There is much to be proud of in the achievements of Grade X1 in the work done since August 2011. The IOP presentations and the current work on Beckett and Ibsen in class and in student essays demonstrates a strong level of engagement and progress as we continue our journey of exploration.
Well done to all concerned!
Students should always strive to be the 'best that you can be'. However, the statistics are clear. An IBO report quoted earlier on this blog shows that 3% of students in the whole world scored 7 and 19% scored 6 in the overall assessment grades in English Group 1. The qualitative 'jump' from 5 to 6 and then from 6 to 7 is substantial. In setting targets for themselves, students must consider their natural flair and existing competence combined with the serious commitment of time that is required to join that top 22% of student achievers. BD Somani students scored much higher than the global average in the 2011 exams in English Group 1. Our group aim is to do even better in 2013.
Students determined to score these high grades frequently ask teachers 'what can I do?'
The most important behavior required is critical reading of the course texts and beyond the prescribed texts. This process includes personal reflection (in a journal or on this blog or both).
Taking notes on your reading and on what is said in class is facilitated by active reading, listening and contributing to class discussions. This is all part of the process of self-improvement and independent learning within our community of learners.
You are engaged in a process, a gradual deepening of awareness, a grasp of the key issues in Literary Critical Theory and the wider academic discourse. This reading should be reflected in a more mature and elegant style of writing, a nuanced style appropriate to the exploration of the great themes of the human condition.
To offer students more and greater challenges, I am setting up our BDSIS ACADEMIC DISCOURSE CLUB. STUDENTS WHO WISH TO JOIN MUST READ THE BOOKS BELOW DURING MARCH AND POST COMMENTS AND REVIEWS DURING SPRING BREAK. EMAIL ME ONCE YOU HAVE STARTED THE READING!
This means a willingness to make hard personal choices about how you use your time. The analogy of joining a fitness centre, following a timetable to go there, using your time well once you are there and avoiding counter-productive behavior outside is helpful. Are you spending hours on Facebook and other social networks? Are you just doing the bare minimum with regard to homework? Are you reading summaries of texts online because you are too 'busy' ie lazy and disorganised to read the original? Do you listen actively in class, take notes and ask questions or do you daydream in zombie mode? If you are not doing what is required but still 'expecting' a 7, that might be called the error of presumption, part of the "oh well, English is easy, we all speak it..." myth.
There is no single event that will change your outcomes, though hopefully you will experience a series of epiphanies as you read more and engage with the texts.
The improvement of your thinking and writing skills is a process, a chain of events over time.
These internal changes, a maturing of your ideas, a greater self-confidence and authority in engaging in class discussions and writing essays will help form a strong personal voice, which examiners recognise when they see it. This is a key factor which distinguishes excellent work in English, Theory of Knowledge and the Extended Essay. It applies to all subjects where a strong personal voice is required in essays as part of assessment. It applies to oral presentations and commentaries also.
The assessment rubrics are a vital element in your understanding of what the examiners are looking for in each task. Top students are thoroughly familiar with them, have them printed by their work station at home and refer to them frequently, especially during the final editing all essays or presentations.
Making a start with Literary Theory and the currents of the contemporary academic discourse:
"An Introduction to Literary Theory" by Terry Eagleton.
"The Greenblatt Reader" by Stephen J Greenblatt.
You can find both these books on Flipkart.
Well done to all concerned!
Students should always strive to be the 'best that you can be'. However, the statistics are clear. An IBO report quoted earlier on this blog shows that 3% of students in the whole world scored 7 and 19% scored 6 in the overall assessment grades in English Group 1. The qualitative 'jump' from 5 to 6 and then from 6 to 7 is substantial. In setting targets for themselves, students must consider their natural flair and existing competence combined with the serious commitment of time that is required to join that top 22% of student achievers. BD Somani students scored much higher than the global average in the 2011 exams in English Group 1. Our group aim is to do even better in 2013.
Students determined to score these high grades frequently ask teachers 'what can I do?'
The most important behavior required is critical reading of the course texts and beyond the prescribed texts. This process includes personal reflection (in a journal or on this blog or both).
Taking notes on your reading and on what is said in class is facilitated by active reading, listening and contributing to class discussions. This is all part of the process of self-improvement and independent learning within our community of learners.
You are engaged in a process, a gradual deepening of awareness, a grasp of the key issues in Literary Critical Theory and the wider academic discourse. This reading should be reflected in a more mature and elegant style of writing, a nuanced style appropriate to the exploration of the great themes of the human condition.
To offer students more and greater challenges, I am setting up our BDSIS ACADEMIC DISCOURSE CLUB. STUDENTS WHO WISH TO JOIN MUST READ THE BOOKS BELOW DURING MARCH AND POST COMMENTS AND REVIEWS DURING SPRING BREAK. EMAIL ME ONCE YOU HAVE STARTED THE READING!
This means a willingness to make hard personal choices about how you use your time. The analogy of joining a fitness centre, following a timetable to go there, using your time well once you are there and avoiding counter-productive behavior outside is helpful. Are you spending hours on Facebook and other social networks? Are you just doing the bare minimum with regard to homework? Are you reading summaries of texts online because you are too 'busy' ie lazy and disorganised to read the original? Do you listen actively in class, take notes and ask questions or do you daydream in zombie mode? If you are not doing what is required but still 'expecting' a 7, that might be called the error of presumption, part of the "oh well, English is easy, we all speak it..." myth.
There is no single event that will change your outcomes, though hopefully you will experience a series of epiphanies as you read more and engage with the texts.
The improvement of your thinking and writing skills is a process, a chain of events over time.
These internal changes, a maturing of your ideas, a greater self-confidence and authority in engaging in class discussions and writing essays will help form a strong personal voice, which examiners recognise when they see it. This is a key factor which distinguishes excellent work in English, Theory of Knowledge and the Extended Essay. It applies to all subjects where a strong personal voice is required in essays as part of assessment. It applies to oral presentations and commentaries also.
The assessment rubrics are a vital element in your understanding of what the examiners are looking for in each task. Top students are thoroughly familiar with them, have them printed by their work station at home and refer to them frequently, especially during the final editing all essays or presentations.
Making a start with Literary Theory and the currents of the contemporary academic discourse:
"An Introduction to Literary Theory" by Terry Eagleton.
"The Greenblatt Reader" by Stephen J Greenblatt.
You can find both these books on Flipkart.
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