1. Written Assignment: the four stages Part 1: Works in Translation

2. SL & HL: assignment of 1,200-1,500 words
Based on a work studied in Part 1 of the course
Assessed externally
Weighting 25%
Includes reflection on an interactive oral
Some writing is completed during supervised class time
NB: if the word limit is exceeded, the assessment of the reflective statement will be based on the first 400 words and the assessment of the essay on the first 1,500 words

3. Academic Honesty
Teachers must ensure that all students understand the significance of concepts relating to academic honesty, especially authenticity and intellectual property.
Teachers can give advice to students on a first draft of the task.
First draft must not be annotated or edited by the teacher.
After making general comments on the first draft, teachers should not provide further assistance.

4. Authenticity checks
The student’s supervised writing from which the topic has been generated
The first draft of the written work
The references cited
The style of writing compared with work known to be that of the student
Signed coversheets to certify authenticity

5. Goal, Process and Assessment
Goal: to produce an analytical, literary essay on a topic generated by the student and developed from one of the pieces of supervised writing
Process: four-stage process consisting of both oral and written tasks
Assessment: a combined mark out of 25, based on five assessment criteria (A-E)
Same criteria for SL and HL

6. Four stages Stage 1 Interactive oral Stage 1 Reflective statement
Stage 3 Supervised writing
Stage 4 The essay

7. Stage 1: the interactive oral
For each work, at least one focused class discussion in which all students and the teacher participate
Suggested time: minutes (minimum 30 min)
Each student takes responsibility for initiating part of the discussion in at least one of the interactive orals
In what ways do time and place matter to this work?
Challenges relating to social and cultural context
Connections between the work and student’s own culture and experience
Interesting aspects in the work

8. Teaching Culture and Context
How would you teach cultural context for a particular text?
Angela Carter’s The Bloody Chamber and other Stories – Erlkönig – Goethe
Pages in Brussels workbook (shared area)

9. Stage 2: the reflective statement
Completed as soon as possible following the interactive oral
Each student writes a reflection ( words, preferably typed) on each interactive oral
Reflective statement is submitted (electronically) for assessment, together with the essay
Prompting question: How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?

10. Assessment of reflective statement
See p 40 in Language A: Literature Guide
P in workbook

11. Stage 3: supervised writing
Intended as a springboard to elicit & develop ideas
Written during class time, after each work studied
Students may use texts and notes; no Internet
Recommended time: minutes
Writing should be in continuous prose
Writing is collected at end of lesson and kept on file
Teacher provides 3-4 prompts for each work
Students must not be allowed to prepare beforehand
Prompts should encourage independent critical writing

12. Informal assessment, supervised writing
P in Guide – see Prompts on p 31
P in workbook

13. Sample prompt leading to essay title
Prompt: In what ways are the voices of history and tradition present in the work?
Work: Faust by J.W. Goethe
Essay Title: ...
Prompt: How does the writer convey the protagonist’s thoughts and feelings?
Work: Hunger by Knut Hamsun
Essay Title: ...

14. Stage 4: production of the essay
1,200-1,500 word essay
Focus on a literary aspect of one work
Essay is developed from one of the pieces of supervised writing
Teacher provides guidance on the development of the topic for the essay
Students are encouraged to formulate their own title and to develop the chosen prompt in an independent direction

15. Assessment and Workbook
P of Guide for assessment criteria
Interactive oral – culture and context - James David
Workbook:
Reflective statements: p 53-54
Writing prompts: p , 46-52
Essay: p