COURSE OUTLINE – DP LANGUAGE & LITERATURE

Course Description:

English A: Language and Literature is a two-year course that focuses on the study and appreciation of language and literature
across our culture and the cultures of other societies. Parts 1 and 2 are intended to broaden the students’ perspectives and
develop their skills in analysis and language production through the study of a wide range of text-types. Students are given
opportunities to explore how language develops in specific cultural contexts, how it affects the world and how it shapes both
individual and group identity. Students are also asked to consider the way language is used in the media and address the issue
of how the production and reception of texts is influenced by the medium in which they are delivered. Parts 3 and 4 focus on
the detailed study of literature. Students are asked to consider the changing historical, cultural and social contexts in which
particular texts are written and received, to demonstrate how form, structure and style influence both meaning and context
and to understand the attitudes and values expressed by texts and their impact on readers.

Assessment Objectives:

There are four assessment objectives at SL and at HL for the language A: language and literature course.

1. Knowledge and understanding

 Demonstrate knowledge and understanding of a range of texts
 Demonstrate an understanding of the use of language, structure, technique and style
 Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how
context influences this constructed meaning
 Demonstrate an understanding of how different perspectives influence the reading of a text

2. Application and analysis

 Demonstrate an ability to choose a text type appropriate to the purpose required
 Demonstrate an ability to use terminology relevant to the various text types studied
 Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader
 Demonstrate an awareness of the ways in which the production and reception of texts contribute to their
meanings
 Demonstrate an ability to substantiate and justify ideas with relevant examples

3. Synthesis and evaluation

 Demonstrate an ability to compare and contrast the formal elements, content and context of texts
 Discuss the different ways in which language and image may be used in a range of texts
 Demonstrate an ability to evaluate conflicting viewpoints within and about a text
At HL only:
 Produce a critical response evaluating some aspects of text, context and meaning

4. Selection and use of appropriate presentation and language skills

 Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
 Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and
situations
 Demonstrate an ability to discuss and analyse texts in a focused and logical manner
At HL only:
 Demonstrate an ability to write a balanced, comparative analysis
Course Syllabus, Assessment Overview & Timeline

The English A1 (HL) syllabus is divided into four compulsory parts. Below is a sampling of the texts used. Texts are subject to change.

Parts Text IB Assessments

Part I: Language in Essays Oral Activity 1- last 2
cultural context 1984 weeks of November
In this part of the course
students are given the
opportunity to explore how
language develops in specific
Documentary Control Room
cultural contexts, how it
impacts the world and how Internet Web Sites
language shapes both
individual and group identity. Blogs Written Task 1- end of
February
Legal Documents

Propaganda

Allison,Rob, Brian English A: Language

Chanen and Literature,
Course Companion
Part II: Language and . Advertising Oral Activity 2 – April
Mass Communication
In part 2 students consider the Newspaper articles
way language is used in the
media. Mass media include
newspapers, magazines, the
Opinion pieces
Internet (i.e. social Written Task 2 - middle
networking), mobile telephony, TV shows of May
radio and film. This section also
addresses the issue of how the Mobile media
production and reception of
texts is influenced by the
medium through which they Huxely, Aldous Brave New World
are delivered.
Allison,Rob, Brian English A: Language Oral Activity: 15%
Chanen and Literature,
Course Companion Written Tasks: 20%

O”Brien, Susie, Popular Culture: A

Imre Szeman User’s Guide
 Course Syllabus, Assessment Overview & Timeline cont.

Part III: Literature Texts & Three texts, one of which is a text in May 2016 Examination
Contexts translation chosen from the Prescribed Session
In part 3, students consider the Literature in Translation (PLT), one from (External Assessment)
changing historical, cultural and the Prescribed List of Authors (PLA) for
social contexts in which Paper 1 (25%): Comparative
particular texts are written and
the Language A studied. The other may Textual Analysis (Unseen
received. This section also be freely chosen. Passages) based on both years
explores how the formal of the course. (2 hours)
elements of the text, genre and • Life of Pi (Yann Martel) Paper 2 (25%): Essay (based
structure can not only be seen
to influence meaning but can • Persepolis (Marjane Satrapi) on Part 3 texts)
also be influenced by context.
• The Penelopiad (Margaret Atwood)
Also, students will examine and Students select one of six
understand the attitudes and questions on which to write
values expressed by literary their essay.
texts and their impact on
readers.

Part IV: Literature Critical Part 4: Literature Critical Study Written Task 1 (10%): A
Study three texts all chosen from the Creative Approach (800-1000
words) with a 200-300 word
Prescribed List of Authors (PLA) for the rationale to support. *you will
Part 4 encompasses the Language A studied: write one for each reading
importance of close skills to the and in the spring choose ONE
interpretation and to submit to IB
understanding of a text. During • The Great Gatsby (F. Scott Fitzgerald)
this section of the course, • Macbeth (William Shakespeare) Written Task 2 (HL only)
students will explore 2(SL) and
3(HL) literary works in detail, • Death of a Salesman (Arthur Miller) (10%): A Formal Essay; this is
a critical response to one of
examining various meanings of
six prescribed questions (800-
a text and responding to items
1000 words)—no rationale
such as language,
needed. *you will write one
characterization, and
for each reading and in the
structures. Further, students
spring choose ONE to submit
analyze themes, ethics, and
to IB
moral values of literary
characters, as well as
understand and make Individual Oral Commentary
appropriate literary terms such (15%)*The orals will take
as imagery, persona, tone, place before the winter
metaphor and irony. holiday at the end of the Part
4 section of the course.

