Rationale Sample


I have chosen to write a blog to show how beauty in the eye of the media influences the lives of teenage girls around the world. It is based on Part 1 of the Literature & Language course. My character represents a stereotypical anorexic teenage girl. Writing a blog contributes personal opinion of the dangerous impacts of the me
dia. “The Riotous Belle” is an honest, intriguing blog dedicated to girls that are
misunderstood by the society. Belle, an anorexic model writes her blog in her perspective that is clearly shown in her writing which fits perfectly to conventions of a blog. It consists of personal experiences and interests in the view of the author, hence creates a discussion by her readers, which can be seen through the comment section indicating authenticity. The task I will be writing is inspired by a
theory by Naomi Wolf entitled, “The Beauty Myth”. By taking one of the big ideas in the book, which is the
stereotypical views of feminists perpetrated by the media, which includes the belief where teenage girls feel the need to wear make up or too lose extra pounds purposefully, to fit the beauty perspective that has been constructed around them. The target audience is teenage girls who admire Belle, that they feel the need to have specific beauty standards and the socially constructed ideologies relating to beauty and body image. It is set during present time, where plus sized models are starting to be looked upon by the society. Therefore, this blog will powerfully express the view that is rarely heard through its strongly opinionated content.

Taken from: http://es.scribd.com/doc/202492464/Rationale-Written-Task-IB-english-language-and-literature-example#scribd




Atonement: The story




“A world could be made in five pages, and one that was more pleasing than a model farm. The childhood of a spoiled prince could be framed within half a page, a moonlit dash through sleepy villages was one rhythmically emphatic sentence, falling in love could be achieved in a single word–a glance. The pages of a recently finished story seemed to vibrate in her hand with all the life they contained.”

Narration, Page 7
“What deep readings his modified sensibility might make of human suffering, of the self-destructive folly or sheer bad luck that drive men toward ill health! Birth, death, and frailty in between. Rise and fall–the was the doctor’s business, and it was literature’s too. He was thinking of the nineteenth-century novel. Broad tolerance and the long view, an inconspicuously warm heart and cool judgement; his kind of doctor would be alive to the monstrous patterns of fate, and to the vain and comic denial of the inevitable; he would press the enfeebled pulse, hear the expiring breath, feel the fevered hand begin to cool and reflect, in the manner that only literature and religion teach, on the puniness and nobility of mankind…”

Narration, Page 87
“The very complexity of her feelings confirmed Briony in her view that she was entering an arena of adult emotion and dissembling from which her writing was bound to benefit. What fairy tale ever had so much by way of contradiction?”

Narration, Page 106
“How guilt refined the methods of self-torture, threading the beads of detail into an eternal loop, a rosary to be fingered for a lifetime.”

Narration, Page 162
“I’ll wait for you was elemental. It was the reason he had survived. It was the ordinary way of saying she would refuse all other men. Only you. Come back.”

Narration, Page 249
“This was her student life now, these four years, this enveloping regime, and she had no will, no freedom to leave. She was abandoning herself to a life of strictures, rules, obedience, housework, and a constant fear of disapproval. She was one of a batch of probationers–there was intake every few months–and she had no identity beyond her badge.”

Narration, Page 260
“From this new and intimate perspective, she learned a simple, obvious thing that she had always known, and everyone knew: that a person is, among all else, a material thing, easily torn, not easily mended.”

Narration, Page 287
“We catch this young girl at the dawn of her selfhood. One is intrigued by her resolve to abandon the fairy stories and homemade folktales and plays she has been writing (how much nicer if we had the flavor of one) but she may have thrown the baby of fictional technique out with the folktale water. For all the fine rhythms and nice observations, nothing much happens after a beginning that has such promise.”

CC, in a letter to Briony, Page 295
“The problem these fifty-nine years has been this: how can a novelist achieve atonement when, with her absolute power of deciding outcomes, she is also God? There is no one, no entity or higher form that she can appeal to, or be reconciled with, or that can forgive her. There is nothing outside her. In her imagination she has set the limits and the terms. No atonement for God, or novelists, even if they are atheists. It was always an impossible task, and that was precisely the point. The attempt was all.”

