English A: Language and Literature for the IB Diploma Coursebook sample by Cambridge International Education

Unit 1.1 Citizens of the world Unit 1.1 Citizens of the world

Contents Contents

Chapter 1: Exploring text types Chapter 1: Exploring text types

Unit 3.1 Racism Unit 3.1 Racism Unit 3.2 Colonialism Unit 3.2 Colonialism Unit 3.3 migration Unit 3.3 migration

Chapter 4: War, protest and politics Chapter 4: War, protest and politics Unit 4.1 War Unit 4.1 War Unit 4.2 Protest Unit 4.2 Protest Unit 4.3 Politics Unit 4.3 Politics

SA M

Unit 1.1 Magazine covers Unit 1.1 Magazine covers Unit 1.2 Advertisements Unit 1.2 Advertisements Unit 1.3 Film and commercials Unit 1.3 Film and commercials Unit 1.4 Political cartoons Unit 1.4 Political cartoons Unit 1.5 Graphic novels Unit 1.5 Graphic novels Unit 1.6 Street art Unit 1.6 Street art Unit 1.7 Speeches Unit 1.7 Speeches Unit 1.8 Newspapers Unit 1.8 Newspapers Unit 1.9 Blog Unit 1.9 Blog Unit 1.10 Prose fiction Unit 1.10 Prose fiction Unit 1.11 Plays Unit 1.11 Plays Unit 1.12 Poems Unit 1.12 Poems

Chapter 3: Racism, colonialism and migration Chapter 3: Racism, colonialism and migration

How to use this book How to use this book Introduction Introduction Section 1: Text types Section 1: Text types

Section 2: Global issues Section 2: Global issues for the learner portfolio for the learner portfolio

Chapter 2: Femininity, masculinity and ‘beauty’ Chapter 2: Femininity, masculinity and ‘beauty’

Section 3: Assessment Section 3: Assessment Chapter 5 Chapter 5 Paper 1 Paper 1

Chapter 6 Chapter 6 Paper 2 Paper 2

Chapter 7 Chapter 7

HL Essay HL Essay

Glossary Glossary Acknowledgements Acknowledgements

Unit 2.1 Feminism Unit 2.1 Feminism Unit 2.2 Masculinity Unit 2.2 Masculinity Unit 2.3 Beauty Unit 2.3 Beauty

The authors and publishers will acknowledge the sources of copyright material within the final version of this publication. While every effort is made, it is not always possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. Original material © Cambridge University Press 2018 Original material © Cambridge University Press 2018

Unit Unit 1.1 Unit Unit1.1 1.1 1.1 Images Images and magazine covers Images Imagesand and andmagazine magazine magazinecovers covers covers

Learning Learningobjectives objectives Learning Learningobjectives objectives

InIn your your English English A:A: Language Language and and Literature Literature course course you you will will often often bebe asked asked to to deconstruct deconstruct images. images. InFor In your your English English A:A: Language Language Literature Literature course course you you often often beclass, be asked asked to to deconstruct deconstruct images. images. For example, example, there there could could bebe aand cartoon aand cartoon onon your your Paper Paper 1 will exam. 1 will exam. InIn class, your your teacher teacher may may ask ask you you Forto example, there could beand aadvertisements. cartoon onon your Paper 1will exam. InIn class, teacher may ask you For example, there could be aadvertisements. cartoon your Paper 1will exam. class, your teacher may ask you to analyse analyse graphic graphic novels novels and This This unit unit help help you you toyour to develop develop useful useful skills skills for for to deconstructing analyse graphic novels and advertisements. This will help you to to develop useful skills for to analyse graphic novels and advertisements. unit help you develop useful skills for deconstructing thethe images images that that you you cancan find find in in aThis range aunit range ofwill of texts. texts. Furthermore, Furthermore, you you can can apply apply these these deconstructing the images that cancan find inunit: a unit: range of texts. Furthermore, cancan apply these deconstructing the images you find in a range of texts. Furthermore, you apply these tools tools to to thethe type type of of text text that that isthat featured isyou featured in in thisthis thethe magazine magazine cover. cover. you tools to to thethe type of of text that is featured in in thisthis unit: thethe magazine cover. tools type text that is featured unit: magazine cover.

• •Learn Learn how how toto read read visual visual texts, texts, exploring exploring the the relationship relationship between between words words • •Learn Learn how how toto read read visual visual texts, texts, exploring exploring the the relationship relationship between between words words and and images. images. and and images. images.

• •Develop Develop skills skills toto analyse analyse how how meaning meaning is is constructed constructed inin magazine magazine covers. covers. • •Develop Develop skills skills toto analyse analyse how how meaning meaning is is constructed constructed inin magazine magazine covers. covers.

Getting Getting started Getting Gettingstarted started started

1.1 1.1‘An‘Animage image says says a thousand a thousand words’, words’, as as thethe saying saying goes. goes. Most Most likely, likely, you you seesee hundreds hundreds of of images, images, 1.1 1.1‘An‘Animage image says says a thousand a thousand words’, words’, asday, as the the saying saying goes. goes. Most Most likely, likely, you see hundreds hundreds of of images, photographs photographs and and advertisements advertisements every every day, whether whether you you areare conscious conscious of of ityou or itseeor not. not. But But how how doimages, do photographs photographs and and advertisements advertisements every every day, day, whether whether you you are are conscious conscious of of it or it or not. not. But But how how dodo images images communicate communicate ideas? ideas? Images Images communicate communicate ideas ideas through through signifiers. signifiers. The The message message they they images images communicate communicate ideas? Images Images communicate communicate ideas ideas through through signifiers. signifiers. The The message message they they communicate communicate is what is what is ideas? signified. is signified. Texts Texts 1.1–1.3 1.1–1.3 each each depict depict anan apple, apple, thethe same same signifier. signifier. What What is is communicate communicate is what is what is signified. is signified. Texts Texts 1.1–1.3 1.1–1.3 each each depict depict an an apple, apple, the the same same signifier. signifier. What What is signified signified in in each each image, image, however, however, is different. is different. OnOn a copy a copy of of thethe table table below, below, indicate indicate what what is signified is issignified signified signified in in each each image, image, however, however, is different. is different. On On a copy a copy of of the the table table below, below, indicate indicate what what is signified is signified in in Texts Texts 1.1–1.3. 1.1–1.3. in in Texts Texts 1.1–1.3. 1.1–1.3.

