Learning+Outcomes

Part 2: Language and mass communication In part 2 students consider the way language is used in the media. Mass media include newspapers, magazines, the internet (for example, social networking), mobile telephony, radio and film. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered. The study of language and mass communication means that students will be able to meet the following learning outcomes. While each of the learning outcomes must be covered, the examples provided are not prescriptive but are intended to provide guidance on the ways in which these learning outcomes can be incorporated into the teaching of part 2. • **Examine different forms of communication within the media**. Areas to be considered could include: – advertising – news coverage – opinion – blogs – mobile media. • **Show an awareness of the potential for educational, political or ideological influence of the** – public service broadcasting – campaigns – censorship – satire – propaganda. • **Show the way mass media use language and image to inform, persuade or entertain**. Points to be considered could include: – the diversity of audiences – use of style and register – overt and covert forms of bias – layout and use of images – deliberate manipulation of audience – placement and the selection of platform. The above learning outcomes can be achieved through the study of some of the suggested topics listed below. • Textual bias (news reporting, sports coverage) • Stereotypes (gender, ethnicity) • Popular culture (comics, soap operas) • Language and presentation of speeches and campaigns (elections, lobbying) • Language and the state (public information, legislation) • Media institutions (television channels, internet search engines) Role of editing (news bulletins, websites) • Use of persuasive language (advertising, appeals) • Arts and entertainment (radio and television drama, documentaries) Part 3: Literature—texts and contexts • One text must be taken from the PLT list • One text can be chosen freely— from the PLA or elsewhere—and must written in the language A studied • One text must be taken from the PLT list • One text must be from the PLA for the language A studied • One text can be chosen freely—from the PLA, the PLT list or elsewhere—and may be in translation Meaning in a text is shaped by culture and by the contexts of the circumstances of its production. It is also shaped by what the reader brings to it. Literary texts are not created in a vacuum but are influenced by social context, cultural heritage and historical change. Through the close reading of literary texts, students are able to consider the relationship between literature and issues at large, such as gender, power and identity. Students should be encouraged to consider how texts build upon and transform the inherited literary and cultural traditions. The compulsory study of translated texts encourages students to reflect on their own cultural assumptions through an examination of work produced in other languages and cultures. The study of literature—texts and contexts means that students will be able to meet the following learning outcomes. • **Consider the changing historical, cultural and social contexts in which particular texts are** – the impact of different forms of publishing, for example, serialization – political pressure and censorship – dominant and minority social groups – the role of the individual and family in society – the impact of prevailing values and beliefs – protest and polemic. • **Demonstrate how the formal elements of the text, genre and structure can not only be seen to** – narrative technique – characterization – elements of style and structure – poetic language. • **Understand the attitudes and values expressed by literary texts and their impact on readers**. Students should be able to recognize that: – there can be very different readings of the same text – the context of reception, including the individual reader, influences the way a text is read – different values may be in contention within a text. –
 * media ** . Areas to be considered could include:
 * Standard level: ** At SL students study **two** literary texts.
 * Higher level: ** At HL students study **three** literary texts.
 * written and received ** . Areas to be considered could include:
 * influence meaning but can also be influenced by context ** . Aspects to be considered could include: