Diploma Programme Syllabus Outline—Group 1
School name
Name of the DP subject
Level (indicate with X)
Western Australia Primary and High School
School code
060112
Language A: Language and Literature (English)
Higher
X
Standard completed in two years
X
Standard completed in one year
Name of the teacher who completed this
outline
Brett Taylor Holmes
Date of IB training
25th April – 27th April 2019
Date when outline was completed
March 18th 2019
Name of workshop
English A: Language and Literature (Category 1)
1. Syllabus outline
Course Overview:
The IB Language and Literature course falls under the Group 1 category of courses. All Group 1 courses involve reading literary and non-literary texts as well as
responding to and producing them. These courses share the goal of understanding how language creates meaning, and by doing so, understanding the importance of
language in creating the worlds and contexts we live in.
The Language and Literature course is intended for students with a high academic and linguistic proficiency in English. The course primarily seeks to develop traditional
skills of textual analysis and identifying formal elements of texts. These are developed alongside critical literacy skills—an ability to analyse and evaluate texts
(including non-literary texts such as advertisements, films, letters, news reports, etc.) for the values, beliefs, or biases they hold and to assess the function of elements like
culture, context, and style in creating meaning in those texts. In reference to its emphasis on culture and context, the course also requires the study of at least one
translated text from another culture. Such diversity of texts studied and development of critical thinking and critical literacy skills encourages in students a richer
understanding and awareness of the world while also keeping in line with the IB Diploma Programme’s goals of developing globally-minded students.
Of course, improving a student’s ability to communicate their thoughts across the different mediums of speaking and writing output (presentation, essay, poem, oral
testing, etc.) is also another main objective of the course. This will assist students in developing a critical eye for context, in order to provide coherent, logical and indepth interpretation of the texts they study.
Both the SL and HL courses will study a variety of non-literary and literary texts, though the HL course will be more demanding in covering more topics and texts as
well as producing more assessment tasks.
Language A: language and literature
1
Topic/unit
Introduction to Course

Course Overview

Topics / content that will be
covered

learning and assessment
objectives,

School and IB external and
internal assessments,

Mark bands

Mark schemes and assessment
criteria,

Important deadlines

Resources and materials
required to complete this
course

IB language and literature
command terms.
Topic/unit
Year
1
Allocated
time
Assessment Objectives for English A: Language & Literature (HL/SL)
1 period = 40
minutes
1 week = 4
periods = 2
hours 40
minutes
SL
1 week
1 week = 6
periods = 4
hours
HL
1 week
Know understand and interpret




a range of texts, works and/or performances, and their meanings and implications
contexts in which texts are written and/or received
elements of literary, stylistic, rhetorical, visual and/or performance craft
features of particular text types and literary forms.
Evaluate and Analyse




ways in which the use of language creates meaning
uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques
relationships among different texts
ways in which texts may offer perspectives on human concerns.
Diploma Programme,
English A: language and
literature guide
Diploma Programme,
Prescribed literature in
translation list
Diploma Programme,
Prescribed list of authors
Course Outline
Internal Assessment
Schedule
Communicate.



Resources
List the main resources to
be used, including
information technology if
applicable.
ideas in clear, logical and persuasive ways
in a range of styles, registers and for a variety of purposes and situations
(for literature and performance only) ideas, emotion, character and atmosphere through
performance.
Contents / Concepts
Allocated
time
Assessment instruments to be used
Resources / IB Pedagogy
List the main resources to be used,
including information technology if
applicable.
Overview:
The focus is on how language develops in specific contexts; how meaning is determined by such contexts and how people express their identities through language.
Students are introduced to a range of different language styles of (non-literary) text, from brochures to blogs; from movie scripts to magazines.
Students will explore the development of the language in specific situations; how language shapes both individual and group identity; how commerce and the Internet has promoted
Language A: language and literature
2
the spread of English and the effect these factors are having on the language.
American real estate developers stress the importance of ‘location, location, location’ and students will explore ways in which the same can be said of language; specifically, the
impact of time and place on how the English language is written and spoken.
Part 1. Readers,
writers and texts
Concepts and content are as follows:

Gender and sexual identity and their
construction through language

Language and community groups and
regional subcultures

Language and individual identity;
monolingual, bilingual, multilingual.