Word Word bank bank Word Word bank bank signifier signifier signifier signifier symbol symbol symbol symbol logo logo logo logo icon icon icon icon composition composition composition composition negative negative space space negative negative space space rule rule ofof thirds thirds rule rule ofof thirds thirds visual visual narrative narrative visual visual narrative narrative anchoring anchoring anchoring anchoring caption caption caption caption illustration illustration illustration illustration ears ears ears ears teasers teasers teasers teasers headlines headlines headlines headlines body body language language body body language language gaze gaze gaze gaze

Text Text1.1 1.1 Text Text 1.1 1.1 Apple Apple sign sign onon farm farm

Adam Adam and and Eve Eve

Apple Apple sign sign onon farm farm

Text Text1.2 1.2 Text Text 1.2 1.2 Adam Adam and and Eve Eve

Biscuit Biscuit Eight Eight LLC/Corbis/VCG LLC/Corbis/VCG 2011 2011 Biscuit Eight LLC/Corbis/VCG 2011 Biscuit Eight LLC/Corbis/VCG 2011

Text Text1.3 1.3 Text Text 1.3 1.3 Apple Apple logo logo Apple Apple logo logo

Apple Apple Computers Computers Apple Computers Apple Computers 2000 2000 2000 2000

22 22

Lucas Lucas Cranach Cranach 1528 1528 Lucas Cranach 1528 Lucas Cranach 1528

Original Original material material ©© Cambridge Cambridge University University Press Press 2019 2019 Original Original material material ©© Cambridge Cambridge University University Press Press 2019 2019

Unit 1.1 Images and magazine covers

Signifier

Signified

Text 1.1 – apple

means

Text 1.2 – apple

means

Text 1.3 – apple

means

Text 1.5

Dove and olive branch

Hammer and sickle pin

United Soviet Socialist Republic (USSR) 20th century

Signifier

Text 1.6

Text 1.7

‘You’ve got mail’

Emoji

Daniel Sambraus 2018

Bortonia 2017

Text 1.4

1.2 When analysing images, you will need to describe the relationship between signifiers and the things they signify. An image may be a symbol,, meaning that it stands for something abstract. A heart, for example is often a symbol of love. An image may be an icon,, meaning it resembles the thing it represents. In this case a heart may direct you to the cardiology department of a hospital. On a copy of the table below, indicate what is signified in Texts 1.4–1.7. A logo is a design used to represent an organisation so that the company or organisation becomes associated with the design. Are these images symbols or icons?

P. Bombaert for Getty Images 2018

What is signified?

Symbol or icon?

Text 1.4 – hammer and sickle Text 1.5 – dove

Text 1.6 – envelope Text 1.7 – emoji

KEY CONCEPT Communication

People use symbols and icons for communication on a daily basis. Think for example of emoticons, which are a mix of icons and symbols. Some emoji faces resemble the emotions that they represent, meaning they are icons. Some hand signs, such as a ‘thumbs up’, are cultural and arbitrary, meaning there is nothing inherent in how they construct meaning. Do you use emojis to communicate? In which context do you use them?

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Text types

a Why has the creator of this image chosen a white dress? b What else can you say about the use of colour? c What is the effect of the dark space behind Gabriel Sabatini? d As a symbol, what does the milk moustache stand for?

1.4 Photographers do not always place their subject in the centre of their photos. If you were to draw lines over Text 1.8, cutting up the image into three even columns and three even rows, Sabatini’s milk moustache appears at the intersection of the top row and the right column. The rule of thirds,, often applied by artists and photographers, tells us that viewers often look to the places where these three columns and three rows intersect. Study Text 1.9 and divide the image into nine equal-sized boxes, using the rule of thirds. What appears near the intersections of the imaginary columns and lines?

Text 1.8

Text 1.9

‘Got Milk’

Small but tough

TOK How do you know what you know? This is the guiding question for theory of knowledge. How do you know that a hammer and sickle are visual symbols for ‘communism’? Were you taught this? Did you discover this? Have you only just learned this by doing Activity 1.2? Think of other symbols which are not inherently obvious in their meaning. Bring an image of a symbol to class and ask your classmates if they know its meaning and how they know its meaning.

1.3 Before you can deconstruct images, it helps to think about how images are constructed.When analysing symbols and their placement in an image, you need to consider an image’s composition, a term taken from visual arts, which refers to the author’s arrangement of objects in relation to each other, the use of colour and contrast, the amount of negative space, and the use of light and depth. Study Text 1.8 and answer the following questions.

Goodby Silverstein & Partners for the California Milk Processor Board 1993

Volkswagen 2005

1.5 The Russian playwright Anton Chekhov once said ‘Never place a loaded rifle on the stage if it isn’t going to go off ’. Although Chekhov was speaking about theatre, the same holds true for images. If there is a causal relationship between the signifier and the signified, then there is a visual narrative narrative. What does this mean? It means that an image can tell a story. Smoke suggests fire. A bruised eye suggests a fistfight. Comment on the visual narratives of Text 1.8 and 1.9 by answering the questions below. a What is signified in each image? b What signifiers have constructed these meanings? c What story is being told in these images? What happened before each image? What will happen after each image? d How do these stories achieve their respective purpose?

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Unit 1.1 Images and magazine covers

1.6 Imagine Texts 1.8 and 1.9 without any words. It may seem rather funny to see a tennis star with a milk moustache and a giant gorilla with a hurt foot with no explanation. The images’ meanings are anchored in the words. Anchoring is the process of making an image meaningful by adding words, such as a caption. It is also the process of making words meaningful by adding images, such as an illustration. a How does the meaning of the image in Text 1.10, an HSBC advertisement, change when it is anchored in three different captions: ‘décor’, ‘souvenir’ and ‘place of prayer’.

b How does the meaning of the word ‘accomplishment’ change when anchored in three different illustrations in Text 1.11?

