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the three areas of exploration

This area of exploration focuses on the concerns of intertextuality, or the connections between and among 
media, text and audience involving diverse traditions and ideas. 

一. readers, writers and texts

students learn about the choices made by creators and the ways in which meaning is communicated through words, image, and sound. At the same time, study will focus on the role receivers play in generating meaning as students move from personal response to understanding and interpretation influenced by the classroom community. Students will learn to understand the creativity of language, the relationship between language and thought and the aesthetic nature of literature. Students will see that texts are powerful means to express individual thoughts and feelings, and that their own perspectives as experienced users of language are integral to the effect and success of a communicative act.

Readers, writers and texts aims to introduce students to the skills and approaches required to closely examine texts as well as to introduce metacognitive awareness of the nature of the discipline by considering the following guiding conceptual questions:
1. Why and how do we study language and literature?
2. How are we affected by texts in various ways?
3. In what ways is meaning constructed, negotiated, expressed and interpreted?
4. How does language use vary amongst text types and amongst literary forms?
5. How does the structure or style of a text affect meaning?
6. How do texts offer insights and challenges?

Possible links to TOK

What kind of knowledge can be constructed from a text, how that knowledge is constructed and the extent to which the meaning of a text can be considered to be fixed.

• 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 nonliterary text?

二. time and space

the idea that language is a social capacity and as such is intertwined with community, culture and history. It explores the variety of cultural contexts in which texts are produced and read across time and space as well as the ways texts themselves reflect or refract the world at large. Students will examine how cultural conditions can affect language and how these conditions are a product of language. Students will also consider the ways culture and identity influence reception.

Time and space aims to broaden student understanding of the open, plural, or cosmopolitan nature of texts ranging from advertisements to poems by considering the following guiding conceptual questions:
1. How important is cultural or historical context to the production and reception of a text?
2. How do we approach texts from different times and cultures to our own?
3. To what extent do texts offer insight into another culture?
4. How does the meaning and impact of a text change over time?
5. How do texts reflect, represent or form a part of cultural practices?
6. How does language represent social distinctions and identities?

Possible links to TOK

How far the context of production of a text influences or informs its meaning and the extent to which the knowledge a reader can obtain from a text is determined by the context of reception

• 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?

三. intertextuality: connecting texts

Intertextuality: connecting texts can be approached in a variety of ways, such as:
• through the study of a group of texts from the same text type or literary form (for example, 
advertisements, drama or short stories respectively)
• a study of chronological development (for example, the tale, the elegy, political oration, the newspaper)
• a consideration of mode (for example, satire, action-adventure, parody)
• an exploration of a topic or concept (for example, fame, gender, power, social code, values, the hero)
• an investigation into a theoretical perspective or debate in language or literature (for example literary value, feminism, cognitive theory, critical discourse theory).
 

This area of exploration aims to give students a sense of the ways in which texts exist in a system of relationships with other communicative acts past and present. Students will further engage with literary and linguistic traditions and new directions by considering the following guiding conceptual questions:
1. How do texts adhere to and deviate from conventions associated with literary forms or text types?
2. How do conventions and systems of reference evolve over time?
3. In what ways can diverse texts share points of similarity?
4. How valid is the notion of a classic text?
5. How can texts offer multiple perspectives of a single issue, topic or theme?
6. In what ways can comparison and interpretation be transformative?

Possible links to TOK
 How the interaction of a text with other texts, brought about explicitly by the author or established by the reader in the act of reception, influence the perception of them and their meaning.
• What are the boundaries between a literary text and a non-literary text, and how are these boundaries determined?
• What kind of knowledge about a text is gained when compared and contrasted with other texts?
• Does knowledge of conventions of form, text type and of literary and rhetorical techniques allow for a better and deeper understanding of a text?
• How are judgements made about the merit of a text? What makes a text better than others?
• Is the study of texts better approached by means of a temporal perspective, grouping texts according to when they were written, or by means of a thematic approach, grouping them according to the theme or concern they share? What impact does each one of them have on knowledge of the 
discipline?
• How useful are classifications of texts according to form, text type and period? How do they contribute to the understanding of communication and its development?

seven 7 Conceptual understanding

The seven concepts which structure the teaching and learning of these courses have been selected because of the central position they occupy in the study of both language and literature. They foreground aspects of linguistic and literary study that have been the focus of attention and inquiry.

