This part of the course is an introduction to literature. You will look at the ways in which texts are produced, read, interpreted, responded to and performed, and reflect on the role of literature. You will focus on the words on the page, their literal meaning, the type of literary text being read, the plot, character, setting, word choice and stylistic features.
In this part of the course you will develop the skills and approaches required to successfully engage with texts. You will also be introduced to the process of assessing texts through critical reflection. Use the six guiding conceptual questions for part one to help shape your study. They are:
Why and how do we study literature?
How are we affected by literary texts in various ways?
In what ways is meaning constructed, negotiated, expressed and interpreted?
How does language use vary among literary forms?
How does the structure or style of a literary text affect meaning?
How do literary texts offer both insights and challenges?
Through close attention to processes of production and reception, you will become aware of unique features of literature as a communicative act and of their relationship with literary texts. While this part of the course is an introductory unit, you will note that ideas and skills that will be introduced here are integral to and embedded throughout the course.
Unpacking the six guiding questions
Why and how do we study literature?
If you read a poem about migration or moving to a new country, you could also read a news article on the same topic. You could reflect in your learner portfolio on the special nature of literature: does a poem that engages with an idea function differently from a news article? Does a poem create similar or different emotions or thoughts? When considering how the two different texts are crafted, are there special skills and vocabulary needed to approach a literary text like a poem? Does a poem have a different value to you as a reader than an informational text?
How are we affected by literary texts in various ways?
You can keep a record of personal responses to the reading of each of the nine works in your learner portfolio and of the range of emotions and thoughts they inspire. How does a literary text affect your thinking about larger global issues? Does the literary text affect your emotions in different ways? Does your thinking about a character or event change your thinking about issues outside of the text? How can you think about a literary text as both entertainment and as an object for academic study?
In what ways is meaning constructed, negotiated, expressed and interpreted?
When reading a literary text, how do you correlate the patterns—or the “form” of the text—as well as the more holistic meaning—or the content—that emerges from it? Can form be separated from meaning? Can you explore how the author has made evocative choices in the creation of the literary text? How can the same text give rise to different interpretations? How does one interpretation stand in relation to those of readers and critics, past and present?
How do style and form vary among different literary forms?
What are the conventions of literary forms? As you read different examples of each literary form it is important to notice that style and form change. What makes a specific stylistic or formal aspect of a literary form a defining one? What room for variation is there within a literary form? Has the literary form you are studying stayed the same through time or has it been reinterpreted or redefined?
How does the structure or style of a literary text affect meaning?
If you read a long novel with chapters, you might reflect on how this element of structure affects meaning. Is the length of the novel important? Does the length of the novel provide space for extended thought or the development of characters over time? What is the logic behind chapters? Do chapters end at moments in order to create suspense? Does a chapter help to clarify an idea or focus your attention on a key event? How does the language of the text affect meaning? Is the voice of the narrator very distinctive? Does the language of the story add to your experience of character or setting?
How do literary texts offer both insights and challenges?
When reading a literary text, sometimes you find yourself identifying with characters and situations. How does the text help you to gain a better understanding of yourself as a result of its exploration of such characters and situations? Does the text make you question your beliefs or see different situations in a new light? Does it allow you to become aware of different dimensions or layers of the reality around you?
In the DP, you are expected to use what you have learned and apply it to your creativity, activity, service (CAS) experiences and projects. There are many ways that the study of literature, knowledge of language A and development of reading, writing, speaking and listening skills can be used in the context of CAS.
Through reading about characters or situations you are developing a better understanding of yourself and others. In addition, while reading about other people, places and situations, you are developing the capacity for empathy, which will help you respond to the needs of people in meaningful ways. As you analyse, interpret and reflect on what you are reading, your skills as a critical thinker are growing and this will help you plan and execute CAS projects.
Another aim of the course is to think about and comment upon global issues in your textual analysis. You will be looking at issues on a global scale and may be able to see these reflected locally. You could consider different courses of action to manifest your raised awareness in the form of CAS experiences and projects. In turn, embarking on a CAS experience or project focused on global issues arising from the texts can enrich your literary studies as you will have experienced correlated situations in real life. The combined effect of this interaction is an appreciation that the texts that you write or read are not created or experienced in a vacuum but are relevant to your life and the community in which you live.
Here are some suggestions to help you start thinking about CAS in relation to the language A course:
Development of first or best language
The language of your study as an SSST student may be a minority language in your school. How many speakers of your language are in your school or community? Think about ways in which you can help these fellow speakers. Do you want to gather these people together for activities that you can lead? Is there a need to translate publications into your language A to help these speakers? Perhaps you can think about those who do not speak your language A. Is there a need to teach or promote your language? If you are dealing with language you will probably be dealing with creativity and if you are helping people you are dealing with service.
Literature
Think about the works that you have chosen to read. What have you learned about literature through the study of these works? How could you use this in a CAS project? Do you want to promote the reading of these works? Are these works, which were written in your language A, available in the library for other speakers of your language to access or are these texts available in other languages in the library at your school? Do you feel it would be important to have these works or others by the same author highlighted at your school to create an awareness of the literature of your language A? Are there speakers of your language outside of the school who would benefit from gaining access to the literature of your language A? Can you transform the text into a public performance? Would you want to use this performance to raise awareness of a global issue? Is there any instance of injustice in the text that makes you want to form an advocacy group to take action?
When dealing with literature in these ways, you could also be dealing with creativity and service.
The following questions could be used to reflect on the connections between this area of exploration and TOK:
What do we learn about through literature? What role does literature fulfill? What is its purpose?
What different kinds of knowledge does the reader gain through literature?
Can the meaning of a literary text ever be free from ambiguity? Can there ever be one true meaning of a literary text?
What is the relationship between the writer and the reader and how does it impact the reader’s understanding of the literary text?
Are some interpretations of a literary text better than others?
How does the experience differ when reading in the original language compared to reading in translation?
Does every literary text have an ideal reader? What are the challenges this presents for us as readers in our interaction with and understanding of the text?
How does the medium through which a literary text is presented impact how you experience it?
What constitutes or makes good evidence in literature?
Is the notion of literary form a restrictive one? How far do literary form conventions help, hinder or limit the production and reception of literature?