Trabajo escrito

TRABAJO ESCRITO. ESPAÑOL AB INITIO

Weighting: 20%

Requirements

Length Sources Communication purposes
 

200-350 words

  

2-4 sources in the target language (additional sources in any language are optional

  

Description, comparison and reflection

 

 

The written assignment should take the form of short written responses set out under three separate headings in the target language:

 

A—description (DESCRIPCIÓN), B—comparison (COMPARACIÓN), C—reflection (REFLEXIÓN).

Sección A. DESCRIPCIÓN

A description of the chosen topic in relation to specific aspects of the target culture(s)

Sección B. COMPARACIÓN

A comparison of the differences and/or similarities between the chosen topic in thetarget culture(s) and the student’s culture(s)

Sección C: REFLEXIÓN

A reflection related to the chosen topic. The reflection must include answers to all of the following questions.

-Which aspect of your chosen topic surprised you?

-Why do you think these cultural similarities/differences exist?

-What might a person from the target culture(s) find different about your chosen topic in your culture(s)?

If the word limit is exceeded, the assessment will be based on the first 350 words.

Formal guidelines

The student must submit: a word processed piece of writing the sources in the target language a bibliography in standard format with references to all sources in all languages.

Quotations can be included but will not be part of the overall word count. If used they must be appropriately referenced.

Unacknowledged quotations will be investigated as potential academic misconduct.

Formal requirements
–      The written assignment is word processed in the target language.

–    All extracts from the source material are appropriately referenced.

–      The sources in the target language are included for submission with the assignment.

–   A bibliography in standard format is included with references to all sources in all languages.

Topics

The following is a list of some of the language ab initio topics, with suggestions for a possible written assignment title. This list is not exhaustive. Other titles are possible within a given topic, and topics not listed below are also suitable for the written assignment. It is up to the teacher to judge the suitability of a title within a topic.

    • Personal details, appearance and character

Japanese ab initio: Why do Japanese students wear a school uniform whereas Italian students do not?

    • Daily routines

Italian ab initio: Why is la passeggiata an important part of daily life in Italy?

    • Physical health

Mandarin ab initio: Why are early morning exercises considered essential in China?

    • Relationships

French ab initio: The role of women—a French family and an American family

    • Food and drink

German ab initio: Food and drink festivals in Germany and New Zealand

    • Shopping

Malay ab initio: Shopping at the market in Malaysia and Canada

    • Employment

Indonesian ab initio: Young people and part-time employment in Indonesia and Scotland

    • Entertainment

Russian ab initio: Young people’s attitudes towards alcohol and smoking in Russia and Egypt

    • Holidays

Spanish ab initio: How is Easter celebrated in Barcelona compared to my community in Melbourne?

    • Education

Swahili ab initio: The ideal school day—the secondary school education systems of Kenya and Switzerland

    • Transport

Arabic ab initio: Finding sustainable methods of transport in Jordan and Greece

    • Town and services

English ab initio: The greenest way of getting around a capital city—London versus Paris

Assessment

Written assignment: Receptive and productive skills
Criterion A: Description
To what extent does the student succeed in stating relevant factual information about the targetculture(s)?
Marks. Level descriptor
0: The work does not reach a standard described by the descriptors below.
1: At least two pieces of relevant factual information about the target
culture(s) is used in the description.
2: More than two pieces of relevant factual information about the target
culture(s) is used in the description.
Criterion B: Comparison
To what extent does the student succeed in presenting one or more cultural dif
ferences and/or one or more similarities between the chosen cultural topic in the target culture(s) and in the student’s own?
Marks. Level descriptor
0: The work does not reach a standard described by the descriptors below.
1: Cultural differences and/or similarities are rarely presented in a clear and
coherent manner.
2: Cultural differences and/or similarities are sometimes presented in a clear
and coherent manner.
3: Cultural differences and/or similarities are consistently presented in a
clear and coherent manner.
Criterion C: Reflection—question 1
The reflection must include an answer to the following question: Which aspect of your chosen topic surprised you?
Marks. Level descriptor
0: The work does not reach a standard described by the descriptors below or
the work does not relate to the target language country.
1: A relevant aspect of the chosen topic has been identified but not developed.
2: A relevant aspect of the chosen topic has been identified and partially developed in answer to the question.
3: A relevant aspect of the chosen topic has been identified and fully
developed in answer to the question.
Criterion D: Reflection—question 2
The reflection must include an answer to the following question: Why do you think these cultural similarities/differences exist?
Marks. Level descriptor
0: The work does not reach a standard described by the descriptors below.
1: At least one reason why these cultural differences and similarities existhas been identified but not explained.
2: At least one reason why these cultural differences and similarities exist
  • has been identified and partially explained.
    3: At least one reason why these cultural differences and similarities exist
    has been identified and fully explained.
    Criterion E: Reflection—question 3
    The reflection must include an answer to the following question: What might a person from the target culture(s) find different about your chosen topic in your culture(s)?
    Marks. Level descriptor
    0: The work does not reach a standard described by the descriptors below
    or the answer is not from the perspective of a person from the target
    language country.
    1: At least one difference has been identified but not developed.
    2: At least one difference has been identified and partially developed in
    answer to the question.
    3: At least one difference has been identified and fully developed in answer
    to the question.
    Criterion F: Language
    If the word limit is exceeded, the assessment will be based on the first 350 words.
    To what extent does the student demonstrate an ability to use the language clearly?
    Marks. Level descriptor
    0: The work does not reach a standard described by the descriptors below.
    1: Language clarity often obscures communication.
    2: Language clarity sometimes obscures communication.
    3: Language is generally clear and does not obscure communication.
    4: Language is mostly clear and communication is clear
    .
    Criterion G: Formal requirements and register
    The formal requirements of the written assignment are as follows.

    1. The written assignment is word processed in the target language.

    2.The sources in the target language are included for submission with the assignment.

3. A bibliography in standard format is included with references to all
sources in all languages.
•Does the student fulfill all formal requirements of the written assignment?
•Does the student show an awareness of the appropriate register for the task?
Marks. Level descriptor
0: The written assignment does not meet all formal requirements and the
register is inappropriate to the task.
1: The written assignment either meets all formal requirements or uses
register appropriate to the task.
2: The written assignment both meets all formal requirements and uses
register appropriate to the task.

 

Aquí tenéis algunos conectores que podéis usar en vuestros textos:

Aquí tenéis un ejemplo de la estructura del texto:

IB Ejemplo de la estructura del trabajo escrito

Fuente: https://mr-rojas-spanish.wikispaces.com/TE%C2%A0Ab+Initio