IB English

Language A: Language and Literature

Ms Porrier
lporrier@sd73.bc.ca
Course Description
To fulfill the requirements for the International Baccalaureate (IB) Diploma, all students must study a Group 1
subject; Norkam Secondary offers IB English (Language A: Language and Literature) at the Higher Level (HL)

The study of the texts produced in a language is central to an active engagement with language and culture and,
by extension, to how we see and understand the world in which we live. A key aim of the language A: Language
and Literature course is to encourage students to question the meaning generated by language and texts,
which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the
language of the texts they study and to become aware of the role of each texts wider context in shaping its
meaning is central to the course.

The language A: language and literature course aims to develop in students skills of textual analysis and the
understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related
to culturally determined reading practices. An understanding of the ways in which formal elements are used to
create meaning in a text is combined with an exploration of how that meaning is affected by reading practices
that are culturally defined and by the circumstances of production and reception.

The study of literature in translation from other cultures is especially important to IB Diploma Programme
students because it contributes to a global perspective, thereby promoting an insight into, and understanding
of, the different ways in which cultures influence and shape the experiences of life common to all humanity.
(Language A: Language and Literature Guide 5)

Course Aims
The aims of language A: literature and language A: language and literature at HL are to:

introduce students to a range of texts from different periods, styles and genres
develop in students the ability to engage in close, detailed analysis of individual texts and make relevant
connections
develop the students powers of expression, both in oral and written communication
encourage students to recognize the importance of the contexts in which texts are written and
received
encourage, through the study of texts, an appreciation of the different perspectives of people from
other cultures, and how these perspectives construct meaning
encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
promote in students an enjoyment of, and lifelong interest in, language and literature.
develop in students an understanding of how language, culture and context determine the ways in which
meaning is constructed in texts
encourage students to think critically about the different interactions between text, audience and
purpose.
(Language A: Language and Literature Guide 9)

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Assessment
There are four assessment objectives at HL for the language A: language and literature course.
1. Knowledge and understanding
Demonstrate knowledge and understanding of a range of texts
Demonstrate an understanding of the use of language, structure, technique and style
Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of
how context influences this constructed meaning
Demonstrate an understanding of how different perspectives influence the reading of a text
2. Application and analysis
Demonstrate an ability to choose a text type appropriate to the purpose required
Demonstrate an ability to use terminology relevant to the various text types studied
Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader
Demonstrate an awareness of the ways in which the production and reception of texts contribute to
their meanings
Demonstrate an ability to substantiate and justify ideas with relevant examples
3. Synthesis and evaluation
Demonstrate an ability to compare and contrast the formal elements, content and context of texts
Discuss the different ways in which language and image may be used in a range of texts
Demonstrate an ability to evaluate conflicting viewpoints within and about a text
Produce a critical response evaluating some aspects of text, context and meaning
4. Selection and use of appropriate presentation and language skills
Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication
Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers
and situations
Demonstrate an ability to discuss and analyse texts in a focused and logical manner
Demonstrate an ability to write a balanced, comparative analysis

Syllabus
The Language A syllabus is divided into four compulsory parts. Total number of major works: 6.
Semester
Sem 1 - 2015
Part 1: Language in
Cultural Context.
Part 4: Literature Critical Study
Sem 2 2016
Part 2: Language and
Mass Communication
Part 4: Literature
Critical Study
Sem 3 2016
Part 3: Literature texts
and contexts

Author

Text

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Margaret Atwood

Chosen from a variety of

sources
The Handmaids Tale

Various
George Orwell
Shakespeare

Various

Barbara Kingsolver
Nawal El Sadaawi
Sylvia Plath

Chosen from a variety of

sources.
1984
Hamlet

The Poisonwood Bible

Woman at Point Zero
Collected Poems

IB Assessments
Written Task 1 (10%)
Practice Paper 1
Further Orals (15%)
Practice Individual Orals
(15%)
Written Task 1 (10%)
Further Orals (15%)
Practice Paper 1 & 2
(25%)
BC Provincial Exam (June)
Written Task 2 (10%)
Written Task 1 (10%)

Sem 4 2017
Part 4: Literature
Critical Study
(review novels read
earlier and connect to
final work)

Shakespeare
George Orwell
Margaret Atwood

Hamlet
1984
The Handmaids Tale

Individual Oral (15%)

Paper 1 (25%)
Paper 2 (25%)

The final score will be calculated from both internal assessments (Further Orals (15%), and Individual Orals
(15%)) and external assessment (Paper 1 (25%), Paper 2 (25%), Written task 1 (10%) and Written task 2 (10%))
and be presented as an IB score. The following are the IB Grade Descriptors.

