OR, how does the text relate to the identity of the ?
This summary is vague, so let's go in-depth on a couple of these concepts to really show you what you should be doing in the HLE.
Identity is what makes you, YOU. Here are some questions the concern your own personal identity:
Now apply this same logic to characters within your text.
Let's take a look at a concrete example of how we might choose evidence and quotes for a HLE on cultural identity. This example is based on a Vietnamese work in translation “Ru” by author Kim Thúy. For context, “Ru” is an autobiographical fictional account which explores Kim Thúy's move from Vietnam to Canada as an immigrant and her consequent struggles. The structure of her novel is largely lyrical and poetic.
Let's look at a section from her novel that may help us come up with an essay idea based on the concept of Identity. When she returns to Vietnam, she attends a restaurant, however this becomes a major awakening for her in terms of how she views her own personal identity. Kim narrates within her novel:
The first time I carried a briefcase, the first time I went to a restaurant school for young adults in Hanoi, wearing heels and a straight skirt, the waiter for my table didn't understand why I was speaking Vietnamese with him. Page 77, Rú
This is a perfect quote for the Identity concept. Can you see why? Let's think through it together…
Why would the waiter be confused if Kim, a “briefcase”-carrying individual in “heels” and a “straight skirt”, was speaking Vietnamese with him?
What does being “Vietnamese” look like to the waiter? Why does Kim not conform to his expectation? Was it perhaps due to what she was wearing?
Now, if we look at the section which follows this in the novel, we are able to see the impact this had on the character of Kim's sense of identity.
the young waiter reminded me that I couldn't have everything, that I no longer had the right to declare I was Vietnamese because I no longer had their fragility, their uncertainty, their fears. And he was right to remind me. Page 77, Rú
Here, we can clearly see that this character is now questioning her Vietnamese cultural identity. This is just one example that demonstrates the concept of Identity.
Culture seems to be this confusing thing. Does it have to do with religion? Race? Beliefs? What does it mean? Does the monster from Frankenstein fit into a certain culture?
The easiest way to put it is this: Culture is the way someone lives. It is their “way of life.” Think of it as an umbrella term. “Culture” can include so many different things; the list just goes on, for example religion, values, customs, beliefs, cuisine, etc.
Now think, how would I form an essay from this concept?
It seems odd writing an essay about “creativity” because… like… how can anyone definitively say what ‘counts' as being creative–or not? When I say the word creativity , I think of new inventions, or maybe those weird and wacky art installations living inside those ‘modern art' museums. But hey, what's creative to me might not be creative to you!
When formulating a HLE on the concept of creativity we have two main pointers for you. Look for:
Now, for this concept, let's look at how we might select supportive evidence and quotations for a HLE on creativity within the narrative style of author Mary Shelley in “Frankenstein”. The narrative style uses epistolary narration . This is a narrative technique in which a story is told through letters. This was something that I found both interesting and recurring within Frankenstein, which I believe worked to create a personal touch within the novel.
Additionally, Mary Shelley allows different characters to narrate Frankenstein during different volumes. Let's investigate this! I have written out different character profiles of the narrators below:
These 3 characters, each relate a part of the novel Frankenstein. This is an example of a creative authorial choice that allows us, as readers to explore different points of view within the text. This is just one example of a creative aspect of a text which you can analyze for your HLE.
Representation is all about how something is portrayed, conveyed, shown, described, illustrated, depicted . There are many different things that can be ‘represented' within a text, and it doesn't have to be tangible.
For instance, you can look at how a belief, idea or attitude is depicted within a text through different characters or devices.
Again, let's explore a concrete example to make things clear: this time the graphic novel “Persepolis”. We'll consider an HLE on how a text represents the impact of political turmoil on society .
Chapter 10 of “Persepolis” highlights societal changes occurring due to the Iranian Revolution. The panels below list the authorial choices relevant to the negative representation of political change in a society. When looking at the techniques highlighted in the slides below, think about how you feel when you look at the panels below. Can you sense a more positive or negative feeling?
