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English Hl Written Assignment

Throughout this course, you will build a portfolio of written tasks. There are two types of written tasks, known as written task 1 (WT1) and written task 2 (WT2). These are very different in nature.

Written task 1 is an 'imaginative piece' in which you demonstrate your understanding of the course work and a type of text. For example you could write a letter from one character to another character from a novel that you have read for Part 3 or 4. Or you could write a journalistic review of a speech that was studied in Part 1 or 2. Because the possibilities are endless, it is easy to write irrelevant work. Therefore it is important that you look at several samples and several tips for guidance on the written task 1. 

Written task 2 pertains to HL students only. It is a critical response to a text or texts, written in light of one of six prescribed questions from the IB Language A: Language and Literature guide. These questions can be answered using texts from all parts of the syllabus. 

Remember: An essay is not an acceptable type of text for the written task 1. Students are encouraged to step into someone's shoes, explore a different role and practice writing different types of texts. The Paper 2 and the written task 2 provide opportunities for students to practice essay writing.

WT1 basics

* At SL students must have written at least three written tasks 1s. One must be on Parts 1 and 2, one must be on Parts 3 and 4, and the other can be on any part. Again this is a minimum requirement.

* One of the two tasks submitted at HL is a written task 1 and the other is a written task 2, meaning that HL students submit either 'possibility 1' or 'possibility 2' from the table below.

HL onlyParts 1 & 2Parts 3 & 4
Possibility 1 written task 1 written task 2
Possibility 2 written task 2 written task 1

 

 

Part 1

Part 2

Part 3

Part 4

SL

Minimal in
portfolio

David Ripley11 December 2017 - 10:53

Well, Stuart, it seems you've got imaginative students - and that you've been cultivating that imagination! Anyway, I wouldn't worry at all - examiners are always delighted to see texts which are interesting and genuinely creative (makes a break from the many boring and predictable ones, to be frank!) The key, as I always stress, is that the reasons for the approach should be fully and clearly explained in the rationale - if you write a clear and convincing rationale, you can get away with anything, I feel. (And I'd love to see either or both of these interesting efforts, if possible?)

And yes, at present I am indeed programmed to do the workshop in Berlin in August. Which will be nice, because the last two or three workshops I've done in Berlin have been in the winter - freezing cold and raining, so my image of Berlin is wretched!