Written Task One
‘Silas Marner’
Assignment - Medium
Write an outline proposal for your Written Task One on Silas Marner.
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Indicate the learning outcomes you would like to address.
List 5 to 10 critical points of literary analysis that you want to make in your
Written Task
Identify the text type you will use and explain how it allow you to get to grips
with the learning outcomes.
Identify key characters of the chosen text type using TEAPCALIM
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These are the IB syllabus learning outcomes for the ‘Silas Marner’ study, which you
should refer to in your proposal.
The study of literature—critical study means that students will be able to
meet the following learning outcomes.
• Explore literary works in detail. Points to be considered could include:
o understand the explicit and implicit meanings in a text
o identify and situate a text or an extract in the context of a larger work
o respond to the key features of texts such as language,
characterization and structure.
 Analyse elements such as theme and the ethical stance or moral
values of literary texts. Issues to be considered could include:
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identify the evidence in the text for a particular stance
 consider point of view in different literary genres.
 Understand and make appropriate use of literary terms. Examples
could include:
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imagery
 persona
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tone
 metaphor
 irony.
Possibilities
1. Film adaptation.
 Letter/ email from director to actor explaining how to perform a key
scene
 Actor’s diary on rehearsals for a key scene
 Screenplay of one scene for modern version of the novel
 Interview with Ben Kingsley on playing the part of Silas
2. Article in a religious publication/blog on religion in the novel.
See this example - http://www.sofn.org.uk/sofia/92lloyd.html
3. Article about parenting + lessons to learn from SM
4. A range of responses to the ‘Anthology of Ideas’ article on religion
http://anthologyoi.com/religion-in-silas-marner-by-george-eliot/
5. Response to ‘Positive Psychology News Daily blog article on altruism in the
novel.
http://positivepsychologynews.com/news/aren-cohen/200902121540
see Jstor materials :
http://www.jstor.org/discover/10.2307/30175470?uid=3738824&uid=2&uid
=4&sid=21103357297343
6. Letter from editor to George Eliot suggesting improvements to the novel!
7. Email from teacher to Programme Leader justifying why the book should be
taught at IB
8. Response to Silas – The musical http://www.theguardian.com/stage/2002/oct/01/theatre.artsfeatures
9. Creative changes or additions to the novel
 e.g. diary of a character
 missing scene
 alternative ending
 letter from one character to another
Don’t underestimate the challenges of imitating George Eliot’s style!
Criterion A: Rationale
Criterion A: Rationale
• Does the rationale for the written task
explain how the task is linked to the
aspects of the course being
investigated?
• Does the rationale for the
written task explain how the
task is linked to the aspects of
the course being investigated?
2
The word length for the rationale is
200–300 words. If the word limit is
exceeded, 1 mark will be deducted.
Criterion B: Task and content
• To what extent does the task show
understanding of the topic(s) or text(s)
to which it refers?
• How appropriate is the content to the
task chosen?
• To what extent does the task show
understanding of the conventions of the
text type chosen?
The task shows an excellent
understanding of the topic(s)
or text(s) to which it refers.
The content is consistently
appropriate to the task chosen.
The task shows an excellent
understanding of the
conventions of the text type
chosen. 8-7
Criterion C: Organization
• How well organized is the task?
• How coherent is the structure?
The task is effectively
organized; the structure is
coherent and effective. 5
The word length for the written task is
800–1,000 words. If the word limit is
exceeded, 2 marks will be deducted.
Language and style
• How effective is the use of language
and style?
• How appropriate to the task is the
choice of register and style? (“Register”
refers, in this context, to the
student’s use of elements such as
vocabulary, tone, sentence structure and
idiom appropriate to the task; register is
assessed on the task itself.)
A student who writes an appropriate
rationale but fails to achieve an
appropriate register in the task
cannot score more than 3 marks.
The use of language and the
style are very clear and
effective, with a very good
degree of accuracy; sentence
construction and vocabulary
are good; the style is confident
and the register effective. 5