Students,
If you are unsure about how to format your essay, please go to Google or another search engine and type in MLA format. Everything you need to know about the MLA format is online. Also, Be sure to do two things: 1) do NOT number the title page; and 2) be sure to do a Works Cited Page (and number it!) to list the publisher's information, etc., of the play(books) you have chosen to write about.
08 December, 2009
FORMAT FOR TITLE PAGE
Format for Title Page of WL # 2 Assignment
1. Press enter 20 times (You will be on line 21)
2. Click on center alignment
3. Enter the Title in all caps.
4. Press enter 20 times (You will be on line 41)
5. Click on right alignment.
6. Type your name, press enter
7. Type: World Literature Assignment One,
press enter
8. Type the name of the course, (English A1),
press enter
9. Type the date (December 14, 2009)
1. Press enter 20 times (You will be on line 21)
2. Click on center alignment
3. Enter the Title in all caps.
4. Press enter 20 times (You will be on line 41)
5. Click on right alignment.
6. Type your name, press enter
7. Type: World Literature Assignment One,
press enter
8. Type the name of the course, (English A1),
press enter
9. Type the date (December 14, 2009)
World Lit. Assignment #2 Directions:
World Literature Assignment # 2 ASPECTS:
#1) A comparative study based on an aspect of ONE World Lit. work and ONE Non-world Lit. work (Wide Sargasso Sea or The Awakening). Must focus on some pertinent link between the two works.
Approach: Should include some introductory and concluding remarks consistent with the convention of writing.
Although the main body need not be a formal exposition and development of ideas, it should constitute a reasoned argument.
Structure: The introduction could be a brief statement of the aims of the assignment. The main body should reveal your insight into the works and your appreciation of the chosen link between the two works. The conclusion could be a brief summary and personal evaluation of the discussion.
#2) An imaginative or creative piece of writing based on ONE World Lit. work and ONE Non-world Lit. work.
An imaginative or creative assignment is defined as an assignment, other than a conventional critical essay or commentary, which allows you to apply the principles or techniques of literary criticism or appreciation in an informed, imaginative manner.
* The statement of intent—a statement of intent must immediately precede the body of this type of assignment and must include a brief explanation of all of the following: a) the works on which the assignment will be based; b) the nature of the task to be engaged in, including considerations such as audience, register, form, etc… ; c) the aspects or elements of the works on which you intend to focus; d) how you intend to explore these aspects or elements.
**The statement of intent must be included in the wordcount!
#3) Detailed study based on an aspect of ONE of the World Lit. works studied in Part 1 or Part 4.
*If extracts are chosen for analysis or commentary, they should NOT be included in the word count; however, copies must be attached to the assignment when submitted for assessment.
Approaches:
a) a formal essay
b) b) an analysis of ONE key passage
c) an analysis of TWO key passages
d) a Commentary on an extract (extract is approximately 30 lines of prose or the equivalent in drama or verse). Should be an in-depth analysis. You should justify briefly your selection of the particular extract; the body of the assignment should explore how language, imagery, organization of ideas, and stylistic and thematic aspects work in the passage.
#1) A comparative study based on an aspect of ONE World Lit. work and ONE Non-world Lit. work (Wide Sargasso Sea or The Awakening). Must focus on some pertinent link between the two works.
Approach: Should include some introductory and concluding remarks consistent with the convention of writing.
Although the main body need not be a formal exposition and development of ideas, it should constitute a reasoned argument.
Structure: The introduction could be a brief statement of the aims of the assignment. The main body should reveal your insight into the works and your appreciation of the chosen link between the two works. The conclusion could be a brief summary and personal evaluation of the discussion.
#2) An imaginative or creative piece of writing based on ONE World Lit. work and ONE Non-world Lit. work.
An imaginative or creative assignment is defined as an assignment, other than a conventional critical essay or commentary, which allows you to apply the principles or techniques of literary criticism or appreciation in an informed, imaginative manner.
* The statement of intent—a statement of intent must immediately precede the body of this type of assignment and must include a brief explanation of all of the following: a) the works on which the assignment will be based; b) the nature of the task to be engaged in, including considerations such as audience, register, form, etc… ; c) the aspects or elements of the works on which you intend to focus; d) how you intend to explore these aspects or elements.
