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Language and literature Cheat Sheet by

Key concepts, related concepts and specific objectives
language     literature     pai     ibo     myp

Key concepts

Comm­uni­cat­ion
Commun­ication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Commun­ication involves the activity of conveying inform­ation or meaning. Effective commun­ication requires a common “language” (which may be written, spoken or non- verbal). Through exploring texts, we exchange, express, analyse and transform inform­ation, facts, ideas, meanings and opinions. Commun­ication is the basis of what makes us human and bridges commun­ities across the globe; it is the essence of this discip­line.
Conn­ect­ions
Connec­tions are links, bonds and relati­onships among people, objects, organisms or ideas. Linguistic and literary connec­tions exist across time, texts and cultures. This concept is central to the study of language and litera­ture. Due to the universal nature of language and litera­ture, connec­tions and transfer exist within and across narrat­ives. This allows for the explor­ation of language and relati­onships between text, creator and audience.
Crea­tiv­ity
Creativity is the process of generating novel ideas and consid­ering existing ideas from new perspe­ctives. Creativity includes the ability to recognize the value of ideas when developing innovative responses to problems; it may be evident in process as well as outcomes, products or solutions. In MYP language and litera­ture, it is the process of synthe­sizing ideas with language that is a vehicle for creati­vity. It is the result of intera­ction and reflec­tion, whether with the self or the wider community. This process is difficult to define and difficult to evaluate. It rests, however, on an apprec­iation of the process with which the individual engages, and the impact of the final product on the audience.
Pers­pec­tive
Perspe­ctive is the position from which we observe situat­ions, objects, facts, ideas and opinions. Perspe­ctive may be associated with indivi­duals, groups, cultures or discip­lines. Different perspe­ctives often lead to multiple repres­ent­ations and interp­ret­ations. Perspe­ctive influences text, and text influences perspe­ctive. Through students’ language and literature studies, multiple perspe­ctives and their effects are identi­fied, analysed, decons­tructed and recons­tru­cted. An unders­tanding of this concept is essential in order to develop in students the ability to recognize and respond to over-s­imp­listic and biased interp­ret­ations. Seeking and consid­ering diverse opinions and points of view is an important part of developing complex and defensible interp­ret­ations.
Other key concepts can also be important in language and litera­ture; including iden­tity, cult­ure, form, time, place and space.

Criterion C: Producing text

Year 1
Year 3
Year 5
i. produce texts that demons­trate thought and imagin­ation while exploring new perspe­ctives and ideas arising from personal engagement with the creative process
i. produce texts that demons­trate thought, imagin­ation and sensit­ivity, while exploring and consid­ering new perspe­ctives and ideas arising from personal engagement with the creative process
i. produce texts that demons­trate insight, imagin­ation and sensit­ivity while exploring and reflecting critically on new perspe­ctives and ideas arising from personal engagement with the creative process
ii. make stylistic choices in terms of lingui­stic, literary and visual devices, demons­trating awareness of impact on an audience
ii. make stylistic choices in terms of lingui­stic, literary and visual devices, demons­trating awareness of impact on an audience
ii. make stylistic choices in terms of lingui­stic, literary and visual devices, demons­trating awareness of impact on an audience
iii. select relevant details and examples to support ideas.
iii. select relevant details and examples to develop ideas.
iii. select relevant details and examples to develop ideas.
 

Related concepts

Audience impera­tives
Character
Context
Genre
Intert­ext­uality
Point of view
Purpose
Self-e­xpr­ession
Setting
Structure
Style
Theme
Teachers are not limited to the related concepts listed in this chart and may choose others when planning units, including from other subject groups.

Criterion A: Analysing

Year 1
Year 3
Year 5
i. identify and comment upon signif­icant aspects of texts
i. identify and explain the content, context, language, structure, technique and style of text(s) and the relati­onship among texts
i. analyse the content, context, language, structure, technique and style of text(s) and the relati­onship among texts
ii. identify and comment upon the creator’s choices
ii. identify and explain the effects of the creator’s choices on an audience
ii. analyse the effects of the creator’s choices on an audience
iii. justify opinions and ideas, using examples, explan­ations and termin­ology
iii. justify opinions and ideas, using examples, explan­ations and termin­ology
iii. justify opinions and ideas, using examples, explan­ations and termin­ology
iv. identify simila­rities and differ­ences in features within and between texts.
iv. interpret simila­rities and differ­ences in features within and between genres and texts.
iv. evaluate simila­rities and differ­ences by connecting features across and within genres and texts.

Criterion B: Organizing

Year 1
Year 3
Year 5
i. employ organi­zat­ional structures that serve the context and intention
i. employ organi­zat­ional structures that serve the context and intention
i. employ organi­zat­ional structures that serve the context and intention
ii. organize opinions and ideas in a logical manner
ii. organize opinions and ideas in a coherent and logical manner
ii. organize opinions and ideas in a sustained, coherent and logical manner
iii. use refere­ncing and formatting tools to create a presen­tation style suitable to the context and intention.
iii. use refere­ncing and formatting tools to create a presen­tation style suitable to the context and intention.
iii. use refere­ncing and formatting tools to create a presen­tation style suitable to the context and intention.

Criterion D: Using language

Year 1
Year 3
Year 5
i. use approp­riate and varied vocabu­lary, sentence structures and forms of expression
i. use approp­riate and varied vocabu­lary, sentence structures and forms of expression
i. use approp­riate and varied vocabu­lary, sentence structures and forms of expression
ii. write and speak in an approp­riate register and style
ii. write and speak in an approp­riate register and style
ii. write and speak in a register and style that serve the context and intention
iii. use correct grammar, syntax and punctu­ation
iii. use correct grammar, syntax and punctu­ation
iii. use correct grammar, syntax and punctu­ation
iv. spell (alpha­betic langua­ges), write (character languages) and pronounce with accuracy
iv. spell (alpha­betic langua­ges), write (character languages) and pronounce with accuracy
iv. spell (alpha­betic langua­ges), write (character languages) and pronounce with accuracy
v. use approp­riate non-verbal commun­ication techni­ques.
v. use approp­riate non-verbal commun­ication techni­ques.
v. use approp­riate non-verbal commun­ication techni­ques.

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