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11th Grade Syllabi:
12th Grade Syllabi:
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AIMS
The aims of the Language A1 program are to:
- encourage a personal appreciation of literature
and develop an understanding of the techniques
involved in literary criticism;
- develop the students' powers of expression,
both in oral and written communication, and provide
the opportunity of practicing and developing the
skills involved in writing and speaking in a variety
of styles and situations;
- introduce students to a range of literary works
of different periods, genres, styles and contexts;
- broaden the students' perspective through the
study of works from other cultures and languages;
- introduce students to ways of approaching and
studying literature, leading to the development
of an understanding an appreciation of the relationships
between different works;
- develop the ability to engage in close, detailed
analysis of written text;
- promote in students an enjoyment of, and lifelong
interest in, literature.
OBJECTIVES
Having followed the Language A1 program at Higher
Level (HL) candidates will be expected to demonstrate:
- an ability to engage in independent literary
criticism in a manner which reveals a personal
response to literature;
- an ability to express ideas with clarity, coherence,
conciseness, precision and fluency in both written
and oral communication;
- a command of the language appropriate for the
study of literature and a discriminating appreciation
of the need for an effective choice of register
and style in both written and oral communication;
- sound approach to literature through consideration
of the works studied;
- a thorough knowledge both of the individual
works studied and of the relationships between
groups of works studied;
- an appreciation of the similarities and differences
between literary works from different ages and/or
cultures;
- an ability to engage in independent textual
commentary on both familiar and unfamiliar pieces
of writing;
- a wide-ranging appreciation of structure, technique
and style as employed by authors, and of their
effects on the reader;
- an ability to structure ideas and arguments,
both orally and in writing, in a logical, sustained
and persuasive way, and to support them with precise
and relevant examples.
OUTLINE
The Higher Level (HL) syllabus
is divided into four compulsory parts.
| Total
number of works: 15 |
Part 1 World Literature
(3 works)
- Three World Literature works studied
as a group.
- Each work chosen from the IB Prescribed World
Literature List (PWL) only.
- All works linked by one or more aspects such
as culture, genre, theme, period, style, type
of literary study, methodology.
- Each work originally written in a language different
from the Language A1 studied.
- Each work written by a different author.
Part 2 Detailed Study (4 works)
- Four Language A1 works studied in detail.
- Each work chosen from a different genre category
on the IB Prescribed Book List (PBL) for the Language
A1 studied.
- Each work written by a different author.
Part 3 Groups of Works (4
works)
- Three Language A1 works and one
World Literature work studied as a group.
- All four works chosen from the same genre category.
- All three Language A1 works chosen from the
PBL for the Language A1 studied.
- World Literature work 'chosen freely' and linked
at least by genre to Language A1 works.
- Each work written by a different author.
Part 4 School's Free Choice (4
works)
- Three Language A1 works and one
World Literature work studied as a group.
- All four works 'chosen freely'.
- World Literature work linked to Language A1
works by one or more aspects such as culture,
genre, theme, period, style, type of literary
study, methodology.
- Each work written by a different author.
Requirements
and General Notes
Requirements
Authors and Works
- Some PBLs, either wholly or in certain parts,
do not specify works but give the names of authors.
In such cases the works chosen are at the discretion
of the teacher.
- Authors must not be repeated within
any part of the syllabus but the same author
may be studied in two different parts
of the syllabus.
- Fifteen different works must be studied
in total, that is, no work may be repeated.
Genres
- At least four of the genres represented
on the relevant PBL for the particular Language
A1 must be studied in the whole syllabus.
Period
- Each PBL list works from different periods.
The school's syllabus should include works from
at least two or three periods,
depending on the specific instructions given
on the relevant PBL.
'Place'
- Some PBLs do not identify works by 'place',
therefore there is no 'place' requirement.
- If the relevant PBL does indicate 'place',
at least two of the 'places' must be
represented in the whole syllabus.
Language
- Language A1: All works must have been
originally written in the Language A1 studied
and be chosen from the relevant PBL.
- World Literature Part 1: All works
must have been originally written in a language
different from the Language A1 and normally
studied in translation. All works must be chosen
from the PWL.
