IOP (Individual Oral Presentation) Requirement

4 01 2011

The individual oral presentation (IOP) is one of the two compulsory oral activities that all IB English students must complete. The score on this assessment is worth 15% of your overall IB score. You must base your presentation on a work or works studied in part 4 the syllabus. This presentation is based on a topic that you have chosen in consultation with your teacher.

Choice of topic

When thinking about what topic you are going to choose as the subject for your oral presentation, know that you may choose a topic which reflects your personal interests. Obviously if you choose a topic that you may have some interest in you are likely to produce a more effective and interesting presentation than if you choose a topic you find boring. You have quite a wide choice, as it can be based on any work required in this semester. Your topic may be based on an aspect or aspects of the work(s) studied, including:

  • Cultural setting of the work(s) and related issues
  • Thematic focus
  • Characterization
  • Techniques and style
  • Author’s attitude shown in particular elements of the works such as character(s), subject matter
  • Interpretation of particular elements from different perspectives.

Possible activities

The range of activities that you could choose for your individual oral presentation is very wide and the suggestions that follow are simply examples of the kinds of things you could do. You may certainly come up with your own unique idea. You should discuss your own ideas with your teacher and select an activity that is appropriate to the topic you have chosen.

Oral exposés

These could be:

  • An introduction to writer, work or a particular section of the text
  • An explanation of a particular aspect of an authors works
  • The setting of a particular writer work against another body of material, such as details on social background or political views
  • A commentary on the use of a particular image, idea, or symbol in a work or work(s)
  • A commentary on a passage from the text
  • An imitation of the work (a chapter or poem written in the manner of the text). This activity should be followed by some explanation of, and discussion on, what you have tried to do and to show
  • Create an original piece of writing in response to the text; explain the process, critique your work, and explain what it reveals about the original work
  • A comparison of two passages, two characters, or two works
  • A commentary on an extract from a work you have studied in class which has been prepared at home
  • An account of your developing response to a work

Structured discussions

These could be:

  • Class discussions where you have made advance preparation, such as by giving a short report, adopting a provocative position, etc, then inviting the whole or part of the class to participate (note, however, that only the presenter will be assessed)
  • The presentation of material that promotes class discussion such as presenting opposing readings of work. This would probably involve the presenter answering questions from the class
  • A game or other structured activity that involves the class

Role Play

This could involve:

  • Performance of a monologue by a character or characters at an important point in the work – costumes might be appropriate
  • Reminiscences by a character from a point in later life
  • An author’s reaction to a particular interpretation of his or her work
  • Mime a basic relationship or conflict in a novel; explain how the mime reflects the text

Creative Response

  • Create a visual response – a painting, drawing, collage, photomontage, etc. – that explore and reveal some aspect of the text. Describe the creation and explain / support the choices (including choice of medium, form, and content)
  • Present a verbal collage of striking sentences / images from a work, perhaps adding your own images / sentences, explaining supporting all choices.
  • Prepare and present a series of visual responses to a text
  • Add a chapter, a prologue or an epilogue to a text
  • Write music and/or lyrics to reflect a text
  • Choreograph a dance to reflect a text

Whatever form you choose, especially if you choose to do a creative response or role-play, you must provide a rationale explaining what you have done and what you hoped to achieve through your interpretation and response.

Focus of your individual oral presentation

The main focus of your oral presentation will depend very much on the nature and scope of the topic that you choose.  However, in order to do well in your presentation, you will be expected to show a sophisticated level of literary appreciation.  Whatever the topic you choose you will be expected to show:

  • Knowledge and understanding of the work(s)
  • Thorough appreciation of the aspect(s) discussed
  • Knowledge and use of the linguistic register (e.g. use of vocabulary, tone, sentence structure, and modes of expression) appropriate for the type of presentation
  • Consideration of the effects created by the ways in which the writer(s) have explored the material you are presenting.

Structure of your individual oral presentation

Again, the precise structure of your oral presentation depends, to a large extent, on the type of activity you have chosen and your topic.  You should decide on the type of presentation most likely to achieve the objectives you have for your topic.  Whatever you choose, however, you should bear in mind that all presentations must have some kind of coherent structure.

Also bear in mind the limitations of the facility in which you give your presentation: we have only this classroom available. If you want to give your presentation in a different place (here on campus), we will have to make special arrangements. If you need other students to be part of the presentation, you must consider how they figure into your plans (and remember that only YOU are assessed in your presentation – YOU must demonstrate knowledge etc.).