Cool, but what do we do to turn all this into an actual HL essay? Here is a sample response. The introduction might begin like this:
In the captivating graphic novel “Persepolis,” the author Marjane Satrapi explores the social and political impacts of the Iranian revolution. In particular, Satrapi conveys a disapproving viewpoint on political turmoil within the text. Throughout the graphic novel, Satrapi carefully represents how social isolation, hypocrisy and confusion is experienced by a young girl living in Tehran, as a result of political turmoil. Example HLE Introduction
Then, in a body paragraph, on one of the key ideas mentioned above, we could analyze the different literary techniques. For example, Panel 1 is a great representation of the experience of confusion in the midst of political turmoil:
Marji is the younger girl pictured in the panels above. While her parents appear quite concerned by the news on the TV, she appears to not be in full comprehension of the cause for their distress. This is demonstrated by the visual imagery and dialogue, in panel 7, for instance, if you observe the facial expressions by each of the characters. Example of analysis in body paragraph
This is just a short example from one particular text. To help you unpack any text, try look for the following when analyzing chapter to chapter:
If you're having trouble picking your text and line of inquiry, then use this simple 20-minute process to brainstorm potential questions for your HLE:
Choosing a question with good scope is extremely important, and it's one of the biggest challenges in the HLE. Here's why:
So, to help you get the balance just right , here are three examples of HLE questions, specifically for the concept of Identity which we mentioned in the table above (by the way, the example is a made-up novel for illustration purposes).
There are many things that contribute to a 7 in your HLE and your IB English grade overall. But if we had to boil it down to one secret, one essential fact… then it'd have to be this: Get really good at analysis .
Analysis is the key to a 7 in IB English. It doesn't matter if it's Paper 1, Paper 2, HLE, IO… You must learn how to analyze quotes at a deep level, and structure your analysis in a way that flows and delights your teachers and examiners.
Start with the basic foundations of analysis for free inside LitLearn's Learn Analysis course.
Our free and Pro resources have helped IB English students skyrocket their grade in weeks, days and even overnight... Learn Analysis for IB English , the simplest guide to a 7 in IB English.
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Since you're in HL, you'll also be needing Advanced Analysis skills if you want to impress your examiner. We've got all of that covered inside our Pro lessons.
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Also, you'll need to find good quotes for your text. Some good sources where you can find relevant quotes include Goodreads , SparkNotes , LitCharts , and Cliffnotes . Of course, you could just find quotes yourself directly–this will ensure your quotes are unique.
An essential step to getting a high mark on the HL Essay is understanding the rubric! It is SO important that you know what IB English examiners are looking for when grading your essay, as this helps you to shape the content of your essay to match (or even exceed) their expectations.
The IB English HL Essay is graded out of 20 marks . There are 4 criteria, each worth 5 marks.
Use the checklist below to make sure you're not making simple mistakes! Note that this is not the official marking criteria, and I strongly recommend that you reading the official rubric provided by your teacher.
Criterion A: Knowledge, understanding, and interpretation
Criterion B: Analysis and evaluation
Criterion C: Focus, organization, and development
Criterion D: Language
Here's everything we discussed:
Good luck, and may the odds be ever in your favor 💪
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Higher Level Essay
Crash course on HLE basics.
Written By Our IB++Tutor Birgitte J.
What You Need to Know
The paper is externally assessed, meaning the final grade given is from the IB Examiner, not from your teacher. However, your teacher will give a predicted grade that is sent to the IB [3] .
How to Approach the Essay
The essay requires you to construct a focused, analytical argument, examining the work from a broad literary or linguistic perspective. It also requires you to adhere to the formal framework of an academic essay, using citations and references.
Connection to the Learner Portfolio
The HL essay is based on the exploration you have engaged with in the Learner Portfolio [4] . In the lead-up to the drafting of the essay, you must decide which text to focus on for further investigation, and which topic to write about. In choosing the topic, you can consult the course’s seven central concepts. You can choose any text with the exception of the texts used for the Internal Assessment (the IO) or the Paper 2.
How to choose a text
Don’t wait until the last minute and talk with your teacher about the text you want to use and the focus you are considering. Write your ideas out to make sure your line of inquiry is focused and appropriate for an analytical argument of a paper of this length.
In the case of a collection of short stories, poems, song lyrics or any short literary text, you may choose to use just one literary text from the work. However, It may be necessary to use more than one literary text from the work chosen.
The Language and Literature course only *
In the case of short non-literary texts, it may be necessary to use more than one from the same text type by the same author, for example the same creative advertising agency, cartoonist, photographer or social media user. At least one of these texts must have been studied in class. (If using a text in translation it must be a professional and published translation).
