One Day in the Life of I.D. (work in progress)

Quoting Wikipedia: One Day in the Life of Ivan Denisovich (Russian: Один день Ивана Денисовича) is a short novel by the Russian writer and Nobel laureate Aleksandr Solzhenitsyn, first published in November 1962 in the Soviet literary magazine Novy Mir (New World). The story is set in a Soviet labor camp in the early 1950s and describes a single day in the life of ordinary prisoner, Ivan Denisovich Shukhov.

Task: Make a list of background issues you need to research to be able to comment on the different contexts of this story.

Writing in second person:
https://examples.yourdictionary.com/examples-of-writing-in-second-person.html
Deportations from Estonia: https://en.wikipedia.org/wiki/Soviet_deportations_from_Estonia
Map of Gulag camps:
https://www.reddit.com/r/MapPorn/comments/4269mb/map_of_gulag_camps_in_the_ussr_which_existed_from/

Gulag history: https://gulaghistory.org/nps/onlineexhibit/stalin/living.php.html

In Detailed study questions (on Tera, the doc with "ideas" as the last word, beginning on p6), which one question from each section is the most promising from the viewpoint of discussion rather than just finding facts from the text?

Socialist realism: https://en.wikipedia.org/wiki/Socialist_realism

https://www.encyclopedia.com/literature-and-arts/literature-other-modern-languages/russian-and-eastern-european-literature/socialist-realism

https://www.newworldencyclopedia.org/entry/socialist_realism

Revision of tone and mood

Differences and examples: https://www.masterclass.com/articles/tone-vs-mood#what-is-tone-in-literature

https://examples.yourdictionary.com/difference-between-tone-and-mood-in-literature.html
Tone and mood words doc on Tera

Slides: https://www.slideshare.net/ewaszolek/mood-and-tone-27156461

Novels that take place in a single day: 

https://electricliterature.com/15-novels-that-take-place-in-a-single-day/

Stalag 17: https://en.wikipedia.org/wiki/Stalag_17

Stalag 17 film: https://www.youtube.com/watch?v=ZKc2GJk2OLQ (2 hrs)

Symbols / Imagery / Allegory in One Day: numbers as new identities; medical ward (cleanliness)

https://www.shmoop.com/ivan-denisovich/symbolism-imagery.html (light; food (esp bread); symbols of religion and polite manners (sharing is caring?); snow, ice, cold; Shukhov's possessions; throat cutting...)

Task: Discuss this list of abstract issues as themes (see relevant blog post)

Task: What makes a text timeless and literary???

timeless = not affected by the passage of time or changes in fashion

literary = having a marked style intended to create a particular emotional effect

1970 film on Youtube: https://www.youtube.com/watch?v=YqG1uwhTX2o (1:45:48)

How to analyse a film: https://writingcenter.unc.edu/tips-and-tools/film-analysis/

NB! Do not go on before the whole novel has been discussed in detail

One Day in the Life of Ivan Denisovich: One Book, One Chicago Spring 2006 (includes quite a lot of background info + some discussion questions): 

https://www.chipublib.org/one-day-in-the-life-of-ivan-denisovich-one-book-one-chicago-spring-2006/

Sparknotes: https://www.sparknotes.com/lit/denisovich/

Creative task: Day in the life of ...

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.

Kate Chopin (1850-1904)

Find out what life was like in her time in America:

http://histclo.com/country/us/hist/19/ush19.html

http://pubs.socialistreviewindex.org.uk/isj67/morgan.htm

http://www.besthistorysites.net/index.php/american-history

History of Louisiana: http://en.wikipedia.org/wiki/History_of_Louisiana

American suffrage: http://en.wikipedia.org/wiki/Women%27s_suffrage_in_the_United_States

http://www.history.com/topics/the-fight-for-womens-suffrage

http://www.infoplease.com/spot/womenstimeline1.html

Kate Chopin: http://www.angelfire.com/nv/English243/Chopin.html

http://americanliterature.com/author/kate-chopin/bio-books-stories

Short story elements:

http://www.slideshare.net/guest6bbfe8d/elements-of-plot

How to analyse a short story: http://ndla.no/en/node/9075

The Kate Chopin International Society: http://www.katechopin.org/

In connection with all the stories, discuss the following:

* setting * characters (not only names but what kind of people they are as individuals and as representatives of some group, and how they develop / change) * themes * language * creating local colour * symbols

* the part that would be best suited for the IO, and what kind of global issue would it be connected to

Regionalism and local colour: https://public.wsu.edu/~campbelld/amlit/lcolor.html

https://www.encyclopedia.com/history/culture-magazines/regionalism-and-local-color-fiction

https://southernspaces.org/2004/local-color/

Close vs distant reading: 

http://www.newyorker.com/books/page-turner/an-attempt-to-discover-the-laws-of-literature (When you open it, read it till the end, The New Yorker limits your free access to something like 3 articles a month.)

