English

[[file:PLT.pdf]]
** Language A: Language and Literature Assessment Criteria ** – Demonstrate knowledge and understanding of a range of texts – Demonstrate an understanding of the use of language, structure, technique and style – Demonstrate a critical understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning – Demonstrate an understanding of how different perspectives influence the reading of a text - little knowledge and understanding of the text(s) - little understanding of the use of language, structure, technique and style - little understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning - little understanding of how different perspectives influence the reading of a text || - adequate knowledge and understanding of the text(s) - adequate understanding of the use of language, structure, technique and style - adequate understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning - adequate understanding of how different perspectives influence the reading of a text || - good knowledge and understanding of the text(s) - good understanding of the use of language, structure, technique and style - good understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning - good understanding of how different perspectives influence the reading of a text || - excellent knowledge and understanding of the text(s) - excellent understanding of the use of language, structure, technique and style - excellent understanding of the various ways in which the reader constructs meaning and of how context influences this constructed meaning - excellent understanding of how different perspectives influence the reading of a text || – Demonstrate an ability to choose a text type appropriate to the purpose required – Demonstrate an ability to use terminology relevant to the various text types studied – Demonstrate an ability to analyse the effects of language, structure, technique and style on the reader – Demonstrate an awareness of the ways in which the production and reception of texts contribute to their meanings – Demonstrate an ability to substantiate and justify ideas with relevant examples – little ability to choose a text type appropriate to the purpose required – little ability to use terminology relevant to the various text types studied – little ability to analyse the effects of language, structure, technique and style on the reader – little awareness of the ways in which the production and reception of texts contribute to their meanings – little ability to substantiate and justify ideas with relevant examples || – adequate ability to choose a text type appropriate to the purpose required – adequate ability to use terminology relevant to the various text types studied – adequate ability to analyse the effects of language, structure, technique and style on the reader – adequate awareness of the ways in which the production and reception of texts contribute to their meanings – adequate ability to substantiate and justify ideas with relevant examples || – good ability to choose a text type appropriate to the purpose required – good ability to use terminology relevant to the various text types studied – good ability to analyse the effects of language, structure, technique and style on the reader – good awareness of the ways in which the production and reception of texts contribute to their meanings – good ability to substantiate and justify ideas with relevant examples || – excellent ability to choose a text type appropriate to the purpose required – excellent ability to use terminology relevant to the various text types studied – excellent ability to analyse the effects of language, structure, technique and style on the reader – excellent awareness of the ways in which the production and reception of texts contribute to their meanings – excellent ability to substantiate and justify ideas with relevant examples || – Demonstrate an ability to compare and contrast the formal elements, content and context of texts – Discuss the different ways in which language and image may be used in a range of texts – Demonstrate an ability to evaluate conflicting viewpoints within and about a text – Produce a critical response evaluating some aspects of text, context and meaning – little ability to compare and contrast the formal elements, content and context of texts – superficial discussion of the different ways in which language and image may be used in a range of texts – little ability to evaluate conflicting viewpoints within and about a text – superficial response evaluating some aspects of text, context and meaning || – adequate ability to compare and contrast the formal elements, content and context of texts – adequate discussion of the different ways in which language and image may be used in a range of texts – adequate ability to evaluate conflicting viewpoints within and about a text – adequate response evaluating some aspects of text, context and meaning || – good ability to compare and contrast the formal elements, content and context of texts – good discussion of the different ways in which language and image may be used in a range of texts – good ability to evaluate conflicting viewpoints within and about a text – good response evaluating some aspects of text, context and meaning || – excellent ability to compare and contrast the formal elements, content and context of texts – excellent discussion of the different ways in which language and image may be used in a range of texts – excellent ability to evaluate conflicting viewpoints within and about a text – excellent response evaluating some aspects of text, context and meaning || – Demonstrate an ability to express ideas clearly and with fluency in both written and oral communication – Demonstrate an ability to use the oral and written forms of the language, in a range of styles, registers and situations – Demonstrate an ability to discuss and analyse texts in a focused and logical manner – Demonstrate an ability to write a balanced, comparative analysis – little ability to express ideas clearly and with fluency in both written and oral communication – little ability to use the oral and written forms of the language, in a range of styles, registers and situations – little ability to discuss and analyse texts in a focused and logical manner – little ability to write a balanced, comparative analysis || – adequate ability to express ideas clearly and with fluency in both written and oral communication – adequate ability to use the oral and written forms of the language, in a range of styles, registers and situations – adequate ability to discuss and analyse texts in a focused and logical manner – adequate ability to write a balanced, comparative analysis || – good ability to express ideas clearly and with fluency in both written and oral communication – good ability to use the oral and written forms of the language, in a range of styles, registers and situations – good ability to discuss and analyse texts in a focused and logical manner – good ability to write a balanced, comparative analysis || – excellent ability to express ideas clearly and with fluency in both written and oral communication – excellent ability to use the oral and written forms of the language, in a range of styles, registers and situations – excellent ability to discuss and analyse texts in a focused and logical manner – excellent ability to write a balanced, comparative analysis ||
 * A: Knowledge and understanding **
 * ** Grade ** || ** Descriptor ** ||
 * ** 1 – 2 ** || The student demonstrates:
 * ** 3 – 4 ** || The student demonstrates:
 * ** 5 – 6 ** || The student demonstrates:
 * ** 7 - 8 ** || The student demonstrates:
 * B: ****Application and analysis **
 * ** Grade ** || ** Descriptor ** ||
 * ** 1 – 2 ** || The student demonstrates:
 * ** 3 – 4 ** || The student demonstrates:
 * ** 5 – 6 ** || The student demonstrates:
 * ** 7 - 8 ** || The student demonstrates:
 * C: Synthesis and evaluation **
 * ** Grade ** || ** Descriptor ** ||
 * ** 1 – 2 ** || The student demonstrates:
 * ** 3 – 4 ** || The student demonstrates:
 * ** 5 – 6 ** || The student demonstrates:
 * ** 7 - 8 ** || The student demonstrates:
 * D: Selection and use of appropriate presentation and language skills **
 * ** Grade ** || ** Descriptor ** ||
 * ** 1 – 2 ** || The student demonstrates:
 * ** 3 – 4 ** || The student demonstrates:
 * ** 5 – 6 ** || The student demonstrates:
 * ** 7 - 8 ** || The student demonstrates:

=These are the achievement indicators for each term:= = = == = = =And these are the grade boundaries for Language and Literature:= = = = Grade boundaries for Language and Literature: = = = = = = To be awarded a 4, a student would need 4, 4, 4 and 5. = = To be awarded a 5, a student would need 6, 6, 6 and 5. = = To be awarded a 6, a student would need 7, 7, 7 and 7. = = To be awarded a 7, a student would need 8, 8, 7 and 7. = = =
 * Grade ||  Internal Range  ||  MEN  ||
 * 1 ||  0 - 6  ||  Bajo  ||
 * 2 ||  7 - 11  ||  Bajo  ||
 * 3 ||  12 - 16  ||  Bajo  ||
 * 4 ||  17 - 22  ||  Básico  ||
 * 5 ||  23 - 27  ||  Alto  ||
 * 6 ||  28 - 29  ||  Superior  ||
 * 7 ||  30 - 32  ||  Superior  ||

=**Unit 3: Edgar Allan Poe: Short Stories**= = = == = = =All the stories we will be looking at can be found here:= = = =https://poestories.com/stories.php= = = =A reminder: those stories are:= = = =**- The Imp of the Perverse**= =**- The Tell-Tale Heart**= =**- The Black Cat**= =**- The Cask of Amontillado**= =**- The Pit and the Pendulum**= =**- The Masque of the Red Death**= =**- Hop-Frog**= = = =A useful guide to the characteristics of Gothic literature can be found here:= = = =http://www.virtualsalt.com/gothic.htm= = = =It's worth looking at what is typical of Gothic literature and then seeing how Poe's stories are both similar and different.= = = =Just for fun, here is the Simpson's version of Poe's most famous poem, "The Raven":=

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=**Unit 3: Nawal El-Saadawi: Woman at Point Zero**=

=Here's a copy of the complete text:= = = == = = =This is a short introiduction to El-Saadawi and the novel:= = = =media type="youtube" key="S3V7cNjLMh8" height="360" width="640"=

=Here is El-Saadawi herself, talking about the novel:=

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=** Unit 2: Spanglish **=

=**Is Spanglish a language?**= =Ilan Stavans argues that, if it is not yet a language, it soon will be.= == == == = = =This is Stavans's translation into Spanglish of the opening of "Don Quixote".= == = = =Ana Lydia Vega, in her short story, "Pollito Chicken", tries to prove that Spanglish already is a language.= ==

=Bill Santiago, a stand-up comedian, also argues that Spanglish is a language.= == = = =This is an extract from his stand-up routine, "Spanglish 101"= media type="youtube" key="n7uMXvU9dTI" height="360" width="640"

=This is a TED Talk on Spanglish:= media type="youtube" key="5kMDx6T3DmQ" height="360" width="640"

=Here's the cartoon I used as a model for your Further Oral Activity:= == = = =Various articles on Spanglish:= == == == == == ==

=**Unit 1: Langston Hughes**=



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=**Unit 1: The Reluctant Fundamentalist - Mohsin Hamid**= = = = = =This novel has been chosen as a Part 3 text (because of its emphasis on context), which means that you may well be wriitng about it for the essay paper in the exam.= = = =Here are some of the images the Western world tends to associate with fundamentalism:= == = = ==



=The novel, however, tries to show that, in real life, things are a little more complicated.= = = =Here is the full text of the novel as a Word document:= == = = =And here as a PDF:= == = = =Here are some study notes provided by Ticking Mind:= ==

=Here are some of my notes for a possible essay:= == = = =Here is a brief article about images of the city in the novel:= == = = =The main character's beard is an important symbol in "The Reluctant Fundamentalist". Consider these pictures of beards: what issues do they raise?= == = = =The novel was made into a movie. How do these stills from the movie relate to the story?=



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=**Unit 1: Oscar Wilde: The Importance of Being Earnest**=



=Here is the complete text of the play:= = = == = = =Here are stills from the recent movie:= = = == =Judi Dench as Lady Bracknell=

=Colin Firth as Jack/Earnest.= = = == =Rupert Everett as Algernon/Earnest=

=Frances o'Connor as Gwendolen.=

=Reese Witherspoon as Cecily.= = = =These extracts from the play have all been used in the Individual Oral Commentary:= = = == = = =Here is a teaching guide to the play:= = = == = = =And another:= = = ==

=And another:=