Grade 7 Excellent performance

Demonstrates: excellent knowledge and understanding of works and tasks; very strong and detailed
appreciation of the effects of technique and style; very strong evidence of independent and/or original
perspectives on the works studied, where appropriate; consistently focused, carefully developed and
persuasive presentation of ideas or argument; use of language that is varied, clear, concise, precise
and convincingly adapted to tasks.
Grade 6 Very good performance
Demonstrates: very good knowledge and understanding of works and tasks; strong and detailed
appreciation of the effects of technique and style; strong evidence of a personal engagement with the
works studied, where appropriate; clearly focused, well-developed and purposeful presentation of
ideas or argument; use of language that is varied, clear, concise and effectively adapted to tasks.
Grade 5 Good performance
Demonstrates: sound knowledge and understanding of works and tasks; good appreciation of the
effects of technique and style; good evidence of a relevant personal response to the works studied,
where appropriate; clearly focused and effective presentation of ideas or argument; use of language
that is clear, concise and appropriately adapted to tasks.
Grade 4 Satisfactory performance
Demonstrates: adequate knowledge and understanding of works and tasks; adequate awareness of the
effects of technique and style; adequate evidence of a relevant personal response to the works studied,
where appropriate; generally focused and satisfactory development/presentation of ideas or argument;
use of language that is generally clear, accurate, fluent and appropriate to tasks.
Grade 3 Mediocre performance
Demonstrates: some knowledge but superficial understanding of works and tasks; some awareness of the
effects of technique and style; some evidence of a relevant personal response to the works studied, where
appropriate; some evidence of a focus but ideas are neither appropriately developed nor presented; use
of language that is limited in clarity, accuracy, fluency and appropriateness to tasks.
Grade 2 Poor performance
Demonstrates: basic knowledge and/or understanding of works and tasks; basic awareness of the
elements of technique and style; basic structure to the presentation of ideas; use of language that is
lacking in clarity, accuracy and coherence.
Grade 1 Very poor performance
Demonstrates: rudimentary knowledge and/or understanding of works and tasks; presentation without
clarity or relevance; use of language that is barely intelligible.

Evaluation:
Please refer to the NorKam Handbook for a copy of the Effort Rubric.
Assignments will be marked using IB rubrics, unless otherwise stated.

Interventions:
1. All homework assignments are due at the beginning of class. Late or missing assignments could result in a
referral to Success Club, N for effort and/or parental contact.
2. If a student is absent for a test or in-class assignment, arrangements will be made to write an alternative
test or assignment in a timely manner. Extensions may be given for non-IB assignments, but will be left to
my discretion. IB due dates are firm and cannot be changed. There are no make-ups for IB
assignments.

3. Incomplete assignments must be completed before a report card grade can be assigned. An I will be
accompanied by a list of tasks to be completed within a reasonable amount of time. If completed
satisfactorily within the time period indicated, the I will be converted to a letter grade. If not, a failing
grade will be assigned.
4. There is an expectation of quality work being completed by IB students therefore sub-standard work will
be redone.

Expectations:
1. A high level of conduct is expected. Abide by school and classroom rules. Students who interfere with the
learning of others may be removed from the classroom.
2. Technological devices are not to be used in the classroom unless directly stated by the teacher. I listen to
you when you ask questions and I expect the same respect.
3. Bring ALL materials to class.
4. Food is not permitted in class.
5. Make sure that assignments include your first and last name, date, title, course and block. You must
always use complete sentences when answering questions.
6. Plagiarism WILL NOT be tolerated. It is expected that you do your own original work and do not copy from
other students or other sources without giving proper credit. There will be consequences for academic
misconduct.
7. Keep rough copies/first drafts. Save all word-processed assignments and keep an extra hard copy. Keep all
graded work.
8. You are responsible for work completed in your absence. Check with a reliable classmate. You can also check
the What I Missed While I Was Away binder for assignments and the class website porrier.weebly.com.
The best policy is to inform me in advance if you know you are going to miss a class. A planned absence form
is required if you are going to be absent due to extra-curricular activities. As per NorKam Secondary
expectations, participation in such activities may be withheld if classroom behavioural and academic
expectations are not met.

For Further information, please contact Ms Porrier at 250-376-1272 or at the following email address:
lporrier@sd73.bc.ca

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