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<div id="main-column" class="span9"> <article id="sl-critb1-draw-on-advice" style="margin-top: 16px;">
<h1 class="section-title">SL Crit.B1 'draw on' - advice</h1>
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<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/orals-indicators-icon.jpg" style="width: 516px; height: 190px;"></p><p>.</p><div class="pinkBg"><h3><span style="color:#FF0000;">SL presentation: key issue</span></h3><p dir="ltr"><span style="color:#800080;"><span lang="EN-US">Following the </span><span lang="EN-US">first exam session in May 2020,</span><b><span lang="EN-US"> </span></b><span lang="EN-US">the</span><span lang="EN-US"> senior examiners are agreed that, for marking Criterion B1, the most significant basic indicato</span></span><span style="color:#800080;"><span lang="EN-US">r is</span> the extent to which the presentation addresses the target culture. In order to achieve the top mark band, the presentation MUST relate a description of the image to clear explanation of ideas about the target culture. </span></p><p dir="ltr"><span style="color:#800080;">If the target culture isn’t addressed, the candidate will not be awarded more 3/6 in B1, even though the candidate manages to describe the picture (successfully) and discuss issues related to it effectively. A tenuous link (depending on what is said) may provide 4/6. Merely saying: ‘Anglophone’ or ‘the West’ isn’t sufficient (marks: not more than 3/6).</span></p><p><span style="color:#800080;"><em><strong>Note </strong>- the importance of addressing the target culture means, of course, that teachers should choose images that all have <u>clear links to the target culture</u>. (See the box 'Choosing suitable images', below.)</em></span></p></div><hr class="hidden"><p>I have suggested that the key term in the HL Criterion B1 is 'make use' (see <a href="../30556/hl-critb1-make-use.html" title="Assessment » Orals: what's expected? » HL Orals » HL Crit.B1 'make use'">HL Crit.B1 'make use'</a> ). In turn, in the SL Criterion B1, I would suggest that the key term is <em><strong>'draws on'</strong></em>.</p><p>Certainly, 'draws on' only actually appears in the 5-6 markband, but its presence there indicates what is required in a top of the range performance, and its absence in the lower markbands also helps us to understand what would be distinctive about weaker performances.</p><p>Other terms are significant as well, of course - specifically, <em>'relevant', 'description' </em>and <em>'interpretation'</em>. However, the basic meaning of these terms seems to be fairly obvious, thus:-</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>relevant </strong></span>- the presentation should focus on the stimulus image, and ideas explained should be directly related to the image (and how the image is related to the target culture(s), but we'll come back to that)</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>description</strong></span> - the presentation should include verbal description / re-presentation of the visual details of the image</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>interpretation</strong></span> - the presentation should include explanations of how the student unpacks the meaning of visual details - and these explanations should be focused on relating the image to the target culture</p><p>These basic meanings may be clear enough - what is less clear is what sort of balance between these three terms would be expected or ideal. For instance, 'interpretation' necessarily involves individual associations and ideas which may be only loosely 'relevant' to the image... but how loosely will be acceptable? In addition, the 5-6 markband refers to "explicit and implicit details" - but how loosely 'implicit' can the interpretations be? In fact, I do not believe that there will be rigid rules or restrictive answers to these questions - and this is why the term 'draw on' is significant.</p><p>So, what do we understand about <strong>'draw on'</strong> in the context of the SL Oral presentation about a visual stimulus?</p><p>The analysis in this page is provided in two ways - a detailed commentary intended for teachers; and secondly, a summary of ideas relevant to students, in a powerpoint to be shown through Presentation Mode</p><ul><li><p>The section<u><a class="scroll-to" data-target="explored"><span style="color:#FF0000;"> 'Draw on' explored</span></a></u> , below, contains a detailed analysis of what is involved in the term, leading to suggestions about (i) how Criterion B1 can be marked; and (ii) what advice can be given to students so that they can perform as well as possible.</p></li><li>The section<u><a class="scroll-to" data-target="advice"><span style="color:#FF0000;"> 'Advice to students'</span></a></u>, at the end of this page, provides a powerpoint presentation with a concise explanation of suggestions made in the analysis - a checklist of ideas for students to absorb and use.</li></ul><hr class="hidden"><h2><span style="color:#000080;">'Draw on', explored<a class="anchor" id="explored" name="explored"> </a></span></h2><p>To me, the term 'draws on' means something similar to 'make use' at HL. It suggests that the student should use the image as a resource from which to extract ideas to form into an interesting mini-lecture about the central meaning(s) of the image (and linking these to exterior knowledge of the target culture). It <em>does not</em> mean that the presentation should consist entirely of boringly meticulous description of exactly what is seen, down to the tiniest 'explicit detail'. It <em>does</em> mean, in my view, that the presentation should widen out from the image itself to discuss ideas suggested by the image (but always remaining clearly linked to what one can actually see in this specific image).