IB Language and Literature 12

2015-2016 Course Policies and Syllabus

Mrs. Jones

Room 104Phone: (480)812-7754

Email:

Office Hours:

Mondays and Wednesdays 2:15-3:15 in room 104

Tuesdays and Thursdays – B lunch

Other times available by appointment

Introduction

This IB English Language and Literature Standard Level course is a one-year course that aims to develop students’ critical literacy through an in-depth analysis of various text types and how these texts interact with the cultures and languages in which they were produced. A key aim of the Language and Literature course is to encourage students to question the meaning generated by language and texts, helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning. Another key aim of the course is to develop students’ skills of textual analysis in order to ascertain how formal elements of a text are used to create meaning and how that meaning is affected by culturally defined reading practices, and by the circumstances of production and reception.

Academic Expectations

This is a rigorous course designed to push you to become critical thinkers through critical reading, writing, and shared inquiry discussion. You should come to class everyday prepared to read, write, think, and discuss the topic at hand. This course will not be focused on simple regurgitation of facts. In this course you will need to question the texts, your peers, and your teacher. Each of you brings something unique and special to this space. Because of this, I know you are all capable of achieving great things in this course and beyond. The most important expectation of this course is that you bring to class an enthusiasm for learning new things.Keep in mind that you are required to come to class having read the assigned sections as well as having completed any corresponding assignments. There will be some designated class time to workshop and discuss your writing; however, much of the writing itself must be completed outside of class.

Course Materials

The following materials are required for this course:

  • English binder with notebook OR with loose-leaf paper
  • Pens and pencils
  • Planner/Organizer to record assignments and due dates
  • Access to Google Drive and Turnitin.com

Learning Targets

You will be working towards the following Learning Targets throughout the year:

  1. Analyze how audience and purpose affect the structure and content of texts.
  2. Analyze the impact of language changes.
  3. Demonstrate an awareness of how language and meaning are shaped by culture and context.
  4. Examine different forms of communication within the media.
  5. Show an awareness of the potential for the influence of the media.
  6. Show the way mass media use language and image to inform, persuade or entertain.

Course Aims

  • introduce students to a range of texts from different periods, styles and genres
  • develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections
  • develop the students’ powers of expression, both in oral and written communication
  • encourage students to recognize the importance of the contexts in which texts are written and received
  • encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures and how these perspectives construct meaning
  • encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
  • promote in students an enjoyment of, and lifelong interest in, language and literature.
  • develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts
  • encourage students to think critically about the different interactions between text, audience, and purpose

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Academic Honesty Policy

Philosophy:

According to IB, academic honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modeling and taught skills (IBO Academic Honesty 2009). Although it is probably easier to explain to candidates what constitutes academic dishonesty, with direct reference to plagiarism, collusion and cheating in examinations, whenever possible the topic must be treated in a positive way, stressing the benefits of properly conducted academic research and a respect for the integrity of all forms of assessment.

Definitions:

Malpractice

Students are required to act in a responsible and ethical manner throughout their participation in the IB program. In particular candidates must avoid any form of malpractice. The IBO define malpractice as “behavior that results in, or may result in, the student or any other student gaining an unfair advantage in one or more assessment components. Malpractice most commonly involves collusion or plagiarism; however, there are other ways in which a candidate may commit malpractice.

Although the following list is not exhaustive, malpractice can, in general, take several forms:

• plagiarism:taking work, words, ideas, pictures, information or anything that has been produced by someone else and submitting it for assessment as one’s own.

• copying: taking work of another student, with or without his or her knowledge andsubmitting it as one’s own.

• exam cheating: communicating with another candidate in an exam, bringing unauthorized material into an exam room, or consulting such material during an exam in order to gain an unfair advantage.

• duplication: submitting work that is substantially the same for assessment in different

courses without the consent of all teachers involved.

• falsifying data: creating or altering data which have not been collected in an appropriate way.

• collusion: helping another student to be academically dishonest.

Students found to have engaged in academic dishonesty may be subject to disciplinary as well as academic penalties, as outlined below.

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  • Zero on an assignment
  • Parent notification
  • Counselor notification
  • Parent/student/teacher/counselor conference
  • Suspension
  • Referral to administration
  • Dismissal from extracurricular activities, elected or appointed student offices, athletics and/or other school privileges

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Grading

Grades will be weighted and the categories are as follows:

Formative: 30%

Summative: 50%

Practice: 20%

The final exam will count for 20% of the final semester grade.

Classroom management/ Basic Rules

  • Get to class to time. No excuses.
  • It is extremely important for you to attend EVERY DAY. This includes being prepared.
  • Talking occurs only in reference to the current lecture, discussion, or group work. Silent work periods are just that –silent.
  • Passes will be limited.
  • Do not use profanity in this class.
  • Don’t cheat.
  • Each student is responsible for his or her desk and desk area.
  • I reserve the right to move your assigned seat at anytime.
  • Be prepared for class.

