WA HANDBOOK FOR B HL

Written
Assignment

By Ms. Luxia Yan
CHAPTER 1

What is WA?

Written assignment: Receptive and written productive skills
Weighting: 20%
This component consists...
linked to the core. The text could be a news report or a comment by a public figure. The response should
engage with detai...
Criterion B

5–6

The structure of the argument is sometimes apparent.
Argument
The ideas are sometimes relevant.

10 mark...
External assessment

Criterion D: Rationale
•

How clear and convincing is the rationale?
Marks

Level descriptor

0

The ...
CHAPTER 2

How to prepare WA?

5
A sample of HL Written Assignment

The last year student’s work: (IB exam 2013 May)

6
7
8
9
CHAPTER 3

Do your own WA!

10
Section A
This section up the opinion of five tasks requiring different types of texts.
Fist step: Pictof the paper consis...
Fourth step: Exam. You will have 4 hours to finish your written assignment under the teacher’s supervision, you can use pap...
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Wa handbook for b hl

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Wa handbook for b hl

  1. 1. WA HANDBOOK FOR B HL Written Assignment By Ms. Luxia Yan
  2. 2. CHAPTER 1 What is WA? Written assignment: Receptive and written productive skills Weighting: 20% This component consists of a creative writing task of 600-720 (Chinese chracters) linked to one of the two works of literature read in class and a 150-word rationale. It is undertaken during the second year of the course and is externally assessed. 1
  3. 3. linked to the core. The text could be a news report or a comment by a public figure. The response should engage with details of the text in order to develop some coherent discussion of the topic area, which is informed by what has been learned during the study of the core. There is no prescribed answer—what is assessed is the student’s ability to express his or her reflection on, or personal response to, the stimulus. • use effectively a range of language appropriate to text type and purpose • create a piece of writing that is connected to the literary work • handle the selected text type effectively. Formal guidelines Written assignment: Receptive and written productive skills • Language B guide • The task: Students produce a piece of creative writing that may be chosen from the recommended text types listed for paper 2 in this section. It will be based on a work of literature that the student has read as part of the course and may use related information from other reading material. The task must be 500–600 words in length. Examples of written assignments could be writing a new ending to a novel, interviewing a character, or a diary entry by one of the characters in a story or play. Task Text type Dialogue with a character from the short story Interview a bibliography in standard format with references to all sources. The assignment should be defined with the teacher’s guidance to ensure that it is an original choice of task, that it complies with the requirements of the assignment, and that the subject is not repeated by another External assessment student. It is not the role of the teacher to provide written comments or to correct the written assignment. After liaising with the student to select an appropriate subject, the teacher should not comment on or correct the assignment, which should be entirely the student’s own work. 42 Teachers should familiarize the students with the assessment criteria. create a piece of writing that is connected to the literary work handle the selected text type effectively. Language B guide use effectively a range of language appropriate to text type and purpose • a rationale The role of the teacher The student should: • a coversheet signed by both student and teacher. On this coversheet the teacher will provide the title and author of the work used and a brief summary of it – Introducing the assignment and objectives of the task and offering a brief summary of the literary work • The written assignment will be accompanied by: – Rationale Short story The suggested time to complete the task is three to four hours, which does not need to be in one sitting. This timing includes organizing the task, the writing of a draft and of the final text and rationale. – The rationale: Students must write a 150-word rationale introducing the assignment, stating their aim(s) and how their aim(s) have been achieved. Source The use of dictionary and reference material is permitted. • 41 The literary work must be written originally in the target language and studied in the target language. • The assignment has two parts: the task and a rationale. It must be the independent work of the student (with the teacher’s guidance). • The assignment The written assignment and the rationale must be in the target language and handwritten. • The purpose of the written assignment is to provide the student with the chance to reflect upon and develop further understanding of one of the literary works read in class, as well as to develop their receptive External assessment and productive skills to a higher degree. This assignment should be written in the second year of the course and must be completed during school hours under teacher supervision. • Objectives The subject of the written assignment must be the choice of the student in consultation with the teacher. • Weighting: 20% This component consists of a creative writing task of 500–600 words linked to one of the two works of literature read in class and a 150-word rationale. It is undertaken during the second year of the course and is externally assessed. External assessment criteria—HL Formal guidelines • Overview The subject of the written assignment must be the choice of the student in consultation with the teacher. • The written assignment and the rationale must be in the target language and handwritten. • It must be the independent work of the student (with the teacher’s guidance). • The literary work must be written originally in the target language and studied in the target language. • The use of dictionary and reference material is permitted. • Markschemes are used to assess paper 1, which is worth 25% of the overall mark. This assignment should be written in the second year of the course and must be completed during school hours under teacher supervision. • Paper 1 The suggested time to complete the task is three to four hours, which does not need to be in one sitting. This timing includes organizing the task, the writing of a draft and of the final text and rationale. • The written assignment will be accompanied by: – a coversheet signed by both student and teacher. On this coversheet the teacher will provide the Paper 2 Assessment criteria are used to assess paper 2, which is worth 25% of the overall mark. Section A There are three assessment criteria. Criterion A 10 marks Criterion B 2 Language Message 10 marks Criterion C Format 5 marks Total 25 marks
