English Language and Literature
for the IB Diploma

David McIntyre and Tim Pruzinsky

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Resource index

Chapter 1: Exploring text types

Chapter 2: Beliefs and values

Chapter 3: Identity, culture and community

Chapter 4: Politics, power and justice

Answer key

Essays

Introduction to the IB English A: Language and Literature syllabus

The first teaching of the English A: Language and Literature course started in August 2011, with the first examinations in May 2013. The new revised course, with first teaching in August 2019 and first examinations in May 2021, shares many similarities with the earlier version of the course. However, at first glance, the revised syllabus may seem quite different.

If you are already familiar with the course, you will know that the first version gave equal attention to the teaching of language and literature. In this original course, there were two language parts and two literature parts.

Areas of exploration

For the course with first teaching in August 2019, the syllabus is no longer divided into four parts. Instead, the course is divided into three parts, which are referred to as ‘areas of exploration’ in the IB’s course study guide. These areas of exploration are called:

Readers, writers and texts

Time and space

Intertextuality: connecting texts.

The syllabus recommends that the teaching of each area of exploration should be divided more or less equally across the two-year course. Unlike in the first version of the course, where language and literature were separated by parts, the revised version of the course integrates the study of language and literature within each area of exploration, with equal attention given to the study of language and literature. It is recognised, however, that each area of exploration is not entirely discrete, and that overlap between each area of exploration is likely.

What is apparent is that for you, moving from the 2011 syllabus to the 2019 syllabus, there will be greater autonomy and flexibility. This agency provides opportunities but also challenges. You will need to plan carefully both within and between the areas of exploration.

Key concepts

While the areas of exploration are key to course planning, and provide coherence and cohesion across the course, they are only one aspect of overall course design. The course is additionally underpinned by the notion of conceptual learning through which students engage with ‘key concepts’. In the English A: Language and Literature course, these concepts are:

Identity

Culture

Creativity

Communication

Perspective

Transformation

Representation.

The key concepts work within and between the areas of exploration as further devices to promote a sense of unity within the course. They also extend beyond the course, promoting disciplinary and interdisciplinary understandings.

The intention is that both the areas of exploration and the key concepts provide a vehicle through which your students will become increasingly critical readers of a range of texts and genres, both literary and non-literary. In addition to developing a capacity for close reading, the course syllabus is constructed with a view to developing productive skills, both written and oral, in which your students are encouraged to consider their own roles and the roles of others as producers of language.

The IB Diploma core

In constructing a course that is cohesive and engaging, the syllabus emphasises that course design should be embedded within the core elements and overarching principles of the IB Diploma programme, including:

Theory of knowledge

Creativity, activity and service

Extended essay

Approaches to teaching and learning

International mindedness.

Introduction to the coursebook

This is a brief introduction to the coursebook for English A: Language and Literature for the IB Diploma. It explains how the coursebook can best be used in the classroom to facilitate teaching and learning. In order to understand the ways in which the coursebook can be used, we should be clear about its aims and the target audience.

While the coursebook is pitched to students who are taking English A: Language and Literature for the IB Diploma, it may be used by any school that wishes to internationalise its curriculum, foster global citizenship and develop analytical skills. The features of the Diploma Programme, such as international mindedness, are showcased in the boxes in the margins of each page. Other marginal features of the coursebook refer to Theory of Knowledge (TOK), Extended Essay (EE), Creativity, Activity, Service (CAS) and Approaches to Learning (ATL). The seven course concepts and the eighteen questions from the three Areas of Exploration are integrated into the activities and also feature in the margins.

The coursebook is not intended as a prescribed method for teaching the course, nor is it exhaustive in its exploration of language and literature. You can use it to complement other educational materials, or as an inspiration for creating your own materials. Furthermore, the coursebook is not meant to be read from cover to cover as a work of reference. Instead, it should be seen as a compendium of activities that you can use in the classroom. You can ‘dip into’ different sections and units, based on the needs and interests of your students.

Because the coursebook encourages students to engage with you, each other and over a hundred interesting texts and images, it is activity-based. Rather than explaining texts or defining terms, the activities ask students to do textual analysis in a way that develops inquiry, critical thinking and expertise. Each activity and each text are numbered, so that you can easily refer to them in class. Activities incorporate a range of teaching and learning strategies, asking students to work as a class, in groups, pairs or individually. In brief, the activities encourage students to take responsibility for their learning while developing a range of skills together with their classmates.

