Cumulative Assessment – Written Task

IB Language and Literature – Standard Level

Create a written piece of about 800-1000 words in length, exploring an aspect of the material studied in Part 2: Language and Mass Communication. 

A written task demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the material studied in the course. It must show a critical engagement with an aspect of a text or a topic.

Written Task 1 is an opportunity for you to demonstrate understanding and explore issues in language and literature in an imaginative way. “Imaginative” does not necessarily mean creative writing—as with all reading and writing in the Language and Literature course you are expected to demonstrate an intellectual engagement and understanding of the texts studied. The written task offers a more open opportunity to consider different methods for conveying that engagement and understanding. In addition, the written task is a chance to mimic and show your understanding of a form.

First and foremost, the written task 1 is not an essay.

Written task 1 must include a rationale. The rationale should be between 200 and 300 words which do not count toward the written task word count. The rationale should explain the nature of the chosen written task including purpose, formal conventions, relationships to aspects of the course and any other pertinent information as to the aims and objectives of the task.

There are four criteria used to assess written task 1:

Rationale: Does the rationale adequately explain your work for the written task and how it is linked to the course topic?

Task and Content: Does the written task convey more substantially developed understanding of the work; is the content appropriate to the task chosen and are the conventions of the text type understood?

Organization and argument: Is the structure and organization coherent and sustained? Has the word count been met (two marks will be deducted from tasks that exceed the word count)?

Language and style: Is the use of language and style effective and appropriate to the task chosen?

As with any assessment task, examiners are looking for a strong understanding of the work or topic and a thoughtful critical engagement. Organized and polished writing is an asset but remember that this is most realized with careful thinking and preparation as well as consciously writing within your own abilities (use your own voice; do not try to sound sophisticated, but be open and honest in your engagement with the text). It is important to consider the most appropriate language for the task chosen (in terms of formality and accessibility), as well as the structure and details as reference points. In regards to the content, remember that the rationale, and by implication the task itself, should make clear the audience and purpose for your written task.

Possible Written task text types for Language and Mass Communication (Part 2):

• An email exchange
• An interview
• A public health brochure
• An opinion column
• A letter to the editor
• A screenplay for a documentary

Idea Planner for Written Task

Blog Checkpoint #2 – Monday, June 24

By Monday, June 24, you must have the following posts in your Blog:

1. FOA Written Reflection CLICK HERE

2. The Basics about Paper 1 (summary) CLICK HERE

3. LAB SESSION Activity 2 (outline) CLICK HERE

4. Media Power on Society – Celebrity Influence on Youth Culture (class summary) CLICK HERE

5. Act 1: Image Analysis CLICK HERE

6. Media Power on Society – Documentary (Listening Comprehension) CLICK HERE

7. Written Task Outline (to be done on Friday, June 21)

 

You will be assessed based on the following criteria:

A. TASK COMPLETION: Student includes all assignments. (7 pts)

B. LANGUAGE USED: Grammar, spelling, register, and style used are appropriate. (7 pts)

C. CRITICAL THINKING SKILLS: Student shows deep knowledge and understanding of the contents by including his own reflections and associations. (7 pts)

D. USE OF MEDIA: Student manages to make his BLOG attractive by using a variety of media resources in his posts (pictures, videos, slideshare presentations, audio, online concept maps, Prezi, etc.) (7 pts)

Total score: 28 pts

 

Cumulative Test – Written Task / Wednesday, June 26

Your Cumulative Test for the Second Period will be a Written Task based on Part 2: Language and Mass Communication. This will take place next Monday, June 24.

RATIONALE: EXAMPLE

This written task relates to my study of  mass media and, in particular, to our focus on the language and structure of newspaper stories.

In addition, my written task is informed by my study of the ‘language situation’ in Quebec, Canada. In this part of the course, we considered the politics of English, studying a range of situations and contexts where speaking English was either advantageous or disadvantageous. Quebec is a francophone part of Canada. French speakers, I have learnt, are often at an advantage in Quebec, whilst speakers of English are sometimes discriminated against.

I have learnt that ‘language matters’, and that language cannot be separated from other aspects of social, cultural, and economic life.

Accordingly, for this written task, I have written a newspaper story that is intended to be included in The Toronto Star. This is an English language newspaper, Canada’s biggest selling ‘daily’, and is ‘left leaning’ (supporting reference required). I have assumed that the editorial position of the newspaper would support a plurality of languages in Canada. Whilst, I believe, the newspaper would recognize the particular importance of English and French in Canadian life, it would be critical of discriminatory practices based on language.

