Works in translation essay writing-year 11 in translation essay writing-year 11

WORKS IN TRANSLATION

ESSAY WRITING

Compiled)by)Kylie)Newcomb)

CONTENTS

1. An#Introduction#–!Why$am$I$doing$this?

2. Criteria'and'why'it'is'important

3. The$four$stage$process

4. The$Reflective$Statement

5. Let’s"mark"an"Essay

6. Your%thesis%statement

7. Structure'of'the'essay

8. Language

9. Check!List

The Literary Llama is going to help you UNDERSTAND THE WIT essay TODAY!

WHY AM I DOING THIS? WORKS IN TRANSLATION An Introduction: It is the intention of the IB course that you develop a sense of the world beyond where you may have grown up. Your sense of the world is most likely to be greater that that of your parents due to the easy access you have to the Internet and other forms of media. Travel in the 21st Century is also easier and you are able to visit ‘exotic’ places with few limitations. However… although you can see and hear the world virtually or visit other countries through travel, there are boundaries. It is difficult to step into ‘someone else’s skin’ and understand the world from their perspective. This is why the study of literature is important and the Works in Translation section of the Diploma Literature course opens the door to different cultures, times and places. The IB marker is not only assessing your ability to write an essay. You need to demonstrate an understanding of how the author has represented a particular time or place. It is an ability to write about other perspectives and other ways of knowing that will allow you to receive the best results.

THE LITERARY LLAMA CONTEMPLATES WHAT HE HAS TO DO

Literature from other places!

This part reflects the very nature of the IB commitment to intercultural understanding, through the literary study of works in translation. GOALS:

• to understand that culture and context are linked to the main ideas explored by an author

• to understand how cultural identity is shaped through literature • to understand that there are different perspectives which may be

shaped through culture and context. OUTCOME:

• a written assignment or formal essay of 1200 – 1500 words – 25% this is essay is externally marked.

SO… my goal is to say HOW an Aspect reveals one of the Themes

Ooooh.%I%have%to%show%other%perspectives%

The$Literary$Llama$knows$that$this$essay$is$about$showing$an$understanding$of$different$perspectives.$

1. What do you think a Works in Translation Essay is? What is the IB marker looking for with this essay? What skills are you demonstrating? Is it similar to other essays you have done before?

)

What do the IB markers want from me?

• The essay is all part of demonstrating that you are a global citizen. The IB differs from other educational systems in that none of the subjects are studied in isolation. All of them are linked through the subject of TOK. This is why TOK sits at the Core along with your participation in CAS and the Extended Essay.

• The IB develops the human being and the outcome should be someone who highly developed socially, culturally and academically.

• Every piece of assessment is looking for that IB student who is outward

looking and open-minded.

• The IB aims to develop Intercultural understanding and the Works in Translation Essay is meant to show that you have not only examined literature from other cultures but that you have understood the ideologies that underpin a place in a particular time.

• The Works in Translation Essay is show that you recognise the

perspectives of others and appreciate how authors have constructed beliefs, values and ways of knowing in their writing.

• The whole aim of the IB core is to allow students to understand the

world’s rich cultural heritage and to explore human commonality, diversity and interconnection.

Students are also assessed on their ability to organize and develop their ideas, and to integrate examples from the work used.

HOW IS NOT A QUESTION – IT IS THE ANSWER!

The objective: To demonstrate HOW an author has created MEANING in a text. AN IB essay is quite sophisticated and very like the essays you are required to complete at university. The following are all expected in a Works in Translation Essay:

• In depth analysis that focuses on your topic • Thesis statement • Analysis that has three main points but not three paragraphs • Supporting evidence • A conclusion that does not just repeat your introduction

In the IB Literature Course the Works in Translation Essay is often demanding and potentially inspiring for students. In literature it is essential that you demonstrate an understanding of HOW techniques invite the reader to perceive meaning. No text is written in a vacuum your Works in Translation Essay must reveal an understanding of either the author’s context or the context of the time and place the piece was written. It is up to you to identify what the meaning is and how the author constructed it. The Works in Translation Essay will focus on a specific device or aspect and how it has been employed to create meaning.

AN ASPECT OR DEVICE IS: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What)is)an)Aspect)or)Device?)What)does)it)mean?)

