Group 1: Studies in Language and Literature (English A ... · PDF fileSL : 10 works. Part 1: Works in translation SL: Two works (chosen from the Prescribed Literature in Translation

Subject Handout: Standard Level

Group 1: Studies in Language and Literature (English A: Literature)

(Information in this document is resourced from IB subject guide and TSM)

The Literature course encourages students to : -

appreciate the artistry of literature

develop an ability to reflect critically

study works in their literary and cultural contexts

consider a range of critical approaches

look at other cultural perspectives

groom Higher Order Thinking Skills

refine Articulation Skills

Appraise and evaluate literary conventions

Consciously integrate Information Literacy.

AIMS:

develop an understanding of the techniques involved in literary criticism

promote the ability to form independent literary judgments

Develop intercultural understanding, open-mindedness, and the requisite attitudes necessary to

respect and evaluate a range of points of view.

promote, both through literary and non-literary texts, an understanding of how language sustains or

challenges ways of thinking and being, and works to create meanings in a culture, as well as in

particular texts.

Number of works studied

SL : 10 works.

Part 1: Works in translation

SL: Two works (chosen from the Prescribed Literature in Translation (PLT))

1. Chronicle of a Death Foretold: Gabriel Garcia Marquez[Novella]

2. Red Oleanders: Rabindranath Tagore [Drama]

3. The Cherry Orchard Anton Chekov [Drama]

Part 2: Detailed study

SL: Two works, each from a different genre – drama and poetry) (chosen from the prescribed list of authors (PLA)

1.Selected Poems: William Blake [ Poetry]

2.Romeo and Juliet : William Shakespeare [ Drama]

Part 3: Literary genre- Drama

SL: Three works (chosen from the prescribed list of authors (PLA) all from the same genre .

1.Master Harold and the Boys: A. Fugard

2.Mrs. Warren’s Profession George Bernard Shaw

3.The Glass Menagerie: T. Williams.

Part 4: Options

SL: Three works (Works are freely chosen in any combination- novel and essay)

External assessment 70%

Paper 1: Guided literary analysis (1 hour 30 minutes)

The paper consists of two passages: one prose and one poetry. Students choose one and write a guided

literary analysis , 1200 to 1500 words long, in response to two questions. (20 % weighting)

Paper 2: Essay (1 hour 30 minutes)

The paper consists of three questions for each literary genre. Students write an essay on any one chosen

question, based on at least two works studied in part 3. (25 % weighting)

Written assignment

Students submit a reflective statement and a literary essay on any one work studied in Part-I. (25%

weighting)

The reflective statement must be 300–400 words in length. The essay must be 1,200–1,500 words in length.

Internal Assessment 30%

This component consists of two compulsory oral activities that are internally assessed, and externally moderated by

the IB. The students are groomed to argue persuasively, handle evidence critically and find an individual

intellectual voice.

Section 1: Individual Oral Commentary (10 minutes)

Students present a formal oral commentary on an extract from a work studied in part 2.

Section 2: Individual Oral Presentation (10 minutes)

Students make a presentation in a variety of ways based on one of the works studied in part 4.

(Combined weighting -30% for the IOC + IOP)

Language A

Assessment criteria for language A: Literature: Written assignment

(SL)

Written assignment (SL)

Criterion A: Fulfilling the requirements of the reflective statement

• To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral?

1. The Great Gatsby: S. Fitzgerald [Novel]

2. Vendor of Sweets : R.. K. Narayan [Novel]

3. Purple Hibiscus : Chimamanda Adichie [Novel]

Note: The word limit for the reflective statement is 300–400 words. If the word limit is exceeded, 1 mark will be

deducted.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1 Reflection on the interactive oral shows superficial development of the student’s understanding of cultural

and contextual elements.

2 Reflection on the interactive oral shows some development of the student’s understanding of cultural and

contextual elements.

3 Reflection on the interactive oral shows development of the student’s understanding of cultural and

contextual elements.

Criterion B: Knowledge and understanding

• How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work?



1–2 The essay shows some knowledge but little understanding of the work used for the assignment.

