Oib language and lit intro 2015 16

20152016 What is the American OIB section?

Marie-Hélène Fasquel Lycée International Nelson Mandela, Nantes, France 2015-2016

A short introduction to the American International Option Language and literature course

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Let’s start with a chart!

2017 OIB Exam Oral Exam (30 minutes, coef.

4) Commentary on a passage from 1 of the in-depth works

Written Exam (4 hours, coef. 5 ES & S, 6 L) (One among the 3 following)

In-depth works: 1. Hamlet 2. The Great 3. Core

Candidate leads (15 minutes)

poetry

Introduction:

Gatsby

-Situation + Thesis (2 min) -Commentary (8 min) -Links (5 min)

Examiner leads (15 minutes) Questions on the theme and style on 4 to 6 works.

-2 essays (each essay contrasts at least 2 different works) --> You need to know 6 works in great detail (aim of the author, major topics, ideas, structure, recurring motifs, stylistic devices, quotes...).

-1 essay + -1 commentary (Mention at least 2 works in the essay)

Lycée International Nelson Mandela – Marie-Hélène Fasquel

-1 essay (Mention at least 2 works) + -creative writing

What you need to know This is a summary of the American OIB handbook which you can find online.

Overview of the OIB

Students studying the international option (often referred to as the OIB or BOI) replace the two parts of the Bac most closely related to language and culture: Langue et Littérature and histoire-Géographie.

OIB American Option candidates studying language and literature in English follow a curriculum set by the inspectors in collaboration with the teacher-examiners, approved by the French Inspection Générale. This curriculum contains six works in common, studied in depth by all participating schools, and six works chosen by individual schools in categories specified by an overall framework that includes a Shakespeare play, fiction, poetry, drama, non-fiction, and world literature.

At the end of the course, candidates take a four-hour written examination plus an oral. In language/literature, students are tested primarily on work done in the final year, but are responsible for all work covered in a two-year period.

Candidates can substitute a commentary on a passage of prose or poetry for one of the essays; these passages are drawn from works not studied in the OIB curriculum.

The oral examinations take place after the written examinations are completed.

Candidates in language/literature must make a 10-minute presentation at the beginning of the oral (which they are given 30 minutes to prepare) using as their starting point a passage chosen by the examiner from one of the texts studied in depth. Then follows a more general discussion with the examiner about the works studied across the entire OIB curriculum.

Both the written and oral examinations are marked out of 20.

International Option candidates are not just enviably fluent in at least two languages; every day they face the rigorous and demanding task of working to a native-speaking standard in two languages, balancing from one hour to the next the language and perspective of two cultures. They have a heavier workload than most Bac candidates. The qualities of flexibility, resilience, tolerance and independence they develop clearly make them ready for the challenge of university work.

In assessing a candidate, whether in the oral or the written part of the exam, * Examiners seek to give credit for what a candidate knows, understands and can express well, rather than to detect and penalize areas of ignorance; * credit is given to judgments and interpretations with which examiners might disagree, provided they are satisfactorily argued; and * given the difficulty, linguistic errors are not penalized except to the extent that, in sufficiently large numbers, they impair overall intelligibility.

Lycée International Nelson Mandela – Marie-Hélène Fasquel

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Aims The curriculum aims: - to encourage and develop the enjoyment and appreciation of literature in English based on an informed personal response; and - to develop the ability to analyze and discuss critically the texts studied in a cogent1 and organized manner.

Objectives The examination sets out to assess the candidates' response to literature by displaying:  Knowledge: of the works studied and, if relevant, the historical and personal context in which they were written;  Understanding: extending from simple factual comprehension to a recognition and conception of the nature and significance of literary texts and the issues and ideas which they raise;  analysis/insight: the ability to interpret various aspects of a text as they reflect the author's intentions and meaning sought, and to provide evidence of a personal understanding of the issues raised by a literary text;  judgment: the capacity to make critical assessments based on close reading; the capacity to answer questions on specific aspects and features of a text by selecting relevant material for discussion;  cultural awareness: the ability to appreciate the character and significance of texts produced in a language and culture which may not be their own;  expression: the ability to express, in fluent and effective English, ideas, opinions and responses in organized and cogent essays on literary subjects; the ability to engage in an informed literary discussion.

The written examination 4 hours: all answers written in English Please note that texts may NOT be taken into the examination.

Candidates must choose either option A or option B (two hours for each essay or commentary): A) Write on one of four essay topics given in Part I and write a commentary on one of the two passages given in Part II, either poetry or prose.

B) Write on two of the four essay topics given in Part I. Candidates are instructed NOT to use the same work in both essays.

Part I Four essay topics are given to choose from.

Part 2: Two passages are given, one of previously unseen poetry and one of previously unseen prose. Note that the prose excerpt is not necessarily from a work of prose fiction; it could come from travel writing, letters, diaries or essays.

The oral examination 30 minutes, in English A. Presentation by the candidate (approximately 10 minutes) Candidates are required to make a detailed presentation on a passage assigned by the examiner from one of the set texts.

