IB English 11 Course Outline 2013-2014
Ms. Amy Villagio
Welcome to the new school year at ACS Beirut! The following is information that is important for both
students and parents to understand about this class. Please review it carefully and sign the appropriate
section at the end of this document.
Course Description
IB English A1 is a two-year program divided into four parts: Works in Translation, Detailed Study, Literary
Genres, and Options.
From the Language A: Literature Guide:
The [English A1] course is built on the assumption that literature is concerned with our conceptions,
interpretations and experiences of the world. The study of literature can therefore be seen as an exploration
of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in
the daily business of living. It enables an exploration of one of the more enduring fields of human creativity,
and provides opportunities for encouraging independent, original, critical and clear thinking. It also
promotes respect for the imagination and a perceptive approach to the understanding and interpretation of
literary works.
Through the study of a wide range of literature, the language A: literature course encourages students to
appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are
studied in their literary and cultural contexts, through close study of individual texts and passages, and by
considering a range of critical approaches. In view of the international nature of the IB and its commitment
to intercultural understanding, the language A: literature course does not limit the study of works to the
products of one culture or the cultures covered by any one language. The study of works in translation is
especially important in introducing students, through literature, to other cultural perspectives. The response
to the study of literature is through oral and written communication, thus enabling students to develop and
refine their command of language.
We also will continuously look to tie our learning and experiences in class to the qualities of the IB Learner
Profile, which states that IB learners strive to be inquirers, knowledgeable, thinkers, communicators,
principled, open-minded, caring, risk-takers, balanced, and reflective. Through the many powerful resources
of language that students encounter and create in English class, we will strive daily toward achieving these
characteristics. The aim of all IB programmes is to develop internationally minded people who, recognizing
their common humanity and shared guardianship of the planet, help to create a better and more peaceful
world.
Programme Aims & Objectives (from the Language A: Literature Guide)
The aims of language A: literature are to:
1. introduce students to a range of texts from different periods, styles and genres
2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant
connections
3. develop the students’ powers of expression, both in oral and written communication
4. encourage students to recognize the importance of the contexts in which texts are written and received
5. encourage, through the study of texts, an appreciation of the different perspectives of people from other
cultures, and how these perspectives construct meaning
6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts
7. promote in students an enjoyment of, and lifelong interest in, language and literature
8. develop in students an understanding of the techniques involved in literary criticism
9. develop the students’ ability to form independent literary judgments and to support those ideas.
There are three assessment objectives at SL and at HL for the language A: literature course.
1. Knowledge and understanding
– Demonstrate knowledge and understanding of individual literary works as representatives of their
genre and period, and the relationships between them
– Demonstrate an understanding of the ways in which cultural values are expressed in literature
– Demonstrate awareness of the significance of the context in which a work is written and received
– Substantiate and justify ideas with relevant examples
2. Analysis, synthesis and evaluation
– Demonstrate an ability to analyze language, structure, technique and style, and evaluate their
effects on the reader
– Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar
literary texts
– Show an ability to examine and discuss in depth the effects of literary techniques and the
connections between style and meaning (HL only)
3. Selection and use of appropriate presentation and language skills
– Demonstrate an ability to express ideas clearly and fluently in both written and oral
communication, with an effective choice of register and style
– Demonstrate a command of terminology and concepts appropriate to the study of literature
– Demonstrate an ability to express well-organized oral and written arguments
– Demonstrate an ability to write a sustained and detailed literary commentary (HL only)
Major Units/Works (subject to change)
Part 1
Works in Translation (11th grade, 1st semester)
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Part 4
Options (11th grade, 2nd semester)
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Part 2
The Great Gatsby by F. Scott Fitzgerald
Selected essays by George Orwell
Poetry by Emily Dickinson and William Blake
Detailed Study (12th grade, 1st semester)
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Part 3
A Doll’s House by Henrik Ibsen
The Stranger by Albert Camus
Chronicle of a Death Foretold by Gabriel Garcia Marquez (HL)
Hamlet by William Shakespeare
The Bluest Eye by Toni Morrison (HL)
Poetry by Robert Frost
Literary Genres (12th grade, 2nd semester)
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Who’s Afraid of Virginia Woolf? by Edward Albee
A Street Car Named Desire by Tennessee Williams
Death of a Salesman by Arthur Miller
Glengarry Glenn Ross by David Mamet (HL)
To give you a rough time frame for this year’s major units, I have listed some dates below. These dates are
not set in stone; we will be adjusting as this year develops according to school events and learning needs.