LEARNER PROFILE open-minded

Text 1.10

How do texts 1.10 and 1.11 promote open-mindedness?

Décor, souvenir, place of prayer

HSBC 2008

Text 1.11

Accomplishment

2008

KEY CONCEPT Perspective

Notice how Texts 1.10 and 1.11 encourage you to see things from a different perspective. As a fun activity, find an interesting advertisement, remove or hide the slogan and ask a classmate to guess the slogan to give the image meaning. How do words give you a perspective on an image or vice versa?

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Text types

Guiding question In what ways is meaning discovered, constructed and expressed? As you can see from Texts 1.10 and 1.11, you can discover meaning by exploring the relationship between image and words. Many mass media texts like advertisements construct meaning by combining words with images in illustrations and captions.

International Mindedness

The HSBC advertisements used for Activity 1.6 (Texts 1.10 and 1.11) are perfect for discussing international mindedness. How can people see the same thing differently? Part of becoming internationally minded is the acceptance that people may interpret what you see differently and also be right. The last line of the IB mission statement reads: ‘others, with their differences, can be right’. What does this mean for you?

Model text

1.7 Study Text 1.12, a magazine cover depicting Sarah Palin. Read the accompanying box defining features of a magazine. Have a discussion on how Newsweek has depicted Sarah Palin as a strong or weak political figure.

Text 1.12

How do you solve a problem like Sarah?

Newsweek November 23 2009

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Unit 1.1 Images and magazine covers

Key features explained Examples from Text 1.12

Title: The type of font and its use of colour comment on the nature of the magazine and the context of its readership. Consider how some magazines place their title in front of the subject on the cover, while others place it behind their subject.

Bold, serif and high contrast suggest strength, and are often used for opinion magazines such as Newsweek.

Ears and teasers: The upper left and right corners are known as the ‘ears’ of the cover. Headlines in the ears are also called ‘teasers’, as they invite the reader to look inside the newspaper or magazine.

‘A Global Innovation Survey’ and ‘Obama and Fort Hood’ appear in the ears and act as teasers.

Key features

Headlines and captions: These are statements, questions or phrases which capture the reader’s attention and lead the articles. Which lines stand out most?

‘How do you solve a problem like Sarah?’ captures the reader’s attention. The caption, ‘She’s bad news for the GOP – and for everybody else, too’ smacks of bias, which is appropriate for opinion magazines.

The camera is slightly below Sarah Palin’s eye level, making her appear relatively strong. However, this full body shot makes her look rather insecure.

Symbols: What goes into the composition? Objects tend to symbolise abstract ideas.

The American flag, the mobile phones (plural!) and Palin’s trainers are not arbitrarily placed into the frame. They symbolise something. Can you guess what?

Lighting and colour: Is the lighting crisp or warm? Is there high or low contrast? What associations do you have with the colours? Brighter images generally exude warmth and friendliness.

Notice the use of red, which grabs the reader’s attention. Red is in the US flag, the title and Palin’s running shirt. It is also the colour of the Republican Party. Her legs reflect and ‘shine’.

Photograph: Most magazine covers include photographs of people or people’s heads (known as ‘head shots’). Consider camera angle in relation to the subject. Looking down on a subject may make her appear weak. Looking up at a subject may make her appear strong.

ATL Research Each unit in Chapter 1 explores a different text type. Each unit presents a different ‘model text’ and ‘key features explained’. While definitions from this coursebook may be useful, you should research more examples of each text type and discuss any features that you find typical of the text type. Try to curate a range of text types in your learner portfolio as you study this language and literature course.

1.8 In order to analyse photographs of people thoroughly, such as the one of Sarah Palin on the cover of Newsweek (Text 1.12), you may need to know more about body language. Body language may be considered as a kind of stylistic device or structural feature of a visual text. Study the following five aspects of body language below and discuss how they relate to Text 1.12. How do they add, to or take away from, the ‘power’ that Sarah Palin seems to have? • Smiles and teeth: One’s mouth can express emotions quite clearly. Smiles, especially those showing teeth, make one look friendly, jovial and affable.

• Gaze: Is the subject looking at the camera, to the side of the camera, or to a faraway place? The subject’s gaze has an effect on the reader. Looking away from the camera can make one appear aloof, distant or unapproachable. Looking into the camera, on the other hand, makes the subject appear engaged with the reader.

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Text types

• Position of hands: Hands matter. Crossed arms tend to make one look strong. Fidgeting hands are a sign of weakness.

• Skin: Skin means exposure. This may be interpreted as vulnerability, sexual availability or athletic ability, depending on the context.

• Torso: If the subject leans forward, they appear eager to engage with the reader or listener. If they lean backward, they seem disengaged.

Text 1.13

Over to you 1.9 In 2013, Australian Prime Minister, Julia Gillard, did a photo shoot for Australian Women’s

Weekly,, in which she was depicted knitting. The image has been included here as Text 1.13. Imagine you are the editor of a magazine and you are going to place this image on your cover. Add headlines and teasers to intrigue your imaginary target audience. Think of a purpose for your magazine, and use language to match this purpose.

Julia Gillard photo shoot

When you have shared your headlines and teasers with your classmates, do an online image search using terms such as ‘Julia Gillard knitting’ and ‘Sydney’s Daily Telegraph’. Telegraph’. How does the Daily Telegraph’s’s representation of Gillard compare to yours? Apply what you learned about body language from Activity 1.8

KEY CONCEPT Representation

How is a particular person represented in the media? How is our notion of political power constructed by the media? Activity 1.9 asks you to construct your own representation of Julia Gillard. What do you already know about Julia Gillard? What do you need to find out about her in order to do Activity 1.9?

Grant Matthews/Australian Women’s Weekly 2013

Further reading

• This Means This,This Means That: A User’s Guide to Semiotics to Semiotics by Sean Hall is a good starting point for those who are interested in learning more about how meaning is constructed by text and image.

