by: Tsam Wa Tou
As one of the hardest language courses to aim for the highest grade, Chinese Language & Literature is where rhetorical knowledge and analysis perfectly come together. This article serves as an introduction to the subject, providing an overview of its structure and assessments for both HL and SL. Along the way, I will include some tips and resources that I found extremely useful when studying.
Course structure
Similar to English L&L, Chinese L&L introduces the student to the critical reading and interpretation of written and spoken texts from a wide range of literary and non-literary text-types such as advertisements, news articles, and visual texts. Students will develop techniques to become aware of the interactions between the text, author and audience, allowing them to uncover crucial details about the text’s purpose and theme among others.
You can view the detailed curriculum of the syllabus content below:
| Syllabus Content | Teaching Hours | |
| HL | SL | |
| Readers, writers and texts Works are chosen from a variety of literary forms. The study of the works could focus on the relationships between literacy texts, readers and writers as well as the nature of literature and its study. This study includes the investigation of the response of readers and the ways in which literary texts generate meaning. The focus is on the development of personal and critical responses to the particulars of literary texts. | 80 | 50 |
| Time and space Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning. | 80 | 50 |
| Intertextuality: connecting texts Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among literary texts. | 80 | 50 |
| Total Teaching Hours | 240 | 150 |
The Assessments
Assessment in Chinese L&L comprises both internal and external components. As is with most IB subjects, the HL students are given 3 assessments while SL students are given 2 (excluding the IA). Information regarding the assessments has been taken from the IB subject brief, which you can refer to for additional information.
| Paper 1 | Paper 2 | HL essay | |
| Level | HL and SL | HL and SL | HL |
| Weighting of final grade | 35% | 25% (HL) 35% (SL) | 20% |
| Length | 2h 15 mins (HL) 1h 15 mins (SL) | 1h 45 mins | NA |
| Question details | Guided analysis of unseen non-literary passage/passages from different text types | Comparative essay based on two literary works written in response to a choice of one out four questions | Written coursework component: 1200-1500 word essay on one literary work or a non-literary body of work studied |
The Internal Assessment
Students will need to prepare an individual oral response on a global issue using one literary work and one non-literary body of work. It is worth 30% for SL students, and 20% for HL students, and often takes place before the final exams. Since this is an internal assessment, your teacher will be the one conducting it. In general, students are required to give a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied.
When delivering an effective IA, students must understand the prompt well, select an appropriate global issue and choose the right works and excerpts to best engage the global issue. Students must also choose the equivalent of 40 lines from the literary work and samples from the non-literary body of work with no highlights or annotations which they can bring to the recording sessions with a list of notes consisting of 10 bullet points.
How is Chinese L&L different from Chinese Literature?
The subject of Chinese Literature is based solely on the study of literary works, where students are limited to a study of different literary genres, such as poetry, novels and dramas. They will need to master multiple literary terms, which refer to the technique, style and formatting used by writers to strengthen their compositions, and be able to apply them in the DP examinations. Students will also explore literature from a variety of cultures, genres and time periods. This learning will lead to an appreciation for the artistry of Chinese literature, developing the ability to reflect upon their reading, and being able to present literary analysis through both oral and written communication. Additionally, Chinese L&L’s formal examination comprises two essay papers, one a comparative response to a question based on two works studied, and the other requiring the analysis of a passage of unseen literary text.
Tips and resources
- Be up to date with global issues
For my midterms, Paper 1 included a picture of the U.S. tariffs and asked us to critically analyze it based on its effects on local and global politics. So, I cannot emphasize how much you should be aware about global issues and recent trending news. That extra knowledge will be a huge help on your exam since you will know what to focus on to represent the global issue accurately and talk about it in an articulate manner.
- Familiarize yourself with the literary devices
Knowing all the different types of literary text and devices is extremely useful when taking Paper 1. Make sure you not only familiarize yourself with them, but also practice identifying them in actual real world situations such as when you’re reading a news article or looking at an advertisement online. Taking notes in class when your teacher provides you with connotations and analysis is also good. If your teacher doesn’t provide these, you can use resource websites (Lingceed, Zhihu, Huixuanke) and incorporate the important details into your notes. I have found it helpful to also list down the themes of the text and lines that contribute to each theme to connect them to the literary devices in the text.
- Work smarter, not harder
It would be beneficial to prepare well for the IA, as you will have the opportunity to pick up a lot of marks. The nature of the IA is that it can be prepared beforehand which means that the students need to develop familiarity with literary analysis techniques, develop a general framework and master the assessment criteria along with developing a deep understanding of global issues. By proactively engaging in preparations, students can transform the IA from a high pressure, last minute scramble into a well managed opportunity to showcase their understanding and analytical skills, ultimately maximizing their potential to get the most marks. Similarly, be aware of the allocation of timings, so be smart when studying for them. If you can, ask your teacher for topics that regularly appear in papers, and focus on those for a bunch of guaranteed marks.
Conclusion
Navigating the complexities of IB Chinese Language and LIterature demands a strategic yet comprehensive approach. As this guide has outlined, success not only lies in understanding the syllabus, course structure and assessment components, but also in proactive preparation. By staying knowledgeable of global issues, mastering literary devices, with hard work included, you can pave your way to academic excellence.