Preparation of your individual oral presentation

You will be expected to do the preparation work for your individual oral presentation outside class time.  When you have chosen your topic it is your responsibility to:

  • Select appropriate material for your presentation
  • Organize the material into a coherent structure
  • Choose and rehearse the appropriate register for your presentation

In terms of consultation for your topic, we will proceed through the following steps:

  1. Propose your topic and identify the work(s) you will interpret. No two students may have the same topic, so topic approvals are first-come, first served, although usually we can differentiate topics well enough so everyone is happy.
  2. Present a working thesis for approval and suggestions (samples will be given)
  3. Once the working thesis is approved, you should begin to plan and outline your presentation. Preliminary outlines may be brought in for suggestions. Outlines should include text support to be used.
  4. You may consult literary criticism. If you use it in your presentation, cite it (to cite orally, say “According to (Name), “quotation.”).
  5. You will be required to turn in a final outline of your presentation, both hard copy for the teacher and soft copy emailed to your teacher, with a bibliography.

Some recommendations for preparation:

    • Practice! Plan it all out, pace yourself, and know where you will be standing so you don’t block anything you want the audience to see.
    • Do not simply read note cards. You might want to memorize your speech, but this is not required. Remember, this assessment is an oral activity, not a read/written activity. You must work to sound naturally articulate in speech. This means no language fillers (uh, like, and stuff, etc) and appropriate register.
    • Use the text! Quotations / support from the text is required. You do not need to memorize quotations, but they must be part of your presentation.
    • Be precise in your language. Call the work a “novel,” not a “book.” Know your literary terms. Use them.  Love them.
    • Test out all technical needs BEFOREHAND. Come in at least two days before your presentation to make sure all computer files needed will run properly.
    • Make sure your interpretation or creative piece and analysis are clearly connected. Your presentation should be cohesive, unified and focused.

Presentation and discussion

Your presentation time is 15 minutes. Once you have started to give your presentation you will not be interrupted and you will not be allowed any assistance.

When you have completed your presentation your teacher will discuss the material with you further to explore your knowledge and understanding of the work(s) or topic you have presented.  Your teacher will want to make sure that you can justify your selection of:

  • The material used in your presentation
  • The activity you have chosen to present the topic
  • The linguistic register you have used for the presentation of your topic.

Your teacher must have time to ask you some questions, and that questioning session is part of your time, so plan your presentation to last 10-13 minutes.  The whole class may take part in the discussions following your presentation.

All note cards, outlines, or any papers / materials composed for and/or used as part of the presentation must be turned in at the end of the presentation. All written work (outlines, bibliography, and supplemental writing) must be handed in hard copy.

Assessment of your presentation

Your presentation will be assessed against a number of criteria. These are: A) knowledge and understanding of the next; B)interpretation and personal response; C) presentation; and D)use of language. In order to achieve a good result you will need to show:

  • Good knowledge and understanding of the content of the extract or work (shown thorough close, detailed analysis; extensive reading; and productive manipulation of the content in ways that could be considered creative).
  • Though knowledge of the appropriate context of the extract or works
  • A valid and detailed interpretation of the thought and feeling expressed in the extract or work including a considered critical response.
  • A good awareness and detailed analysis of the effects of the literary features of the extract or works.
  • A clear and logical structure to the response
  • A focused response presented in a clear, coherent, effective, and convincing manner
  • Integrated supporting references (quotations)
  • A clear, varied, and precise use of language using an appropriate register and style, and relevant literary terms.

Please see the rubric / chart for specific scoring criteria (next page).

A final (but very important) note

You must be prepared to give your presentation on the day it is scheduled. Absences, even excused ones, are not sufficient reasons for missing your scheduled time slot. Technical difficulties are no excuse – you will have to go on despite them, if they occur. The date fixed for presentation may be renegotiated to accommodate adverse circumstances such as bereavement or serious illness, however no other considerations may be given. Presentations may not be repeated. IB examination requirements state that we may not make exceptions.

This is the rubric which will used to grade the activity:

A: Knowledge and Understanding of Extract or Work(s) 

How well does the candidate know and understand the content of the extract or work(s)?

How well does the candidate situate the extract or work(s) within the context of the larger work from which it has been taken or the body of works to which it belongs, where relevant?

0 The candidate has not reached level 1.
1 Little knowledge of the extract or work(s) 

(little knowledge or understanding of the content of the extract

or work(s) – little knowledge of the appropriate context of the

extract or work(s), where relevant.)

2 Some knowledge of the extract or work(s) 

(some knowledge but superficial understanding of the content

of the extract or work(s) – some knowledge of the appropriate

context of the extract or work(s), where relevant.)

3 Adequate understanding of the extract or work(s)  

(adequate knowledge and understanding of the content of the

extract or work(s) – adequate knowledge of the appropriate

context of the extract or work(s), where relevant.)

4 Good understanding of the extract or work(s)  

(good knowledge and understanding of the content of the

extract or work(s) – good knowledge of the appropriate

context of the extract or work(s), where relevant.)

5 Excellent understanding of the extract or work(s) 

(thorough knowledge and understanding of the content of

the extract or work(s) – precise knowledge of the appropriate

context of the extract or work(s), where relevant.)

