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<div id="main-column" class="span9"> <article id="criterion-b1" style="margin-top: 16px;">
<h1 class="section-title">Criterion B1</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Assessment </span><span class="divider">/</span></li><li><span class="gray">Orals: what's expected?</span><span class="divider">/</span></li><li><span class="gray">Oral IA Criteria, unpacked</span><span class="divider">/</span></li><li><span class="active">Criterion B1</span></li></ul>
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<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/oral-criteria-b1.jpg" style="width: 431px; height: 170px;"></p><p>.</p><p>The analysis of the criterion is organised by bullet-point, in order to make the range of values as clear as possible. Note that:</p><ul><li>the key operative descriptive terms are in red</li><li>I have added comments on the application of each set of descriptors, in blue</li><li>indicators are suggested - specific features of performance which may help to decide on mark bands.</li></ul><p>.</p><h3><span style="color:#0000CD;"><strong>Criterion B1: Message – visual stimulus / literary extract </strong></span></h3><p><em>(distinction between SL and HL exists but is rather blurred)</em></p><table border="1" cellpadding="0" cellspacing="0"><tbody><tr><td style="width:340px;"><p align="center"><strong>SL</strong></p></td><td style="width:340px;"><p align="center"><strong>HL</strong></p></td></tr><tr><td style="width:340px;"><p><strong><u>Overall relevance</u></strong></p><ul><li><strong>The presentation is <span style="color:#FF0000;">mostly irrelevant</span> to the stimulus. </strong></li><li><strong>The presentation is <span style="color:#FF0000;">mostly relevant</span> to the stimulus. </strong></li><li><strong>The presentation is <span style="color:#FF0000;">consistently relevant</span> to the stimulus and draws on <u>explicit and implicit details. </u></strong></li></ul><ul></ul><ul></ul></td><td style="width:340px;"><p><strong><u>Overall relevance</u></strong></p><ul><li><strong>The presentation is mostly <span style="color:#FF0000;">irrelevant</span> to the literary extract. </strong></li><li><strong>The presentation is <span style="color:#FF0000;">mostly relevant</span> to the literary extract. </strong></li><li><strong>The presentation is <span style="color:#FF0000;">consistently relevant</span> to the literary extract and is <u>convincing</u>. </strong></li></ul><ul></ul><ul></ul></td></tr><tr><td style="width:340px;"><p><strong><u>Content</u></strong></p><ul><li>The presentation is <span style="color:#FF0000;">limited to descriptions</span> of the stimulus or part of it. These descriptions may be <span style="color:#FF0000;">incomplete</span>.</li><li>With a <span style="color:#FF0000;">focus on <u>explicit</u> details</span>, the candidate provides <span style="color:#FF0000;">descriptions</span> and <span style="color:#FF0000;">some limited personal interpretations</span> related to the stimulus.</li><li>The presentation provides <span style="color:#FF0000;">both descriptions and personal interpretations</span> related to the stimulus.</li></ul></td><td style="width:340px;"><p><strong><u>Content</u></strong></p><ul><li>The candidate makes <span style="color:#FF0000;">superficial use</span> of the extract. Observations and opinions are <span style="color:#FF0000;">generalised, simplistic and mostly unsupported</span>.</li><li>The candidate makes <span style="color:#FF0000;">positive use</span> of the literary extract.<span style="color:#FF0000;"> Some observations and opinions are supported</span> with reference to the extract.</li><li>The candidate makes <span style="color:#FF0000;">effective use</span> of the extract to <span style="color:#FF0000;">develop and support</span> observations and opinions. </li></ul></td></tr><tr><td style="width:340px;"><p><strong><u>Linkage to target culture</u></strong></p><ul><li>The presentation is <span style="color:#FF0000;">not clearly linked</span> to the target culture(s).</li><li>The presentation is <span style="color:#FF0000;">mostly linked</span> to the target culture(s).</li><li>The presentation makes <span style="color:#FF0000;">clear links</span> to the target culture(s).</li></ul></td><td style="width: 340px; text-align: center;"><strong><u>n/a</u></strong></td></tr></tbody></table><p style="margin-left: 40px;"><span style="color:#000080;"><span style="font-family: comic sans ms, cursive;">Note that 'linkage to target culture' is expected at SL, but is not expected at HL. This indicates that at SL students should explicitly explain what the visual stimulus may tell us about some aspect of the target culture; while at HL, the literary extract<em><strong> is</strong></em> the central 'target culture' subject matter in itself (which may of course include some reference to the background target culture if that is what the extract includes ... this marked under the 'Content' bullet point concerning "observations and opinions".)</span></span></p><p>.