Group 2 extended essay French and Spanish S

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Group 2 extended essay French and Spanish S

Group 2 extended essay French and Spanish S

1. How many of you plan to continue your language study at the university

1. How many of you plan to continue your language study at the university level? Study abroad? 2. How many of you have considered writing your EE in a foreign language? 3. How many of you want your college applications to stand out ? S

4. How many of you aspire to have a career with a global focus?

4. How many of you aspire to have a career with a global focus? 5. Do you want to dramatically improve your language skills in a matter of a few months without spending hundreds of dollars on Rosetta Stone? S

Who should consider writing their Extended Essay in Group 2 world language? • •

Who should consider writing their Extended Essay in Group 2 world language? • • • You are an HL student with a good grade in your language class. You are an SL student with an “A” average You are not intimidated to do research in the language Permission from your language teacher is required before you make a proposal. Consider some feasible topics and then approach your teacher.

OVERVIEW S Students are able to develop their awareness and knowledge of language studied,

OVERVIEW S Students are able to develop their awareness and knowledge of language studied, and their understanding of culture concerned. S Students pursue their interest based on research of texts: books, articles, plays, poems or cultural artifacts such as works of fine art or architecture, films, radio, TV or popular music S Written in the foreign language focused on matters related that foreign language

CHOICE OF TOPIC S Consists of study of an issue in 1 of 3

CHOICE OF TOPIC S Consists of study of an issue in 1 of 3 categories S Language S Culture and society S Literature S Combinations of the above S Worthy of investigation (not too trivial or broad) S Allows for effective treatment within the word limit S Provides opportunity to develop an argument, demonstrate critical analysis and personal judgment rather than just knowledge

CATEGORY 1: LANGUAGE Specific analysis of the language (its use, structure and so on)

CATEGORY 1: LANGUAGE Specific analysis of the language (its use, structure and so on) normally related to its cultural context or a specific text S French: Language Laws in Quebec S Japanese: Foreign Words in Japanese S Spanish: Alternative Use of the Forms Vos and Usted in the Spanish of the Río de la Plata region

Examples of previously submitted Essays by UAIS students Category A: Language • To what

Examples of previously submitted Essays by UAIS students Category A: Language • To what extent has the Arabic language influenced the Spanish language? • How has Quebec’s Law 101 influenced the economy in Quebec? • To what extent has the French Academy’s mission of clarification limited the evolution of the language?

CATEGORY 2 A: CULTURE AND SOCIETY : Essays of a socio-cultural nature with an

CATEGORY 2 A: CULTURE AND SOCIETY : Essays of a socio-cultural nature with an impact on the language � The essay should be an analysis of a cultural nature that describes the impact of a particular issue on the form or use of the language � French: Language and Feminism � Japanese: Language for Family Members � Spanish: Language and Discrimination

CATEGORY 2 B: CULTURE AND SOCIETY : Essays of a general cultural nature based

CATEGORY 2 B: CULTURE AND SOCIETY : Essays of a general cultural nature based on specific cultural artifacts* � The essay should be an analysis of a more general cultural nature but specific to a country or a community where the language is spoken � French: Social Criticism in the Songs of MC Solaar � Japanese: Adverts in the Japanese Media � Spanish: Representation of Women in Tango

Cultural artifacts = concrete, tangible Written documents S S S S S Newspapers magazines

Cultural artifacts = concrete, tangible Written documents S S S S S Newspapers magazines news headlines Articles books (other than literary) Cartoons Adverts leaflets, brochures or manifestos laws or policies historical documents or records Spoken documents S S screenplays radio or television programs song lyrics interviews Visual documents S works of fine art S architecture (buildings, monuments, etc. ) S films S stamps Cultural icons S fashion items and accessories (as a manifestation of culture) S food items, dishes (as a manifestation of culture) S brands (as a manifestation of culture )

What is NOT cultural artifact q q q political events (elections, referendums) historical events

What is NOT cultural artifact q q q political events (elections, referendums) historical events social movements (e. g. riots) social issues (unemployment, immigration, racism, school violence, the role of women in X country, etc. ) towns or regions (“travel guide” extended essays) (minority) ethnic groups media trends styles of music sports traditions institutions (school systems, political parties, etc. )

Examples of previously submitted Essays by UAIS students Category 2 B: cultural artifacts q

Examples of previously submitted Essays by UAIS students Category 2 B: cultural artifacts q What is the influence of the music of “Tigres del Norte” on the political viewpoints of the general public? q How do the songs of Abd Al Malik reflect the conditions of those living in the French projects and how have they become a message of hope? q How does the popular film “La Haine” (The Hatred), fiercely attacked by critics, portray a positive image of the situation in the French suburban ghettos? q How has Japanese history influenced the relationship between senpai and kouhai in Japanese schools? q How do Japanese fashion magazines affect the way Japanese youth dress?

CATEGORY 3: LITERATURE q The essay should be an analysis of a literary type

CATEGORY 3: LITERATURE q The essay should be an analysis of a literary type based on a specific work or works of literature exclusively from the foreign language. q All texts must have originally been written in the foreign language. q French: Haitian Politics as Depicted in Works by Dany Laferrière and Gary Victor q Japanese: Pastoral References in Kenji Miyazawa q Spanish: Fictionalization of History in Abel Posse’s Novels

Examples of previously submitted Essays by UAIS students Category 3: Literature q q q

Examples of previously submitted Essays by UAIS students Category 3: Literature q q q To what extent does the relationship between the French and North African culture affect the assimilation of the North Africans as portrayed in the works of Faiza Guène? To what extent does Voltaire use Candide to criticize or attack the social, political and religious institutions of the 18 th century? To what extent was El Quixote a satirical work of knight tales?

TREATMENT OF THE TOPIC q Students should demonstrate an understanding of the issues raised

TREATMENT OF THE TOPIC q Students should demonstrate an understanding of the issues raised by the research question and offer an objective, balanced analysis of the issues. q The essay must be presented as a coherent argument, supported by relevant examples. Essays that are simply descriptive are unlikely to achieve a high mark.

CONTINUED q In the case of an essay of a general culture nature, student

CONTINUED q In the case of an essay of a general culture nature, student should focus on, and research, what makes the topic specific and unique to the country/countries studied q Focus must remain on culture of language concerned q Students may analyze texts in a detailed literary fashion, or they may use literary texts as a means of exploring the target language or its culture and society

CONTINUED q Whenever questionnaires have been used or statistics presented, student must show an

CONTINUED q Whenever questionnaires have been used or statistics presented, student must show an understanding of the results and be able to interpret them with reference to the issue. q A copy of any questionnaires or surveys should be included as an appendix. q If photographs and/or illustrations are used, they should be labeled, explained and justified in the context of the topic.

CONTINUED S Documentation of sources: S French: 4000 words MLA S Japanese: 8000 characters

CONTINUED S Documentation of sources: S French: 4000 words MLA S Japanese: 8000 characters MLA S Spanish: 4000 words APA

Keep in mind when writing your EE in another language q EVERYTHING IS WRITTEN

Keep in mind when writing your EE in another language q EVERYTHING IS WRITTEN IN THAT LANGUAGE FROM THE OUTSET : q q q RESEARCH QUESTION OUTLINE RESEARCH THE ESSAY ITSELF RPPF q THAT IS MUCH TOO MUCH WORK TO WRITE AND THEN TRANSLATE!!!