Ib Hl French Written Assignment

REVISED & RE-STRUCTURED

There is increasingly clear agreement as to the conventions expected for each text type specified in the Language B Subject Guide (SL list p.31; HL list p.40). So what exactly are these 'conventions' referred to in the Paper 2 Criterion C Format ? More precisely, what instructions do we give the students ... what plans do we provide them, so that they can construct something that will fly ?

This section of the website is intended for reference :

  • this page summarises the key conventions that will be expected in marking Criterion C
  • subordinate pages provide, in addition, further indicators of text type with a discussion of underlying approaches which will affect style and tone

In addition, refer to the page  Specific text type skills , which provides lists of key skills (or 'transfer goals') for each of the text types. In addition, this page shows the text types ranked in order from 'easy' to 'challenging', which should suggest a sequence in which to teach them.

UPDATE

A change in the design of the Paper 2 Marking Notes, as from May 2016 - FIVE conventions are now expected, as suggested in the lists below.

.

Links

1. click on the required text type in the list below to access the summary of conventions, on this page

2. click on the heading of each summary to access the page that covers that text type with a detailed discussion

Key conventions, listed 

Article

Blog/diary entry

Brochure, leaflet, flyer, pamphlet, advertisement

Essay (SL only)

Interview

Introduction to debate, speech, talk, presentation

News report

Official report

Proposal (HL only)

Review

Set of instructions, guidelines

Written correspondence

Discussion in the subordinate pages

The recognisable features of each text type have been organised according to two categories :-

Basic Format ... the most easily visible (and teachable) features of the text type - 'format' in the sense of layout, the physical organisation of the script

I list all of the common features that I can think of; not all of these would need to be present for the text type to be clearly recognisable.

Approach ... the less visible features of how the text type would normally be handled - register, author's voice and tone, address to audience, organisation of ideas, and so on.

I list major elements, in descending order of importance (most important, in my view, first). Again, not all of these need to be present - indeed in some cases, some of the approaches may be contradictory and would need to be selected according to the precise nature of the task.

The Basic Format elements can easily be taught and even the weakest students should be able to reproduce them. The Approach elements are intrinsically more difficult to teach, since they often involve quite sophisticated mental procedures - but surely students should be appropriately challenged with these.

Finally, note that I regularly refer to 'an exam script', in the context of defining what a 'good' version of the text type should display. This is simply being realistic - the point of this list is not primarily to teach students how to write, for example, good diaries in real life, but rather how to be able to produce a realistic version of a diary in an exam.

Relevant writing purposes

Links are provided to the most useful of the skills presented in the writing purposes section, for teaching approaches, examples and models.

* Materials & models ... blue boxes like this contain links to selected examples of each text type, elsewhere in the site

* Recent exam tasks ...pink boxes like this contain examples of how each text type has been set in Paper 2

****************

Article 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will have a semi-formal to formal register

* will have a tone appropriate to task e.g. suitably serious

* will have a relevant headline/title

* will have an introduction intended to catch the readers’ attention

* will use techniques that engage and interest readers e.g. direct address

Blog, diary entry 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

Blog

* will use a semi-formal to informal register

* will have an interesting, catchy title for the entry

* will include first person statement and/or narration

* will seek to engage the reader, eg through direct address, a lively and interesting style etc

* will have a closing statement, e.g. invitation to comment / response

Diary

* will use a generally informal register

* will include the date and/or day

* will use first person narration

* will have a closing statement to round off the entry

* will avoid self-evident explanatory phrases or sentences, e.g. will use “I saw Alicia”, not “I saw Alicia, my best friend”

Brochure, leaflet, etc 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will use a semi-formal to formal register

* will have an engaging title, which attracts attention

* will have a short introduction and a conclusion

* will identify ideas with format techniques such as sub-headings, bullet points, numbering etc

* will include practical aspects of the brochure like “contact us”, or “a phone number and/or an email address”.

NOTE: Graphic design as such is not marked

Essay (SL only) 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will adopt a semi-formal to formal register

* will have an appropriately serious tone

* will have a relevant title

* will use techniques that enable the reader to follow the arguments easily, e.g. methodical structure using cohesive devices

* will have a distinct introduction and conclusion

Interview 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

Embedded

* will adopt a semi-formal to formal register

* will have a relevant headline/title

* will have an introduction and a conclusion

* will use a style aimed at involving and interesting the reader

* will refer to the interview, including direct quotations;

NOTE: interview tasks will not be a verbatim transcript

Intro to debate, speech, etc 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will use a semi-formal to informal register

* will have an appropriately serious tone

* will address the audience and keep contact with them throughout (eg use of “we” and “you” etc)

* will set out to catch the audience’s attention at the beginning, and leave a clear impression at the end

* will include elements of speech rhetoric eg rhetorical questions, repetition etc.