Determining the Topic and the 7 Course Concepts
It’s helpful but not mandatory to start with the seven central concepts of the course in generating or determining a topic for the essay. The questions below are meant as starting points for the focus of the essay, not as complete lines of inquiry which should be more specific to the chosen text (see examples of lines of inquiry below).
Questions may include; How is identity represented in the text? How are the characters in the text representative of a group? How does the text reflect the identity of the writer?
Questions may include; How is an aspect of the text representative of a culture or a particular place? How is a group of people or an institution conveyed? How is the text representative of a cultural perspective?
3-Creativity
Questions may include; How is the text representative of an individual or collective creativity, or lack of creativity? How is the text a reflection of the creativity of the writer?
4-Communication
How is communication or lack of communication conveyed in the text? How does the text itself communicate with the reader? How are aspects of communication illustrated through literary features?
5-Transformation
How is change or development illustrated in the text? How are characters transformed through action, communication or events in the text? What is the relationship between transformation and the goals, values and beliefs conveyed in the text?
6-Perspective
How is a perspective or different perspectives represented in the text? How is a shift in perspective portrayed? How is the writer’s perspective revealed through the text?
7-Representation
How does the text represent a particular theme or message? How are attitudes conveyed? In what way is reality or the world within the text represented?
IB English Language and Literature Guide examples of lines of inquiry
A Final Note on the Learner Portfolio and the HL Essay
The Learner Portfolio is not assessed but schools are required to keep it on file. It is intended to be a platform for reflecting on the texts studied, facilitating development of independent thinking. The reflections may include responses to cultural perspectives and values, inter-relationships and identities as it relates to topics and themes in the texts studied. The reflections may serve as a springboard for the line of inquiry in the HL essay. For example, you may keep a record of themes present, reflections on how particular passages within the texts reflect those themes, or how themes and passages convey one of the 7 central concepts.
[1] Paper 2 is cancelled for the 2022 cohort. No announcement has been made for the 2023 at the time this article was written.
[2] There are 3 IB English courses. The two most common are IB English A: Literature SL/HL, a course focused on literature (Poetry, drama, short stories and novels) and the IB English Language and Literature SL/HL course, focused on literature AND a variety of non-literary (non-fiction) text types.
[3] The examiner’s grade is independent from your teacher’s predicted grade.
[4] An individual collection of student work compiled during the course in which you explore and reflect on the texts throughout the course.
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International Baccalaureate (IB)
Are you taking IB English and need some help with your studying? No need to reread all the books and poems you covered in class! This study guide is for IB English A students (students in IB English A: literature SL/HL, IB English A: language and literature SL/HL, or IB English literature and performance SL ) who are looking for additional guidance on writing their commentaries or essays.
I've compiled this IB English study guide using the best free materials available for this class. Use it to supplement your classwork and help you prepare for exams throughout the school year.
The IB English courses are unique from other IB classes in that they don't have a very rigid curriculum with exact topics to cover. Instead, your class (or most likely your teacher) is given the freedom to choose what works (from a list of prescribed authors and a list of prescribed literature in translation from IBO) to teach. The exams reflect that freedom.
On the exam for all English A courses, you're asked to write essays that incorporate examples from novels, poems, plays, and other texts you've read. You're also asked to interpret a text that you've read for the first time the day of the exam.
The exact number of questions you'll have to answer varies by the course , but the types of questions asked on each all fall into the two categories listed above.
In this guide, I have compiled materials to help teach you how to interpret poetry and how to structure your essay/commentary. I've also provided notes on several books typically taught in IB English SL/HL.
This should be most of the material you need to study for your IB exam and to study for your in-class exams.
Many people struggle the most with the poetry material, and if you're one of those people, we have some resources specifically for making poetry questions easier.
Here is a full explanation of how to interpret poetry for the IB exam with term definitions, descriptions of types of poems, and examples. We also have tons of poetry resources on our blog that range from explaining specific terms all the way to complete, expert analyses of poems you should know.
Here are some resources to get you started:
This is another great resource with poetry terms defined on "flashcards" , and you can test yourself on the site by clicking "play."
If you're not sure how to write your essay, here's a guide to what your essay should look like for the IB English SL/HL papers. This guide gives advice on how you should structure your essay and what you should include in it. It also contains a few sample questions so you can get a better idea of the types of prompts you can expect to see.