• Picturing Texts Texts by Lester Faigley, Diana George, Anna Palchik and Cynthia Selfe offers a well-illustrated introduction to visual literacy and semiotics. well

8 Original material © Cambridge University Press 2019

Unit Unit 2.1 Unit Unit2.1 2.1 2.1 Feminism Feminism Feminism Feminism

Learning Learningobjectives objectives Learning Learningobjectives objectives

How How dodo men men and and women women think think and and actact differently? differently? How How feminine feminine oror masculine masculine should should wewe be?be? How How do do men men and and women women think think and and actfor act differently? differently? How How feminine feminine or or masculine masculine should should we we be?be? What What occupations occupations and and roles roles are are best best for men men and and women women in in society? society? These These questions questions areare difficult difficult What What occupations occupations and and roles roles are are best best for for men men and and women women in in society? society? These These questions questions are are difficult difficult to to answer answer without without gender gender stereotyping. stereotyping. Nevertheless Nevertheless you you seesee implicit implicit answers answers to to these these questions questions to to answer answer without gender gender stereotyping. stereotyping. Nevertheless . Nevertheless you you seesee implicit implicit answers answers to to these these questions questions regularly regularly inwithout in TV TV commercials, commercials, press press advertisements advertisements oror TV TV shows. shows. Only Only critical critical viewers, viewers, however, however, regularly regularly inhow in TV TV commercials, commercials, press press advertisements advertisements or or TV TV shows. shows. Only Only critical critical viewers, viewers, however, however, examine examine how the the media media construct construct stereotypes stereotypes and and gender gender expectations. expectations. examine examine how how thethe media media construct construct stereotypes stereotypes and and gender gender expectations. expectations. This This unit unit asks asks you you to to deconstruct deconstruct various various messages messages about about women women and and explore explore thethe idea idea of of This This unit unit asks asks you you toinvited to deconstruct deconstruct various various messages messages about about women women and and the the idea idea of offrom feminism. feminism. You You are are invited to to bebe critical critical and and analytical analytical as as you you explore explore aexplore range aexplore range of of text text types, types, from feminism. feminism. You . You are are invited invited to to be be critical critical and and analytical analytical as as you you explore explore a range a range of of text text types, types, from from advertisements advertisements to to poems. poems. advertisements advertisements to to poems. poems.

• •Appreciate Appreciate how how a range a range ofof texts, texts, from from different different periods periods and and cultures, cultures, show show • •Appreciate Appreciate how how a range a range of of texts, texts, from from different different periods periods and and cultures, cultures, show show different different representations representations of of women women different different representations representations ofof women women

• •understand understand a variety a variety ofof cultural cultural and and temporal temporal contexts contexts inin order order toto engage engage • •understand understand a variety aof variety ofof cultural cultural and and temporal temporal contexts contexts inin order order toto engage engage with with the the topic topic of gender gender stereotyping stereotyping with with the the topic topic ofof gender gender stereotyping stereotyping

• •Develop Develop skills skills inin analysis, analysis, interpretation interpretation and and evaluation evaluation ofof texts texts • •Develop Develop skills skills inin analysis, analysis, interpretation interpretation and and evaluation evaluation ofof texts texts • •Develop Develop skills skills inin listening, listening, speaking, speaking, reading, reading, writing, writing, viewing, viewing, presenting presenting • •Develop Develop skills skills inin listening, listening, speaking, speaking, reading, reading, writing, writing, viewing, viewing, presenting presenting and and performing. performing. and and performing. performing.

Word Word bank bank Word Word bank bank gender gender stereotyping stereotyping gender gender stereotyping stereotyping feminism feminism feminism feminism representation representation representation representation riddle riddle riddle riddle sexism sexism sexism sexism prejudice prejudice prejudice prejudice discrimination discrimination discrimination discrimination misogyny misogyny misogyny misogyny denotation denotation denotation denotation connotation connotation connotation connotation association association association association facial facial expression expression facial facial expression expression appeal appeal toto probability probability appeal appeal toto probability probability argumentation argumentation fallacy fallacy argumentation argumentation fallacy fallacy pronoun pronoun pronoun pronoun imperative imperative imperative imperative condescension condescension condescension condescension parody parody parody parody tone tone tone tone anaphora anaphora anaphora anaphora suffrage suffrage suffrage suffrage literary literary theory theory literary literary theory theory feminist feminist literary literary criticism criticism feminist literary criticism feminist literary criticism free free indirect indirect speech speech free free indirect indirect speech speech secondary secondary source source secondary secondary source source primary primary source source primary source primary source gender gender equality equality gender equality gender equality

TIP TIP TIP TIP

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120 120 120 120

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Unit 2.1 Feminism

Getting started 1.1 Here is a brief riddle for you to discuss with a classmate. A father and son are in a horrible car crash that kills the dad. The son is rushed to the hospital; just as he’s about to go under the knife, the surgeon says, ‘I can’t operate–that boy is my son!’. Explain.

CAS Service to others is sometimes centred on those who are marginalised. Think about what you could do to help people who suffer prejudice and discrimination.

If you were confused when you read this, you were probably working from the assumption that surgeons must be men! Why do people make such assumptions about gender and occupation? Does it mean they are sexist? Sexism is prejudice, stereotyping or discrimination,, often against women, on the basis of gender.

a nurse

b doctor

d flight attendant

c pilot

professor

grade school teacher

h security guard

plus-size model.

g hairdresser

1.2 Is language inherently sexist? Why do the following phrases sound strange if you replace

each noun with the opposite gender? For example, why do people say ‘working mother’ but not ‘working father’? Are these examples of misogyny (a dislike of, or contempt for, women)? a working mother (a mother who works) works)

b soccer mom (US) (a mother involved involved in her child’s sports) c mumpreneur eneur (UK) (a mother entrepreneur) d throw w like a girl (not to throw forcefully)

e she wearss the pants (US)/trousers (UK) (woman in charge of a relationship) employed) housewife (a wife who is not employed)

TOK IIn n your Theory of K Knowledge nowledge course, llanguage anguage is considered a way of knowing. In other words, knowledge is acquired through language. But language can be used to manipulate readers into believing something that is not true. Many words have a denotation, an exact meaning, and a connotation, an emotional association. Words about gender are no different. The words ‘mom’ or ‘mum’ denote one’s biological or adoptive mother. But the connotations are as diverse and complicated as the kinds of relationships people have with their mothers. Activities 1.1, 1.2 and 1.3 encourage you to think about the various connotations that are communicated through various words and phrases that deal with gender. What are the connotations of the word ‘mum’ or ‘mom’ for you? Do you have any, if English is not your ‘mother’ tongue? Explain.

