Overall grade boundaries

Higher level

Grade: 1 2 3 4 5 6 7

Mark range: 0 - 10 11 - 23 24 - 35 36 - 51 52 - 66 67 - 81 82 - 100

Standard level

Grade: 1 2 3 4 5 6 7

Mark range: 0 - 10 11 - 23 24 - 35 36 - 51 52 - 66 67 - 81 82 - 100

English A2 Comparative Commentary

Paper 1

Facts Weight: 25% of overall assessment Externally set and assessed Total marks= 30 At both HL & SL students get

1. 2 pairs of texts (students have to choose only 1)

2. Different in nature

3. Each pair is thematically linked

ObjectivesExaminers expect to witness evidence of thefollowing in students’ responses:

Critical examination of the different styles, registers, and forms

Demonstration of : analytical skills of comparison stylistic and thematic appreciation commenting on the texts clearly and coherently using examples from the texts

The following forms are NOT used in paper 1:

1.Parody2.Pastiche3.Cartoon

At SL, students get a maximum of 4 guiding questions

What is meant by:

Demonstrate analytical skills of comparison, stylistic and thematic appreciation?

Identify unique features/ stylistic devices

Sentence length

Sentence structurePoint of view

Tone

MoodUse of punctuation

Diction

Form

Register

Comment on differences between

• What is communicated• How it is communicated

Assessed against 3 criteria

Understanding & comparisons of the tests

Presentation

Language

Assessment CriteriaAwareness of Similarities and Differences

Understanding the texts and their themes

Supporting comments by well-chosen ‘quotes’ from the texts

Organisation of the Commentary

Coherence of structure

Balance: equal treatment of both texts

Integration of examples

Fluency, variety, accuracy

Register and style: appropriate vocabulary, structure, tone… etc.

Subject Reports: identify common pitfalls in students’ performancepoint out the strengths and weaknesses in students’answersgive recommendations to help teachers improvestudents’ performance indicate grade boundaries per paper/ internal assessment.

Grade: 1 2 3 4 5 6 7

Mark range: 0 - 3 4 - 6 7- 9 10 - 14 15 - 19 20 - 24 25 - 30

Grade: 1 2 3 4 5 6 7

Mark range: 0 - 3 4 - 6 7- 9 10 - 14 15 - 19 20 - 24 25 - 30

Grade Boundaries

English A2 May 2008 Paper 1 HL Examiners’ Comments Many candidates were penalised for their use of colloquial

language and slang Paragraphing is a growing concern The failure to integrate quotations (most candidates cite relevant

examples, but they struggle to do so in a manner that is grammatically or syntactically correct) is another growing concern

Tone remains tricky… many had difficulty explaining what they meant by “formal” and “informal”

When referring to structure, many candidates counted the number of sentences and/or paragraphs… not helpful and should be explicitly discouraged; candidates should attempt to consider how a text’s structure informs its meaning.

Although many candidates were able to identify stylistic devices, the majority struggled to explain their effects

• Candidates should be discouraged from counting the number of lines or sentences in a passage, as this is altogether unhelpful. Teachers might help candidates practice identifying the ways in which a text’s structure contributes to its meaning.

• Candidates can identify stylistic devices but teachers need to encourage candidates to explain their effects in more detail.

• Candidates struggle to deal with tone. Teachers should focus on how to describe and illustrate tone.

English A2 May 2008 Paper 1 HL Recommendations and guidance for the teaching of future candidates

• Candidates’ ability to integrate examples varies a great deal. Some have excellent citation skills. Some quote long sections but provide little analysis. Others give line numbers, which leaves the examiner trying to find the appropriate example, and which is not acceptable.

• Candidates should be exposed to a wide range of text types as identified on page 16 of the Subject Guide and these should include poems and essays.

English A2 May 2008 Paper 1 HL Recommendations and guidance for the teaching of future candidates

Draw thematicconnection

How to?Purpose: NOT to list but to communicate how stylistic devices are employed to create specific effects.

Poetic Mass Professional

Establish communicative

purpose

• Compare form, style, Register• Compare authors’attitudes, ideas, and feelings

Plan the Comparativeessay

How to approach the Commentary Essay

Step 1: Read both texts holistically to get a general feeling of what they try to communicate to YOU.

Step 2: What is the purpose of each text?

inform?

shock?explain? identify?

entertain?

justify?

convince?

Express opinion?

Step 3: Where would you usually come across such texts?

Song? Poem? Speech?

Set of guidelines?magazine?

Novel?

Brochure?

Newspaper?

Step 4: List the stylistic devices that you need to compare the texts against

Tone

Diction Mood

Sentence structure

Sentence length Punctuation

Imagery

Point of view

Register

Main idea/s...................................................................................... :

The comparison plan

Stylistic devices Text 1 Text 2

Form

Theme

Purpose

Diction

Register

Point of viewVoice

Mood

Tone

Sentence length & sentence structure

Cite specific examples from the texts… remember you do not need to find everything in both texts…

Also, remember your purpose is NOT to list the identified devices. You need to comment on how they help in creating the author’s specific effects.

Sounds like a letter instead of a song(example: Dear Mr. President)… Effect: indicates need to communicate? Indicate President is unaware of people’s feelings? Needs?

Use of questions (example: What do you feel? How do you sleep? Can you look me in the eye and tell me why?) Effect: …………………………………

Voice:

example:Effect:

Theme:

………………..

Purpose: ………………..

Repetition of certain words:

example:Effect:

Diction:

example:Effect:

Mood:

example:Effect:

Tone:

example:Effect:

http://www.sing365.com/music/Lyric.nsf/Dear-Mr-President-lyrics-Pink/D5573BBA412185094825713F000F00FD

No Madonna and Child could touchthat picture of a mother’s tendernessfor a son she soon would have to forget.

The air was heavy with odoursof diarrhoea of unwashed childrenwith washed out ribs and dried-upbottoms struggling in labouredsteps behind blown empty bellies. Most mothers there had long ceasedto care but not this one; she helda ghost smile between her teethand in her eyes the ghost of a mother’spride as she combed the rust-colouredhair left on his skull and then-singing in her- began carefullyto part it... In another life thiswould have been a little dailyact of no consequence before hisbreakfast and school; now shedid it like putting flowerson a tiny grave.

Youth Action International... Kim

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