Based on the list of prescribed authors and literature from IBO, I picked some of the most popular books to teach and provided links to notes on those works. What's important to remember from these books is key moments, themes, motifs, and symbols, so you can discuss them on your in-class tests and the IB papers.
Hopefully, this guide will be an asset to you throughout the school year for in-class quizzes as well as at the end of the year for the IB exam. Taking practice tests is also important, and you should also look at our other article for access to FREE IB English past papers to help you familiarize yourself with the types of questions asked by the IBO (and I'm sure your teacher will ask similar questions on your quizzes).
Make sure you're reading all of the novels and poetry assigned to you in class, and take detailed notes on them. This will help you remember key themes and plot points so you don't find yourself needing to reread a pile of books right before the exam.
Finally, keep up with the material you learn in class, and don't fall behind. Reading several novels the week before the IB exam won't be much help. You need to have time and let the material sink in over the course of the class, so you're able to remember it easily on the day of the IB exam.
Want some more study materials for IB English? Our guide to IB English past papers has links to every free and official past IB English paper available!
Are you hoping to squeeze in some extra IB classes ? Learn about the IB courses offered online by reading our guide.
Not sure where you want to go to college? Check out our guide to finding your target school. Also, figure out your target SAT score or target ACT score .
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Please note: The purpose of this information is to elaborate on the nature of the IB assessment task, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation.
This post is not meant to replace a reading of the IB Language A Subject Guides or the Teacher Support Materials available on MYIB. Those resources should always be a first stop for teachers when checking the requirements of each assessment task and how the task should be facilitated.
Nature of the task.
Criterion a: knowledge, understanding, and interpretation (5 marks), defined terms.
Knowledge of a work is shown by recalling For literary works, this includes details related to plot, characters, conflicts, setting, use of language, etc., and specific details about a work’s genre, era, or style. For non-literary works, this includes details related to the subject of the writing (people, places, context, etc.) and specific details about a work’s text-type, publication medium, place of origin, audience, etc. In both text forms, these details are clearly evident and verifiable. | |
Understanding may be demonstrated through summary, interpretations, inferences, and explanations because they require students to from the work. In this construction, students use their general knowledge and understanding (of people, relationships, cultures, literary principles, text forms, etc.) to process or infer meaning that is communicated , heavily implied, or self-evident. | |
An “interpretation” is an argument about a work’s . Sometimes this “meaning” is thought of as the “author’s purpose” but works might also communicate meaning to a reader unintended by the author. Interpretive arguments identify complex ideas and issues developed by an author and usually pay close attention to details and ambiguities in a work. Because the communication and deconstruction of implicit meanings is a complex process, interpretations tend to appreciate tensions and contradictions in a work as well as the ways in which a work’s culture or the reader’s culture might influence interpretive conclusions. In all cases, interpretations are persuasive arguments that need to be supported with clear references to the work. | |
Implications refer to the ideas the work may be without explicitly stating them or feelings the work may be evoking without explicitly telling the viewer or audience to feel them. | |
Students are expected to make references to the work that may include . Depending on the student’s claim, one may be more appropriate than the others (e.g., claims about language and style often benefit from direct quotes; broader authorial choices can be explained through paraphrase.) |
This activity scaffolds the process of developing an “interpretive statement” in response to a text or work. This is achieved through a sentence completion exercise […]
Continue Reading
In this activity, students use small examples to establish what a concept is (and is not). This inductive strategy works to give depth, ownership, and […]
Critical lenses help students engage with different perspectives with which to approach the reading and interpretation of a work. Each lens contains questions that provoke […]
Journal writing helps students develop important thinking skills. There are the traditional approaches used in the younger years, like imagining a minor character’s point of […]
Textual features are aspects of the work that the reading experience. These include aesthetic features (images, graphs, bold, italics, etc.), organizational features (such as a table of contents, headings, index, etc.), supplemental features (such as a glossary, footnotes, primary source material, captions, etc.), literary features (such as figurative language, analogies, conceits, etc.), and linguistic features (such as rhetoric, sentence structure, ellipses, parentheses, etc.). | |
“Broader” authorial choices are embedded the work and effect the work as a . These might include choices in structure, narrative perspective, genre, style, setting, characters, repeated patterns of imagery or figurative language, motifs, etc. | |