**The statement of intent must be included in the wordcount!
#3) Detailed study based on an aspect of ONE of the World Lit. works studied in Part 1 or Part 4.
*If extracts are chosen for analysis or commentary, they should NOT be included in the word count; however, copies must be attached to the assignment when submitted for assessment.
Approaches:
a) a formal essay
b) b) an analysis of ONE key passage
c) an analysis of TWO key passages
d) a Commentary on an extract (extract is approximately 30 lines of prose or the equivalent in drama or verse). Should be an in-depth analysis. You should justify briefly your selection of the particular extract; the body of the assignment should explore how language, imagery, organization of ideas, and stylistic and thematic aspects work in the passage.
20 November, 2009
17 November, 2009
Emily Dickinson's "One Crucifixition is Recorded--Only--
One Crucifixion is recorded -- only --
How many be
Is not affirmed of Mathematics --
Or History --
One Calvary -- exhibited to Stranger --
As many be
As persons -- or Peninsulas --
Gethsemane --
Is but a Province -- in the Being's Centre --
Judea --
For Journey -- or Crusade's Achieving --
Too near --
Our Lord -- indeed -- made Compound Witness --
And yet --
There's newer -- nearer Crucifixion
Than That --
How many be
Is not affirmed of Mathematics --
Or History --
One Calvary -- exhibited to Stranger --
As many be
As persons -- or Peninsulas --
Gethsemane --
Is but a Province -- in the Being's Centre --
Judea --
For Journey -- or Crusade's Achieving --
Too near --
Our Lord -- indeed -- made Compound Witness --
And yet --
There's newer -- nearer Crucifixion
Than That --
06 November, 2009
STUDENT MESSAGE TAB
Students,
If you need to leave me a message, please click here to do it. Thanks...
If you need to leave me a message, please click here to do it. Thanks...
05 November, 2009
#216 by Emily Dickinson: please mark and analyze this poem.
#216
By Emily Dickinson
Safe in their Alabaster Chambers—
Untouched my Morning—
And untouched by Noon—
Lie the meek members of the Resurrection—
Rafter of Satin—and Roof of Stone!
Light laughs the breeze
In her Castle above them—
Babbles the Bee in a stolid Ear,
Pipe the Sweet Birds in ignorant cadence—
Ah, what sagacity perished here!
Grand go the Years—in the Crescent—above them—
Worlds scoop their Arcs—
And Firmaments—row—
Diadems—drop—and Doges—surrender—
Soundless as dots—on a Disc of Snow--
By Emily Dickinson
Safe in their Alabaster Chambers—
Untouched my Morning—
And untouched by Noon—
Lie the meek members of the Resurrection—
Rafter of Satin—and Roof of Stone!
Light laughs the breeze
In her Castle above them—
Babbles the Bee in a stolid Ear,
Pipe the Sweet Birds in ignorant cadence—
Ah, what sagacity perished here!
Grand go the Years—in the Crescent—above them—
Worlds scoop their Arcs—
And Firmaments—row—
Diadems—drop—and Doges—surrender—
Soundless as dots—on a Disc of Snow--
02 November, 2009
#754 by Emily Dickinson: For Analysis
My Life had stood - a Loaded Gun-
In Corners - till a Day
The Owner passed - identified -
And carried Me away -
And now We roam in Sovereign Woods -
And now We hunt the Doe -
And every time I speak for Him -
The Mountains straight reply -
And do I smile, such cordial light
Upon the Valley glow -
It is as a Vesuvian face
Had let its pleasure through -
And when at Night -
Our good Day done -
I guard My Master's Head -
'Tis better than the Eider-Duck's
Deep Pillow - to have shared -
To foe of His - I'm deadly foe -
None stir the second time -
On whom I lay a Yellow Eye -
Or an emphatic Thumb -
Though I than He - may longer live
He longer must - than I -
For I have but the power to kill,
Without--the power to die--
In Corners - till a Day
The Owner passed - identified -
And carried Me away -
And now We roam in Sovereign Woods -
And now We hunt the Doe -
And every time I speak for Him -
The Mountains straight reply -
And do I smile, such cordial light
Upon the Valley glow -
It is as a Vesuvian face
Had let its pleasure through -
And when at Night -
Our good Day done -
I guard My Master's Head -
'Tis better than the Eider-Duck's
Deep Pillow - to have shared -
To foe of His - I'm deadly foe -
None stir the second time -
On whom I lay a Yellow Eye -
Or an emphatic Thumb -
Though I than He - may longer live
He longer must - than I -
For I have but the power to kill,
Without--the power to die--
26 August, 2009
COURSE SYLLABUS FOR PART 3
COURSE SYLLABUS: PART 3
Instructor: Sue Shaw
English A1: 12th Grade John Ehret H.S. (H.L.)
