should incorporate quotations into their writing in such a way that the development of their ideas is enhanced and not impeded,
should avoid using large blocks of quotations
consistent with required formatting
reader is engaged and persuaded
require careful structuring
a clear, sustained focus and purposeful development of ideas (with links between elements)
Knowledge and understanding of literary works
is the expression of an author’s individual creativity and as representatives of their genre and period. Knowledge refers to familiarity with the work. Understanding is the ability to interpret the writer’s intention and to understand how context may affect that interpretation—both the context of the work and what the reader brings to the reading.
know the main features of the genre the text exemplifies
demonstrate the ability to evaluate the effectiveness of the use of the various conventions.
understand cultural values as expressed in literature, and the significance of context in literary works. The actions of the characters in a literary work should not be judged by the student’s own time and culture.
statements or assertions must be validated and have evidence to support them
carefully chosen, detailed references to the work(s), passage or extract
demonstrate their independent interpretation and depth of understanding
evidence provided in the form of quotations and line references
should set quotations in context, integrated into the text of the essay and accompanied by explanation or analysis
know the difference between description and analysis
recognize how and why literature affects the reader
see how, in literary terms, one writer compares with another. Similar literary techniques will affect readers differently and students are expected to be able to analyse, discuss and justify their own response to the choices that writers make.
Independent literary criticism
acquire for themselves the skill of reading between the lines
see how writers have achieved their effects and how they may be trying to persuade the reader to accept their views of the subject of the prose passage or poem
chooses the type and title of the assignment, but may discuss the choice with the teacher.
may select any aspect of the World Literature works studied. If the same aspect is chosen by more one student, the content must be different. You must write about a different aspect for each assignment.
1000-1500 words in length with word count at the end. Quotations are included in the word count, but footnotes and bibliographies are not.
Each WL work may be used in oneassignment only. A minimum of three WL works must be covered in total.
Make it clear on the title page which assignment you are completing (2a, 2b, or 2c).
Topics may not be repeated.
The assignment may not be written in class.
Features of an appropriate written assignment topic:
a focus on the literary aspects
clear titles that about the topics chosen and the writer’s intentions
awareness of the assessment criteria
goes beyond only a description of the characters or events of the work
Planning – fill out the proposal form and conference with the teacher before you begin writing.
First Drafts – Teachers are allowed to make general comments about the first drafts either verbally or in writing on a SEPARATE sheet of paper. Teachers may assist further unless the topic is abandoned.
Guidance and Authenticity (Is it your own work?)
Students should be familiar with:
the requirements of the type of work to be assessed
the assessment criteria (the work submitted for assessment must address these criteria effectively)
the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property [which are included in the back of this packet].
The written assignment submitted for external assessment must be the student’s own work. Verification of this should be done via discussion and scrutiny of one or more of the following:
the style of writing compared with work known to be that of the student
All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed malpractice. Each student must sign the coversheet to confirm that the work is his or her authentic work and constitutes the final version of that work.
Once a student has officially submitted the final version of the work to a teacher (or the coordinator) for assessment, together with the signed coversheet, it cannot be retracted.
If the teacher and student sign a coversheet, but there is a comment to the effect that the work may not be authentic, the student will not be eligible for a mark in that component and no grade will be awarded.
WL Assignment 2a: Comparative Study (Works: 1 WL & 1 Language A1)
based on an aspect of one World Literature work and one work chosen from any part of the two-year syllabus
must focus on some pertinent link between the two works
may not be a generalization of culture, but may explore cultural similarities and differences
must be a cogent piece of writing – include some introductory and concluding remarks (in MLA)
should constitute a reasoned argument
The introduction could be, for example, a brief statement of the aims of the assignment.
The main body should reveal the candidate’s insight into the works and the candidate’s appreciation of the chosen link between the works.
The conclusion could be, for example, a brief summary and personal evaluation of the discussion.
Choice of an appropriate and focused aspect: What element of __________________ will you be discussing?