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?

War (work in progress)

War photographer by Carol Ann Duffy: https://www.youtube.com/watch?v=MVWQRJcCeJk

Task (should have been done in class): 1) summarise each stanza in 1 sentence, 2) mark the places where the tome shifts in the poem, and add at least one adjective to describe the tone in each fragment, 3) What does the poem say about war? 4) How would you word a global issue on the basis of this? 5) mark at least 5 literary devices you would use to inform about the GI. 6) See what of the following analysis helps you to add to your annotation:

https://www.bbc.co.uk/bitesize/guides/zsp82hv/revision/1#:~:text

History of war in 5 minutes: https://www.youtube.com/watch?v=1hsDn2kNriI

The deadliest wars in the 21st centuries: 

https://www.britannica.com/list/8-deadliest-wars-of-the-21st-century

Propaganda techniques: https://en.wikipedia.org/wiki/Propaganda_techniques

This is the enemy (collection of war posters, you have to be on Pinterest to see this):
https://in.pinterest.com/jacekjedut/this-is-the-enemy/

Shooting stars by Carol Ann Duffy: https://poemanalysis.com/carol-ann-duffy/shooting-stars/

Thursday, January 27 - International Day of Commemoration in memory of the victims of the Holocaust 2022

The Holocaust: https://en.wikipedia.org/wiki/The_Holocaust

Some well-known Holocaust poetry: https://interestingliterature.com/2019/12/famous-holocaust-poems/

Photographs: https://www.ushmm.org/outreach/en/media_list.php?MediaType=PH

Soviet war crimes: https://en.wikipedia.org/wiki/Soviet_war_crimes

Poetry - What's in it?

The overarching question is WHY? WHY has the author done this? To what effect?

In the process of reading / analysing, consider the following:

·        * The title (of the poem / collection)

        à No title

        à Somebody's name à real person à Who were they? What is their story? (e.g. Anne Hathaway, Mrs Darwin – all specific examples here by Carol Ann Duffy)

                                           à Biblical / mythical (e.g. Delilah, Salome)

                                           à imaginary person (e.g. Elvis’s Twin Sister, Mrs Rip Van Winkle)

         à A word à Concrete (e.g. Text) or abstract (e.g. Rapture)

         à A place name (e.g. Cockermouth and Workington) à Importance? What is the story?

·        * Shape à prose poem / shape poem / stanzas / line breaks / length of lines / placement of line and stanza breaks

·        * Form à free verse or structured

      à meter / rhythm à Does it stay the same or vary? Does the author stick rigidly to a pattern or play with it?

      à well-known structure vs something the author has invented

     à telling a story or paining a picture

·        * Choice of words à colloquial or formal / English only or including other languages / double meanings / homonyms and homophones / connotations (positive, negative or neutral) / collocations / sound effects ( onomatopoeia, alliteration, assonance, etc.) / word play / ambiguity

·        * Punctuation / capitalisation / italics / font size / etc.

·        * Literary devices à allusion: to what / whom? + What is that story?

   à symbols: shared or culturally dependent or personal

   à similes / metaphors: clichés or something new

   à ???

·       *  Local colour à Does the author’s background shine through? (In short stories / novels à Is it important when and where it happens?)

·        * Tone and mood à Why and how? Does it stay the same all through or change for any reason?

·        *  Speaker à 1^st, 2^nd or 3^rd person

  à Writer themselves or a different persona?

  à Any changes? To what effect?

·        *  What is the poet trying to make the reader feel / think about / question?

à What do YOU feel / think when reading this?

à How would somebody with a different background / beliefs (religious, political, spiritual) / life experience interpret this?

·       * Has the author themselves offered any explanations / analyses? What is the prevalent stand of literary critics?

·       * ???

·       *  Does the title suit the poem? Why / Why not?

If it had no title, what title would you give to it? Why / Why not?