QUICK QUIZ

1. Which of the following is the purpose of the Works in Translation Essay?

a. To provide vivid detail for the reader so that the marker can form a clear mental picture of the different culture.

b. To describe a thing, event, process or person from a different perspective

c. To defend a position and provide personal experience d. To examine a particular aspect of the work and comment on

how it positions the reader to see a different time or place.

2. Analysis is: a. The art of bringing a text to life b. An opinion on the devices employed c. A discussion on how meaning is created by an author d. A discussion on the main plot and setting

3. An Introduction must contain a:

a. Thesis b. Definition c. Research d. Personal feelings

4. It is best to support what you are saying with:

a. A definition b. Compare and contrast c. A quote d. Personal reflection

5. It is important to use:

a. A colloquial tone b. Sophisticated register c. A second person narrative style d. Opinion

6. An effective conclusion will:

a. Directly address the marker b. Look at the thesis and the how the text creates a belief about a

different culture or time c. Deconstruct the main ideology d. Comment on what you thought of the text

Did you get them all correct? Are you happy like the Literary Llama? )

CRITERIA AND WHY IT IS IMPORTANT

2. HOW ARE YOU MARKED?

! Criterion A: Fulfilling the requirements of the reflective statement

3 MARKS:

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

6 MARKS:

How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work?


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

6 MARKS:

To what extent does the student appreciate how the writer’s choices of language, structure, technique and style shape meaning?


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

5 MARKS:

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.


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

5 MARKS:

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.)


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.

Just to be clear… write down what the Literary Llama has to do to get a mark of 25!

)

Written Assignment Rubric – HL and SL )

0 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?


does not reach standard




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?





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 1 2 3 4 5

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?



There is some attempt to organize ideas, but little use of examples from the works used.

Ideas are superficially organized and developed, with some integrated examples from the works used.

Ideas are adequately organized and developed, with appropriately integrated examples from the works used.

Ideas are effectively organized and developed, with well-integrated examples from the works used.

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.)


Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.

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.

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.

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.

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.

)

3. The Four Stage Process

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? " Minimum time for discussion of each work studied is 30

minutes.

)

)

You do the first three stages for each text you study!

Ibsen clearly used the setting to

convey ideologies about rigid social mores of the time

Yes… particularly the desire to be seen in a certain

way.

Stage 2: The Reflective Statement 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:

" 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:

" Length: 300-400 words.

)

It is interesting to note that Bao Ninh challenges

Vietnamese political ideologies regarding the

Vietnam War.

Stage 3: Supervised Writing The supervised writing exercises take place once the study of each work is completed. By the end of this unit of study you will have three pieces of supervised writing - one for each work. You 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:

" 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.

" 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.

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 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.

Just to be clear – summarise the procedure for the literary llama by filling in the boxes above!

What Kinds of Cultural and Contextual Aspects are Important to Explore?

The list below is neither comprehensive nor exhaustive. As an active, thinking reader, you may find yourself with cultural or contextual considerations that you want to investigate -- and add to this list. Pay attention to the questions that arise when you read, and use this list as a guide or starting point only.

• Time period o Year o Season o Historical

Chronology • Place

o Continent o Country o Rural or Urban o Borders

• Language o Roots o Translations o Communication

w/others o Limitations o Assimilate or

isolate? • Sociologic Concerns

o Families o Communities o School/Education o Class Structure

• Art/Music/Theater o Influences o Value/Importance o Accessibility o Style o Artistic "voices"

• Economy o Monetary units o Occupations o Training &

Opportunity )

• Government o Type o Effect o Power o Evolution/Revolution)

• Religion o Conflicts o Influences o Identity & effects o Significance

• Literature & Literacy o Printed material o Accessibility o Purpose(s) o Genre(s) o Commonalities & Deviations o Other authors

• Philosophy o Significance o Influence o Leaders

• Gender Roles o Assigned o Accepted

• Customs/Pastimes o Leisure o Travel o Transportation o Common or regional o Sports & games o Gatherings o Friendships

)

