Studies in Language and Literature and The Core
Studies in language and literature and theory of knowledge
The theory of knowledge (TOK) course engages students in reflection on the nature of knowledge and on how it is constructed and represented. Studies in language and literature similarly engages students in an exploration of the nature of the human experience and of the ways in which personal views are constructed and communicated. In relating their studies to TOK, students become aware of the fact that although language and literature offer a powerful means of access to knowledge, they are nonetheless a construction rather than a perfectly mimetic representation of life and reality.
Additionally, in becoming more aware of the perspectives of others through their studies, students develop a stronger sense of their own individual viewpoints, such as their position in time and place. The reflection this prompts creates strong links with TOK.
In language A courses students are constantly engaged with inquiry, critical thinking and reflection as they explore how meaning is generated in texts. Studies in language and literature therefore enhance the students’ ability to examine diverse ways of knowing and different knowledge questions. For example, questions regarding the extent to which the reader shapes the meaning of a text, the impact of translation on a text, or the way texts influence understanding of the self and the world are continuously raised in these courses and constitute an important part of the focus of inquiry in them. Further examples of TOK questions can be found within the description of each the of the areas of exploration of the syllabus.
Studies in language and literature and creativity, activity, service
Studies in language and literature courses offer significant potential to complement creativity, activity, service (CAS). In their engagement with the characters or the situations portrayed in the texts, students achieve a better understanding of others and of themselves while developing the capacity for empathy. The tasks involved in these courses are also instrumental in developing critical-thinking skills. As students interact with the texts and with each other, they continuously check their hypotheses against the evidence in the texts and against other readers’ interpretations to reflect and evaluate how their own assumptions and beliefs frame possible textual meanings. As a result, they acquire the ability to take a critical distance and inspect a statement or hypothesis to determine the extent to which it is supported by fact. These skills are useful for CAS as students reflect on the effect their experiences and projects had and subsequently plan for future action.
An important aim of studies in language and literature courses is to relate the reading experience to aspects of the students’ contexts. The internal assessment, for example, with its emphasis on the connection between themes and attitudes in the texts and current global issues, encourages students to meaningfully apply and transfer the understanding gained in the classroom to the reality of their world. This might translate into a willingness to commit themselves to a CAS experience or project which addresses a global issue in a local context. Embarking on a CAS experience or project might at the same time feed back into the course in the form of an enriched understanding of the situations portrayed in the texts.
A wide range of connections can be made between CAS experiences and projects and studies in language and literature courses. Some examples are:
The connections between a subject and CAS can result in a single experience or may be developed into a project.
No matter what final shape this connection takes, CAS experiences and projects must be distinct from, and may not be included or used in, the student’s DP course requirements.
Studies in language and literature and the extended essay
An extended essay in studies in language and literature provides students with an opportunity to undertake independent research into a literary or linguistic topic of special interest. It also allows students the freedom to explore their preferred texts and authors, applying and transferring the analytical and interpretative skills acquired in studies in language and literature courses. It is intended to promote advanced research and writing skills, intellectual discovery, critical thinking and creativity.
The extended essay in studies in language and literature cannot be based on a text or work studied in class.
It must aim at identifying a valid approach to the analysis of language or literature. The treatment of the topic must be analytical. Although the student may research secondary sources, the extended essay must consist primarily in an independent response to the topic.
There are four types of extended essay:
1. It could have a literary focus. The student would choose between: category 1, which is based on a literary text or texts originally written in the language A studied and category 2, which is a comparative essay, with at least one of the literary texts being a translation.
2. It could have a linguistic focus, which would be a category 3 essay. This approach should emphasize the production and reception of non-literary texts or an academic study of an issue related to the understanding of language as an area of investigation. Although the extended essay may involve comparison and contrast with different languages and cultures, the main focus must be on the language A studied and its culture(s).
3. It could examine the relationship between a literary text and its performance, examining the creative and critical relationship that exists between both. Students interested in this option would choose a literature and performance extended essay and would therefore focus on an exploration of both the text and the transformation that gives rise to its performance. This is one of the two kinds of interdisciplinary extended essay a student can write involving a studies in language and literature course. Although an extended essay in literature and performance may involve an element of creativity, analysis and reasoned argument are fundamental to success.
4. It could be a world studies extended essay, an interdisciplinary research project which examines an issue of contemporary global significance, drawing on the methods, concepts and theories of two DP subjects. The topic must be taken from one of the six prescribed areas of study.
This is an option available to all DP subjects. However, key elements of studies in language and literature such as cultural linguistics, aesthetics, discourse analysis, and critical perspectives could find broad application across the six global themes and play a significant role in advancing students’ global consciousness.
Taken from Language A: language and literature guide
First assessment 2021
The theory of knowledge (TOK) course engages students in reflection on the nature of knowledge and on how it is constructed and represented. Studies in language and literature similarly engages students in an exploration of the nature of the human experience and of the ways in which personal views are constructed and communicated. In relating their studies to TOK, students become aware of the fact that although language and literature offer a powerful means of access to knowledge, they are nonetheless a construction rather than a perfectly mimetic representation of life and reality.