IB assessments are comprised of a combination of internal and external assessments (see table above).
Grade Descriptors:

Grade 7
Demonstrates excellent understanding and appreciation of the interplay between form and content in regard to the question or task; responses that may
be convincing, detailed, independent in analysis, synthesis and evaluation; highly developed levels of expression, both orally and in writing; very good
degree of accuracy and clarity; very good awareness of context and appreciation of the effect on the audience/reader; very effective structure with
relevant textual detail to support a critical engagement with the thoughts and feelings expressed in the work(s).
*Demonstrates refined appreciation of literary style and a full engagement with the act of transforming literature into performance; the personal qualities
necessary to work with others in a purposeful and effective manner.

Grade 6
Demonstrates very good understanding and appreciation of the interplay between form and content in regard to the question or task; responses that are,
mainly, convincing, as well as detailed and independent to some degree, in analysis, synthesis and evaluation; well-developed levels of expression, both
orally and in writing; good degree of accuracy and clarity; good awareness of context and appreciation of the effect on the audience/reader; effective
structure with relevant textual detail to support a critical engagement with the thoughts and feelings expressed in the work(s).
*Demonstrates clear appreciation of literary style and a solid engagement with the act of transforming literature into performance; willingness to work
with others in a constructive manner.

Grade 5
Demonstrates good understanding and appreciation of the interplay between form and content in regard to the question or task; responses that offer
generally considered and valid analysis, synthesis and / or evaluation; good levels of expression, both orally and in writing; adequate degree of accuracy
and clarity; awareness of context and appreciation of the effect on the audience/reader; clear structure with relevant textual detail to support an
engagement with the thoughts and feelings expressed in the work(s).
*Demonstrates an appreciation of literary style and an engagement with the act of transforming literature into performance; recognisable involvement to
work with others in a cooperative manner.

Grade 4
Demonstrates adequate knowledge and understanding of the question or task; responses that are generally valid in analysis and / or synthesis; satisfactory
powers of expression, both orally and in writing; only some lapses in accuracy and clarity; some awareness of context and appreciation of the effect on the
audience/ reader; a basic structure within which the thoughts and feelings of the work(s) are explored.
*Demonstrates some appreciation of literary style and some commitment in the act of transforming literature into performance; an acceptance of the
need to work with others.

Grade 3
Demonstrates some knowledge and some understanding of the question or task; responses that are only sometimes valid and / or appropriately detailed;
some appropriate powers of expression, both orally and in writing; lapses in accuracy and clarity; limited awareness of context and appreciation of the
effect on the audience/reader; some evidence of a structure within which the thoughts and feelings of the work(s) are explored.
*Demonstrates little appreciation of literary style and modest commitment to the act of transforming literature into performance; little apparent attempt
to work with others effectively.

Grade 2
Demonstrates superficial knowledge and understanding of the question or task; responses that are of generally limited validity; limited powers of
expression, both orally and in writing; significant lapses in accuracy and clarity; little awareness of context and appreciation of the effect on the
audience/reader; rudimentary structure within which the thoughts and feelings of the work(s) are explored.
*Demonstrates very little appreciation of literary style and little commitment to the act of transforming literature into performance; sparse evidence of
involvement in working with others effectively.

Grade 1
Demonstrates very rudimentary knowledge and understanding of the question or task; responses that are of very limited validity; very limited powers of
expression, both orally and in writing; widespread lapses in accuracy and clarity; no awareness of context and appreciation of the effect on the
audience/reader; very rudimentary structure within which the thoughts and feelings of the work(s) are explored.
*Demonstrates very little appreciation of literary style and negligible involvement with the act of transforming literature into performance; inability to
work with others.

* Applies to literature and performance only

BC Ministry Requirements:

In line with the philosophy of the IB Diploma Programme, students will be assessed against the course objectives at their
current level of achievement on the 7-point scale throughout the course. As required by the Ministry of Education,
students will also be given a percentage converted from the IB level that reflects their achievement in relation to the
corresponding BC Curriculum course.

Approaches to Learning (ATL)

Approaches to learning across the Diploma Programme refer to deliberate strategies, skills and attitudes which are
intrinsically linked with the learner profile attributes, enhance student learning and assist student preparation for the
Diploma Programme assessment and beyond.

The five approaches to learning categories in the DP are:

 thinking skills
 social skills
 communication skills
 self-management skills
 research skills

Development of these skills are key to success in the Diploma Programme and will be formally and informally taught and
assessed.

Academic Honesty and Personal Integrity

The faculty at Carson Graham expects our students to complete academic and nonacademic work that is authentic and
respectful of intellectual property. As diploma candidates, you are expected to adhere to the school’s Policy for Academic
Integrity, and also to the principles and practices set out in the IB document, Diploma Programme: Academic Honesty,
2011. Ignorance of the standards related to academic honesty and student integrity is not an excuse for dishonesty,
plagiarism and malpractice. You are expected to familiarize yourself with the policy.
http://www.sd44.ca/school/carson/Documents/Carson%20Graham%20Policy%20for%20Academic%20Honesty%20June%202015.pdf