Language and power: linguistic
imperialism and propaganda)

History and evolution of the language

Translation (what is added and what is lost)

Language and knowledge (science and
technology, argot and jargon)

Language and social relations (social and
professional status, race)

Language, culture and belief (religious
discourse, mythology)

Language, swearing, political correctness.
1 period =
40
minutes
1 week =
4 periods
= 2 hours
40
minutes
SL
17 weeks
1 week =
6 periods
= 4 hours
HL
15 weeks
Students need to demonstrate their ability to:
Analyse how audience and situation affect
texts; for example, the use of persuasive
language in marketing; how the same event has
been reported in different ways; re-readings of
newspaper and history articles from the colonial
era.
Analyse and evaluate the impact of language
change; such as the ways in which language
creates meaning; the emergence of new
vocabulary from various groups and
communities; the disappearance of vocabulary.
Show how language and meaning are shaped
by culture and context; such as how jargon
and professional language are used; the ways in
which language affirms or minimizes identity;
the ways in which language differs from one
part of a country or city to another.
Students will also be formatively assessed
throughout this unit and given ongoing feedback
to allow them to develop:
• An ability to analyze how audience and
purpose affect the structure and content of
Texts
• An ability to analyze the impact of language
changes on meaning
• An awareness of how language and meaning
are shaped by culture and context
• An understanding of the potential for
educational, political or ideological influence
of the Media
• How mass media uses language to inform,
persuade or entertain
Language A: language and literature
Resources
Diploma Programme, English A:
language and literature guide
Diploma Programme, Prescribed
literature in translation list
Diploma Programme, Prescribed list of
authors
Classical literature: a very short
introduction (Very Short Introduction)
(#0704LV4), Allen
How to read literature like a professor: a
lively and entertaining guide to reading
between the lines (#0627HN5), Foster
The English Language, Horobin
120 banned books: censorship histories
of world literature (#0423KC2),
Karolides
English A: language and literature.
Perspectives on planning: teacher
companion (#1169RC3), Lester
English A: language and literature:
course companion (#0516NL6), Oxford
Essay Writing for Dummies, Page
English language and literature for the
IB diploma, Philpot.
English A: language and literature:
course companion (#0929AR3), Robb
News media websites
www.gaurdian.com
www.washingtonpost.com
www.bbc.com
3
• An awareness of historical, cultural and social
contexts for written works
• An understanding of form, structure and style
of texts
• An ability to write and speak coherently,
structuring ideas and arguments
appropriately, in a sustained and logical way.
SL TEXTS
1. Heat (Script) Micheal Mann
HL TEXTS
2. Men and Women by Robert Browning
3.Birthday Letters by Ted Hughes(NFT)
Websites
English A: Language and literature
https://www.thinkib.net/englishalanglit/p
age/2527/resources
Teachitenglish
https://www.teachitenglish.co.uk/lang-lit
Philpot Education
https://www.philpoteducation.com/cours
e/view.php?id=3#/
TOK
How do we determine how accepted
vocabulary is disappearing using
research as a tool?
IM students will compare how language
and jargon are used in other countries
and cultures
REFLECTIONS:
Allocated
time
Topic/unit
Language A: language and literature
Contents / Concepts
1 week =
(Insert
Number
Here) hrs
Assessment instruments to be used
Resources / IB Pedagogy
List the main resources to be used, including
information technology if applicable.
4
Year
1
Overview:
During this unit, students will chose a range of both Non-literary and Literary works that will examine the way mass media,
(such as newspapers, magazines and television) influence consumer’s responses to events and attitudes to topics.
This section also addresses the issue of how the production and reception of texts (“the medium is the message”) is influenced by the medium through which they are delivered.
Students will examine political speeches and propaganda, and explore the gate keeping roles played by the media, as well as producing their own media texts which utilize appropriate
language conventions.
For example, students need to be able to explain the difference between the opinion column of a newspaper and its front page.
Part 2. Time and
space.
Concepts and content are as follows:
An examination of the same topic
(e.g. cars and traffic; fashion in rich
and poor societies) is handled
differently across various forms of
communication within advertising;
news coverage; op-ed pieces and
blogs.
An examination of how mass media
use language and image to inform,
persuade or entertain:
o use of style and register
o overt and hidden forms of bias
o layout and use of images
o audience manipulation and
propaganda
o stadium design, from Nuremberg
to the seating of candidates in
televised debates.
Language A: language and literature
1 period =
40 minutes
1 week = 4
periods = 2
hours 40
minutes
SL
