The Written Assignment is worth 25% of overall IB English: Literature score
The written assignment is based on a work in translation studied in part 1 of the course. Students produce an analytical essay with reflective statement, undertaken during the course and externally assessed. The goal of the process detailed below is to assist students in producing individual, well-informed essays.
Work submitted Literary essay 1,200–1,500 words (assessed) Relevant reflective statement 300–400 words (assessed)
Goal To produce an analytical, literary essay on a topic generated by the student and developed from one of the pieces of supervised writing
Assessment A combined mark out of 25 to be awarded for the reflective statement and the literary essay, based on five assessment criteria (A–E)
Process Four-stage process consisting of both oral and written tasks
Stage 1: The Interactive Oral
The interactive oral is a focused class discussion in which all students and the teacher participate. Each student should be responsible for initiating some part of the discussion in at least one of the interactive orals for one work. Students may participate as a group or individually, and teachers may organize the discussion in a variety of different ways.
The discussions should address the following cultural and contextual considerations:
In what ways do time and place matter to this work?
What was easy to understand and what was difficult in relation to social and cultural context and issues?
What connections did you find between issues in the work and your own culture(s) and experience?
What aspects of technique are interesting in the work?
Stage 2: The Reflective Statement
The reflective statement is a short writing exercise and should be completed as soon as possible following the interactive oral. Each student is asked to provide a reflection on each of the interactive orals. The reflective statement on the same work as the student’s final assignment is submitted for assessment.
The reflective statement must be based on the following question:
How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?
Stage 3: Developing the Topic -- Supervised Writing
Supervised writing is intended as a springboard to elicit ideas from the student. From these ideas the student develops a topic and the final essay. The ultimate goal of this stage of the process is to help students to produce good essays with appropriate topics. To this end students are required to respond to each of the works studied in a written exercise undertaken during class time.
For each work studied (two at SL, three at HL) one piece of writing produced during class time is required. The recommended time for each piece of writing is 40–50 minutes and the writing must be in continuous prose. At the end of the lesson the writing must be handed to the teacher and an unedited copy kept on file until the end of the examination session.
Stage 4: Production of the Essay
Each student is required to produce an essay of 1,200–1,500 words in length on a literary aspect of one work. The essay is developed from one of the pieces of supervised writing completed in class, with the guidance of the teacher.