1. Written Task II: Take Two

2. Hamlet or your excerpt from Hamlet
Topic
Hamlet or your excerpt from Hamlet
Multiple people can focus on the same topic or excerpt but if you choose the same approach it will be problematic.

3. IB-Prescribed questions
Six IB-written questions in three categories.
You answer one question
The three categories are:
Reader, culture, & text
Power and privilege
Text and genre

4. WTII: a critical response to Hamlet
Reflect on and question the values, beliefs, and attitudes implied by Shakespeare’s use of language in Hamlet
Create an original response in light of the prescribed questions.
Demonstrate:
an awareness of the ways in which the production and reception of texts contribute to their meanings
an ability to use terminology relevant to the various text types studied
an ability to evaluate conflicting viewpoints within and about a text

5. WTII: a critical response to Hamlet
WTII allows students to show:
Knowledge and understanding of the text studied, as well as conventions and forms of the particular text type
Analysis of the author’s style, register, and construction
Appreciation of the ways in which the production and reception of texts contribute to their meaning
Evaluation of conflicting viewpoints within and about particular literary texts

6. WTII: 20 IB, 50 SKYWARD Points possible
Narrow your chosen topic to answer a prescribed question
Construct a formal written essay analyzing Hamlet or an excerpt from Hamlet
Create and get peer feedback on a three-level outline that clearly outlines your purpose for the task.
Write 800-1,000 words with a focus on using language and literary techniques to respond to a chosen prescribed question from IB.
Written Task 2 requires a Works Cited page for your texts & in- text citations when applicable. #mlaformat

7. Outline (2/20 points) The prescribed question that has been chosen
Must include: (template online)
The prescribed question that has been chosen
The title of the text(s) being used for analysis
Three-level outline
Note--Intro & conclusion are not a part of your outline; they will appear, as always, only on your final essay

8. Three-Level Outline Format
You have a WTII Template posted online if you choose to use it. ******************************************************** Thesis: I. A. 1.

9. prescribed questions Questions One and Two: Reader, Culture, and Text
1. How could the text be read and interpreted differently by two different readers?
What two readers? (be specific, and use context rather than the obvious like gender or place.)
How would reader #1 read and interpret the text? Why? (theme/meaning)
How would reader #2 read and interpret the text? Why? (theme/meaning)
2. If the text had been written in a different time or place or language or for a different audience, how and why might it differ?
What time or place or language or different audience? (just one!)
How would the text differ? Go beyond obvious plot details like “if Hamlet were written in it wouldn’t have had as many swordfights.”)
Why would this differences occur? In other words, what about the context has changed enough to have an impact on the text’s theme/meaning?

10. prescribed questions One and Two: Reader, Culture, and Text
Consider that a text’s meaning is determined by the reader and the cultural context. The interpretation of a text is dependent on various factors, including:
The reader and producer’s cultural identity or identities
Age
Gender
Social status
The historical and cultural settings of the text and its production
Aspects of language and translation

11. prescribed questions Questions Three and Four: Power and Privilege
3. How and why is a social group represented in a particular way?  
What social group? (be specific)
What is the “particular way” the group is represented?
How does Shakespeare represent the group that way? (look at writing style)
Provide examples from the text to support your response.
Why is the group represented that way? (look at theme/meaning)
4. Which social groups are marginalized, excluded or silenced within the text?
What social group(s)?
Are you focusing on marginalization, exclusion, or silencing? (one only)
How does Shakespeare marginalize, exclude, or silence the group(s)? (writing style)
Why is/are the group(s) marginalized, excluded, or silenced? (theme/meaning)

12. prescribed questions three and four: Power and Privilege
Consider how and why social groups are represented in texts in particular ways. In addition, consideration may be given to who is excluded from or marginalized in a text, or whose views are silenced. Social groups could include:
Adolescents
Women
Senior citizens
Children
Immigrants
Ethnic minorities
Professions

13. prescribed questions Questions Five and Six: Text and Genre
5. How does the text conform to, or deviate from, the conventions of a particular genre, and for what purpose?
What particular genre?
Are you focusing on conforming to or deviating from? (pick one)
How does Shakespeare conform or deviate? (writing style)
Provide two examples from the text to support your response.
Why does he conform or deviate in this way? (theme/meaning)
6. How has the text borrowed from other texts, and with what effects?
What other text(s)?
How has Shakespeare borrowed? (writing style)
With what effects? (theme/meaning - effect on reader)

14. prescribed questions Five and Six: Text and Genre
Certain textual features belong to a particular genre and can be identified by a particular reader or audience. Writers make use of , or deviate from, particular conventions of genre in order to achieve particular effects. Students may also explore how texts borrow from other texts, and how texts can be re-imagined or reconstructed.
Examples of genre conventions include:
Structure
Storyline
Characterization
Stylistic devices
Tone, mood, and atmosphere
Register

15. A note about assistance (copied verbatim from IB Lang/Lit course guide)
“As part of the learning process, teachers can give advice to students on a first draft of the task. This advice should be in terms of the way in which the work could be improved, but this first draft must not be annotated or edited by the teacher. After making general comments on the first draft, teachers should not provide any further assistance.”
This means that Ms. Boas and I cannot comment on your WTII from last year—we can only provide feedback once on the work you write after you submit it for this years’ class grade and before you submit your work to the IB in the spring.

16. Due dates
If you are signed up to take the Language and Literature IB Exam at the end of the year you will pick one Written Task 2 (the one you wrote last year or this years’ response) to submit to the IB in the spring.
Whether or not you’re testing, you will submit and earn a class grade for both your outline and your Written Task in Skyward.
Outlines are due Thursday, to Turnitin.com by 8AM.
Participation Grade (Outline final drafts will be submitted to the IB)
Final drafts are due Monday to Turnitin.com by 3PM.
50 point culminating grade (Essay final drafts will be submitted to the IB)
No paper copies will be collected for either assignment.