A Doll’s House
9/2 – 10/3
The Stranger
10/4 – 11/14
Chronicle of a Death Foretold
11/15 – 12/20
The Great Gatsby
1/7 – 2/17
Selected essays by George Orwell 2/18 – 3/28
Selected poems by William Blake and Emily Dickinson
3/31 – 5/16
The following dates are set on the ACS IB Grade 11 calendar, and are not subject to change.
First draft of Literature Assignment submitted on turnitin Monday, 2/17
Final submission of Literature Assignment (turnitin and 2 hard copies)
Monday, 3/24
Individual Oral Presentations
5/19 – 5/ 30
IB Assessments
There are five official IB assessments in Language A: Literature. Each of the four parts of the course has a
specific assessment that is unique to the works studied in their respective part. The fifth assessment is a
written commentary on a previously unseen poem or prose passage.
IB assignments are assessed in one of two ways: externally or internally.
With external assessment the assignment is assessed and awarded a grade by an outside IB examiner.
Assignments will be submitted to the IB either electronically or hard copies will be mailed to the examiner.
With internal assessment the assignment is assessed and awarded a grade by the subject teacher. These
marks are then submitted to the IB to be moderated by an external IB examiner.
Part 1: Works in translation
The written assignment
• Consists of two parts to be submitted to IB: a reflective statement (300-400 words) and a literary essay
(1,200-1,500 words).
• Each work studied in part 1 will be followed by a three-part assessment consisting of an interactive oral, a
reflective statement, and a supervised essay as part of the process leading up to the literary essay.
• Must be based on one work studied in part 1.
• Worth 25% of total IB English grade.
• Externally assessed.
Part 4: Options
Individual oral presentation (IOP)
• Consists of a 10-15 minute presentation of one or more of the works studied in part 4.
• The presentation is preformed in front of the class during class time.
• Worth 15% of total IB English grade.
• Internally assessed and externally moderated by the IB.
Part 2: Detailed study
Individual oral commentary and discussion (IOCD)
• HL: an oral commentary based on a poem (or a selection of a poem) studied in part 2 (10 minutes) and a
discussion based on a second work from part 2 (10 minutes)
• SL: an oral commentary based on one of the two works required for study in part 2 (10 minutes)
• The audio of the commentary and discussion are recorded.
• Worth 15% of total IB English grade.
• Internally assessed and externally moderated by the IB.
Part 3: Literary genres
Exam paper 2: Essay
• Consists of a comparative essay based on two or more of the works studied in part 3.
• The paper must answer one of three questions based on the genre studied.
• The paper is written under examination conditions at a time to be determined by the IB.
• The length of the exam is 2 hours for HL and 1 hour and 30 minutes for SL.
• Worth 25% of total IB English grade.
• Externally assessed.
Assessment 5
Exam Paper 1: Written commentary
• Consists of two options: one prose passage and one poem.
• Students choose one and write a literary commentary.
• The passage/poem will be not have been studied in any part of the course. SL students receive two guiding
questions that they may choose to use when writing their commentary.
• The commentary is written under examination conditions at a time to be determined by the IB.
• The length of the exam is 2 hours for HL and 1 hour and 30 minutes for SL.
• Worth 20% of total IB English grade.
• Externally assessed.
Grading Policy
The grading policy for this class will follow the ACS high school assessment policy. Each semester grade
will be broken down as follows:
Semester 1:
10% - Formative assignments
90% - Summative assignments
Semester 2:
10% - Formative assignments
70% - Summative assignments
20% - Final Semester exam
Formative assessments may consist of reading assignments, “writing to learn” assignments, essays,
commentaries both oral and written, class activities, active discussion participation, quizzes, presentations,
and other assignments to be determined.
Summative assessments may consist of essays, quizzes, interactive orals, IB assessments, commentaries
both oral and written, presentations, and other assignments to be determined.
Every student in this course has different strengths and weaknesses. It will be to your benefit that you
willingly accept suggestions/comments and strive to improve your skills. Your willingness to accept
constructive criticism to improve your writing and other language skills and to learn from these
suggestions/comments is essential if you want to be successful in this course.
Please feel free to arrange a time to meet with me to discuss whatever is on your mind, but most particularly
to discuss your progress in English class and as a writer.
Class Materials
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Pen (blue or black ink)
Binder for current handouts, writing, etc.
