Dated: August 28, 2023.

DP 1 Notes for Component 1

The Individual Oral (IA)

Learning Outcome: The learners will gain an understanding of the requisites for an individual
oral assessment, along with the skill to analyze poetry. This analysis will specifically concentrate
on exploring global issues through the examination of authorial choices.

Skills : Communication, Critical Thinking, Analytical, Research, Time Management

Internal assessment: Individual oral (15 minutes)

This component consists of an individual oral which is internally assessed by the teacher and
externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

Supported by an extract from both one non-literary text and one from a literary work, students
will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher,
to the following prompt: Examine the ways in which the global issue of your choice is presented
through the content and form of two of the works that you have studied. (40 marks)

Determining the global issue

A global issue incorporates the following three properties:

• It has significance on a wide/large scale.

• It is transnational.

• Its impact is felt in everyday local contexts.

Students may look to one or more of the following fields of inquiry for guidance on how to
decide on a global issue to focus their orals on. These topics are not exhaustive and are intended
as helpful starting points for students to generate ideas and derive a more specific global issue on
which to base their individual oral. It should also be noted that there is the potential for
significant overlap between the areas.

Culture, identity and community

Students might focus on the way in which texts explore aspects of family, class, race, ethnicity,
nationality, religion, gender and sexuality, and the way these impact on individuals and societies.
They might also focus on issues concerning migration, colonialism and nationalism. Beliefs,
values and education Students might focus on the way in which texts explore the beliefs and
values nurtured in particular societies and the ways they shape individuals, communities and
educational systems. They might also explore the tensions that arise when there are conflicts of
beliefs and values, and ethics.

Politics, power and justice

Students might focus on the ways in which texts explore aspects of rights and responsibilities,
the workings and structures of governments and institutions. They might also investigate
hierarchies of power, the distribution of wealth and resources, the limits of justice and the law,
equality and inequality, human rights and peace and conflict.

Art, creativity and the imagination

Students might focus on the ways in which texts explore aspects of aesthetic inspiration,
creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions
through art, and the function, value and effects of art in society.

Science, technology and the environment

Students might focus on the ways in which texts explore the relationship between humans and
the environment and the implications of technology and media for society. They might also
consider the idea of scientific development and progress. In selecting the global issue for their
oral, students must be careful not simply to select from the broad fields of inquiry above, but to
determine a specific issue for discussion that can be reasonably explored in a 10 minute oral. The
global issue chosen for consideration should be significant on a wide scale, be transnational in
nature, and be an issue that has an impact felt in everyday local contexts. The issue should be
clearly evidenced in the extracts or texts chosen.

In relation to the preparation of the individual oral, the learner portfolio provides an opportunity
for students to:

• keep an ongoing record of the different global issues that could be related to each of the texts
they read

• explore links that could be established between different texts on the basis of common global
issues they address

• explore how key passages in the texts they have studied represent different or similar
perspectives on one global issue through both form and content

• trace the evolution of their thinking and planning in connection with the global issue and how
its cultural value, its definition and application to the texts they read have changed through their
inquiry

• reflect on the challenges that the internal assessment poses for them as individual learners.

Assessment Criteria

Criterion A Knowledge, Understanding and Interpretation 10

Criterion B Analysis and Evaluation 10
Criterion C Focus and Organisation 10
Criterion D Language 10
Total 40

Clarification on the assessment criteria

Criteria Aspect Clarification1

Knowledge is linked to the

GI.
Student should select 2-3
Knowledge instances where the GI is
present
The GI is a tool to
demonstrate knowledge
Go beyond the literal
Understanding
Link to the GI
Ability to draw conclusions
and interpret implications of
Criterion A: Knowledge, the work in relation to the GI.
understanding and Draws directly from
interpretation Knowledge and
Understanding
* intellectual flexibility and
sophistication *new insight
Interpretation into th text *will stand out
* student’s own personal
ideas * what is the student's
critical stance?
*challenge normative
readings * how does the GI
express itself in the text
whether explicitly or
implicitly?
Evidence needs to be
linked/relevant to the
presentation of the GI
Identify and analyze specific
methods and authorial choices
and then how these choices
Analysis
create meaning in relation to
Criterion B: Analysis and the GI
Evaluation Authorial choices & methods
must be explored in both
extracts, the BOW and the
literary work
“Evaluation is looking at the
Evaluation how and the why of each of
these choices; how they
 helped to create meaning and
effect. It’s not about assessing
whether the authorial choice
was right or wrong but it's
about being able to evaluate
and explore or appreciate the
contribution that the choices
made to the meaning …
examiners will be assessing
student's appreciation of how
the authorial choices helped to
construct meaning in the
extracts, the work, and the
BOW “
Intro-Body-Conclusion
Introduction: clear, concise,
simple, succinct, explicitly
state the GI
Structure
Conclusion: timelessness of
GI; Real World connections;
additional perspectives; GI
expressed in fresh wording
GI is central to the IO
Focus
Gi is the backbone

C: Focus and Organization Balance time between the 4

parts: extract 1, extract 2,
Literary work, BOW
Balance I minute introduction
2 minutes for each of the 4
parts
1 minute conclusion
Links to the GI
Key ingredient in cohesion
Cohesion Connect. Run through all of
the sections
Clear transitions, signposting
Clean, correct sentences;
Accuracy
correct vocabulary
D: Language
Register: formal. Avoid
Appropriacy
informal colloquialisms
 Choice of vocabulary, varied
syntax. Select language that
Range engages the listener
Not be repetitive; not be
rehearsed
Assesses ability to use
rhetorical devices & features
Elements of Style in a way that enhances the
oral and makes it more
effective to listen to
Do not deliver oral as if it were an essay. It is a speech. Fluent,
easy to follow; sound interested, be confident in speech; vary
tone; ambitious language, ambitious syntax; speed of delivery
needs to be considered
Do not look for full perfection in language

How to decide on a global issue?

There are two ways of deciding on your choice of texts and the global issue you wish to explore.
You can either start with the texts you are interested in and find a common global issue or vice
versa. The following are the templates you can use:
Wilfred Owen’s poetry:

Wilfred Owen's war poetry through a contextual study of the production and reception of his text
- uncovering the horrors of [Link]
Who was Wilfred Owen?
Wilfred Owen (1893–1918) is widely regarded as one of Britain’s greatest war poets. Writing
from the perspective of his intense personal experience of the front line, his poems, including
‘Anthem for Doomed Youth’ and ‘Dulce et Decorum Est’, bring to life the physical and mental
trauma of combat. Owen’s aim was to tell the truth about what he called ‘the pity of War’.

Where and when was Owen born?

Born into a middle-class family in 1893 near Oswestry, Shropshire, Owen was the eldest of
three. His father, Tom Owen, was a railway clerk and his mother, Susan, was from a fervently
religious family.

When did Owen join the army?

In 1915, Owen enlisted in the army and in December 1916 was sent to France, joining the 2nd
Manchester Regiment on the Somme. Within two weeks of his arrival he was commanding a
platoon on the front line. In the midst of heavy gunfire, he waded for miles through trenches two
feet deep in water with the constant threat of gas attacks. The brutal reality of war had a
profound effect on him, as he recounted in letters to his mother. His poems ‘The Sentry’ and
‘Exposure’ record specific ordeals of this time.

Owen and Siegfried Sassoon

In April, after being blown into the air by a shell, Owen spent several days sheltering in a hole
near the corpse of a fellow officer, and was shortly after diagnosed with shell shock. In June
1917 he was sent to Craiglockhart War Hospital, near Edinburgh, where he spent four months
under the care of the renowned doctor, Captain Arthur Brock. Here Owen wrote many poems
and became editor of the Hospital magazine, Hydra. He also met fellow poet Siegfried Sassoon
who gave him crucial support and encouragement in a literary friendship which transformed
Owen’s life.

Through Sassoon, Owen met some key literary figures of the time including Robert Graves,
Robert Ross and H G Wells. Many of the members of this literary circle were gay, including
Ross and Sassoon. It is now recognised that Owen himself was also gay, and his writing
incorporates many homoerotic elements.

During the spring of 1918, while back with the Manchester Regiment in Yorkshire, Owen wrote
or revised many of his most famous poems, including ‘Strange Meeting’, ‘Exposure’ and
‘Futility’. By now he had consolidated his use of ‘pararhymes’, a technique which contributed to
the effect of solemnity and discordancy: eyes/bless; moan/mourn (from ‘Strange Meeting’).
Death and legacy
In September 1918, Owen returned to the front during the final stages of the war. He fought a
fierce battle and was awarded the Military Cross for his bravery. He was killed, at the age of 25,
while leading his men across the Sambre and Oise Canal near Ors, on 4 November – just one
week before the Armistice was declared.

Virtually unknown as a poet in his lifetime, most of Owen’s poems were published after his
death. Aware that his work could do nothing to help his own generation, he succeeded in
warning the next, his poetic legacy having a major impact on attitudes to war.

How to annotate texts?

Dulce Et Decorum Est

TASK: Annotating “Dulce et Decorum Est”

Annotation of the first stanza is provided to you. The task is to annotate the entire poem.

References:

“Wilfed Owen.” British Library, [Link]/people/wilfred-owen. Accessed 27 Aug. 2023.

IBO, [Link]/dp/subject/Language-A-language-and-literature-2021/works/dp_11162-
55444?lang=en&root=[Link].7. Accessed 27 Aug. 2023.

IBO, [Link]/dp/subject/Language-A-language-and-literature-2021/works/dp_11162-
54452?lang=en&root=[Link].13. Accessed 27 Aug. 2023.