To analyze is to separate and identify the parts of a whole to discover its . The “whole” is the work. One can begin to breakdown the parts of a literary or non-literary work by considering its form, mode, structure, features, and use of language. | |
When students “evaluate”, they are appraising the author or creator’s choices in the context of their interpretations. Students show appreciation for the features that play a significant role in developing interpretive meaning and producing relevant effects by critically examining of choices made within the work. | |
Meaning can refer to the the author or creator consciously or unconsciously conveys to the reader or audience as well as the feelings created for the reader or audience in relation to those ideas. |
This activity gets students to think about the significance of minor details in a work. These details can be used as evidence to form the […]
This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]
This protocol invites divergent thinking in a group and works to facilitate a culture where different ideas are viewed as collaborative rather than combative. Preparation […]
This activity helps students visually see and appreciate the ways in which parts make up a whole. One of the challenges many students have is […]
A focused essay sustains its attention on developing the line of inquiry. | |
An essay is organized when claims, details, references, and analysis are purposefully arranged. On an essay level, students carefully consider how to most logically and persuasively develop the line of inquiry based on the points and evidence they have collected in support of their central argument. On a paragraph level, students consider how to arrange their claim, evidence, analysis, and evaluation so that the paragraph’s point is effectively communicated to the reader. | |
On an essay level, paragraphs work together to effectively develop an argument. On a paragraph level, the evidence, analysis, and evaluation are connected entities that effectively develop the paragraph’s claim. | |
To develop an argument is to gradually make the argument clearer and more detailed as claims, references, explanations, and analysis build upon one another in an illustrative manner. | |
Supporting examples can be references, quotes, or excerpted images from a work; but they can also come in the form of a précis , which is helpful when students are analyzing broader authorial choices. | |
Supporting examples are integrated when they are infused with the explanation, analysis, and evaluation that develops the essay’s central argument. This includes: (1) embedding quotes, fragmented quotes, or references into the essay’s sentences, (2) embedding relevant images into the body of the essay, (3) effectively using complex and compound sentence structures so that references to the work are connected to the essay’s analysis and evaluation. |
This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas. This ultimately helps […]
This activity guides students on how to distill a text into 100-200-word précis or summary. This is a helpful skill for preparing a passage response […]
This protocol helps students consider which ideas, issues, and feelings are playing a significant role in shaping their personal response to a work. Process Give […]
This activity helps students organize information and identify conceptual trends. This activity models a process that students can use when planning their own essays and […]
Who said it? What is the context? and Why is this quote significant? may seem like an archaic exercise in today’s educational landscape, but the […]
Clear language | Language is clear when the selection of words and the arrangement of words effectively articulate meaning. |
Varied language | Language is varied when the student uses different words to acutely communicate knowledge, understanding, and meaning. |
Accuracy | Language is accurate when it uses grammatically correct structures, spelling, and capitalization. |
Register | The “register” refers to the style of the written language. |
This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements. This helps students develop […]
This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement. The approach invites active collaboration, and […]
This formative assessment gives students an opportunity to personalize their learning while engaging in collaborative discussion with their peers around their chosen text(s) or work. […]
This protocol helps students generate ideas in response to a work. Process Give students a writing task, asking them to identify one thing they think […]
[1] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 42.
[2] To gain an understanding or confidence in evaluating analysis that is “appropriate for the discipline”, teachers may want to invest some time perusing scholarly articles written on works they teach or are familiar with using a database such as JSTOR or Ebscohost. These titles and articles an also be shared with students as guides and exemplars.
[4] Ibid, pp. 45.
[5] Ibid, p. 42.
[6] Ibid, p. 43.
[7] A list of text types can be found on p. 22 of the Language A: Language and Literature Guide. As mentioned in the guide, the list is not exhaustive.
[8] “Selection of work”. Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019, p. 43.
[11] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. p. 44.
[12] Definition: a short statement of the main points.
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Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. You can compare your marks with those of the examiner.
