In this article, we explain the purpose of the rationale and what aspects to include in this brief statement of intent.
"In their rationale, students must explain:
- how the content of the task is linked to a particular part of the course
- how the task is intended to explore particular aspects of the course
The rationale should not only include knowledge of the text or topic studied, but also of the formal conventions of the text type produced and how they relate to the aims of the task.
- the nature of the task chosen information about audience, purpose and the varying contexts in which the task is set."
-- English A: Language and Literature Guide (2015)
The purpose of writing a rationale, then, is to
(1) place your written task in a particular context, so that the examiner understands what you wanted to achieve with your written task. Explain in the clearest terms possible your task’s (2) purpose and (3) target audience and (4) what you accomplished.
The rationale should not only include (5) knowledge about the text or topic studied, but also about the (6) formal conventions of the text type produced and (7) how they relate to the aims of the task.
Now, let’s see how this translates into practice. Below are three rationales written by students. Decide how well each conforms to the aims of the rationale outlined above. A discussion and evaluation is given for each.
Here is how the first student wrote the rationale to his WT1 on a Part 2 Mass Media topic (The internet).
Rationale (1)
The Internet is a phenomenon we studied in depth in our English course. Our teacher introduced us to the article by Clifford Stoll in class. The goal of this creative assignment is to write a letter to Clifford Stoll where I confront him as an Internet consumer with the changes that have taken place since 1995, the year in which the article was published. The purpose of this letter is to show Clifford Stoll that some of the points he made in his article in 1995 are not valid any more, I also want to convince him that the Internet is not as bad as he makes it seem. For instance, in the letter I write that there is a future in telecommuting: “In the U.S more than 40% of the working population has the opportunity to telecommute from home using the Internet”.
Writing this written task has allowed me to place the theory we learned in class into actual context which made me realize how great but at the same time how careful we have to be with the Internet. There are many opportunities to be explored, but we shouldn’t become over-dependent on the Internet.
Discussion:
Though this candidate identifies a purpose (To show Stoll that some of his points are not valid anymore), names the text genre he will be writing in (letter), and claims that the task has allowed him to place theory taught in class into practice, he actually reveals very little beyond the obvious. He fails to make a connection between this task and the outcomes of the course; nor does he explain why a letter is the best form to reveal knowledge and understanding of the Part 2 topic. The focus of the Language and Literature Part 2 is how meaning is created and conveyed through and by media –thus the concentration on contexts of production and contexts of reception. This candidate gives no indication that he has understood the main focus of the course. In fact, the candidate’s rationale meets none of the requirements for this part of the WT1.
Score: 0/2
Rationale (2)
Writing this written task has allowed me to place the theory we learned in class into actual context which made me realize how great but at the same time how careful we have to be with the Internet. There are many opportunities to be explored, but we shouldn’t become over-dependent on the Internet.
Discussion:
Though this candidate identifies a purpose (To show Stoll that some of his points are not valid anymore), names the text genre he will be writing in (letter), and claims that the task has allowed him to place theory taught in class into practice, he actually reveals very little beyond the obvious. He fails to make a connection between this task and the outcomes of the course; nor does he explain why a letter is the best form to reveal knowledge and understanding of the Part 2 topic. The focus of the Language and Literature Part 2 is how meaning is created and conveyed through and by media –thus the concentration on contexts of production and contexts of reception. This candidate gives no indication that he has understood the main focus of the course. In fact, the candidate’s rationale meets none of the requirements for this part of the WT1.
Score: 0/2
This written task relates to my study of the mass media and, in particular, to our focus on the language and structure of newspaper stories.
In addition, my written task is informed by my study of the ‘language situation’ in Quebec, Canada. In this part of my course, we considered the politics of English, studying a range of situations and contexts where speaking English was either advantageous or disadvantageous. Quebec is a francophone part of Canada. French speakers, I have learned, are often at an advantage in Quebec, whilst speakers of English are sometimes discriminated against.
