IB exams begin in early May, and I’m a teacher who loves to settle into a discussion when the ideas are good and they just keep coming, so if you asked my students to identify an external conflict in the drama of senior year of IB Literature, they would say “Ms. Jochman vs. the calendar.” How many times have I shook my fist at the clock just the class was close to an analytical breakthrough? Too many to count.
Since my seniors have to take all of those great talking points and eventually share them in two written exams, one of my biggest challenges when teaching IB is figuring out how to balance literature study with writing study. In a course that’s one month shorter than anything else I teach.
In the past, I’ve fallen back on assignments or on-demand writings that mimic the two exams my students will take: a commentary on an unseen piece of prose or poetry and a comparative analysis of two works in the same genre. All of that mimicry and repetitive testing can get tedious, however, and it doesn’t offer students the opportunity to stretch their creative muscles or develop their own writing voices. How, then, can I help my students develop the critical thinking and writing skills they will need without all of those drills? Below are some of the options I’ve tried and a few I’m challenging myself to try this year. Continue reading