- World Literature Part 3 and Part 4: If
the relevant PBL does not identify works
by 'place', the above Part 1 language requirement
applies. If the relevant PBL does identify
works by 'place', either or both of the works
for Part 3 and Part 4 may have been originally
written in the Language A1 studied, provided
the choice(s) are made from a 'place' not represented
by any of the Language A1 works selected.
General
Notes
- Exceptions to any of the requirements
for a particular Language A1 will be indicated
on the relevant PBL.
- 'Chosen freely' means chosen from the
PBL or the PWL, or elsewhere.
- 'Place' is broadly defined as a geocultural
region such as a province, country, continent.
For Languages A1 which span a culturally varied
area, different 'places' have been identified
to reflect the broad cultural differences.
- Languages A1 without PBLs: The school
must submit to IBCA lists of works chosen from
their own sources. (See Vade Mecum for
details.)
- Self-taught candidates may not
offer Language A1 at Higher Level.
ASSESSMENT CRITERIA HL
- Internal Assessment
Oral Component
A: Knowledge and Understanding of Extract or Work(s)
How well does the candidate know and understand
the content of the extract or work(s)?
How well does the candidate situate the extract
or work(s) within the context of the larger work
from which it has been taken or the body of works
to which it belongs, where relevant?
Achievement Level
0 The candidate has not reached level 1.
1 Little knowledge of the extract or work(s)
-- little knowledge or understanding of the content
of the extract or work(s)
-- little knowledge of the appropriate context of
the extract or work(s), where relevant.
2 Some knowledge of the extract or work(s)
-- some knowledge but superficial understanding
of the content of the extract or work(s)
-- some knowledge of the appropriate context of
the extract or work(s), where relevant.
3 Adequate understanding of the extract or work(s)
-- adequate knowledge and understanding of the content
of the extract or work(s)
-- adequate knowledge of the appropriate context
of the extract or work(s), where
relevant.
4 Good understanding of the extract or work(s)
-- good knowledge and understanding of the content
of the extract or work(s)
-- good knowledge of the appropriate context of
the extract or work(s), where relevant.
5 Excellent understanding of the extract or work(s)
-- thorough knowledge and understanding of the content
of the extract or work(s)
-- precise knowledge of the appropriate context
of the extract or work(s), where relevant.
Oral Component
B: Interpretation and Personal Response
How valid is the candidate’s interpretation
of the extract or work(s)?
How well has the candidate identified and analysed
the effects of literary features in
the extract or work(s), such as diction, imagery,
tone, structure, style and technique?
To what extent does the candidate’s response
show critical thinking and originality?
How precise and relevant are the candidate’s
references to the extract or work(s)?
Achievement Level
0 The candidate has not reached level 1.
1-2 Little interpretation of the extract or work(s)
-- little interpretation of the thought and feeling
expressed in the extract or work(s)
-- response consists mainly of narration and/or
repetition of content
-- little awareness of the literary features of
the extract or work(s).
3-4 Some interpretation of the extract or work(s)
-- some interpretation of the thought and feeling
expressed in the extract or work(s) including some
elements of a relevant personal response, where
appropriate
-- some awareness of the literary features of the
extract or work(s)
-- the response is supported by some references
to the extract or work(s).
5-6 Adequate interpretation of the extract or work(s)
-- a generally valid and adequate interpretation
of the thought and feeling expressed in the extract
or work(s) including some degree of a critical personal
response, where appropriate
-- adequate awareness and some analysis of the effects
of the literary features of the
extract or work(s)
-- the response is generally supported by relevant
references to the extract or work(s).
7-8 Good interpretation of the extract or work(s)
-- a valid and generally detailed interpretation
of the thought and feeling expressed in
the extract or work(s) including a considered critical
response, where appropriate
-- good awareness and detailed analysis of the effects
of the literary features of the
extract or work(s)
-- the response is supported by relevant references
to the extract or work(s).
9-10 Excellent interpretation of the extract or
work(s)
-- a convincing and detailed interpretation of the
thought and feeling expressed in the extract or
work(s) including a fully considered and independent
critical response, where appropriate
-- excellent awareness and critical analysis of
the effects of the literary features of the extract
or work(s)
-- the response is fully supported by precise references
to the extract or work(s).
