Word Choice Is Important!

 

 

 

 

 

Choose Good Words for Transitions

 

 

 

 

Outline Sample

OUTLINE GRAPHIC ORGANIZER

 

Background/Set up/”Hook”

 

Thesis sentence

J.K. Rowling uses the character of Mrs. Weasley as a symbol of mothers for all the children in the book. 

I.                   There are no other motherly figures (STATEMENT)

 

A.    Aunt Petunia is not maternal to anyone, and no one else has a mother (EVIDENCE)

B.     Hermione’s mother is never seen, Neville’s mother is in a nut house, Luna’s mother is dead(EVIDENCE)

C.     The other women are in no way maternal (EVIDENCE)

                                                      i.      Professor McGonagle

                                                    ii.      Bellatrix LeStrange

D.    This sets Mrs. Weasley apart as the only motherly woman in the whole series of books (ANALYSIS)

 

II.                Mrs. Weasley does motherly things (STATEMENT)

 

A.    She is a housewife, and has no job (EVIDENCE)

B.     She cooks and cleans (EVIDENCE)

C.     She knits sweaters (EVIDENCE)

D.    All these skills are ones that a perfect mother would have, and even though Mrs. Weasley is not perfect, the author gives her all these skills that an ideal mother would have and that makes her the symbol mother of them all (ANALYSIS)

 

III.             Ron, Hermione and Harry all live with her at some point (STATEMENT)

 

A.    Ron lives there and is her son; has brothers that all live there as well (EVIDENCE)

B.     Hermione seems to be there every summer (EVIDENCE)

C.     Harry always says he feels at home there, and wants to leave his actual home to go there (EVIDENCE

D.    By providing the home for all the children, Mrs. Weasley becomes the mother for them all (ANALYSIS)

 

 IV.      Conclusion

Re-State the evidence; re-word your thesis!

 

Reminders:

• Roman numerals must be arranged so that the periods align.
• Each letter in second-level division is capitalized and followed by a period.
• Arabic numbers in third-level divisions are followed by a period.
• The first word in headings and subheadings begin with uppercase letters and other words (except proper nouns) begin with lowercase letters.

ABCs of IB (or ToK, I.A, IB, IOP, What?) aka the Alphabet Soup of IB

 

 

What do all these Acronyms MEAN?!?!?!

 

T.o.K. stands for Theory of Knowledge.  It is a class where you learn how you know what you know.  And if you know it at all.

 

 

C.A.S. stands for Creativity, Action and Service.  These are projects that the 11th and 12th graders are involved in for credit.

 

I.A. stands for Internal Assessments.  This is an assignment that is assessed by the teachers at our school.  Some may be sent out as samples. Sometimes, these may have limited teacher input.

 

E.A. is an External Assessment.  These are assignments that are graded by IB assessors.

 

I.B. is the International Baccalaureate. It is the programme of study.

 

I.O.P. Individual Oral Presentation.  This can also be an I.A. or an E.A.

 

E.E. is the Extended Essay, a 4000 word paper on the topic of the student's choice.

 

S.L. is Standard Level.

 

H.L. is Higher Level.

 

P.P.A. is a Practical Play Analysis (did you think there was only acting the Theatre class?).

 

These are only the beginning.  Want to see more? Check here and here. And this is kind of funny, here.  Once you have read all these, you can quiz yourself here

 

  

 

 

Annotations (Poetry)

 

 

 

When annotating a poem (or any writing) record all your thoughts.  Here is an example of the poem "Digging" annotated.  Note that there is reference to tone, language, symbolism, and rhythm among other things. This will make writing an analysis a snap!

 

 

Command Terms in Science

 

IB Science Command Terms

What are they asking me to do?!?!?!?!

 

 

 

Define

Give the precise meaning of a word, phrase or physical quantity.

Draw

Represent by means of pencil lines.

Label

Add labels to a diagram.

List

Give a sequence of names or other brief answers with no explanation.

Measure

Find a value for a quantity.

State

Give a specific name, value or other brief answer without explanation or calculation.

Annotate

Add brief notes to a diagram or graph.

Apply

Use an idea, equation, principle, theory or law in a new situation.

Calculate

Find a numerical answer showing the relevant stages in the working (unless instructed not to do so).

Describe

Give a detailed account.

Distinguish

Give the differences between two or more different items.

Estimate

Find an approximate value for an unknown quantity.

Identify

Find an answer from a given number of possibilities.

Outline

Give a brief account or summary.

Analyse

Interpret data to reach conclusions.

Comment

Give a judgment based on a given statement or result of a calculation.

Compare

Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout.

Construct

Represent or develop in graphical form.

Deduce

Reach a conclusion from the information given.

Derive

Manipulate a mathematical relationship(s) to give a new equation or relationship.

Design

Produce a plan, simulation or model.

Determine

Find the only possible answer.

Discuss

Give an account including, where possible, a range of arguments for and against the relative importance of various factors, or comparisons of alternative hypotheses.

Evaluate

Assess the implications and limitations.

Explain

Give a detailed account of causes, reasons or mechanisms.

