Scope and prerequisites
IB literature and performance first assessment 2024; English focus; SL only. This supplemental reference covers only the listed preparation outcomes. School selections, full-guide procedures and required live or recorded performance are separate.
- Analyse voice, imagery 意象 and structure
- Compare two literary works through a focused argument 论证
Prerequisites: Close reading 细读; comparative claim; context versus biography.
Explain and choose the method
Literary analysis 文学分析 examines how choices create meaning; performance later translates some effects into embodied and spatial choices.
The comparative essay remains an argument about two studied literary works, not a review of your performance.
A comparative argument 比较论证 explains a relationship through both texts. Use a shared question, then analyse a distinct choice in each text. “Both concern belonging” is a start, not a developed comparison. The original classroom context supplies no biography; analyse wording before suggesting a broader interpretation.
Existing worked example: For an original line the clock sounded louder after the door closed, analyse sound, absence and perception. Compare a similar concern in the school's actual texts using precise evidence 证据 and a question-led thesis.
Complete original context
Original classroom texts, written for this supplement. They are not school-selected assessed works.
Text A — The label Every morning I polished the brass plate beside the door. It carried my father's name, and visitors asked for him even after I took charge of the shop. I answered their questions, found the parts, and wrapped each purchase. Still, at the door, they thanked the name on the plate. One afternoon I put a small card below it: “Ask for Leila.” The next visitor read the card aloud, hesitated, and then asked me where the hinges were. I left the brass plate shining. The card stayed too.
Text B — A space on the shelf (original poem) I cleared a place beside the cup, not where the cup had been. The shelf kept its old circle; the new wood still looked clean. By evening, two rings darkened it. I did not rub them out.
Context supplied for this exercise: both texts are contemporary original classroom writing in English. No author biography, translation 翻译 history or evidence about a real society is supplied. Compare what the wording permits; do not invent historical facts. A real course comparison must use the school's eligible studied works.
Independent practice and checked reasoning
Transfer 1
Compare how both texts represent making a place for a new identity. Write a complete comparative paragraph with quotations.
Reasoning: Both texts make identity visible through a small addition rather than complete replacement. In A, “Ask for Leila” gives the worker a public name beside the inherited brass plate, turning unnamed labour into recognition. In B, “beside” rather than “where” preserves the old cup's place while creating another. A's hesitation before a visitor speaks Leila's name stages a social adjustment; B's two darkened rings make coexistence visible without a visitor. The difference is between recognition through language and belonging through shared space, not a simple opposition between keeping and destroying the past.
Transfer 2
Identify one contrasting reading that complicates a wholly optimistic interpretation of A, without inventing biography.
Reasoning: Leila must add a request to be recognised, and the visitor hesitates, so recognition is not automatic. Keeping the shining plate may suggest respect, but could also show the inherited name retains authority. Both readings need the supplied details and should remain interpretations, not claims about the author's family.
Transfer 3
Explain how you would transfer this method to two actual studied works and what must be verified before making historical-context claims.
Reasoning: Choose a question-led comparison, select precise scenes and authorial choices from both works, and test a counter-reading. Verify editions, eligible works, reliable contextual evidence and the relevance 相关性 of that context to textual details. A general biography cannot replace analysis.
Limits and next use
The original line is practice, not one of the five studied works. Do not treat every literary feature as a stage instruction or replace textual analysis with performance description.
All tasks here are public original practice with authored guidance. They are not official questions or fresh diagnostics. Existing protected tests and mocks remain separate.