Paper 1: guided literary analysis duration: 1 hour 30 minutes weighting: 20% paper 1 contains two previously unseen passages and students are instructed to write a guided literary analysis on one of these passages. A guided literary analysis in this context refers to an interpretation of the passage supported by two guiding questions. One passage will be poetry the other passage will be taken from works such as: bull a novel or short story bull an essay bull a biography bull a journalistic piece of writing of literary merit bull a play.

The passages for analysis may be either a complete piece of writing or an extract from a longer piece, and wherever possible they will not be authors or works likely to have been studied in class. Two guiding questions are provided mdash one on understanding and interpretation, and the other on style. However, it is anticipated that students may also explore other relevant aspects beyond the guiding questions in order to achieve the higher marks. The maximum mark for paper 1: literary commentary duration: 2 hours weighting: 20% paper 1 contains two previously unseen passages and students are instructed to write a literary commentary on one of these passages. One passage will be poetry the other passage will be taken from works such as: bull a novel or short story bull an essay bull a biography bull a journalistic piece of writing of literary merit. The passages for commentary may be either a complete piece of writing or an extract from a longer piece, and wherever possible they will not be authors or works likely to have been studied in class.

The term ldquo literary commentary rdquo is used to refer to a close reading of a passage that is presented in the form of an essay. Students need to explore aspects such as content, technique, style, structure, theme and language, and they are assessed on their ability to: bull demonstrate understanding of the thought and feeling in the passage through interpretation that is supported by detailed references to the passage bull analyse and appreciate how the passage achieves its effects. There are many acceptable ways of approaching and structuring a literary commentary, but a good commentary explains, rather than merely summarizing content or listing effects. All commentaries should be continuous and developed commentaries comprising unrelated paragraphs will not merit a high the paper is assessed according to the assessment criteria published in this guide. The maximum mark for the international baccalaureate ib diploma programme dp uses both internally and externally assessed components to assess student performance. For most courses, written examinations at the end of the dp form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability.

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Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the theory of knowledge tok essay and the extended essay ee . These are either externally assessed or marked by teachers and then moderated by the ib. A student’s final diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the dp core. The theory of knowledge tok and extended essay ee components are awarded individual grades and, collectively, can contribute up to 3 additional points towards the overall diploma score. Creativity, action, service – the remaining element in the dp core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma. The ib awards the same number of points for higher level hl and standard level sl courses, reflecting the ib’s belief in the importance of achievement across a broad range of academic disciplines.

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Hl and sl courses differ in scope but are assessed against the same grade descriptors, with hl candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills. A bilingual diploma is awarded to candidates who complete and receive a grade 3 or higher in two languages selected from the dp course studies inlanguage and literature. Students who gain a grade 3 or higher in studies in language and literature and a grade 3 or higher in an individuals and societies or science subject, completed in a different language, will also receive the bilingual diploma. For information on other aspects of assessment in the dp, such as how the ib ensures reliability of results, see our detailed guide on the principles of assessment. ib language a: english language and literature high level written examination paper 1 the following is take from the ib language a: language and literature guide. They are designed to allow students to demonstrate their competencies in relation to the language a: language and literature assessment objectives and to specific parts of the syllabus. In both examination papers students are expected to support their answers with specific reference to, where appropriate, literary and non literary texts in paper 1 with reference to the unseen extracts.

Retelling the plot or contents of a work or extract is not expected in any component of the assessment. paper 1: comparative textual analysis duration: 2 hours weighting: 25% paper 1 contains two pairs of previously unseen texts for comparative analysis. The pairing could include two non literary texts or one literary and one non literary text. Each pair will be linked in such a way that invites investigation of similarities and differences.

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Students are instructed to compare and analyse one of the pairs of texts, including comments on the similarities and differences between the texts, the significance of any possible contexts, audience and purpose, and the use of linguistic and literary devices. A pair may include complete pieces of writing or extracts from longer pieces, or a combination of these. The texts for analysis are not necessarily related to specific parts of the syllabus. The links between texts will be varied and could include theme, genre features or narrative stance. In order to achieve this, students need to analyse structure, language and style in addition to aspects such as text type, context, bias and/or ideological position.

The comparative analysis should be continuous and structured, include relevant examples from the texts and be balanced in its comments on the similarities and differences between the texts. Rather than simply listing formal aspects, students should focus on how such aspects are used to create particular effects. 1 there is little understanding of the context and purpose of the texts and their similarities or differences summary predominates and observations are rarely supported by references to the texts. 2 there is some understanding of the context and purpose of the texts, and the similarities or differences between them observations are generally supported by references to the texts.

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3 there is adequate understanding of the texts, their possible context and purpose, and the similarities and differences between them comments are included, as well as observations that are generally supported by references to the texts. 4 there is good understanding of the texts, their context and purpose, and the similarities and differences between them comments are mostly supported by well chosen references to the texts. 5 there is excellent understanding of the texts, their context and purpose, and the similarities and differences between them comments are fully supported by well chosen references to the texts. 1 there is little awareness of the use of stylistic features and little or no illustration of their effects on the reader.

2 there is some awareness of the use of stylistic features, with a few references illustrating their effects on the reader. 3 there is adequate awareness of the use of stylistic features and understanding of their effects on the reader. 4 there is good awareness and illustration of the use of stylistic features and detailed understanding of their effects on the reader.

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5 there is excellent awareness of the use of stylistic features, with very good understanding of their effects on the reader. Criterion c: organization and development how well organized and coherent is the comparative analysis? how balanced is the comparative analysis? ldquo balance rdquo here means equal treatment of the two texts. Marks level descriptor 0 the work does not reach a standard described by the descriptors below. 1 little organization is apparent, with no sense of balance and very little development considerable emphasis is placed on one text to the detriment of the other. There is little sense of balance and some development although both texts are addressed, the treatment of one is superficial.

3 the comparative analysis is organized and structured in a generally coherent way. 5 the comparative analysis is well balanced and effectively organized, with a coherent and effective structure and development. Criterion d: how clear, varied and accurate is the language? how appropriate is the choice of register, style and terminology? ldquo register rdquo refers, in this context, to the student rsquo 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.