Read out the list of occupations below and describe the person you imagine for each: a man or a woman. In response to each item, ask yourself why you imagined each as a man or woman. As a class discuss how ideas of gender and occupation are constructed by the media.

g mistress (a man’s man’s secret lover) h tomboy (a tough girl) g irl) i

catfight (two women women fighting)

mommy wars wars (US) (two mothers who fight and argue)

1.3 Text 2.1 is an advertisement for a bank in New Zealand. a How does it use language to rreinforce gender stereotypes while selling you their services? b What are the connotations of the w word ‘mum’ in this text? (See TOK box.) c How could the advertisement convey the same message without the word ‘mum’? d Do you find this text offensive? Give your reasons.

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Text 2.1

Exploring themes and texts

A print advertisement for Westpac Bank in New Zealand.

KEY CONCEPT Representation

Text 2.2

Representation is a key concept for this course. As you articulate your analyses of various texts, be specific about which social groups are represented, how they are represented and why they are represented in a certain way. It is not sufficient to simply say an advertisement discriminates against ‘women’. Be more specific and refer to kinds of women who are stereotyped or marginalised.

Readers, writers and texts 1.4 Stereotypes are built through association. For example, if TV shows constantly

depict male police officers eating doughnuts, then police officers become associated with doughnuts and fatty foods. Consequently, viewers assume that most police officers are overweight men, and a stereotype is born! Text 2.2, a page from the first edition of Woman’s Weekly magazine, offers you a glimpse into the past over one hundred years ago, when women worked very hard, but few were employed. The word ‘housewife’ does not appear, but how is this stereotype constructed through the use of symbols, facial expressions, body language, captions, diction and other stylistic and structural devices? How is this stereotype constructed through association? See Unit 1.1 on deconstructing images and Unit 1.5 on graphic novels for more useful tools for analysing this text.

Page 1 from Woman’s Weekly (UK edition), Volume 1 number 1 from 4 November 1911

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Unit 2.1 Feminism

1.5 Work in groups of three. • One of you is a time traveller who has gone back to the year 1911.You find yourself in the office of the chief editor of Woman’s Weekly.

• One of you is the chief editor who has just published the first edition of this magazine. If fact he personally created Text 2.2. Try to find a male classmate to play this role.

• In his office is a female reader from 1911, who has come to his office to say how happy she is with this new weekly magazine. Try to find a female classmate to play this role. In your role-playing game, discuss Text 2.2 and how it is helpful or harmful towards mothers. The time traveller may tell the others about the many roles that mothers fulfil in the ‘future’.

1.6 Related to ‘association’ is the appeal to probability..Texts often depict and describe

a Why is the text titled ‘How to please a husband?’

b Why does he have ve a smile on his face as he pours the ketchup?

c Why must ust a wife be convinced that her husband ‘is not unreasonable’ or may like ‘simple, inexpensive foods’? d Why is theree such a long description about the process of, and the products involved in, making the ketchup? e Why does it sayy ‘a condiment that men really relish’ and not women?

Why is theree a quotation and a signature from President Howard J. Heinz himself?

LEARNER PROFILE Inquirer

Activity 1.6 asks many m any specific questions q uestions about a text. Learning to ask questions about a text is a useful skill in the language and literature course. Can you think of more questions to ask in response to this text? This is what inquirers do.

situations in which the reader must make various assumptions in order for the text to be meaningful. It is an argumentation fallacy in which something is taken for granted because it would probably be the case. Study Text 2.3 carefully. Consider the attitudes of the readers who would read this advertisement for Heinz Tomato Ketchup in the 1930s. Discuss your answers to the following questions with regards to probability, assumptions and stereotypes.

g Why is this sauce advertised ertised as one of the 57 varieties?

h Why is the bottle depicted twice in the advertisement? advertisement?

Text 2.3 How to please a husband

Guiding question

How should you approach texts from different times and cultures to our own? Text 2.3 is very different from advertisements in your time and culture. How would you begin to analyse this advertisement? Perhaps you might consider how the same product, Heinz Ketchup, is advertised today? It helps to compare target audiences. If this text is pitched towards housewives in the United States in the 1930s, ask yourself how those housewives are different from housewives today. Continue this discussion by doing an online search for two advertisements for the same product but from a different age.

Heinz Ketchup 1930s

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Exploring themes and texts

1.7 What kinds of texts would you think use the second person pronoun ‘you’? You may expect to find this in instructions, speeches, recipes and textbooks (like this one!), but not in advertisements. Yet you have already seen two advertisements (Texts 2.1 and 2.3), which use ‘you’ and all of the texts in this unit so far use ‘we’. Furthermore most of the texts have used imperative verbs, such as ‘come chat’ (Text 2.1) a What is the effect of using ‘we’ e’ and ‘our’ or ‘you’ and ‘your’ in Texts 2.1–2.3? b How does the use of pronouns onouns contribute to the construction of gender stereotypes in these texts? c What is the effect of using imperatives es in shaping the reader’s response to these texts?

Time and space

d Condescension is the act of belittling someone or speaking down to them. Do you detect condescension in Texts 2.1–2.3? If so, where does it appear? Can you find evidence of it in the text?

