IB Docs (2) Team
Individual Oral Commentary (SL) The Great Gatsby (2)
/post-34/screen-shot-2016-05-26-at-4.35.33-pm.png)
This sample Individual Oral Commentary comes from a student preparing for his final IOC. It is a mock examination, conducted under the same conditions as the real exam: 20 minutes of preparation, 10-12 minutes of uninterrupted delivery, and a follow-up of questions until the 15 minute mark. It is not necessary to always go to the full 15 minutes, especially if a student is struggling with your questions; however, it is advantageous to do so if a student is on a roll and is answering your questions with precision and confidence.
If you have the time and ability to conduct mock exams for this assessment, it is highly recommended. However, different situations and contexts may not align for this to logistically happen. This is where providing samples to students becomes so important.
This particular example comes from near the end of chapter 6 of the novel The Great Gatsby by F. Scott Fitzgerald. Daisy has just left one of Gatsby's parties and Nick explains to the reader that Gatsby worries about how unimpressed she was by it all.
While this is a Standard Level student, do know that both your HL and your SL students are moderated together. In other words, because the assessment criteria are the exact same for Higher Level and for Standard Level, the moderation sample you send to the IB will include both groups of IOCs being sent to the same moderator. There is no difference in the eyes of the IB on this assessment.
Sample Extract/Passage
ExtractSample Annotation + Outline
Use the actual annotation of the extract by the student and his outline to help your own students in the IOC process.
Questions for Students
1. What does/should annotation look like and why?
2. Do you think this student did enough annotation to be successful on the IOC?
3. How do different writers, speakers and thinkers annotate and why?
Own Thoughts About Preparation
Do I think the student annotated the text in enough depth and detail? No. I would have liked to see more explicit naming of the literary and stylistic features in the margins along with a word or two concerning effect.
However, the outline was specific and there was a clear plan of action. The student spent substantial time on the outline and on organizing his thoughts into a coherent argument; he spent less time on marking up the extract.
Am I okay with that? I have to teach students to both annotate and outline their arguments and in such a short period of time he made a deliberate choice as to where to put his energy. I have to be okay with that while also providing him feedback on how to improve.
Sample Commentary
IOC (SL) Sample The Great Gatsby (2)Assessment Criteria and Assessment Sheet
Student can be given the assessment criteria along with the assessment table (see below) to record their marks and comments. Only then should they be given the opportunity to compare their own assessment with the teacher/examiner's assessment.
Teacher's Comments
Criterion A - Knowledge and understanding of the text or extract - 10 marks
The commentary must show knowledge of the text. The student is expected to refer to the text to support his or her statements. Where appropriate the student must place the extract in its context.
8 out of 10: The student does several things well. The introduction sets the context of the novel. He has a clear argument or claim he is making. There are three clear points that allow for close analysis and larger analysis of the novel itself. Finally, there are specific examples given from the text. However, the second half of the commentary needs even more precise references to the passage. A quick discussion of the passage - the plot - was needed in the introduction to show more understanding before getting into the analysis. The student also struggles with the initial questions and perhaps that is the fault of the teacher in directing the student. In a desire to not give too much away, not enough may not have been given to help the student out. And yet the last question is well answered.
Criterion B - Understanding of the use and effects of stylistic features - 10 marks
The commentary shows how the extract uses literary features, such as narrative technique and structure, to convey meaning. The student comments on the effects that these literary features may have on the reader.
8 out of 10: The student talks about the auditory imagery and how it connects to the atmosphere. He then links it to Gatsby's characterization. There is a close analysis of individual words as well. There is a connection to thematic ideas and deeper meaning. All of these are strong. However, it is not yet excellent as the second half of the commentary needs even more detailed analysis of the stylistic features presented.
Criterion C - Organization - 5 marks
The commentary should be well organized and structured. There should be a coherent presentation of ideas.
5 out of 5: There is a clear introduction, three body points (how many, of course, is up to the student), and a conclusion. They are signposts to let the listener know when he is moving on to a new point. While the conclusion does drag on, it is an overall effectively structured commentary.
Criterion D - Language
The student's use of English must be appropriate and accurate. The student is expected to use a level of vocabulary and a set of terminology that are appropriate to the register of a formal commentary.
5 out of 5: While the student does occasionally repeat himself, or trip up on a sentence or two, the student is a confident and capable speaker. He is literary, formal, and accurate in his expression. A few hiccups should not be enough to mark down the overall consistency of his language.
Twitter
Facebook
LinkedIn