Written Assignment - guidelines ‘The writen assignment is based on a work in wansation studied in part ofthe curse Students produce an analytical essay with reflective statement, undertaken during the course and externally asses The goal ofthe process dead below is to assist students in producing individual, welinformed coy Work Literary esay 1,200-1,500 words (asserted) submitted Relevant reflective watement 200-100 words (assessed) Goal “To produce an analytical, iterary essay ona topic generated by the atudent and developed fiom ane of the pees of supervised writing ‘Assessment combined mark out of 25 to be avared for the reflective statement and the literary essay, based on Five assessment eriteria (AE) nd written tata below for more Process Fourstage process consisting of bth ra etalon each stage ‘Administration Copies ofall elective statersents and supervised writing tobe kept on fle ‘Coversheet tobe correct filled out and signed by teacher and student Stage 1: The interactive oral “The interactive oral «focused cass dacussion in which all students and the teacher participate, Each student should be responsible fr initiating some part ofthe dcueson in atleast one of the interactive oa for one work Students may Participate asa group or individually and teachers may argeize the discussion na vary of iferent ways. {ne discussions should addres the Following cultural and contextal considerations: ‘In what ways do time and place matter to this work? + What was ensy to understand and what was dificult in relation to social and cltral context and issuer? * What connections did you find between ines inthe work and your own culture) and experience? ‘What aspcts of echaigue are interesting inthe work? Formal requirements ‘a Teast one orl must be compete in lation to each work studied in part 1 + the suggested minimum time for discussion ofeach work 30 minutes ‘Essentials ‘Atleast one interactive oral must be conducted foreach work sti, ‘+ Each student should have some specie role in one of the oral (Acros all the works stud), ‘+ The prompts that students work with must requite them to probe int the cultural and contextual underpinnings of the work and to consider how there considerations aft thei understanding of the work + The orals ideally should bean integral part of teaching the wor not am artifical “a-o ‘The fellowing suggestion show the range of posible types of interactive orale, which should havea tight fous that felates dred toa specie pat ofthe work + Daring the cours of one lesson, several students could introduce a problem they have in understanding the culture or the context, with the class and the teacher discussing each sue raved. ‘+ Students could introduce the discussion, adopting the teacher's ole fo lesons on the work, and lead the class dlacution ‘+ Students ether individually or working in groups, could choot lip of fl or other visual medium and lead a discussion on how iemay deepen understanding of eltre or context. Pree 30Stage 2: The reflective statement ‘The reflective statement ie a short writing exercise and shold be completed a son a possible flowing the interactive ‘oral, Each student asked to provie a reflection om etch ofthe interactive oral. Te elstive statement on the same ‘works the student's inal assignments submited for assesment. “The reflective statement must be based onthe fllowing question ‘How was your understanding of cltural and contextal considerations ofthe work developed through che interactive ora? Formal reuronede Length ‘300-400 words Ifthe imi exceeded, assessment wl be based on the frst 400 words Submission The reflective statement about the work used in the students inal assignment (ry) ie submitted together wth the ascignment ‘Assessment Thereflecive statements awarded a mar out of using assesment criterion A. ‘Administration All elective statements must be Kept on ile at the school “Context refers wo all posible contests, Intended to embrace the cultural underpinnings ofthe wore by looking at species sch as: "the ime and place in which the work was written * information about the author (particularly a it relates to the way in which the author's densa presented inthe work, do, or donot, accord wih situations in the contemporary society) + philosophical politica and social contexts 1 ideo that the students themselves bring to the work “Developa”is the other ley word inthe question. Ite a personal statement that is most likely to be written in the First person, sn should be an honest account ofthe evotion of understanding Ifthe student els that they have not really Fearne anything, then they shoud elect on what they stl donot understand "Tho sim isto ensure the focus of discussion ia sulisenly challenging a0 that students wil be stimulated to think more deeply about some aspect ofthe