Suli Breaks (spoken word), Boys in the Boat, Philip K. Dick (short stories), A Doll's House,
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The investigation students will undertake involves close attention to the details of texts in a variety of literary forms to learn about the choices made by authors and the ways in which meaning is created. At the same time, study will focus on the role readers themselves play in generating meaning as students move from a personal response to an understanding and interpretation that is influenced by the community of readers of which they are a part. Their interaction with other readers will raise an awareness of the constructed and negotiated nature of meaning.
The investigation students will undertake involves close attention to the details of texts in a variety of literary forms to learn about the choices made by authors and the ways in which meaning is created. At the same time, study will focus on the role readers themselves play in generating meaning as students move from a personal response to an understanding and interpretation that is influenced by the community of readers of which they are a part. Their interaction with other readers will raise an awareness of the constructed and negotiated nature of meaning.
Students will learn to understand the aesthetic nature of literature and come to see that literary texts are powerful means to express individual thoughts and feelings, and that their own perspectives as experienced readers are integral to the effect of a literary text.
Students will learn to understand the aesthetic nature of literature and come to see that literary texts are powerful means to express individual thoughts and feelings, and that their own perspectives as experienced readers are integral to the effect of a literary text.
The area of exploration of readers, writers and texts aims to introduce students to the skills and approaches required to closely examine literary texts as well as to introduce metacognitive awareness of the nature of the discipline by considering the following guiding conceptual questions:
The area of exploration of readers, writers and texts aims to introduce students to the skills and approaches required to closely examine literary texts as well as to introduce metacognitive awareness of the nature of the discipline by considering the following guiding conceptual questions:
• Why and how do we study literature?
• Why and how do we study literature?
• How are we affected by literary texts in various ways?
• How are we affected by literary texts in various ways?
• In what ways is meaning constructed, negotiated, expressed and interpreted?
• In what ways is meaning constructed, negotiated, expressed and interpreted?
• How does language use vary among literary forms?
• How does language use vary among literary forms?
• How does the structure or style of a literary text affect meaning?
• How does the structure or style of a literary text affect meaning?
• How do literary texts offer insights and challenges?
• How do literary texts offer insights and challenges?
Links to TOK in this area revolve around the questions of what kind of knowledge can be constructed from a literary text, how that knowledge is constructed and the extent to which the meaning of a literary text can be considered fixed. Here are examples of links to TOK arising from this area of exploration:
• What do we learn about through literature? What role does literature fulfill? What is its purpose?
• In what ways is the kind of knowledge we gain from literature different from the kind we gain through the study of other disciplines? How certain can we be of the knowledge constructed through reading literary texts?
• How much of the knowledge we construct through reading a literary text is determined by the writer’s intention, the reader’s cultural assumption and by the purpose valued for the text in a community of readers?
• Are some interpretations of a literary text better than others? How are multiple interpretations best negotiated?
• What constitutes good evidence in explaining a response to literature?
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