PLEASE NOTE
http://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1a_e&part=2&chapter=7
TEXTS Works in Translation Written Task formerly known as the World Literature Essay.
Diploma Class of 2020 - choose one of 3 plays for your essay.
TARTUFFE
WAITING FOR GODOT -
A DOLL'S HOUSE
It will involve group work and strong independent learning and reflection.
Each reader will see different themes but clearly the relationship between the individual and society,
contrast between how people appear and how they really are (appearance versus reality theme),
power and powerlessness are obvious starting points. Gender in Moliere and Ibsen.
Our TOK connection will explore language and and language in translation as forms of knowledge, information and occasionally disinformation.
Part 1: Texts in Translation. Mark Scheme (SL and HL)
There is
one guiding question for the reflective statement, which is:
- How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?
http://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1a_e&part=2&chapter=7
TEXTS Works in Translation Written Task formerly known as the World Literature Essay.
Diploma Class of 2020 - choose one of 3 plays for your essay.
TARTUFFE
WAITING FOR GODOT -
A DOLL'S HOUSE
- INTERACTIVE ORALS - REFLECTIVE STATEMENTS - SUPERVISED WRITING -
- ESSAY DRAFTING DURING JUNE JULY - Submit one draft to me by August 30th.
- ESSAY COMPLETION August - September.
It will involve group work and strong independent learning and reflection.
Each reader will see different themes but clearly the relationship between the individual and society,
contrast between how people appear and how they really are (appearance versus reality theme),
power and powerlessness are obvious starting points. Gender in Moliere and Ibsen.
Our TOK connection will explore language and and language in translation as forms of knowledge, information and occasionally disinformation.
Written Assignment
The Written Assignment is worth 25% of the IB mark and consists of 4 stages.
It is to be based on a work in translation studied in Part 1.
The IB assessed components are a literary essay and reflective statement.
These two assignments will be written in class and externally assessed by the IB.
Work Submitted to IB:
Literary essay – 1,200 – 1,500 words
Relevant reflective statement – 300 – 400 words
Goal:
To produce an analytical, literary essay on a topic generated by the student and developed from one of the pieces of supervised writing.
These two assignments will be written in class and externally assessed by the IB.
Work Submitted to IB:
Literary essay – 1,200 – 1,500 words
Relevant reflective statement – 300 – 400 words
Goal:
To produce an analytical, literary essay on a topic generated by the student and developed from one of the pieces of supervised writing.
Assessment:
A combined mark out of 25 to be awarded for the reflective statement and the literary essay, based on five assessment criteria.
Click here to view more information regarding the assessment of this assignment.
A combined mark out of 25 to be awarded for the reflective statement and the literary essay, based on five assessment criteria.
Click here to view more information regarding the assessment of this assignment.
Process:
The Written Assignment will be ongoing throughout the 2nd semester of the grade 11 year. It is a four-stage process consisting of both oral and written tasks.
The Written Assignment will be ongoing throughout the 2nd semester of the grade 11 year. It is a four-stage process consisting of both oral and written tasks.
The Four Stages of the Written Assignment- after the texts are read
Stage 1: The Interactive Oral
The
Interactive Oral is a class discussion lead by a group of students that
focuses on important contextual elements that have influenced the
writing of one of the works studied in this part.
Some important elements to remember about the Interactive Oral are:
- It is focused around class discussion in which all students and the teacher participate.
- Each student will be responsible for initiating some part of the discussion in at least one of the interactive orals for one work.
- The discussion should address the following cultural and contextual considerations:
- In what ways do time and place matter to this work?
- What was easy to understand and what was difficult to understand in relation to social and cultural context and issues?
- What connections did you find between issues in the work and you own culture(s) and experience?
- What aspects of technique are interesting in the work?
- At least one oral must be completed in relation to each work studied in Part 1.
- Minimum time for discussion of each work studied is 30 minutes.
The
Reflective Statement is a short piece of writing that all students must
complete. It explores how the interactive oral helped in their
understanding of the work under consideration. One reflective statement
will be submitted to the IB. Since three works are studied in this part
of the course there will be at least three interactive orals and
therefore at least three reflective statements. The student must submit
the reflective statement that is based on the same work as their final
literary essay.
