IOP+Procedures+and+guidelines

==** __Part Four of the English Lit syllabus__ is designed to encourage independent and creative responses, and can include the development of visual literacy, which is an essential skill for the new IB** **program design. The IB assessment for Part Four is the Individual Oral Presentation (IOP), which is by far the most creative and open-ended of IB English Assessments.**==



**__Analytical or Creative?__**
==**The IOP is essentially categorized as either analytical or creative, although this is a spectrum of choices, and not a choice of one or the other. Students should choose the presentation format that they are most comfortable with, and the format that they feel will have the most success conveying their ideas to the class.**==

**__Structure of the Individual Oral Presentation__**
==**The structure of each oral presentation depends largely on the type of activity selected for the topic. It is the responsibility of the student to select the type of presentation that most effectively enables the objectives of the topic to be realized. Whatever the activity chosen, all presentations must have a coherent structure.**==

**__Suggested activities__**
==**The following list applies to all the options studied in part!4 of the course and contains examples of the wide range of activities that are acceptable for the individual oral presentation. This list is neither exhaustive nor prescriptive. The examples are only suggestions and may be added to by teachers, or by students with the approval of teachers. Students should select the activity most appropriate to the topic chosen.**==

==**The individual presentation may be done in a pair or as part of a small group of students. In that case, each student must give an individual presentation 10–15 minutes in length that can be individually assessed by the teacher.**==

**• Reminiscences by a character from a point in later life**
==**• An author’s reaction to a particular interpretation of elements of his or her work in a given context (for example, a critical defense of the work against a charge of subversion, or immorality, before a censorship board)**==

**__Conduct of the presentation and subsequent discussion__**

 * ==**Teachers must allow students to do their presentation without any interruption or assistance.**==


 * ==**When the presentation is completed teachers may engage in a discussion with students in order to probe further into their knowledge and understanding of the work(s) or topic.**==


 * ==**Teachers should be satisfied that students have justified their selection of:**==


 * 1) ==**the material used in the presentation**==
 * 2) ==**the activity chosen to convey the topic**==
 * 3) ==**the suitability of the style of presentation.**==

**The whole class may participate in the subsequent discussion. The student is, however, only assessed on the presentation (which includes the rationale where appropriate).**
Courtesy: //**Language A : literature guide (IB) OCC**//