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Puissant, convaincant

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B. "Branching" or linking with other texts (approximately 5 minutes) Candidates are asked to find links between the passage assigned and other works studied; first, to at least one other text in depth, then to any other works studied.

C. Discussion of other texts (approximately 15 minutes) Candidates engage in a dialogue with the examiner concerning other works studied in the two-year program, emphasizing the works from the Terminale year.

Approximately three or four works from the program should be selected by the examiner to evoke responses of some depth from the candidate.

4 ASSESSMENT RUBRIC FOR OIB AMERICAN OPTION WRITTEN EXAMINATION: THE ESSAY Note: Level 0 = 10/20. Add (or subtract) points indicated in each category to arrive at a final grade. Example: A paper is judged to be Level 2 in all categories, so 1 point is added in each for a total of 5. Final grade: 15/20.

Lycée International Nelson Mandela – Marie-Hélène Fasquel

Category Below Level Level 0 - 0.5 or more at the discretion of the examiner Knowledge & No true Understanding understanding or first-hand knowledge shown. Factual inaccuracies void argument.

Level 1

Level 2

Level 3

Level 4

+ 0.5

+ 1.0

+1.5

+2.0

Some Satisfactory Good thorough Very good and Excellent in all understanding but understanding. understanding. thorough of level superficial.

Accurate Knowledge is understanding, 3. Personal Learned response knowledge but both accurate and including some assimilation and replaces first-hand may be limited or full. subtlety. Levels broad literary knowledge. insufficiently of meaning are knowledge Factual developed. apparent. evident in inaccuracies affect Factual Detailed and addition. argument. inaccuracies pertinent inadvertent or knowledge. minor.

Response to the Off-subject or no Response is partial A satisfactory A complete or Response A Level 3 Question clear response or muddled. response to the well targeted demonstrates response which discernible.

Argument is main response. The original thought takes the reader directed at the implications of question is well and a desire to to a rediscovery N.B. A short Observation, understood and probe the of topic and response may commentary, or question but may the question. opinion may be be confused or Some aspects of clearly implications of texts. require present but no superficial. the question may addressed. the question.

A assessment to attempt to form be ignored. coherent and be lowered. an argument. powerful response.

Analysis & Plot summary or Plot summary or Reasonable Analysis clear Analysis clear, As for level 3.

Depth generalizations generalizations analysis of and insightful. insightful and Analysis and dominate. No frequent. Little or important Appropriate probing. argumentation successful unsuccessful elements. analysis of style Pertinent and form a seamless attempt at analysis.

Analysis may be illustrated by detailed analysis whole. Depth analysis. uneven or relevant of style. always exceeds (Includes lacking in depth. examples. expectations. discussion of style at levels 2 and above) Organization of No logical Weak or Satisfactory Solid coherent Carefully Elegant the Essay & sequence of mechanical structure and structure with planned coherent management of Integration of ideas. structure. development. clear transitions. essay structure. essay structure.

Evidence Chronological Development is Logical sequence Ideas generally Clear Persuasive confusion. barely adequate of ideas and presented in development development Development is and examples are pertinence of logical order and throughout and and telling use so inadequate either impertinent examples are examples are good integration of supporting that clarity is in or lack clear evident even if most often of supporting evidence. danger of connection to the awkwardly integrated evidence. dissolving argument. handled. appropriately. completely.

Expression Meaning often Prose can be read Prose conveys Prose is clear and Evidence of Articulate and cannot be and its meaning the writer’s ideas coherent. Lapses strong writing fluid. A delight surmised. The surmised even if well. Vocabulary are minor and do skills. A rare to read. Very essay is very hampered by weak is adequate and not impede lapse does not effective use of difficult to read. control (or French notions of good understanding. mar ideas or vocabulary and interference).

English usage are Some care is flow. register. evident if shown in word Appropriate use sometimes choice and of vocabulary inconsistently register. and register. applied.

Totals

Lycée International Nelson Mandela – Marie-Hélène Fasquel

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ASSESSMENT RUBRIC FOR OIB AMERICAN OPTION WRITTEN EXAMINATION: THE COMMENTARY Category

Below Level

Level 0

Level 1

Level 2

Level 3

Level 4

+ 0.5

+ 1.0

+1.5

+2.0

Good denotative understanding with plausible attempt at deeper meaning.

Some sense of voice and tone.

Satisfactory analysis of major textual features. Use of text is pertinent but limited or a mix of pertinent and impertinent.

Good attempt to probe meaning based on sure understanding of voice and levels of meaning.

A sound interpretation that bespeaks a sure understanding at all levels and some degree of enjoyment.

A cogent reading of the text.

Evidence of a taste for difficulty and a love of active reading.

Good analysis supports commentary throughout.

Use of the text is full and pertinent.

Insightful analysis.

Probes well beyond an initial reading of the text.

Textual usage is creative and telling.

Excellent analysis.

Discussion always surpasses expectations.

Textual usage as in Level 3 but includes nuance and a sense of liberty.

