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Global Issues Intertextual Comparisons

This document outlines different fields of inquiry and global issues that can be focused on for intertextual comparisons in an IB English course. It provides 7 examples of concept frames related to different global issues that works of literature can be analyzed through, such as the impact of religion, relationships between power and justice, and responses to war. Students are instructed to choose a concept frame to analyze how it is represented in translated and original English texts, and how the author's position is portrayed. They are given examples comparing texts related to religion, war, and trauma. The document directs students to a video for the full lecture on making intertextual comparisons through these global issue concepts.

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51 views4 pages

Global Issues Intertextual Comparisons

This document outlines different fields of inquiry and global issues that can be focused on for intertextual comparisons in an IB English course. It provides 7 examples of concept frames related to different global issues that works of literature can be analyzed through, such as the impact of religion, relationships between power and justice, and responses to war. Students are instructed to choose a concept frame to analyze how it is represented in translated and original English texts, and how the author's position is portrayed. They are given examples comparing texts related to religion, war, and trauma. The document directs students to a video for the full lecture on making intertextual comparisons through these global issue concepts.

Uploaded by

api-520766585
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Global Issues: Intertextual Comparisons

IB English HL 1 & 2

1. The impact of ____________ on ______________ .

2. The relationship between ____________ and ______________ .

3. The question of ____________ during a time of ______________ .

4. Interpretations of ____________ in literature .


Global Issue Concept Frames:
5. ____________ as a source/force of ______________ .

6. The ____________ between ____________ and ______________ .

7. Emotional responses to ____________ in literature.

8. Conceptual understandings of ____________ in literature.

Watch this video for the full lecture:​ ​https://youtu.be/mD3S9D3lnCA

Field of Inquiry Global Issue Focus Translated Text: English Text:


(use concept frame) Author’s Position & Passage of Focus Author’s Position & Passage of Focus

Culture, Identity, and


Community:​ ​You might focus on
the way in which works explore
aspects of family, class, race,
ethnicity, nationality, religion,
gender and sexuality, and the way
these impacts on individuals and
societies. You might also focus on
issues concerning immigration,
migration, colonialism and
nationalism. Another focus could
be how identity shapes and is
shaped by relationships.
Field of Inquiry Global Issue Focus Translated Text: English Text:
(use concept frame) Author’s Position & Passage of Focus Author’s Position & Passage of Focus

Beliefs, Values, and Education: Religion and how it CDF (16) TTTC (135)
You might focus on the way in is represented in Townspeople blindly follow the church Shows how religion is merely a comfort for
which works explore the beliefs the individual despite their constant disappointments people in order to distract them from the
and values nurtured in particular and arrogance towards common people unknown after death
societies and the ways they shape Portrays religion in a negative and Some believe in in while others don’t.
individuals, communities and manipulative light O’Brien shows this comparison.
educational systems. You might
also explore the tensions that arise
when there are conflicts of beliefs
and values, and ethics.

Field of Inquiry Global Issue Focus Translated Text: English Text:


(use concept frame) Author’s Position & Passage of Focus Author’s Position & Passage of Focus

Politics, Power, and Justice:​ ​You War Chronicle of a Death Foretold (60) TTTC
might focus on the ways in which Power dynamic between the twins forms Ghost Soldiers (220) “i wanted to hurt him”
works explore aspects of rights and Pedro as the most responsible one since the trauma causes men to lose their morality
responsibilities, the workings and he was a soldier or logical thinking
structures of governments and Sexual Promiscuity through Pedro’s Speaking of Courage shows the struggles to
institutions. You might also gonorrhea move past traumas from war through
investigate hierarchies of power, Depicts Pedro as honorable by serving Norman Bowker’s inability to assimilate
poverty and the distribution of but also contrasts on his hesitancy to kill back into society
wealth and resources, the limits of Santiago which Pablo insists upon Sweetheart of Song Tra Bong shows how
justice and the law, equality and the intensity of the war can cause people to
inequality, human rights and peace completely lose themselves and change
and conflict. permanently

Field of Inquiry Global Issue Focus Translated Text: English Text:


(use concept frame) Author’s Position & Passage of Focus Author’s Position & Passage of Focus

Art, Creativity, and the


Imagination:​ ​You might focus on
the ways in which works explore
aspects of aesthetic inspiration,
creation, craft, and beauty. You
might also focus on the shaping
and challenging of perceptions
through art, and the function,
value, and effects of art in society.

Field of Inquiry Global Issue Focus Translated Text: English Text:


(use concept frame) Author’s Position & Passage of Focus Author’s Position & Passage of Focus
Science, Technology, and the
Natural World:​ ​You might focus
on the ways in which works
explore the relationship between
humans and the environment and
the implications of technology and
media for society. You might also
consider the idea of scientific
development and progress. An
additional focus could be on how
technology isolates or connects
humans to each other, to nature, or
their own personal identity.

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