MAKE SURE THAT YOU UNDERSTAND WHAT ‘CULTURE’ AND ‘CONTEXT’ MEAN! CONTEXT and social and personal circumstance and how this impacts on the work. DO NOT ASSUME THE TEXT IS AUTOBIOGRAPHICAL – IT IS A CONSTRUCTION WITH ITS OWN MEANING AND PURPOSE The circumstances of production of the text – the specific reason the writer may have embarked on the work, or the original public response to it, which can throw light on the writer’s position in relation to his or her “time and place” and its values. Ibsen’s A Doll’s House is a good example of this. The geography and history: the intellectual and artistic ‘climate’; the sociology of the time the text was written – for example, to understand Bao Ninh you need to understand the geography of Vietnam and type of literature being written by Vietnamese people following the Vietnam war. Much of the literature at this time embraced the communist beliefs and this is reflected in the artistic writings. Bao Ninh challenged the writing of the time be writing an alternative outcome for the Vietnamese people. His outcome reflects suffering and loss rather than an historical belief of Vietnamese victory. The context of the reader – The way you read the text is influenced by the context and culture you are in and have come from. This plays a particularly important role in the Interactive Oral where each member of the group will have a somewhat different background. CULTURE Culture tends to overlap with ‘society’, in that ‘society’ means the system of relationships or social interaction in a group of individuals. It is generally the language, history, customs or practices, values, beliefs, and laws of a particular group of people in a particular time. It is what gives a group its Identity.

You MUST demonstrate and understanding of the text’s cultural perspective and show that you understand how it is different from your own!

4. The Reflective Statement AN EXAMPLE How did the Interactive Oral develop your understanding of the cultural and contextual aspects of the work? In our Interactive Oral, one group had researched the importance of time and place to A Doll’s House. The focus of their presentation was the law in Norway at that time, how it affected women, and Ibsen’s relation to it. One student explained how Ibsen had been concerned about how women were judged by men’s laws, and that exposing the injustice of this was his stimulus in writing the play. This made me realize for the first time how the whole plot hinges on Nora’s clash with the law because of her forgery for her loan, and the consequences of this in her relationship with Torvald. I also now saw how the male and female characters reacted differently to the forgery. Nora sees it in terms of love, as the ‘right’ thing because it saved her husband’s life. Mrs LInde doesn’t condemn her, even though she understands society, but urges her to tell Torvald in the interests of a good relationship. Krogstad and Torvald (Ibsen pointedly makes them both Lawyers) see the forgery as criminal and discount the human motives. I began to see how Nora is really baffled by, this ethically and that gave me more insight into why she had to leave, to decide for herself whether she or ‘society’ is right. Until now she has had no opportunity to make such judgments. The other connected and really revealing discussion point was another student’s account of a real life situation behind the play – the young woman friend of Ibsen who had secretly borrowed money to pay for a vacation for her husband’s health and like Nora forged a note. In her case her husband committed her to a public asylum, away from her children. She begged to return and the husband agreed but imposed humiliating terms. I now appreciated how Ibsen had reversed this story’s ending in the play, giving Nora the power of decision to leave the family, making Torvald powerless to prevent her going. This gave me an awareness of what Ibsen was trying to do: his ending is about men’s desire for a relationship and a women’s desire for self-knowledge and freedom. Torvald calls for reformation of the law to provide equal human rights for males and females and for equity in marriage. I see how the play comes out of its social and legal context and the context of Ibsen’s personal life Words - 398

Use the following criteria to mark the Reflective Statement and write a comment. MAKE A

COMMENT OR TICK

ORGANISATION Strong, unified paragraphs Clear and meaningful topic sentences Effective internal transitions between

paragraphs, examples.

Quote format elements used effectively for quoted examples

Word count between 300 - 400 DEVELOPMENT Clearly addresses how the interactive

oral has impacted your understanding of cultural and contextual elements

Uses apt, specific, relevant supporting evidence – examples can be paraphrased or listed

Explanations are developed with specific phrasing and diction

Interpretation is insightful, explaining learning clearly

Does not summarise work, but analyses and evaluates learning.

STYLE/VOICE Compelling, sincere voice; professional

tone

Appropriate, high-level diction and vocabulary

Absolutely no abbreviations, contractions, or email type language

uses specific terminology learned from presentations

GRAMMAR AND MECHANICS

Spelling, punctuation, capitalization do matter!