B: Interpretation and Personal Response 

How valid is the candidate’s interpretation of the extract or work(s)?

How well has the candidate identified and analysed the effects of

literary features in the extract or work(s), such as diction, imagery,

tone, structure, style and technique?

To what extent does the candidate’s response show critical thinking

and originality?

How precise and relevant are the candidate’s references to the extract

or work(s)?

0 The candidate has not reached level 1.
1-2 Little interpretation of the extract or work(s) 

(little interpretation of the thought and feeling expressed

in the extract or work(s) - response consists mainly of

narration and/or repetition of content – little awareness

of the literary features of the extract or work(s).)

3-4 Some interpretation of the extract or work(s)  

(some interpretation of the thought

and feeling expressed in the extract or work(s)

including some elements of a relevant

personal response, where appropriate – some awareness

of the literary features of the

extract or work(s) – the response is supported by

some references to the extract or work(s).)

5-6 Adequate interpretation of the extract or work(s)  

(a generally valid and adequate

interpretation of the thought and feeling expressed

in the extract or work(s) including

some degree of a critical personal response,

where appropriate – adequate awareness

and some analysis of the effects of the

literary features of the extract or work(s) – the

response is generally supported by relevant

references to the extract or work(s).)

7-8 Good interpretation of the extract or work(s) 

(a valid and generally detailed

interpretation of the thought and feeling expressed

in the extract or work(s) including

a considered critical response, where appropriate

- good awareness and detailed analysis

of the effects of the literary features of the extract

or work(s) – the response is supported

by relevant references to the extract or work(s).)

9-10  

 

Excellent interpretation of the extract or work(s) 

(a convincing and detailed

interpretation of the thought and feeling expressed

in the extract or work(s) including

a fully considered and independent critical response,

where appropriate – excellent

awareness and critical analysis of the effects

of the literary features of the

extract or work(s) – the response is fully

supported by precise references

to the extract or work(s).)

C: Presentation 

How structured is the candidate’s response?

How effective and convincing is the candidate’s presentation?

How appropriately does the candidate integrate supporting

references to the extract or work(s)?

0 The candidate has not reached level 1.
1-2 Little sense of a focused and developed response 

(little evidence

of a structure to the response – little attempt

to present the response with

coherence and focus – the response is supported

by few references to the

work(s) or extract.)

3-4 Some sense of a focused and developed response 

(some evidence of

a structure to the response – some attempt to present

the response with

coherence although it is not always focused

- supporting references to the

work(s) or extract, where relevant,

are not appropriately integrated into

the body of the response.)

5-6 A generally focused and developed response 

(adequate structure to the response -

the response is generally focused and

presented in a coherent and effective manner -

supporting references to the

work(s) or extract, where relevant,

are sometimes appropriately integrated

into the body of the response.)

7-8 A focused and developed response 

(clear and logical structure to the response

- the response is focused and presented in a clear,

coherent, effective and

convincing manner – supporting

references to the work(s) or extract,

where relevant, are appropriately integrated

into the body of the response.)

9-10 A clearly focused, well-developed and persuasive response  

(purposeful and effective structure to the response -

the response is focused,

coherent and presented in a very effective

and persuasive manner – supporting

references to the work(s) or extract are well

integrated into the body of the response.)

D: Use of Language 

How accurate, clear and precise is the language used by the candidate?

How appropriate is the candidate’s choice of register and style

for the occasion?

(Register refers, in this context, to the candidate’s sensitivity

to elements such as the vocabulary

, tone, sentence structure and idiom appropriate to the task.)

Literary terms are taken in the widest

possible sense, for example, novel, play, poem, persona,

character, narrator.

0 The candidate has not reached level 1.
1 The language is rarely clear or coherent 

(the speech is not readily comprehensible -

many lapses in grammar

and expression – vocabulary is rarely accurate

or appropriate)

2 The language is only sometimes clear and coherent  

(some degree of clarity and coherence

in the speech – some degree

of accuracy in grammar and expression

- vocabulary is sometimes

appropriate for the discussion of literature.)

3 The language is generally clear and coherent 

(clear speech, appropriate to the occasion

- only a few significant lapses in grammar

and expression

- attempts to use a register appropriate

to the oral activity.)

4 The language is clear, varied and precise 

(clear, varied and precise speech,

appropriate to the occasion -

no significant lapses in grammar

and expression – uses a register

and style appropriate to the oral activity -

some literary terms used appropriately.)

5 The language is clear, varied, precise and concise  

(clear, varied, precise and concise speech,

appropriate to the occasion

- no significant lapses in grammar and expression -

an effective choice

of register and style – precise use of wide

vocabulary and varied

grammatical structures – literary terms

used appropriately.)

About these ads

Actions

Information

Leave a Reply

Please log in using one of these methods to post your comment:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s




Follow

Get every new post delivered to your Inbox.

%d bloggers like this: