant personal response?
Achievement
Level
0 The candidate has not reached level 1.
1 Little awareness of the main implications of the question
the candidate`s ideas are mainly insigniIicant and/or irrelevant or
the essay consists mainly oI paraphrase and/or narration and/or repetition oI content.
2 Some awareness of, or response to, the main implications of the question
the candidate`s ideas are sometimes irrelevant
the essay consists mainly oI unsubstantiated generalizations.
3 Adequate response to the main implications of the question
the candidate`s ideas are generally relevant
the analysis oI the ideas is adequate and generally illustrated by some relevant
examples.
4 Good response to the main implications of the question
the candidate`s ideas are relevant and include a personal response, where appropriate
the analysis oI the ideas is generally detailed and illustrated by relevant examples.
5 Excellent response to the main implications as well as some of the subtleties of the
question
the candidate`s ideas are careIully considered and show some independence oI thought,
where appropriate
the analysis oI the ideas is detailed and well illustrated by good examples.
ASSESSVENT CR|TER|A SL
67
|P Language A1, Aprl| 1999
Vrltten Paper l Essay
C: Appreclatlon of Llterary Features
To what extent is the candidate aware of the presence of literarv features in the
works, such as diction, imagerv, tone, structure, stvle and technique?
To what extent does the candidate appreciate the effects of the literarv features in
relation to the question?
How well has the candidate supported claims about the effects of literarv features?
Achievement
Level
0 The candidate has not reached level 1.
1 Little awareness of the literary features of the works
little mention or consideration oI the literary Ieatures oI the works in relation to the
question.
2 Some awareness or appreciation of the literary features of the works
some mention or consideration oI the literary Ieatures oI the works in relation to the
question
superIicial analysis oI the literary Ieatures mentioned.
3 Adequate appreciation of the literary features of the works
some analysis oI the eIIects oI the literary Ieatures oI the works in relation to the
question
the analysis is illustrated by some relevant examples.
4 Good appreciation of the literary features of the works
adequate analysis oI the eIIects oI the literary Ieatures oI the works in relation to
the question
the analysis is appropriately illustrated by relevant examples.
5 Excellent appreciation of the literary features of the works
detailed analysis oI the eIIects oI the literary Ieatures oI the works in relation to the
question
the analysis is well illustrated by careIully chosen examples.
ASSESSVENT CR|TER|A SL
68
|P Language A1, Aprl| 1999
Vrltten Paper l Essay
D: Presentatlon
How well has the candidate organi:ed the essav?
How effectivelv have the candidates thoughts and feelings been presented?
To what extent are supporting examples integrated into the bodv of the essav?
Achievement
Level
0 The candidate has not reached level 1.
1 Little sense of a focused and developed argument
little evidence oI a structure to the essay
little attempt to present ideas in an ordered or logical sequence.
2 Some sense of a focused and developed argument
some evidence oI a structure to the essay
some attempt to present ideas in an ordered or logical sequence.
3 A generally focused and developed argument
adequate structure to the essay
ideas are generally presented in an ordered and logical sequence
supporting examples are sometimes appropriately integrated into the body oI the
essay.
4 A clearly focused and well-developed argument
clear and logical structure to the essay
supporting examples are appropriately integrated into the body oI the essay.
5 A focused, well-developed and persuasive argument
purposeIul and eIIective structure to the essay
supporting examples are well integrated into the body oI the essay.
ASSESSVENT CR|TER|A SL
69
|P Language A1, Aprl| 1999
Vrltten Paper l Essay
E: Forma| Use of Language
How accurate, clear and precise is the language used bv the candidate?
How appropriate is the candidates choice of register and stvle for this task?
(Register refers, in this context, to the candidates sensitivitv to elements such as the
vocabularv, tone, sentence structure and idiom appropriate to the task.)
Achievement
Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
the use oI language is not readily comprehensible
many lapses in grammar, spelling and sentence construction
vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
some degree oI clarity and coherence in the use oI language
some degree oI accuracy in grammar, spelling and sentence construction
vocabulary is sometimes appropriate to the discussion oI literature.
3 The language is generally clear and coherent
adequately clear and coherent use oI language
only a Iew signiIicant lapses in grammar, spelling and sentence construction
some care shown in the choice oI vocabulary, idiom and style
the register is generally appropriate Ior literary analysis.