</p><p>That 'widening out' is accepted, and even appears to be required, is indicated by the instruction to make "clear links to the target culture(s)". It seems to me that this necessarily involves including information and ideas which do not appear in the image. For instance, an image that is evidently about Thanksgiving in the US can only be described and interpreted effectively if you bring in (or 'draw on') background information which cannot be in the image - such as the historical roots of Thanksgiving: you can see a turkey in the image, but you can only explain<em> why</em> a turkey is in the image through non-visual background information.</p><p>So, the recipe for a presentation that 'draws on' the image effectively is likely to be (1) select and describe interesting / significant details; and then (2) interpret these by developing arguments about what each detail means, 'drawing on' background knowledge, particularly relevant ideas about the 'target culture(s)'.</p><p>Now, this raises an important issue for teachers...</p><div class="greenBg"><h4><span style="color:#006400;">Choosing suitable images</span></h4><p>Students can only 'draw on' the image + describe both explicit and implicit details + interpret and develop significant ideas if the image is sufficiently complex and detailed to allow all of those intellectual actions. An image which is so simple that any meaning is immediately obvious will provide little opportunity for interesting developments.</p><p>So, an appropriate and effective stimulus image will have</p><ul><li>some evident <strong>link to the target anglophone culture(s)</strong></li><li>some reminder of relevant subject matter studied in class</li><li>some complexity of composition and of detail</li></ul><p>Note the second point: the image should act as a prompt for students to remember, and 'draw on', ideas and information which the course has provided. The choice of suitable images is discussed further <span style="color:#FF0000;"><strong>in the page .... (to come)</strong></span></p></div><h3><span style="color:#0000CD;">Key indicators</span></h3><p>If we agree on the unpacking of the basic meaning of the term 'draws on' presented above, what indicators should we be looking out for in assessing how well the student has handled the presentation?</p><p>As at HL, I suggest three key elements to indicate the quality of the presentation: <strong>Approach, Support </strong>and <strong>Structure</strong>.</p><h3><span style="color:#0000CD;"><u>Approach</u></span></h3><p>By 'approach', I wish to indicate the student's 'project' in the presentation: what the student appears to have set out to achieve, whether this is stated explicitly or can simply be inferred from the ideas that are actually delivered.</p><p>We can decide what the student's approach might be by forming a broad-brush summary of what has been said, and the main ideas communicated. I suggest the following main types of approach:-</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>‘Thesis’</strong></span> – based on detailed description with interpretation, a coherent argument is developed, in a methodical and organised way ... <em><strong><span style="color:#800080;">there are clear links to target culture</span></strong></em></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>‘Point of view</strong></span>’ – based on some description and interpretation, a personal opinion is developed, which is fairly coherent, and reasonably well organised ... <em><strong><span style="color:#800080;">there are fairly clear links to target culture</span></strong></em></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>'Theme-based' description’ </strong></span>– based on the overall subject/meaning of the image, details are selected and described more or less methodically, with some interpretation at times ... there may be some links to target culture</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>'Composition-based' description</strong></span> - based on the visual organisation of the image, which defines the sequence of selection, details are described rather simply and perhaps with little interpretation ... there may be a few links to target culture</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>‘Digressions’ / ‘associations’</strong></span> – based more than anything on random ideas suggested by the image, perhaps only vaguely relevant, details are described in limited ways, resulting in patchy coverage with little effective interpretation ... there may be occasional random links to target culture</p><p style="margin-left: 40px;"><span style="color:#006400;"><em>** These types of approach have been ranked in descending order of quality - the highest-marked at the top and the lowest-marked at the bottom.</em></span></p><p>The types in this list are neat and clear, for identification purposes - but in practice they may not be either pure or consistent. For instance, a student may set out to provide a <strong>Point of view</strong>, but lose track somewhat and end up simply providing various <strong>Digressions </strong>!