IOP – a student guide 2011 Monday, 19 November 2018

A new course… The Individual Oral Presentation A 10-15 minute presentation with Q+A The focus is chosen by the students and is inspired by the reading undertaken in term 1 The texts focus on the literature of World War 1. Both HL and SL read three texts.

Text 1 ALL QUIET ON THE WESTERN FRONT (Remarque) A semi autobiographical response to the war which follows a group of friends as they enlist and serve in the trenches. Originally written in German it provides a perspective on the war which is not otherwise studied. Students will need to purchase a copy.

TEXT 2 A selection of poetry by Owen and Sassoon will be studied and students will be expected to research the relationship between these two men. Students will be expected to undertake wider reading of poetry. Whilst analysis will be expected, students will need to develop a personal response to the ideas raised by the poems. The poems will be found in the anthology UP THE LINE TO DEATH which the school will provide.

TEXT 3 A section from LETTERS FROM A LOST GENERATION, which follows the correspondence of Vera Brittain with her fiance, her brother and a close family friend. The only non-fiction text studied. Students may choose to respond to these letters in the form of a more creative presentation or to use them as a comparison with the other texts.

TEXT 3: dramatis personae Vera Brittain 1893-1970: Served as a nurse in WW1, after which she became famous as a feminist, pacifist and writer. Roland Leighton 1895-1915: Her fiance. Edward Brittain 1895-1918: Her younger brother, killed at the very end of the war. Geoffrey Thurlow 1895-1917: A family friend Victor Richardson 1895-1917: A school friend of Edward, a family friend

Assessment The oral is assessed in 3 criteria: Criterion A Knowledge and understanding of the work(s) 10 marks Criterion B Presentation 10 marks Criterion C Language 10 marks Total 30 marks

Criterion A Criterion A: Knowledge and understanding of the work(s) • How much knowledge and understanding does the student show of the work(s) used in the presentation? Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 There is very limited knowledge and virtually no understanding of the content of the work(s) presented. 3–4 There is some knowledge and superficial understanding of the content of the work(s) presented. 5–6 There is adequate knowledge and understanding of the content and some of the implications of the work(s) presented. 7–8 There is good knowledge and understanding of the content and many of the 9–10 There is very good knowledge and understanding of the content and most of the

Criterion B Criterion B: Presentation • How much attention has been given to making the delivery effective and appropriate to the presentation? • To what extent are strategies used to interest the audience (for example, audibility, eye contact, gesture, effective use of supporting material)? Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 Delivery of the presentation is inappropriate, with virtually no attempt to interest the audience. 3–4 Delivery of the presentation is sometimes appropriate, with some attempt to interest the 5–6 Delivery of the presentation is generally appropriate and shows an intention to interest the audience. 7–8 Delivery of the presentation is consistently appropriate, with suitable strategies used to interest the audience. 9–10 Delivery of the presentation is effective, with very good strategies used to interest the

Criterion C Criterion C: Language • How clear and appropriate is the language? • How well is the register and style suited to the choice of presentation? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the presentation.) Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 The language is inappropriate, with virtually no attempt to choose register and style suited to the choice of presentation. 3–4 The language is sometimes appropriate, but with little sense of register and style suited to the choice of presentation. 5–6 The language is mostly appropriate, with some attention paid to register and style suited 7–8 The language is clear and appropriate, with register and style well suited to the choice of presentation. 9–10 The language is very clear and entirely appropriate, with register and style consistently effective and suited to the choice of presentation.