Shows evidence of basic editing Typed, double spaced—MLA format

adhered to

• Grammatical errors are minimal and do not hinder the reader

How many would you give the reflective statement out of 3? _______________ Explain why you have given the reflective statement this mark. _________________________________________________________________________________________________________________________________________________________________________________________________________

5. MARKING AN ESSAY

Written Assignment Rubric – HL and SL )

0 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?






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?





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 1 2 3 4 5

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?



There is some attempt to organize ideas, but little use of examples from the works used.

Ideas are superficially organized and developed, with some integrated examples from the works used.

Ideas are adequately organized and developed, with appropriately integrated examples from the works used.

Ideas are effectively organized and developed, with well-integrated examples from the works used.

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.)


Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.

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.

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.

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.

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.

)

WHAT IS YOUR THESIS? 6. Your thesis statement

ASPECT + THEME = THESIS MY ASPECT IS: ___________________________________ MY THEME IS: ______________________________________

E.G. The realistic drama by Henrik Ibsen critiques societal values regarding the importance of appearances in society through the symbolic dance of the tarantella. Bao Ninh’s novel challenges the belief that there are victors in war through metaphorical references to song in the novel ‘Sorrow of War’. Through the symbolism of light referenced in the stage directions ‘Death of a Maiden’ challenges societal perceptions of morality.

Hmm…)what)is)my)‘aspect’?)

Setting sound characterisation structure metaphor symbol allegory irony allusion tone motif imagery paradox

‘A Doll’s House’: critique of Victorian values. Lack of freedom for the individual; the importance of appearances; gender

‘Sorrow of War’: reality of war; the loss of culture and identity; Human suffering

‘Death of a Maiden’: forgiveness; freedom; justice; memory; morality

Employs setting to critique societal values surrounding the importance of appearances.

Employs imagery and a non-linear structure to challenge beliefs surrounding victory in war

Symbolic characters challenge perceptions of morality and justice.

Have)you)written)a)clear)thesis?)

MY THESIS: ____________________________________________________________________________________________________________________________ Let’s check your thesis statement.

• Concise? If not can you re-write it so it is clear and succinct? • Does it state a device or an aspect that reveals a theme? • Do you think it is the focus for your whole essay or is your essay about

something else? • Am I aware of my audience and purpose

AUDIENCE: _________________ PURPOSE: _________________

• I can provide an answer to my thesis statement in a nutshell … ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________)

7. Structure of the essay The discussion should revolve around three main points you are using to prove the thesis you have constructed. Can you state clearly what these three points are? Have you selected three of the devices below to reveal your ASPECT?

1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________ THIS DOES NOT MEAN THAT EACH PARAGRAPH SHOULD BE ONE POINT ONLY!

Let’s)check)the)structure)of)your)essay!)

Setting sound characterisation structure metaphor symbol allegory irony allusion tone motif imagery paradox

YOU MAY TAKE TWO OR THREE PARAGRAPHS TO EXAMINE ONE POINT! Each paragraph (at the bare minimum) should follow the structure of PEEL.

• Point • Example • Explanation • Link

EXAMPLE OF A PARAGRAPH STRUCTURE – imagine your thesis and introduction state that you will examine how paradox has been employed within the novel WE to highlight the fundamental flaws in a socialist Utopia. The author’s employment of paradox is obvious in the first person narrative style employed by Zamyatin. While the title We refers to D-503's self-identification as part of the society's consciousness, the first person voice begins the narrative with the word ‘I’. The citizens of the One State view themselves as ‘united, indivisible cogs’ making up the society and the subversion of this through presenting only one perspective in the novel is the readers introduction to Zamyatin’s criticism. D-503 claims he is ‘the builder of the Integral’ (page 3) positioning the reader to see the intentional irony in his self-acclamation. The title is initially eponymous, however the narrow narrative perspective, depicts a character who is obsessed with numbers as a fraction of a whole. The mathematical numbers as metaphorical … THE CONCLUSION This is just as important as the Introduction and is NOT a rewritten Introduction. Your conclusion must take into consideration the wider implications of the text. As this is WORKS IN TRANSLATION you need to demonstrate that the novel either challenges or reinforces societal ideologies surrounding the context in which it was written.