work essed uses the same words asthe question on which the refetive statement ie then they shoud be able to achive the thre points. ‘The criterion by which students are. based, they answer this honesty and fu Exsentale *+ Te must be written as son as possible fllowing the interactive orl Is advisable for students to take notes luring the interactive oral dressio to asst hem in writing the reflective statement. + Each student must write one reflective statement on each work stuied. Where there more than one interactive oral on a work, which is ikely, writing on each interactive orl is advise, but options + Students must nov thatthe reflective statement onthe work on which the essay i writen wil be asessed, slong with the eat + There is one guiding question forthe reflective statement, which it: How was your understanding of ultra and contextual considerations ofthe work developed through the interactive oraSample Reflective Statement {excerpted fom Lasgnage Hlraterelecher export merit) ‘Question: How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? Work used: Fathers and Sons by Ivan Turgenev During the discussion, several articles were presented to the class. The subjects ‘brought to light were the Russian economy during the 1850s, serfdom, and the {question of whether Turgenev was obsolete or not. The articles on the Russian economy explained the state of transition the Russian economy was in during the ‘mid-1850s Prior to this period, there were members of the society called serfs. These were essentially slaves who worked on the fields of rch peasants, or the upper class, However, at this time Russia began to move away from serfdom. After this discussion, it would appear Turgenev places great importance on the time, place, and culture of his novel, as serfdom and the existence of socal classes are a predominant feature in Fathers and Sons. | found ths diseussion interesting, as it Clarified some aspects ofthe novel. For example, in Fathers and Sons, Nikola isa relatively well off land owner, and he ‘owns’ many serfs. However, asthe system begins to evolve, the serfs and their owners have some trouble adjusting to the new system of land ownership. The serfs are misbehaved and iresponsible, and these ‘aspects of the culture and context form the setting ofthe novel. ‘The article on the Turgenev Question’ was interesting as well, because it highlighted some of Turgenev’s techniques, and what he's famous for. According to the article, the art of Turgenev is in understatement: he manages to capture large philosophical, social, and historical movements as manifested in everyday life ‘This can indeed be seen in Fathers and Sons. Turgenev paints @ picture of ‘commonplace Russian life with characters like Nikolai Arkady, Pavel, Bazarav and Fenichka, using barely any overly dramatic device. Yet, through the characters’ ‘thoughts and interactions with each other Turgenev explores ideas such as familal relationships. Furthermore, he portrays other aspects of Russian life, including the wide gap betiveen social classes and the idea of young people rejecting all authoritiesStage 9: Developing the topio—supervised writing ‘Supervised writing is intended asx springboard to elicit ideas fom the student. Prom these ideas the student develops & topic andthe inal essay: The ultimate goal ofthis sage ofthe proces ito help students to prdce good essays with appropriate topies, To this end students are requted to respond to each ofthe works stdied ina writen exerie ‘undertaken daring lass tine For each work stud, on pice of writing produced during class time is requieed. The recommended ime foreach piece cof writing i 40-20 minutes andthe writing mst bein continuous prose At the end ofthe leson the writing must be Ihanded to the teacher and an unedited epy kept on ie unl the end ofthe examination session [endo enor year) ‘Teachers ned to provide three ot four prompts foreach work sted. There must be no opportunity for students to prepare beforehand soit is esental tht stents are not given the prompts prior to the lesron “The sim ofthe prompts isto encourage independent critial writing and to stimulate thinking about an assignment tpi. ‘The students will choue one of ther piece of supervised writing and develop that into the essay required for submission. ‘There must bean apparent connection between the supervised witing and te inal exeay, but stidents ae encouraged to provide their own ttle and to develop ce chosen prompt in sn independent direction, When students are deciding on ‘hich work to write fad hence which piece of supervised writing to we asa arin pot) it nt the quality ofthe ‘upersed writing that outs, butte ink with the esay, “Teachers must play a key role in helping the student to develop from dhe supervised writing a tightly focssd