In this section you’ll come to understand the conventions of travel writing, learn a bit about the history of the genre, question why people are compelled to travel – and to write about it – and investigate the overlap between language and literature that exists in the wide and varied genre of travel writing. You’ll read non-fiction texts that feel like stories and see imaginary scenes presented as fact. You’ll learn to decode elements of travel writing and question texts more closely, finding analysis points and learning to evaluate various pieces of writing. These kinds of skills underpin your success in Paper 1 at the end of your course. Begin your study by reading The Travel Narrative from the list of articles below, and then choose one or two more pieces of wider reading to enrich your study:

• The Travel Narrative (IB Textbook)
• A Short History of Travel Writing (Traveltester article)

Reading Challenge

This is a longer and more challenging piece of reading, but spending time on this piece, and discussing it with your teacher, will help you master this topic:

• The Elasticity of Place (an interview with a travel writer)

Class Activity 1: why do we travel?

As you will have learned by now, people travel – and write about the places they visit – for a variety of reasons. the most common are:

1. to find the self
2. curiosity about the ‘other’
3. religious or spiritual reasons;
4. to search for one’s roots;
5. to be informed
6. to experience ‘awe’
7. escapism

In this activity, you’ll practice identifying these purposes in travel writing. Visit Travel Tales, a collection of stories and articles curated and edited by Lavinia Spalding. Slowly scroll down the home page of her site, reading the titles and blurbs of the various stories you find there. Can you infer the purpose of travel from these snippets of information? Refer to The Travel Narrative (above) for more information of the purposes of travel writing.

Class Activity 2: seven travel stories

The travel genre is wide and varied – and this small collection of travel stories will give you a little taste of some famous (and not-so-famous) writers’ work. You may recognise one or two of these names, such as Bram Stoker and Bill Bryson.

Inside the booklet you’ll find seven short travel tales: either read them yourself, or divide them amongst the people in your class. Use this powerpoint to record your observations about the genre of travel writing. However many extracts you attempt, feed back what you’ve done to the rest of the class.

Areas of Exploration Guiding Conceptual Question

‘Cultural practices’ refers to traditional or customary practices of a particular ethnic, national or cultural group. They can be considered in the same way as symbolism in literary texts; physical manifestations of abstract beliefs and values. One reason we travel is to discover the beliefs and values of different people, as practiced in rites and traditions which have often been passed down from generation to generation. Before you work through the resource below, can you think of any practices that are special in your culture? These may include religious, medical, artistic, culinary, political, family or any other behaviour that reveals underlying beliefs and values:

• How do texts reflect, represent or form a part of cultural practices?

Discussion Points

After you’ve got your head around the material in this section, pair up, pick a question, spend five minutes thinking and noting down your thoughts – then discuss your ideas with a friend and report back to the class:

1. Why is travel writing important? How is it different from other kinds of journalism?
2. In the twenty-first century, is travel writing still necessary? Given that technology can connect us with people and places all around the world, and we can watch videos, read blogs, and browse the social media of people who live in other places, what is the point of reading first person accounts of travel by outsiders to those places?
3. Is there a difference between a traveller and a tourist? What makes a person one rather than the other? Is it preferable to be one over the other?

Learner Portfolio

Watch Livinia Spalding’s Tedtalk (above) and, if you have not done so already, visit Travel Tales to browse some of the stories from her collection. Near the end of this talk Lavinia issues a challenge: to write your own literary travel story, inspired by a place you’ve been or a person you’ve met on a journey you have taken. Take her up on this challenge by writing a piece of literary non-fiction about a place you have been ora journey you have taken in your life. Make the purpose of your writing clear: is it to find the self; discover the ‘other’; become informed; search for your roots; take a religious or spiritual journey, experience ‘awe’ – or some combination of purposes?

Paper 1 Text Type Focus: travel writing

Body of Work: Alison Wright Photography

Alison Wright is an author, photographer and speaker who has published several collections of photo-essays including Faces of Hope: Children of a Changing World and The Spirit of Tibet: Portrait of a Culture. Her most recent collection from 2018 is titled Human Tribe. Her mission is to document endangered cultures and traditions from around the world, including raising awareness of human rights and other issues. Alison has won numerous awards and accolades including the Dorothea Lange Award in Documentary Photography for her photographs of child labor in Asia and a two-time winner of the Lowell Thomas Travel Journalism Award. She was named a National Geographic Traveler of the Year in 2013. Here is a small selection of her photography to use in class, or you can explore Alison’s complete body of work here.

