1. Norm-referencing VS Criterion-referencing

2. Norm-referencing a dimension that reflects the means by which outcomes of an assessment process are reported on a consistent scale over a period of time or over different events is also commonly applied to those assessment systems that impose the same fixed distribution of results on repeated occasions

3. Criterion-referencing test items are selected to represent discrete units of student learning the outcome of the test depends on whether the student has reached a theoretically pre-determined cut-off score rather than how the student’s score compares to a pre- determined distribution of performance =

4. Overall grade boundaries Higher level Grade: 1 2 3 4 5 6 7 Mark range: 0 - 10 11 - 23 24 - 35 36 - 51 52 - 66 67 - 81 82 - 100 Standard level Grade: 1 2 3 4 5 6 7 Mark range: 0 - 10 11 - 23 24 - 35 36 - 51 52 - 66 67 - 81 82 - 100

6. English A2 Comparative Commentary Paper 1

7. Facts  Weight: 25% of overall assessment  Externally set and assessed  Total marks= 30  At both HL & SL students get 1. 2 pairs of texts (students have to choose only 1) 2. Different in nature 3. Each pair is thematically linked

8. Objectives Examiners expect to witness evidence of the following in students’ responses:  Critical examination of the different styles, registers, and forms  Demonstration of : analytical skills of comparison stylistic and thematic appreciation commenting on the texts clearly and coherently using examples from the texts

9.  The following forms are NOT used in paper 1: 1.Parody 2.Pastiche 3.Cartoon  At SL, students get a maximum of 4 guiding questions

10. What is meant by: Demonstrate analytical skills of comparison, stylistic and thematic appreciation? Identify unique features/ stylistic devices

11. Sentence length Sentence structure Point of view Tone Mood Use of punctuation Diction Form Register

12. Comment on differences between What is communicated How it is communicated

13. Assessed against 3 criteria Understanding & comparisons of the tests Presentation Language

14. Understandin g & Comparison s of the texts Presentation Language Assessment Criteria Awareness of Similarities and Differences Understanding the texts and their themes Supporting comments by well-chosen ‘quotes’ from the texts Organisation of the Commentary Coherence of structure Balance: equal treatment of both texts Integration of examples Fluency, variety, accuracy Register and style: appropriate vocabulary, structure, tone… etc.

15. Subject Reports: identify common pitfalls in students’ performance point out the strengths and weaknesses in students’ answers give recommendations to help teachers improve students’ performance indicate grade boundaries per paper/ internal assessment. Grade: 1 2 3 4 5 6 7 Mark range:0 - 3 4 - 6 7- 9 10 - 14 15 - 19 20 - 24 25 - 30 Grade: 1 2 3 4 5 6 7 Mark range:0 - 3 4 - 6 7- 9 10 - 14 15 - 19 20 - 24 25 - 30 Grade Boundaries

16. English A2 May 2008 Paper 1 HL Examiners’ Comments  Many candidates were penalised for their use of colloquial language and slang  Paragraphing is a growing concern  The failure to integrate quotations (most candidates cite relevant examples, but they struggle to do so in a manner that is grammatically or syntactically correct) is another growing concern  Tone remains tricky… many had difficulty explaining what they meant by “formal” and “informal”  When referring to structure, many candidates counted the number of sentences and/or paragraphs… not helpful and should be explicitly discouraged; candidates should attempt to consider how a text’s structure informs its meaning.  Although many candidates were able to identify stylistic devices, the majority struggled to explain their effects

17. Candidates should be discouraged from counting the number of lines or sentences in a passage, as this is altogether unhelpful. Teachers might help candidates practice identifying the ways in which a text’s structure contributes to its meaning. Candidates can identify stylistic devices but teachers need to encourage candidates to explain their effects in more detail. Candidates struggle to deal with tone. Teachers should focus on how to describe and illustrate tone. English A2 May 2008 Paper 1 HL Recommendations and guidance for the teaching of future candidates

18. Candidates’ ability to integrate examples varies a great deal. Some have excellent citation skills. Some quote long sections but provide little analysis. Others give line numbers, which leaves the examiner trying to find the appropriate example, and which is not acceptable. Candidates should be exposed to a wide range of text types as identified on page 16 of the Subject Guide and these should include poems and essays. English A2 May 2008 Paper 1 HL Recommendations and guidance for the teaching of future candidates

19. Draw thematic connection How to? Purpose: NOT to list but to communicate how stylistic devices are employed to create specific effects.  Poetic  Mass  Professional Establish communicative purpose

20. Compare form, style, Register Compare authors’ attitudes, ideas, and feelings Plan the Comparative essay

21. Poetic Mass profession al 1. Establish communicative purpose 2. Draw thematic connection Compare form, style, and register Compare authors’ attitudes, ideas, and feelings 3. Plan the comparative essay

22. How to approach the Commentary Essay Step 1: Read both texts holistically to get a general feeling of what they try to communicate to YOU. Step 2: What is the purpose of each text? inform? shock? explain? identify? entertain? justify? convince? Express opinion?

23. Step 3: Where would you usually come across such texts? Song ? Poem ? Speech ? Set of guidelines?magazine ? Novel ? Brochure ? Newspaper?

24. Step 4: List the stylistic devices that you need to compare the texts against Tone Diction Mood Sentence structure Sentence length Punctuation Imagery Point of view Register

25. Main idea/s:......................................................................................

26. The comparison plan Stylistic devicesText 1Text 2 Form Theme Purpose Diction Register Point of view Voice Mood Tone Sentence length & sentence structure Cite specific examples from the texts… remember you do not need to find everything in both texts… Also, remember your purpose is NOT to list the identified devices. You need to comment on how they help in creating the author’s specific effects.

27. Sounds like a letter instead of a song (example: Dear Mr. President)… Effect: indicates need to communicate? Indicate President is unaware of people’s feelings? Needs? Sounds like a letter instead of a song (example: Dear Mr. President)… Effect: indicates need to communicate? Indicate President is unaware of people’s feelings? Needs? Use of questions (example: What do you feel? How do you sleep? Can you look me in the eye and tell me why?) Effect: ………………………………… Use of questions (example: What do you feel? How do you sleep? Can you look me in the eye and tell me why?) Effect: ………………………………… Voice: example: Effect: Voice: example: Effect: Theme: ……………….. Theme: ……………….. Purpose : ……………….. Repetition of certain words: example: Effect: Repetition of certain words: example: Effect: Diction: example: Effect: Diction: example: Effect: Mood: example: Effect: Mood: example: Effect: Tone: example: Effect: Tone: example: Effect:

28. Refugee Mother and Child Chinua Achebe (1976) No Madonna and Child could touch that picture of a mother’s tenderness for a son she soon would have to forget. The air was heavy with odours of diarrhoea of unwashed children with washed out ribs and dried-up bottoms struggling in laboured steps behind blown empty bellies. Most mothers there had long ceased to care but not this one; she held a ghost smile between her teeth and in her eyes the ghost of a mother’s pride as she combed the rust-coloured hair left on his skull and then- singing in her- began carefully to part it... In another life this would have been a little daily act of no consequence before his breakfast and school; now she did it like putting flowers on a tiny grave. Youth Action International...Kimmie Weeks