News report 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will have a semi-formal to formal register

* will use a neutral/objective style (eg presents ideas without personal opinion of the writer)

* will have a title/headline

* will have an introduction and conclusion

* will have a clearly structured layout (eg sub-headings, short brief paragraphs/sections, etc)

Official report 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will adopt a semi-formal to formal register

* will use a neutral/objective style (eg presents ideas and facts plainly)

* will have a title

* will have a clearly structured layout (eg a clear introduction, sub-headings, short brief paragraphs/sections, etc)

* will have a conclusion or recommendation.

Proposal (HL only) 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will be expressed in a formal register

* will use a style aimed to persuade a specified audience

* will have a title which summarises the overall subject

* will have an introduction and a conclusion

* will set out the text clearly using features such as headings, short clear paragraphs, sections identified by letters/numbers/bullets, insetting etc.

N.B.:  the proposal may be presented within the framework of a letter / email - provided the features above are present.

Review 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will adopt a semi-formal register

* will use a tone and style intended to engage the reader

* will include the name of the reviewer

* will have an attractive, catchy title

* will have a short introduction and a clear conclusion

Set of instructions, guidelines 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

* will adopt a semi-formal register

* will directly address the intended audience

* will have a clear and focused heading / title

* will include a short introduction and conclusion

* will set out the guidelines clearly, using techniques such as bullets, sub-headings, numbering, etc

Written correspondence 

The following key features are likely to form the basis of marking for Paper 2, Criterion C:-

Formal Letter

* will adopt a consistently formal register

* will adopt a suitably serious and respectful tone

* will clearly identify the recipient (by name, and/or address, and/or role/title etc.)

* will have a date (and sender’s address)

* will have opening and closing salutations

Letter to the Editor

* will adopt a semi-formal to formal register

* will adopt an appropriately serious tone

* will refer to the original article/issue raised

* will give opinions in an interesting and engaging style

* will include a greeting and a closing salutation

Email

* will adopt a consistently informal register

* will adopt a lively, engaging style, perhaps with some “youth-speak” eg “I’m good”, “Can’t wait” etc

* will maintain clear sense of address to a specific person

* will have an appropriate opening salutation

* will have an appropriate closing salutation.

*************

 

French B HL –NEW Written Assignment (Receptive and written productive skills – !" to #!"words rationale $ !""% &"" words 'ased on one or two literar te)ts*

A: Rationale and Task(/10)

How well does the student use the rationale and the task in order to accomplish the assignment?

How clearlyhas the task been introduced in the rationale?

How successfully does the task achieve the aim(s) stated in the rationale? How appropriate is the choice of the text type to the task?

MarksRationaleTask0

The work does not reach a standard described by the descriptors below.

1-2

The student uses the rationale and the task in a limited way and may have partially accomplished the assignment.There is an introduction but there is very little explanation of how the task is connected to

the literary work(s).The student has barely explained what his or her aim(s) are.The task is not a creative piece of writing and is notconnected to the literary work(s).The chosen text type is inappropriate to the audience and purpose stated in the rationale.

3-4

The student uses the rationale and the task in order to accomplish the assignment

to a certain extent.The student has sometimes explained how the task is connected to the literary work(s).The student has explained what his or her aimsare but not how he or she intends to

achieve them.The task is creative but not connected to the literary text(s).The chosen text type is not completely appropriate to the audience and aim(s) stated in the rationale, and is applied inconsistently throughout the task.

5-6

The student uses the rationale and the task adeuately in order to accomplish the

assignment.The student has explained how the task is connected to the literary text(s).The student has explained what his or her aim(s) are and how he or she intends to achieve

them.The task is creative but sometimes connected to theliterary work(s).The chosen text type is not completely appropriate to the audience and purpose stated in the rationale,but is applied consistently throughout the task.

7-8

The student uses the rationale and the task well in order to accomplish the

assignment.The student has clearly explained how the task is connected to the literary text(s).The student has clearly explained what his or her aims are and how he or she intends to

achieve them.The task is a creative piece of writing and generally connected to the literary work(s).The chosen text type is appropriate to the audience and purpose stated in the rationale,

and is applied throughout the task.

B:

!riterion "# $rgani%ation and development

 (+&*

How e&ectively are ideas organi%ed and developed?

Marks

'The work does not reach a standard described by the descriptors below.*The organi%ation and development of ideas is mostly ine&ective.+-deas are organi%ed and developed mostly e&ectively./-deas are organi%ed and developed e&ectively.

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