Ib English Lang Lit Paper 1

Build confidence in a range of key textual analysis techniques and skills with this practical companion, full of advice and guidance from experienced experts.
- Build analysis techniques and skills through a range of strategies, serving as a useful companion throughout the course - from critical-thinking, referencing and citation and the development of a line of inquiry to reflecting on the writing process and constructing essays for Paper 1 and Paper 2
- Develop skills in how to approach a text using textual analysis strategies and critical theory, for both unseen texts (the basis of Paper 1) and texts studied in class
- Concise, clear explanations help students navigate the IB requirements, including advice on assessment objectives and how literary and textual analysis weaves through Paper 1, Paper 2, the HL Essay, Individual Oral and the Learner Profile
- Build understanding in how to approach texts so that students can write convincingly and passionately about texts through active reading, note-taking, asking questions, and developing a personal response to texts
- Engaging activities are provided to test understanding of each topic and develop skills for the exam - guiding answers are available to check your responses

Exploring the language of poems: A stylistic study

Bu çalışma, İngilizce’nin yabancı dil olarak öğretilmesi bağlamında, şiir incelemesinde, deyişbilimsel yaklaşımın uygunluğu üzerine odaklanmaktadır. Bu amaca yönelik olarak, Siegfried Sassoon`un The Rear- Guard ve Wilfred Owen`ın Anthem for Doomed Youth başlıklı şiirleri deyişbilimsel yaklaşımla değerlendirilmektedir. Deyişbilimsel yaklaşımın okuyucuya metne gömülmüş anlamı çözme sürecinde, okuyucunun dilbilimsel ögeler üzerine yoğunlaşması sağlanarak nasıl yardımcı olabileceği açıklandıktan sonra, sözü edilen iki şiir deyişbilimsel yaklaşımla karşılaştırılmaktadır. Çalışma, sadece metinlerin çözümlenmesine odaklanmamakta, aynı zamanda İngilizce’nin yabancı dil olarak öğretilmesi bağlamında edebiyatın ele alınması sırasında, deyişbilimin yazarların dil aracılığı ve dilin kendisi ile neler yaptığı sorunsalını konu edinen doğası gereği, dil kaynaklı yaklaşımların geçerliliği ve yararlılığı görüşlerini de öne sürmektedir.

Konular:

This study aims to evaluate writing activities in the primary school 6th, 7th and 8th student’s workbook, teacher guide books according to the teachers’ views. The study is important in terms of the determination of views of teachers at the implementer position of program for the writing activities specified in the Primary School Turkish Course Educational Program. The sample of the study includes 92 Turkish teachers working at 36 primary schools in the Antakya city-center. This study was carried out using the 6th, 7th and 8th student’s work books, teacher’s guide books published by Koza Yayınları which are taught in the Antakya city-center for educational period and teachers’ opinions were received in respect with the 83 writing activities included in these books. In the study, three different data collecting tools titled as the “Teacher Opinion Scale for the Writing Activities in the Primary School 6th Grade Turkish Teacher's Guide Book and Student's Workbook” “Teacher Opinion Scale for the Writing Activities in the Primary School 7th Grade Turkish Teacher's Guide Book and Student's Workbook” and “Teacher Opinion Scale for the Writing Activities in the Primary School 8th Grade Turkish Teacher's Guide Book and Student's Workbook” which were developed in order to collect the views of teachers were utilized. The scales developed were applied to the teachers following the validity and reliability study conducted and collected after a while. The data acquired from application were transferred to the SPSS and Microsoft Office Excel programs; and analyzed using the percentage, frequency, arithmetical average, standard deviation, Independent Variables t-Test and One-Way Analysis of Variance (ANOVA) statistics. According to the study results, while 37 of 83 writing activities were found to be highly appropriate for expediency, applicability, fitness for level, understandability dimensions, and the same proportion for 23 activities was below the % As for the teacher views about the expediency, applicability, fitness for level, understandability of the writing activities, gender, it was concluded that in terms of independent variable gender, male teachers; in terms of independent variable seniority, teachers with seniority of 16 years and above; and in terms of independent variable alma mater, the teachers graduated from educational faculty considered more positively.