3–4 The essay shows knowledge and understanding of, and some insight into, the work used for the assignment.

5–6 The essay shows detailed knowledge and understanding of, and perceptive insight into, the work used for the

assignment.

Criterion C: Appreciation of the writer’s choices

• To what extent does the student appreciate how the writer’s choices of language, structure, technique and style

shape meaning?



1–2 There is some mention, but little appreciation, of the ways in which language, structure, technique and style

shape meaning.

3–4 There is adequate appreciation of the ways in which language, structure, technique and style shape meaning.

5–6 There is excellent appreciation of the ways in which language, structure, technique and style shape meaning.

Criterion D: Organization and development

• How effectively have the ideas been organized, and how well are references to the works integrated into the development of the ideas?

Note: The word limit for the essay is 1,200–1,500 words. If the word limit is exceeded, 2 marks will be

deducted.



1 There is some attempt to organize ideas, but little use of examples from the works used.

2 Ideas are superficially organized and developed, with some integrated examples from the works used.

3 Ideas are adequately organized and developed, with appropriately integrated examples from the works used.

4 Ideas are effectively organized and developed, with well-integrated examples from the works used.

5 Ideas are persuasively organized and developed, with effectively integrated examples from the works used.

Criterion E: Language

• How clear, varied and accurate is the language? • How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the

student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)



1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence

construction, and little sense of register and style.

2

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly

accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate

to the task.

3 Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and

sentence construction despite some lapses; register and style are mostly appropriate to the task.

4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence

construction; register and style are consistently appropriate to the task.

5 Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar,

vocabulary and sentence construction; register and style are effective and appropriate to the task.

Language A

Assessment criteria for language A: Literature: Paper 1 (SL)

Paper 1: Guided literary analysis (SL)

Criterion A: Understanding and interpretation

• How well does the student’s interpretation reveal understanding of the thought and feeling of the passage?

• How well are ideas supported by references to the passage?



1 There is very basic understanding of the passage, with mainly irrelevant and/or insignificant

interpretation.

2 There is some understanding of the passage but little attempt at interpretation, with few references to the

passage.

3 There is adequate understanding of the passage, demonstrated by an interpretation that is mostly

supported by references to the passage.

4 There is good understanding of the passage, demonstrated by convincing interpretation that is fully

supported by references to the passage.

5 There is very good understanding of the passage, demonstrated by sustained and convincing

interpretation that is supported by well-chosen references to the passage.

Criterion B: Appreciation of the writer’s choices

• To what extent does the analysis show appreciation of how the writer’s choices of language, structure, technique and style shape meaning?



1 There is virtually no reference to the ways in which language, structure, technique and style shape

meaning.

2 There is some reference to, but no analysis of, the ways in which language, structure, technique and

style shape meaning.

3 There is adequate reference to, and some analysis and appreciation of, the ways in which language,

structure, technique and style shape meaning.

4 There is good analysis and appreciation of the ways in which language, structure, technique and style

shape meaning.

5 There is very good analysis and appreciation of the ways in which language, structure, technique and

style shape meaning.

Criterion C: Organization

• How well organized and coherent is the presentation of ideas?



1 Ideas have little organization and virtually no coherence.

2 Ideas have some organization, but coherence is often lacking.

3 Ideas are adequately organized, with some coherence.

4 Ideas are well organized and coherent.

5 Ideas are effectively organized, with very good coherence.

Criterion D: Language







2

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are

fairly accurate, although errors and inconsistencies are apparent; the register and style are to some

extent appropriate to the task.

3 Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary

and sentence construction despite some lapses; register and style are mostly appropriate to the task.

4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and

sentence construction; register and style are consistently appropriate to the task.

5

Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in

grammar, vocabulary and sentence construction; register and style are effective and appropriate to the

task.

Language A

Assessment criteria for language A: Literature: Paper 2 (SL)

Paper 2: Essay (SL)

Criterion A: Knowledge and understanding

• How much knowledge and understanding has the student shown of the part 3 works studied in relation to the

question answered?