  4. 4. Criterion B 5–6 The structure of the argument is sometimes apparent. Argument The ideas are sometimes relevant. 10 marks External assessment Total 20 marks The development of ideas is sometimes good, and the argument has some clarity and is sometimes convincing. Written assignment The structure of the argument is evident. Criterion B: Content Assessment criteria are used to assess the written assignment, which is worth 20% of the overall mark. The ideas are generally relevant. There are four assessment criteria. 7–8 The development of ideas is good and methodical; the argument is clear and fairly convincing. Criterion A Language 8 marks The structure of the argument is coherent and organized. Criterion B Content 10 marks The ideas are well expressed and relevant. Criterion C Format 4 marks 9–10 The development of ideas is very good and methodical; the argument is convincing. Criterion D Rationale 3 marks The structure of the argument is consistently coherent and organized. Total The ideas are very well expressed, relevant and engaging. • To what extent does the student show appreciation of the literary work? • How skillfully is the task planned? Marks 0 1–2 Level descriptor The work does not reach a standard described by the descriptors below. The student does not make use of the literary work. Connection with the text is superficial or little developed. There is no evidence of organization. 25 marks 3–4 The student makes little use of the literary work. Connection with the text is basic. Written assignment: Receptive and written productive skills (HL) There is little evidence of organization. 5–6 Criterion A: Language • Language B guide and accurately does the student use language? How effectively 43 Connection with the text is adequate and is used fairly well. There is some evidence of organization. Failure to write the minimum number of words will result in a 1-mark penalty. Marks 0 1–2 The student makes some use of the literary work. 7–8 Level descriptor The student makes use of the literary work. Connection with the text is good. The work does not reach a standard described by the descriptors below. There is evidence of organization. Command of the language is limited and generally ineffective. 9–10 The student makes good use of the literary work. A limited range of vocabulary is used, with many basic errors. Simple sentence structures are sometimes clear. 3–4 Connection with the text is effective. There is clear evidence of organization. Command of the language is generally adequate, despite many inaccuracies. Criterion C: Format A fairly limited range of vocabulary is used, with many errors. • • Simple sentence structures are usually clear. 5–6 How correctly does the student produce the required text type? To what extent are the conventions of text types appropriate? Command of the language is effective, despite some inaccuracies. Marks A range of vocabulary is used accurately, with some errors. 0 Command of the language is effective. The work does not reach a standard described by the descriptors below. 1 Simple sentence structures are clear. 7–8 Level descriptor The text type is sometimes recognizable and appropriate. Conventions appropriate to the text type are limited. A wide range of vocabulary is used accurately, with few significant errors. 2 Some complex sentence structures are clear and effective. The text type is generally recognizable and appropriate. Some conventions appropriate to the text type are evident. 3 The text type is recognizable and appropriate. Conventions appropriate to the text type are effective. Language B guide 4 47 The text type is recognizable, appropriate and convincing. Conventions appropriate to the text type are effective and varied. 3 48 Language B guide
  5. 5. External assessment Criterion D: Rationale • How clear and convincing is the rationale? Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1 The rationale is not clear. 2 The rationale is clear to some extent. 3 The rationale is clear, pertinent and directly linked to the literary work. 4
  6. 6. CHAPTER 2 How to prepare WA? 5
  7. 7. A sample of HL Written Assignment The last year student’s work: (IB exam 2013 May) 6
  8. 8. 7
  9. 9. 8
  10. 10. 9
  11. 11. CHAPTER 3 Do your own WA! 10
  12. 12. Section A This section up the opinion of five tasks requiring different types of texts. Fist step: Pictof the paper consistsyou are most interested and confidentEach task is based on a Third step: Connect to teacher, teacher will help you to practice the different option, from which the student chooses one. with from the works we studied. format in advance.You may use this chart as the outline of your Students’ factual knowledge of the options will not be tested as such, but can, and should, be used to WA. support what the student wishes to communicate. Each task requires an answer with a specific text type, such as a formal letter or a report. http://lucyteachingnote.wordpress.com/2013/10/24/dp-b-hl-lite To this end, students need to identify rature-works/ the purpose(s) of the task in order to use register and style appropriate to the text type. Students should: • use language accurately and appropriately Second step: pict up the text type you are most interested and confi• develop and organize ideas relevant to the task dent to explain your opinion from below. • produce the features of the required text type correctly. Section A requires students to produce text types from the following list. • Article • Blog/diary entry • Brochure, leaflet, flyer, pamphlet, advertisement • Interview • Introduction to debate, speech, talk, presentation • News report • Official report • Proposal • Review • Set of instructions, guidelines • Written correspondence Section B The student writes a reasoned argument in the form of a response to a stimulus text dealing with a topic linked to the core. The text could be a news report or a comment by a public figure. The response should engage with details of the text in order to develop some coherent discussion of the topic area, which is informed by what has been learned during the study of the core. There is no prescribed answer—what is assessed is the student’s ability to express his or her reflection on, or personal response to, the stimulus. Written assignment: Receptive and written productive skills Weighting: 20% 11
  13. 13. Fourth step: Exam. You will have 4 hours to finish your written assignment under the teacher’s supervision, you can use paper dictionary by teacher’s provided and the relative book as your reference. Wish you will be successful with your WA! 12
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