tide Fr the say. The examples below demonstate how prompts for the supervised writing can lead to «pci til for the est, Below are examples of prompts fr the supervised writing, showing how tht prompt could be appli toa specifi work snd developed into suitable esay ttle Prompt Which minor character play the most significant role? Work Dalfs Howeby Henrik Ibsen Essay ticle Mrs Linde a role mode in 4 Dell's Howe Prompt Do you think there are some character inthe work whose chief roe sto convey cultral wales? Work irene ofa Death Fortldby Gabe Garcin Mérquee Essay tele The Viaro brothers ax champions of honor Prompt Ident one or mor symbel,motifor strand of imagery, What role do they play in the work? Work Dr Zhrsagoby Boris Pasternak Essay title The contasting roles ofc and snow in Dr Zhioygo Formal requirements Length "Thee xno specified length ‘Submission The orginal pecs of supervised writing isnot submited, Assessment Supervised writing isnt awarded « mar bt may be used to authenticate the individuality of seadents wor, ‘Administration The tsk “open book” and stints should have sccest to the literary works being wsed for the writing, Anntations are seceptable, but students should not Mave neces to secondary materi, All paces of supervised wring must be kept on file a the schoo ge 40150Essentials ‘+ The teacher should provide thre or four prompts for the work studizd. Te students must not have sen {hese prompts porto the lesson + Supervised writing is intended to stimulate independent thinking and choice of topic. t mst bein continuous prose. However, the form isnot preseribed—it could be journal writing ot ienay be more like «dra. + Ac this stage, it sno longer important to consider the cltural or contextual elements ofthe work, + The students complete thre pies of supervised writing and their exty topie mast be generated by one of them, The lnk between the inal choice of tite and the supervised writing does nt ave tobe eect, but ‘Were must be a recognizable germ ofan idea that canbe tracked, Sample of Supervised Weiting (excerpted from Language & tte ache xport material Prompt: Choose one key episode in the novel and consider its significance to the work ‘asa whole. Key episode: Bazarov's duel with Pavel Petrovich ‘Significance: highlighting key themes: the conflict between the generations. t's almost as ifthe duel sa physical representation ofthe animosity between Pavel and Bazarov. Right ‘from their first meeting they disliked each other and Pavel always seems to be rudely challenging Bazarov's ideas (and even his personal tals). So when Pavel sees Bazarov kissing Fenichka, he immediately seems to see it as an opportunity to vent his anger agsinet aarov. Significance: highlighting key themes: chivalry. The episode shows the idea of chivalry. Pavel finds it quite natural to use the notion of fighting for the honour of Fenichka as an ‘excuse to duel with Bazarov, even though the real reason is that he detests him. The patriarchal structure of society, as wel as the supposed nonexistence of female intellect is ‘emphasized in the book and is connected with chivalry towards women. I's Pavel who challenges Bazarov and who represents the older generation's tradition of settling, disputes through organized violence, though the shooting is managed in a sophisticated, formal way. The way that i's arranged so casually (and that Bazarov goes along with it, {even though he thins it’s stupid) shows that it's still acepted in the Russian society. Significance: high point of tension. Tension has been building throughout between the two characters. It ‘erupts’ inthis episode, Significance: depicts transformation of character. The due! helps both Bazarov and Pavel {mainly Pavel) overcome their arrogance. They become much more cordial to each other afterwards. It gives Pavel perspective about his ‘aristocratic outlook’ and prompts him to reconsider his family. Despite Pavel’ earlier disapproval of inter-class marriage, he urges Nicholas to marry the one he loves (Fenichka).Stage & Production ofthe essay Each students required to produce an essay of 1200-1500 words in length on a iterary aspect of one work, The xsy it developed from one of the pices of uperviaed writing completed in lay withthe guidance ofthe teacher ‘The role of che teacher * Provide guidance onthe developmen ofthe essay topic {Discuss the connections between the supervised writing andthe esay 1 Ennure chat the top is suitable to the length and the fous ofthe tah. {Rea the first draft ofthe esayand provide feedback tothe student Thi my take the form ofa conversation and/or ‘writen response on apiece of paper separate from the draft es. ‘Completion ofthe essay for submission by the student ‘Aer receiving feedback on the first drat, ce student must complete the written assignment