My news story tries to convey this ideology. In the story, I discuss the (imagined) case of a man who claims to have been discriminated against for his refusal to speak French during job interviews.

The newspaper story is intended to look and read authentically. Thus, for example, I have included a range of features typical of this text type. It has a headline, a sub-heading, a byline, and a lead. Paragraphs and sentences are short. Words are simple. Quotations (‘accessed voices’) are included. ‘Naming’ is also significant, not least because of the way it tries to ‘skew’ the story.

300 words

Media Power on Society – Celebrity Influence on Youth Culture

The media occupies a unique position within our society. A collective term encompassing such things as newspapers, magazines, radio and television stations, the media plays an integral part in the shaping of our culture, while being outside it; it exists as a cog in the system, and also as an observer outside the system. It encourages and criticises, reports and contorts, informs and influences.

Power and Influence

Because we live in a society where reputation is important, and credibility is a sought-after attribute, the individual is forced to maintain an external image that is acceptable to those around them. In everyday life, people surrounding the individual are family, friends and colleagues from a place of employment or study. However, there are some individuals that are in the public eye; there are some in important positions; some making important decisions, and of course companies and corporations conducting business. For this set of entities, reputation and credibility assume far greater importance, as to let either slip may well result a loss of popularity, loss of position or power, or loss of market share, or some other financial loss. This is where the media has obtained the power it now has.

It is the judgement that the media exercises that is the critical issue. In our Western-style society it is unusual to be free from material generated by the media. Whether it be watching television, reading a newspaper, listening to the radio, even reading electronic mail, one is subjected to an array of “input” from a variety of sources. The penetration into our lives by the media leaves most of us open to the influences and pressures that the media choose to exert. It is an unusual individual that can disassociate themselves and make a balanced decision free from media-based bias.

The Global Village

The media is more than just a method of conveying information. Through the use of technology, the media is able to connect one side of the globe with the other, instantaneously. Viewers of a news program in Australia can see and hear – live – planes bombing Iraq, or watch onscreen the Women’s 400m Freestyle in Barcelona, as it happens.

A Global Conscience?

The all-seeing eye of the media has exposed much: cover-ups in government; human rights violations, and so on. The media has become a “moral watchdog” for society. It has the power to influence the populace. It has the resources to collect vast amounts of information, discard what is deemed to be irrelevant, and distribute and broadcast the rest. With an ever-increasing percentage of the world’s population under the “viewer” umbrella, the media is still growing in terms of power and influence.

Adapted from http://www.cyberdelix.net/opinions/media93.htm

Act 1: Provide an analysis for the following image. What is the message being conveyed? Up to what extent does it apply to your own reality as part of this “Global Village”

Act 2 (LAB) Media Power on Society – Documentary

Watch the video above and answer the questions below:

1. What is Harold Laswell’s Chain of Communication’s Model?

2. What does the theorist Marshall McLuhan’s mean by stating that “the Medium is the Message”?

3. Refer to Jurgen Habermas’ “Public Sphere as a Platform for Advertising”

4. What is the connection between Self-Presentation & the Celebrity Image?

Friday, May 17 – Paper 1 Practice

On Monday, May 20, we will have our first test with P1 Format. The result you get in this test will go as a mark to Schooltrack as the first assessment of the 2nd Period.

The Basics about Paper 1

• Paper 1 asks students to produce a written commentary on one of two unseen texts within one and a half hour.
• Pasages for analysis may be complete pieces of writing or extracts from larger works. There is also the possibility of commenting on a visual text or extract from a longer piece. Possible text-types for analysis include: advertisements, opinion columns, brochures, extracts from memoirs, or travel writing.
• Each individual text is presented with two guiding questions.
• The official Paper 1 counts for 25% of the final grade. It is assessed externally.

The skills you will need!

Paper 1 requires certain skills. Not only must you understand the text(s), but also you have to express your ideas in a well-structured commentary. Like any skill, commentary writing can be perfected with time and practice. The exam is 1.5 hours at SL.

I recommend you look at the pages in this section for activities that develop Paper 1 skills. Use the following link to improve your written commentary: 8 SUCCESSFUL WRITING TIPS

CC Activity 1: Read the outline for Paper 1 on pp.211 and 212. Then, read the sample texts on pp. 213 and 214. Have a look at the outline the sample students wrote for their written commentaries.

LAB SESSION – Activity 2: Choose one of the following texts. Write an outline for your written commentary, focusing on genre, text type, audience, content, theme or idea, formal and informal stylistic features, and use of rhetorical devices. It can be a mind map, concept map, or a paragraph. Upload it on your blogs.

Text 1

Text 2