English Literature for the IB Diploma

Carolyn P. Henly retired in 2018 after 33 years of teaching. 20 of those in the IB Programme teaching English HL, Theory of Knowledge and Philosophy.

Clearly this is a richly stocked and very well written resource for the IB Literature course. Strong HL students, as well as all teachers of the course, are likely to be well advantaged by reading and using it, as they will find much to interest them and expand their experience of the course. And the book provides great potential for all students, HL and SL to evolve in their knowledge and understanding of what 'literature' is, how it works, and how it has and does function in human life and history.The way in which the book aligns itself with the chosen aspects of the Subject Guide is impressive. The chapters work to deconstruct the lines of inquiry in the Areas of Exploration.... as a teacher I would be very happy to have a copy of the book in my library of resources, both for ideas and simply to re-read from time to time to spur my own thinking. The panoply of examples is delightful, and there is some very useful critical work. I would also seriously consider recommending or giving the book to any student, IB or not, who is headed to university with plans to study language and literature.The biographies are very helpful and interesting and the QR codes are a lively and apt clarification/enrichment technique. One thing that is very well handled is the reiteration and the interweaving of certain ideas and aspects. I was impressed by how free of copy errors the whole text is.Dr Hannah C. Tyson, Educator, writer, consultant11 July 2019

• Contents Introduction Section 1 Readers, writers and texts 1.1 Why and how do we study literature? 1.2 How are we affected by literary texts in various ways? 1.3 How does language use vary among literary forms? 1.4 How does the structure or style of a literary text affect meaning? 1.5 How do literary texts offer insights and challenges? 1.6 In what ways is meaning constructed, negotiated, expressed and interpreted? Section 2 Time and space 2.1 How important is cultural or historical context to the production and reception of a literary text? 2.2 How do we approach literary texts from different times and cultures to our own? 2.3 To what extent do literary texts offer insight into another culture? 2.4 How does the meaning and impact of a literary text change over time? 2.5 How do literary texts reflect, represent or form a part of cultural practices? 2.6 How does language represent social distinctions and identities? Section 3 Intertextuality: Connecting texts 3.1 How do conventions and systems of reference evolve over time? 3.2 How do literary texts adhere to and deviate from conventions associated with literary forms? 3.3 In what ways can diverse literary texts share points of similarity? 3.4 How valid is the notion of a 'classic' literary text? 3.5 How can literary texts offer multiple perspectives of a single issue, topic or theme? 3.6 In what ways can comparison and interpretation be transformative? Glossary Notes on the activities Acknowledgements Index