without farther assistance [Note:The assignment musth the independent work of he stent. Statements on te covershetdesarng thatthe assignment is the independent work ofthe student must be signed bythe student and bythe supervising teacher. Formal rirements Length 200-1300 words. If the limit is exceeded, assessment willbe based on the rst 1500 word Submission Theil esuy is submited for assessment long with Uh relevant reflective statement, The essiy should be well presented, formal piece of wore ‘Asscesment Theil esny is warded a mark out of 22 using asessment criteria BC, D and E [Administration Therelevant reflstve statement must be submited withthe fina essay, Presentation The essay shouldbe a formal piece of writing with tide and a developed argument The main references are likely to be to the iterary work chosen fr the easay Ie is exsential that a recognized reference system is use consistently throughout sd thatthe iiography includes the fll provenance ofthe work used, including the edition, Secondary sues may be ‘se, although they are not essential, and they must ls be referenced using the same system and inlued inthe bibliography ‘Sudents are assessed on Ur ability to organize and develop theese, and to integrate examples from the worl wed, ‘Witen assignment checklist, + Has an interactive oral been completed by the class on each work? * Has each stent writen their elective saternent? 1 Has each student done supervised writing o each ofthe works? + Does the topic ofthe eseay derive from one ofthe pies of supervised writing? * Ie the efletve statement 200-100 words in length and the ety 1;200-1,000 words? ‘+ Have the student and teacher signed the covershest? Exsentials * The teacher should assis the student to develop 2 suitably challenging topic tha wil allow hm or he to show insight into the work chosen for the asignment 1+ Teachers ae encouraged to comment onthe first draft, either orally o through notes ona separate eet of| paper. However they may notannoate the extay nor seit with subsequent dfsSample Weitten Assignment (excerpted fom Language & iterate teacher suport materi Title: The importance of the duel in Turgenev's Fathers and Sons, !van Turgeney, a prominent Russian author, is considered a masterful writer on culture and society, noted for showing aspects of society through the depiction of everyday life. Such an art can be observed in his novel Fathers and Sons, written In 11862. As the title suggests, the plot ofthe novel revolves around Arkady and his father Nikola, and Arkady’ friend Bazarov and his family. Through these characters and their interactions, Turgenev explores some important aspects of socety in Russia inthe 1860s, and the changes occurring as the old gives way to the new. A key episode that Turgenev uses to highlight some of these ideas isthe duel between Bazarov and Nikolas’ brother Pavel Petrovich, This episode Is particularly significant because It acts asa physical symbol for the generational conflict and social tensions that are explored in the novel. The duel also shows the patriarchal attitudes prevailing in the society at that time, and it results in a significant transformation of Pavel’s character and his attitude towards his brother, Perhaps mast importantly, through Bazarov’s victory, it suggests the beginning of the dominance of the younger, intellectual generation aver the refined but outmoded aristocracy. Pavel represents the older, (although he is stil in his fortes), cultured class in Russia at that time. The son of a general, he has an ‘elegant and aristocratic cast’ (Turgenev,11) and he holds tradition and principles so strongly that he believes that ‘without principes taken on faith, there's no taking a step, no breathing’ (Turgenev,17). The use of the French word for ‘principles’ is significant in itself as it shows the attachment to foreign languages and ideas in the upper classes at that time in Russia. n contrast, B2zarov, the son ofa provincial doctor, anda nhilist who sees everything from a critical point of view, represents the younger generation. As ‘Arkady explains, a nihil ‘does not take any principle on falth, whatever the reverence that principle may be enshrined in” Turgenev,17). Part of Pavel's tradition is the notion of chivalry and the underlying animosity between these twa men is ‘escalated toa duel when he sees Bazarov kissing Fenichka, the de facto wife of Nikolai, Pavel’s reason is ostensibly to protect her honour, but in reality he has been ‘contemptuous of Bazarov right from their frst meeting, At that meeting, he barely ‘acknowledges Bazarov when he is introduced to him, inclining only slightly without offering him his hand and referring to him as that ‘unkempt creature’ (Turgenev,12). (On his part, Bazarov is equally unimpressed, calling Pavel a ‘queer