15 weeks
1 week = 6
periods = 4
hours
HL
15 weeks
Students need to demonstrate their ability to
identify and discuss:
 Textual bias in news reporting or sports.
 Stereotyping according to race, gender, etc.
 Language of popular culture (comics, soap
operas) versus high art.
 Language of speeches and campaigns
(elections, lobbying) and other persuasive
situations
 Language of electronic media news
organizations (television, Internet) compared
with print
 Use of language in entertainment situations
(e.g. radio and television drama) compared
with News and Documentary.
 Coverage of the same event from a satirical
perspective vis-a-via a regular news outlet.
Students will also be formatively assessed
throughout this unit and given ongoing feedback
to allow them to develop:
• An ability to analyze how audience and purpose
affect the structure and content of Texts
• An ability to analyze the impact of language
changes on meaning
• An awareness of how language and meaning
are shaped by culture and context
• An understanding of the potential for
educational, political or ideological influence of
Resources
Diploma Programme, English A: language and
literature guide
Diploma Programme, Prescribed literature in
translation list
Diploma Programme, Prescribed list of authors
Texts SL
1. The Metamorphosis by Franz Kafka
(Translated)
Texts HL
1.The Making of the English Working Class by EP
Thompson (NFT)
2. Time magazine NFT
3. The speeches of Adolf Hitler 1921-1941
www.archive.org.
Classical literature: a very short introduction
(Very Short Introduction) (#0704LV4), Allen
How to read literature like a professor: a lively
and entertaining guide to reading between the
lines (#0627HN5), Foster
The English Language, Horobin
120 banned books: censorship histories of world
literature (#0423KC2), Karolides
English A: language and literature. Perspectives
on planning: teacher companion (#1169RC3),
5
•
•
•
•
the Media
How mass media uses language to inform,
persuade or entertain.
An awareness of historical, cultural and social
contexts for written works
An understanding of form, structure and style of
texts.
An ability to write and speak coherently,
structuring ideas and arguments appropriately,
in a sustained and logical way.
Lester
English A: language and literature: course
companion (#0516NL6), Oxford
Essay Writing for Dummies, Page
English language and literature for the IB
diploma, Philpot.
English A: language and literature: course
companion (#0929AR3), Robb
Texts
News media websites
www.gaurdian.com
www.washingtonpost.com
www.bbc.com
Websites
English A: Language and literature
https://www.thinkib.net/englishalanglit/page/2527
/resources
Teachitenglish
https://www.teachitenglish.co.uk/lang-lit
Philpot Education
https://www.philpoteducation.com/course/view.ph
p?id=3#/
TOK
How can we examine the effectiveness of print
media over electronic newsgathering? Is it more
effective or do people like the physicality of
print?
IM
Examine how cross cultural use of language
differs internationally
REFLECTIONS:
Language A: language and literature
6
Topic/unit
Year
2
Contents / Concepts
Allocated
time
Assessment instruments to be
used
Resources / IB Pedagogy
List the main resources to be used, including
information technology if applicable.
Overview:
Literary texts are not created in a vacuum but are influenced by social context, cultural heritage, historical change and input from what the reader brings. Through the close
reading of literary texts, students are able to consider the relationship between literature and issues at large, such as gender, power and identity. Students should be encouraged to
consider how texts build upon and transform the inherited literary and cultural traditions.
In their approach to these texts, students will be invited to reflect on how different readers at different times, or from different cultures and backgrounds, might respond to the
texts. They will examine the texts from different perspectives, such as gender or power.
Part 3. Intertextuality:
Connecting texts
SL
Students will study two texts, one of which
will be a text in translation. The compulsory
study of a translated text encourages
students to reflect on their own cultural
assumptions through an examination of
work produced in another language and
culture.
HL
Students will study two texts, one of which
will be a text in translation. The compulsory
study of a translated text encourages
students to reflect on their own cultural
assumptions through an examination of
work produced in another language and
culture. One of the other texts must be
chosen from the prescribed list of authors.
Language A: language and literature
1 period =
40
minutes
1 week =
4 periods
= 2 hours
40
minutes
SL
15 weeks
1 week =
6 periods
= 4 hours
HL
18 weeks
Students need to:
Consider the changing historical,
cultural and social contexts in
which particular texts are
written and received. Areas to be
considered could include: the study
of different text forms, like
serialization, advertisements;; role
of dominant and minority social
groups; the role of the individual
and family in society; the impact of
prevailing values and beliefs.
Demonstrate how the formal
elements of the text, genre and
