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WT1 HL S5 (One Day in the Life of Ivan Denisovich)

Students often want to write diary entries for their Written Task 1.  Some are attracted to the text type because they want to be creative and explore some aspect of the text.  Others want to put themselves in the story, in the shoes of the character and write from his or her perspective.  And an unfortunate few choose diary entries because they think they are easy to write; they aren’t.   

To be successful, there are several things to consider.  First, there should be a series of entries to show a progression of thought or a development of some sort.  Growth and complexity are essential. 

This connects to the second point.  The diary entries need to be focused on something literary in nature if they come from Part 3 or 4 of the course.  This is because students need to connect to a learning objective.  Perhaps it is a thematic concern, as this one tackles.  Maybe it helps us further understand the character.  It could deal with something else entirely: setting, a motif, or conflict.

Third, students need to keep it focused.  There is much a student could write about, but they only have one thousand words at most.  Depth over breadth is advisable in this case.

Lastly, there should be use of textual evidence embedded in the entries.  By doing so, students will show a rich understanding of the context, plot or situation while also demonstrating a superb knowledge of the text. 

More obvious tips – which are true about any Written Task – include formatting it to look as authentic as possible, structuring it like the actual text type and not an essay, and taking care to ensure it looks professionally polished. 

While it is usually best to talk about what to do, there are some things to avoid as well when writing diary entries.  Description or repetition of content will earn minimal marks.  It makes little sense to merely retell facts, events, or feelings.  Students also need to be careful to not deal with something that has already been explored and resolved in the text.  There should be some value added.  Finally, students should not change the plot.  If a character dies at the end of a novel, pretending that the character lives does not adhere to the authenticity of the author’s choices. 

These specific diary entries come from Part 3 of the course “Texts and Contexts” and the candidate explores ideas about personal freedom in the novel One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn through the character of Ivan Denisovich Shukov.  Use this exemplar with students to help them understand how diary entries can be an effective Written Task if thoughtfully constructed. 

Sample Written Task

Written Task Sample (One Day in the Life of Ivan Denisovich)

Rationale

In Part 3 of the course titled “Texts and Contexts,” I have focused on the learning outcome, which is to “understand the attitudes and values expressed by literary texts and their impacts on readers.”  My written task is based on the novel One Day in the Life of Ivan Denisovich by the author, Aleksander Solzhenitsyn and explores the theme of personal freedom, with regards to the oppression faced by a former Russian soldier in a Gulag. I’ve chosen to convey my theme in the form of a diary entry, written secretly by Shukhov over several nights in his barrack. I decided to choose this text type since my theme is quite personal, and requires some self-reflection to explore, therefore, Shukhov, the writer should be his own intended audience. The purpose of my written task is to tackle the idea of whether one’s personal freedom can ever be taken away, even if they have little “physical” freedom left.

I think that the concept of Shukhov keeping a journal portrays his rebellion against the Gulag system, and comes across as a way of holding on to his personal freedom. The moon is a key symbol in the book representing the inevitable triumph of nature, and within my written task, the idea that man cannot control the essence of human nature, which is our personal freedom.  Since it’s a diary entry, I used the first person narrative to give a personal voice to the piece. The juxtaposition of varying sentence lengths aimed to show Shukhov’s flow of thought when writing, further emphasising that his personal freedom cannot be suppressed.

In conclusion, my written task is intended to be a self-reflective piece from Shukhov’s perspective highlighting the notion of freedom and the limited power possessed by authoritative forces, in this case, the Stalin regime.    

Word Count (300)

Written Task

December 21st 1951

I’ve been thinking about the consequences that come with what I am doing. A week without a meal? A lifetime in the cells? Death even? It is a large risk I am taking by doing this – one I may regret someday.

For now though, I think it’s important that I write. Although no one will ever read this, and if they do, hopefully not while I’m alive, I feel as though I’m leaving something behind. Sure - it won’t be exactly the legacy I hoped for when I joined the army 20 years ago but it’s something and in a place of nothing, something screams out loud.

Living in a Gulag for 8 years can make you moderately deranged and in some cases, extremely psychotic. For me however, it’s made me incredibly grateful. An extra bowl of kasha at supper, a full glass of t’bacca before bed and being spared of a day at the cells. These are the moments a zek lives for and it’s always the little things that make the difference. I might be coming across as naïve, dear journal, but I definitely understand the seriousness of the context in which I am writing this. Sometimes though, just sometimes, it isn’t enough. Sometimes I want to rebel. To get out of here. To run away. A few days ago, I heard Tiurin say to one guard, “That zek in 104, what’s his name? Shukhov! He’s a good’un!” As much as I appreciate the compliment, dear journal, what if don’t want to be. Is a life lived safe really a life worth living?