Goals:
§ Encourage a personal appreciation of literature and develop and understanding of the techniques involved in literary criticism
§ Develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations
§ Introduce students to a range of literary works of different periods, genres, styles and contexts
§ Broaden the students’ perspective through the study of works from other cultures and languages
§ Introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
§ Develop the ability to engage in close, detailed analysis of written text
§ Promote in students an enjoyment of, and lifelong interest in, literature
COURSE CONSTRUCTION
Grade 12—one 90-minute class every day
2nd Semester: Part 3
Works to be studied in depth: ( in order)
Perfume by Patrick Suskind
The Awakening by Kate Chopin
Pride and Prejudice by Jane Austen
Madame Bovary by Gustave Flaubert
Materials:
Students are required to purchase a copy of The Awakening, Perfume, and Madame Bovary. They will be supplied with a copy of Pride and Prejudice. Students are required to bring to class daily: pens, highlighters, pencils, loose-leaf paper, their English notebook, and their respective texts. A jump/flash drive is recommended.
Assessment:
A) Composition: essays, written commentaries, and practice oral commentaries on works studied for test grades. In addition to the IB grade for your Oral Commentary, I will also use it as one of your assessments—it will count at least 4 times!!
B) Also, due to the necessity for students to recognize and utilize figurative language in literary analysis, they will be given new and complex literary terms to a) define and b) give examples of. (It is the student’s responsibility to utilize the internet and Google examples of these terms as well as use http://www.questiaschool.com/ where appropriate. Students will be tested on definitions as well as identifying these terms in literary texts, one test approximately every two weeks.
C) Students will be given new vocabulary words commensurate with and appropriate to the level of difficulty that this IB course affords. IT IS EXPECTED THAT STUDENTS LEARN TO CORRECTLY UTILIZE THE NEW VOCABULARY, WHERE APPROPRIATE, IN ALL THEIR WRITING ASSIGNMENTS! There also will be Vocabulary Tests!
D) PARTICIPATION: Don’t expect the Instructor to do most of the discussion in this class! Students are expected: a) to be present each day, if possible; b) bring whatever is needed to class; c) to have read the works and be well-prepared to discuss/write about/even analyze, in depth, the works we study. You will do some work in groups and/or pairs; however, in the end, it is just you, individually, who will take the IB Exam, so…I won’t hesitate to give you an “F” if I feel that you are not prepared for each class. WARNING: DON’T EVEN THINK ABOUT SLEEPING IN MY CLASS!!! Those “F’s” eventually add up and hurt!! Also, there can be no real learning where discipline is absent—so… DO NOT MISBEHAVE in my class. This is a college-level class and will be conducted as one. I will not tolerate misbehavior in any form. I will not hesitate to throw you out of class if you interfere with any other student’s opportunity to learn!
ORAL COMMENTARY: Each student is required by the IBO to do a ten to fifteen-minute, taped, audio commentary on an unseen passage of approximately 40 lines from the selected works studied in Part Two. Each passage will be selected by the instructor and placed in a sealed envelope. Students will pick an envelope on the day of the commentary, go into a preparation room with a proctor, open the envelope, and prepare notes from memory for twenty minutes prior to the actual commentary taping. Students will then go into a quiet room with the instructor to begin taping. Notes made during the twenty-minute period prior to the taped commentary will be allowed in the taping room for students’ use. The student will speak for ten to twelve minutes on his/her selected passage. During the last two to three-minutes of taping, the instructor will ask the student one to two guiding questions about the passage, based on IBO requirements. This process allows the student to show knowledge about the work that he/she may not have previously thought of. The tape must run for fifteen minutes. If a student goes past the fifteen-minute mark, the instructor will turn off the tape! These oral commentaries will be internally assessed—the instructor will grade them based on the IBO rubric. A random sampling of these tapings will be sent to IBO along with the instructor’s marks for these samplings.