1. Identity
When reading texts, students will encounter and interact with a multiplicity of perspectives, voices and characters. It is usual when reading and interpreting a text to assume that the views are to some extent representative of the writer’s identity. However, the relationship between an author and the different perspectives and voices they assume in the texts is frequently complex, and this makes the concept of identity an elusive one. The figure that emerges from the reading of various texts by the same author adds to the complexity of the discussion. Conversely, the ways in which the identity of a reader comes into play at the moment of reading a text are equally central to the analysis of the act of reading and interpretation.

2. Culture
The concept of culture is central to the study of language and literature. It raises the question of how a text relates to the context of its production and reception, and to the respective values, beliefs and attitudes prevalent in them. This concept also plays an important role with regards to the relationship that is established between an individual text and the writing tradition that precedes it. In both senses, the application of this concept to the study of a text should prompt reflection on the extent to which it is the product of a particular cultural and literary context and how it interacts with it.

3. Creativity
Creativity plays an important part in the experience of reading and writing. The concept is fundamental to analyse and understand the act of writing, and the role that imagination plays. When applied to the act of reading, creativity highlights the importance of the reader being able to engage in an imaginative interaction with a text which generates a range of potential meanings from it, above and beyond established interpretations. Creativity is also related to the notion of originality and to the question of the extent to which it is important or desirable in the production and reception of a text.

4. Communication
The concept of communication revolves around the question of the relationship that is established between a writer and a reader by means of a text. The extent to which writers facilitate communication through their choices of style and structure may be an aspect to analyse in this exploration. The writer may also have a particular audience in mind which may mean assumptions have been made about the reader’s 
knowledge or views which might make communication with some readers easier than with others. Alternatively, the amount of cooperation that a text demands from a reader for communication to take place, and the readiness of the reader to engage is also important as a topic for discussion. Even with cooperative readers, the meaning of a text is never univocal, which makes the concept of communication a particularly productive, and potentially problematic one in relation to both literary and non-literary texts.

5. Perspective
A text may offer a multiplicity of perspectives which may, or may not, reflect the views of its author. Readers have also their own perspectives which they bring to their interaction with the text. This variety of perspectives impacts on the interpretation of a text and therefore deserves critical attention and discussion. The fact that the acts of reading and writing happen in a given time and place poses the additional question of how far the contexts of production and reception have influenced and even shaped those perspectives.
 

6. Transformation
The study of the connections among texts constitutes the focus of one of three areas of exploration, namely intertextuality: connecting texts. The complex ways in which texts refer to one another, appropriate elements from each other and transform them to suit a different aesthetic or communicative purpose, are evidence of the importance of transformation in the process of creating a text. Additionally, the act of reading is potentially transformative in itself, both for the text and the reader. Different readers may transform a text with their personal interpretation. The text can also have an impact on the reader which potentially might lead to action and to the transformation of reality.

7. Representation
The way in which language and literature relate to reality has been the subject of long running debate among linguists and literary theorists. Statements and manifestos by writers have made claims about this relationship which range from affirming that literature should represent reality as accurately as possible, to claiming art’s absolute detachment and freedom from reality and any duty to represent it in the work of art. Irrespective of such a discussion, the concept is a central one to the subject in connection with the way in which form and structure interact with, and relate to, meaning.

  TOK QUESITONS 

• 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?

five global issues

1. Culture, identity and community

Students might focus on the way in which texts explore aspects of family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. They might also focus on issues concerning migration, colonialism and nationalism.

2. Beliefs, values and education

Students might focus on the way in which texts explore the beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

3.  Politics, power and justice

Students might focus on the ways in which texts explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights and peace and conflict.

4. Art, creativity and the imagination

Students might focus on the ways in which texts explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

5. Science, technology and the environment

Students might focus on the ways in which texts explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.

 lesson planing 
Golden Melody Awards 35