LINK)

TOPIC)SENTENCE)

QUOTES)ARE)EMBEDDED)

5. Language Character Protagonist Antagonist Foil Anit-hero Symbolic Stereo-type Reliable Unreliable Doppelganger "

Genre Historical Philosophical Political Romance Satire Reflective "

Form Non-fiction Novel Novella Plays Poetry Short stories "

Language form bildungsroman Didactic Intertextual Juxtaposed Extended metaphor Colloquial Satire "

Narrative mode First person view Second person view Third person view Third person objective Third person subjective Third person omnipresent Third person limited Alternating narrative view Stream-of-consciousness Linear narrative Nonlinear narrative "

Narrative tense Past Present Future "

Literature)Llama)likes)to)play)bingo)with)literary)language.)

Plot Anti-climax Climax Conflict Denouement Dialogue Exposition Subplot Trope-cliché Turning point Foreshadowed Flash-back Stream-of conscious "

Setting Culture Historical Geographical Social Dystopia Utopia "

Other literary techniques Active voice Allegory Alliteration Allusion Ambivalence Ambiguity Antithesis Antonyms Bildungsroman Characterisation Cliffhanger Colloquialism Complex sentence Compound sentence Connotation Context Contextual framework Denouement Diachronic Dialect Dialogue Elision English (American) English (Australian) Enjambment Epilogue Epiphany Euphemism Flash back Flash forward Foreshadowing Formal Hyperbole Idiom Imagery Informal Irony Juxtaposition Lamb Metaphor Meter Mood Morphemes Motif Neologism Onomatopoeia

Great sentence starters for your analytical essay… Although As It is evident At one point Despite the fact that Even though Finally Furthermore Gradually In addition In conclusion In general In spite of Moreover Nevertheless Subsequently Therefore Whilst In fact One argument for this is that It seems plausible to Furthermore Nevertheless Subsequently Consequently

Words/phrases that create more complex sentence constructions Sometimes Moreover However In spite of Nevertheless Surprisingly Strangely Similarly Incidentally Ironically Despite the fact that Even though Whilst Although Unusually In contrast Unknown to Unable to Without noticing that

However In point of fact It is precisely because The evidence I would use to support this is Naturally Doubtless It is surprising that It surprises me that It is no surprise that It would seem logical to

Oxymoron Paradox Parody Passive voice Pathos Periphrasis Personification Positioning Prefix Prologue Rhetoric Rhythm Simile Simple sentence Slang Soliloquy Stereotype Symbols Synonyms Tautology Tone Tragedy Vernacular"

LET’S HAVE A LOOK AT AN ESSAY FROM A PAST YEAR AND MAKE SOME JUDGEMENTS… 6. CHECK LIST THE&REFLECTIVE&STATEMENT&CHECK% COMMENTS/EXAMPLES% TIPS%"

Is"the"word&limit"between"

300"–"400"words"exactly?"

" "

You"will"lose"one"mark"if"

you"do"not"adhere"to"the"

word"limit"

"

Does"the"reflective"statement"

include"sentences"about"the"

ideas"or"social"behaviours"the"

text"has"focussed"on?""

(cultural&elements)""

" The"purpose"of"the"

reflective"statement"is"to"

show"that"you"

understood"how"the"

ideologies"in"society"had"

an"impact"on"the"author’s"

message"


have"sentences"on"the"

setting"that"the"text"

explores?""(Setting"may"refer"

to"social"classes;"geography;"

political"situation…)"

(contextual&elements)"

" The"purpose"of"the"reflective"

statement"is"to"show"that"you"

understood"how"the"context"

the"text"was"written"in"

informed"author’s"message."

What"is"the"comment"on"society"

the"author"was"making"and"

HOW"did"they"do"it?"

"

THE&INTRODUCTION&CHECK% COMMENTS/EXAMPLES% TIPS%

"

Introduction:"There"is"a"thesis"statement"that"references"

one"of"the"main"themes"and"a"literary&device/ASPECT""

" "

THEME"+"ASPECT"="THESIS"

"

"

Introduction:"Both"the"author"and"the"title"of"the"text"have"been"included"

" "

Ensure"that"you"have"used"

both"their"first"and"last"

name"in"the"Introduction"–"

you"may"just"use"their"last"

name"after"this."The"title"

of"the"novel"must"be"in"

Italics"throughout"the"

essay"

"

"

Introduction:"There"is"a"

reference"to"the"cultural&and&contextual&context"of"the"text"(comment"about"the"

society"that"the"text"has"been"

set"in)"

"

" "

You"need"to"have"a"

comment"on"the"depiction"

of"the"society"and"the"

author’s"perspective"

"


comment"on"how"the"author"

invites"the"reader"to"see"the"

world&of&the&text&and"why"

they"have"done"this."