Oral Component
C: Presentation
How structured is the candidate’s response?
How effective and convincing is the candidate’s
presentation?
How appropriately does the candidate integrate
supporting references to the extract
or work(s)?
Achievement Level
0 The candidate has not reached level 1.
1-2 Little sense of a focused and developed response
-- little evidence of a structure to the response
-- little attempt to present the response with coherence
and focus
-- the response is supported by few references to
the work(s) or extract.
3-4 Some sense of a focused and developed response
-- some evidence of a structure to the response
-- some attempt to present the response with coherence
although it is not always focused
-- supporting references to the work(s) or extract,
where relevant, are not appropriately integrated
into the body of the response.
5-6 A generally focused and developed response
-- adequate structure to the response
-- the response is generally focused and presented
in a coherent and effective manner
-- supporting references to the work(s) or extract,
where relevant, are sometimes appropriately integrated
into the body of the response.
7-8 A focused and developed response
-- clear and logical structure to the response
-- the response is focused and presented in a clear,
coherent, effective and convincing manner
-- supporting references to the work(s) or extract,
where relevant, are appropriately integrated into
the body of the response.
9-10 A clearly focused, well-developed and persuasive
response
-- purposeful and effective structure to the response
-- the response is focused, coherent and presented
in a very effective and persuasive manner
-- supporting references to the work(s) or extract
are well integrated into the body of the response.
Oral Component
D: Use of Language
How accurate, clear and precise is the language
used by the candidate?
How appropriate is the candidate’s choice
of register and style for the occasion?
(Register refers, in this context, to the candidate’s
sensitivity to elements such as the vocabulary,
tone, sentence structure and idiom appropriate
to the task.)
Literary terms are taken in the widest possible
sense, for example, novel, play, poem, persona,
character, narrator.
Achievement Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
-- the speech is not readily comprehensible
-- many lapses in grammar and expression
-- vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
-- some degree of clarity and coherence in the speech
-- some degree of accuracy in grammar and expression
-- vocabulary is sometimes appropriate for the discussion
of literature.
3 The language is generally clear and coherent
-- clear speech, appropriate to the occasion
-- only a few significant lapses in grammar and
expression
-- attempts to use a register appropriate to the
oral activity.
4 The language is clear, varied and precise
-- clear, varied and precise speech, appropriate
to the occasion
-- no significant lapses in grammar and expression
-- uses a register and style appropriate to the
oral activity
-- some literary terms used appropriately.
5 The language is clear, varied, precise and concise
-- clear, varied, precise and concise speech, appropriate
to the occasion
-- no significant lapses in grammar and expression
-- an effective choice of register and style
-- precise use of wide vocabulary and varied grammatical
structures
-- literary terms used appropriately.
ASSESSMENT CRITERIA HL
- External Assessment
Written Paper 1 Commentary
A: Understanding of the Text
How well has the candidate understood the thought
and feeling expressed in the text?
Achievement Level
0 The candidate has not reached level 1.
1 Little understanding of the text
-- little understanding of the thought and feeling
expressed in the text
-- mainly irrelevant and/or inappropriate references
to the text.
2 Some understanding of the text
-- superficial understanding of the thought and
feeling expressed in the text
-- some relevant references to the text.
3 Adequate understanding of the text
-- adequate understanding of the thought and feeling
expressed in the text
-- adequate and appropriate references to the text.
4 Good understanding of the text
-- good understanding of the thought and feeling
expressed in the text as well as some
of the subtleties of the text
-- detailed and pertinent references to the text.
5 Excellent understanding of the text
-- perceptive understanding of the thought and feeling
expressed in the text as well as
some of the subtleties of the text
-- detailed and persuasive references to the text.
Written Paper 1 Commentary
B: Interpretation of the Text
How relevant are the candidate’s ideas about
the text?
How well has the candidate explored those ideas?
How well has the candidate illustrated claims?
To what extent has the candidate expressed a relevant
personal response?
Achievement Level
0 The candidate has not reached level 1.
1 Little interpretation of the text
-- the candidate’s ideas are mainly insignificant
and/or irrelevant or
-- the commentary consists mainly of narration and/or
repetition of content.