4 The language is clear, varied and precise
clear, varied and precise use oI language
no signiIicant lapses in grammar, spelling and sentence construction
eIIective and appropriately varied use oI vocabulary, idiom and style
suitable choice oI register.
5 The language is clear, varied, precise and concise
clear, varied, precise and concise use oI language
no signiIicant lapses in grammar, spelling and sentence construction
precise use oI wide vocabulary and varied idiom and style
eIIective choice oI register.
ASSESSVENT CR|TER|A SL
70
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
A: Se|ectlon of the Aspect and lts Treatment
The achievement level for this criterion is determined primarilv bv the treatment of ideas,
not the selection of the aspect.
How well has the candidate defined the aspect chosen?
How appropriate is the aspect chosen for the assignment?
How well has the aspect chosen been explored in relation to the assignment?
To what extent has the candidate expressed a relevant personal response?
Achievement
Level
0 The candidate has not reached level 1.
1 Little attempt to define the aspect chosen; the treatment of ideas is generally
inappropriate to the assignment
the aspect chosen is generally not appropriate to the assignment
the aspect chosen has little Iocus
the treatment oI ideas is generally not relevant to the aspect chosen or
the assignment consists mainly oI paraphrase.
2 Attempt to define the aspect chosen; the treatment of ideas is to some extent
appropriate
the aspect chosen is to some extent appropriate to the assignment
the aspect chosen has Iocus, but it is too wide
the treatment oI ideas is sometimes not relevant to the aspect chosen or
the assignment consists in part oI paraphrase.
3 The aspect is defined and followed by a generally appropriate treatment of ideas
the aspect chosen is appropriate to the assignment
the aspect chosen has a speciIic and generally relevant Iocus
the treatment oI ideas is relevant to the aspect chosen, and includes a personal
response to the works.
4 Clearly defined aspect followed by an appropriate treatment of ideas
the aspect chosen is appropriate to the assignment
the aspect chosen has a speciIic and relevant Iocus
the ideas show independence oI thought and their treatment is relevant to the aspect
chosen.
5 Clearly defined aspect followed by a highly appropriate treatment of ideas
the aspect chosen is highly appropriate to the assignment
the aspect chosen has a speciIic and relevant Iocus
the ideas show independence oI thought and their treatment is highly relevant to the
aspect chosen.
ASSESSVENT CR|TER|A SL
71
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
P: Know|edge and Understandlng of Vorks
How well does the candidate know the works studied?
How much understanding has the candidate shown of the works studied in relation
to the assignment?
To what extent does the candidate appreciate the cultural setting relevant to the
assignment, where appropriate?
Achievement
Level
0 The candidate has not reached level 1.
1 Little understanding of the works studied
knowledge but little understanding oI the aspects oI the works most relevant to the
assignment
a Iew links between works, where appropriate
little appreciation oI the cultural setting relevant to the assignment, where appropriate.
2 Some understanding of the works studied
knowledge and some understanding oI the aspects oI the works most relevant to the
assignment
a link between the works, where appropriate
some appreciation oI the cultural setting relevant to the assignment, where appropriate.
3 Adequate understanding of the works studied
knowledge and satisIactory understanding oI the aspects oI the works most relevant
to the assignment
meaningIul linking oI works, where appropriate
appreciation oI the cultural setting relevant to the assignment, where appropriate.
4 Good understanding of the works studied
detailed knowledge oI, and good insight into, the aspects oI the works most relevant
to the assignment
clear and meaningIul linking oI works, where appropriate
good appreciation oI the cultural setting relevant to the assignment, where appropriate.
5 Excellent understanding of the works studied
in-depth knowledge oI, and very good insight into, the aspects oI the works most
relevant to the assignment
meaningIul and perceptive linking oI works, where appropriate
excellent appreciation oI the cultural setting relevant to the assignment, where
appropriate.
ASSESSVENT CR|TER|A SL
72
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
C: Presentatlon
Levels 3-5 are awarded onlv to candidates who have remained the prescribed
word limit.
How effectivelv has the candidate presented the assignment?
How precise and relevant are the candidates references?
How detailed and meaningful is the statement of intent provided, where appropriate?
Has the candidate remained within the prescribed word-limit?
Achievement
Level
0 The candidate has not reached level 1.
1 The formal structure and/or development of ideas are generally not effective
little evidence oI a structure to the assignment

selected
a Iew reIerences to the works, but they are generally not pertinent to the assignment
where appropriate, the statement oI intent provides Iew details about the aims oI the
assignment.