structure can not only be seen to
influence meaning but can also
Resources
Diploma Programme, English A: language and
literature guide
Diploma Programme, Prescribed literature in
translation list
Diploma Programme, Prescribed list of authors
SL Texts.
Lady Chatterley’s lover by DH Lawrence.
The Last Days of Hitler by Hugh Trevor-Roper
(NFT)
HL Texts.
Julius Caesar by William Shakespeare.
Chronicle of a Death Foretold by Gabriel Garcia
7
Changed
be influenced by context. Aspects
to be considered could include
narrative technique;
characterization; elements of style
and structure; poetic language.
Understand the attitudes and
values expressed by literary texts
and their impact on readers.
Students need to be aware that
there can be very different readings
of the same text; and that the
context of reception, influences the
way a text is read.
Marquez (Translation)
TOK
Does censorship affect the impact of news on
minority social groups in other international
environments
IM
Examine the censorship affects newsgathering in
autocratic countries.
Students will also be formatively
assessed throughout this unit and
given ongoing feedback to allow
them to develop:
• An ability to analyze how
audience and purpose affect the
structure and content of Texts
• An ability to analyze the impact
of language changes on meaning
• An awareness of how language
and meaning are shaped by
culture and context
• An understanding of the
potential for educational,
political or ideological influence
of the Media
• How mass media uses language
to inform, persuade or entertain
• An awareness of historical,
cultural and social contexts for
written works
• An understanding of form,
structure and style of texts
• An ability to write and speak
coherently, structuring ideas and
arguments appropriately, in a
Language A: language and literature
8
sustained and logical way.
REFLECTIONS:
Language A: language and literature
9
DP 2 - SEMESTER 2
Topic/unit
Year
2
Contents / Concepts
Allocated
time
Assessment instruments to be
used
Resources / IB Pedagogy
List the main resources to be used, including
information technology if applicable.
Overview:
Close reading is considered to be a core skill in the understanding and interpretation of literature. By looking closely at the detail of literary texts, students develop awareness of
their rich complexities and the intricacies of their construction.
In their consideration of these texts, students will observe that texts can be analysed from different critical positions. In the light of this, how can their effectiveness be judged
relative to one another?
Furthermore, students will note that interpretation and response vary from person to person. If meaning is inherently unstable, conditional on the situation of text vis-a-vis reader,
how can we ever determine what a text means?
Part 4. Literature:
critical study
SL
Students will study two literary texts selected
from the prescribed list of authors,
undertaking detailed analysis of the writer’s
craft, exploring the themes, values and moral
stances therein.
HL
Students will study two literary texts selected
from the prescribed list of authors,
undertaking detailed analysis of the writer’s
craft, exploring the themes, values and moral
stances therein.
1 period =
40 minutes
1 week = 4
periods = 2
hours 40
minutes
SL
12 weeks
1 week = 6
periods = 4
hours
HL
14 weeks
Students need to be able to
demonstrate their ability to:
Explore literary works in detail,
such as being able to understand the
explicit and implicit meanings in a
text; to identify and situate a text or
an extract in the context of a larger
work; to respond to the key features
of texts such as language,
characterization and structure.
Analyze elements such as theme
and ethical stance within literary
texts, such as being able to identify
evidence in a text for a particular
stance or to consider point of view
in different literary genres.
Understand and make
Language A: language and literature
Resources
Diploma Programme, English A: language and
literature guide
Diploma Programme, Prescribed literature in
translation list
Diploma Programme, Prescribed list of authors
Texts
‘Wildfell hall’ by Anne Brontë,
‘Never Let Me Go’ by Kazuo Ishiguro.
TOK
What is literature? Who decides if a piece of
literature is considered a ‘classic’?
IM
10
appropriate use of literary terms,
such as imagery, persona, tone,
metaphor and irony.
Students will also be formatively
assessed throughout this unit and
given ongoing feedback to allow
them to develop:
• An ability to analyse how
audience and purpose affect the
structure and content of Texts
• An ability to analyse the impact of
language changes on meaning
• An awareness of how language
and meaning are shaped by
culture and context
• An understanding of the potential
for educational, political or
ideological influence of the Media
• How mass media uses language to
inform, persuade or entertain
• An awareness of historical,
cultural and social contexts for
written works
• An understanding of form,
structure and style of texts.
• An ability to write and speak
coherently, structuring ideas and
arguments appropriately, in a
sustained and logical way.
Does the word literature have the same meaning