2 Some interpretation of the text
-- the candidate’s ideas are sometimes irrelevant
-- the commentary consists mainly of unsubstantiated
generalizations or
-- the commentary is mainly a paraphrase of the
text.
3 Adequate interpretation of the text
-- the candidate’s ideas are generally relevant
-- the analysis is adequate and appropriately illustrated
by some relevant examples.
4 Good interpretation of the text
-- the candidate’s ideas are clearly relevant
and include an appropriate personal response
-- the analysis is generally detailed and well illustrated
by relevant examples.
5 Excellent interpretation of the text
-- the candidate’s ideas are convincing and
include an appropriate and considered personal
response
-- the analysis is consistently detailed and persuasively
illustrated by carefully chosen
examples.
Written Paper 1 Commentary
C: Appreciation of Literary Features
To what extent is the candidate aware of the
presence of literary features in the text, such
as diction, imagery, tone, structure, style and
technique?
To what extent does the candidate appreciate the
effects of the literary features?
How well has the candidate supported claims about
the effects of literary features?
Achievement Level
0 The candidate has not reached level 1.
1 Little awareness of the literary features of the
text
-- little mention or consideration of the literary
features of the text.
2 Some awareness or appreciation of the literary
features of the text
-- some consideration of the literary features of
the text
-- superficial analysis of the literary features
mentioned.
3 Adequate appreciation of the literary features
of the text
-- adequate appreciation of the effects of the literary
features of the text
-- the analysis is sometimes illustrated by relevant
examples.
4 Good appreciation of the literary features of
the text
-- generally detailed appreciation of the effects
of the literary features of the text
-- the analysis is generally detailed and illustrated
by relevant examples.
5 Excellent appreciation of the literary features
of the text
-- detailed and persuasive appreciation of the effects
of the literary features of the text
-- the analysis is detailed and illustrated by carefully
chosen examples.
Written Paper 1 Commentary
D: Presentation
How well has the candidate organized the commentary?
How effectively have the candidate’s ideas
been presented?
To what extent are supporting examples integrated
into the body of the commentary?
Achievement Level
0 The candidate has not reached level 1.
1 Little sense of a focused and developed argument
-- little evidence of a structure to the commentary
-- little attempt to present ideas in an ordered
or logical sequence.
2 Some sense of a focused and developed argument
-- some evidence of a structure to the commentary
-- some attempt to present ideas in an ordered and
logical sequence.
3 A generally focused and developed argument
-- adequate structure to the commentary
-- ideas are generally presented in an ordered or
logical sequence
-- supporting examples are sometimes appropriately
integrated into the body of the
commentary.
4 A clearly focused and well-developed argument
-- clear and logical structure to the commentary
-- supporting examples are appropriately integrated
into the body of the commentary.
5 A clearly focused, well-developed and persuasive
argument
-- purposeful and effective structure to the commentary
-- supporting examples are well integrated into
the body of the commentary.
Written Paper 1 Commentary
E: Formal Use of Language
How accurate, clear and precise is the language
used by the candidate?
How appropriate is the candidate’s choice
of register and style, for this task? (Register
refers, in this context, to the candidate’s
sensitivity to elements such as the vocabulary,
tone, sentence structure and idiom appropriate
to the task.)
Achievement Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
-- the use of language is not readily comprehensible
-- many lapses in grammar, spelling and sentence
construction
-- vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
-- some degree of clarity and coherence in the use
of language
-- some degree of accuracy in grammar, spelling
and sentence construction
-- vocabulary is sometimes appropriate to the discussion
of literature.
3 The language is generally clear and coherent
-- adequately clear and coherent use of language
-- only a few significant lapses in grammar, spelling
and sentence construction
-- some care shown in the choice of vocabulary,
idiom and style
-- the register is generally appropriate for literary
analysis.
4 The language is clear, varied and precise
-- clear, varied and precise use of language
-- no significant lapses in grammar, spelling and
sentence construction
-- effective and appropriately varied use of vocabulary,
idiom and style
-- suitable choice of register.
5 The language is clear, varied, precise and concise
-- clear, varied, precise and concise use of language
-- no significant lapses in grammar, spelling and
sentence construction
-- precise use of wide vocabulary and varied idiom
and style
-- effective choice of register.
