lit-er-at-ure (n.) 1. the body of written works of a language, period, or culture.
2. imaginative or creative writing, especially of recognized artistic value: “Literature must be an
analysis of experience and a synthesis of the findings into a unity.” (Rebecca West) 3. the art
or occupation of a literary writer 4. the body of written work produced by scholars or
researchers in a given field (medical literature) and so on. American Heritage Dictionary of the
English Language, 4th edition. Houghton Mifflin.
“Literature is the face one puts on what he or she says or writes so that it may appear more
attractive.” Philosopher and Scientist Imam Ja’far Al-Sadiq
Ib literature syllabus/Ais main campus
Beginning September, 2014/complete may, 2016
The object and goal of this class is to introduce you to the International Baccalaureate
English A Literature Program and prepare you for the IB written and oral evaluations. Each
segment of the two-year, four part course, will build on works and passages read and explored
throughout the course, while providing you with the cognitive skills to unlock the content and
deeper meaning of classic, international and contemporary literature, and, on occasion, film.
Hopefully, you will develop the ability to “close read” and creatively explain and defend in writing
your critical understanding of a text or section of a text according to college level theoretical,
philosophical, historical or personal constructions.
You chose a path, which will be challenging, while at the same time rewarding and mindexpanding.
PRIMARY OBJECTIVES:

To learn to employ literary criticism or in IB, “commentary” in students’ reading and
writing

To establish strategies and skills for approaching unseen texts while developing a
personal appreciation of literature

To practice “close reading” of poetry, prose and other texts

To develop the students’ sense of their own “voice” and ability to express themselves
orally and in writing.

To establish in each student an appreciation and understanding of literature, which,
hopefully, will encourage him or her to truly enjoy the literary experience.
COURSE OUTLINE (Standard and Higher Level):
 PART 4 – Options Grade 11 – Semester 1
 PART 1 – Literature in Translation
 PART 2 – Detailed Study
Grade 11 – Semester 2
Grade 12 Semester 1
 PART 3 – Genres Grade 12 Semester 2
STANDARD LEVEL:
COMPONENT
ASSESSMENT
TIME
WEIGHTING
OPTIONS Part 4
IOP Individual Oral Presentation Completed January,
3 Texts Studied
LITERATURE IN
TRANSLATION
15%
Grade 11
1 Written Assignment
Completed September,
2 Texts Studied
25%
Grade 12
Part 1
DETAILED STUDY
Part 2
Formal Individual Oral
10 Minute Recorded
Commentary/2 Texts Studied
15%
Assessment Completed
January, Grade 12
GENRES Part 3
Comparative Literary Essay
90 Minutes Completed
Written During Exam
Semester 2, Grade 12
25%
HIGHER LEVEL:
COMPONENT
ASSESSMENT
TIME
WEIGHTING
OPTIONS Part 4
IOP Individual Oral Presentation Completed January,
3 Texts Studied
LITERATURE IN
TRANSLATION
15%
Grade 11
1 Written Assignment
Completed September,
2 Texts Studied
25%
Grade 12
Part 1
DETAILED STUDY
Part 2
Formal Individual Oral
10 Minute Recorded
Commentary/2 Texts Studied
15%
Assessment Completed
January, Grade 12
GENRES Part 3
Comparative Literary Essay
90 Minutes Completed
Written During Exam
Semester 2, Grade 12
25%
TEXTS AND OTHER CRITICAL MATERIALS
GRADE 11.SEMESTER 1: PART 4 “OPTIONS”
“Lord of the Flies” by William Golding and Film of the Same (HL and SL)
“Into the Wild” by Jon Krakauer and Film of the Same (HL and SL)
Nikki Giovanni, Poet/Assorted Poetry (HL and SL)
PRIMARY SKILLS FOCUS: LITERARY VOCABULARY/ANNOTATION AND
EXPLICATION/ANALYTICAL AND COMMENTARY ESSAY PRACTICE/INTRODUCTION TO
DISCOURSE AND RHETORIC
***IB TASK TO AIM FOR: IOP/INDIVIDUAL ORAL PRESENTATION IN DECEMBER/INTERNALLY
ASSESSED
GRADE 11 SEMESTER 2: PART 1 “WORKS IN TRANSLATION (WITS)”
“House of the Spirits” by Isabel Allende (HL and SL)
“The Stranger” by Albert Camus (HL and SL)
“Midaq Alley” by Naguib Mafouz (HL only)
**
PRIMARY SKILLS FOCUS: LITERARY THEMES/LITERARY COMMENTARY/INTRODUCTION TO
UNSEEN COMMENTARY
***IB TASK TO AIM FOR: WRITTEN ASSIGNMENT/UNSEEN COMMENTARY/EXTERNALLY
ASSESSED
GRADE 12 SEMESTER 1: PART 2 “DETAILED STUDY”
Poetry of Langston Hughes and Sylvia Plath (HL and SL)
Nadine Gordimer/Short Stories (HL and SL)
“A Streetcar Named Desire” a play by Tennessee Williams
SKILLS FOCUS: LITERARY COMMENTARY ESSAY/CRITICAL LENSES/UNSEEN ORAL
COMMENTARY/IN-DEPTH EXPLICATION OF WORKS/POETRY, FIGURATIVE LANGUAGE
PRACTICE
***IB TASK TO AIM FOR: IOC/EXTERNALLY ASSESSED
(3)
GRADE 12 SEMESTER 2: PART 3 “GENRES”:
THOUGHTS: “The novel arises from the desire to depict and interpret human character and
during which the reader of the novel is both entertained and observant of a deeper perception of
life.”
“Portrait of Dorian Gray” by Oscar Wilde (HL and SL)
“Dr. Jekyll and Mr. Hyde” by Robert Louis Stevenson (HL and SL)
“The Color Purple” by Alice Walker (HL and SL)
“The Dubliners” by James Joyce (HL)
SKILLS FOCUS: LITERARY COMMENTARY AND ANALYSIS OF DIFFERENT TYPES OF
NOVELS/TEXTUALITIES/COMPARE AND CONTRAST ESSAYS.
IB TASK TO AIM FOR: PAPER 2 COMPARE AND CONTRAST LITERARY COMMENTARY
The methodology of the course embraces an open, yet serious, intellectual community
workshop environment with everyday reading of novels, short stories, poetry, drama, film and
some non-fiction. AND DANG……MAKE LITERATURE INTERESTING!!!!!
Freda Christie-Frey
ffrey@aisegypt.com
LIST FOR NADINE GORDIMER
YOU MUST READ THIS ARTICLE ABOUT THE AUTHOR: www.bbc.com/news/entertainment-arts28295542-Nadine Gordimer, South African author, dies at 90 –BBC News

Jump

The Moment Before the Gun Went Off

Once Upon a Time

A Soldier’s Embrace

Occasion for Loving

The Life of the Imagination