Some important elements to remember about the Reflective Statement are:
Some important elements to remember about the Reflective Statement are:
- It is a short writing exercise completed as soon as possible following the interactive oral.
- Each student must provide a reflection on each of the interactive orals.
- The reflective statement on the same work as the student’s final assignment is submitted for assessment.
- The reflective statement must be based on the following question:
- How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?
- Length: 300-400 words.
- Assessment: A mark out of 3 is awarded using assessment criterion A.
The
supervised writing exercises take place once the study of each work is
completed. By the end of this unit of study the students will have
three pieces of supervised writing - one for each work. The students
generate a piece of writing based on one of three or four teacher
created prompts that focus on important elements of the work under
consideration. The pieces of supervised writing are not submitted to
the IB but must be kept on file at the school until final graduation.
The IB may ask to see a student's supervised writing if questions of
authenticity are raised. Therefore, it is vital that there is a
connection between the supervised writing and the final literary essay.
Some important elements to remember about the Supervised Writing are:
Some important elements to remember about the Supervised Writing are:
- From this writing the student should develop a topic and the final essay.
- The ultimate goal of this stage is for the student to produce good essays with an appropriate topic.
- Students are required to respond to each one of the works studied in a written exercise undertaken during class time.
- Time for each piece of writing is between 40-50 minutes.
- The writing must be continuous prose. (There is no set format, but the writing must be in full sentences).
- At the end of the lesson the writing must be handed to the teacher and an unedited copy will be kept on file until graduation.
- The student will be given 3 to 4 prompts for each work studied and must respond to one.
- The student will choose one of these pieces of Supervised Writing and develop that into the essay required for submission.
- There must be an apparent connection between the Supervised Writing and the final essay.
- Length: No specified length.
- Assessment: supervised writing is not awarded a mark but may be used to authenticate the student’s work.
Stage 4: Production of the Essay
The final product of the Written Assignment process is to develop a literary essay on ONE of the works studied in this part. The essay must be written in stages with the teacher conferencing with the students after reading the first draft. The essay, along with the relevant reflective statement, will be submitted to the IB to be externally assessed.
Some important elements to remember about the Literary Essay are:
The final product of the Written Assignment process is to develop a literary essay on ONE of the works studied in this part. The essay must be written in stages with the teacher conferencing with the students after reading the first draft. The essay, along with the relevant reflective statement, will be submitted to the IB to be externally assessed.
Some important elements to remember about the Literary Essay are:
- The essay is developed from one of the pieces of supervised writing.
- The essay is to be completed in class, with guidance from the teacher.
- In class, the student must work with the teacher:
- For guidance on the development of the essay topic.
- To discuss the connection between the supervised writing and the essay.
- To ensure that the topic is suitable to the length and focus of the task.
- The teacher will also read the first draft of the essay and provide feedback through a conference in class. There is to be no editing or corrections on the actual essay.
- After receiving feedback the student must complete the written assignment without further assistance.
- Length: 1,200-1,500 words.
- Assessment: The final essay is awarded a mark out of 22 using assessment criteria B,C,D and E.
Part 1: Texts in Translation. Mark Scheme (SL and HL)
Criterion A: Fulfilling the requirements of the reflective
statement
To what extent does the
student show how their understanding of cultural and contextual elements was
developed through the interactive oral?
Note: The word limit for the reflective
statement is 300–400 words. If the word limit is exceeded, 1 mark will be deducted.
0 The work does not reach a
standard described by the descriptors below.
1 Reflection on the interactive
oral shows superficial development of the student’s understanding of cultural
and contextual elements.
2 Reflection on the interactive
oral shows some development of the student’s understanding of cultural and
contextual elements.
3 Reflection on the interactive
oral shows development of the student’s understanding of cultural and
contextual elements.
Criterion B: Knowledge and understanding
How effectively has the
student used the topic and the essay to show knowledge and understanding of the
chosen work?
0 The work does not reach a
standard described by the descriptors below.
1–2 The essay shows some knowledge
but little understanding of the work used for the assignment.
3–4 The essay shows knowledge
and understanding of, and some insight into, the work used for the assignment.
5–6 The essay shows detailed
knowledge and understanding of, and perceptive insight into, the work used for
the assignment.