fish’ (Turgenev,12) and showing his disdain of his stylish way of éressing and presenting himself when he ‘remarks ‘his nals, his nails~ you could send them to an exhibition! (Turgenev, 12). This animosity between the two men worsens until Pavel grows to detest Bazarov. Pe t30“The disike between the two men ends in @ duel asa result of Paves belief in the Idea of tradition and chivalry, and Turgenev seems to use it to show the emptiness of some of the trations thatthe older generation cling to. Chivalry is also connected to ‘the idea of patriarchy, something that both men seem to accept. For example, Bazarov seems to think nothing about flirting with Fenichka, and tricking her into letting him kiss her. Pavel, in a more complicated way, follows Fenichka around and ‘observes her so closely that she becomes scared of him (Turgenev,120). The patriarchal assumption of male dominance leads tothe duel in what is presented as ‘an almost natural, inevitable way, because at the basis of i is Fenichka, the young, pretty, woman. After seeing Bazarov kissing Fenichka, Pavel doesn’t think twice ‘about challenging Bazarov. And even though Bazarov adheres to beliefs of critical ‘thought and empiricism, he also seems to accept the idea of dueling over a woman ‘as. practical reality, even though he says that ‘rom the theoretical standpoint, ‘dueling is absurd,’ (Turgenev,121) Meanwhile, Fenichka, about whom such a violent ‘encounter has been arranged, is completely unnoticed and has no roe in the matter, 2a she ‘satin her tte room like a mouse in its hole’ ‘The duel acts is a catalyst and results in a dramatic change in Pavel's attitude towards his brother’ relationship with Fenichka, With his elegance and refinement, and his adherence to old traditions and the importance of appearances, Pavel has not shown, sympathy towards the awkwardness of his brothers relationship with Fenichka, the daughter of his deceased housekeeper and with wham he has had a child. The minor wound sustained by Pavel during the duel has a strong effect on him. When Pavel faints after he's wounded during the duel, Bazarov refers to him as one of ‘these nervous people’ (Turgenev, 126), and it does seem that his emotions and nerves are stirred up by the encounter. Though his own beliefs and values are against such an Inter-class marriage, Pavel urges Nikola to marry Fenichka. (Turgenev,133) In a sense, this may be considered something ofa sacrifice on Pavel’ par. The duel seems to have given him some perspective on the fragility of life, and Pavel decides that he wants his brother to lead a lfe in which he is truly happy. Whatever the case, Pavel's paternalistic, passionate and teary outburst to Fenichka saying ‘love him, love ‘my brother!’ (Turgenev,132), shows a significant development of his character and seems to indicate that, with his loss in the duel, he is already giving up some of his. traditional beliefs. “Turgenev presents Bazarov as a character who has both positive and negative sides. His manner is abrupt and he doesn’t pay attention to his appearance or toother people's feelings. However, despite this, he often acts in a humane and polite way, and the episode of the duel is significant in showing both the postive and negative sides of his character. Turgenev shows him to be slightly ashamed of the way he took advantage of Fenichka by fliting with her and ticking her into smelling the flowers‘with him and then suddenly Kissing her. By showing him shaking his head and assuming an ironic attitude, Turgenev shows us that Bazarov does have a conscience about his actions which he has to deliberately push aside (Turgenev 120}. ‘The duels used as a physical manifestation ofthe struggle of ideas, and the fact that Bazarov is the victor symbolizes the ascendancy ofthe young intellectuals, with their nihilistic ideas, over the older generation clinging to traditions and principles. Pavel places emphasis on right ways of dressing and behaving, but while he superficially follows painstaking rituals his actual behaviour is sometimes ess thouehtful than Bazarov's. The tone with which Pavel and Bararov discuss the idea of a duel is written In such a way as to make that traditional notion of chivalry quite ridiculous, For example, Pavel is ‘compelled ‘to beg..five minutes’ of Bazarov's time and Bazarav responds that ‘all my time is at ‘your disposal.” And yet the subject under discussion is @ duel with pistols that could lead to the death of one of them. Bazarav's calm acceptance, and polite mocking tone, highlights the underlying viciousness of Pavels challenge. Even when Bazarov is ‘waiting for Pavel to arrive at the duel he thinks to himself ‘What a piece of foolery’ (Turgenev,124) and yet he is prepared to go ahead with it. 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