1.8 Text 2.2 (1911) and Text 2.3 (1930s) may seem rather outdated with their attitudes towards mothers and wives. In the box below are adjectives that you can use in the following discussion. Which words describe good mothers and wives:

• back then

• nowadays

• both then and now?

How have values changed and evolved? Refer to evidence from previous texts or other texts to justify your answers. independent dependent unquestioning enlightened devoted hard-working thoughtful cost-conscious obedient agreeable firm involved attractive self selfself-sacrificing -sacr sacrificing ificing educated graceful meticulous resourceful smart diligent care care-takers

In the early 20th century, good mothers and wives were seen as …

Both then and nowadays, good mothers and wives are seen as …

Nowadays, good mothers and wives are seen as …

1.9 As you discuss the evolving attitudes towards mothers and wives over the past 100 years, it will help if you understand the concept of feminism. What is feminism? a Write do down your own definition of feminism on a piece of paper and give it anonymously to your teacher. b Ask your teacher to read out everyone’s definition of this word. c Do an online search for the most widely accepted definitions of this word. d How are these definitions different from your own? e What is the opposite of feminism? There is no correct answer to this question, only informed responses.

124 Original material © Cambridge University Press 2019

Unit 2.1 Feminism

LEARNER PROFILE Principled An IB learner is ‘principled’. What are the principles of feminism? To what extent are the principles of feminism valued in the country where you live?

1.10 One of the most commonly used symbols of the feminist movement today is Text 2.4. Do an online search for more information about this text and discuss your answers to the following questions.

Text 2.4 ‘We can do it!’

a Why is this image often mistakenly enly referred to as ‘Rosie the Riveter’? Who was that? And why is this not Rosie? b What type of text is this? What purpose pose did it once serve? What purpose does it serve these days?

• • • • •

c Explore the use of the following: colour and style of drawing body language symbols the rule of thirds

other stylistic devices that construct meaning.

d Why do you ou think this text has become a symbol for the feminist movement?

J. Howard Miller for Westinghouse Electric 1943

1.11 Parody is the act of imitating a text’s style and structure for a humorous effect. Do an online search for one of the many parodies that have been made of ‘We Can Do It!’. In pairs present one of these parodies to your classmates. Ensure that no two pairs present the same parody. In your presentation explore answers to the following questions: parody been created? What is the author’s purpose? a Why has this parody

bor row stylistic and structural elements from the original ‘We Can Do It!’ poster? b How does it borrow your parody depend on the target audiences’ knowledge of people, c How does the meaning of your places, times and other texts? much of the original message from ‘We Can Do It!’ is still present in your parody? d How much

Guiding question

How does the meaning and impact of a work change over time? What if J. Howard Miller could see how people were using Text 2.4 today? What would he say? When considering how the meanings of texts have changed over time, as in Activities 1.10 and 1.11, it’s often useful to ask what an author in the past would think of present times. Apply this strategy to your analysis of other texts.

125 Original material © Cambridge University Press 2019

Exploring themes and texts

1.12 When discussing texts, we often talk about tone. ‘Tone’ describes the writer’s attitudes, as expressed through the language of the text. Before you read Text 2.5, look up the definitions of the words below (a–k), all of which are associated with tone.You might do this activity with a group of people, with each person responsible for finding the definition of one or two words. After you have found and understood the meanings of these words, read Text 2.5. Which words describe the tone of this text? What makes you say this? Justify your answers by referring to examples from the text. b

critical

biting

d mocking

pleasant

sarcastic

g cynical

jolly

subversive

complacent

ironic

Text 2.5

Why I Want a Wife

a tongue-in-cheek

I belong to that classification of people known as wives. I am A Wife. And, not altogether incidentally, I am a mother. Not too long ago a male friend of mine appeared on the scene fresh from a recent divorce. He had one child, who is, of course, with his ex-wife. He is looking for another wife. As I thought about him while I was ironing one evening, it suddenly occurred to me that I too, would [5]like to have a wife. Why do I want a wife? I would like to go back to school so that I can become economically independent, support myself, and if need be, support those dependent upon me. I want a wife who will work and send me to school. And while I am going to school I want a wife to take care of my children. I want a wife to keep track of the children’s doctor and dentist appointments. And to keep track of mine, too. I want a wife to [10]make sure my children eat properly and are kept clean. I want a wife who will wash the children’s clothes and keep them mended. I want a wife who is a good nurturing attendant to my children, who arranges for their schooling, makes sure that they have an adequate social life with their peers, takes them to the park, the zoo, etc. I want a wife who takes care of the children when they are sick, a wife who arranges to be around when the children need special care, because, of course, I cannot miss classes at school. My wife must arrange to lose time at work and not lose the job. It may mean a small cut in my wife’s income from time to time, but I guess I can tolerate that. Needless to say, my wife will arrange and pay for the care of the children while my wife is working. I want a wife who will take care of my physical needs. I want a wife who will keep my house clean. A wife who will pick up after my children, a wife who will pick up after me. I want a wife who will keep my clothes clean, ironed, mended, replaced when need be, and who will see to it that my personal things are kept in their proper place so that I can find what I need the minute I need it. I want a wife who cooks the meals, a wife who is a good cook. I want a wife who will plan the menus, do the necessary grocery shopping, prepare the meals, serve them pleasantly, and then do the cleaning up while I do my studying. I want a wife who will care for me when I am sick and sympathise with my pain and loss of time from school. I want a wife to go along when our family takes a vacation so that someone can continue to care for me and my children when I need a rest and

Unit 2.1 Feminism

change of scene. I want a wife who will not bother me with rambling complaints about a wife’s duties. But I want a wife who will listen to me when I feel the need 35 to explain a rather difficult point I have come across in my course of studies. And I want a wife who will type my papers for me when I have written them.[…] If, by chance, I find another person more suitable as a wife than the wife I already have, I want the liberty to replace my present wife with another one. 40 Naturally, I will expect a fresh, new life; my wife will take the children and be solely responsible for them so that I am left free. When I am through with school and have a job, I want my wife to quit working and remain at home so that my wife can more fully and completely take 45 care of a wife’s duties. My God, who wouldn’t want a wife? Judy Syfers 1970

a When was it written? b Where was it first read aloud? c Why did the writer write it?

