Written Assignment Submission All students will submit their Reflective Statement (RS) and Written Assignment (WA) to room 905 by March 11, 2015. Procedure: 1. Find your RS and WA. Edit the digital copies to include your IB Number. If you cannot find a digital copy then see your Junior year English teacher immediately. 2. Pick up a “cover sheet”. There are three piles of coversheets in room 905 on top of the file cabinets in the back of the room. Choose a cover sheet with your teacher’s name on it. Complete the cover sheet. You must sign the cover sheet. 3. Attach the cover sheet to your RS and WA and place it in the box on the file cabinet. Format Requirements for Written Assignment . !All body text of the essay should be 12 point, very readable font. !Body text should be double-­‐spaced. On each body page on the top right corner include your last name, your IB number, the page number of total page numbers. See sample below: Waters #XXXX page 2 of 5 On the last page, just below the end of the assignment itself, and on the left side, include word count: Word Count: 1499 Your works cited must include both text under study as well as any secondary sources used. See sample below: Works Cited Camus, Albert. The Stranger. New York: Penguin, 1998. Print. The Reflective Statement
The purpose of the reflective statement is
to explore how the interactive oral
deepened your understanding of the work
under study. You will write a 300-400
word reflective statement after each
interactive oral. The reflective statement
on the same work as your IB final writing
assignment will be submitted for external
assessment. In terms of an IB
assessment, the reflective statement is
worth 3 points.
The reflective statement must
respond to the following question as posed by IB:
“How was your understanding of cultural and contextual
considerations of the work developed through the interactive oral?”
What does that mean?
• How did class discussions (the IOs) about background
information help you to understand the work more deeply?
• What facts about the author’s life helped you understand the
work better?
• Make connections between Kafka’s work, style and technique
and the contextual information you learned about.
• Convey a sense of energy and enthusiasm for your learning.
Reflective Statement Rubric
IB score
0
1
2
3
To what
The work
Reflection on
Reflection on
Reflection on
extent does
does not
the interactive the interactive the interactive
the student
reach a
oral shows
oral shows
oral shows
show how
standard
superficial
some
development
his/her
described by development
development
of the
understanding the
of the
of the
student’s
of cultural
descriptors.
student’s
student’s
understanding
and
understanding understanding of cultural
contextual
of cultural
of cultural
and
elements was
and
and
contextual
developed
contextual
contextual
elements.
through the
elements.
elements
interactive
oral?
(The word limit for the reflective statement is 300–400 words. If
IB notes
the word limit is exceeded, 1 mark will be deducted.)
•
It is, therefore perfectly acceptable, even
necessary, to respond with, “My understanding
was developed …”
•
It is not a bad idea to list all of the various
topics included in the IO. You may choose
which ideas you focus on. You need not discuss
every topic.
RF Guidelines
•
Include proper heading:
I.B. Learner
March 12, 2013
Kafka Reflective Statement
•
Include a typed word count at the end of your
RS:
Word count: 375
•
•
Most important: Refer directly to the
interactive oral discussion. (This is not a paper
about a piece of literature; it’s a paper about a
discussion.)
Although this is much shorter than a full
length essay, it should be well organized and
structured much like an essay. Be sure to offer
keen, clear topic sentences.
•
I have seen many examples of reflective
statements on the IBO, only some of them have
included quotes. Refer to the aspects of the
novel that the IOs have helped you understand
more deeply. Discuss the contextual
information that you have learned in relation to
the text.
•
This year we may need to submit the RS and
the written assignment electronically. You
must be sure to save your writing in several
different places.
•
Tighten your prose by not repeating yourself.
•
You may use first person singular pronouns (I,
me, my, etc.). The prompt is, “How was your
understanding of cultural and contextual
considerations of the work developed through
the interactive oral?”
Written Assignment Rubric – HL and SL (first examinations 2013)
Criterion A: Fulfilling the requirements of
the reflective statement
• To what extent does the student show how
0
does not
reach
standard
1
Reflection on the
interactive oral shows
superficial
development of the
student’s
understanding of
cultural and
contextual elements.
2
Reflection on the
interactive oral shows
some development of
the student’s
understanding of
cultural and
contextual elements.
3
Reflection on the
interactive oral shows
development of the
student’s
understanding of
cultural and
contextual elements.
does not
reach
standard
1-2
The essay shows
some knowledge but
little understanding of
the work used for the
assignment.
does not
reach
standard
1-2
There is some
mention, but little
appreciation, of the
ways in which
language, structure,
technique and style
shape meaning.
3-4
The essay shows
knowledge and
understanding of, and
some insight into, the
work used for the
assignment.
3-4
There is adequate
appreciation of the
ways in which
language, structure,
technique and style
shape meaning.
5-6
The essay shows
detailed knowledge
and understanding of,
and perceptive insight
into, the work used
for the assignment.
5-6
There is excellent
appreciation of the
ways in which
language, structure,
technique and style
shape meaning.
their understanding of cultural and
contextual elements was developed through
the interactive oral?
Note: The word limit for the reflective statement is
300–400 words. If the word limit is exceeded, 1 mark
will be deducted.
Criterion B: Knowledge and understanding
• How effectively has the student used the
topic and the essay to show knowledge and
understanding of the chosen work?
Criterion C: Appreciation of the writer’s
choices
• To what extent does the student appreciate
how the writer’s choices of language,
structure, technique and style shape
meaning?
Criterion D: Organization and
development
• How effectively have the ideas been
0
does not
reach
standard
1
There is some
attempt to
organize ideas,
but little use of
examples from
the works used.
2
Ideas are
superficially
organized and
developed, with
some integrated
examples from
the works used.
3
Ideas are
adequately
organized and
developed, with
appropriately
integrated
examples from
the works used.
4
Ideas are
effectively
organized and
developed, with
well-integrated
examples from
the works used.
5
Ideas are
persuasively
organized and
developed, with
effectively
integrated
examples
from the works
used.
does not
reach
standard
Language is
rarely clear and
appropriate;
there are many
errors in
grammar,
vocabulary and
sentence
construction,
and little sense
of register and
style.
Language is
sometimes clear
and carefully
chosen;
grammar,
vocabulary and
sentence
construction are
fairly accurate,
although errors
and
inconsistencies
are apparent;
the register and
style are to
some extent
appropriate to
the task.
Language is
clear and
carefully chosen,
with an
adequate degree
of accuracy in
grammar,
vocabulary and
sentence
construction
despite some
lapses; register
and style are
mostly
appropriate to
the task.
Language is
clear and
carefully chosen,
with a good
degree of
accuracy in
grammar,
vocabulary and
sentence
construction;
register and
style are
consistently
appropriate to
the task.
Language is very
clear, effective,
carefully chosen
and precise,
with a high
degree of
accuracy in
grammar,
vocabulary and
sentence
construction;
register and
style are
effective and
appropriate to
the task.
organized, and how well are
references to the works integrated
into the development of the ideas?
Note: The word limit for the essay is 1,200–
1,500 words. If the word limit is exceeded, 2
marks will be deducted.
Criterion E: Language
• How clear, varied and accurate is the
language?
• How appropriate is the choice of
register, style and terminology?
(“Register” refers, in this context, to
the student’s use of elements such
as vocabulary, tone, sentence
structure and terminology
appropriate to the task.)