1. Paper 2: Essay Part 3: Literary Genres

2. © International Baccalaureate Organization 2007 Goal, Process and Assessment:  Goal: to write an essay on at least two works from one literary genre, demonstrating an understanding of the works and the way in which meaning is conveyed through literary conventions.  Process: students study 3 (SL) or 4 (HL) texts from PLA, written in English, from the same genre.  Assessment: externally assessed, according to different sets of criteria at SL and HL. A combined mark out of 25, based on five criteria. Page 2

3. © International Baccalaureate Organization 2007 Assessment Criteria  Compare the assessment details for SL and HL, referring to pages 38 and 46 of the Guide.  How are students at SL and HL assessed differently? Page 3

4. © International Baccalaureate Organization 2007 SL and HL  Examination: SL: 1 hr 30 min HL: 2 hrs  Weighting: 25%  Paper 2 contains three essay questions for each literary genre represented on the PLA. Students answer one essay question only. Page 4

5. © International Baccalaureate Organization 2007 Paper 2 Sample Questions  Drama: Explore the use of monologues and/or soliloquies in at least two plays you have studied.  Poetry: Light and dark, country and city: Contrasts of many kinds are used by poets to sharpen their expression of ideas or feelings. In the works of at least two poets you have studied, explore the ways contrasts have been used to achieve particular effects. Page 5

6. © International Baccalaureate Organization 2007 Paper 2 Sample Questions  The novel and short story: The themes and ideas presented in the opening passages or pages of a novel or short story should resonate throughout the whole work. Discuss with reference to at least two works you have studied.  Prose other than fiction: Writers of prose other than fiction use their personal experiences as a lens through which the reader’s interpretation of events and/or places is filtered. Discuss with reference to at least two works you have studied. Page 6

7. © International Baccalaureate Organization 2007 SL and HL  The essay is written under examination conditions, without access to the studied texts. Each question directs students to explore the ways in which content is delivered through the conventions of the selected genre. Students are required to compare and contrast the similarities and differences between at least two of the works studied in Part 3 of the course. The comparison of the works is assessed under Criterion B: Response to the question. Page 7

8. © International Baccalaureate Organization 2007 Practice before exam, using peer-editing  1 st draft done in class  Student (non-native speaker of English) uses PEARL to structure ideas Pearl?  1 st draft peer is edited and assessed, using cover sheet with assessment details  2 nd draft written at home, to be assessed by teacher  Advantages: students learn to apply assessment criteria, and they learn more about written expression from reading their peers’ work Page 8

9. © International Baccalaureate Organization 2007 Criterion C: Appreciation of the Literary Conventions of the Genre  How would you aim to teach the conventions of a particular genre?  Examples on pages 82-84 of workbook  An IB examiner’s perspective: feature dropping  Task: discuss in pairs which literary conventions you would teach for a particular text or genre. Page 9

10. © International Baccalaureate Organization 2007 Assessment practice  Read the sample script on p 93-94 of your workbook. Apply the assessment criteria. Compare your marks and comments with those of the IB examiner (p. 95).  Second sample script: p 97-99, with examiner’s comments on p. 100. Page 10