I have learned that ‘language matters’, and that language cannot be separated from other aspects of social, cultural, and economic life.
Accordingly, for this written task, I have written a newspaper story that is intended to be included in The Toronto Star. This is an English language newspaper, Canada’s biggest selling ‘daily’, and is ‘left leaning’ (supporting reference required). I have assumed that the editorial position of the newspaper would support a plurality of languages in Canada. Whilst, I believe, the newspaper would recognize the particular importance of English and French in Canadian life, it would be critical of discriminatory practices based on language.
My news story tries to convey this ideology. In the story, I discuss the (imagined) case of a man who claims to have been discriminated against for his refusal to speak French during job interviews.
The newspaper story is intended to look and read authentically. Thus, for example, I have included a range of features typical of this text type. It has a headline, a sub-heading, a byline, and a lead. Paragraphs and sentences are short. Words are simple. Quotations (‘accessed voices’) are included. ‘Naming’ is also significant, not least because of the way it tries to ‘skew’ the story.
word count: 300 words
In addition, my written task is informed by my study of the ‘language situation’ in Quebec, Canada. In this part of my course, we considered the politics of English, studying a range of situations and contexts where speaking English was either advantageous or disadvantageous. Quebec is a francophone part of Canada. French speakers, I have learned, are often at an advantage in Quebec, whilst speakers of English are sometimes discriminated against.
I have learned that ‘language matters’, and that language cannot be separated from other aspects of social, cultural, and economic life.
Accordingly, for this written task, I have written a newspaper story that is intended to be included in The Toronto Star. This is an English language newspaper, Canada’s biggest selling ‘daily’, and is ‘left leaning’ (supporting reference required). I have assumed that the editorial position of the newspaper would support a plurality of languages in Canada. Whilst, I believe, the newspaper would recognize the particular importance of English and French in Canadian life, it would be critical of discriminatory practices based on language.
My news story tries to convey this ideology. In the story, I discuss the (imagined) case of a man who claims to have been discriminated against for his refusal to speak French during job interviews.
The newspaper story is intended to look and read authentically. Thus, for example, I have included a range of features typical of this text type. It has a headline, a sub-heading, a byline, and a lead. Paragraphs and sentences are short. Words are simple. Quotations (‘accessed voices’) are included. ‘Naming’ is also significant, not least because of the way it tries to ‘skew’ the story.
word count: 300 words
Discussion 2:
(Decide how well rationale 2 conforms to the criteria. Then read the examiner comments below.)
(Decide how well rationale 2 conforms to the criteria. Then read the examiner comments below.)
Rationale 3
I was inspired to write this written task after watching a few extracts from Michael Moore’s films, Bowling for Columbine and Roger and Me. We watched them in class in order to understand propaganda, media, and violence, but we ended up talking about Michael Moore as a person. I thought it would be plausible for him to speak at his old university for the school of journalism.
I was particularly interested in propaganda, sensationalism and the correlation between media and violence. In the case of the latter, our class found some research on media and violence that proved Mr Moore’s unscientific experiment wrong. Studies have actually proven that people who consume violent media are more likely to commit violent acts. Moore, however, just wants to create counter-propaganda, as I have him say in my written task. I also included a reference to Moore’s encounter with Phil Knight in Roger and Me, since this scene exemplifies how Moore is good at creating biased and sensational situations.
I studied speeches in class and learned about ethos, pathos and logos. I have Moore to tell us why he thinks he has been invited (ethos), why the students may have to bend the rules of journalism (logos), and why they should care about good journalism (pathos). The text type lent itself well to my purpose, because it allowed me to explore all of these things that were so relevant to the media and culture unit that we were studying in class. The text’s target audience, a group of university graduates, eager for good advice and inspiration, suited its purpose.
All in all, I learned a lot about Michael Moore, propaganda and speech-writing.
Read the samples below. How well does each fulfil the requirements of the rationale?
wordcount: 278 words
Discussion (see below)
*Discussion for rationale 2.