NOTE: Students must complete the 1000 to 1500-word World Literature Assignment # 2 and turn it in to the instructor at the instructor’s discretion. This written assignment will be submitted for external assessment.
Grading Policy: I will utilize the Jefferson Parish Grading Policy.
Makeup Policy:
Students are allowed to make up any work missed provided they have a parental note or other excused absence. The makeup work will be done at the instructor’s convenience. It is the student’s responsibility to get missed written assignments of any nature, complete them, and turn them in to the instructor! It would be extremely helpful if you would get a “buddy” to call/check with when you are absent so you can still stay caught up with all assignments.
Academic Honesty:
Malpractice is any action, which gives one student an unfair advantage over another or intentionally neglects the recognition of intellectual property.
This may include: plagiarism, collusion, or misconduct during an examination. Student work is expected to reflect the student’s own ideas and language with resources correctly acknowledged; one student should not allow another student to copy his work and present as original; in cases of team collaboration, the final product will be in the language of the individual student.
Student work with evidence of malpractice may be rejected and a mark of zero (0) recorded.
The English IB Exam:
Given during the first two weeks in May, 2011. It will be administered during a two-hour period per day on two different days, for a total of four hours.
Instructor: Sue Shaw
English A1: 12th Grade John Ehret H.S. (H.L.)
Goals:
§ Encourage a personal appreciation of literature and develop and understanding of the techniques involved in literary criticism
§ Develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations
§ Introduce students to a range of literary works of different periods, genres, styles and contexts
§ Broaden the students’ perspective through the study of works from other cultures and languages
§ Introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
§ Develop the ability to engage in close, detailed analysis of written text
§ Promote in students an enjoyment of, and lifelong interest in, literature
COURSE CONSTRUCTION
Grade 12—one 90-minute class every day
2nd Semester: Part 3
Works to be studied in depth: ( in order)
Perfume by Patrick Suskind
The Awakening by Kate Chopin
Pride and Prejudice by Jane Austen
Madame Bovary by Gustave Flaubert
Materials:
Students are required to purchase a copy of The Awakening, Perfume, and Madame Bovary. They will be supplied with a copy of Pride and Prejudice. Students are required to bring to class daily: pens, highlighters, pencils, loose-leaf paper, their English notebook, and their respective texts. A jump/flash drive is recommended.
Assessment:
A) Composition: essays, written commentaries, and practice oral commentaries on works studied for test grades. In addition to the IB grade for your Oral Commentary, I will also use it as one of your assessments—it will count at least 4 times!!
B) Also, due to the necessity for students to recognize and utilize figurative language in literary analysis, they will be given new and complex literary terms to a) define and b) give examples of. (It is the student’s responsibility to utilize the internet and Google examples of these terms as well as use http://www.questiaschool.com/ where appropriate. Students will be tested on definitions as well as identifying these terms in literary texts, one test approximately every two weeks.
C) Students will be given new vocabulary words commensurate with and appropriate to the level of difficulty that this IB course affords. IT IS EXPECTED THAT STUDENTS LEARN TO CORRECTLY UTILIZE THE NEW VOCABULARY, WHERE APPROPRIATE, IN ALL THEIR WRITING ASSIGNMENTS! There also will be Vocabulary Tests!
D) PARTICIPATION: Don’t expect the Instructor to do most of the discussion in this class! Students are expected: a) to be present each day, if possible; b) bring whatever is needed to class; c) to have read the works and be well-prepared to discuss/write about/even analyze, in depth, the works we study. You will do some work in groups and/or pairs; however, in the end, it is just you, individually, who will take the IB Exam, so…I won’t hesitate to give you an “F” if I feel that you are not prepared for each class. WARNING: DON’T EVEN THINK ABOUT SLEEPING IN MY CLASS!!! Those “F’s” eventually add up and hurt!! Also, there can be no real learning where discipline is absent—so… DO NOT MISBEHAVE in my class. This is a college-level class and will be conducted as one. I will not tolerate misbehavior in any form. I will not hesitate to throw you out of class if you interfere with any other student’s opportunity to learn!