1.13 Do an online search to find out more about the context of Text 2.5.

d To what extent does this text express the ideals of feminism, which you discussed in Activity 2.9?

1.14 Discuss your answers to the questions below as a class, referring to Text 2.5. a Judy Syfers says she ‘wants a wife’. But what does she really want?

b What attitudes towards men are expressed in this text? Where do you find evidence of this?

c What is the effect of repeating the words ‘I want?’ on the audience? This an example of anaphora, the repetition of a phrase at the beginning of a sentence. Why is anaphora used here? d This text was written and read to an audience in 1970. Is Judy Syfers’ main message, as expressed in this text, still relevant today? Or is it outdated? What makes you say this?

International Mindedness Text 2.5 explores the meaning of ‘wife’ and ‘mother’ and the connotations associated with these words. In countries around the world, the roles of wives and mothers are defined differently according to cultural norms and expectations. These norms and expectations are constantly evolving and changing. Have each student in your class research a different country in the world, with examples of developing and developed countries, Anglophone and non-Anglophone countries. Try to find answers to the following questions about your chosen country, thinking about the past ten years. Share your findings with your classmates. Don’t worry if you haven’t been able to find answers to all the questions. a Until what age do women attend school, on average? b What is the average age for women to have a first child? c How many children do women have, on average? d What is the difference in salaries between women and men?

Exploring themes and texts

KEY CONCEPT Transformation One of the key concepts for this course is transformation. Texts can be transformative in the sense that they change your understanding of the way the world works. How does Text 2.5 change the way you see motherhood?

Intertextuality: connecting texts 1.15 This unit has asked you how definitions of motherhood have changed over time.Texts 2.6 and 2.7 show how the recruitment of women for military service has changed.

a Study both advertisements tisements carefully, thinking about the guiding question: ‘In what ways do the linguistic and visual features of these two armed forces recruitment advertisements appeal to different cultural values from different times and places, while trying to achieve a similar purpose?’

b Takee notes on both texts using a copy of the table below. Look at Units 1.1 and 1.2 for more information about the key features of advertisements and images. c Before you ou write a comparative analysis of these texts, ask your teacher if you will be assessed on this assignment. Discuss the kinds of criteria that you should use to assess your work.You may want to look at the Paper 2 and Individual Oral criteria, as both have a comparative element. If you want to do this assignment as an HL Essay, read those criteria carefully.

d Based on your notes and understanding understanding of the assessment criteria, write a comparative analysis of 1,200–1,500 words. e Show your your comparative analysis to your teacher and ask for constructive feedback.

Rewr ite your comparative analysis and place it in your learner portfolio under ‘Feminism’. Rewrite Text 2.7

Text 2.6

Target audience and their response Author’s purpose

Use of image, including camera angle and symbols (see Unit 1.1) Use of layout and structure (see Unit 1.2) Author’s choice of words (diction)

Unit 2.1 Feminism

Text 2.7

Text 2.6

Advertisement for the UK Women’s Royal Army Corps 1971

Advertisement for the US Navy 2015

Guiding question

How do conventions evolve over time? Text 2.7 was created 34 years after Text 2.6. You can see a clear evolution of structural conventions for this type of text, an advertisement for recruiting women. How have these conventions evolved? Write about this in your comparative analysis (Activity 1.15).

Towards assessment 1.16 For your individual oral you are asked to explore a literary and non-literary text on a common global issue. In order to practise your individual oral, prepare and conduct a ten-minute talk in which you compare and contrast Texts 2.8 and 2.9 on the women’s suffrage movement. Follow the steps below. a Research the movement on women’s right to vote in the early 20th century, the origin of the texts and their authors.

Exploring themes and texts

b Annotate copies of both texts to highlight the key features. Look at Units 1.1, 1.2 and 1.12 for more about the key features of advertisements, images and poetry. c Make a bullet-pointed outline with key ideas. d Record yourself giving this ten-minute talk. Listen to the recording carefully and assess yourself using the assessment criteria for the individual oral, to be found at the beginning of the book. e If you think you ou could improve on any aspects of your performance, try recording another attempt. f

Share your our final recording with a classmate or your teacher to receive their feedback.

See Chapter 8 for more information on the individual oral.

Guiding question

How can texts offer multiple perspectives on a single issue, topic or theme?

Text 2.8 Females

Not so, saith she, ye slander me! No parasite am I. I earn my living as a wife; My children take my very life; Why should I share in human strife, To plant and build and buy?

The female fox she is a fox; The female whale a whale; The female eagle holds her place As representative of race As truly as the male.

This question from the area of exploration called ‘intertextuality’ is a good point of departure for an individual oral. Consider how the perspectives of Texts 2.8 and 2.9 are different.

The mother hen doth scratch for her chicks, And scratch for herself beside; The mother cow doth nurse her calf, Yet fares as well as her other half In the pasture far and wide. The female bird doth soar in air; The female fish doth swim; The fleet-foot mare upon the course Doth hold her own with the flying horse – Yea and she beateth him! One female in the world we find Telling a different tale. It is the female of our race, Who holds a parasitic place Dependent on the male.

The human race holds highest place In all the world so wide, Yet these inferior females wive, And raise their little ones alive, And feed themselves beside. The race is higher than the sex, Though sex be fair and good; A Human Creature is your state, And to be human is more great Than even womanhood! The female fox she is a fox; The female whale a whale; The female eagle holds her place As representative of race As truly as the male.

Charlotte Perkins Gilman 1911

Unit 2.1 Feminism

Text 2.9

America when feminized

Southern Woman’s League for Rejection of the Susan B. Anthony Amendment 1913

1.17 Whether or not you are reading a literary work about feminism or women’s roles in society,

you may find one of the following four questions appropriate for a practice Paper 2 essay. ways ys and for what reasons do two of the literary works that you have read depict a a In which wa struggle between men and women? b In what wa ways ys and for what reasons do two of the literary works that you have read give women a voice? c How ha have ve the authors of two of the literary works that you have read use language to comment on gender inequality? have ve two of the literary works that you have read been written and received differently d How ha by difference audiences.