Predict

Give an expected result.

Show

Give the steps in a calculation or derivation.

Sketch

Represent by means of a graph showing a line and labelled but unscaled axes but with important features (for example, intercept) clearly indicated.

Solve

Obtain an answer using algebraic and/or numerical methods.

Suggest

Propose a hypothesis or other possible answer.

Check it out! Test yourself!

Science Command Terms Flash Cards

Fun Stuff

 

 

 

Fun in IB 

 

 

 

 

 

 

 

 

 

 

Stuff IB Students Say 

 

 

 

 

 

IB Style

Command Terms For History

IB History Command Terms

What are they asking you to do?!?!?!

Analyze

Break down in order to bring out the essential elements or structure.

 

Compare

 

Give an account of the similarities between two (or more) items or situation, referring to both (or all)of them throughout.

 

Compare and Contrast

 

Give an account of similarities and differences between two (or more) items or situations, referring to both (or all) throughout.

 

Contrast

 

Give an account of the difference between two (or more) items or situations, referring to both (or all) throughout.

 

Define

 

Give the precise meaning of a word, phrase, concept or physical quantity.

 

Describe

 

Give a detailed account.

Discuss

 

Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses.  Opinions and conclusions should be presented clearly and supported by appropriate evidence.

 

Distinguish

 

Make clear the differences between two or more concepts or items.

 

Evaluate

 

Make an appraisal by weighing up the strengths and limitations.

 

Examine

 

Consider an argument or concept in a way that uncovers the assumptions and interrelations of the issue.

 

Explain

 

Give a detailed account including reasons or causes.

 

 

Identify

 

Provide an answer from a number of possibilities.

 

Justify

Give valid reasons or evidence to support an answer or a conclusion.

 

To what extent

 

Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly with appropriate evidence and sound argument. 

 

 

 

Check out this Quizlet set!  See how well you know these command terms!

Command terms flash cards

 

.

O.P.V.L.

Historical Analysis in the IB can be scary!

Just remember OPVL!

"When considering OPVL for your sources of evidence, think about what type of source you are evaluating. A WWII-era fork and spoon are very different than a letter written home by a WWII soldier. Both sources are valid but you'll have to consider different questions for OPVL."
~Mr. Hyer 

Origin

– In one or two sentences state the origins of the source.

• What type of document is it?

 

• When and where was it produced?

 

• Who produced it?

Example Sentence:

 

Template:

 

This origin of this source is a _____________ that was written by ____________in ____________in___________.  Its purpose was to _______________ so _____________. A value of this is that it __________________. However, a limitation of the source is that it ___________________.

 

Filled in template:

 

The origin of the source is a letter that was written by Thomas Jefferson in 1787 in Virginia. Its purpose was to convince George Washington to veto the National Treasury so there would be no central bank. A value of this document is that it shows how the anti-Federalists were feeling about Alexander Hamilton's idea for a National Treasury. However, a limitation of the source is that it only shows Thomas Jeffereson's perspective and not the view of the other side.

Purpose

– In one or two sentences state the purpose of the source.

 

The purpose of the source…

 

• Who was the intended audience?

 

• For what purposes was it written?

Key Words to possibly use here:

 

Persuade

Inform

Debate
Convince

Detail

Outline

Communicate

Describe

Entice

Sell

Rally

 

 

 

 

Value

– In one or two well-written paragraph(s) explain the value of the document for

historians. Provide and explain specific evidence from the document to support your

answers. A minimum of two values must be proven.

With reference to the origin and purpose, what is the value of the document for
historians studying this event?

 

Example:

This document is valuable because it was written ______________________ and the author was ____________________.  This shows that ____________________.

 

 

Key Words to possibly use here:

Bias

Propaganda

Written at the time of the events

Historical Perspective

Advertisement

Campaign

Letter

Memoir

Private Writing

Public Writing

 

Limitations

– In one or two well-written paragraph(s) explain the limitations of the

document. Remember to make specific references to the document in your response.

A minimum of two limitations must be proven.

With reference to the origin and purpose, what are the limitations of the

document for historians studying this event?

Because this document was written by _______________ in ________________, it has a limitation of ___________________.

Key Words to possibly use here:

Bias

Propaganda

Written at the time of the events

Historical Perspective

Advertisement

Campaign

Letter

Memoir

Private Writing

Public Writing

 Helpful links:
OPVL Definitions
OPVL List of Types of Sources with Vs and Ls
OPVL with Grading Rubric

The IB Learner Profile

This is the IB Learner Profile developed by the International Baccalaureate

 

 

 

The IB Learner Profile informs instruction in the International Baccalaureate course of study.  These 10 traits have been chosen by the IB to be important outcomes for students in the IB programme. Which do you think is the most important to you? The least?  The easiest to achieve? The hardest?

 

As a reflective IB learner, think about these traits and check in with yourself occasionally.  Are you balanced?  Are you inquiring enough? How well are you communicating ideas in the different areas of learning? 

 

Use these traits in reflections on C.A.S., in Theatre, in the Arts and in your regular academic classes.