English Language and Literature SL and HL

2014-2016
Teachers: David Marrinson, Steve Markey
Emails: d.marrinson_gwa@gemsedu.com, s.markey_gwa@gemsedu.com
Available: By appointmentplease email. Mr. Markey is also available Day 2 Period
3, Day 5 Period 5, and Day 6 Period 5 in the DP 2 work area.

Course Description:
The IBO provides a detailed description of this course in the subject course guide.
This document can be found on the GLG and Managebac.

Language A: Language and Literature comprises four partstwo relate to the study of
Language and two to the study of Literature. The study of the texts produced in a
language is central to an active engagement with language and culture and, by
extension, to how we see and understand the world in which we live.

A key aim of the Language A: Language and Literature course is to encourage students to
question the meaning generated by language and texts, which, it can be argued, is rarely
straightforward and unambiguous. Helping students to focus closely on the language of the
texts they study and to become aware of the role of each texts wider context in shaping its
meaning is central to the course.

The Language A: Language and Literature course aims to develop in students skills of textual
analysis and the understanding that texts, both literary and non-literary, can be seen as
autonomous yet simultaneously related to culturally determined reading practices.

In view of the international nature of the IB and its commitment to intercultural

understanding, the Language A: Language and Literature course does not limit the study
of texts to the products of one culture or of the cultures covered by any one language.
The study of literature in translation from other cultures is especially important to IB
Diploma Programme students because it contributes to a global perspective, thereby
promoting an insight into, and understanding of, the different ways in which cultures
influence and shape the experiences of life common to all humanity.

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Topics and Parts of the Course:
2014-2015:
Part 1: language in cultural
context
Part 4: detailed study
2015-2016:
Part 3: texts and contexts
Part 2: media and mass
communication
A variety of texts will be studied,
focusing on:
language and identity, language and
culture, language and power
Texts studied:
F. Scott Fitzgerald, The Great
Gatsby
Arthur Miller, A View From the
Bridge
Poetry of Sylvia Plath (HL only)
Texts studied:
Aleksandr Solzhenitsyn, One Day
in the Life of Ivan Denisovich
Cormac McCarthy, The Road
Mark Twain, The Adventures of
Huckleberry Finn (HL only)
A variety of texts will be studied,
focusing on:
Advertising, Journalism, The Analysis of
Visual Texts, and the study of
representation in the media.
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Assessment Dates:

Lang/Lit Higher Level

2014-2015
Written Task 2 (26th November for
section 4, 27th November for section 3,
26th November for section 2, 26th
November for section 1)
FOA (6 January)
Written Task 1 (13 April)
IOC (31 May)

Lang/Lit Standard Level

2014-2015
Written Task 1 (26th November for
section 4, 27th November for section 3,
26th November for section 2, 26th
November for section 1)
FOA (6 January)
Written Task 1 (13 April)
IOC (31 May)

Please Note: the course outline and assessment dates may be revised by the teacher,
students should refer to ManageBac for up to date information regarding their course of
study.

IBO Grades

All students in Grade 12 will write the IBO external examinations in May. The results of
these examinations will be released in July and are based on external examinations and
internal assessments carried out by the teacher.

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Group 1 (studies in language and literature)
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

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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

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May 2014 Grade Boundaries

GWA Assessment Policies:

Assessment:

Students will be evaluated using formative and summative assessments. The purpose of
formative assessments is to prepare students for summative assessments. Formative
assessments will take many forms with the goal of scaffolding the knowledge, skills and
the critical thinking required to successfully complete summative assessments. All
summative assessments will be graded on the 1-7 IB scale, with the exception of TOK
which the IB grades on an A-E scale. All reports will reflect the IB 1-7 grading scale and
will be based the best-fit approach to assessment.

