Revision for Paper 1 - some useful links

Political cartoons: https://www.ncpedia.org/anchor/analyzing-political-cartoons#

https://www.blitznotes.org/ib/eng-langlit-sl/cartoon_conventions.html

Comic strips: https://www.youtube.com/watch?v=lEj-2uD7CSE

https://www.youtube.com/watch?v=6gsOANQZ-fI

https://www.youtube.com/watch?v=-4PVTF9RI6U

Comic book cover: https://language-literature.com/ib-dp-language-a-language-and-literature-sample-text-analysis-comic-book-cover/

Basic plots: https://medium.com/swlh/writing-the-basic-plots-634443e764ee#:~:

Revision for Paper 1

Text types most often featured in Paper 1: revise their characteristic features.

* web page * blog post * infographic * newspaper or magazine article * opinion column * leaflet * cartoon * comic strip * speech * letter * review * brochure * travel writing * tabloid cover

Don't forget about mood and atmosphere and authorial intent and target reader.

This source helps a lot: https://ibenglishguys.com/paper-one/

NB! 

Answer the guiding question. 

Have a proper thesis statement. 

Introduction and conclusion necessary, too.

What you write should be logical, easy to follow, formal and impersonal. Illustrate with specific examples from the text.

Concentrate on analysis.

Assessment of essays

Assessment of essays:

The maximum mark you can get for a subject in IB is 7.

One way of looking at whether you are there already is to assess your work and deduce points for the following:

* not writing on the topic

* illegible handwriting

* focusing on oneself / not impersonal enough

* using past tenses instead of present ones

* logic hard to follow

* missing or extremely weak introduction or conclusion

* no thesis statement

* short forms

* too few literary terms used, or terms used wrongly

* excessive grammar / vocabulary / spelling problems

* important issues not mentioned

* nothing on authorial intent

* faulty structure (we should be able to see since the beginning where the essay is headed, and it shouldn't be jumping all over the place)

Circle writing

Circle writing means one person starts writing, then after a stretch of time (e.g. 20 min) hands the paper over to the next person in the circle and that person reads what has been written, corrects any mistakes they notice, and carries on writing logically where the previous one left off, and the process is repeated several times. When the writers are going to run out of time, the writer knows they have to write a conclusion to the text.

Belief and values: Beauty (work in progress)

Task: Discuss what beauty is for you with your classmates.

Put your ideas about what it is in poem form. Share. 

An example by me:

From dawn to sunset

Beauty is what beauty does

Lends a helping hand

© Erika

Lines of inquiry

How are social constructs of beauty and gender created and communicated? (factual)

To what degree does one's cultural perspective shape one's understanding of gender and beauty? (conceptual) 

To what degree do media platforms have a responsibility to communicate healthy constructs of beauty? (debatable)

Beauty standards through history: https://www.scienceofpeople.com/beauty-standards/ (3:09)

Is beauty in the average? (read this and some related texts from the same site): 

https://www.psychologicalscience.org/publications/observer/obsonline/is-beauty-in-the-average-or-the-individual.html

Techniques in advertising: 

https://yourbusiness.azcentral.com/techniques-word-shapes-advertising-26060.html

Ugly = the new pretty: https://www.thecrimson.com/article/2006/7/21/ugly-is-the-new-pretty-bologna/

Vocabulary to talk about beauty: NB! Not every word is formal enough for using in IB assignments

https://boompositive.com/blogs/positivethesaurus/words-to-describe-beauty-synonyms

https://www.words-to-use.com/words/beauty/ (Discuss the quotes :) )

TED talks about beauty: https://www.youtube.com/results?search_query=TED+beauty

Task (portfolio and presentation and blog): Choose one TED talk on beauty (not to same as any of your classmates), watch it and make a short presentation to class (including presenter, specific topic, main points they make and ideas they put forth + examples, specialist terms, your own opinion of the issue, anything else you deem worthwhile).

See the document (on Tera) on summarising to help you with language choices. 

In addition, make a blog post on it (incl. link to where it can be watched, main idea, GI). It could be in the same blog post with your explanation of what beauty is.

To complement PhilpotNew Unit 2.3

Discuss it in detail, make sure you know all the vocabulary and key concepts.

Treat every text as a possibility to practice for Paper 1, i.e. detailed annotation and thinking of a possible guiding question to go with it (if the book has not suggested one). After annotating on your own, discuss with some classmates to pool your ideas. Balance-wise, pay a bit more attention to non-literary texts than literary ones. Save annotations in your portfolio.

Every time you go off the book to read / research something online (as directed by a task in the book, or me, or because of your own interests), share useful / interesting findings on the blog.

Set yourself homework at the end of each discussion lesson (unless the teacher has given you something specific to do). Each time include something that could and should be presented to the whole class the next time.

See which parts of PhilpotNew U2.3 Beauty the following might go together with:

* Same topic, different ways of presenting. What are the advantages and disadvantages of presenting an issue in such ways? Who might be the intended audience? 

