Introducing the HL Essay, Class of 2021.pptx

Introducing the HL Essay

1. HL Essay DP Language and Literature

2. Helpful Links Areas of Exploration https://www.mrsmacfarland.com/dp-curriculum/areas-of-exploration Central Concepts https://www.mrsmacfarland.com/dp-curriculum/central-concepts Padlet https://mwschool.padlet.org/marthamacfarland/fgebr4uav9lue1fs HL Essay https://www.mrsmacfarland.com/ib-assessments/hl-essay

3. What is the HL Essay? An investigation on a topic chosen by the candidate. An academic-style essay with a clear line of inquiry, in-text citations, and a bibliography. Include some secondary sources besides the primary texts that you are analyzing. Check out Gale Literature Check out LitFinder Check out Twayne’s Author Series Check out EBooks Proquest (create your own account) Do a Power Search A focused analytical argument. Stages of research and drafting and redrafting. Linked to the learner portfolio and seven guiding (central) concepts in the course Follow their interests either from the literary or non-literary texts studied. Use this presentation as well as the padlet to help you explore ideas.

4. SAME AUTHOR

5. Guidance on selecting texts-SAME AUTHOR

6. Requirements A Works Cited page 1,200-1,500 words clear line of inquiry, in-text citations, and a bibliography clear connection to a central concept

7. Seven Central Concepts: T he HL Essay should connect to one of the seven central concepts. Identity To what extent does an author’s identity or a reader’s identity influence the way a text is interpreted? To what extent does an author show a character’s struggle with his or her identity? To what extent does an author portray a character’s identity in contrast to other characters? Culture To what extent do values, beliefs, and attitudes of a time period influence a text’s meaning? How does the historical context of a work influence the way a reader interprets the text? How do texts challenge or reinforce the values and beliefs of a culture? Creativity To what extent does an author’s style (literary techniques) influence the way a reader interprets the work? How do specific stylistic techniques and recurring motifs convey universal insights or themes of an artist? Communication To what extent does an intended audience influence the way meaning is constructed and interpreted? What rhetorical strategies do authors use in order to persuade their audience? What specific ways do they communicate for a rhetorical effect? Perspective To what extent do time and place influence the way a reader understands a text’s meaning? How does the perspective of the reader play a role in understanding a text? How can a narrative style influence the way a reader interacts and understands a text? Transformation To what extent does one text influence another in order to create meaning? How does intertextuality play a role in creating meaning? Representation To what extent does literature reflect or distort or exaggerate reality in the texts?

8. Types of Texts Choose a text type to analyze: https://www.mrsmacfarland.com/dp-curriculum/text-types Print Literary Texts Non-Literary Texts or Media Sources (Language) poetry from a specific poet, novel, selected short stories, memoir, autobiography, graphic novel advertising campaign, TV series, editorials, song lyrics by a specific artist, cartoonist, photographer, social media user, online or print articles, movies, nonfiction texts Consider texts we have read: Great Gatsby PLA Literary Circle Book (Things They Carried, Purple Hibiscus, In Cold Blood, How the Garcia Girls Lost Their Accent, Wuthering Heights, Pride and Prejudice, A Diary of a Part-Time Indian) Pygmalion by George Bernard Shaw Poetry (Margaret Atwood, Langston Hughes) Works in Translations are acceptable Consider text types we have analyzed: Outliers by Malcolm Gladwell Advertising Website Articles Editorials Art Political Cartoons Anime is okay, given that it targets a teenage audience and has some adult themes/issues. NOTE: Whether you choose SMALL TEXTS or ONE BIG TEXT, it has to be by the same CREATOR/AUTHOR. Works in Translations are acceptable. Students should pick a substantial work such as a book or a collection of work (four to five poems or articles) to analyze. Students will write a line of inquiry to answer in their essay that relates to one of the seven central concepts ,

9. Examples of Possible Lines of Inquiry Question Central Concept Type of Text To what extent does the [TV series] portray an identity of a character that is unchanged despite the dynamic storyline in order to reinforce specific traits? How do other characters serve as a foil to highlight these stable, unchanged traits? identity media, TV, refers to the seasons and how they build on each other How does the photographer, [name], use focal points, juxtaposition, lighting and color to influence the viewer with a specific rhetorical purpose? creativity media, photography in articles, refers to six to eight different photographs and how they achieve a rhetorical purpose How does Tim O’Brien present a biased perspective of the Vietnam War through his characterization of the narrator and other main characters? How does O’Brien’s stream of consciousness narration influence the way a reader can interpret the story? perspective Literature, analyzes four to five of his short stories

10. Examples of Possible Lines of Inquiry Question Central Concept Type of Text To what extent does the editorialist, [insert name,] engage the reader through synthetic personalization through emotive diction, glittering generalities, and rhetorical questions? communication Editorials, five or six To what extent does Margaret Atwood rely on Greek mythology in order to build themes around complicated relationships? transformation (intertextuality) Examine six to eight of her poems To what extent does [novel] represent the stereotypes of blacks and whites through the characterization of the main character and the main character’s interactions and conflicts with other characters? representation Examine one novel To what extent does So Long a Letter by Mariama Ba challenge the values, beliefs, and attitudes of West African culture of polygamy? culture Examine one novel To what extent does the novel Great Gatsby reflect the 20s in an exaggerated manner? culture Examine one novel

11. Meridian’s Conversion of IB Score to Percentage IB Grade Agreed Conversion 7 96-100* 6 90-95 5 82-89 4 74-81 3 66-73 2 56-65 1 45^-55