Carol Ann Duffy

One of our texts: poems by Carol Ann Duffy (PLA, 20th-21st century, Europe)

Poet Laureate: https://en.wikipedia.org/wiki/Poet_laureate

Duffy as a Poet Laureate: https://www.ft.com/content/89f0c588-367b-11de-af40-00144feabdc0

The Twelve Days of Christmas (once again, see also the post on allusion):

https://www.mirror.co.uk/news/uk-news/the-12-days-of-christmas-2009-poet-435367

https://www.theguardian.com/uk/2009/dec/06/poet-laureate-duffy-christmas-poem

See also Cockermouth and Workington below.

Traditional song: https://www.youtube.com/watch?v=oyEyMjdD2uk

Analysis of the traditional song: https://literarydevices.net/the-twelve-days-of-christmas/

The Christmas Truce:
http://www.stopwar.org.uk/index.php/multimedia/poetry-spoken-word/101-carol-ann-duffy-the-christmas-truce
Illustrated version: https://www.youtube.com/watch?v=hnOhLPzYDUc
How do the illustrations add to the poem / interact with the poem, and what's the effect on the reader?
Video version: https://www.youtube.com/watch?v=BG-LmXKkH_E
History: https://en.wikipedia.org/wiki/Christmas_truce
https://www.youtube.com/watch?v=WUlPNWDvk-c (11:12)
Analysis: https://www.wsws.org/en/articles/2011/12/truc-d27.html

Politics, Duffy's first poem as official Poet Laureate:
https://www.theguardian.com/books/2009/jun/12/politics-carol-ann-duffy-poem
(what politics does to a person when they enter politics)

https://fsgworkinprogress.com/2016/04/20/politics/
Ecopolitics: get this online: Reading Carol Ann Duffy's “Politics” - UKM e-Journal System (pdf)

Two more short poems (kind of political)

Campaign: https://www.theguardian.com/books/2017/jun/10/campaign-a-poem-by-carol-ann-duffy-exclusively-for-the-guardian

Carol Ann Duffy wrote this poem in response to the 2017 general election result, a result that took almost everyone by surprise, not least Theresa May, the subject of Duffy"s piece. The poem is short and comprised mostly of metaphors.

Metaphor is the comparison of two concepts through language, often done by using the verb 'to be'.  Metaphor is often seen as a literary device used by poets. Metaphors, however, can be found in every day speech and images.
Analysis (kind of): https://www.thebookseller.com/news/carol-ann-duffy-pens-scathing-post-election-poem-567886
Theresa May: https://en.wikipedia.org/wiki/Theresa_May
https://en.wikipedia.org/wiki/Running_through_fields_of_wheat

https://www.irishnews.com/magazine/daily/2017/06/10/news/carol-ann-duffy-savaged-theresa-may-in-this-election-themed-poem-1051556/

A possible BOW: 

Photos of flooded Venice: https://mymodernmet.com/natalia-elena-massi-venice-flood/

To go with Carol Ann Duffy's "flinty alliterative honouring of the northern towns hit by floods, "Cockermouth and Workington"" (cited from https://www.independent.co.uk/arts-entertainment/books/features/football-floods-and-royal-weddings-carol-ann-duffy-makes-poetry-heard-in-national-life-2366400.html))

Cockermouth and Workington:

On Duffy's poetry as being political:
https://www.independent.co.uk/arts-entertainment/books/features/football-floods-and-royal-weddings-carol-ann-duffy-makes-poetry-heard-in-national-life-2366400.html

Duffy's style: https://literature.britishcouncil.org/writer/carol-ann-duffy
Fricatives: http://englishtutorhome2.blogspot.com/2013/04/sounds-in-poetry-sibilant-plosive.html

History vs herstory and Duffy

Elements of poetry: https://learn.lexiconic.net/elementsofpoetry.htm

Poetry analysis fact sheet: http://www.tnellen.com/cybereng/analysis.html

Herstory: http://en.wikipedia.org/wiki/Herstory

http://www.opednews.com/articles/Moving-Beyond-History-and-by-Burl-Hall-121219-896.html

Carol Ann Duffy: http://en.wikipedia.org/wiki/Carol_Ann_Duffy

Poet Laureate: http://en.wikipedia.org/wiki/Poet_laureate

http://en.wikipedia.org/wiki/Poet_Laureate_of_the_United_Kingdom

Feminist literary criticism: http://en.wikipedia.org/wiki/Feminist_literary_criticism

http://writersinspire.org/content/feminist-approaches-literature

Standing Female Nude (includes War photographer and Education for Leisure)

https://www.preceden.com/timelines/288535-carol-ann-duffy-and-standing-female-nude

https://emilyspoetryblog.com/2013/10/16/education-for-leisure-by-carol-ann-duffy/