2 The formal structure and/or development of ideas are to some extent effective
evidence oI a structure to the assignment
reIerences are occasionally to the point
where appropriate, the statement oI intent includes a Iew details about the aims oI
the assignment.
3 The formal structure and/or development of ideas are effective
adequate structure to the assignment

reIerences are generally to the point
where appropriate, the presentation oI aims in the statement oI intent is generally
clear and includes some details
the candidate has remained within the prescribed word-limit.
4 The formal structure and/or development of ideas are very effective
clear and logical structure to the assignment
precise and pertinent reIerences to the works
where appropriate, the statement oI intent is clear, detailed and relevant
the candidate has remained within the prescribed word-limit.
5 The formal structure and/or development of ideas are highly effective
purposeIul and eIIective structure to the assignment
precise and highly pertinent reIerences to the works
where appropriate, the statement oI intent is clear, detailed and highly relevant
the candidate has remained within the prescribed word-limit.
ASSESSVENT CR|TER|A SL
73
|P Language A1, Aprl| 1999
Vor|d Llterature Asslgnment
D: Language
How clear is the candidates written expression?
How well has the candidate observed the conventions of written work?
(The conventions of written work relate to elements such as paragraphing, grammar,
spelling, citation of references.)
How appropriate is the register selected bv the candidate for the particular
assignment?
(Register refers, in this context, to the candidates sensitivitv to elements such as
the vocabularv, tone, sentence structure and idiom appropriate to the task.)
Achievement
Level
0 The candidate has not reached level 1.
1 Little use of appropriate language
generally inappropriate register Ior the assignment selected
Irequent lapses in the conventions oI written work.
2 Some use of appropriate language
generally appropriate register Ior the assignment selected
some lapses in the conventions oI written work
some consistency or clarity oI expression.
3 Adequate use of appropriate language
appropriate register Ior the assignment

selected
the conventions oI written work are generally Iollowed
consistency and some clarity oI expression.
4 Good use of appropriate language
the register is eIIective and appropriate Ior the assignment selected
the conventions oI written work are closely Iollowed
clarity, consistency and general Iluency oI expression.
5 Excellent use of appropriate language
the register is highly eIIective and appropriate Ior the assignment selected
careIul attention is given to the conventions oI written work
clarity, consistency and Iluency oI style.
ASSESSVENT CR|TER|A SL
74
|P Language A1, Aprl| 1999
|nterna| Assessment
Ora| Component
A: Know|edge and Understandlng of Extract or Vork[sj
How well does the candidate know and understand the content of the extract or
work(s)?
How well does the candidate situate the extract or work(s) within the context of the
larger work from which it has been taken or the bodv of works to which it belongs,
where relevant?
Achievement
Level
0 The candidate has not reached level 1.
1 Little knowledge of the extract or work(s)
little knowledge or understanding oI the content oI the extract or work(s)
little knowledge oI the appropriate context oI the extract or work(s), where relevant.
2 Some knowledge of the extract or work(s)
some knowledge but superIicial understanding oI the content oI the extract or work(s)
some knowledge oI the appropriate context oI the extract or work(s), where relevant.
3 Adequate knowledge of the extract or work(s)
adequate knowledge and understanding oI the content oI the extract or work(s)
adequate knowledge oI the appropriate context oI the extract or work(s), where
relevant.
4 Good knowledge of the extract or work(s)
good knowledge and understanding oI the content oI the extract or work(s)
good knowledge oI the appropriate context oI the extract or work(s), where relevant.
5 Excellent knowledge of the extract or work(s)
thorough knowledge and understanding oI the content oI the extract or work(s)
precise knowledge oI the appropriate context oI the extract or work(s), where relevant.
ASSESSVENT CR|TER|A SL
75
|P Language A1, Aprl| 1999
Ora| Component
P: |nterpretatlon and Persona| Response
How valid is the candidates interpretation of the extract or work(s)?
How well has the candidate identified and analvsed the effects of literarv features in
the extract or work(s), such as diction, imagerv, tone, structure, stvle and technique?
To what extent does the candidates response show critical thinking and originalitv?
How precise and relevant are the candidates references to the extract or work(s)?
