WRITTEN ASSIGNMENT. ENGLISH B - STANDARD LEVEL – MAY 2015. What is the Written Assignment ?. It is an inter-textual reading task based on the core: Social Relationships, Global Issues, Communication and Media. - PowerPoint PPT Presentation
ENGLISH B STANDARD LEVEL
WRITTEN ASSIGNMENTENGLISH B - STANDARD LEVEL MAY 2015
What is the Written Assignment?It is an inter-textual reading task based on the core: Social Relationships, Global Issues, Communication and Media.
It is a word-processed task of 300-400 words (excluding bibliography) based on three source texts previously selected by the student and directly related to one or more of the core topics.
Together with this task, students must produce a rationale of 150-200 words explaining main aspects of their work. What is expected from students?Students must produce a piece of writing from the recommended list of text-types.
The content must be linked to one or more of the core topics and based on the information gathered from the three (minimum) or four (maximum) source texts.
Students should:address the subject presented in the rationale organize the information from the sources in a manner appropriate to the task use language appropriate to the text type and communicative purpose.What is a rationale?Students must write a 150200 word rationaleintroducing the assignment which must include:
the subject investigateda brief description of each of the sourcesthe students intended aim(s)explanation of how the student intends to achieve his or her aim(s)choice of text types, audience, register, style and so on.
How is it assessed?It is externally assessed is worth 20% of the overall mark.
The written assignment submitted for external assessment must be the students own work.
Academic honesty, authenticity and proper use of intellectual property are expected at all times. If any instances of them are known, students will not be eligible for a mark in that component and no grade will be awarded
The importance of the word countWork falling significantly beneath the required word count is unlikely to meet the stated requirements of the task and is therefore likely to receive low marks.
If the word limit is exceeded, the assessment will be based on the rationale and the first 400 words of the task.
Assessment CriteriaThere are three assessment criteria:
Criterion A Rationale and task 10 marksCriterion B Organization and development 6 marksCriterion C Language8 marksTotal24 marksCRITERION A: Rationale and taskHow well does the student use the rationale andthe task in order to accomplish the assignment?
How clearly has the task been introduced in the rationale?
How successfully does the task address thesubject and aim(s) stated in the rationale?
How appropriate is the choice of the text type to the task?
CRITERION B: Organization and development
How well are ideas organized and developed?
Note: Criterion B is applied on the task only
CRITERION C: LanguageHow appropriately and effectively does thestudent use language in relation to the task?
Note: Criterion C is applied on the task only
WA stagesConsider the core topics: choose the area in which to develop your WA
Select three or four source texts that relate to your area of interest
Establish connections between the textsWhat is the main idea of each text? What do they say about the core topic?
Plan, plan, plan: choose your audience, text-type,purpose, tone. (This information will help you while producing your rationale)Communication and MediaAdvertisingCensorshipRadio and televisionTelephonesInternet
Social RelationshipsCelebrations, social and religious eventsTaboos versus what is socially acceptableRelationships (friendship, work, family)Cultural identity
Global IssuesImpact of man on natureGlobal warmingWater scarcityGlobalizationRecyclingFish exhaustionMigration (rural-urban)Poverty Loss of cultural heritage
Selecting the source textsRecommended sources are: Articles, Blogs, Interviews, Audio/visual materials
The use of pages such as Wikipedia, Online Forums or any other user-based page (wikis) are not recommended.
Note: All your choices must be consulted with your teacher
SL Text typesArticle, columnBlogBrochure, leaflet, flyer, pamphlet, adEssayInterview in any formReportReviewSet of instructions, guidelinesWritten correspondenceArticleThe term 'article' applies to a very wide range of styles and approaches. Clearly, it carries the notion of a journalistic discourse, but the context which includes where it is to be published, and to whom it is to be addressed will have a powerful influence on how it is written
Title / headlineAppropriate / typical structure of paragraphs Is there a sense of effective address to the public ?Is the opening, in particular, attractive / attention-catching ?
Blog/diary entryA distinction: both text types typically present personal experience and comment, but a blog is more of a public statement, whereas a diary is more of a private reflection.
Conventions:arethere conventions for the relatively new blog - or for the anarchically personal diary ?
register: informality enriched with sophistication - if both text types are personal, some informality can be expected in register and rhetoric, but higher marks will go to scripts which combine colloquialism with dashes of complex phrasing and effects
basic paragraphing applied with clarity:while one can think of examples of real diaries which ignore basic paragraphing, students writing an exam script should be expected to show that they understand that sensible paragraphing aids clarity.
Brochure, leaflet, flyer, pamphlet, advertisement
What all of these formats have in common is that they are concerned to disseminate information quickly and concisely. The task may define an emphasis on informing (e.g the health leaflet) or on promoting (e.g. the publicity brochure).
format does it look like, for instance, a brochure ?titles, headings / use of sections bullet points, stars, etc
'address'- all of these text types include the idea of a form of direct address to a target audience are there indications that the student understands this, and expresses such address?
'promotional language' usually, these text types are all hortatory, they encourage the target audience to agree with what is being presented, to 'buy the idea' so to what extent does the style + rhetoric achieve this effect?EssayConventions - There are many different conventions for many different types of essay - which are expected, if any in particular, and how are the conventions to be recognised ? ... to say nothing of how much can be expected from SL students. Will the elements below be recognised as 'conventions' ?
Register- Tricky, this, because teachers seem to have differing expectations as to how formal / impersonal an essay should be for instance, some encourage and some discourage the use of the pronoun 'I'. Best to reward consistency, rather than penalise for expectations that may not be valid.
Rhetoric- Touches of rhetoric expected, rather than the full-blown regular effects more typical of a speech ?
Cohesive devices- Clear and appropriate paragraphing, emphasising the logical steps of the argument + good use of sequence markers all expected in a good response.
InterviewThere are two common varieties of 'interview': the 'transcript' and the 'embedded'. The Transcript reads like a script, being an accurate transcription of the words used, without commentary or description. The Embedded variety is essentially an article, based on description and commentary, with liberal quotation (which may be either direct quotation or reported speech).ReportThe essence of this text type is the ability to present a clear explanation of a given subject which involves (i) analysis, (ii) summary and (iii) organization.
organization:How the text should best be organised will again be determined by the precise nature of the task, but these main elements should probably be recognisable : background overall description description of important details concluding summary.
format:headings bullet points ... clear, purposeful paragraphing?
register:How well, and consistently, does the candidate use (basically) formal language?
ReviewThis text type is really a journalistic form, which aims to combine objective information with subjective opinion. The (dominant) element of 'opinion' should involve analysis and evaluation while the journalism context usually demands that the overall impact should be interesting and entertaining. A review is not the same thing as a commentary (which implies an academic context).
format- elements of journalistic format: title, byline, short paragraphs - perhaps subheadings/titles
'address' - How well does the script establish lively, direct communication that will interest the audience? This is likely to involve a semi-formal register (for clarity and concise explanation) with dashes of informality to convey the personal tone + vivid coment / rhetoric.
Set of instructions, guidelines The essence of these two related but distinct text types is that they both aim to give precise guidance as to how to handle a practical situation. The key to good instructions is that they give concrete explanation in a precise sequence, whereas the key to good guidelines is that they give general explanation, which may or may not involve precise sequence.
clear sequence(for instructions) a sense of logical stepsattention to detail+ control of essential, useful informationanticipation of difficulties understanding which parts of the process may cause problems for the uninformedempathy with audience most easily detected by the ability to anticipate difficulties, (e.g. explanation of technical terms, above), but may also involve use of encouraging, helpful comments