The Characterization of Luis Alberto Molina through the use of Films, Dialogue and Stream of Consciousness in Manuel Puig’s Kiss of the Spider Woman
Luis Alberto Molina, commonly referred to as Molina, is arguably the most fascinating and captivating character in the prose novel Kiss of the Spider Woman, written by the Argentine author Manuel Puig. The novel, first published in its original Spanish in 1976, revolves primarily around the relationship between two convicts in a Buenos Aires prison, presumably during the military dictatorship of the late 1970s: Molina, a homosexual cross-dresser imprisoned for sexual perversion, and Valentin, imprisoned and tortured for being a member of a Marxist resistance group. Puig employs several narrative techniques to reveal the intrinsic nature of Molina’s character while confined in a cell with an initially hostile companion. Firstly, Molina frequently submerges the reader into the realm of film, as he narrates several romantic films throughout the novel, the most significant being the 1942 film Cat People and one described as Nazi Propaganda. The films express Molina’s longing for escapism and his mannerism. Secondly, the author’s use of unmarked, outer dialogue establishes Molina’s self-identity. Furthermore, the dialogue portrays Molina in relation to Valentin, as the two develop a strong bond throughout the novel, to the point where they share complete intimacy and engage in sexual activities. Lastly, Puig’s use of stream of consciousness writing provides vital insight into Molina’s internal conflicts and reveals his true identity as a spy.
The author employs films narrated by Molina as a medium through which his character is introduced to the reader and developed throughout the novel. In order to combat boredom and help pass the time, Molina vividly narrates the plots of several movies, often embellished with romance. As the films are presented through Molina’s eyes, they give vital insight into his perception of the world around him. The novel begins with Molina describing the appearance of the main protagonist of the film Cat People: Irena, a Romanian immigrant who fears she will turn into a panther if a man kisses her. In the film, she falls in love with a charming architect, who takes on a protective role and attempts to take away her fears. Molina goes into great detail, stating that “[her] face, [is] more oval than roundish, […]” (1) and that her hair is “ […] cut in bangs […], and is down to the shoulders, […], with little curls at the end too, almost like a permanent wave.”(1). This vivid description portrays Molina as a man who admires feminine features. Throughout the narration, Molina pays special attention to fashion, decorations in homes, and romance, highlighting his obsession with escaping into fantasy worlds. This message is further reiterated when Valentin “break[s] the illusion” by criticizing Molina’s narration, to which he responds that he would rather have “the panther woman’s boyfriend to keep [him] company instead of [Valentin].” (17). Additionally, the film is riddled with symbols of femininity and masculinity, which Molina sympathizes with. When asked by Valentin who he relates to in the film, he reveals that he identifies with Irena, as “[…] She’s the heroine,[…] Always with the heroine.” (25). This shows Molina’s desire to be the hero of his own life story. This foreshadows the ending of the novel, where Molina dies in an attempt to deliver information to Valentin’s resistance movement. Furthermore, Molina strongly connects with the pipe-smoking architect, due to him being “ […] the gentle type, and understanding.” (17). This subtly hints towards Molina’s submissiveness, as he desires a partner that protects him like the architect protects Irene. The second film follows the story of a French woman who falls in love with a Nazi officer and is forced to spy on him for the French resistance. While Valentin is quick to point out that the film is portraying the nazis as the saviors of Europe and calls it “Nazi junk”, Molina decides to ignore him, stating that “The film [is] divine, and for me, that’s all that’s what counts.” (78). Molinas unwillingness to see past the superficial glamour of the film and recognize that it intends to vilify the french resistance furthers the notion of Molina’s disconnect from a hostile society and his need to escape into fictional, romantic scenarios. Additionally, the themes of espionage and betrayal in the second film foreshadow the revelation that Molina is a spy for the prison warden, and has been promised early release if he extracts information on Valentin’s resistance movement. Consequently, the films are key to decipher Molina’s personality as they display a disconnect from reality and give insight into his feminine nature.
Traditionally, novels are told by a narrator who exists either inside (internal) or outside (external) the story’s universe. What sets the novel apart from others is the fact that the author omits an external narrator entirely, using outer dialogue between the two characters to reveal Molina’s character. This narrative device effectively places the reader into the head of Molina and provides information about his self-identity. Furthermore, the change in dialogue from one character to another is indicated solely by a dash, forcing the reader to, at times, deduce who is speaking solely by their diction. When Valentin brings up Molina’s tendency of escapism and mocks his femininity, Molina retaliates, exclaiming that “You’re all alike, always coming to me with the same business.” (19), expressing his anger towards the society that rejects him. Molina continues by saying that “If a woman’s the best there is, […] I want to be one.” (19). This powerful phrase is the first glimpse the reader gets of Molina’s identity, as it becomes clear he doesn’t consider himself a stereotypical, masculine man. Once Valentin opens up to Molina about his relationship with his girlfriend, Molina reciprocates, revealing he is in love with a heterosexual waiter named Gabriel. Molina perceives Gabriel as a “real man” due to him being “elegant, […] soft and masculine.” (61). When asked about his definition of masculinity, he responds by stating “[…] it’s knowing what you want, where you’re going.” (61). The reader automatically recognizes that Molina doesn’t fit his own definition of masculinity, as he pursues the impossible goal of living with Gabriel, despite him being married. Furthermore, when talking about himself in the third person, Molina calls himself a “woman”, stating that “[…] when it comes to him, I can’t talk about myself like a man, because I don’t feel like one.” (60). This reveals Molina’s self-identity as a stereotypical female and accordingly, his attraction to a “real man”.Therefore, the author’s choice to employ outer dialogue between the prisoners is effective in refining Molina’s character as the device forces the reader to see things from his perspective, simultaneously allowing for a great deal of personal interpretation due to the first-hand narration.