How would you word a global issue here?

https://deeply.thenewhumanitarian.org/malnutrition/articles/2018/04/12/in-mauritania-force-feeding-leaves-young-girls-with-long-term-problems

Fed to Wed (documentary): https://www.youtube.com/watch?v=J8YJm6w2IvU

Objectifying men:

https://www.mainstreethost.com/blog/sex-sells-sexy-men-objectification-men-advertising/

Could this be the beginning of a BOW?
https://www.buzzfeed.com/crystalro/this-artist-re-created-sexist-vintage-ads-with-the-roles

(http://www.elirezkallah.com/photography)

Why is it so hard to see black and blue (Task 3.10 / Text 2.25): 

https://vulcanpost.com/188081/hard-see-black-blue-salvation-army-puts-thedress-new-light/

Task: Create a BOW :)

Task 3.11: Add catcalling to the list of problems.

Make Your Move!: http://www.makeyourmovemissoula.org/

The Bystander Campaign: http://www.makeyourmovemissoula.org/bystander (BOW!) (read about consent and bystander tips, etc., too)

PhilpotNew Task 3.12 rewritten for small groups (do NOT go there unless instructed to do so)

* Read the intro and point a (PhilpotNew p 135 Towards assessment).

* Go to Chapter 8 and read / discuss pp 321-322 (up till the end of Task 8.1).

* Refresh your memory of what is available on the blog in connection with the IO (and where exactly).

* Back to p 135. Read Texts 2.27 and 2.28 quickly, discuss point b, and pick a global issue to concentrate on.

* Annotate both texts, and do point c on your own.

* Instead of point d, share your outlines in your small groups.

* Do points e-j using feedback from your small group members.

* Save everything in your portfolio.

NB! You are not allowed to use the same texts for your real IO that you have used for this kind of practice.

Do NOT go past this line yet!

Analysis of The Diet by Carol Ann Duffy (only to be consulted after you have done PhilpotNew Task 3.12 as fully as possible): https://poemanalysis.com/carol-ann-duffy/the-diet/

Task: consult the online analysis, and add another layer to your annotation of the poem.

A student's analysis of Text 2.28: 

https://sites.psu.edu/rclvandevelde/2013/10/17/unit-two-paper-draft-two/

Beauty and fitness adverts: 

https://flashbak.com/beauty-and-fitness-adverts-the-fine-art-of-preying-on-a-bad-self-image-5469/

Portfolio task: Use Text 2.28 as the text for practice for Paper 1, with this guiding question:

How does this advertisement use written and visual language to ‘speak’ to its reader?

Teaching others: The World's Wife

Teaching presentation of ~15 min each.

Specific poems in this order (the person whose name is there is responsible for the presentation but they can ask one other person to help them in this (but not do their work for them)).

Thetis (Pradny)

Queen Herod (Steven)

Pilates' Wife (Enes)

Mrs Sisyphus (Sithil)

    Bonus: Mrs Darwin

Mrs Aesop (Enes)

Queen Kong (Pradny)

Mrs Beast (Neel)

Medusa (Sithil)

Circe (Anastasia)

Mrs Lazarus (Frederik)

Pygmalion's Bride (Timo)

    Bonus: Mrs Icarus

Salome (Timo)

Penelope (Steven)

Delilah (Anastasia)

Frau Freud (Frederik)

Look at it from (at least) two viewpoints: 

* as if this were your chosen IO text (Global Issue! + reference to the same global issue in other poems by Carol Ann Duffy)

* what kind of non-lit text would treat the same topic (that could be used for Paper 1 practice)

* what kind of Body of Work (non-literary) could be connected to this via the Global Issue

NB! In addition to teaching, create a blog post with the most salient points and any suitable links.

Assessment of exam-like papers

The maximum mark you can get for a subject in IB is 7.

To achieve that, SHOW OFF your knowledge!

One way of looking at whether you are there already is to assess your work and deduce points for the following:

* illegible handwriting

* no quotes (neither direct nor indirect)

* not answering the guiding question (and not providing your own, either)

* factual mistakes

* being informal and personal

* inconsistency of style

* illogical tense use

* logic hard to follow

* excessive grammar / vocabulary / spelling problems

* a strain on the reader

* no paragraphing

Exam papers

Paper 1 is an examination using unseen non-literary texts assessed externally. You are supposed to write a guided textual analysis about one (SL) or both (HL) of the texts provided.

Each text comes with with a guiding question, which will be about a technical or formal aspect of the text.  You do not have to answer the guiding question, and you can propose your own line of argument about the text, it must be focused on a particular aspect that provides focus to the analysis. 
Passages for analysis may be complete pieces of writing or extracts from larger works, or from a visual text or an extract from a longer piece (e.g. advertisements, opinion columns, brochures, extracts, etc. Check the Subject Guide for more examples.
Paper 1 counts for 35% of the final grade, out of 20 marks for SL and 40 marks for HL.