around the world?
REFLECTIONS:
Trial Examination: The assessment will include the options and all core. The papers will be written, administered, and scored in the style of the IB External Assessment, using
items from the IB specimen papers and other similar resources.
Language A: language and literature
11
Allocated
time
Topic/unit
Year
2
Review
Contents / Concepts
Content and concepts to be decided based
upon results of formative and summative
assessment undertaken throughout the
course.
Selection will be aimed on further
developing the skills in areas that students
experienced difficulties or require
additional practice.
1 period =
40
minutes
1 week =
4 periods
= 2 hours
40
minutes
Approx.
4–8
weeks
Assessment instruments to be
used
Oral feedback both peer and
teacher. As the students will need to
collaborate to determine their
strengths and weaknesses, they will
also participate in peer assessment
to assist each to develop their skills.
Teacher will also provide feedback
to students on activities that assess
their productive and receptive skills
to also assist in the learning
process.
Resources / IB Pedagogy
Resources used throughout the course will be used
as revision and consolidation tools. If additional
resources are required to aid the students these will
be determined once the content and concept is
determined.
REFLECTIONS:
Language A: language and literature
12
2. IB Assessments completed in school that are either externally moderated or assessed. Requirements to be completed during the course.
What’s due
Due date
Notes
Oral Task
10 February Year 2
15 December Year 1
Individual oral
commentary
Further oral activity 1
Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions.
Occurs at end of Part 4: 20-minute preparation & 15-minute delivery
Students complete a further oral activity based on part 1 of the course.
Occurs at end of Part 1
10 May Year 1
Further oral activity 2
Students complete a further oral activity based on part 2 of the course.
Note 1: Submit best mark from further oral activity 1 or further oral activity 2.
Note 2: Further oral activity can take one of the following forms: structured group discussion; role play; dramatic presentation; oral presentation; reflective
statement.
Written Task
Standard Level
15 December, Year 1
Written Task 1 (First Draft)
30 December, Year 1
Written Task 1 (Final Copy)
15 May Year 1
Written Task 2 (First Draft)
29 May Year 1
Written Task 2 (Final Copy)
10 October Year 2
Written Task 3 (First Draft)
24 October Year 2
Written Task 3 (Final Copy)
Students produce at least three written tasks based on material studied in the course.
One written task is submitted for external assessment.
Written Task: 800 – 1000 words / Rationale: 200 – 300 words
Language A: language and literature
13
Written Task
Higher Level
15 December, Year 1
Written Task 1 (First Draft)
30 December, Year 1
Written Task 1 (Final Copy)
15 May Year 1
Written Task 2 (First Draft)
29 May Year 1
Written Task 2 (Final Copy)
10 October Year 2
Written Task 3 (First Draft)
24 October Year 2
Written Task 3 (Final Copy)
30 January Year 2
Written Task 4 (First Draft)
14 February Year 2
Written Task 4 (Final Copy)
Students produce at least four written tasks based on material studied in the course.
One written task is submitted for external assessment.
Written Task: 800 – 1000 words / Rationale: 200 – 300 words
Language A: language and literature
14
3. Development of the IB learner profile:
Contribution to the development of the attribute(s) of the IB learner profile
As its name implies, the International Baccalaureate aims to develop students who have a curiosity about the world and are ready to take their place in it. The English Language and
Literature curriculum is a reflection of those ideals.
WHAT Attributes.
By studying this course students will have:
Knowledge and understanding across a broad and balanced range of disciplines.
Principles and a sense of respect for the dignity of the individual and the community.
Open Mindedness. They understand and appreciate their own cultures and personal histories while remaining open to the values and traditions of others.
Empathy (Caring). They have respect for the needs and feelings of others and want to make a positive difference.
Balance. They understand the importance of intellectual and emotional balance to achieve personal well-being.
HOW Attributes
By studying this course students are:
Inquirers who develop their natural curiosity to build on and consolidate their knowledge base; something which will be sustained throughout their lives.
Thinkers who exercise initiative to approach complex problems and make reasoned, ethical decisions about them.
Communicators who know how to express themselves confidently and purposefully in various modes.
Risk-takers who approach unfamiliar situations with courage and new opportunities with confidence.
Reflectors who give thoughtful consideration to their learning experience in order to support their own educational and personal development.
Language A: language and literature
15
4. Links to IB Approaches to Learning
Contribution to the development of the ATL’s
The course aims to:
Help students develop a sense of perspectives, especially of how (1) culture affects meaning and encourage students to recognize how the situation in which texts are written affects
their production and reception.
Introduce students to a range of (2) texts from different periods, styles and genres and develop their ability to closely analyze such texts and make relevant connections.
Show students how to appreciate texts (e.g. their formal, stylistic and aesthetic qualities) and develop students’ ability to express their thoughts, both in oral and written
communication and thus promote an enjoyment of, and lifelong interest in, language and literature.
Develop their understanding of how texts are constructed; of the ways in which this encourages the reader to respond in different ways and to be able to better express their own
response both in oral and written communication.
Students need to show:
Knowledge and Understanding of a range of texts; their structure, technique and style; the ways in which the reader constructs meaning and how different perspectives influence
the reading of a text.
Comparative and evaluative (3) skills; such as the ability to compare and contrast the content and context of texts or the different ways in which language and image may be used
and an ability to evaluate conflicting viewpoints of a text.
Analytical and (4) critical thinking; such as having the ability to use terminology relevant to various texts and to decipher the effects of language, structure and style on the reader
plus being able to select relevant examples to substantiate their ideas.
Communication skills; including the ability to express ideas clearly and confidently in both written and oral communication (appropriate to a range of styles and situations) and to do
so in a focused and logical manner.
Language A: language and literature
16
5. Resources
Books
International Baccalaureate Organisation, 2011. Diploma
Programme, English A: language and literature guide
International Baccalaureate Organisation, 2011. Diploma
Programme, Prescribed literature in translation list
International Baccalaureate Organisation, 2011. Diploma
Programme, Prescribed list of authors
Classical literature: a very short introduction (Very Short
Introduction) (#0704LV4), Allen
How to read literature like a professor: a lively and
entertaining guide to reading between the lines (#0627HN5),
Foster
The English Language, Horobin
120 banned books: censorship histories of world literature
(#0423KC2), Karolides
English A: language and literature. Perspectives on planning:
teacher companion (#1169RC3), Lester
English A: language and literature: course companion
(#0516NL6), Oxford
Essay Writing for Dummies, Page
English language and literature for the IB diploma, Philpot.
English A: language and literature: course companion
(#0929AR3), Robb
Language A: language and literature
Texts
Chronicle of a Death Foretold, Gabriel Garcia Marquez
(Translation)
Jane Eyre by Charlotte Bronte
Julius Caesar by William Shakespeare
Handmaid’s tale by Margret Attwood.
All my sons by Arthur Millar.
The Metamorphosis by Franz Kafka (Translation).
Uncle Vanya By Anton Chekov. (Translation)
The Great Gatsby by F. Scott Fitzgerald.
The last 100 days of Adolf Hitler (NFT)
Lady Chatterley’s lover by DH Lawrence.
The speeches of Adolf Hitler www.archive.com
Time Magazine. www.time magazine.com
Websites
News media websites
www.gaurdian.com
www.washingtonpost.com
www.bbc.com
Websites
English A: Language and literature
https://www.thinkib.net/englishalanglit/page/2527/resources
Teachitenglish https://www.teachitenglish.co.uk/lang-lit
Philpot Education
https://www.philpoteducation.com/course/view.php?id=3#/
17
6. Command Terms
Analyse
Break down in order to bring out the essential elements or structure.
Comment
Give a judgement based on a given statement or result of a calculation.
Compare
Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare and contrast
Give an account of similarities and difference between two (or more) items or situations, referring to both (all) of them throughout.
Discuss
Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and
supported by appropriate evidence.
Examine
Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
Explain
Give a detailed account including reasons or causes.
Explore
Undertake a systematic process of discovery.
Justify
Give valid reasons or evidence to support an answer or conclusion.
To what extent
Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and
sound argument.
7. Bibliography
International Baccalaureate Organisation, 2011. Diploma Programme, English A: language and literature guide
International Baccalaureate Organisation, 2011. Diploma Programme, Prescribed literature in translation list
International Baccalaureate Organisation, 2011. Diploma Programme, Prescribed list of authors
Diploma Programme: Approaches to Teaching and Learning  https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/
Diploma Programme: The learner profile  https://www.ibo.org/benefits/learner-profile/
IB Learner profile  https://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf
Language A: language and literature
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