December 22nd 1951

Here I am again, sitting gingerly on my “saw dust mattress” after lights out (6). I can’t seem to fall asleep again and it’s been like this for weeks. How many weeks you ask? I seem to have lost count. It comes in waves, swashing in and back-washing out, draining me of a good night’s sleep – a luxury I was once accustomed to. It’s a nuisance, more than anything, disrupting the next day’s work and getting me into trouble with the guards. I do think, however, that I am still one of the luckier ones. My bunk sits beside one of the four small windows in the barrack, and its imposing size means I can see the full moon from my bed. I’ve come to notice over the last few years that the nights are darker in the winter and the “wolf’s sun”, brighter (130). “(My) own personal oil lamp”, as my top bunk neighbour, Alyosha the Baptist calls it (9). On days when he can’t sleep, he lays “the opposite way, to catch the light” and studies the letters from Saint Paul to the Corinthians, which usually ends up doing the trick (134).

The light near him, however, doesn’t compare to the illuminating stream that floods my bunk when the moon is “at its zenith” (130). To me, this cascading deluge is more than just a necessary ingredient for a daily practice; it’s another one of life’s pleasures, of which there are few and far between. I suspect that will change soon though, especially now that I’m doing this again. It’s a different sensation you experience writing your thoughts on paper, one I haven’t felt in years. One that extends beyond just simplistic contentment. One I can’t seem to put my finger on…

December 23rd 1951

Writing keeps the mind fresh, moving and dynamic. The rules here, as I found out today, dictate that letters are allowed and journals aren’t – the only differentiating factor being the audience. Perhaps an attempt to imprison us further? – If that were even possible. Here, I can pour my heart and soul out onto paper, give you a mundane account of my lack-lustre life and even though you will never write back, I will be okay with that. Relieved even. There’s a sort of comfort associated with not being judged, and at this point in my life, I’ll take all the comfort I can get.

 Besides hastily signing my name on the roster once a week and occasionally at the medics, I haven’t held a pen in years and that’s something that I now realise, I sorely miss. The diluted blackish ink sinking into the paper fibres. The left-handed smudges. The crisp sound of a turning page. The distinguishing features of what I like to refer to as my past life, which unlike now, was immersed in freedom. That word - freedom. “(It) only (means) one thing to (me) now – Home” (136).

 At home, writing used to be a nightly ritual – one that stayed with me though both wars, my marriage and the birth of my daughter, Ana. She’s 12 now and will be 13 in a few weeks. When I think of home, I envision a young girl of average height and stature - yellow-haired like her mother and a delicate, childlike face dotted with my deeply sunken brown eyes. I imagine her climbing the tallest trees, reading the longest books, baking the sweetest pastries, smiling, all the while. Or at least that’s what I like to believe. I try to avoid remembering home as much as possible; the guilt consumes me and the loneliness suffocates me, making my lengthy bouts of insomnia that much more unbearable…

 That’s why I stole a notebook and pen from the bookkeeper’s office. I don’t know how long this will last and how it will end but for now, I know I do not care. Sitting here, while penning my thoughts in this “dimly lit hut”, I am reminded of how much inner peace this brings me (10). A simple act. Words on paper. There’s something soothing about that – knowing that you’re putting years of education and experience to good use, both of which they’ll never be able to take from me. Well, I hope not anyway.

Till tomorrow…

Word Count (983)

Works Cited

Solzhenitsyn, Aleksandr. One Day in the Life of Ivan Denisovich. Trans. Ralph Parker. New York: Signet Classics, 2008.  Print.

Examiner's Comments

Criterion A - Rationale - 2 marks

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

2 out of 2: The candidate begins by stating the part of the course and the objective.  She then discusses her purpose, audience, and text type all while explaining her choices as a writer.  It works. 

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.

7 out of 8:  The candidate shows an understanding of the text type.  Dates are included.  It is personal in nature.  There is also an exploration of personal freedom.  However, there are a few too many quotations that are not explored or dealt with in a meaningful manner.  

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

5 out of 5:  The text type is organized.  It develops an idea about personal freedom through three entries while remaining coherent and focused. 

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:  Although there are no glaring or repetitive errors in language or expression, the candidate does not fully embody the voice of the character.  Therefore, the register is mostly appropriate.