Studies in language-linguistics

[Guest]

Hi there!

My research question is "What is the effect of Greek language on the formation and everyday use of Spanish language at the Victoria School of Bogota?"  (¿Cuál es la vigencia del griego en la formación y uso actual del castellano en el contexto del Victoria School de Bogotá?)

 

I am taking samples of people talking at my school (without them knowing) and then I am doing an analysis of every word they used and I´m tracing its origins. I am also taking samples from essays that my classmates have written in various subjects The thing is that I don´t know if a linguistics EE will be accepted by the IB. I know that in group 3 you can study languages and I am focusing it on Spanish since I am doing my EE in Spanish. I want to do it as an experiment so I will be using tables and graphs at the very end  so that I can prove my point with statistics.(Does the IB accept tables and graphs in group 1?) My mother tongue is greek and Spanish, so no problem there.

 

Can anyone show me a sample of a LINGUISTICS EE so that I can use that structure for my own?? The thing with linguistics is that there are many forms of writing it. You can:

-write a full report just with (linguistic) symbols and the examiner would have to know how to interpret those symbols or I could explain their meaning as a guide in a separate chapter. (they are used because it is concrete. For example instead of writing: "Philosophy derives from philos and sophia" you would write "Philosophy> philos+sophia" 

-you can write it with sentences (which is longer and you would have to analyse less words) and there would be no need for linguistic symbols. So the whole essay would go like "Philosophy derives from philos and sophia".

 

Does anyone know if the IB accepts the "symbols" format??

 

Is there anyone who has done a similar EE?

I am submitting my EE on February 

[Captain Jeeves]

Frankly, I have no idea, but I will say this: I love the idea of your essay, but I'm skeptical for two reasons. One, I don't think I've ever heard of a linguistics EE either. Granted, I don't have the years of answering questions on this forum that many others do, so maybe someone will pop in and say otherwise. Two, even if the IB does accept linguistics EEs without major point loss, why would you do language in group 3, which is social studies, when there are two other groups that are actually and wholly devoted to language? Do you have evidence for that statement?

[Guest]

I am so sorry I got confused with the guide in spanish... I meant to say Group 1 category 3!

This is what the guide says on Group 1 category 3, my comments are in red.

Category 3: Studies in language

Where appropriate, students may compare and contrast different languages and cultures. However, the main focus

of category 3 extended essays should be on the language and culture(s) of the language in which the extended

essay is written. (although I am mixing Greek and Spanish language I am focusing on the effects on spanish language so no problem there)

 

I am really confused with the rest...

 

Category 3 extended essays emphasize the production and reception of texts in cultural contexts, and essays of a

general cultural nature are not appropriate. They must involve close textual analysis. It is emphasized that texts are

constructed and understood in specific cultural and historical contexts; meaning may be contested.

 

Students have the opportunity to explore how language develops in specific cultural contexts, how it impacts on

the world, and the ways in which language shapes both individual and group identity.

 

whatever area of language study the student chooses for their extended essay

they will need to give focused and critical attention to the text or texts being considered. This close analysis must

be integrated into a wider discussion of the contexts in which the text or texts are produced and understood.

Students are encouraged to adopt an analytical, critical position, and to show awareness of potentially conflicting

viewpoints on texts and their meaning in a wider social context. Straightforward descriptive essays are

inappropriate. Students should aim to be balanced, argue coherently, and present relevant supporting examples.

Students should develop a focused and manageable research question, approaching it critically and independently.

 

When writing the essay, students must bear in mind that any narrative and/or descriptive material included should

be directly relevant to the critical analysis. A précis of the student’s reading is not sufficient.