Criterion C: Appreciation of the writer’s choices
To what extent does the
student appreciate how the writer’s choices of language, structure, technique
and style shape meaning?
0 The work does not reach a standard
described by the descriptors below.
1–2 There is some mention, but
little appreciation, of the ways in which language, structure, technique and
style shape meaning.
3–4 There is adequate
appreciation of the ways in which language, structure, technique and style
shape meaning.
5–6 There is excellent
appreciation of the ways in which language, structure, technique and style
shape meaning.
Criterion D: Organization and development
How effectively have the
ideas been organized, and how well are references to the works integrated into
the development of the ideas?
Note: The word limit for the essay is
1,200–1,500 words. If the word limit is exceeded, 2 marks will be deducted.
0 The work does not reach a
standard described by the descriptors below.
1 There is some attempt to
organize ideas, but little use of examples from the works used.
2 Ideas are superficially
organized and developed, with some integrated examples from the works used.
3 Ideas are adequately organized
and developed, with appropriately integrated examples from the works used.
4 Ideas are effectively
organized and developed, with well-integrated examples from the works used.
5 Ideas are persuasively
organized and developed, with effectively integrated examples from the works used.
Criterion E: Language
How clear, varied and
accurate is the language?
How appropriate is the choice
of register, style and terminology? (“Register” refers, in this context, to the
student’s use of elements such as vocabulary, tone, sentence structure and
terminology appropriate to the task.)
0 The work does not reach a
standard described by the descriptors below.
1 Language is rarely clear and
appropriate; there are many errors in grammar, vocabulary and sentence
construction, and little sense of register and style.
2 Language is sometimes clear
and carefully chosen; grammar, vocabulary and sentence construction are fairly
accurate, although errors and inconsistencies are apparent; the register and
style are to some extent appropriate to the task.
3 Language is clear and
carefully chosen, with an adequate degree of accuracy in grammar, vocabulary
and sentence construction despite some lapses; register and style are mostly
appropriate to the task.
4 Language is clear and
carefully chosen, with a good degree of accuracy in grammar, vocabulary and
sentence construction; register and style are consistently appropriate to the
task.
5 Language is very clear,
effective, carefully chosen and precise, with a high degree of accuracy in
grammar, vocabulary and sentence construction; register and style are effective
and appropriate to the task.
In what ways do time and place matter in the text ?
ReplyDelete-Zahra Faizullabhoy
Chile, an oppressed nation, was held in fear for fifteen years by a dictator General Augusto Pinochet. This play is set in the late twentieth century, wherein there was a tentative political transformation from totalitarian terror to fragile freedom for this nation.
The play Death and the Maiden brings out the story of Paulina Salas, one of the many victims of Chilean dictatorship. For many years she had became one of the ‘disappeared,’ tortured and raped in order to extract from her information about the opposing left wing leader.
Though the playwright has omitted mentioning the name of the country and its government, the audience one only need look at the background of Dorfman’s play, to understand that this play is a microcosm of Chile under General Augusto Pinochet. During his rule, severe human rights violations took place and scarred the citizens permanently.
In the play, Paulina Salas was tortured for weeks and for fifteen years she was not able to move on with her life. Therefore, one night when someone who she thinks was her former attacker walks right into her home, she impulsively holds him captive and takes the law into her own hands; a stance justified by her for her earlier inhumane treatment in captivity.
The memory of life for the Chilean people under such brutality is relived in the play in numerous ways. It leaves us pondering over the fact of whether Paulina is simply a representation of what the victims went through, or if she is a symbol of a land that has been raped.
Many questions remain unanswered as the play ends with ambiguity leaving the reader to decide the fate of Miranda. However we do know that Dorfman uses the character of Paulina to not only represent those oppressed in Chile ,but all other oppressed nations around the world .
The play ‘Death and the Maiden’ is a microcosm of Chile, a tyrannized nation, governed by General Augusto Pinochet. Pinochet ruled from 1973 to 1990, during which time several dreadful human rights violations took place, backed by his military junta and this permanently scarred many of the victims. Hence, one can assume that the play’s female protagonist, Paulina, could be a victim of this military regime.
