I'll be sharing here the resources I've used over the years (that come from everywhere, sometimes colleagues, sometimes trial access to websites, other educators, etc) in the hopes that they can be helpful to you as you continue planning.
Global Issues
IB INNOVATE
Easy Sevens (HUGE compilation of resources for every subject and discipline)
Cambridge LL Textbook
Defining texts - literary and non-literary, what is a body or word (BOW) and the significance of intertextuality (*this comes directly from my own classroom notes) :
How do we define texts ?
“Text”, for the purpose of this course, is defined as anything from which information can be extracted, and includes the widest range of oral, written and visual materials present in society. This range will include single and multiple images with or without text, literary and nonliterary written texts and extracts, media texts (for example, films), radio and television programmes and their scripts, and electronic texts that share aspects of a number of these areas (for example, video-sharing websites, web pages, social media messages, blogs, wikis and tweets). Oral texts will include readings, speeches, broadcasts and transcriptions of recorded conversation.
Readers, writers and texts
Non-literary texts are chosen from a variety of sources and media to represent as wide a range of text types as possible, and literary works are chosen from a variety of literary forms. The study of the non-literary texts and literary works focuses on the nature of language and communication and the nature of literature and its study. This study includes the investigation of how texts themselves operate as well as the contexts and complexities of production and reception. Focus is on the development of personal and critical responses to the particulars of communication.
Time and space
Non-literary texts and literary works are chosen from a variety of sources, literary forms and media that reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of language use and the variety of ways literary and non-literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.
Intertextuality: connecting texts
Non-literary texts and literary works are chosen from a variety of sources, literary forms and media in a way that allows students an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships with possibilities to explore various topics, thematic concerns, generic conventions, modes or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among texts.
*IB Diploma students : To prepare themselves for some of the assessment components where non-literary texts can or must be used, students will need to study extended, full-length major non-literary texts or groups of shorter non-literary texts that share the same text type and authorship in order to be able to demonstrate an understanding and appreciation of the characteristics of a specific author or creator. In this guide, an extended, full-length non-literary text or a group of shorter non-literary texts that are of one same text type and that share the same authorship is called a “body of work”.
Some possible questions we will be exploring during this unit (*these are the TOK knowledge questions I introduced in order to guide units, specifically those using non-literary texts) :
What do we learn about through the study of a literary text? How is this different from what we learn through the study of a non-literary text?
In what ways is the kind of knowledge we gain from the study of language and literature different from the kind we gain through the study of other disciplines? Can the study of language and of literature be considered scientific?
How much of the knowledge we construct through reading a text is determined by authorial intention, by the reader’s cultural assumptions and by the purpose valued for a text in a community of readers?
Are some interpretations of a text better than others? How are multiple interpretations best negotiated?
In what ways do interpretive strategies vary when reading a literary work and when reading a non-literary text?
How far can a reader understand a text that was written in a context different from their own and which may have addressed a different audience?
Is not sharing a world view with an author an obstacle to understand their text?
What is lost in translation from one language to another?
How might the approaches to a given time and place of a poet, a cartoonist or a diary-writer and a historian differ?
Is the notion of a canon helpful in the study and understanding of literature? How does a canon get established? What factors influence its expansion or change over time?
How are judgements made about the merit of a text? What makes a text better than others?
Does knowledge of conventions of form, text type and of literary and rhetorical techniques allow for a better and deeper understanding of a text?
What kind of knowledge about a text is gained when compared and contrasted with other texts?
What are the boundaries between a literary text and a non-literary text, and how are these boundaries determined?
One Notebook Links
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