IOC+Preparations

The Formal Oral Commentary Let's start off with-- __ What a commentary is __ : __ What a commentary IS NOT: __ __ How To Prepare Literary Commentary __ Arrange your commentary in a way that feels natural to you and makes sense. __ Use specific quotes from the passage where you can. __ __Things That Should Go In Your Commentary__ **__Ten Key Tips__** __ Parting Shots __
 * a close examination of a poem or passage in which the student makes salient comments on the craftsmanship of the writer. This craftsmanship is demonstrated in the work that the student examines.
 * a discussion of literary effects achieved in the passage and how they are achieved. (In other words, use the passage to prove that the author used specific techniques to create an artistic effect).
 * a culminating activity reflecting a student's understanding of the author’s purpose in a given work.
 * NOT an unveiling of "what the author really means."
 * NOT a paraphrase or a summary of the work (although a summary might be included in your commentary).
 * NOT an introduction to the work.
 * Relax.
 * Read the poem or passage slowly and carefully.
 * Read it again and jot down your first, gut-level response to the text. Don't analyze it or question it; just get it down.
 * Read it again and underline any words or phrases that strike you for any reason. Maybe they seem important, create an image, indicate symbols, or foreshadow events.
 * Read it again and look for patterns, repetitions, or connections among the things you underlined. Make notes that indicate what you see.
 * Write down (on scrap paper) what the passage evokes in you. Include examples. Use this to determine a possible theme of the text.
 * Write down (on scrap paper) how the text or parts of the text develop the theme, or how they advance the theme. DO NOT GIVE A PLOT SUMMARY.
 * Write down (on scrap paper) how the author's style or technique advances the theme.
 * Review all your notes, underlined words, and writings; and organize the information. Discard what you don't need or can't use. Get the raw information into an organized form.
 * Prepare for your oral, make a brief outline of what you will say. Remember, do not read your oral commentary straight from your notes!
 * In orals, speak calmly--don't rush. Don't try to sound sophisticated; just be yourself. Don't worry about the tape recorder--it's there to evaluate the teacher, not you.
 * Make sure you do as much of the following as you can in your commentary:
 * briefly summarize the passage as a whole (Do NOT paraphrase the entire poem/passage line-by-line);
 * if it's a passage from Shakespeare, set it in the context of the rest of the play;
 * identify and discuss key words, lines, images, symbols, motifs, word choice, repetitions, sounds, and structure;
 * talk or write about characters, theme, events, narrative voice, tone, the author's style, use of time, atmosphere, irony, humor, contrasts, etc.;
 * explain what poetic devices are used (if any);
 * answer the guiding questions.
 * Focus. Don't begin a commentary without having a clear idea where you are going and what you are going to say. As Stephen Covey, author of The Seven Habits of Highly Effective People says, "Begin with the End in mind." It is critical that you learn to zero in on one or two critical focal points. Determine which are the key ideas and build your commentary around them. If you repeat some of the themes or main ideas throughout your commentary, you will help it to hang together much more coherently.
 * Organize. In order to sound coherent, you have to sound organized. In order to sound organized, there must be a loose hierarchy or order of ideas in your commentary. Your focal points and key words will help you sound prepared and organized, rather than careless and haphazard.
 * Engage. Come to grips with the passage. To do this, you must do several careful readings of the passage--preferably with colored pens or pencils. In other words, engage the material in a serious, thoughtful manner. To do this, you must engage the material on both intellectual and emotional levels. Engage means to give yourself over to, to involve yourself, to enter into conflict, to take part, to be active, to entangle, to be voluntarily committed and personally involved.
 * Emote. Inject some emotion, opinion, something of yourself and your beliefs into your commentary. In other words, don't be boring.
 * Play. Have fun with the language! Play with the passage! Tear it apart! Put it back together!
 * Assert. Be mildly aggressive and assertive. This is your chance to show off what you know. Don't be cocky and arrogant, be DO be confident, energetic, and stylish.
 * Communicate. Use an appropriate register. Don't use too many colloquialisms, slang expressions, etc. On the other hand, don't use a 25-cent word when a 10-cent word will do. You may be using that big, impressive-sounding word incorrectly, or you may be sounding like a pompous ass.
 * Cohere. Comment on literary devices and techniques, but not at the expense of meaning and coherence.
 * Build. Build outward from the passage in concentric circles. One thing IB examiners want to know is how you make meaning out of the text. But do this only at the end after you've dealt with the passage in a thorough manner--relating the importance of the passage to the work as a whole.
 * Think. Discuss the passage in a manner that makes you come off as thoughtful and intelligent. But don't be afraid to be original, independent, and creative.
 * "The student must discuss how the author creates the effect."
 * "An effective commentary will probably discuss the artist/author's strengths and weaknesses."
 * "The student should be able to discuss not only what a character does, but also how the author elicits our response." The ability to do this is what separates the puppies from the kitties.
 * "The student must be able to discuss the underlying or universal values."
 * "The student must personalize their response to the passage. They have to respond to it and enter into it in an engaged manner."
 * "We do not want set patterns or prepared responses. We want a fresh, lively, clear, involved, sprightly, engaged response. We are looking for 'signs of life.'"
 * "The student must talk about not only 'what' is said, but 'how' it is said."
 * "The student must be precise in his or her use of language and must be able to make careful distinctions."