1 There is little knowledge and no understanding of the part 3 works in relation to the question answered.

2 There is some knowledge but little understanding of the part 3 works in relation to the question

answered.

3 There is adequate knowledge and some understanding of the part 3 works in relation to the question

answered.

4 There is good knowledge and understanding of the part 3 works in relation to the question answered.

5 There is very good knowledge and understanding of the part 3 works in relation to the question

answered.

Criterion B: Response to the question

• How well has the student understood the specific demands of the question? • To what extent has the student responded to these demands? • How well have the works been compared and contrasted in relation to the demands of the question?



1

The student shows virtually no awareness of the main implications of the question, and ideas are mostly

irrelevant or insignificant. There is no meaningful comparison of the works used in relation to the

question.

2

The student shows limited awareness of the main implications of the question, and ideas are sometimes

irrelevant or insignificant. There is little meaningful comparison of the works used in relation to the

question.

3 The student responds to most of the main implications of the question, with relevant ideas. A

comparison is made of the works used in relation to the question, but it may be superficial.

4 The student responds to the main implications of the question, with consistently relevant ideas. An

appropriate comparison is made of the works used in relation to the question.

5 The student responds to the main implications and some subtleties of the question, with relevant and

carefully explored ideas. An effective comparison is made of the works used in relation to the question.





2

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly

accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate

to the task.

3 Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary

Criterion C: Appreciation of the literary conventions of the genre

• To what extent does the student identify and appreciate the use of literary conventions in relation to the question and the works used?



1 Virtually no literary conventions are identified, and there is no development relevant to the question and/or

the works used.

2 Examples of literary conventions are sometimes correctly identified, but there is little development relevant

to the question and the works used.

3 Examples of literary conventions are mostly correctly identified, and there is some development relevant

to the question and the works used.

4 Examples of literary conventions are clearly identified and effectively developed, with relevance to the question

and the works used.

5 Examples of literary conventions are clearly identified and effectively developed, with clear relevance to the

question and the works used.

Criterion D: Organization and development

• How well organized, coherent and developed is the presentation of ideas?



1 Ideas have virtually no organization or structure, and coherence and/or development are lacking.

2 Ideas have some organization and structure, but there is very little coherence and/or development.

3 Ideas are adequately organized, with a suitable structure and some attention paid to coherence and

development.

4 Ideas are well organized, with a good structure, coherence and development.

5 Ideas are effectively organized, with a very good structure, coherence and development.

Criterion E: Language



Example 8—English A: literature SL written assignment

and sentence construction despite some lapses; register and style are mostly appropriate to the task.

4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and

sentence construction; register and style are consistently appropriate to the task.

5

Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in

grammar, vocabulary and sentence construction; register and style are effective and appropriate to the

task.

Individual oral commentary (SL)

Criterion A: Knowledge and understanding of the extract

• How well is the student’s knowledge and understanding of the extract demonstrated by their

interpretation?



1–2 There is virtually no knowledge, demonstrated by irrelevant and/or insignificant references to the

extract.

3–4 There is some knowledge, demonstrated by very limited interpretation, but with some relevant

references to the extract.

5–6 There is adequate knowledge and understanding, demonstrated by interpretation supported by mostly

appropriate references to the extract.

7–8 There is good knowledge and understanding, demonstrated by interpretation supported by relevant and

appropriate references to the extract.

9–10 There is very good knowledge and understanding, demonstrated by careful interpretation supported by

well-chosen references to the extract.

Criterion B: Appreciation of the writer’s choices

• To what extent does the student appreciate how the writer’s choices of language, structure, technique and

style shape meaning?



1–2 There is virtually no reference to the ways in which language, structure, technique and style shape

meaning in the extract.

3–4 There is some reference to the ways in which language, structure, technique and style shape meaning in

the extract.

5–6 There is adequate reference to, and some appreciation of, the ways in which language, structure,

technique and style shape meaning in the extract.

7–8 There is good appreciation of the ways in which language, structure, technique and style shape meaning

in the extract.

9–10 There is very good appreciation of the ways in which language, structure, technique and style shape

meaning in the extract.

