3. When designing a cultural option consideration should be given not only to the variety of topics that can be explored but also to the variety of texts and their intended audience. The study of a cultural option is, therefore, not only a study of topics, but also of types of texts and their formal and stylistic features. Environmental issues, for instance, could be studied through a newspaper article, a TV documentary, a poem, a letter to the editor of a newspaper and an advertisement. Cultural options
4. Written tasks that relate to the literary options are often sections of longer pieces of work, such as an alternative ending to a short story or an extra scene for a play. For students to produce such tasks, it is Essential to teach students about the formal and stylistic features of the different sections of literary texts. Furthermore, the form and content of the task should always be plausible in relation to the source text. The rationale of a good written task should explain thisplausibility. Literaryoption
5. The written tasks must always be the students’ independent work. However, teachers are encouraged to provide support and supervision to students while they are undertaking the written tasks. Students must define the purpose of their task and choose the type of text that best suits their objectives and audience. Having established the purpose and type of text, students should then consider an appropriate register and style and discuss their choices with the teacher. Students should also discuss their rationale withtheteacher. Teachersupervision
7. Students complete two written tasks that are externally assessed. Each task must be taken from a different area of communication Each task must be of a different type of text. Only those texts listed in the syllabus details are permitted. The two individual tasks need not be of the same length. One may be 1,000 words, and the other 500 words. The combined length of the two tasks must be between 1,000 and 1,500 words Formal requirements