Written Paper 2 Essay
A: Knowledge and Understanding of Works
How well does the candidate know the works studied?
How much understanding has the candidate shown
of the works studied in relation to the question
answered?
How detailed and/or appropriate are the candidate’s
references to the works studied?
Achievement Level
0 The candidate has not reached level 1.
1 Little knowledge of works
-- little knowledge of, or familiarity with, the
Part 3 (and Part 2) works used to answer the question.
2 Some knowledge of works
-- some knowledge of, or familiarity with, the Part
3 (and Part 2) works used to answer the question
-- superficial understanding of the works used.
3 Adequate understanding of works
-- adequate understanding of the Part 3 (and Part
2) works used to answer the question
-- adequate and appropriate references to the works.
4 Good understanding of works
-- good understanding of the Part 3 (and Part 2)
works used to answer the question as well as some
of the subtleties of their meaning
-- detailed and pertinent references to the works.
5 Excellent understanding of works
-- perceptive understanding of the Part 3 (and Part
2) works used to answer the question as well as
the subtleties of their meaning
-- detailed and persuasive references to the works.
Written Paper 2 Essay
B: Response to the Question
How well has the candidate understood the specific
demands of the question?
To what extent has the candidate responded to
these demands?
How well has the candidate illustrated claims?
To what extent has the candidate expressed a relevant
personal response?
Achievement Level
0 The candidate has not reached level 1.
1 Little awareness of the main implications of the
question
-- the candidate’s ideas are mainly insignificant
and/or irrelevant
-- the essay consists mainly of paraphrase and/or
narration and/or repetition of content.
2 Some awareness of, or response to, the main implications
of the question
-- the candidate’s ideas are sometimes irrelevant
-- the essay consists mainly of unsubstantiated
generalizations.
3 Adequate response to the main implications of
the question
-- the candidate’s ideas are relevant
-- the analysis of the ideas is adequate and appropriately
illustrated by some relevant examples.
4 Good response to the main implications as well
as some of the subtleties of the question
-- the candidate’s ideas are carefully explored
and include a considered personal response,
where appropriate
-- the analysis of the ideas is generally detailed
and well illustrated by relevant examples.
5 Excellent response to the main implications as
well as the subtleties of the question
-- the candidate’s ideas are convincing and
show independence of thought, where
appropriate
-- the analysis of the ideas is consistently detailed
and persuasively illustrated by
carefully chosen examples.
Written Paper 2 Essay
C: Appreciation of Literary Features
To what extent is the candidate aware of the
presence of literary features in the works, such
as diction, imagery, tone, structure, style and
technique?
To what extent does the candidate appreciate the
effects of the literary features in relation to
the question?
How well has the candidate supported claims about
the effects of literary features?
Achievement Level
0 The candidate has not reached level 1.
1 Little awareness of the literary features of the
works
-- little mention or consideration of the literary
features of the works in relation to the question.
2 Some awareness or appreciation of the literary
features of the works
-- some consideration of the literary features of
the works in relation to the question
-- superficial analysis of the literary features
mentioned.
3 Adequate appreciation of the literary features
of the works
-- adequate analysis of the effects of the literary
features of the works in relation to the question
-- the analysis is appropriately illustrated by
relevant examples.
4 Good appreciation of the literary features of
the works
-- pertinent and detailed analysis of the effects
of the literary features of the works in relation
to the question
-- the analysis is well illustrated by carefully
chosen examples.
5 Excellent appreciation of the literary features
of the works
-- critical analysis of the effects of the literary
features of the works in relation to the question
-- the analysis is consistently well illustrated
by persuasive examples.
Written Paper 2 Essay
D: Presentation
How well has the candidate organized the essay?
How effectively have the candidate’s ideas
been presented?
To what extent are supporting examples integrated
into the body of the essay?
Achievement Level
0 The candidate has not reached level 1.
1 Little sense of a focused and developed argument
-- little evidence of a structure to the essay
-- little attempt to present ideas in an ordered
or logical sequence.
2 Some sense of a focused and developed argument
-- some evidence of a structure to the essay
-- some attempt to present ideas in an ordered or
logical sequence.