Additionally, in becoming more aware of the perspectives of others through their studies, students develop a stronger sense of their own individual viewpoints, such as their position in time and place. The reflection this prompts creates strong links with TOK.
In language A courses students are constantly engaged with inquiry, critical thinking and reflection as they explore how meaning is generated in texts. Studies in language and literature therefore enhance the students’ ability to examine diverse ways of knowing and different knowledge questions. For example, questions regarding the extent to which the reader shapes the meaning of a text, the impact of translation on a text, or the way texts influence understanding of the self and the world are continuously raised in these courses and constitute an important part of the focus of inquiry in them. Further examples of TOK questions can be found within the description of each the of the areas of exploration of the syllabus.
Studies in language and literature and creativity, activity, service
Studies in language and literature courses offer significant potential to complement creativity, activity, service (CAS). In their engagement with the characters or the situations portrayed in the texts, students achieve a better understanding of others and of themselves while developing the capacity for empathy. The tasks involved in these courses are also instrumental in developing critical-thinking skills. As students interact with the texts and with each other, they continuously check their hypotheses against the evidence in the texts and against other readers’ interpretations to reflect and evaluate how their own assumptions and beliefs frame possible textual meanings. As a result, they acquire the ability to take a critical distance and inspect a statement or hypothesis to determine the extent to which it is supported by fact. These skills are useful for CAS as students reflect on the effect their experiences and projects had and subsequently plan for future action.
An important aim of studies in language and literature courses is to relate the reading experience to aspects of the students’ contexts. The internal assessment, for example, with its emphasis on the connection between themes and attitudes in the texts and current global issues, encourages students to meaningfully apply and transfer the understanding gained in the classroom to the reality of their world. This might translate into a willingness to commit themselves to a CAS experience or project which addresses a global issue in a local context. Embarking on a CAS experience or project might at the same time feed back into the course in the form of an enriched understanding of the situations portrayed in the texts.
A wide range of connections can be made between CAS experiences and projects and studies in language and literature courses. Some examples are:
- Create or participate in a literary walking tour, in which the milestones of a particular author’s biography or the most significant places in the setting of a text read are visited, described and discussed. The three strands—creativity, service and activity—would be involved if the students actually created the tour, while activity and creativity would be involved if the student participated in the walking tour and then produced some kind of creative response to it. Simple participation in the tour would just constitute activity.
- Plan and host an event to raise awareness about a global issue explored in a text being studied, which would involve creativity and service.
- Create audiobooks of a text being studied for the vision-impaired, or make a critical review of existing audiobooks for the school librarian in terms of the performance of the actor or reader. This would involve creativity and service.
- Develop and run book clubs or literary circles with younger students in the school. This would constitute creativity and service.
The connections between a subject and CAS can result in a single experience or may be developed into a project.
No matter what final shape this connection takes, CAS experiences and projects must be distinct from, and may not be included or used in, the student’s DP course requirements.
Studies in language and literature and the extended essay
An extended essay in studies in language and literature provides students with an opportunity to undertake independent research into a literary or linguistic topic of special interest. It also allows students the freedom to explore their preferred texts and authors, applying and transferring the analytical and interpretative skills acquired in studies in language and literature courses. It is intended to promote advanced research and writing skills, intellectual discovery, critical thinking and creativity.
The extended essay in studies in language and literature cannot be based on a text or work studied in class.
It must aim at identifying a valid approach to the analysis of language or literature. The treatment of the topic must be analytical. Although the student may research secondary sources, the extended essay must consist primarily in an independent response to the topic.
There are four types of extended essay:
1. It could have a literary focus. The student would choose between: category 1, which is based on a literary text or texts originally written in the language A studied and category 2, which is a comparative essay, with at least one of the literary texts being a translation.
2. It could have a linguistic focus, which would be a category 3 essay. This approach should emphasize the production and reception of non-literary texts or an academic study of an issue related to the understanding of language as an area of investigation. Although the extended essay may involve comparison and contrast with different languages and cultures, the main focus must be on the language A studied and its culture(s).
3. It could examine the relationship between a literary text and its performance, examining the creative and critical relationship that exists between both. Students interested in this option would choose a literature and performance extended essay and would therefore focus on an exploration of both the text and the transformation that gives rise to its performance. This is one of the two kinds of interdisciplinary extended essay a student can write involving a studies in language and literature course. Although an extended essay in literature and performance may involve an element of creativity, analysis and reasoned argument are fundamental to success.
4. It could be a world studies extended essay, an interdisciplinary research project which examines an issue of contemporary global significance, drawing on the methods, concepts and theories of two DP subjects. The topic must be taken from one of the six prescribed areas of study.
- Culture, language and identity
- Science, technology and society
- Equality and inequality
- Conflict, peace and security
- Environmental and/or economic sustainability
- Health and development
This is an option available to all DP subjects. However, key elements of studies in language and literature such as cultural linguistics, aesthetics, discourse analysis, and critical perspectives could find broad application across the six global themes and play a significant role in advancing students’ global consciousness.
Taken from Language A: language and literature guide
First assessment 2021