" "

The"purpose"of"the"essay"

is"to"show"that"you"

understand"what"the"

reader/audience"is"invited"

to"think"about"the"society"

the"author"is"writing"

about."Is"it"a"criticism?"Is"it"

to"provoke"change?"Is"it"to"

reveal"a"different"way"of"

seeing"the"world?"Raise"

awareness?"

"

"

"

"

"

"

"

"

"

"

"

"

&

THE&BODY&K&content&CHECK% COMMENTS/%EXAMPLES% TIPS%%

You%can%identify%three%points,%in%the%essay,%that%explore%how%

the%author%has%used%the%

literary%device%to%reveal%

theme.%%

%

1. %

2. %%

3. %

%

This%does%not%mean%that%

you%only%have%three%

paragraphs!%It%might%take%

two%paragraphs%to%explore%

one%point%properly%

%

Each%point%shows%an%

appreciation%of%how%meaning%has%been%created%through%one%of%the%smaller%‘ticket%items’%

that%fall%under%the%umbrella%of%

the%‘big%ticket’%item%

%

% %

You%can%identify%a%distinct%

topic%sentence%that%does%

this.%%

%

Quotes%selected%support%the%comment%you%are%making%

% %

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embedded%within%the%

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numbers%have%been%put%in%

brackets%at%the%end%of%the%

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You%have%not%used%these%words:%For%example;%here%is%

a%quote;%this%quote%shows…%

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There%is%a%link%connecting%paragraphs%and%ideas%

%

% %

"

"

CONCLUSION&CHECK% COMMENTS/EXAMPLES% TIPS%"

There"is"a"comment"about"

the"author’s&message&regarding&society"

" "

You"need"to"demonstrate"

that"you"are"able"to"see"the"

text"from"a"global"

perspective."What"is"the"

author’s"message"for"the"

reader"about"the"society"

they"have"written"about?"

"

"

The"title"of"the"novel"and"the"author"have"been"referenced"along"with"the"

theme&and&literary&device""

" "

"

FORMATTING&CHECK& &"

There"is"a"bibliography"" "

You"need"to"reference"the"

text"that"the"essay"is"based"

on,"including"who"the"

translator"was."

"

"

There"are"no"spelling&or&punctuation"errors""

" "

Have"someone"read"it"aloud"

to"you"to"check"that"it"

makes"sense"

"

"

There"are"links"between"

paragraphs"

"

" "

"

The"language&and&terminology"is"suitable"for"an"IB"marker"

"

" "

"

You"have"page&numbers"on"each"page"

"

" "

You"have"used"size&12&font&–&Roman&Times&K&with&1.5&line&spacing.&"

" "

"

You"have"written"the"title"of"the"text"in"Italics"throughout""

" "

"

You"have"placed"line&numbers&for&quotes,&in&brackets,"at"the"end"of"the"sentence."

"

" "

"

"

"

"

"

"

"

EDITING AND CHECKING YOUR WORK! 6. CHECK LIST THE&REFLECTIVE&STATEMENT&CHECK% COMMENTS/EXAMPLES% TIPS%"

Is"the"word&limit"between"

300"–"400"words"exactly?"

" "

You"will"lose"one"mark"if"

you"do"not"adhere"to"the"

word"limit"

"


include"sentences"about"the"

ideas"or"social"behaviours"the"

text"has"focussed"on?""

(cultural&elements)""

" "

The"purpose"of"the"

reflective"statement"is"to"

show"that"you"

understood"how"the"

ideologies"in"society"had"

an"impact"on"the"author’s"

message"

"


have"sentences"on"the"

setting"that"the"text"

explores?""(Setting"may"refer"

to"social"classes;"geography;"

political"situation…)"

(contextual&elements)"

" "

The"purpose"of"the"reflective"

statement"is"to"show"that"you"

understood"how"the"context"

the"text"was"written"in"

informed"author’s"message."