A third narrative technique that Puig employs to great effect is stream of consciousness writing. The device, meant to give the reader an insight into Molina’s disturbed state of mind, is used extensively throughout chapter 5 (96-112), where Molina privately pictures the plot of a third movie while Valentin studies politics. In the stream of consciousness writing, several of Molina’s thoughts help the reader understand his internal conflicts. Firstly, Molina’s resentment towards the society that loathes him is once again shown when he thinks: “[…] it feels so bad when someone gives you a black look, […] or when they refuse to look at you all together.” (105). This is strongly contrasted by feelings of guilt, which is expressed when he thinks of his sickly mother, whom he fears will die of a broken heart due to having a son “steeped in vice” (105). In the next few sentences, the reader gets a glimpse into an emotion once thought impossible by the sensitive, gentle character: rage. When Molina reflects on the judge that was determined to bring on him “[…] the full weight of what the law permitted […]” (106) and his mother’s horrified reaction, he becomes furious:“[…] if he dared to say one stupid word about her, I would kill the son of a bitch […]” (106). Towards the end of the passage, Molina thinks about the promise the warden gave him of a reduced sentence, giving the reader the first clue that he is a spy. The stream of consciousness section is therefore vital in the portrayal of Molina’s character as the reader interprets his potential for violence as the ultimate expression of affection towards his mother, as well as emotions such as resentment, rage and guilt.
In conclusion, the narrative techniques mentioned above combine synergistically to give Molina his charismatic, romantic, and conflicting character. The films ‘told’ by Molina are central to the construction of his identity as they reveal his disconnect from reality and his feminine personality. The author’s use of outer dialogue adds to Molina’s characterization as his communication with Valentin reveals his self-identity. Finally, Puig’s use of stream of consciousness writing displays conflicting emotions that plague Molina. The construction of Molina’s character is vital as he is central to the plot of the novel and challenges the readers perception on homosexuality, gender expression and identity.
Puig, Manuel, and Thomas Colchie. Kiss of the Spider Woman. Vintage International, 1991.
Bibliography
Cat People. Directed by J. Tourneur, RKO Pictures, 1942.
Examiner's Marks
The motif of death and the interconnection between the Netflix series 13 Reasons Why and the novel Crossing the Mangrove
Word Count: 1500
Bibliography:
How much of HL Essay - Student Samples have you understood?
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The great gatsby (hle).
The following HL Essay aims to answer the line of inquiry:
Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script before reading the examiner's marks and comments. How different were your marks and comments from the examiner's marks and comments? What improvements would you make to this essay to achieve better results?
This essay is good because it has a clear angle or focus on a 'topic'. Look carefully at the assessment criteria, and you will see that you need to explore a 'topic' through your HL Essay. In this case, it is the role of higher education in the novel The Great Gatsby. This level of specificity is good when considering your topic.
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Changes to the Language A courses announced by the IBThere are two main changes to be aware of, both taking effect for for first teaching in September 2024, and first assessment in May 2026: ...
This week we have added an Extended Essay exemplar exploring Sylvia Plath's poetry. The essay serves as a useful example of how students can approach poetry in the Extended Essay, with this student exploring...
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I asked my teacher multiple fucking times about things I was stuck on and she either left me on read or told me that it was unfair of me for asking for her time. So any HL Lit students, would you please give me some tips on the general form, structure, content etc... because it’s due in 2 days and I’ve had literally no time to improve it.