The presentation of beliefs and values through images is a powerful tool that can help preserve minority cultures in the face of globalisation and help to balance historical injustice by educating those who have lost touch with the past or with alternative ways of living. Texts of all kinds – written, spoken, visual – can help protect cultural heritage that might otherwise be lost. Alison Wright’s work can be seen in the wider context of cultural preservation, an important global issue in our increasingly homogenised and globalised world.

Towards Assessment: Individual Oral

“Supported by an extract from one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (40 marks)“

Alison Wright’s photography would make a good text to consider using in your Individual Oral. Here are two suggestions as to how you might use this Body of Work to create a Global Issue. You can use one of these ideas, or develop your own. You should always be mindful of your own ideas and class discussions and follow the direction of your own thoughts, discussions and programme of study when devising your assessment tasks:

Possible Literary pAirings

• Broken April by Ismail Kadare – you might like to consider the idea that some cultural traditions are worth preserving, while others should rightly be consigned to the dustbin of history and Kadare subtly implies the Kanun is a dying tradition.
• John Keats’ poetry – In Ode on a Grecian Urn, the speaker tries to imagine what life might have been like for the people engraved on the surface of an urn.
• Pygmalion by George Bernard Shaw – the play is awash with peculiar Victorian mores revealing all kinds of beliefs and attitudes about class, poverty, prudery, morality and more. Doolittle’s speeches, Mrs Higgins’ at-home or conversations between Higgins, Pickering and Mrs Pearce could all be passages that you might like to select for this activity.
• Border Town by Shen Congwen – written just as China was beginning to modernise, and recently rediscovered by a new generation of Chinese readers, Congwen’s novella paints a picture of the lives and traditions of local Miao people in West Hunan, and can be valued as a record of a way of life that has largely disappeared in one of the world’s fastest-changing countries.
• The Elephant Vanishes by Haruki Murakami – these stories are set in a world traumatised by history, and most of the characters are victims of a peculiar kind of ‘collective amnesia’. They seem stuck in the present and can’t move on in their lives. Some critics have interpreted Murakami’s writing as a response to the tumultuous events of Japan’s history – a past that many would like to simply forget. Approaching this activity from this unusual angle would be a challenging, but possibly very interesting, way to pair a literary and non-literary body of work.
• Charlotte Mew’s poetry – writing at the start of the twentieth century, what does Charlotte Mew reveal about the lives, attitudes and values of the people in her poems? What kind of society did she live in? What was life like for ordinary people – and for women, disabled people and those who were mentally impaired?
• Waiting for the Barbarians by J.M. Coetzee – the ‘civilised’ world’s encounter with the fearsome ‘other’ is a major theme of Coetzee’s novel and could make an ideal piece with which to compare Alison Wright’s photography.

Towards Assessment: HL Essay

Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course. The essay must be 1,200-1,500 words in length. (20 marks).††

If you are an HL student who enjoyed this section of work, and find the topic of travel writing interesting, you might consider this Body of Work to write your Higher Level Essay. You could extend your research beyond Human Tribe to include some of her other published collections. Angles of investigation might include: to what extent you think she is successful in her aim of bridging the gap between different cultures; whether her photography constitutes a modern form of travel writing; to what extent her photography reveals and represents cultural practices; whether you feel the photographs form or impose an identity onto people from an outsider’s perspective. Here are some suggestions for you – but always follow your own lines of inquiry should your thoughts lead you in a different direction:

• How is colour and composition used to present ideas about identity in Alison Wright’s photography?
• How does Alison Wright imply a close connection between people and the natural world in her photography collections?
• How does Alison Wright use metonymy in her photographic work?
• Explore the symbolism of eyes in Alison Wright’s photographic collections.
• In what ways does Alison Wright’s photography meaningfully negotiate our encounter with unfamiliar people and places?

Wider Reading and Research

• Outpost Magazine – a Canadian adventure-travel publication published six times a year, Outpost is known for its long-form adventure narratives from across the world.
• My Favourite Travel Book – six famous travel writers nominate their favourite travel books.
• The Most Inspiring Talks on Travel – a selection of the best Tedtalks about travel, including Lavinia Spalding’s talk.
• The Truth About Tribal Tourism – visit this Rough Guide blog to discover how your sustainable tour may not be as friendly to people or places as you might have thought…