3 A generally focused and developed argument
-- adequate structure to the essay
-- ideas are generally presented in an ordered and
logical sequence
-- supporting examples are sometimes appropriately
integrated into the body of the essay.
4 A clearly focused and well-developed argument
-- clear and logical structure to the essay
-- supporting examples are appropriately integrated
into the body of the essay.
5 A clearly focused, well-developed and persuasive
argument
-- purposeful and effective structure to the essay
-- supporting examples are well integrated into
the body of the essay.
Written Paper 2 Essay
E: Formal Use of Language
How accurate, clear and precise is the language
used by the candidate?
How appropriate is the candidate’s choice
of register and style for this task? (Register
refers, in this context, to the candidate’s
sensitivity to elements such as the vocabulary,
tone, sentence structure and idiom appropriate
to the task.)
Achievement Level
0 The candidate has not reached level 1.
1 The language is rarely clear or coherent
-- the use of language is not readily comprehensible
-- many lapses in grammar, spelling and sentence
construction
-- vocabulary is rarely accurate or appropriate.
2 The language is only sometimes clear and coherent
-- some degree of clarity and coherence in the use
of language
-- some degree of accuracy in grammar, spelling
and sentence construction
-- vocabulary is sometimes appropriate to the discussion
of literature.
3 The language is generally clear and coherent
-- adequately clear and coherent use of language
-- only a few significant lapses in grammar, spelling
and sentence construction
-- some care shown in the choice of vocabulary,
idiom and style
-- the register is generally appropriate for literary
analysis.
4 The language is clear, varied and precise
-- clear, varied and precise use of language
-- no significant lapses in grammar, spelling and
sentence construction
-- effective and appropriately varied use of vocabulary,
idiom and style
-- suitable choice of register.
5 The language is clear, varied, precise and concise
-- clear, varied, precise and concise use of language
-- no significant lapses in grammar, spelling and
sentence construction
-- precise use of wide vocabulary and varied idiom
and style
-- effective choice of register.
World Literature Assignment
A: Selection of the Aspect and its Treatment
The achievement level for this criterion is determined
primarily by the treatment of ideas, not the selection
of the aspect.
How well has the candidate defined the aspect
chosen?
How appropriate is the aspect chosen to the assignment?
How well has the aspect chosen been explored in
relation to the assignment?
To what extent has the candidate expressed a relevant
personal response?
Achievement Level
0 The candidate has not reached level 1.
1 Little attempt to define the aspect chosen; the
treatment of ideas is generally inappropriate to
the assignment
-- the aspect chosen is generally not appropriate
to the assignment
-- the aspect chosen has little focus
-- the treatment of ideas is generally not relevant
to the aspect chosen or
-- the assignment consists mainly of paraphrase.
2 Attempt to define the aspect chosen; the treatment
of ideas is to some extent appropriate
-- the aspect chosen is to some extent appropriate
to the assignment
-- the aspect chosen has focus, but it is too wide
-- the treatment of ideas is sometimes not relevant
to the aspect chosen or
-- the assignment consists in part of paraphrase.
3 The aspect is defined and followed by a generally
appropriate treatment of ideas
-- the aspect chosen is appropriate to the assignment
-- the aspect chosen has a specific and generally
relevant focus
-- the treatment of ideas is relevant to the aspect
chosen, and includes a personal response to the
work(s).
4 Clearly defined aspect followed by an appropriate
treatment of ideas
-- the aspect chosen is appropriate to the assignment
-- the aspect chosen has a specific and relevant
focus
-- the ideas show independence of thought and their
treatment is relevant to the aspect chosen.
5 Clearly defined aspect followed by a highly appropriate
treatment of ideas
-- the aspect chosen is highly appropriate to the
assignment
-- the aspect chosen has a specific and relevant
focus
-- the ideas show independence of thought and their
treatment is highly relevant to the aspect chosen.
World Literature Assignment
B: Knowledge and Understanding of Work(s)
How well does the candidate know the work(s)
studied?
How much understanding has the candidate shown
of the work(s) studied in relation to the assignment?
To what extent does the candidate appreciate the
cultural setting relevant to the assignment, where
appropriate?
