IB English Tutor

IBDP English

All 3 courses of Group 1 (IBDP English) are intended for learners who have had exposure to the course language in an academic setting. Such pupils, however, are likely to have a wide range of linguistic backgrounds, from those who are monolingual to those who have more intricate linguistic profiles.

Understanding how language functions to create interpretations in a culture as well as in specific texts can be developed via the study of texts, both literary and non-literary. Any text can be understood in light of its structure, subject matter, readership, and social, historical, cultural, and professional contexts of creation and appreciation. Understanding how language supports or undermines particular approaches to contemplate is facilitated by responding to and writing texts.

A high level of social, artistic, and cultural literacy as well as excellent communication skills are developed in Group 1 courses in order to facilitate subsequent academic study. Even if the books assigned for content analysis in the 3 courses range significantly, there will undoubtedly be some overlap. Each course is not intended to define a wholly distinct domain. The primary distinction instead relates to the various angles each focuses on.

• The language A- literature course places emphasis on fostering independent literary judgment and building an awareness of the methods used in literary criticism. (SL & HL options Available)
• The goal of the language A - Language & Literature course is to help students gain an awareness of how language creates meaning and how context plays a role in this process. (SL & HL options Available)
• Through the study of literature and performance, students can investigate how performances contribute to our comprehension of dramatic literature while also combining literary analysis with that study. (Only SL option is available). Get the help of an IB English teacher from IBGA!

What is new in IBDP English?

The latest modifications to the IB Diploma English Language & Literature curriculum are causing confusion among both students and educators. Any modifications to the curriculum involve adjustments and worry. Teachers want to ensure that their pupils receive the greatest education possible during their last years of school, while students want to earn the highest grade possible in order to improve their college applications. How has the IB Diploma English Language & Literature changed?

The English Language & Literature syllabus has been improved by IB in an intuitive and constructive way that still allows students to succeed, demonstrate their understanding, and put more effort into connecting what they have learned through analysis and, most importantly, primarily using their own context - specific lens.

Paper 1

The analytical and writing abilities remain the main focus of Paper 1 including both standard-level and higher-level, which is essentially unchanged. It is advised that teachers and students use and put into practice a range of texts from the curriculum for analysis and develop question papers that are most pertinent to the texts. Although not perfect, this is still a great approach to be ready for Paper

1. Fortunately, success at the SL & HL both requires the same analytical and writing abilities; the HL just takes longer.

The work may be completed in one hour and fifteen minutes for SL and two hours and fifteen minutes for HL, which is the only practical distinction between the two levels. The unseen texts used in both assessments can be from any of the literary texts specified in the required courses and should be addressed in class or recorded in the student portfolio.

The unseen texts used in both assessments can be from any of the types of texts specified in the course needs and must be addressed in class or recorded in the student portfolio. Students are rewarded by the IB for their application of language and organisational skills for criteria C and D in paper 1. Due to the fact that it accounts for half of the overall points on Paper 1, this is an important topic for both students and educators to focus on. A student's total grade can be raised if their writing is succinct and clear, and they organize their thoughts well.

Individual Oral Component (IOC)

The oral portion of the course is still an essential component of learning and evaluation. For both SL and HL, the recently modified IO assessment criterion is still in effect. The sole variation is that the IO weighting for SL has increased from 30% to 45%, while the IO for HL has decreased from 20% to 25%.

Students and instructors have expressed some concern about this, particularly so for the SL, there are opportunities to practice skills and support from the instructors to be successful. As part of the transition from a more teacher-centered to a more learner-centered approach, the IB has given students the freedom to select a written text and a non-literary book from among those covered by the course. For a good preparation employ an IB English tutor in India from IBGA!

It is now the student's responsibility to choose their non-literary texts, connected to their portfolio, and literary texts through the eyepiece of a global perspective, to make a personal connection through context and content, and allow for a variety of analytical opportunities.

More importantly, they must allow for a perspective that is more open to the world. To allow for the students' own text preferences to show through, teachers must ensure that the learners have developed these linkages throughout the learning and teaching process.

Generally speaking, the high-level paper is an essay. Students will be required to format their essays in a style that has a thesis, topic sentences, introduction, quotations, and a conclusion for paper no. 2, which really is excellent practice for the exam that paper no. 2 will replace this year. Curiously, it has the appearance and feel of an extended essay.