Late Work

Assignments are due when they are due. You will have an appropriate window of time to complete and revise major papers. Procrastination results in “the excuse”, i.e., my printer is out of ink/this didn’t save on my flash drive/I emailed it but it didn’t get to you/I uploaded this but it’s not there. I am not running a copy/printer service, and I will not print your papers-utilize the computer labs or the library. Also, every time you are relying on technology to complete an assignment you should have it saved/stored in a minimum of three places. Below are only a few of the ever expanding options available to you:

  • Email
  • Dropbox
  • Google Docs
  • Flash Drive

A fair and early warning- I have no patience or tolerance for those who do not have assignments prepared because they were left at home, saved in an incorrect format and/or “missing” somewhere on the World Wide Web. Double-check that you have saved everything in at least three places. Remember to always save your work in a universally accessible format (rich text format/ adobe acrobat).

Having said this, I reserve the right to consider evaluating circumstances for late work. The key is to communicate with me. Smaller assignments, such as homework and sets, cannot be turned in late, except for excused absences. It is your responsibility to remember to turn in work upon your return to school – I will not remember to ask you. If you do not turn in the work the day you return, it will be accepted at the teacher’s discretion.

Absences

Excused absences: You have as many days to make up work for an excused absence as days missed. However, if you are aware of an upcoming deadline and you leave for a school sponsored activity, you will still be expected to have your work ready the day it was originally due. You know what work is due before you leave for athletic and club events.

Unexcused absences: Unexcused work will receive no credit. At my discretion larger assignments can be made up for partial credit depending on the circumstances. Unresolved absences (ones not called in) are considered unexcused. .

Absences and missing work will be your worst enemy! Zeros affect your grade tremendously, and your chances of getting an A are drastically limited.

The deadline to make up a timed writing is 5 school days only. If the timed writing assignment is not made up within this deadline timeframe, the grade will become a zero.

Turnitin.com

All formal writing assignments are required to be turned in to turnitin.com, regardless of your attendance in class on the day the papers are due. They will be other assignments you must turn in to the website, and I will occasionally have discussions for you to participate in online. Any formal paper not turned in to turnitin.com will receive a zero until it is submitted to the site.

IB English Language and Literature 12

2015-2016 Course Syllabus and Policies

Instructor: Mrs. Jones

STUDENT/PARENT SYLLABUS ACKNOWLEDGMENT FORM

By signing below, I acknowledge that I have read and understand the IB English Language and Literature 12 Syllabus policies. I also understand that the expectation of enrolling and attending this class is that I will take the IB SL test.

Student signature: ______

Parent signature: ______

Date: ______

Parents and students, if you have any concerns or comments that you would like to share with me concerning yourself/student, please contact me anytime or leave a note here:

______

IB Language A: Language & Literature Semester Description

Part 1: Language in Cultural Context In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. During this part of the course, students should pay particular attention to the role of language in relation to the many areas involved in the construction of meaning and understanding of particular issues in the world.

Part 2: Language and Mass CommunicationIn part 2 students consider the way language is used in the media. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered. Students will be expected to examine different forms of communication within the media, show an awareness of the influence of the media, and to examine the way mass media use language and image in various ways.

Part 3: Literature – Texts and Contexts Through the close reading of 2 literary texts in this unit, students will be able to consider the relationship between literature and issues at large, such as gender, power and identity. Students will be encouraged to consider how texts build upon and transform the inherited literary and cultural traditions. The compulsory study of one translated text encourages students to reflect on their own cultural assumptions through an examination of work produced in other languages and cultures. During this unit, students will be asked to consider the changing historical, cultural and social contexts in which particular texts are written and received, demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context, and to understand the attitudes and values expressed by literary texts and their impact on readers

Part 4: Literature – Critical StudyBy looking at the detail of 2 literary texts in this unit, students will develop awareness of their rich complexities and the intricacies of their construction. In this unit students will explore the chosen literary texts in detail to understand, for example, their explicit and implicit meaning, analyze elements such as theme and the ethical stance or moral values of the literary texts, and understand and make appropriate use of literary terms as related to the chosen texts.

Quarter 1: Language in the Cultural Context - Part I
Texts:Mother Tongue and various non-fiction texts related to human rights, including but not limited to, information from non-governmental organizations, academic journal articles, historical primary source documents, literary essays.
Key Assessments:
  • Written Task
  • Further oral activity
  • Paper 1 practice
/ Quarter 2:Literature Texts and Contexts – Part III
Texts:Persepolis by MarjaneSatrapi
Brave New World by Aldous Huxley
Key Assessments:
  • Paper 2 Practice
  • Further oral activity w/reflective statement
Written Task
Quarter 3: Literature - A Critical Study – Part IV
Texts: The Handmaid’s Tale by Margaret Atwood
Hamlet by Shakespeare
Other selected essays or poems
Key Assessments:
  • Paper 1 Practice
  • IOC practice
  • Written Task
/ Quarter 4: Language and Mass Communication – Part II
Texts:Various non-fiction texts including, but not limited to, news articles, editorials, media clips, blogs, advertisements and documentary films related to social justice and social injustices.
Key Assessments:
  • Written Task
  • Further oral activity
  • Paper 1 practice

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