Achievement Level
0 The candidate has not reached level 1.
1 Little understanding of the work(s) studied
-- knowledge but little understanding of the aspects
of the work(s) most relevant to the assignment
-- a few links between works, where appropriate
-- little appreciation of the cultural setting relevant
to the assignment, where appropriate.
2 Some understanding of the work(s) studied
-- knowledge and some understanding of the aspects
of the work(s) most relevant to the assignment
-- a link between the works, where appropriate
-- some appreciation of the cultural setting relevant
to the assignment, where appropriate.
3 Adequate understanding of the work(s) studied
-- knowledge and satisfactory understanding of the
aspects of the work(s) most relevant to the assignment
-- meaningful linking of works, where appropriate
-- appreciation of the cultural setting relevant
to the assignment, where appropriate.
4 Good understanding of the work(s) studied
-- detailed knowledge of, and good insight into,
the aspects of the work(s) most relevant to the
assignment
-- clear and meaningful linking of works, where
appropriate
-- good appreciation of the cultural setting relevant
to the assignment, where appropriate.
5 Excellent understanding of the work(s) studied
-- in-depth knowledge of, and very good insight
into, the aspects of the work(s) most relevant to
the assignment
-- meaningful and perceptive linking of works, where
appropriate -- excellent appreciation of the cultural
setting relevant to the assignment, where appropriate.
World Literature Assignment
C: Presentation
Levels 3-5 are awarded only to candidates who have
remained within the prescribed
word-limit.
. How effectively has the candidate presented
the assignment?
. How precise and relevant are the candidate’s
references?
. How detailed and meaningful is the statement
of intent provided, where appropriate?
. Has the candidate remained within the prescribed
word-limit?
Achievement Level
0 The candidate has not reached level 1.
1 The formal structure and/or development of ideas
are generally not effective
-- little evidence of a structure to the assignment
selected
-- a few references to the work(s), but they are
generally not pertinent to the assignment
-- where appropriate, the statement of intent provides
few details about the aims of the assignment.
2 The formal structure and/or development of ideas
are to some extent effective
-- evidence of a structure to the assignment
-- references are occasionally to the point
-- where appropriate, the statement of intent includes
a few details about the aims of the assignment.
3 The formal structure and/or development of ideas
are effective
-- adequate structure to the assignment
-- references are generally to the point
-- where appropriate, the presentation of aims in
the statement of intent is generally clear and includes
some details
-- the candidate has remained within the prescribed
word-limit.
4 The formal structure and/or development of ideas
are very effective
-- clear and logical structure to the assignment
-- precise and pertinent references to the work(s)
-- where appropriate, the statement of intent is
clear, detailed and relevant
-- the candidate has remained within the prescribed
word-limit.
5 The formal structure and/or development of ideas
are highly effective
-- purposeful and effective structure to the assignment
-- precise and highly pertinent references to the
work(s)
-- where appropriate, the statement of intent is
clear, detailed and highly relevant
-- the candidate has remained within the prescribed
word-limit.
World Literature Assignment
D: Language
How clear is the candidate’s written expression?
How well has the candidate observed the conventions
of written work? (The conventions of written work
relate to elements such as paragraphing, grammar,
spelling, citation of references.)
How appropriate is the register selected by the
candidate for the particular assignment? (Register
refers, in this context, to the candidate’s
sensitivity to elements such as the vocabulary,
tone, sentence structure and idiom appropriate
to the task.)
Achievement Level
0 The candidate has not reached level 1.
1 Little use of appropriate language
-- generally inappropriate register for the assignment
selected
-- frequent lapses in the conventions of written
work.
2 Some use of appropriate language
-- generally appropriate register for the assignment
selected
-- some lapses in the conventions of written work
-- some consistency or clarity of expression.
3 Adequate use of appropriate language
-- appropriate register for the assignment selected
-- the conventions of written work are generally
followed
-- consistency and some clarity of expression.
4 Good use of appropriate language
-- the register is effective and appropriate for
the assignment selected
-- the conventions of written work are closely followed
-- clarity, consistency and general fluency of expression.
5 Excellent use of appropriate language
-- the register is highly effective and appropriate
for the assignment selected
-- careful attention is given to the conventions
of written work
-- clarity, consistency and fluency of style.
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