The coursebook is divided into three main sections, which are outlined below. While there are many ways of organising this course, this text–topic–test format is intended to make materials easily accessible.

Chapter 1: Text types

As students analyse a range of texts in the English A: Language and Literature course, they will begin to notice patterns and structures across texts. This chapter provides students with examples of 12 different text types, asking them to find these patterns and define the defining features of each text type. Model texts and typical features are explored for students who are looking for quick ‘recipes’ for textual analysis. Connections are also made to assessment components in each unit on each text type.

Chapters 2–4: Global issues for the learner portfolio

Students of English A: Language and Literature for the IB Diploma Programme are required to maintain a learner portfolio. What does that portfolio look like? In principle, if every student takes ownership of his or her learning, then every student’s portfolio will look different. Nonetheless, if you want to assign all of your students the same portfolio activity, you may find this section of the coursebook effective. Activities are organised by topic or ‘global issue’. A global issue, according to the IB, is any topic that is transnational and significant. The nine global issues in these chapters are:

feminism

masculinity

beauty

racism

colonialism

immigration

war

protest

politics.

Students are encouraged to create sections in their portfolio that correspond to these topics and other topics that they explore in class or individually. Reflection pieces, creative writing tasks, outlines, mind maps or textual analyses are just a few types of entries that students can include in their portfolios, all of which are explored in these chapters. Ultimately, both you and your students will benefit by making evidence of learning and engagement visible in these portfolios.

Chapters 5–8: Assessment

There are four components of assessment in the English A: Language and Literature course, and the coursebook explores each component in a different chapter:

Chapter 5 – Paper 1: Guided textual analysis

Chapter 6 – Paper 2: Comparative essay

Chapter 7 – HL essay

Chapter 8 – Individual oral.

Each chapter includes student work, examiner’s comments, practice papers and activities that help develop the skills for performing well. While teachers are not encouraged to ‘teach to the test’, students appreciate model answers and clear guidance. These chapters give students both the guidance that they are looking for and challenging tasks to develop their skills.

Over to you

Whether you are an experienced teacher, new to the profession or new to teaching the IB, the coursebook can inform your methods of delivery. It can help you to create meaningful moments for your students, but it cannot teach the course for you. Its purpose is to open doors into the wonderful worlds of communication arts and textual analysis. It’s then up to you and your students to explore.

Introduction to assessment

Exam at a glance

First assessment: May 2021

Standard level (SL)

Assessment component

Weighting

External assessment (3 hours)

Paper 1: Guided textual analysis (1 hour 15 minutes)

The paper has two texts or text extracts. Each text is of a different kind. Both texts are non-literary, and there is one question for each text. Students choose one of the texts and write an analysis of it. (20 marks)

70%

35%

Paper 2: Comparative essay (1 hour 45 minutes)

The paper has four questions. Students answer one of the questions, basing the response on two works studied in the course. (30 marks)

35%

Internal assessment

The internal assessment is an individual oral exam. This is marked by the teacher and externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

Students give a prepared response of ten minutes, followed by five minutes of questions from the teacher. The presentation is supported by one literary text and one literary work, responding to this prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (20 marks)

30%

Higher level (HL)

Assessment component

Weighting

External assessment (4 hours)

Paper 1: Guided textual analysis (2 hours 15 minutes)

The paper has two texts or text extracts. Each text is of a different kind. Both texts are non-literary, and there is one question for each text. Students write an analysis of both texts. (40 marks)

80%

35%

Paper 2: Comparative essay (1 hour 45 minutes)

The paper has four questions. Students answer one of the questions, basing the response on two works studied in the course. (30 marks)

25%

Higher level essay

This essay must be between 1200 and 1500 words. Students should write about one or more non-literary texts, or a literary work studied on the course. (20 marks)

20%

Internal assessment

The internal assessment is an individual oral exam. This is marked by the teacher and externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

Students give a prepared response of ten minutes, followed by five minutes of questions from the teacher. The presentation is supported by one literary text and one literary work, responding to this prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (20 marks)

20%

Framework in detail

External assessment details

Paper 1 (SL and HL): Guided textual analysis (1 hour 15 minutes at SL; 2 hours 15 minutes at HL; 35%)

Paper 1 includes two unseen non-literary texts or text extracts. SL students write an analysis of one of the texts. HL students write an analysis of both of the texts. The texts selected for this examination will be of two different types, selected from a list of text types. Each text is accompanied by one guiding question that directs students to consider a formal or stylistic aspect of the text. It is not necessary for students to respond to this question, but the question is there to provide a useful way for students to begin to think and write about the text.