Conflicts in God’s Bits of Wood and A Fine Balance
how the candidate intends to explore these aspects or elements
must be included in the word count
should not normally exceed 500 words. If you are doing a creative piece such as a short poem, the statement may be longer than the body of the assignment and longer than 500 words.
WL Assignment 2b: Suggestions
There are many possibilities for creative approaches. The following list of suggestions, while not exhaustive, provides some ideas for assignments.
The diary of a character accompanied by critical comment by the candidate.
A director’s letter to the actor playing a particular role or scene.
An exercise in which the candidate turns the ‘story’ or a portion of it into another form such as dramatic monologue, biblical parable, folk tale or myth.
A critic’s review of a dramatic interpretation/performance.
An editorial objecting to censorship or exclusion of a work from a school syllabus.
A letter to a publisher outlining the merits of a work to be published and reasons for publication.
The creation of dramatic monologues that play the self-perception of the characters against the view of other characters or the author.
A transcription either of an imaginary interview with the author about the work in question or of a conversation between two authors about their respective works.
A postscript to a novel, or an extra chapter.
An additional scene for a play.
A pastiche (an imitation or re-creation of an already published work). In this assignment, candidates are encouraged to demonstrate their sensitivity to, and understanding of, a work by providing an original composition after the manner of that work.
Appropriate assignment topics
Inappropriate assignment topics
an editorial published by the People’s Herald on the meeting convened by Dr. Thomas Stockmann (based on An Enemy of the People by Henrik Ibsen)
Aissatou’s response: a reply from Aissatou explaining and justifying her reaction to her husband’s betrayal (based on So Long a Letter by Mariama Ba)
an interview with Ibsen, in which the interviewer only asks questions about Ibsen’s personal life, for example, “Did you have an unhappy marriage, Mr. Ibsen?”
a dramatic monologue by Vladimir, in which the candidate only repeats statements made in Waiting for Godot
“Hamida’s Diary,” in which the candidate only paraphrases parts of Naguib Mahfouz’s Midaq Alley
an alternative ending to The Outsider in which Meursault escapes to find true happiness on a desert island with Marie
Guidance for candidates:
make sure that the assignment meets the requirements of the rubric
the tasks undertaken must reveal knowledge of and insight into the literary features of the works on which they are based
avoid: (1) following the original work so closely that they do no more than replace portions of it with arbitrary alternatives, (2) departing so far from the original that the piece they create reveals little evidence of knowledge, understanding, and appreciation of the original, (3) trying to “improve” the original, examples include: exacting revenge on the villains, allowing the escape of the protagonist, explaining the inexplainable
WL Assignment 2c: Detailed Study (1 WL work)
based on an aspect of one World Literature work from any portion of the two-year syllabus
extracts should not be included in the word count, but copies must be attached when submitted for assessment
Symbols of hope and despair in the poetry Pablo Neruda
Attitudes to oppression in The House of the Spirits
Analysis of a key passage (a paragraph, a page, a chapter, or an extract from a poem) explores, for example, prose or poetic style, character study, plot development or theme. The passage should have major significance for any of a variety of explorations: Why is this passage central to our understanding of the work? Why is it a “key”?
should explain the significance of the passage to the larger work from which it has been taken
show relationship to development of plot
examine what it shows about elements such as theme, style, and characters
Analysis of two key passages explores, for example, contrasting prose styles, descriptive method, character presentation and a range of other aspects.
justify briefly the pivotal nature of the passages chosen
demonstrate their particular similarities and differences which the candidate considers interesting
Commentary on an extract analyzes in-depth an extract of approximately 30 lines of prose or the equivalent in drama or verse. Choosing an extract should by guided by: Why can this passage be seen as characteristic of the writer’s central concerns and/or techniques?
justify briefly their selection of the particular extract
explore how language, imagery, organization of ideas, and stylistic and thematic aspects work together within the passage to create or enhance meaning