What"is"the"comment"on"society"

the"author"was"making"and"

HOW"did"they"do"it?"

"

"

THE&INTRODUCTION&CHECK% COMMENTS/EXAMPLES% TIPS%

"

Introduction:"There"is"a"thesis"statement"that"references"

one"of"the"main"themes"and"a"literary&device/ASPECT""

" "

THEME"+"ASPECT"="THESIS"

"

"

Introduction:"Both"the"author"and"the"title"of"the"text"have"been"included"

" "

Ensure"that"you"have"used"

both"their"first"and"last"

name"in"the"Introduction"–"

you"may"just"use"their"last"

name"after"this."The"title"

of"the"novel"must"be"in"

Italics"throughout"the"

essay"

"

"


reference"to"the"cultural&and&contextual&context"of"the"text"(comment"about"the"

society"that"the"text"has"been"

" "

You"need"to"have"a"

comment"on"the"depiction"

of"the"society"and"the"

author’s"perspective"

set"in)"

"

"


comment"on"how"the"author"

invites"the"reader"to"see"the"

world&of&the&text&and"why"

they"have"done"this."

" "

The"purpose"of"the"essay"

is"to"show"that"you"

understand"what"the"

reader/audience"is"invited"

to"think"about"the"society"

the"author"is"writing"

about."Is"it"a"criticism?"Is"it"

to"provoke"change?"Is"it"to"

reveal"a"different"way"of"

seeing"the"world?"Raise"

awareness?"

"

"

"

&THE&BODY&K&content&CHECK% COMMENTS/%EXAMPLES% TIPS%%

You%can%identify%three%points,%in%the%essay,%that%explore%how%

the%author%has%used%the%

literary%device%to%reveal%

theme.%%

%

% %

This%does%not%mean%that%

you%only%have%three%

paragraphs!%It%might%take%

two%paragraphs%to%explore%

one%point%properly%

%

Each%point%shows%an%

appreciation%of%how%meaning%has%been%created%through%one%of%the%smaller%‘ticket%items’%

that%fall%under%the%umbrella%of%

the%‘big%ticket’%item%

%

% %

You%can%identify%a%distinct%

topic%sentence%that%does%

this.%%

%

Quotes%selected%support%the%comment%you%are%making%

% %

The%quotes%are%short%and%

embedded%within%the%

sentences%naturally.%Page%

numbers%have%been%put%in%

brackets%at%the%end%of%the%

sentence.%

You%have%not%used%these%words:%For%example;%here%is%

a%quote;%this%quote%shows…%

%

%

There%is%a%link%connecting%paragraphs%and%ideas%

%

% %

"

CONCLUSION&CHECK% COMMENTS/EXAMPLES% TIPS%"

There"is"a"comment"about"

the"author’s&message&regarding&society"

" "

You"need"to"demonstrate"

that"you"are"able"to"see"the"

text"from"a"global"

perspective."What"is"the"

author’s"message"for"the"

reader"about"the"society"

they"have"written"about?"

"

"

The"title"of"the"novel"and"the"author"have"been"referenced"along"with"the"

theme&and&literary&device""

" "

"

FORMATTING&CHECK& &"

There"is"a"bibliography"" "

You"need"to"reference"the"

text"that"the"essay"is"based"

on,"including"who"the"

translator"was."

"

"

There"are"no"spelling&or&punctuation"errors"

" "

Have"someone"read"it"aloud"

to"you"to"check"that"it"

makes"sense"

"

There"are"links"between"

paragraphs"

"

" "

"

The"language&and&terminology"is"suitable"for"an"IB"marker"

" "

"

You"have"page&numbers"on"each"page"

" "

You"have"used"size&12&font&–&Roman&Times&K&with&1.5&line&spacing.&"

" "

"

You"have"written"the"title"of"the"text"in"Italics"throughout"

" "

"

You"have"placed"line&numbers&for&quotes,&in&brackets,"at"the"end"of"the"sentence."

" "

"

"

"

"

"

"

"

"

"

"

"

"

"

"

"

""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" "

WOOOOHOOO)–)THE)LITERARY)LLAMA)CELEBRATES)WITH)YOU!)WE)ARE)DONE!)

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