Paper 2 (SL and HL): Comparative essay (1 hour 45 minutes; 35%)

Paper 2 is a comparative essay. Students will be asked four questions. They respond to only one of these questions. In answering the question, the student should refer to two literary works they have studied on the course.

The questions are of a general nature, and are exactly the same questions asked at HL and in the corresponding Language A: Literature course. The assessment criteria are therefore identical for both SL and HL students.

This is a seen examination insofar as students have studied the literary works in class. However, students may not bring copies of literary works and/or notes into their examination.

Prior to the examination, it is recommended that students should select three works that can form the basis of a response to Paper 2 questions (remembering to use only two of the three works in the examination).

Students may individually select works, or in consultation with you. However, it is important that students do not select works that have already been used in any other assessment component.

Higher level essay (HL only)

This is a formal academic essay. It must be between 1200 and 1500 words.

Students may write about a non-literary text or texts studied as part of their course. Alternatively, they may write about a literary work or works studied as part of their course. Students may select any texts or works already studied, but they may not study texts or works used for internal assessment (i.e. the individual oral), and they may not use texts intended for Paper 2. Where students decide to focus on non-literary texts, and consult a number of texts, it is important that these texts are of the same text type, and that the texts are the work of one writer or producer. Also, at least one of the texts must have been studied in class as part of the course.

Students may base their essay on texts or works in translation. These should be professional translations. Texts and works in other languages that have not been translated are inappropriate.

You may choose to use the course concepts to help students narrow down their topic, title, line of inquiry and thesis. For example, a student might be interested in the concept of perspective in Carol Ann Duffy’s poetry. More specifically, they might like the poetic voice in ‘Little Red Cap’. From that starting point, a student would develop a line of inquiry – an argument – about the perspective and voice in the poem and the effect on the reader.

Another student might flip through their learner portfolio, looking at all the quick thoughts, longer pieces of writing and extended ideas in it. This student will realise that after studying racism in Chapter 3.1, they are interested in the intersection of history, politics and literature. Nelson Mandela’s inauguration speech might be that inspiration. This student is concerned with the concept of identity, specifically in South Africa and even more specifically in how the country unites after years of apartheid. From that starting point, the student crafts an argument about how Mandela’s inauguration speech forges a new identity for all South Africans.

Your role is important. You must not assign topics, works or texts to students. Students should have the agency to make their own decisions. Your role is supervisory, helping students to select appropriate texts or works, and guiding then towards a clear approach that allows for critical analysis and argumentation. You should also monitor students, in planning, drafting, redrafting and submitting their work to agreed deadlines. There is no limit to the number of occasions you can provide advice and feedback. However, you must not edit or correct students’ work. In addition, you should ensure that essays are students’ own work. In working with students throughout the process, it is hoped that any issues of academic honesty can be alleviated before essays are submitted for assessment.

Internal assessment details (HL and SL)

Individual oral (fifteen minutes: ten minutes student individual oral, followed by five minutes of teacher questions; 20% at HL and 30% at SL)

The individual oral addresses the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the texts you have studied.

The individual oral is based on the work which students have carried out in their learner portfolios. Students investigate literary works, non-literary texts and global issues during their course. For the individual oral, students select one extract each from a literary work and from a non-literary text that are representative of the global issue they have chosen. Each extract should not normally exceed 40 lines. Extracts may be complete texts. Students bring unannotated copies of their extracts to the individual oral.

The individual oral should be in the form of an argument that explores the global issue through the ways in which the extracts show and represent the issue. That is, students need to demonstrate the relationship between the textual construction of ideas and the global issue. Where students choose an extract or extracts from larger texts or works, they should show an understanding of the wider text or work. Students should give roughly equal attention to both of their chosen extracts.