This rationale fulfils almost all the expectations of the rationale as described by the IBO. Where it falls a little short is in detail. The student could have described in more detail how language and image as well as layout is used to represent discrimination and “left-leaning.” The score of “2″ is a generous estimate; however, it is conceivable that the student could be awarded “1″ for missing these details, vital to an appreciation of what she has learnt in the course and accomplished in this task. Score: 2/2
*Discussion for rationale 3
The candidate adequately addressed the terms for writing the rationale, though should have justified the choice of text type for the assignment. Score:2/2
Finally, here is a checklist for your own rationale:
“In my rationale, have I…”
☐ Established a connection between my piece and the course?
☐ Stated and explained the main ideas I am exploring and how I have developed them?
☐ Explicitly identified the intended audience and purpose?
☐ Explained my genre selection, language choices and narrative devices in relation to audience and purpose?
☐ Stayed within the 200-300 word limit?
Having difficulty starting or writing your WT or rationale? We’ll help you. Contact us.
I was particularly interested in propaganda, sensationalism and the correlation between media and violence. In the case of the latter, our class found some research on media and violence that proved Mr Moore’s unscientific experiment wrong. Studies have actually proven that people who consume violent media are more likely to commit violent acts. Moore, however, just wants to create counter-propaganda, as I have him say in my written task. I also included a reference to Moore’s encounter with Phil Knight in Roger and Me, since this scene exemplifies how Moore is good at creating biased and sensational situations.
I studied speeches in class and learned about ethos, pathos and logos. I have Moore to tell us why he thinks he has been invited (ethos), why the students may have to bend the rules of journalism (logos), and why they should care about good journalism (pathos). The text type lent itself well to my purpose, because it allowed me to explore all of these things that were so relevant to the media and culture unit that we were studying in class. The text’s target audience, a group of university graduates, eager for good advice and inspiration, suited its purpose.
All in all, I learned a lot about Michael Moore, propaganda and speech-writing.
Read the samples below. How well does each fulfil the requirements of the rationale?
wordcount: 278 words
Discussion (see below)
*Discussion for rationale 2.
This rationale fulfils almost all the expectations of the rationale as described by the IBO. Where it falls a little short is in detail. The student could have described in more detail how language and image as well as layout is used to represent discrimination and “left-leaning.” The score of “2″ is a generous estimate; however, it is conceivable that the student could be awarded “1″ for missing these details, vital to an appreciation of what she has learnt in the course and accomplished in this task. Score: 2/2
The candidate adequately addressed the terms for writing the rationale, though should have justified the choice of text type for the assignment. Score:2/2
Finally, here is a checklist for your own rationale:
“In my rationale, have I…”
☐ Established a connection between my piece and the course?
☐ Stated and explained the main ideas I am exploring and how I have developed them?
☐ Explicitly identified the intended audience and purpose?
☐ Explained my genre selection, language choices and narrative devices in relation to audience and purpose?
☐ Stayed within the 200-300 word limit?
Having difficulty starting or writing your WT or rationale? We’ll help you. Contact us.
More resources:
Here is a 10-minute video on writing the rationale
Sample 1
Sample 2
Sample 3
Not sure how to write the rationale? Contact us.
For my 'language and social relations' unit, I have decided to write a letter from the editor of Ebony Magazine to its readers. This letter responds to a lot of the hype surrounding the DEA's (Drug Enforcement Agency) decision to hire 9 translators for Ebonics. Ebonics is the vernacular language of many African Americans in the United States and is rarely seen as a separate language. In critical columns, opponents of Ebonics argue that it is nothing more that 'ghetto' English. In my letter from the editor I respond to their arguments, suggesting that Ebonics can be quite poetic, expressive and part of Black history. While I suggest that African Americans should master standard English to be successful in the United States, I also encourage a level of appreciation for the vernacular. Finally, I state that the DEA's decision to hire Ebonics translators should be seen separately from these cultural issues. They are simply responding to a need to understand the people they arrest. Instead of focusing on the DEA's decision, I argue that speakers of Ebonics need to stop committing crimes. It gives the language a bad reputation.