1.18 Activity 1.16 asks you to develop and deliver a practice individual oral on Texts 2.8 and 2.9. To prepare for this, you should create an outline similar to the example shown below.

• Compare the points in this example outline to your own. How did you organise your individual oral similarly or differently?

• Are there ideas that you can take from this outline, to improve your own performance on these two texts?

Exploring themes and texts

An individual oral should have a thesis statement, just like an essay. Outlines should include many examples Use signs, underlining, italics, bold or other features to structure your outline and help you. Notice the structure of this outline: switches back and forth between texts, focusing on a common stylistic device. The structure is not required but useful. Use signs, underlining, italics, bold or other features to structure your outline and help you.

Introduction Global issue: Women’s rights to vote. Why Charlotte Perkins Gilman? Why ‘America when feminized’. Both show a side of a debate on the women’s suffrage movement. Thesis statement:: Both texts, despite their differences in structure and purpose, use imagery, analogy and direct narration in order to persuade their audience on their viewpoints on the women’s suffrage movement in the early 20th century.

Imagery/analogy and ‘Females’ Example 1: Eagles, fox, whales ➞ appeal to natural world Example 2: Wives and ‘little ones’ ➞ address guilt and responsibility Example 3: Women as parasites ➞ womanhood is below humankind

Start your introduction with the ‘why’. Briefly explain why your global issue matters to you.

Sample outline for individual oral

Imagery/analogy and ‘America when feminized’

Example 1: Hen and rooster ➞ caricatures of people, shift of power Example 2: Suffrage sash ➞ overzealous women Example 3: ‘Sissies’ ➞ feminized men are perceived as weak

What is your global issue? Begin with this central organising principle. See chapter 8 on global issues.

Direct narration and ‘Females’

Example 1: 5th stanza: ‘I’ first-person, ‘no parasite am I’ ➞ defensive tone Example 2: 5th stanza: ‘wife’ and ‘children’ ➞ irony parasitic relationship Example 3: 5th stanza: Question: ‘Why should I?’ ➞ lack of ambition

Direct narration and ‘America when feminized’

Example 1: Hen’s speech bubble: ‘set on them … old man!’ ➞ independence Example 2: Rooster’s speech: ‘eggs get cold’ ➞ responsibility Example 3: Quote by Dr. William J. Hickson ➞ appeal to authority

Conclusion

Be sure to refer to the importance of context in understanding your two texts.

Both texts reference the natural world to make a case on what is ‘natural’ for women and power. ‘‘America America when feminized’ seems ridiculous in today’s context, but it shows how women once used (visual) language to oppress other women.

Conclusions restate previous points and reiterate the thesis statement.

Higher level extension 1.19 As you explore literature, you will discover various schools of literary theory.You could say that these are lenses through which readers view literary works. One such school of literary theory is feminist literary criticism criticism, which is informed by feminist theory and the politics of feminism. This school of literary theory has developed since the early 20th century and approaches literary works by:

• studying the representation of men and women and how they reflect society’s pressures and expectations,

• analysing the use of language, imagery and narration to construct these gender roles, • examining the balance and significance of female authors in the world of literature. Read the following passage from The Grass is Singing by Doris Lessing, which is set in Southern Rhodesia (now Zimbabwe) in the 1940s. Discuss how a feminist literary critic would analyse the text, especially with regard to the first two bullet points above.

Unit 2.1 Feminism

Text 2.10 The Grass is Singing

But all women become conscious, sooner or later, of that impalpable, but steel-strong pressure to get married, and Mary, who was not at all susceptible to atmosphere, or the things people imply, was brought face to face with it suddenly, and most unpleasantly. She was in the house of a married friend, sitting on the veranda, with a lighted room behind her. She was alone; and heard people talking in low voices, and caught her own name. She rose to go inside and declare herself: it was typical of her that her first thought was, how unpleasant it would be for her friends to know she had overheard. Then she sank down again, and waited for a suitable moment to pretend she had just come in from the garden. This was the conversation she listened to, while her face burned and her hands went clammy. ‘She’s not fifteen any longer: it is ridiculous! Someone should tell her about her clothes.’ ‘How old is she?’ ‘Must be well over thirty. She has been going strong for years. She was working long before I began working and that was a good twelve years ago.’ ‘Why doesn’t she marry? She must have had plenty of chances.’ There was a dry chuckle. ‘I don’t think so. My husband was keen on her himself once, but he thinks she will never marry. She just isn’t like that, isn’t like that at all. Something missing somewhere.’ ‘Oh, I don’t know.’ ‘She’s gone off so much, in any case. The other day I caught sight of her in the street and hardly recognized her. It’s a fact! The way she plays all those games, her skin is like sandpaper, and she’s got so thin.’ ‘But she’s such a nice girl.’ ‘She’ll never set the rivers on fire, though.’ ‘She’d make someone a good wife. She’s a good sort, Mary.’ ‘She should marry someone years older than herself. A man of fifty would suit her … you’ll see, she will marry someone old enough to be her father one of these days.’ ‘One never can tell!’ There was another chuckle, good-hearted enough, but it sounded cruelly malicious to Mary. She was stunned and outraged; but most of all deeply wounded that her friends could discuss her thus. She was so naïve, so unconscious of herself in relation to other people, that it had never entered her head that people could discuss her behind her back. And the things they had said! She sat there writhing, twisting her hands. Then she composed herself and went back into the room to join her treacherous friends, who greeted her as cordially as if they had not just that moment driven knives into her heart and thrown her quite off balance; she could not recognize herself in the picture they had made of her! Doris Lessing 1950

Guiding question

How do texts engage with local and global issues? How does Doris Lessing engage with the issue of marriage in The Grass is Singing (Text 2.10)? Do you consider ‘marriage’ a global or a local issue? Give reasons for your answer.

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