Briony Tallis, Page 350-51





  • Objects from inside and outside the classroom
  • Students involved in the task (figure, object)
  • At least 1 natural object
  • Short explanation about the figure and its symbols, not a definition of perspective
  • 30 minutes

Students working on the concept of PERSPECTIVE





The exposition of a story is its starting point. The opening lines of a novel, the initial scene of a play or the opening shot of a movie all set the mood for the audience. You could say that authors manage the audience’s expectations in the exposition from the first words.

There are a few questions on the mind of any audience when embarking on a new story. You can apply these questions to any work that you are reading for Parts 3 or 4. Below we offer answers to these questions in relation to Black Boy by Richard Wright. Exposition is one of many literary terms that you will want to become familiar with. Remember that the third learning outcome for Part 4 is an awareness of and ability to use such literary terms.

5 questions on exposition
Here are five questions you can answer after reading the opening lines of a play, novel or short story. For each question, look for evidence from the passage to support your answer. You can apply these questions to any work that you are reading for Parts 3 or 4. The answers that appear here relate to the opening lines from Black Boy by Richard Wright.

5 questions on exposition

What kind of story is this going to be? To what literary genre might this work belong?
Who will be the main characters?
Is there a problem or conflict that has to be resolved? Predict how the plot will develop after these opening lines.
Where is the story set? What do you know about this setting? How might the setting shape the story?
What is the narrator’s relation to the story?



  2. MOULD



Today you will work on the preparation of your oral analysis. You will have the whole period of class to start and finish arranging your ideas in a power point or prezi so that you are ready to present next class (Thursday 20).

Use the same format that you followed for the written analysis. Add images, visuals or extract from the same poem to enhance your presentation. Highlight ideas, poetic devices and verses. Make you presentation unique!

Remember that you have to speak for about 10 – 12 minutes. You can work in pairs only if you share the same poem.

The order of presentations is as it follows:

  1. Martín Ljubetic
  2. Juan Pablo Ferreira
  3. Sebastián Bustos
  4. Pablo Murrillo
  5. Sebastián Salazar
  6. Agustín Salazar
  7. Joaquín Ruiz
  8. Ignacio Ruiz
  9. Carlos Jiménez
  10. Rodrigo Yañez
  11. Patricio Strube
  12. Tomás Santelices
  13. Martín Whittle
  14. Ángelo Menchise

If there are not enough computers, take turns using them. Make sure everybody uses computers. You can also request I-Pads in the English Lab.

PS: I can´t make today since I am in a meeting with the Headmaster. Marcelo Peña will help me monitor your work. Behave properly as usual.  Remember that in the library you should keep your voice volume low.

Have a great day.

Christian Vergara P.

English Teacher


Objective: to create music based on poetry by Alfred, Lord Tennyson

Grouping: 3 bands



1. Read the poems, choose one of them to start creating music.

2. To create or compose the lyrics of the song you can:

A. Use the poem entirely

B. Paraphrase the poem

C. Create new lyrics based on the poem

3. Choose the instruments, players and singers.

4. Create the music to accompany the lyrics. For this, you have the following options:

A. Compose music of your own.

B. Use music from another song and replace the lyrics.

5. Rehearse / Practise the song with your group.


July: 30th /31st: Introduce poetry

August: 4th / 6th / 7th: Blog tasks (Poem analysis)

August: 11th/ 13th/14th: Oral presentations

August: 18th/ 20TH / 21st: Music Project (Have the lyrics done)

August: 25th / 27th/ 28th: Music Project Deadline (Club House)

Add assessment rubric

Virginia Woolf – Life and Work

Virginia Woolf

Built out of a wooden toolshed, the small writing room in which Virginia Woolf penned many of her most famous novels stood in the garden of a house she bought with her husband Leonard in 1919. An important rural gathering place for the Bloomsbury Group, Monk’s House in Sussex attracted famous guests like TS Eliot and EM Forster. Although the modernist author described the importance of having a space for writing in her 1929 essay A Room of One’s Own, this was not an ideal spot for concentration. According to The Guardian: “She was always being distracted – by Leonard sorting the apples over her head in the loft, or the church bells at the bottom of the garden, or the noise of the children in the school next door, or the dog sitting next to her and scratching itself and leaving paw marks on her manuscript pages. In winter it was often so bitterly cold and damp that she couldn’t hold her pen and had to retreat indoors.” Despite that, Woolf wrote parts of novels like Mrs Dalloway and The Waves here. It was also the place where Woolf wrote her final words in 1941: a farewell letter to Leonard, shortly before she waded into the river Ouse and drowned.