DP languages teacher support material 1



Criterion C: Organization and presentation

• To what extent does the student deliver a structured, well-focused commentary?



1 The commentary has virtually no structure and/or focus.

2 The commentary has limited evidence of a planned structure and is only occasionally focused.

3 The commentary shows some evidence of a planned structure and is generally focused.

4 The commentary has a clearly planned structure and is focused.

5 The commentary is very clearly structured and the focus is sustained.

Criterion D: Language

• How clear, varied and accurate is the language? • How appropriate is the choice of register and style? (“Register” refers, in this context, to the student’s

use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the commentary.)



1 The language is rarely clear and appropriate, with many errors in grammar and sentence construction

and little sense of register and style.

2

The language is sometimes clear and appropriate; grammar and sentence construction are generally

accurate, although errors and inconsistencies are apparent; register and style are to some extent

appropriate.

3 The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and

sentence construction; the register and style are mostly appropriate.

4 The language is clear and appropriate, with a good degree of accuracy in grammar and sentence

construction; register and style are effective and appropriate.

5 The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and

sentence construction; the register and style are consistently effective and appropriate.

Individual oral presentation (SL)

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?



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 implications of the work(s)

presented.

9–10 There is very good knowledge and understanding of the content and most of the implications of the

work(s) presented.



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)?



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 audience.

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 audience.

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.)



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 to the choice of

presentation.

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.












criteria for language A: Literature: Internal assessment

(SL)


English A: literature SL written assignment Assessment

Criterion A B C D E Total

Marks available 3 6 6 5 5 25

Marks awarded 3 4 4 4 5 20

Criterion A

Although some points needed to go a little further, this candidate has clearly connected some of the ideas covered

in the interactive oral to a developed understanding of the novel itself. Some awkward word choices lead to

ambiguity in what is meant but, in general, these do not interfere with communication.

Criterion B

This assignment makes some bold claims, not all of which are adequately substantiated by references to the novel.

There is, however, clear enough knowledge and understanding, with some insight. The paragraph on the Marquis

does not work well, but the linking of Grenouille and Richis is both unusual and interesting.

Criterion C

What works well here is the strong sense the candidate has of Süskind as a writer at work, deliberately crafting his

characters in a meaningful way. This shows good appreciation of the writer’s choices, but more evaluation and

analysis of textual evidence would be needed to justify a higher mark for this criterion.

Criterion D

The assignment begins with a bold thesis and the focus on maintaining the development of this argument is largely

sustained throughout, suggesting that ideas are effectively organized. The paragraph on the Marquis does little to

advance the argument and there is some new material in the conclusion that does not logically derive from the

preceding analysis, but on the whole this assignment deserves the mark awarded for this criterion.

Criterion E

Occasionally awkward choices and some poor proofreading do not generally interfere with the fact that the

language employed here is usually very clear and effective. The vocabulary is wide-ranging; the register and style

are almost always appropriate and certainly appropriate to the task.



The Role of the Sun and Heat in 'The Outsider'

In 'The Outsider' Camus uses Meursault to explore Absurdist philosophy (and to some extent

Existentialist philosophy), and contrast it with Christian beliefs. The sun and heat are often used to

illustrate Meursault's life and his views on the universe. He does not have a purpose to his life in the

normal sense, so he pursues physical comfort and small pleasures. The sun and heat are the main

things that determine his physical comfort and it is clear that they are very important to him, because

although he often gives no details about his emotions, he mentions the sun and/or heat in every

f' chapter but one. Howev~t is sometimes unclear whether Camus has used sun and heat to show some

elements of Absurdism, and discuss whether Meursault is controlled by his environment, or if

Meursault talks about the environment because he does not know how to express his emotions. V

In 'The Outsider' heat is often a cause of suffering. For example at the funeral in Chapter One Perez

tries to keep up but cannot. He is exhausted by the time he reaches the funeral and 'great tears of

frustration and anguish were streaming down his cheeks'(P.22). He later faints. In this case the sun is fs: i 1'~

a representation of the universe as a whole and Camus is showing that the universe is uncaring, which W Lv../ ? is one of the beliefs in Absurdism. The universe's indifference to Perez's suffering represents its

indifference to all human actions. Alternatively Camus could also be trying to show that society can

be indifferent to suffering when.i_t is -car-ing-i-s n-ot required by society's rules. Despite the fact that

Perez has a limp none ofthe people try to help him in any way, even when he has to take a short cut.

