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Paper 1: HL rubric

Sample Paper 1 : examiners notes


 * __ Paper One __ **

You will have a choice between two different sets of two texts about similar subjects

1. Reading Comprehension and Critical Thinking Skim all four passages Decide which two texts you want to use Re-read both texts again (three times?) Mark/Annotate the passages Think about the meaning

2. Identify the topic Too broad Too narrow Off-base Just right

3. Identify the types/form/structure of each text Prose/verse Objective/persuasive Personal/mass communication Formal/Informal Narrative Letter/Diary Article Historic Analysis Leaflet/Advertisement

4. Examine the authors and titles of each text for possible meaning

5. Identify the main point of each text What is the PURPOSE of each text? Who is the intended AUDIENCE for each text? What does each text say about the topic? Usually the two texts have different ideas about the same topic

6. Identify the tone of each text What are the attitudes of the authors about the topic Usually these are different

7. Identify the main differences and similarities of the two texts Is the setting the same? Who are the narrators? (Remember author and narrator are not the same) First, Second, Third Person? A re there different characters? Are there different conflicts? Do they treat the topic the same way? Do they use style/literary devices in the same way? Do they use the same diction? (Pronouns, adjectives, verbs,

After reading and understanding the texts, make a quick outline
 * __ Outline __**

Interesting opening that introduces the topic broadly Make sure to mention authors and titles of BOTH texts BRIEFLY mention the type of text and main point of each text BRIEFLY mention the tone of each Synthesize a common argument about the two texts Explain how the texts achieve this through style (what are you going to examine?)
 * __ Introduction __**

Possible topics of analysis Purpose Audience Tone Title Diction Narrator Symbols Structure Characters Conflict Style (similes, metaphors, personification, etc.) Allusions You MUST analyze BOTH texts thoroughly You MUST incorporate QUOTES from each text Always introduce quotes in a sentence…do not have them as their own sentence For example: “The reader gets a sense of the narrator’s wonder and ‘endless fascination’ (line 13) with her work.” Support whatever statements you make about tone, structure, and diction with SPECIFIC textual evidence. Use impersonal language and formal verbs to discuss texts. Text A demonstrates, illustrates, suggests, implies, uses, emphasizes, shows, proves, etc. You can use both texts in one paragraph
 * __ Body Paragraphs __**

Revisit your synthesized argument Were these texts successful? Why? Make interesting last point about the topic
 * __ Conclusion __**

**Tone** optimistic, positive, pessimistic, depressed, somber, laudatory, critical, condescending, serious, light-hearted, didactic, passionate, distant, caustic, sarcastic, respectful, rebellious, circumspect, conversational, informative, humorous, biased, impartial, ironic, passionate, personal, impersonal, hyperbolic, sarcastic, mournful, light-hearted, ambivalent, hostile, teasing Avoid Run-on sentences No “I”, “you”, “me” Watch for common errors (were/where, this/these, etc) Do not just generalize! Every claim you make MUST be supported by evidence! Take your time to explain your analysis
 * __ Tips __**

** TIPS AND USEFUL LISTS TO IMPROVE YOUR WRITING IN ENGLISH **


 * USEFUL VERBS FOR LITERARY ANALYSIS **

Analyzes, demonstrates, explains, reveals, suggests, depicts, explores, asserts, states, argues, reflects, porTRAYS, reflects, illustrates, contributes to


 * DO __NOT__ USE QUOTES LIKE THIS: **

ORIGINAL

“Better Piggy than Fatty,” he said at last, with the drectness of genuine leadership, “and anyway, I’m sorry if you feel like that. Now go back, Piggy, and take your names. That’s your job. So long.” (Golding 25)

INCORRECT USE OF QUOTE

Ralph dismisses Piggy’s complaint that he has betrayed him by telling the other boys his nickname. “Better Piggy than Fatty” (Golding 25).


 * __ DO __**** INCORPORATE QUOTES INTO YOUR WRITING **

CORRECT USE OF QUOTE

Ralph dismisses Piggy’s complaint that he betrayed his trust by telling the other boys his nickname, “Better Piggy than Fatty” (Golding 25).


 * SPANGLISH TO AVOID **

INSTEAD OF… USE…

Actual modern, current, today…

(Actual is used in English to emphasize the truth of a thing, situation etc. Actually, it was true.)

