Language and Literature

DP 2
Part 3: Texts and Contexts
Unit 1: Establishing the components and effects of style

Tuesday, October 22nd, 2019

Thursday, October 24th, 2019
Monday, October 28th, 2019
Friday, November 1st, 2019
Tuesday, November 5th, 2019
Friday, November 15th, 2019
Tuesday, November 19th, 2019
Monday, November 25th, 2019
Tuesday, December 3rd, 2019
Thursday, December 5th, 2019
Monday, January 6th, 2019
Tuesday, October 22nd, 2019
1. Review Part 3: Unit 1 information
2. Examining form, structure and style
3. Comparative analysis of “Notation” and “Biased”
4. In class write: “Discuss the similarities and differences in each of the short
stories. Explain how these differences influence the overall meaning/feeling of
the text.”
 Style refers to the way the
author uses language to convey
meaning. This can relate to
sensory description,
characterization etc.

FORM - is the name of the text Meaning

type that the writer uses. For
example, scripts, sonnets, novels Structure is how the plot is
etc. All of these are different text ordered and put together for the
types that a writer can use. The reader. You can think of plot at a
form of a text is important text level but also at a sentence
because it indicates the writer's level.
intentions, characters or key
themes.
What I’m paying attention to
1. What is the genre of the text? How do I know this?
2. What do I notice about the sentence structure?
3. What do I notice about the language (words and phrases) that the author
uses?
4. How is the story presented and structured?
Thursday, October 24th, 2019
1. Reviewing the 3rd Written Task
a. Written Task assignment
b. Written Task proposal
c. Sample Written tasks and Examiner’s Notes
2. Sum up our discussion of “Notation” and “Biased”
a. Share out ideas from writing.
b. Come up with a clear statement about similarities and differences between the texts
c. Comparative Analysis of two short stories from Exercises in Style
Examiner’s Notes
Criterion A - Rationale - 2 marks
The rationale explains how the task is connected to the coursework.
2 out of 2 – The rationale provides a good level of clarity. The reader/examiner is given a good sense of what the students intends and why the task
will show insight into the work studied.

Criterion B - Task and Content - 8 marks

The content of a task should lend itself well to the type of text one chooses. The task should demonstrate an understanding of the coursework and
topics studied. Finally, there should be evidence that the student has understood the conventions of writing a particular text type.
7 out of 8 – The content is consistently appropriate to the task chosen. The understanding shown is a little underdeveloped, but it is wide-ranging. It
should be acknowledged that it would be difficult show a simultaneously detailed and broad understanding of the novel in the context of the
assessment component. It is not necessarily obvious what the conventions of a flyer are. Nevertheless, the student expresses his intentions
reasonably clearly in the rationale suggesting that he will develop a somewhat cynical voice, which he in fact establishes with some success.

Criterion C - Organization - 5 marks

The task is organized effectively and appropriately with a regard for the text type. There must be a sense of coherence.
5 out of 5 – The task is well organized and, for the most part, coherent.

Criterion D - Language - 5 marks

The language of the task must be appropriate to the nature of the task. This means that students use an appropriate and effective register and style.
Whatever the nature of the task, ideas must be communicated effectively.
4 out of 5 – The task is written with a developing sense of style. The language is accurate.
Comparative Analysis
1. With a partner choose 2 short stories from Exercises in Style
2. Develop a visual presentation that answers the following questions:
a. How do form, structure and style influence the meaning of each of these pieces?
b. What similarities and differences do we see in the writing?
c. How do the style choices have an effect on the reader?
Groups
Group 1

1. Meki
2. Moses
3. Mengtan

Group 2
1. Soohwan
2. Alfonso
3. Shuaib

Group 3
1. Raiy
2. Shayma
3. Said
Monday, October 28th, 2019
1. Continued work on Exercises in Style presentations (40 min)
2. Continued work on Written Task proposals (40 min)
Friday, November 1st, 2019
1. Exercise in Style presentations
a. Group 1-Meki, Moses, Mengtan
b. Group 2-Soohwan, Alfonso, Shuaib
c. Group 3-Raiy, Shayma, Said

With remaining time, continue work on your Written Task proposal

Tuesday, November 5th, 2019
1. Last “Exercises in Style” presentation
2. Review Sample Paper 2 questions: What do you notice about what the
questions are requiring you to do?
3. Introduction to Literary Theory
a. A brief overview
b. Being Metacognitive (thinking about your thinking)
c. Literary Theory presentations
4. Work on Literary Theory presentations
 Critical Literary Theory
The lens with which you choose to understand text.

Discussion: When you first interact with a text, what kinds of things are you looking
for?

Example: I love language so I’m always paying attention to the way a narrator
describes something. I was a sociology major in university so I have a hard time
ignoring any conflict or sense of inequality in a text.
Constructivist Analysis for “Spring”
Literary Theory Presentations
Objective:

1. Demonstrate your knowledge of a social literary theory by teaching the theory

to your classmates. (explanation and sample inquiry questions)
2. Analyse a short story using one social theory and one constructivist theory.
3. Present your work to your classmates
 Critical Literary Theories

Social Theories Constructivist theories

Psychoanalytic (Matthew and Alfonso) Moral Criticism/Dramatic Construction

Marxist (Mengtan and Shayma) Formalism

Reader-Response

Post-Colonial (Said, Shuaib, Moses) Structuralism

Feminist/Gender (Meki and Shoaib)

Ecocriticism (Raiy and Soohwan)

Critical Race (Lucia and Danni)