They are abiding by the 'rules' of a funeral procession - walk in a calm and constant manner - and

they are more concerned with doing this than helping him. V

c{wk I tJ VI c f.c:'t¥t'

Meursault's response to the sun and heat in this chapter is also significant. When he is keeping vigil

over his mother it seems that he is more affected by his physical surroundings than any emotional pain.

He falls asleep, and when he wakes the room is very light, so much so that 'There wasn't a shadow to

be seen and every object, every angle and curve stood out so sharply that it was painful to

the eyes'(p.IS). The fact this description is so vivid shows that Meursault's physical surroundings are V

all he is focusing on. He also uses a list, which shows the reader the sheer level of detail he observes.

In part 1 'Chapter 6' Camus uses imagery of the sun and heat to build up tension towards the climax

of Meursault shooting the Arab. When Meursault goes out onto the street the 'bright morning

sunshine hit [him] like a slap in the face'(P.49). Up till this point Meursault generally describes the

sun as benign or friendly, so this sudden change makes it seem that the sun has turned against him. t/

Camus uses the hard sounding words 'hit' and 'slap' to increase the violence of the sentence and

shock the reader more. The sudden change shifts the mood and builds tension by foreshadowing the

other dramatic changes that are soon to happen in Meursault's life. tI

1



After this there is a brief reduction in tension, before the mentions of the sun become more frequent

and the imagery becomes more violent and vivid. Near the start of the chapter Meursault says 'the

heat of the sun made me doze off a bit'(P.S3). Although the word 'made' suggests that the heat is

controlling or forcing this action, the fact he is sleeping shows that he is relaxed, which is emphasised

by the use ofthe word 'dozOom then on Meursault describes the sun and heat more and more

negatively. For example he says 'the heat was pushing full against me'(P.S8) and 'I felt the blast of its

hot breath on my face'(P.58). Camus's use of tactile imagery puts the reader in Meursault's shoes, and

shows that he is feeling claustrophobic and powerless. This raises tension because it shows that

Meursault is under great stress, so he could lash out without reason. ./

The sun and heat often seem to control Meursault's actions. The most dramatic example of this is

when he shoots the Arab. He moved towards the Arab because he 'couldn't stand this burning feeling

any longer'(P.59). Camus uses the word burning because when you touch an object which is too hot

you automatically withdraw. This makes it seem like Meursault's actions are simply reflexes. This

helps the reader understand that no logical thought is going into his actions, they are simply a reaction

to his environment. However an alternative explanation is that the 'burning feeling' is actually a

desire for revenge. Although this feeling would be unusual to Meursault, it is clear that having friends

II'

D •• ,J - ,,,? does matter to him. ._:/ C/V\ O'J£-v\.,-,,-

His eyes 'were blinded by [a] veil of salty tears'(P.60) The tears suggest that he felt fear, or

unhappiness at what he was about to do. The use of the word 'veil' suggests he is unable to see or

think clearly, and that he is a passive victim. Then the sun is 'gouging out [his] stinging eyes'(P.60).

The fact the sun takes his sight symbolises that it is making him powerless and vulnerable. Moreover V

his physical blindness is symbolic of his moral blindness. Camus uses this symbol to get the reader to

question what would prevent someone from killing ifthey had no morals.

However on some level it seems Meursault knows the implication of what he is about to, and that this

action ~illchange his life irrevocably. He says 'The sky seemed to be splitting from end to end and /

raining down sheets of flame' (P.60). The apocalypse is the destruction and end of the world, so this

apocalyptic imagery shows that Meursault knows that shooting the Arab will cause life as he knows it

to end, and the destruction of his contentment.