Regulations Regarding Malpractice

Regulations regarding malpractice define malpractice as behaviour that results in, or

may result in, the student or any other student gaining an unfair advantage in one or
more assessment components. Malpractice includes:

plagiarism: this is defined as the representation of the ideas or work of another

person as the candidates own. Students can avoid plagiarism by properly
acknowledging both direct quotes, images, etc. as well as the ideas of others.

collusion: this is defined as supporting malpractice by another student, as in

allowing ones work to be copied or submitted for assessment by another

duplication of work: this is defined as the presentation of the same work for
different assessment components and/or diploma requirements

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 any other behaviour that gains an unfair advantage for a student or that affects the
results of another candidate (for example, taking unauthorized material into an
examination room, misconduct during an examination, falsifying a CAS record).

Protocol For In-School Malpractice

The following steps will be followed in cases of malpractice:

1. Teachers will advise students of suspicion of misconduct
2. A record of the incident will be forwarded to the Diploma Programme Coordinator
3. The Diploma Programme Coordinator will discuss the incident with the teacher
4. The Diploma Programme Coordinator will interview the student involved
5. The Diploma Programme Coordinator will forward his or her assessment of the
incident to the Secondary School Administration
6. The Secondary School Administration will assess the infraction and impose
possible consequences.

Late Assessment Procedures

When assessing students at GWA it is important for teachers to be able to provide

students and their parents with a grade that, as much as possible, reflects their ability in
a course. It is also important for students to meet reasonably established timelines to
complete their assessments. In order to achieve this goal, the following procedures for
the submission of summative assessments has been established:

1. Teachers will post the due date on ManageBac with reasonable lead-time for
students to complete the assessment.

2. Submission of the assessment on the due date.

3. In cases where an assessment has, not been submitted by the due date and there is
no impeding resolution to the issue, teachers will email parents the details of the
assessment task and notify them that their son or daughter will be required to attend
one-hour after school study hall sessions until such time as the assessment is submitted.

4. Consistent failure to meet assessment deadlines will be viewed as a significant

disciplinary issue and will be escalated to the Secondary School administration.

5. In some cases, based on the nature of the assessment students may be required to
complete an alternative assessment.

6. The procedures noted above apply only to summative assessments; failure to

complete formative assessments will be recorded and shared with parents and students
as an indicator of student engagement and success.

7. Students who fail to sit a test or exam on the scheduled day must have an excused
absence if they are to re-take the test without consequence. In the case of a missed test,
parents must contact the teacher by email within 24 hours otherwise students will be
required to attend three after school study hall sessions. If students have missed an

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exam, it will be immediately escalated to the Secondary School administration as a
major disciplinary issue.

Students who have an excused absence for a test must make arrangements to write the
test immediately upon their return to school. This may include writing the test during
lunch or after school. Students and parents should arrange their schedules accordingly.

No re-tests will take place during class nor will they be unsupervised. To ensure the
integrity of any test that is missed, excused or unexcused, students may be required to
take an alternative test. Whether the absence is excused or unexcused, the assessment
must be completed as soon as is reasonably possibly once they have returned to school.
If students do not complete their test upon returning to school it will be viewed as an
unexcused test absence (see above).

Any student who has not completed an External or Internal Assessment for the IB after five
after school study hall sessions will be deemed a major disciplinary issue that will be
reported to the Secondary School administration.

Responsibilities of the Student:

Students who wish to be successful and achieve their academic goals in DP Language
and Literature will recognize the sustained and consistent effort that will be required
over the full two years of the programme.

Skills, and subsequent practice introduced in the early days of the course will be honed
and developed throughout the two years to enable students to reach the high standards
of analysis as well as written and oral communication.

Behaviours that will increase the likelihood of success include the following:

1. Regular attendance and appropriate follow up by the student when absent.

2. Prepared for class as instructed by the teacher. This may include readings,
annotations, bringing the expected materials.
3. Maintaining notes and notebooks that can be easily referenced at a later date
4. Taking responsibility to set up meeting times with the teacher to clarify
assessment feedback or receive extra help.
5. Taking advantage of the instruction and work time offered during class time and
school hours.
6. Reading the texts (preferably more than once).
7. Thinking for yourself and not depending on easily available summaries.
8. Contributing to meaningful class discussion.