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The HL Essay (HLE) is a 1200-1500 word essay about a text studied in the IB English course. For Lang Lit, the work you choose to analyze can be literary or non-literary, but for IB English Literature the text must be literary. The HLE will make up 25% of your final IB English HL grade, and it is graded externally.
The IB English HL Essay is usually written at the end of the first year of IB English in international schools and constitutes 25% of the IB English grade. For IB HL English Language & Literature, the source for the 1200-1500 word essay will be a non-literary or literary text studied in the course; for HL English Literature, this will be a literary text studied in the course.
IB English, the HL Essay: All You Need to Know. Written By Our IB++Tutor Birgitte J. What You Need to Know. The HL Essay is a 1200-1500 word formal essay and it is based on a literary work studied as part of the course. You cannot use the same work for the IO or the Paper 2 [1] for this essay. In the IB Language and Literature course [2], the ...
The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a focused, analytical argument ...
One of the best ways to learn is by example. In order to become familiar with the expectations of the Higher Level Essay, you will want to look at how student work has been assessed in the past.Both poor and good samples are presented in these pages, so that you can learn from other students" experiences. We suggest you assess student work according to the criteria for the Higher Level Essay ...
Work hard. Defeat the HLE and allow yourself to beam with pride. Go ahead, you've earned it. IB English - Higher Level Essay - Sample Paper (Dorfman) You've probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they're amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman.
Take a deep dive into best practices for Marking your Language and literature HL essay. Through an in-depth, clear explanation of each marking criterion, overall marks, and best fit you are equipped to practice marking real student samples at your own pace. You will sharpen your marking skills by receiving feedback from real IB examiners on ...
Language and Literature Course IB Language and Literature HL Essay Assignment (PDF) IB Language and Literature HL Essay Assignment (Word) A note about the resources Step 5 of the resources asks students to write their inquiry question on a shared Google document that all students have editing rights to.
Are you taking IB English and need some help with your studying? No need to reread all the books and poems you covered in class! This study guide is for IB English A students (students in IB English A: literature SL/HL, IB English A: language and literature SL/HL, or IB English literature and performance SL) who are looking for additional guidance on writing their commentaries or essays.
Let us guide you through the entire process. We'll leverage five complete HLE samples and show you how it's done. Start with the Line of inquiry and end with 1500 words you can celebrate! The HLE Planning Guide includes: 100-page course book. 5 sample papers across genres. Line of inquiry guidance. Step-by-step approach to building the HLE.
The discussion, ideas, and inspiration for the HL Essay will ideally come from the student's Learner Portfolio. Students may expand on an idea, activity, or smaller-scale assessment explored in class as inspiration for selecting a topic and developing a line of inquiry. Students may also explore their own, self-generated lines of inquiry.
HL Essay. HL Essay - Student Samples. 60'. Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. You can compare your marks with those of the examiner. Student Samples. Student #1. The Characterization of Luis Alberto Molina through the use of Films, Dialogue and Stream of Consciousness ...
The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary or language topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a focused, analytical ...
Descriptor. 1. The essay shows little analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 2. The essay shows some analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 3.
High scoring IB English A (Lang & Lit) HL Essay Internal Assessment examples. See what past students did and make your English A (Lang & Lit) HL Essay IA perfect by learning from examiner commented examples!
The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary or language topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a focused, analytical ...
We need sample HL essays in the following languages: English, Spanish, French, Chinese, Arabic, German, Japanese and Turkish covering 16 different topics! Show off your writing and set an example for future IB students. Submit a proposal by 30 June 2018 (extended from May) to write an original 1,200-1,500-word essay on a topic you choose within ...
Bookmark. Download. Notes. English A (Lang & Lit) - HL. Like it? 129. 0. /1. plan that i used to write my HL essay . includes a checklist with all necessary content.
Sample HL essay responsesLinked from this page are some Higher Level essay sample responses with teacher marks and comments. We will be looking to add more examples, covering a range of different questions and different literary forms.
This essay is good because it has a clear angle or focus on a 'topic'. Look carefully at the assessment criteria, and you will see that you need to explore a 'topic' through your HL Essay.
The HL essay in DP Language A: Language & Literature and Literature. Virtual Think-In, 16 September 2024 Find out more. Find all InThinking Workshops at inthinking.net.
The whole idea of the HL essay is an independent investigation into an area of one of the works you've read as part of the course. For example, if the author's use of unconventional language fascinated you, you could structure your whole essay around how the use of language conveys meaning/ a central theme.