ORAL COMMENTARY: Each student is required by the IBO to do a ten to fifteen-minute, taped, audio commentary on an unseen passage of approximately 40 lines from the selected works studied in Part Two. Each passage will be selected by the instructor and placed in a sealed envelope. Students will pick an envelope on the day of the commentary, go into a preparation room with a proctor, open the envelope, and prepare notes from memory for twenty minutes prior to the actual commentary taping. Students will then go into a quiet room with the instructor to begin taping. Notes made during the twenty-minute period prior to the taped commentary will be allowed in the taping room for students’ use. The student will speak for ten to twelve minutes on his/her selected passage. During the last two to three-minutes of taping, the instructor will ask the student one to two guiding questions about the passage, based on IBO requirements. This process allows the student to show knowledge about the work that he/she may not have previously thought of. The tape must run for fifteen minutes. If a student goes past the fifteen-minute mark, the instructor will turn off the tape! These oral commentaries will be internally assessed—the instructor will grade them based on the IBO rubric. A random sampling of these tapings will be sent to IBO along with the instructor’s marks for these samplings.
NOTE: Students must complete the 1000 to 1500-word World Literature Assignment # 2 and turn it in to the instructor at the instructor’s discretion. This written assignment will be submitted for external assessment.
Grading Policy: I will utilize the Jefferson Parish Grading Policy.
Makeup Policy:
Students are allowed to make up any work missed provided they have a parental note or other excused absence. The makeup work will be done at the instructor’s convenience. It is the student’s responsibility to get missed written assignments of any nature, complete them, and turn them in to the instructor! It would be extremely helpful if you would get a “buddy” to call/check with when you are absent so you can still stay caught up with all assignments.
Academic Honesty:
Malpractice is any action, which gives one student an unfair advantage over another or intentionally neglects the recognition of intellectual property.
This may include: plagiarism, collusion, or misconduct during an examination. Student work is expected to reflect the student’s own ideas and language with resources correctly acknowledged; one student should not allow another student to copy his work and present as original; in cases of team collaboration, the final product will be in the language of the individual student.
Student work with evidence of malpractice may be rejected and a mark of zero (0) recorded.
The English IB Exam:
Given during the first two weeks in May, 2011. It will be administered during a two-hour period per day on two different days, for a total of four hours.
COURSE SYLLABUS FOR PART 2
COURSE SYLLABUS: PART 2
4x4 Block Schedule
Instructor: Sue Shaw
English A1: 12th John Ehret H.S. (H.L.)
Goals:
§ Encourage a personal appreciation of literature and develop and understanding of the techniques involved in literary criticism
§ Develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations
§ Introduce students to a range of literary works of different periods, genres, styles and contexts
§ Broaden the students’ perspective through the study of works from other cultures and languages
§ Introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
§ Develop the ability to engage in close, detailed analysis of written text
§ Promote in students an enjoyment of, and lifelong interest in, literature
COURSE CONSTRUCTION
Grade 12—one 90-minute class every day
1st Semester: Part 2—Detailed Study
Macbeth
The Taming of the Shrew
Selected Poetry of Robert Frost and Emily Dickinson
Running in the Family
During the first half of the semester, student work will encompass an in-depth study of Macbeth and The Taming of the Shrew. During the second half, students will also complete an in-depth study of selected verse of Emily Dickinson and Robert Frost. There is also a non-fiction prose requirement for IB English; students will be studying Running in the Family by Michael Ondaatje in order to fulfill this particular requirement.
Materials:
Students will be required to buy a copy of The Taming of the Shrew and Running in the Family. They will be supplied with a copy of Macbeth as well as a packet of selected poetry of Robert Frost and Emily Dickinson. Students are required to bring to class daily: pens, highlighters, pencils, loose-leaf paper, their English notebook, and their respective texts. It is suggested that students also have a jump/flash drive.
Assessment Schedule:
There will be major tests on all work studied. In addition to tests on these major works, students will complete essays and practice oral commentaries on works studied for test grades. Practice Oral commentaries will be held in class. They may be taped!! Also, due to the necessity for students to recognize and utilize figurative language in literary analysis, they will be given new and complex literary terms, definitions, and examples of them in lieu of daily edits for bell buster activities. Students will be tested on identifying these terms in literary texts, one test approximately every two weeks.