ReplyDeleteThe objective of the Rettig Commission that was set up after Pinochet was overthrown was to ‘investigate the crimes of the dictatorship that had ended in death or its presumption, but which would neither name the perpetrators nor judge them.’ This is reflected in the play as we get to know that Gerardo Escobar entrusted with the task of heading a similar commission in the play.
Paulina, who only hears Roberto’s voice, is convinced that he is one of the perpetrators who had ravished her during the military regime. Paulina believes that is her right to take law into her own hands, as the law is ineffectual; “the same judges who never intervened to save one life in seventeen years of dictatorship” would probably not act now, and hence she demands Roberto’s confession under captivity.
From several allusions to Chile, we are convinced that the play brings to light the brutality of the military regime and its leader during this period.
In what ways do time and place matter in the text?
ReplyDelete- Dhwani Dagliya
Paulina Salas, was abducted by agents of her country’s right-wing government led by General Pinochet head of the military dictatorship that ruled Chile from 1973-1990. Pinochet came to power after disposing Salvador Allende, the first socialist to be elected as president of Chile. Pinochet seized power from Allende and proscribed all leftist parities. For more than two months, she became one of Latin America’s many “disappeared”, because of Pinochet who led a junta that embarked on a campaign of terror against opponents. She was interrogated, tortured, and raped in order to elicit from her the name of a leader of the leftist opposition: Gerardo Escobar, then her lover, later her husband.
The play takes place fifteen years later, just hours after Gerardo has been appointed head of the new, democratically elected government’s Truth and Reconciliation Commission. The commission is charged with investigating those human rights abuses by the previous government that resulted in the death, or the presumption of death, of the victim. After waiting fifteen years for justice, and after years spent nursing the physical and psychological wounds that have left her pathologically apprehensive, Paulina views Gerardo’s appointment as a vindication of the pain she endured but also a mockery of her suffering: The commission’s mandate demands that victims’ pain remain private and the wrongs they suffered unheard.
Through the character of Paulina and the political setting, Ariel Dorfmans explosively provocative play brings out the dejection felt by the Chilean residents before and after Pinochets rule.
In what ways do time and place matter in the text?
ReplyDelete- Anandita Goenka
In 1970 Senator Salvador Allende was elected as Chiles president, he represented the Marxist ideology. Chiles shanty towns had high hopes towards Allende. He adopted the policy to nationalize industries especially the copper industry, copper being Chiles staple mineral. However later on the Chilean government did not support his ‘socialization’ policy. In 1973,after he was deposed, General Augusto Pinochet became the military dictator of Chile. During his rule between 1973-1990,a lot of injustice took place since several human rights were violated. Victims did not receive any justice and were left with horrific nightmares.
Dorfman skillfully encapsulates, the injustice suffered by Chile during the dictatorship of Pinochet, in his play ‘Death and the Maiden’. Keeping Chiles political history in mind, we can interpret that Paulina Salas was one of those victims who suffered from Chiles strict military regime.
Paulina furious and violently holds her possible rapist Dr. Miranda hostile. Her outburst and frustration was due to keeping silent during the Military rule, and not receiving any justice. She accuses him of being her rapist because of the familiarity of his ‘voice’. Due to the several years of unjustness, the bottled up emotions of vengeance within Paulina leash out, after hearing Mirandas ‘voice’. This makes her performance is the play even more effective.
Dorfman’ s ‘Death and the Maiden’ and its characters illustrate the brutality and injustice imposed on the people of Chile during the military rule.
In what ways do time and place matter in the text?
ReplyDelete- Madhav Gupta
Time and location is essential in truly understanding Ariel Dorfman’s ‘Death and the Maiden’. Without knowledge of Pinochet’s horrors towards Chilean society we can not fully fathom the depths of Paulina’ s despair. . Pinochet ruled from 1973 to 1990, during which time several dreadful human rights violations took place, backed by his military junta and this permanently scarred many of the victims.
Paulinas identifies Roberto through his voice which is something that she would understandably not forget. Allende was elected by the people but was overthrown due to Amercias ‘Economic Interests’ in Chile. This play by Dorfmans shows is the rebellion by the Chilean people who had to undergo human rights violations due to Pinochet.
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ReplyDelete