The World's Wife: http://en.wikipedia.org/wiki/The_World%27s_Wife

A review: http://www.theguardian.com/books/1999/sep/25/costabookaward.features

Several poem analyses here (don't go until we've dealt with the poems):

https://www.bbc.co.uk/sounds/search?q=carol+ann+duffy&page=1

Feminine Gospels includes Beautiful: https://genius.com/Carol-ann-duffy-beautiful-annotated

History: https://genius.com/Carol-ann-duffy-history-annotated

The Diet: https://genius.com/Carol-ann-duffy-the-diet-annotated

Top poems to read: 

https://poemanalysis.com/carol-ann-duffy/

An ode to meters:

https://www.dailymail.co.uk/news/article-3713557/Poet-laureate-publishes-verse-praising-old-fashioned-devices-removed-British-homes-paid-undisclosed-fee-energy-company.html

An interview: 

https://www.theguardian.com/books/2018/oct/27/carol-ann-duffy-poet-laureate-books-interview

Sincerity: https://www.youtube.com/watch?v=NgWAkkwD-sM

Royal wedding poem: https://www.theguardian.com/uk-news/ng-interactive/2018/may/18/carol-anne-duffys-royal-wedding-poem-long-walk

Keep it in the ground: https://www.theguardian.com/environment/2015/mar/27/keep-it-in-the-ground-a-poem-by-carol-ann-duffy

School- and education-related poems

Document of the same name on Tera with most of them in it:)
Annotate the following poems (sources give you poems online plus some analysis). Do not go to online analyses until you have done your own annotation.

Also think of the following: What do you identify as the predominant aspects of this text? Consider aspects that are more abstract than textual / literary features, e.g. tensions, conflicts, ironies, ideas, etc.

* In Mrs Tilscher’s class

https://insideenglishteaching.wordpress.com/2013/04/28/poetry-carol-anne-duffy/

http://www.whec.edin.sch.uk/wp-content/uploads/2020/03/in-mrs-tilschers-class-annotated-1.pdf
* Head of English: 
https://www.youtube.com/watch?v=ciftX9KbtKU
* The Good Teachers
https://carolannduffypoems.tumblr.com/post/38792533471/the-good-teachers
https://poemanalysis.com/carol-ann-duffy/the-good-teachers
* Death of a Teacher
https://poetryshark.wordpress.com/tag/carol-ann-duffy/
https://poemanalysis.com/carol-ann-duffy/death-of-a-teacher
https://prezi.com/p/bru6ej31jugf/death-of-a-teacher-by-carol-ann-duffy/
* Education for Leisure
https://emilyspoetryblog.com/2013/10/16/education-for-leisure-by-carol-ann-duffy/
https://genius.com/Carol-ann-duffy-education-for-leisure-annotated
https://www.theguardian.com/education/2008/sep/04/gcses.english

https://www.dailymail.co.uk/news/article-1052970/Why-ban-Shakespeare-Poet-strikes-knife-verse-dropped-GCSE.html
* Comprehensive
https://genius.com/Carol-ann-duffy-comprehensive-annotated
http://www.universalteacher.org.uk/poetry/duffy.htm#comprehensive
* Dark School
http://www.tusitala.org.uk/carol-ann-duffy-dark-school/
https://poemanalysis.com/carol-ann-duffy/the-dark-school
Task: Read and annotate (individually, or in pairs or in small groups), and create a blog post on your chosen poem, adding links to useful sources, and a plan on the most insightful things to talk about when analysing it, plus what global issue(s) you could connect this to. It would be especially lovely if you could think of a non-lit BOW ...

Some related non-lit to widen your horizons: 

https://www.globalcitizen.org/en/content/10-barriers-to-education-around-the-world-2/

https://www.adsoftheworld.com/taxonomy/industry/education

Malala Fund: https://malala.org/girls-education?sc=header

Malala's diary: https://www.bbc.com/news/world-asia-29565738

This diary will be a BOW we'll look into together.