Excellent sense of literary qualities throughout.

Sure command of the tools of literary criticism.

Discussion is detailed and poignant.

- 0.5 or more at the discretion of the examiner Denotative understanding seriously flawed.

Little awareness of levels of meaning or of how meaning is affected by tone and voice.

Adequate denotative understanding.

Fanciful attempt to find meaning on another level.

Little, or erroneous, sense of voice and tone.

Analysis & Use of the Text

A paraphrase or superficial commentary with little or no textual basis. No attempt at analysis.

A paraphrase or superficial commentary with some textual basis. Little or fuzzy analysis.

Appreciation of Literary Features

Appreciation of literary features absent or fanciful.

Some notion of genre, narrator/ persona, or other literary feature but no apparent ability to relate these to meaning.

A clear sense of literary features.

Discussion may be awkward or relation to meaning hit and miss.

A good sense of the text as literature.

Clear discussion of style and good ability to relate it to meaning.

Organization

Linear commentary with no development.

No logical sequence of ideas in evidence.

Weak or mechanical structure. Little development.

Some ordering of ideas but logical flow is broken.

Solid coherent structure and a clear sense of development.

Ideas are presented in logical order with clear transitions.

Expression

Meaning often cannot be surmised. The

Prose can be read and its meaning is apparent even if

Evidence of organic structure and development.

Sequence of ideas is always logical even if transitions are sometimes awkwardly handled.

Prose conveys the writer’s ideas

Very good appreciation of literary features evident throughout.

Some command of the tools of literary criticism.

Discussion clearly directed at meaning.

Carefully planned coherent commentary structure.

Clear development throughout and very good flow of ideas.

Prose is clear and coherent.

Lapses in

Evidence of strong writing skills. Lapses

Understanding the Text

Lycée International Nelson Mandela – Marie-Hélène Fasquel

Elegant management of commentary structure.

Persuasive development.

Commentary forms a seamless whole

Articulate and fluid. A delight to

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commentary is difficult to read.

hampered by weak control (or French interference).

well. Notions of good English usage are evident if sometimes inconsistently applied.

Word choice and register may be erratic.

usage are minor and do not impede understanding or thought flow. Care and consistency is shown in word choice and register.

are of a kind that one is sure would be corrected in a next proofreading.

Very good use of vocabulary and register.

read.

Excellent and effective use of vocabulary and register.

Totals

2017 Syllabus template for the language/literature examination _____________________________________________________________________________ A total of thirteen texts will be studied for the examination reflecting diversity in ethnic background and gender. Six texts will be studied in common by all candidates. The remaining texts will be chosen freely by individual sections/schools. Hamlet will be the in-depth text studied in common by all schools. The remaining two texts in depth will be chosen freely by each section/school (from the poetry and novel section.)

The works to be studied in 11th grade (1ère) are in purple.

The following are the texts: 1. One Shakespeare play:

Hamlet* (CORE)

2 Three 19th/20th/21st century English-language works of prose fiction (one of which should be American): a) The Scarlet Letter by Nathaniel Hawthorne (CORE) b) Free Choice: The Great Gatsby by Francis Scott Fitzgerald (in depth) c) Free Choice: The Picture of Dorian Gray by Oscar Wilde

3 Two English-language playwrights (one of which should be American): a.) Death of a Salesman by Arthur Miller (CORE) b.) Free choice: Pygmalion by Bernard Shaw

4 Two English-language poets (one of which should be American): a.) Core Poetry: A selection of 8 poems by Langston Hughes, Rita Dove, Nikki Giovanni and Martin Espada (CORE) (in depth) b.) Free choice: A selection of 8 poems.

Lycée International Nelson Mandela – Marie-Hélène Fasquel

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5 Three Works of World Literature (which may be in translation) a.) …………………………………. .(CORE) (to be chosen in October 2015.) b.) Free choice: The Metamorphosis by Franz Kafka c.) Free choice: ……………………………… (to be chosen in October 2015)

6. Two English-language non-fiction works: a) Stranger in the Village by James Baldwin (CORE) b) Free Choice: Letter from Birmingham Jail by Martin Luther King.

2013 OIB QUESTIONS (France) 1. How do playwrights use the technique of the stage and characterization to convey the workings of the human mind? Examine two plays from the OIB program.

2. Discuss the use and/or abuse of power in two of the works you have studied in the OIB program.

3. “To thine own self be true.” How do two writers from the OIB program explore the consequences of following or not following this advice?

4. “Powerful images and incidents are features of all good storytelling.” Show how this statement applies to two texts you have studied in the OIB program.

Feel free to contact me if you want to learn more about the OIB section.

mhfasquel@gmail.com https://twitter.com/Mariehel2 http://sharingteaching.blogspot.fr/ Welcome Padlet for the students (password: student): http://padlet.com/mhfasquel/welcome Some of the projects of the 2014-2015 OIB class.

Lycée International Nelson Mandela – Marie-Hélène Fasquel

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Lycée International Nelson Mandela – Marie-Hélène Fasquel