Conducts… inspires, causes, produces, results in

Impulses inspires, produces, causes, leads to

Incentivate inspires, motivates, provides incentives

Pretends attempts to, aims at, proposes

Desperate… become distraught, panics

Actual current, now, at the present time

Didn´t care or give something importance did not pay attention to, ignored

Bothering annoying, frustrating, teasing

A strong personality aggressive, difficult, strong-

willed,belligerent, stubborn, persistent

Embellished (language) descriptive, ornate, florid

Inconvients conflicts, problems, dificulties

Solucionate resolve, solve

Experiment experience

Exposes presents, explains, describes

Expectatives expectations, standards

Impacting impressive, significant

Interested greedy, self-centered, selfish, egotistical, avaricious, acquisitive

Overpass overcome, triumph over, transcend

Stand out distinguish (himself or herself), characterized by

Recuperate recover (most commonly after an illness)

Passed spent, had, stayed

Stay with kept

Comprehensive understanding

Sensible sensitive

Rare strange, odd, unusual

Serve work, function

Presion(ate) to pressure or to feel pressure

Conflictive, complicated (personality) difficult, aggressive, troublesome, intractable, troublesome, unmanageable, inflexible

Resume summary or summaries

Planted presented, outlined, explained

Inconformity Disagreement, opposition

Impacting (as an adj.) shocking, striking, impressive, surprising, influential

(It) impressed me shocked, surprised, struck me, made an impression

support it formal--bear it

colloquial—stand it, take it

I passed a good time had a good time, enjoyed the experience

I passed through formal: experienced

colloquial: go through

theme topic, subject


 * WEAK WORDS TO AVOID **

INSTEAD OF … USE…

Good excellent, outstanding, acceptable,

virtuous, honest,

Bad evil, malicious, poor, unacceptable, weak, unacceptable, dishonest

Big large, significant, important

crucial

small insignificant, miniscule, tiny, petite

strong intense, powerful, harsh,


 * INAPPROPRIATE REGISTER **

INSTEAD OF… USE…

Kid children, boys, girls

Guy man

A lot a great deal, many, much, several

Grown-ups adults

Stuff situations, circumstances, the word for a specific thing or things

Nowadays Now, today, in modern times, currently


 * PHRASES TO AVOID **

INSTEAD OF… USE…

The book talks about Throughout the novel

In the book In __Lord of the Flies__

An example is when 1) For example,

2) State the example

Piggy demonstrates cowardice by refusing to acknowledge his involvement in Simon’s death.


 * On** the book **IN __One Flew Over the Cuckoo’s Nest__,**

In text A,

This proves This suggests, supports the idea, demonstrates, contributes to

In the other hand ON the other hand


 * TRANSITIONS and DANGER WORDS (Use to make connections.) **


 * To show relationships **

As a result Consequently Similarly Thus

On the other hand Therefore


 * To show difference **

But however nevertheless on the contrary

Even though although yet in contrast


 * To show similarity**

Likewise Similarly Equally Comparably


 * To emphasize a point **

Again moreover furthermore in addition

Additionally indeed


 * To add information **

Also again for example as well

Additionally in additon moreover furthermore


 * To conclude**

In conclusion Finally Thus


 * SPELLING LIST **

Do (hacer)

Though

Even though

Beginning

ATTITUDE

Escape

reBel McMurphy rebelled against the Big Nurse.

reVEAL It was revealed that McMurphy was committed.

Loss=NOUN (perdida) The **LOSS** of languages is disturning to linguists.

Lose=VERB (perder) Watch out! You might **LOSE** your language!

Loose= ADJECTIVE (flojo) My pants were **loose.**

Lost=past participle Once a language is **LOST**, a history is **LOST**.

Save=VERB Hold on. I will **SAVE** you! She **SAVES** her money.

Safe=ADJECTIVE The boys felt **SAFE** in their shelter.

Save=NOUN Put your money in a **SAFE**, not under your mattress

Life=NOUN **LIFE** is beautiful. Cats have nine **LIVES**.

Live-VERB It’s my life. Let me **LIVE** it.

Live=adjective I love **LIVE** performances.

Death=NOUN Simon’s **DEATH** was a shock.

Deaths= PLURAL There were three **DEATHS** on the island.

Dead-adjective Once a language is **DEAD**, it’s lost.

Where=location **Where** were you?

Were=verb Where **were** you?

Here=location I was **here** the whole time.

HEAR=escuchar with your EAR

There=location

THEIR=possessive like the HEIR to the throne

They’re=they are