Scribd
Upload
22 views1 page

LL-p1 Advice en

langlit from IB

Uploaded by

lianneisthebest
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
22 views1 page

LL-p1 Advice en

langlit from IB

Uploaded by

lianneisthebest
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

Advice from principal examiners about paper 1

Advice from principal examiners about paper 1 (language and literature)

Key features

During their studies, language and literature students must be exposed to various kinds of non-literary texts.
Students should feel reasonably comfortable writing an analysis of previously unseen passages from any of these
text types in an examination situation, applying their understanding of different purposes and audiences (as well
as structural, formal and stylistic conventions associated with various text types) to the texts presented. Results
on some paper 1 sample scripts suggest that some students have difficulty doing this. In the sample
examinations, students tended to be far more familiar with an advertisement than with an editorial from a journal.

Extracts from print or online media sources are often presented in examinations. In dealing with journalistic texts,
students need to demonstrate understanding of the differences between news articles, feature articles, opinion
columns and editorials. These text types have very different formal and stylistic conventions, audiences and
purposes.

There are a number of important features in the language and literature paper 1 examination. One of the major
ones is that the HL paper 1 does not require a comparison but rather two separate responses. The two should
not be run together, as one candidate in the sample group did. Candidates must be careful to recognize that the
two texts may represent two very different text types, requiring different approaches. Time management should
have been practiced during the course so that students are prepared to apportion their efforts in order to respond
appropriately to both texts in the time allotted. In the sample group, one student may have run out of time to finish
the second analysis.

SL students should learn to recognize and choose the type of text that they are more familiar and comfortable
with. A considered but quick decision is important. Students should, however, be warned that a text that may
appear to be easier at first glance may, in fact, be more difficult for them to write about.

Guiding questions are provided in both HL and SL papers—these can be very helpful to students, providing a
focus for the response and pointing out an important technical or formal aspect of the text to analyse.

In most cases, the focus of the analysis will emerge from the guiding question; however, students may prefer to
focus their analysis in a different way. Students should, however, be aware of the assessment criteria which
indicates what aspects of the text must be considered—they must not only indicate and support their
understanding of the text, but also “analyse and evaluate how textual features and/or authorial choices shape
meaning”. Students should have been made familiar with the assessment criteria during the course. The rubric
is not only an assessment tool but a guide for what is important for paper 1.

Most responses in the sample group were reasonably coherent and organized, although there were instances of
apparently arbitrary organization. Supporting references, however, were sometimes irrelevant or absent. Some
responses made only very general comments about the texts or were mostly descriptive. Focus must be on the
text; in at least one paper, irrelevant issues lowered the candidate’s mark.

An extremely important point involves criterion D: candidates should take care with language use. Most papers
were reasonably well written; however, even if the meaning was not seriously obscured by errors, carelessness
about grammar and spelling and inappropriate register will lower the mark on criterion D. Also, candidates should
remember that examiners cannot award marks if they cannot read the candidate’s handwriting.

Finally, it is important to offer various kinds of classroom practice throughout the course in order to prepare
students incrementally to write the exam. Such exercises should allow students to focus on different aspects of
the task, for example, choosing a text (for SL), managing time, finding a focus, working with guiding questions,
planning, proofreading, and so on.

Language A: language and literature assessed student work 1

You might also like