Paper 2 consists of four essay questions (the same for SL/HL, and graded externally using the same criteria), only one of which must be answered during 1 hour and 45 min. You need to use two of the literary works not used in other assessments in the course for it.  Although the questions are bound to change from exam to exam, they will be broad in nature allowing a wide and diverse set of literary works to be used. 
Some sample questions, quoted from InThinking:
1. Referring to two of the works you have studied, discuss both how and why the text invites the reader to identify with situations, characters and/or ideas.
2. Often the appeal for the reader of a literary work is the atmosphere a writer creates (for example, peaceful, menacing or ironic). Discuss some of the ways atmospheres are conveyed and to what effect in two of the works you have studied.
3. Writers often choose words, phrases and names of characters and places not only for their literal meaning, but for further meanings that they may suggest to the reader. With reference to two of the works you have studied, discuss how such words and their associations contribute to your understanding and appreciation of the works.
4. How is “home” depicted in two of the works you have studied and what is its significance?
5. How do two of the works you have studied portray the struggle to be understood?
6. Some literary texts, although set in a particular place or time, convey ideas that are universal. In what ways is this true in two of the works you have studied?
7. Discuss how two works you have studied present concepts of good and bad, not as absolute notions, but as a matter of individual perception.
8. Referring to two works you have studied, discuss how the author has created a convincing “world”.

Looking at any text from different perspectives

Any text can be looked at from different perspectives, and analysed as is suitable towards different IB aims.

Paper 1: 

Take a careful look at assessment criteria A and B, and consider how you would approach this particular text in light of the requirements of these criteria. Identify the text type and its characteristics. (See the characteristics of the text as listed in the subject guide.) You also need to be able to analyze a text to see the extent to which it follows the characteristics of the text type, or subverts them. If an advertisement, for example, does not clearly identify the product, consider the reasons why that choice was made and think about the intended effect on the audience. 

Individual oral: 

Look at criteria A and B for the IO. There are some similarities between the criteria in the IO and those in Paper 1 but the IO also requires students to make connections between extracts from a literary work and non-literary body of work (BOW). The IO must make connections with the global issue (=GI) that the student has chosen, so it is advisable to consider how a text is linked to different global issues.

HL essay:

This is an in-depth analysis of a non-literary BOW or a literary work the student has studied in class. Imagine this text is from a non-literary body of work and consider possible approaches you could take with the 1200-1500 word HL essay. This could include evaluating connections between this text and the seven central concepts in DP Language A Language and Literature.

Newspapers and news articles

Philpot U3.1 Journalism (pp 69-77, 134)

Good news: https://www.boredpanda.com/positive-news-2019-illustrations-mauro-gatti/

To complement old CC pp 175-184 (Mass communication) and PhilpotNew U1.8 News articles:

Task: When you have done p 179 in the Mass communication document (old CC) and the front page news activity there, look at the following on front pages and analysis of such, pick one front page and write an analysis of it as if it were Paper 1 (analysis of a previously unseen text). Include a copy of the front cover in your document, and put it in your portfolio. Be ready to share, discuss and comment.

Possible guiding question: In what ways does the page capture the reader's imagination?

Front pages of British newspapers. https://www.thepaperboy.com/uk/front-pages.cfm

US front pages: https://www.thepaperboy.com/usa/front-pages.cfm

Tomorrow's papers front pages (British): https://www.tomorrowspapers.co.uk/

How to analyse a newspaper front page: https://www.youtube.com/watch?v=w60DWBNRLsc

Mediaknowall: http://www.mediaknowall.com/gcse/news/news.php

Who works in a TV newsroom: https://www.thebalancecareers.com/tv-news-careers-525690

Ambiguous NP headlines (discuss what they might mean):

http://www.fun-with-words.com/ambiguous_headlines.html

Some headline fun:

https://bestlifeonline.com/funniest-newspaper-headlines-of-all-time/?nab=1

NB! If a guiding question is missing from a text that could potentially function as a Paper 1 text, use this:

Analyse the text, commenting on the significance of the context, audience, purpose, and formal and stylistic features.

Task: 2 NP articles on the same topic, different perspectives:

Introduce the texts - topics and sources.

Discuss differences in language, tone, facts, comments, pictures, etc.

Broadsheets vs tabloids: Tabloids vs broadsheets doc on Tera

https://www.bbc.co.uk/bitesize/guides/zps4qty/revision/1

Bias: https://libguides.pvcc.edu/evaluatinganewsstory/bias

(If it ever happens that the above does not work any more, hopefully the following links originally included in it still work:

Identifying Biased News Reporting

• Fake News Is Not the Only Problem

  By Gilad Lotan, from Points
• How Do You Tell When the News Is Biased? It Depends on How You See Yourself

  By Jonathan Stray, from NeimanLab
• How the Web Distorts Reality and Impairs Our Judgement Skills

  by Tomas Chamorro-Premuzic, from the Guardian
• How to Detect Bias in News Media

  By FAIR, Fairness & Accuracy in Reporting
• Media Bias

  From Student News Daily. Provides definitions for the types of media bias.
• Media Bias: Is Slanted Reporting Replacing Objectivity?

  By Robert Kiener, from CQ Researcher

See this on Tera: Recognizing Online Propaganda, Bias, and Advertising - Transcript

Types of bias: https://www.studentnewsdaily.com/types-of-media-bias/

Media bias chart: https://www.adfontesmedia.com/intro-to-the-media-bias-chart/

Media bias archive: https://www.studentnewsdaily.com/archive/example-of-media-bias/ )