ORAL COMMENTARY: Each student is required by the IBO to do a ten to fifteen-minute, taped, audio commentary on an unseen passage from the selected works studied in Part Two. Each passage will be selected by the instructor and placed in a sealed envelope. Students will pick an envelope on the day of the commentary, go into a preparation room with a proctor, open the envelope, and prepare notes from memory for twenty minutes prior to the actual commentary taping. Students will then go into a quiet room with the instructor to begin taping. Notes made during the twenty-minute period prior to the presentation will be allowed in the taping room for students’ use. The student will speak for ten to twelve minutes on his/her selected passage. During the last two to three-minutes of taping, the instructor will ask the student guiding questions about the passage, based on IBO requirements. This process allows the student to show knowledge about the work that he/she may not have previously thought of. The tape must run for fifteen minutes. If a student goes past the fifteen-minute mark, the instructor will turn off the tape! These oral commentaries will be internally assessed—the instructor will grade them based on an IBO rubric. A random sampling of these tapings will be sent to IBO along with the instructor’s marks for these samplings.
NOTE: Students must complete the 1000 to 1500-word World Literature Assignment # 2 and turn it in to the instructor at the instructor’s discretion. This written assignment will be submitted for external assessment.
4x4 Block Schedule
Instructor: Sue Shaw
English A1: 12th John Ehret H.S. (H.L.)
Goals:
§ Encourage a personal appreciation of literature and develop and understanding of the techniques involved in literary criticism
§ Develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations
§ Introduce students to a range of literary works of different periods, genres, styles and contexts
§ Broaden the students’ perspective through the study of works from other cultures and languages
§ Introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
§ Develop the ability to engage in close, detailed analysis of written text
§ Promote in students an enjoyment of, and lifelong interest in, literature
COURSE CONSTRUCTION
Grade 12—one 90-minute class every day
1st Semester: Part 2—Detailed Study
Macbeth
The Taming of the Shrew
Selected Poetry of Robert Frost and Emily Dickinson
Running in the Family
During the first half of the semester, student work will encompass an in-depth study of Macbeth and The Taming of the Shrew. During the second half, students will also complete an in-depth study of selected verse of Emily Dickinson and Robert Frost. There is also a non-fiction prose requirement for IB English; students will be studying Running in the Family by Michael Ondaatje in order to fulfill this particular requirement.
Materials:
Students will be required to buy a copy of The Taming of the Shrew and Running in the Family. They will be supplied with a copy of Macbeth as well as a packet of selected poetry of Robert Frost and Emily Dickinson. Students are required to bring to class daily: pens, highlighters, pencils, loose-leaf paper, their English notebook, and their respective texts. It is suggested that students also have a jump/flash drive.
Assessment Schedule:
There will be major tests on all work studied. In addition to tests on these major works, students will complete essays and practice oral commentaries on works studied for test grades. Practice Oral commentaries will be held in class. They may be taped!! Also, due to the necessity for students to recognize and utilize figurative language in literary analysis, they will be given new and complex literary terms, definitions, and examples of them in lieu of daily edits for bell buster activities. Students will be tested on identifying these terms in literary texts, one test approximately every two weeks.
ORAL COMMENTARY: Each student is required by the IBO to do a ten to fifteen-minute, taped, audio commentary on an unseen passage from the selected works studied in Part Two. Each passage will be selected by the instructor and placed in a sealed envelope. Students will pick an envelope on the day of the commentary, go into a preparation room with a proctor, open the envelope, and prepare notes from memory for twenty minutes prior to the actual commentary taping. Students will then go into a quiet room with the instructor to begin taping. Notes made during the twenty-minute period prior to the presentation will be allowed in the taping room for students’ use. The student will speak for ten to twelve minutes on his/her selected passage. During the last two to three-minutes of taping, the instructor will ask the student guiding questions about the passage, based on IBO requirements. This process allows the student to show knowledge about the work that he/she may not have previously thought of. The tape must run for fifteen minutes. If a student goes past the fifteen-minute mark, the instructor will turn off the tape! These oral commentaries will be internally assessed—the instructor will grade them based on an IBO rubric. A random sampling of these tapings will be sent to IBO along with the instructor’s marks for these samplings.
NOTE: Students must complete the 1000 to 1500-word World Literature Assignment # 2 and turn it in to the instructor at the instructor’s discretion. This written assignment will be submitted for external assessment.
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