Texts for Analysis
1. Girl by Jamaica Kincaid
2. How to Date by Junot Diaz
3. The Lottery by Shirley Jackson
4. The Stone by Louise Erdrich
5. A&P by John Updike
6. The Rich People’s School by Lauri Kubuitsile
7. My Dear You by Rachel Khong
Friday, November 15th, 2019
1. Finish presentations
2. Developing context for Medea (Study, Gallery Walk and Reflection)-
3. Review Paper 2 questions
4. Read
Developing context for Medea
1. Work in your small groups to develop posters that answer the guiding
questions.
2. Post your poster and we’ll do a gallery walk and reflection.
Topic Guiding Questions Teachers
The Aristotelian Definition ● What are the 6 elements of an Aristotelian tragedy? Raiy
● Where have you seen these elements in other books
of Tragedy Danni
you’ve read?
Matthew

Biographical Information on ● What do we know about Euripides life? Shayma

Euripides ● How might Euripides life and works help us to anticipate Moses
what we’ll read in Medea?
Alfonso

Context: What happened
before Medea
● How would you characterize Jason and Medea’s Said
relationship prior to Medea?
Meki
● How might this influence the events that happen in Medea?
Mengtan

Greek Theatre ● What are key elements of the production of a Greek Soohwan
tragedy?
Shuaib
● What would the play Medea have looked like in that time?

Critical Intepretation of ● What does each of the characters represent in the text? Shoaib
● What moral message comes from reading Medea?
Medea (Introduction of the Lucia
Tuesday, November 19th, 2019
1. Finish gallery walk and discuss
2. Develop notes sheet
3. Review parts of Medea
4. Begin reading Medea (Prologue, Parodos, Episode I)
a. Guiding Questions:
i. What role does the Chorus play in the play?
ii. Characterize Medea (both in her actions and other’s perception of her).
iii. What are we noticing about the relationship between Jason and Medea?
Parts of Medea
PROLOGOS-Prologue-Conflict introduced

PARODOS-1st entrance of the Chorus

(5)EPISODES-Action!!!

(5)STASIMON-The Chorus reflects on what just

happened

EXODOS-Grand Conclusion!!
Monday, November 25th, 2019
1. Partner Check-Ins
a. What happened in our last reading?
b. What questions do you still have?
2. Read Stasimon I, Episode II, Stasimon II.
3. Written Task Conferences and Work time
Tuesday, December 3rd, 2019
1. Begin reading Medea-continue taking notes as we read
2. Work on Written Task (use this sheet to ensure that you’re on the right track)
Thursday, December 5th, 2019
1. Finish reading Medea
2. Revisit sample Paper 2 questions
a. In small groups, review the questions and discuss
which question would be most appropriate for this
book.
b. Discussion: How would you approach this question?
3. Work on written tasks
Monday, January 6th, 2020
1. Re-review Paper 2 questions
2. Review Paper 2 rubric/criteria
3. Deconstruct the prompt
4.
What is the prompt asking me to explore?
Identify some of the forms intolerance can take, and discuss how its effects on
both the victims and the intolerant are presented in at least two of the works you
have studied.
Forms of Intolerance Effects of Intolerance

● Racial intolerance ● Alienation

● Gender intolerance ● Violence
● Religious intolerance ● Revenge/Retribution
● Intolerance of other interests

In this prompt, I’m exploring instances where .

Commentary for exemplar essay
Criterion A - Knowledge and understanding - 5 marks
The essay demonstrates an understanding of the works and knowledge of the contexts in which they were written. The student shows how context affects
interpretations of the texts
5 out of 5 – Excellent understanding of the two works studied. It may be argued that there is slightly better understanding of Persepolis, but this is probably of minor
significance. Contexts of production and reception effectively inform the response.

Criterion B - Response to the question - 5 marks

A Paper 2 essay should focus on the question chosen. The implications of the exam question need to be explored in depth, and the student's response must be
relevant to it.
5 out of 5 – Excellent! There is a lot to cover in this question, and the student effectively probes every aspect of the question. A relevant response throughout.

Criterion C - Understanding of the use and effects of stylistic features - 5 marks

In the Paper 2 exam, a connection needs to be made between the author's use of stylistic features and the effect of them on his or her audience. As Paper 2
questions invite students to explore how meaning is shaped by context, answers will have to explain why authors choose for a certain genre, narrative technique or
structure.
5 out of 5 – Again, excellent. The student effectively embeds meaningful discussion of stylistic features into the wider argument.

Criterion D - Organization and development - 5 marks

The essay must develop an answer to the question coherently and effectively. Topic sentences should guide the ideas of paragraphs. Illustrations should be
integrated well and explanations should shed light on the subject matter.
5 out of 5 – Super organisation. Not every transition between paragraphs is fluid or seamless (and there is little variation!). Nevertheless, the paragraphing is
effective, and contributes to the development of the student’s argument.

Criterion E - Language - 5 marks

The language of the Paper 2 exam should be effective and accurate. The choice of vocabulary and use of grammar should be consistent and appropriate.
5 out of 5 Very little, if anything is unclear. The language, punctuation, and sentence structure are generally exceptional.
Wednesday, December 8th, 2020
1. Read an exemplar Paper 2 essay (perfect score)
a. Discussion: The essay received perfect marks. What works in this essay?
b. Review commentary
2. Comparing essays and marking
a. Read and annotate Sample Paper 2.1. In your small groups provide marks for the essay and
discuss that the student would need to do in order to receive higher marks on the essay.
b. Review commentary for Sample Paper 2.1
c. Read and annotate Sample Paper 2.2. In your small groups, discuss how this sample
improves upon Sample Paper 2.1