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WT1 SL (Language and Identity)

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  • WT1 SL (Language and Identity)

This written task is based on Part 1 of the course, Language in Cultural Context. The task explores the relationship between language(s) and identity. The task also, apparently, builds on the study of Sandra Cisneros’s celebrated first novel, The House on Mango Street. The student, then, in writing this written task, has made connections between the language and literary aspects of the course, and it is probable that the teacher’s course design intended to establish this relationship. This is a reasonably strong written task, but there are limitations too. Teachers will want emphasise to their students the importance of the rationale for effectively anticipating the written task. The rationale, here, is clearly not as effective as it could be.

Sample Written Task

 Written Task SL Sample (Language and Identity)

Teacher's Comments

Criterion A - Rationale - 2 marks

The rationale explains how the task is connected to the coursework.

1 out of 2 – The task does not fully explain the relationship between the task and the course studied. The rationale suffers from a lack of clarity, detail, and precision. The reader/examiner has to work quite hard to understand how the task relates to the course. Notice also the way in which the rationale discusses the written task in past tense. Whilst there is no ‘rule’ on this, it would seem better to write the rationale in present tense, better signposting the written task that follows.

Criterion B - Task and Content - 8 marks

The content of a task should lend itself well to the type of text one chooses. The task should demonstrate an understanding of the coursework and topics studied. Finally, there should be evidence that the student has understood the conventions of writing a particular text type.

6 out of 8 –The content is appropriate, and there is an adequate understanding of the topic (language and identity). The student finds it somewhat challenging to capture the narrative voice of Mango Street. Erroneously, the student writes in past tense, and thus fails to capture the breathless immediacy of the (present tense) source novella. Perhaps it would be unfair to expect the student the successfully mimic Cisneros’s lyricism. However, the student does make a reasonable job of embedding metaphor and simile into her writing, even if these attempts can strike the more experienced reader as a little clichéd.

Criterion C - Organization - 5 marks

The task is organized effectively and appropriately with a regard for the text type. There must be a sense of coherence.

4 out of 5 – The task is organised and the structure is generally coherent.

Criterion D - Language - 5 marks

The language of the task must be appropriate to the nature of the task. This means that students use an appropriate and effective register and style. Whatever the nature of the task, ideas must be communicated effectively.

4 out of 5 – The language is generally accurate. The student’s punctuation is poor throughout, although this does not in the main impede understanding.