12. HL Essay: Criterion A 1 2 Very Limited Achievement 3 4 Limited to Sufficient Achievement 5 Proficient Achievement 6 Exemplary Achievement 7 Advanced Achievement 2 56%-65% 1 45%-55% 4 74%-81% 3 66% -73% 5 82%-89% 6 90%-95% 7 96%-100% Criterion A: Knowledge, understanding and interpretation How well does the candidate demonstrate knowledge and understanding of the work or text chosen? To what extent does the candidate make use of knowledge and understanding of the work or text to draw conclusions in relation to the chosen topic? How well are ideas supported by references to the work or text in relation to the chosen topic? 1 There is little knowledge and understanding of the work or text shown through the essay in relation to the topic chosen. References to the work or text are infrequent or are rarely appropriate in relation to the chosen topic. 2 There is some knowledge and understanding of the work or text shown through the essay in relation to the topic chosen. References to the work or text are at times appropriate in relation to the chosen topic. 3 There is satisfactory knowledge and understanding of the work or text shown through the essay and an interpretation of its implications in relation to the topic chosen. References to the work or text are generally relevant and mostly support the candidate’s ideas in relation to the chosen topic. 4 There is good knowledge and understanding of the work or text shown through the essay and a sustained interpretation of its implications in relation to the topic chosen. References to the work or text are relevant and support the candidate’s ideas in relation to the chosen topic. 5 There is excellent knowledge and understanding of the work or text shown through the essay and a persuasive interpretation of their implications in relation to the chosen topic. References to the work or text are well-chosen and effectively support the candidate’s ideas in relation to the chosen topic

13. Criterion B 1 2 Very Limited Achievement 3 4 Limited to Sufficient Achievement 5 Proficient Achievement 6 Exemplary Achievement 7 Advanced Achievement 2 56%-65% 1 45%-55% 4 74%-81% 3 66% -73% 5 82%-89% 6 90%-95% 7 96%-100% Criterion B: Analysis and evaluation To what extent does the candidate analyse and evaluate how the choices of language, technique and style, and/or broader authorial choices shape meaning in relation to the chosen topic? 1 The essay is descriptive and/or demonstrates little relevant analysis of textual features and/or the author’s broader choices in relation to the chosen topic. 2 The essay demonstrates some appropriate analysis of textual features and the author’s broader choices in relation to the chosen topic, but is reliant on description. 3 The essay demonstrates a generally appropriate analysis and evaluation of textual features and the author’s broader choices in relation to the chosen topic. 4 The essay demonstrates an appropriate and at times insightful analysis and evaluation of textual features and the author’s broader choices in relation to the chosen topic. 5 The essay demonstrates a consistently insightful and convincing analysis and evaluation of textual features and the author’s broader choices in relation to the chosen topic.

14. Criterion C 1 2 Very Limited Achievement 3 4 Limited to Sufficient Achievement 5 Proficient Achievement 6 Exemplary Achievement 7 Advanced Achievement 2 56%-65% 1 45%-55% 4 74%-81% 3 66% -73% 5 82%-89% 6 90%-95% 7 96%-100% Criterion C: Focus, organization and development How well organized, focused and developed is the presentation of ideas in the essay? How well are examples integrated into the essay? 1 Little organization is present. No discernible line of inquiry is apparent in the essay. Supporting examples are not integrated into the structure of the sentences and paragraphs. 2 Some organization is apparent. There is little development of a line of inquiry. Supporting examples are rarely integrated into the structure of the sentences and paragraphs. 3 The essay is adequately organized in a generally cohesive manner. There is some development of the line of inquiry. Supporting examples are sometimes integrated into the structure of the sentences and paragraphs. 4 The essay is well organized and mostly cohesive. The line of inquiry is adequately developed. Supporting examples are mostly well integrated into the structure of the sentences and paragraphs. 5 The essay is effectively organized and cohesive. The line of inquiry is well developed. Supporting examples are well integrated into the structure of the sentences and paragraphs.

15. Criterion D 1 2 Very Limited Achievement 3 4 Limited to Sufficient Achievement 5 Proficient Achievement 6 Exemplary Achievement 7 Advanced Achievement 2 56%-65% 1 45%-55% 4 74%-81% 3 66% -73% 5 82%-89% 6 90%-95% 7 96%-100% Criterion D: Language How clear, varied and accurate is the language? How appropriate is the choice of register and style? (“Register” refers, in this context, to the candidate’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the HL essay). 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.

16. Exemplar 1 (Click on Link) --Analyzing characterization in a TV show

17. Exemplar 1 Comments continued

18. Exemplar 2 (Click on link) Analyzing a photographer’s style, visuals

19. Exemplar 2 comments continued

20. Exemplar 3 (Click on link)

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22. Exemplars Rubric

23. Criteria Criterion A: Knowledge, Understanding, and Interpretation Textual reference and support Clear argument and claims Criterion B : Evaluation of features of a text Awareness and appreciation of stylistic features and their contribution to meaning Criterion C: Organization C oherence, development and smooth integration of supporting examples. Clear introduction with focus and line of inquiry stated Body paragraphs should be clear, connected, coherent , and conclusive. Criterion D: Language Formal academic language Clarity in language, varied diction Accuracy in grammar Literary vocabulary

24. Examiner’s Comments --PLEASE DO NOT LOOK UNTIL WE MEET High Comments Mid to high Comments Low Comments Rubric