Word count: 189
Sample 2
This written task covers "Part 2 - Language and mass communication" in the course, and consists of an analysis of a MacDonald's advert in the format of an opinion piece in the style of English author Will Self. Having read and analysed Self's column in the New Statesman called 'Real Meals', where the writer reviews food franchises and tells his humorous experiences at the restaurants, I thought it would be interesting and challenging to try to emulate such a characteristic writing style. I thought it therefore appropriate to talk about a MacDonald's advert, which Self would assuredly have seen with much contempt and cynicism. The analysis of the MacDonald's video as a media text is integrated throughout the column. I highlighted the themes of the American Dream, family values and tradition, as well as honesty and simplicity, which are all present in the video. The language of the text is also described as contributing to generally clichéd and tasteless phrases. The idea that the advert is carefully constructed to attempt to convince the audience of the truth behind MacDonald's, when under the surface it is quite artificial and forced, is also emphasised throughout, and even exaggerated by the attempted imitation of Will Self's writing. Will Self's writing style can be described as having a droll tone, imaginative descriptions, and an inventive use of puns and similes. I have included all of these characteristics within the task, as well as the forced pretentiousness Self displays, and several cultural references. These characteristics of Will Self's style were challenging in the way that I had to merge it with my analysis of the media text to create a sort of exaggerated opinion, which I believe would match Self's own views. Appended is an example of Will Self's Real Meals, demonstrating the author's writing style.
Word count: 300
Sample 3
My written task is based on George Orwell's anti-totalitarian novel 1984. I have added an additional chapter to the book introduced in the story, 'The Theory and Practice of Oligarchical Collectivism.' The purpose of this book is to explain to the reader the three slogans the government uses:
War is Peace
Ignorance is strength
Freedom is Slavery
I realized tht the last chapter, 'Freedom is Slavery' is missing as Winston is caught by the Thought Police before he gets to it. I have analyzed the slogan in the same frame as the previous two chapters were written in. My language is analyticl and persusasiv in order to mimic Orwell's style seen in the other chapters. The whole piece gives an insight to the structure and the mindset of the Party leaders. I have used examples from the text such as the purpose of Africa in the newly established world or the role of thought criminals within the three superpowers. This additional chapter allows the reader to have a full picture of the real aims of the Party and means by whcih they achieve it. My text gives an insight to the life of the society from the perspective of the Inner Party members. I have evaluated the structure of the society in the context of this specific slogan, just as it was done in the previous two chapters.
Word count: 228 words
Sample 4
In class we studied In Pharaoh’s Army by Tobias Wolff. I wanted to examine and respond to the text and its key features and structure. As a result, I decided to write a review for the New York Times Sunday Book Review on the 15th anniversary of the book’s release, as award-wining American literary critic, Michiko Kakutani. Writing this review made me look critically at the literary features of the book. I examined some of its major themes, including Wolff’s loss of innocence. I also mentioned its structure, including the way that it was split into three distinct parts and was written in media res, saying what effect this had on the book. This Written Task therefore links to both the first and third learning outcomes of the course: explore literary works in detail and understand and make use of appropriate literary terms. Writing as Michiko Kakutani, a leading critic for the New York Times, I also examined carefully the conventions of book reviews as well as her specific writing style. After reading several of her reviews on other memoires, including “Remembrance of Flavors Past” and “From an Artist of Anxiety, An Ink-Stained Memoir,” I noticed that Kakutani often started the review by talking about something related to the book’s topic or author, but not yet specifically mentioning the book in review. She also often mentioned authors’ previous books or books by other authors in comparison to the one under review. I applied these same tactics in my introductory and concluding paragraphs. As per the conventions of book reviews, I tried to use quotes sparingly and suggest whether or not the book was enjoyable without giving away the entire story. Overall, this task has made me think critically about the structure and literary features of In Pharaoh’s Army.
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