Paper2 HL

Paper 2 HL: Essay (first examinations 2013)

	0	1	2	3	4	5
Criterion A: Knowledge and understanding ·     How much knowledge and understanding has the student shown of the part 3 works studied in relation to the question answered?	does not reach standard	There is some knowledge but virtually no understanding of the part 3 works in relation to the question answered.	There is mostly adequate knowledge and some superficial understanding of the part 3 works in relation to the question answered.	There is adequate knowledge and understanding of the part 3 works in relation to the question answered.	There is good knowledge and understanding of the part 3 works in relation to the question answered.	There is perceptive knowledge and understanding of the part 3 works in relation to the question answered.
Criterion B: Response to the question ·     How well has the student understood the specific demands of the question? ·     To what extent has the student responded to these demands? ·     How well have the works been compared and contrasted in relation to the demands of the question?	does not reach standard	The student shows little awareness of the main implications of the question, and ideas are mainly irrelevant and/or insignificant. There is little meaningful comparison of the works used in relation to the question.	The student responds to some of the main implications of the question with some relevant ideas. There is a superficial attempt to compare the works used in relation to the question.	The student responds to most of the main implications of the question with consistently relevant ideas. There is adequate comparison of the works used in relation to the question.	The student responds to the main implications and some subtleties of the question, with relevant and carefully explored ideas. The comparison makes some evaluation of the works used in relation to the question.	The student responds to all the implications, as well as the subtleties of the question, with convincing and thoughtful ideas. The comparison includes an effective evaluation of the works in relation to the question.
Criterion C: Appreciation of the literary conventions of the genre ·     To what extent does the student identify and appreciate the use of literary conventions in relation to the question and the works used?	does not reach standard	Some literary conventions are identified but there is limited development relevant to the question and/or the works used.	Examples of literary conventions are sometimes correctly identified and developed, with some relevance to the question and the works used.	Examples of literary conventions are satisfactorily identified and developed, with relevance to the question and the works used.	Examples of literary conventions are clearly identified and effectively developed, with relevance to the question and the works used.	Examples of literary conventions are perceptively identified and persuasively developed, with clear relevance to the question and the works used.
Criterion D: Organization and development ·     How well organized, coherent and developed is the presentation of ideas?	does not reach standard	Ideas have little organization; there may be a superficial structure, but coherence and/or development are lacking.	Ideas have some organization, with a recognizable structure, but coherence and development are often lacking.	Ideas are adequately organized, with a suitable structure and attention paid to coherence and development.	Ideas are effectively organized, with a very good structure, coherence and development.	Ideas are persuasively organized, with excellent structure, coherence and development.
Criterion E: Language ·     How clear, varied and accurate is the language? ·     How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)	does not reach standard	Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.	Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.	Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.	Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.	Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Paper 2 HL Drama Questions

Drama

1. Either

(a) “Plays consist, mostly, of talking.”

In light of this statement, consider the extent to which dialogue and monologue are used to advance the principal themes of the plays you have studied.

Or

(b) Plays often depend on various forms of irony to add complexity and interest for the audience. How have plays in your study enriched the theatrical experience through the use of irony?

Either

(a) “The reason we will pay money to spend our leisure time watching two or three hours of unhappiness and frustration is that most of us never give up hope.”

Say to what degree this observation is a satisfactory account of the attractions of the

drama you have studied, and compare the means by which playwrights achieve the

willing engagement of their audiences.

or

(b) “Within the complexity of a play, there are points of emphasis which allow the audience to connect events or feelings, or make conclusions and evaluations.”

Compare the means by which different playwrights create such moments of significance and their success in doing so.

Drama

1. Either

(a) Using two or three plays you have studied, compare the presentation of two or three characters (e.g. introduction, dramatic interactions with other characters), saying in each case how the presentation furthered the dramatists purposes, and how it rewarded your study.

Or

(b) .Time and place are the basic elements of a play. In what ways does your study of two or three plays lead you to support (or modify) this generalization?

1. Either

(a) .As the action of the play unfolds, dramatic tension is often produced by the contrast of concealment and revelation. Compare at least two of the plays,which you have studied in the light of this statement.

or

(b) Compare and contrast the presentation of any three or four characters in plays you have studied. Say how, and how effectively, each character seems to you to further the dramatic force of the play in which he or she appears. 1. Either

(a) Compare and contrast the role of symbolism in two or three plays you have studied.

Or

(b) “Long after the words are forgotten, the spectacle of the drama is remembered.” Compare two or three plays you have studied in the light of this quotation.

1. Either

(a) “Visual action can be as important on the stage as speech.” How far do you agree with this claim? In your answer you should refer to two or three plays you have studied.

Or

(b) Compare the dramatic effectiveness of the relationship between setting and plot in two or three plays you have studied.

1. Either

(a) “It is through speech primarily that a dramatist reveals who his characters are.”

Using at least two works you have studied, show how far you can agree that this is a valid statement about the writing of plays.

Or

(b) The audience’s expectation and the fulfilment or reversal of expectation are both used by playwrights. How have at least two of the plays you have studied satisfied or disappointed expectation, and with what effect?

1. In at least two works you have studied, explore specific techniques by which dramatists shape and pattern the speech in their plays and with what significant effect.

2. In at least two works you have studied, discuss the use of minor characters in either supporting or undermining what appear to be the goals of the protagonist.

1. Either

(a) Most plays have stage directions; some have none or almost none. What do you see as the relevance of stage directions in at least two plays you have studied?

Or

(b) Plays frequently explore moral or ethical dimensions of choices people make. Discuss in at least two plays the dramatic handling of such issues.