A little bit of fun: https://magmapoetry.com/which-poem-would-you-ban-from-the-school-syllabus/

Allusion

Quoting a dictionary: allusion /əˈluːʒ(ə)n/ (noun) = an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference. e.g. "an allusion to Shakespeare"

Allusion in poetry: https://archive.naplesnews.com/entertainment/poetry-and-allusion-ep-402865374-334647851.html/

Task: Research the allusions in Carol Ann Duffy's allusion-heavy Christmas poem from 2009 (text also on Tera) + add any other annotations you consider apt

https://www.mirror.co.uk/news/uk-news/the-12-days-of-christmas-2009-poet-435367

Task (starts in class, should be finished at home, presentations in class):
The poem divided into 3 parts, each group of three looks deeper into their third (but reads the whole and annotates everything to some extent). Annotating using a colour code you have developed for reading texts is important here, too, as preparation for annotating Paper 1 texts before you start writing-

Group 1 (stanzas 1-4): Pradny, Timo, Frederik

Group 2 (stanzas 5-8): Steven, Olabanji, Anastasia)

Group 3 (stanzas 9-12): Neel, Enes, Sithil

Traditional song:  https://www.youtube.com/watch?v=tReKR_ar5Ls

Colour coding texts

 When you read something your classmates have written, follow these coding rules:

1) Use BLUE to mark any discourse markers, linkers, reader clues, i.e. anything that makes it easy for the reader to read, follow the logic and the organisation.
2) Use GREEN to mark any input that has to be there.
3) Use PINK to mark analysis, anything original the writer of this text has added to the knowledge, anything that could be called "insightful", which is a word IB uses to characterise such papers that would earn top marks.
4) Use YELLOW to mark literary jargon (e.g. words like narrator, metaphor, etc).
For assessing someone's the work, use the marking scales in the subject guide.
See that the person has followed the PEE rule (= POINT + EXAMPLE + EXPLANATION).
Add comments on their general use of language. If you know how to correct a specific mistake, correct it. Explanations are welcome. If you think something is wrong but you don't know how to correct it, add a comment to that effect.

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/ )

Speeches

 To accompany PhilpotNew U1.7 (pp 34-42) 

* Philpot  (Old) U 4.1 Propaganda (Handout, see Tera)

To accompany task 7.5

Chocolate Biscuits by TeachingHeads: https://www.youtube.com/watch?v=iAusakvsFLQ (13:57)

satire = the use of humour, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

parody = an imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect.

pastiche = an artistic work in a style that imitates that of another work, artist, or period.

spoof = a humorous imitation of something, typically a film or a particular genre of film, in which its characteristic features are exaggerated for comic effect.

(You can google for examples.)

PhilpotNew p 41 Task 7.6 changed (this helps you towards Paper 1, and possibly your IO)

1) You plan a speech (The task in the book says 5-8 min, but I guess ~5 min is plenty.)

2) A classmate criticises your plan: What's the occasion? Who's in the audience? Why this topic? What's your aim / the purpose of your speech?

3) You write the speech - after writing for 15-20 min, deliver that part to a classmate to find out how much text you need to create for speaking for a minute, for example. Peer criticism might be useful here, too.

4) You write it. You fine-tune it. You make it even better. You try it out on somebody, preferably somebody else, not the same person than before. Peer criticism and improving the speech follows.

5) You add annotations to the speech (what kind of rhetorical devices you have included, why, to what effect, etc.)

6) Besides having a copy of all stages of the work in your portfolio, you also hand it in, and are ready to present it to class, too.

There will be no official grading, but definitely some feedback.

What to analyse besides language while listening to a speech (not necessarily in this order):

1) voice: tone, loudness, irregularities

2) pauses

3) body language

4) interaction with and engaging the audience: eye contact, direct questions, reacting to what the audience does / says

5) relevance of the topic, argument, examples and jokes to the audience

Great sources of speeches:

http://www.americanrhetoric.com/

http://artofmanliness.com/2008/08/01/the-35-greatest-speeches-in-history/

https://libraryguides.missouri.edu/c.php?g=28389&p=174563

What rhetoric is: http://en.wikipedia.org/wiki/Rhetoric

How to make a good speech:

https://www.lovelearningtutors.com/main-blog/2018/4/30/how-to-write-a-speech-english-gcse-exam

http://www.rogerdarlington.me.uk/Speech.html

http://www.ehow.com/how_2303815_write-good-speech.html

How to analyse a speech: 

http://sixminutes.dlugan.com/speech-evaluation-1-how-to-study-critique-speech/

Persuasive language:

http://changingminds.org/techniques/language/persuasive/persuasive.htm

http://www.slideshare.net/Mrsorneville/what-is-persuasive-language-1

Propaganda:

http://en.wikipedia.org/wiki/Nineteen_Eighty-Four

Full text of the book: http://gutenberg.net.au/ebooks01/0100021.txt

Media Persuasion Techniques:

http://www.youtube.com/watch?v=oJi5qa4CTb0

There is a wonderful playlist for persuasion techniques and propaganda, some better bits here:

Propaganda Techniques:

http://www.youtube.com/watch?v=Pw8mQFCfGxE&feature=related

Old Major's speech from Animal Farm by Orwell

The text of the speech:

https://www.marxists.org/subject/art/literature/children/texts/orwell/animal-farm/ch01.htm

(The speech is a bit longer than the extract I provided you with, so check the link here!)

Discussion:

How many of the rhetorical devices can you find? Annotate the speech for the following:

rhetorical questions,

literary allusions,

uniting the audience,

a main idea,

clear next steps offered to the listeners,

use of metaphor

repetition

How does Old Major use emotional appeal to persuade the animals to believe that man is their enemy? Consider the various rhetorical devices used (diction, imagery, syntax, figurative language, etc.) to make Old Major’s argument effective for his audience.

Substantiate observations with specific examples from the text. Remember the PEA rule!

Bits and pieces of analysis:

https://crystalsungbookreviews.wordpress.com/2016/05/23/animal-farm-by-george-orwell-analysis-of-old-majors-speech/

http://literatureessaysamples.com/old-majors-speech-a-rhetorical-analysis/

https://www.cliffsnotes.com/literature/a/animal-farm/character-analysis/old-major

https://www.bbc.co.uk/bitesize/guides/zqxhn39/revision/2

https://www.sparknotes.com/lit/animalfarm/section1/

Literary devices (including allusion): http://literary-devices.com/content/allusion

Borrowing from a source that has since vanished:

To effectively analyze an argument, you must learn to recognize the three classical strategies of argumentation:  logical appeal, emotional appeal, and ethical appeal.  The better arguments rely on a judicious use of all three appeals, and a persuasive writer knows when to use each in order to accomplish an intended purpose.

     In addition to the appeals, though, astute readers learn to analyze the style of an argument—the diction, imagery, syntactical patterns, figurative language, or any other devices of language that authors use to persuade their audience.  These language devices are often referred to as rhetorical devices.

     The word rhetoric, at its most basic level, simply means language that effectively accomplishes its purpose.  In persuasion, of course, that purpose is to convince the audience that the writer’s opinion or position is the correct one.

     An emotional appeal is an appeal to pathos, which in Greek loosely translates to “pain.”  Most people respond to emotion, but the writer must be careful to use this appeal wisely and fairly.  The writer’s aim should not be to manipulate the reader through emotions but to appeal to needs that all humans have in common:

physical needs (life and health)

psychological needs (a person’s need for love and respect)

social needs (the need for freedom, for respect, for acceptance)

My BOW by Timo Liiv

My author of choice was Mike Thompson, an editorial cartoonist/animator for the Detroit Free Press. He is an American and a lot of his work is based around the American government and political figures (e.g Donald J. Trump). For my global issues, I chose the denial of climate change and anti-vaxxers. The next 12 cartoons are going to be based on the denial of climate change being real:

The next three cartoons will be based on the global issue of anti-vaxxers:

Political cartoons BOW

IO, BOWs & GIs: What are they? (Individual Oral, Body of Work, Global Issue - you can consult relevant blog posts)

Political cartoons: work starts now and carries on into both homework and subsequent classwork, and ends up both in your portfolio and presented to class:

* detailed discussion of PhilpotNew U 1.4

* doing the tasks mentioned in my previous blog post on political cartoons

* preparing to curate and present to class a Body of Work (= BOW): a set of about 15 political cartoons by the same author (functioning predominantly in the English language in the English-speaking world or globally) whose work has several Global Issues (= GIs) evident in them.

While presenting, you show the whole set of cartoons to class, tell us about the background to the author, the GIs you have chosen and how they are represented in the author's work, and choose 2 cartoons for looking at in detail in class with concentrating on different aspects, e.g. how symbols have been used, or how words and pictures complement each other, or how the ambience adds to the reception of the cartoons, etc.  You decide which cartoons to concentrate on, and how exactly you do this, and which IB LangLit aims this will help you to achieve.