</p><div class="yellowBg"><h3><span style="color:#000080;">HL </span></h3><h4><span style="color:#000080;">Key terms & indicators</span></h4><p><span style="color:#0000CD;"><strong>'how does the student <u>make use</u> of the extract?' </strong></span>... the fundamental indicator of 'making use' is that the student regularly refers to the extract itself (as opposed to generalisations about the literary work or its author). This is the basis of the term <span style="color:#0000CD;"><u><strong>'relevant',</strong></u></span> as used in the descriptors. Such references may take the form of summaries of what is said in the extract - but the clearest indicator of 'making use' is whether there are direct quotes from the extract, followed by careful explanation of the significance of each quote. Such quotes, of course, indicate "support" for the ideas.</p><p><span style="color:#0000CD;"><strong>'how successfully are the ideas <u>developed</u>?</strong></span>' ... the basic indicator of 'development' is that explanations are methodical, detailed ... and ideally extended. A further important indicator is whether there is an organised approach to commenting on the extract. The two most common and successful approaches are:</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>the read-through</em></span> ... the student works methodically through the extract, explaining the twists and turns of the argument, referring constantly to the actual words used, and then suggesting how these relate to overall meanings of the literary work (but without digressing into generalised summaries of the work).</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>the thematic</em></span> ... the student explicitly states that he/she has decided to concentrate on the main, most important elements of the extract e.g. <em>"...this extract shows us A's character, how A relates to B, and how this all illustrates what the book has to say about the nature of love..."</em> This approach will deserve a high mark if it remains focused on the extract itself, but will deserve a low mark if it results in mere generalised remarks about the work as a whole, without regular reference to the extract.</p><p>The best way for the student to make clear his or her approach is to give a brief 'MAP' at the beginning - a simple plan of what is going to be said in the presentation. This will further suggest that the ideas are developed i.e. they have been thought through beforehand.</p><p><span style="color:#0000CD;"><strong>'what "<u>observations and opinions</u>" are there?'</strong></span> ... in other words, are there <em>"ideas which indicate thoughtful insight into the detailed wording of the extract: unfolding implied meaning in the extract" </em> (as defined in the page <a href="../23394/oral-ia-criteria-unpacked.html" title="Assessment » Orals: what's expected? » Oral IA Criteria, unpacked">Oral IA Criteria, unpacked</a> - be cautious about overlap with Crits.B2 & C)</p></div><div class="yellowBg"><h3><span style="color:#000080;">SL </span></h3><h4><span style="color:#000080;">Key terms & indicators</span></h4><p><span style="color:#0000CD;"><strong>'how well does the student remain <u>relevant</u> to the stimulus?' </strong></span>... the best indicator here will be how far the student refers constantly to specific details in the visual image, even when providing interpretations and/or references to the target culture which may only be implied in the image itself.</p><p><span style="color:#0000CD;"><strong>'how successfully does the student <u>draw on</u> details in the stimulus?</strong></span>' ... the best indicator of 'drawing on the image' is how far the student picks out specific details, in a methodical, purposeful way. Indication of 'method' and 'purpose' will be whether the student has a clear approach to the task, and has structured the presentation effectively. The most common and effective approaches are the following:</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>'Theme-based' description’</em></span><span style="color:#006400;"><strong> </strong></span>– based on the overall subject/meaning of the image, details are selected and described methodically, with relevant interpretation ... and links to target culture</p><p style="margin-left: 40px;"><span style="color:#0000CD;"><em>'Composition-based' description</em></span> - based on the visual organisation of the image, which defines the sequence of the selection of details to be described ... which in turn will organise the interpretation and the links to target culture</p><p>The best way for the student to make clear his or her approach is to give a brief 'MAP' at the beginning - a simple plan of what is going to be said in the presentation. This will further suggest that the ideas have been developed thoughtfully.</p><p><span style="color:#0000CD;"><strong>'how is the image linked to the target culture?'</strong></span> ... the basic indicator is that the student can identify the general subject of the image, and how this is related to the target culture. An indicator of a higher level of performance is that the student can pick out subtle details of the image, and expand these into a discussion of the general subject.</p><p><span style="color:#0000CD;"><strong>'what "<u>observations and opinions</u>" are there?'</strong></span> ... in other words, are there <em>"ideas which indicate thoughtful insight into what the image means: unfolding implied meaning in the image and explaining personal responses to the image's impact" </em> (as defined in the page <a href="../23394/oral-ia-criteria-unpacked.html" title="Assessment » Orals: what's expected? » Oral IA Criteria, unpacked">Oral IA Criteria, unpacked</a> - be cautious about overlap with Crits.B2 & C)</p></div><p>.</p><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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