Global issues have the following attributes: (a) they have significance on a wide/large scale; (b) they are transnational; (c) their impact is felt in everyday contexts.

In conducting the individual oral, students should be allowed to choose any of the texts and works they have studied on their course. They should also choose their own global issue. You should monitor and advise students in these choices. Remember, students may not use texts and works that are intended for any other assessment component. To be successful, students will need to have studied a significant number of texts and extracts. Therefore, the end of the first year of study or the beginning of the second year of study is probably a good time to conduct individual orals. When you have decided where and when individual orals are to take place, you should ensure that students are given good notice of this.

The IB will provide a form that students should use to create an outline of their presentation. Students have the opportunity, in advance of their oral, to write out a maximum of ten bullet points. These bullet points should be brief, and students should not read directly from their outline. The student brings both the outline and the unmarked extracts to the examination.

At least one week prior to the individual oral, you should ask to receive the extracts that students will use in their individual oral. You need to give approval to the student’s choice. You should have the student’s extracts in the examination, and you may use these as the basis for your five minutes of follow-up questions.

The individual oral is internally assessed. That is, you mark it. The IB externally moderates the oral: once all orals are complete, you have marked them and submitted your scores for every student to the IB, the IB will select the specific sample for moderation that you must send to them. In the sample, you must include all extracts and complete oral recordings of the sample students. Therefore, you must record all orals in a quiet environment, and you must keep all recordings and documentation from all of your students.

Assessment criteria

Planning support

Chapter 1: Exploring text types

Schemes of work

PowerPoint presentations

As Chapter 1 has a large number of units within it, PowerPoints have only been provided for a selection of these with further ideas to help you teach a variety of text types.

Worksheets

Chapter 2: Beliefs and values

Schemes of work

PowerPoint presentations

Worksheets

Chapter 3: Identity, culture and community

Schemes of work

PowerPoint presentations

Worksheets

Chapter 4: Politics, power and justice

Schemes of work

PowerPoint presentations

Worksheets

Answer key

Essays

1 A conversation: Tim and David discuss what it means to be an IB teacher

2 Read Books. Every Day. Mostly for Pleasure

3 Moving beyond the nuts and bolts – integration and critical thinking in English A: Language and Literature

4 Pumping up your Language and Literature course: fitness classes, the higher level essay, and writing workshop pedagogy

5 Areas of exploration: intertextuality – a teacher’s reflections

6 Differentiation in the IB

Acknowledgements

The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.

Cover image Sean Gladwell/Getty Images

Essay 2 Pruzinsky, Tim. “Read Books. Every Day. Mostly for Pleasure.” English Journal 103.4 (March 2014), pp. 25-30. Copyright 2014 by the National Council of Teachers of English. Used with permission.

Essay 5 image by Easyturn/Getty Images

Unit 1.7 NRDC campaign Designed by Jeski Social Camapign © www.jeski.world; Tata Nano; Cold war cartoon from The Economist by Kevin Kallaugher 26th April 2007, reproduced with the permission of Kevin Kallaugher; Calvin and Hobbes © 1986 Watterson. Reprinted with permission of Andrews McMeel Universal; ‘No Trespassing’ by Banksey 2010 by Graham C99 via Flickr

Unit 1.11 Extract from A Streetcar Named Desire by Tennessee Williams copyright ©1947 by The University of the South, reproduced by permission of New Directions Publishing Corp & Sheil Land Associates Ltd working in conjunction with Georges Borchardt Inc.

Unit 2.1 Image courtesy of The Advertising Archives; PJF Military Collection/Alamy Stock Photo

Unit 3.1 photo by Media24/Gallo Images/Getty Images

Unit 3.2 The Niger and West Sudan’ by Captain A.J.N. Tremearne 1910 © British Library Board (010097.h.16.)

Unit 3.3 Don’t Panic/Save The Children

Unit 4.3 photos Deagreez/Getty Images, electravk/Getty Images, Hybrid Images/Getty Images, Bartosz Hadyniak/Getty Images, Robert Daly/Getty Images, Keystone/Getty Images, Deagreez/Getty Images

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