Part 1 - Language in Cultural Context – Aug-Nov 2013
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Texts are chosen from a variety of sources,
genres and media.
Written Task x2
Further Oral Activities (15%) - Students
complete at least two further oral activities,
one based on part 1 and one based on part 2
of the course.
Part 4 - Literature – Critical study (IOC – 15%)
Nov-May 2014
Students comment on an extract from a literary text studied in
part 4 of the course. (30 marks). Students are given two guiding
questions.
Texts:
1) Selected Poems – Wilfred Owen (Poetry, Europe, 20thC)
2) Othello – William Shakespeare (Drama, Europe, 16/17thC)
10 minute commentary
5 minute discussion and questions
Part 2 - Language and Mass Communication – May-Oct 2014
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Texts are chosen from a variety of sources,
genres and media.
Written Task
Further Oral Activities (15%) - Students
complete at least two further oral activities,
one based on part 1 and one based on part 2
of the course.
Part 3 – Exam (Paper 2 – 1hr 30 mins) – Oct-Apr 2015
Texts and Contexts (25%)
In response to one of six questions students write an
essay based on both the literary texts studied in part 3.
The questions are the same at HL but the assessment
criteria are different.
Texts:
 A Doll’s House by Henrik Ibsen (Drama, Europe 19th C)
 A Streetcar Named Desire by Tennessee Williams
(Drama, US, 20th C)
Paper 1 – Exam (1hr 30 mins) Textual Analysis
(25%)
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The paper consists of two unseen texts.
Guiding Questions provided
The exam builds on the skills learned in Parts
1 and 2
Areas to be covered in this part include:
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Language and the individual
Language and communities
Language and power
Language and knowledge
Language and gender
Written Task #1 completed
Further Oral Activity completed
Preparation for Paper 1 practice paper
Annotating sample papers
There are 3 main objectives for this term you
should become familiar with…
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the use of persuasive language in political
speeches
the features of SMS messages
postcolonial re-readings of texts.
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the impact of electronic communication on
meaning
the influence of government policy
the emergence of new vocabulary from the
language of groups (for example, young
people)
the disappearance of vocabulary and of
languages themselves.
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the ways in which jargon and professional
language are used
the ways in which language affirms identity
the status given to standard and nonstandard forms of the language
the status of minority languages in
multilingual societies.