A Thousand Splendid Suns, Carol Ann Duffy (poetry), Cyrano de Bergerac, Othello and Passage to India
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This area of exploration focuses on intertextual concerns or the connections between and among diverse literary texts, traditions, creators and ideas. It focuses on the comparative study of literary texts so that students may gain deeper appreciation of both unique characteristics of individual literary texts and complex systems of connection. Throughout the course, students will be able to see similarities and differences among literary texts. This area allows for a further exploration of literary concerns, examples, interpretations and readings by studying a grouping of works set by the teacher or set in close conversation with a class or groups of students. Students will gain an awareness of how texts can provide critical lenses to reading other texts and of how they can support a text's interpretation by expanding on it or question it by providing a different point of view. Intertextuality: connecting texts can be approached in a variety of ways, such as through:
This area of exploration focuses on intertextual concerns or the connections between and among diverse literary texts, traditions, creators and ideas. It focuses on the comparative study of literary texts so that students may gain deeper appreciation of both unique characteristics of individual literary texts and complex systems of connection. Throughout the course, students will be able to see similarities and differences among literary texts. This area allows for a further exploration of literary concerns, examples, interpretations and readings by studying a grouping of works set by the teacher or set in close conversation with a class or groups of students. Students will gain an awareness of how texts can provide critical lenses to reading other texts and of how they can support a text's interpretation by expanding on it or question it by providing a different point of view. Intertextuality: connecting texts can be approached in a variety of ways, such as through:
1. the study of a group of works from the same literary form (for example, fiction, non-fiction, poetry and drama)
1. the study of a group of works from the same literary form (for example, fiction, non-fiction, poetry and drama)
2. the study of sub-categories within that literary form (for example, the novel, comedy, the sonnet, the essay)
2. the study of sub-categories within that literary form (for example, the novel, comedy, the sonnet, the essay)
3. an exploration of a topic as represented across literary texts (for example, power, heroism, gender)
3. an exploration of a topic as represented across literary texts (for example, power, heroism, gender)
4. a study of the way different texts address one same concept (for example, representation, identity, culture)
4. a study of the way different texts address one same concept (for example, representation, identity, culture)
5. an analysis of how allusions by one literary text to another affect the meaning of both of them (for example, explicit intertextual references from an author to another author’s work)
5. an analysis of how allusions by one literary text to another affect the meaning of both of them (for example, explicit intertextual references from an author to another author’s work)
6. a theoretical literary investigation (such as literary value or critical perspective). This area of exploration aims to give students a sense of the ways in which literary texts exist in a system of relationships with other literary texts past and present.
6. a theoretical literary investigation (such as literary value or critical perspective). This area of exploration aims to give students a sense of the ways in which literary texts exist in a system of relationships with other literary texts past and present.
Students will further engage with literary traditions and new directions by considering the following guiding conceptual questions. How do literary texts adhere to and deviate from conventions associated with literary forms?
Students will further engage with literary traditions and new directions by considering the following guiding conceptual questions. How do literary texts adhere to and deviate from conventions associated with literary forms?
• How do conventions and systems of reference evolve over time?
• How do conventions and systems of reference evolve over time?
• In what ways can diverse literary texts share points of similarity?
• In what ways can diverse literary texts share points of similarity?
• How valid is the notion of a “classic” literary text?
• How valid is the notion of a “classic” literary text?
• How can literary texts offer multiple perspectives of a single issue, topic or theme?
• How can literary texts offer multiple perspectives of a single issue, topic or theme?
• In what ways can comparison and interpretation be transformative?
• In what ways can comparison and interpretation be transformative?
Links to TOK in this area are related to the question of how the interaction of a literary text with other literary texts—brought about explicitly by the author or established by the reader in the act of reception— influences our perception of them and their meaning. Here are examples of links to TOK arising from this area of exploration:
• What kind of knowledge about a literary text and about literature do we gain when we compare and contrast literary texts?
• Does knowledge of conventions of form and literary techniques allow for a better and deeper understanding of a literary text?
• How are judgments made about the literary merit of a text? What makes a literary text better than others?
• Is the study of literature 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 literary texts according to form and period? How do they contribute to the understanding of literature and its history?
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