</p><p>A further way of ranking these approaches is to relate them to the term 'draws on' - i.e. the extent to which the approach uses the image actively in order to present purposeful description and interpretation :-</p><p><span style="color:#008080;"><u><strong>Sophisticated 'draws on'</strong></u></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>‘Thesis' + </strong></span><span style="color:#006400;"><strong>‘Point of view</strong></span>’ – the student has <em>studied the image critically</em>, and then selected details in order to be able to construct a developed argument</p><p style="margin-left: 80px;"><span style="color:#FF0000;"><span style="font-family:comic sans ms,cursive;">** These approaches will be the most effective in handling the requirement to 'address the target culture'</span></span></p><p><span style="color:#008080;"><u><strong>Basic 'draws on'</strong></u></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>'Theme-based' description’</strong></span><strong> + </strong><span style="color:#006400;"><strong>'Composition-based' description</strong></span> - the student principally concentrates on <em>re-presenting</em> the image, largely without extrapolating from it in order to construct an argument</p><p><span style="color:#008080;"><u><strong>Limited 'draws on'</strong></u></span></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>‘Digressions’ / ‘associations’</strong></span> – the student simply <em>reacts to</em> the image, or at least to bits of it, and any argument constructed may have little clear relevance to the image</p><p>It will be seen that these broad categories of 'draws on' thinking may point to the three markbands - always depending on how effectively and consistently each type of thinking is carried out.</p><h3><span style="color:#0000CD;"><u>Support</u></span></h3><p>The ideas expressed in an SL presentation will need to be supported by factual evidence of some sort, but this will be simpler than in an HL presentation. Basically, the SL Criterion B1 mentions 'explicit details', 'implicit details' and 'links to the target culture(s)'. So what do these mean?</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>'explicit details'</strong></span> - these are elements of the image that are evident and concrete, and so can be described ... e.g. <em>"everyone in the picture is wearing green clothes"</em></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>'implicit details'</strong></span> - these are elements of the image which may not be immediately apparent but which can be inferred - i.e. interpreted ... e.g. <em>"the colour green is associated with St Patrick's Day in the US"</em></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>'links to the target culture(s)'</strong></span> - these are elements which can be drawn from the student's background knowledge, as relevant to the understanding of the image ... e.g. <em>"St Patrick's Day is a major festival in many US cities for the Irish imigrant population, and this image seems to be of such a festival"</em></p><p>How much of the presentation will be supported by each of these elements will depend to a great extent on the nature of the image itself. However, a reading of Criterion B1 suggests that the more of 'implicit interpretation' and 'target culture linkage' there may be, the better.</p><h3><span style="color:#0000CD;"><u>Structure</u></span></h3><p>In contrast to the HL Criterion B1, the wording of the SL Criterion B1 does not contain any phrase which can be related directly to structure, such as "developed" at HL. The presentation about the image has to</p><ul><li>be relevant</li><li>draw on details</li><li>include description and interpretation</li><li>make links to target culture(s)</li></ul><p>... but all of these required ingredients could be included in a random, disorganised way, according to the criterion descriptors.</p><p>So, should we be teaching SL students to organise and structure their presentations in Part 1? Personally, I believe that we should - not just on the general principle that all students should be taught how to give lucidly organised oral presentations, but also because examiners are going to be more sympathetic to a presentation of the 'required ingredients' if it is clearly structured, than if it is a series of random remarks which happen to include those required ingredients.</p><p>In general, then, I would recommend that an SL presentation should be clearly structured, just as at HL, because that will give the impression that the ideas put forward have been thought through and focused. How exactly we detect those qualities will depend on the individual ideas in each individual case - but, I suggest, all presentations that are judged to be clearly structured will display the following common features, to some extent at least:-</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>evident structure </strong></span>... most easily detected in a stated plan or 'map', but it may also be evident in the clear, overall explanation of the argument which moves from <em>#1 proposed thesis > #2 detailed reasoning > #3 thesis revisited / concluded</em></p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>effective articulation</strong></span> ... most likely detected in the lucid and helpful use of cohesive devices, but should also be apparent in the step-by-step logic which link stages of the argument together</p><p style="margin-left: 40px;"><span style="color:#006400;"><strong>consistent coherence</strong></span> ... the extent to which the main thread of the argument is clear throughout, without digression or irrelevance</p><p>Note that these general features of a properly developed and structured presentation are all compatible, and indeed should all be present, working to reinforce each other.</p><hr class="hidden"><div class="pinkBg"><h3><span style="color:#800080;">SL Crit.B1 Advice to students<a class="anchor" id="advice" name="advice"> </a></span></h3><p><span style="color:#800080;">Here is a powerpoint distilling the analysis into practical suggestions to help students...</span></p><hr class="hidden"><div><iframe allowfullscreen="" frameborder="0" height="485" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/c9b2J7BC1ZJmNy" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" width="595"></iframe><div style="margin-bottom:5px"><strong><a href="//www.slideshare.net/davidripley/draws-on-presentation" target="_blank" title="Draws on presentation">Draws on presentation</a> </strong> from <strong><a href="https://www.slideshare.net/davidripley" target="_blank">davidripley</a></strong></div></div></div><p>.</p><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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