Achievement
Level
0 The candidate has not reached level 1.
1-2 Little interpretation of the extract or work(s)
little interpretation oI the thought and Ieeling expressed in the extract or work(s)
response consists mainly oI narration and/or repetition oI content
little or no awareness oI the literary Ieatures oI the extract or work(s)
3-4 Some interpretation of the extract or work(s)
some interpretation oI the thought and Ieeling expressed in the extract or work(s)
some awareness oI the literary Ieatures oI the extract or work(s)
the response is supported by some reIerences to the extract or work(s).
5-6 Adequate interpretation of the extract or work(s)
adequate interpretation oI the thought and Ieeling expressed in the extract or work(s)
including sometimes valid personal observations, where appropriate
adequate awareness but little analysis oI the eIIects oI the literary Ieatures oI the
extract or work(s)
the response is supported by generally relevant reIerences to the extract or work(s).
7-8 Good interpretation of the extract or work(s)
a generally valid interpretation oI the thought and Ieeling expressed in the extract or
work(s), including some degree oI a critical personal response, where appropriate
clear awareness and some analysis oI the eIIects oI the literary Ieatures oI the
extract or work(s)
the response is supported by relevant reIerences to the extract or work(s).
9-10 Excellent interpretation of the extract or work(s)
a valid interpretation oI the thought and Ieeling expressed in the extract or work(s),
including a considered critical response, where appropriate
clear awareness and analysis oI the eIIects oI the literary Ieatures oI the extract or
work(s)
the response is well supported by accurate and relevant reIerences to the extract or
work(s).
ASSESSVENT CR|TER|A SL
76
|P Language A1, Aprl| 1999
Ora| Component
C: Presentatlon
How structured is the candidates response?
How effective and convincing is the candidates presentation?
How appropriatelv does the candidate integrate supporting references to the extract
or work(s)?
Achievement
Level
0 The candidate has not reached level 1.
1-2 Little sense of a focused and developed response
little evidence oI a structure to the response
little attempt to present the response with coherence and Iocus
the response is supported by Iew reIerences to the work(s) or extract.
3-4 Some sense of a focused and developed response
some evidence oI a structure to the response
some attempt to present the response with coherence although it is not always Iocused
supporting reIerences to the work(s) or extract, where relevant, are not appropriately
integrated into the body oI the response.
5-6 A generally focused and developed response
adequate structure to the response
the response is generally Iocused and presented in a coherent and eIIective manner
supporting reIerences to the work(s) or extract, where relevant, are sometimes
appropriately integrated into the body oI the response.
7-8 A focused and developed response
clear and logical structure to the response
the response is Iocused and presented in a clear, coherent, eIIective and convincing
manner
supporting reIerences to the work(s) or extract, where relevant, are appropriately
integrated into the body oI the response.
9-10 A clearly focused, well-developed and persuasive response
purposeIul and eIIective structure to the response
the response is Iocused, coherent and presented in a very eIIective and persuasive
manner
supporting reIerences to the work(s) or extract are well integrated into the body oI
the response.
ASSESSVENT CR|TER|A SL
77
|P Language A1, Aprl| 1999
Ora| Component
D: Use of Language
How accurate, clear and precise is the language used bv the candidate?
How appropriate is the candidates choice of register and stvle for the occasion?
(Register refers, in this context, to the candidates sensitivitv to elements such as the
vocabularv, tone, sentence structure and idiom appropriate to the task.)
Literarv terms taken in the widest possible sense (e.g. novel, plav, poem, persona,
character, narrator).
Achievement
Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
the speech is not readily comprehensible
many lapses in grammar and expression
vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
some degree oI clarity and coherence in the speech
some degree oI accuracy in grammar and expression
vocabulary is sometimes appropriate Ior the discussion oI literature.
3 The language is generally clear and coherent
clear speech, appropriate to the occasion
only a Iew signiIicant lapses in grammar and expression
attempts to use a register appropriate to the oral activity.
4 The language is clear, varied and precise
clear, varied and precise speech, appropriate to the occasion
no signiIicant lapses in grammar and expression
suitable choice oI register and style
some literary terms used appropriately.
5 The language is clear, varied, precise and concise
clear, varied, precise and concise speech, appropriate to the occasion
no signiIicant lapses in grammar and expression
an eIIective choice oI register and style
precise use oI wide vocabulary and varied grammatical structures
literary terms used appropriately.
ASSESSVENT CR|TER|A SL
78
|P Language A1, Aprl| 1999