Loose-leaf paper for notes, journals, in-class writing, etc.
Guidelines for Academic Honesty
Students are expected to take responsibility for their learning in order to reap the full benefits of their
education. To falsify or fabricate the results of one’s research; to present the words, ideas, data, or work of
another as one’s own; or to cheat on an examination corrupts the educational process, impedes a student’s
academic progress, and compromises the trust between teacher and student that is fundamental to the
learning process.
Specific information about academic honesty can be found in the ACS IB Academic Honesty policy. Some
sections from that policy are reproduced below for your particular attention:
Definition of authentic work:
Article 1.4 in the IB Academic Honesty handbook (2007) defines authentic work as:
An authentic piece of work is one that is based on the candidate’s individual and original ideas with the ideas and
work of others fully acknowledged. Therefore all assignments, written or oral, completed by a candidate for
assessment must wholly and authentically use that candidate’s own language and expression. Where sources are
used or referred to, whether in the form of direct quotation or paraphrase, such sources must be fully and
appropriately acknowledged. (2)
Acknowledgment includes:
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Ideas and work of other persons.
Paraphrased or summarized work of another person’s words presented in a new style and integrated
grammatically into the writing.
Electronic media: DVDs, CD ROMs, email messages, websites, etc.
Sources of all photographs, maps, illustrations, computer programs, data, graphs, etc.
Verbatim quotes.
Works of art including music, film, dance, theatre arts and visual arts.
“With effect from the May 2008 examination session, each candidate must sign a coversheet for all externally
assessed components (except examination scripts) and all internal assessment to confirm that his or her work is
authentic and to confirm that the work being submitted for assessment constitutes the final version of the work” (IBO
9).
Malpractice:
Article 2.1 in the Academic Honesty handbook (2007) defines malpractice as:
behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in
one or more assessment component.
Malpractice includes:
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Plagiarism: this is defined as the representation of the ideas or work of another person as the
candidate’s own
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Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to
be copied or submitted for assessment by another
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Duplication of work: this is defined as the presentation of the same work for different assessment
components and/or diploma requirements.
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Any other behaviour that gains an unfair advantage for a candidate or that affects the results of
another candidate. (3)
The last item encompasses:
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Exam cheating: communicating with another candidate in an exam or using unauthorized material to gain
unfair advantage.
Falsifying data: fabricating or altering data.
Copying: taking the work of another student without his/her knowledge and presenting it as one's own.
For most assessment components, students are expected to work independently under the guidance of their subject
teacher or supervisor in the case of the extended essay. The degree of support depends on the nature of the
assessed component. Examples of such components are Math portfolios, Math project, extended essay, world
literature, music investigation, Economics portfolios, etc.
However, there are some assessment components that entail collaborative work such as practical work in science.
Many students confuse collaboration and collusion. While collaborative work is authorized, collusion is a form of
plagiarism.
In authorized collaborative work, students work together in groups on a shared goal and participate equally to achieve
the assigned task. The group members collaborate to locate and share sources of information, discuss issues related
to the assignment and ways to address them. However, the final work presented by each student should be produced
independently in his/her own words.
For example, in the science practical work, students work in groups to conduct an experiment and gather the data.
Within each group, all members will have the same raw data. However, in writing the laboratory report, each student
should work on his/her own. The layout of the report, the presentation of the raw data, the processing of the data as
well as the formulation of the conclusion and evaluation must be the student's own work.
Collaboration becomes collusion when a student:
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Collaborates with one or more other students to produce work that is presented as his/her own.
Collaborates with one or more other students to produce work that is presented as theirs.
Provides a copy of his/her work to another student who takes advantage of the ideas presented in this work to
produce his/her own.
Another form of collusion occurs when a student works secretly with other students to produce a work that is
presented as his/hers.
Class Environment and Expectations
My primary expectation for student behavior in class is:
Be respectful and remember that you’re here to learn.
We will specify guidelines to meet this expectation as a class.
Communication
Parents and students, please feel free to contact me at any time if you have any questions, concerns, ideas, or
anything else you’d like to discuss with me. My email address is avillagio@acs.edu.lb and I can also be
reached through the high school office at ACS.
Please fill out the following section and return it to me by ________________________________________.
IB English HL
Ms. Villagio
Course Outline 2013-2014
STUDENT: __________________________________________________(please print name)
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PARENT/GUARDIAN: ________________________________________(please print name)
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