However there is some suggestion that rather than the sun controlling Meursault, Camus is using

pathetic fallacy to show the reader what Meursault is feeling. For example when Meursault is on the

bus for his mother's funeral he says it was 'the glare of the sky reflecting off the road that made me

doze off'(p.lO). Some people sleep a lot in response to grief to help them cope. Howe~~rl'\;1eursault is

not in touch with his emotions, so he blames his tiredness on the sun.

'-~

2



~

There is even a possibility that by describing his surroundings Meursault can express emotions which

he cannot otherwise articulate. For example when Meursault is in his cell he says 'there were two V

things I was always thinking about: the dawn and my appeal' (P.l 08). The dawn is the start of a new

day, and the appeal means the possibility of a new life. In his mind they are one and the same as they

both represent hope. This shows he has a strong association between the environment and the events

in his life. When he is at the beach with Marie and his friends he says the 'sun wasn't too hot'(P.37).

This may be his way of saying that he is happy. In contrast when he has to see the examining ,/

magistrate he says 'It was very hot'(P.66). This could be literal, or Meursault could be feeling fear or

guilt. It could be that Meursault does not recognise his emotions for what they are, so he blames

positive or negative feelings on the temperature or weather - things he feels more comfortable with.

There are many other places in 'The Outsider' when Meursault's descriptions of physical comfort

correspond with events which cause him to be calm or happy, but also reflect on the Absurdist view of

life. For example during the funeral procession in Chaper One where the nurse explains that heat

causes illness one way or another, Meursault says, " She was right. There was no way out." After his

confrontation with the Chaplain images of the evening and coolness, like 'The wondrous peace of this

sleeping summer flooded into me' (P .116), coincide with his calm acceptance of death and his V identification with the indifferent universe. It may be that this acceptance has changed the way he sees

the world, which makes the positive things in his environment more noticeable. V

In conclusion Camus uses the sun and heat to help the reader understand Meursault's personality

along with Absurdism. He also uses vivid imagery of the sun and heat to build tension and create ',-.,~." . ......

rising action towards the climax of the book. It is ambiguous whether Meursault completely lacks

normal emotions and his actions purely controlled by his environment, or if he has some normal

emotional responses but is unable to express them in the same way as most people. v'"'"

1,444 words

Bibligraphy

The Outsider - Albert Camus






Assessment

Criterion A B C D E Total

Marks available 3 6 6 5 5 25

Marks awarded 3 4 4 3 4 18

Criterion A

The candidate deals with elements of philosophical, historical and cultural context. There is a clear enough

attempt to link the content of the interactive oral with the personal development of the candidate’s

understanding. Although some of the points are speculative and not convincingly developed, there is enough

here to justify the mark awarded.

Criterion B

This topic is one that is fairly frequently chosen by candidates, but what distinguishes the approach here is an

openness to the possibilities of interpretation, allowing the candidate to demonstrate some valid insight into the

content of the novel. The candidate is able to connect the focused topic with the wider concerns of the

character Meursault and the writer Camus. The claims are adequately substantiated by the examples used,

although not all points are equally convincing.

Criterion C

There is a clear appreciation of the writer at work here. The candidate covers an appropriate range of literary

techniques that support the ideas being explored in a meaningful way. There are times when the analysis fails

to convince as the candidate appears to forget that this novel is being studied in translation. This analysis,

however, is sound enough to justify the mark awarded.

Criterion D

Although the thesis is clearly set out in the introduction, the main body paragraphs are somewhat

disconnected. Individual paragraphs work well enough as independent units, but what is missing here is an

effective sequential development of argument. Had this been the first draft the teacher might usefully have

commented on this and the assignment could have been reorganized, with more coherent transitions, and this

would have resulted in an improved performance in relation to this criterion.

Criterion E

There are minor mechanical weaknesses and, occasionally, incorrect or awkward stylistic choices, but overall

the language is clear and carefully chosen. The register is almost always appropriate.

Documents

Group 1: Studies in Language and Literature (English A ... · PDF fileSL : 10 works. Part 1: Works in translation SL: Two works (chosen from the Prescribed Literature in Translation