Resources
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Individual Oral ExamPrompt: Examine the ways in which a global issue of your choice is presented through the content and form of two texts we have studied this year -a passage (40 lines or less) from a literary text and one from a non-literary text studied in either year 1 or 2 of the course. (eg. How does each author use stylistic devices to convey a message about the global issue you have chosen and what is the connection or relationship between these messages?) Overview: Students will prepare a 10- minute oral response presented to their teacher (no other audience is involved) in a sit-down, face-to-face format followed by 5 minutes of answering questions from your teacher about your ideas and the passages you have chosen. Students may bring in an outline (limited to 10 bullet points) to guide them in their presentation as well as unmarked copies of the passages they will be discussing. |
Determining the Global IssueA global issue should meet the following three criteria:
Narrow Your FocusOnce you have chosen the global issue, you will need to narrow your focus which should be evident in the passages you choose as well as the text as a whole.
Examples:
What Texts Can I Choose?You must choose TWO texts - a literary text and non-literary text, both of which connect to the global issue you have selected. Neither text can be one you have already written about for your HL -essay.
Some things to keep in mind. In your oral presentation, you will need to address how the passage, poem, excerpt or selection for both texts REFLECTS THE LARGER WORK IT IS A PART OF. For example, when thinking about the specific passage you will discuss in a novel, consider how that passage reflects the work as a whole both in its message or connection to the global issue (its content) as well as the stylistic devices the author uses (its form). Your goal is to focus on how the excerpt, passage, or selection is an example of a larger pattern within that text. If choosing a poem for your literary text, you will also need to discuss how the poem fits in and reflects the larger work of the author referencing other poems he or she has written that we have studied discussing their connection to the global issue and use of stylistic devices. |
Global IssuesIn selecting your global issue, you will need to narrow your topic more than the broad fields below. These general categories are meant just to get you started.
Culture, identity and community: Students might focus on the way in which texts explore aspects of family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. You might also focus on issues concerning migration, colonialism and nationalism. Beliefs, values and education: Students might focus on the way in which texts explore the beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. You might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics. Politics, power and justice: Students might focus on the ways in which texts explore aspects of rights and responsibilities, the workings and structures of governments and institutions. You might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights and peace and conflict. Art, creativity and the imagination: Students might focus on the ways in which texts explore aspects of aesthetic inspiration, creation, craft, and beauty. You might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society. Science, technology and the environment: Students might focus on the ways in which texts explore the relationship between humans and the environment and the implications of technology and media for society. You might also consider the idea of scientific development and progress. |