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HL Essay Home Free Access Weekend! P1 - Examination Questions P2 - Examination Questions Start Here Paper 1 Paper 2 Individual Oral The Learner Portfolio Extended Essay Essential Knowledge Resources
- HL Essay - The Basics
- HL Essay - Choosing a Topic
- HL Essay - Great Examples (Literature)
- HL Sample: Non-literary Body of Work - George Monbiot's Essays
- HL Essay - Gaining Level 7
- HL Essay - Student Samples
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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.
Student Samples
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:
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IB English, the HL Essay: All You Need to Know
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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 essay can also be based on a non-literary or collection of non literary text(s).
- You develop a line of inquiry , a question that lends itself to an argument focused on how a theme or message is conveyed through literary features.
- The essay is completed in your own time and you should get some feedback from your teacher during the development of the essay.
- You do not have to incorporate secondary sources beyond the text you are working with.
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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
- Identity —how does Ralph Ellison, in his novel Invisible Man, succeed in making his narrator a convincing spokesperson for the concerns of African-Americans in the 20th century?
- Culture —how does Robert Capa represent post-Second World War France to qualify/exemplify the brutalities of the French population on former Nazi collaborators in La Femme Tondue? (Language A: language and literature only)
- Creativity —how do Mario Testino’s portraits manage to convey the personalities of those portrayed in original ways? (Language A: language and literature only)
- Communication– which view of love does Matt Groening convey in Love is Hell? (Language A: language and literature only)
- Transformation– in what ways does The Alan Parsons Project’s Tales of Mystery and Imagination offer a transformative re-reading of Edgar Allan Poe’s tales?
- Perspective– how does Mary Shelley’s protagonist in Frankenstein use the motif of dangerous knowledge to show the perspective of fear and anxiety of excesses in scientific enterprise in early 19th century Europe?
- Representation– through what means does Juan Rulfo successfully convey the representation of realistic and non-realistic characters and situations in Pedro Páramo?
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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IB English A Language and Literature: HL Essay Assessment Considerations
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.
HL Essay Overview
Nature of the task.
- Students are asked to develop a line of inquiry of their choice in connection with a work or body of work studied in the course.
- In this context, teachers serve as advisors. The HL essay is an opportunity for students “to develop as independent, critical and creative readers, thinkers and writers” [1] which suggests there should be some degree of autonomy in choosing a work or body of work and determining the line of inquiry.
- The final essay is a focused argument critically examining a broad literary or linguistic perspective in one of the works or bodies of work studied in the course. The focus of the critical examination should be appropriate for the discipline; while there may be some overlap with other disciplines (e.g., art or film), teachers will need to use their professional judgement to evaluate appropriate boundaries for the line of inquiry [2] .
- The essay should be developed “over an extended period of time” [3] . Adequate time should be given for students to refine their ideas, plan their arguments, draft, and revise their essays. Teachers are expected to play an active role guiding and facilitating this process.
- The essay is formal and should adhere to the conventions of an academic essay in its structure and use of citations.
- In the marking of the assessment task, there is equal quantitative value placed on the ideas presented in the essay (10 marks) and the essay’s organization and use of language (10 marks). Maximum: 20 marks. [4]
- The final essay produced for submission needs to be 1200-1500 words in length. Examiners will not read more than 1500 words. [5]
Explanation of the task
- It is important that students develop a line of inquiry that is focused, analytical, and (when relevant) literary before they begin researching and writing. Students do not need to name literary or textual features in their question; however, the question should lend itself to an analytical investigation of the work that is appropriate for the discipline.
- The seven course concepts (identity, culture, creativity, communication, transformation, perspective, and representation) may serve as a starting point when developing a line of inquiry. [6]
- 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.
- Each student’s line of inquiry should develop from their own work or ideas about the work. Ideally, the learner portfolio will document this evolution (in some form).
Selection of work
- Students base their essays on one work or body of work studied in the course. Students may choose any work or body of work, except for the works/body of work used for the Individual Oral or the works chosen for the Paper 2 exam.
- Students should consult with their teachers when selecting a text, work, or body of work to ensure the material is rich enough to support a focused, analytical argument of this length.
- Documentaries and full features films are full, non-literary “works” and are acceptable material on which to base a line of inquiry for the HL Essay.
- Literary bodies of work include collections of short stories, poetry, essays, graphic narratives, etc.
- Non-literary bodies of work may include an advertising campaign, a journalist’s published articles or editorials, a photojournalist’s series of photographs, related public service announcements or campaigns, research and relevant publications by an organization (such as Human Rights Watch), a series of texts or shows by an interviewer, commentator or satirist, a podcast series, an editorial cartoonist’s publications, etc. [7]
- The texts in the body of work must share authorship. This means the texts are written or produced by a single author or are written and produced by collaborators that share a single authorship (such as an advertising agency, corporation, non-profit organization, television show, writer and graphic illustrator, etc.) [8]
- Students may base their essay on one text in a body of work (e.g., one short story in a collection), however students need to be careful to sustain a “broad literary [or linguistic] investigation” as opposed to a close reading or commentary. They are expected to make explicit connections in the essay between the text and the author’s body of work. [9]
- In most cases, it will be appropriate for a student to reference at least 2-3 texts in an author’s body of work.
- Students may explore and use any texts from an author studied in class, even if the specific texts were not part of the course study. This might be appropriate if the student’s specific literary investigation cannot be supported with the specific texts studied but could be supported with other texts by the author. [10]
Determining the topic (and line of inquiry)
- The essay needs to be focused on a broad literary or linguistic investigation that addresses a concept developed in the work or body of work.
- Students who struggle to identify a suitable concept can use one of the seven course concepts as a starting place to develop their line of inquiry (e.g., What does the work communicate about…? In what ways does the work transform our perspective on…? To what extent does the work represent…? )
- Students should be encouraged to explore a concept that is significant to them and their reading of the work.
- Teachers can advise and coach students through the process of selecting a topic and developing a line of inquiry, but teachers are not supposed to assign topics (or works) to students. [11]
What is the HL Essay Assessing?
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.) |
- Students need a clear, cohesive thesis statement in the introduction of the essay that states the conclusions the student has drawn in response to the line of inquiry. The “conclusions” are the student’s central argument for the essay.
- Students need to understand the difference between demonstrating understanding of a work and offering interpretations of the work’s meanings. An essay must offer interpretations of the work’s implications to score at least a “satisfactory” mark in Criterion A.
- Good to excellent knowledge and understanding comes from knowing the works very well which usually requires multiple readings . Clear references, explanations, and detailed analysis in support of asserted interpretations are a more effective demonstration of knowledge and understanding than summary.
- When analyzing texts from a “body of work”, students are expected to make claims and connections to the body of work. If the focus of the essay is on an individual text (such as a short story or poem), it is important that the analysis be treated as a “broad literary [or linguistic] investigation”. Teachers will need to evaluate the extent to which this is possible for each individual text. It may be helpful for teachers and students to consult articles in scholarly journals to see examples of how a broad literary investigation can be approached with a shorter, individual text.
Activities and protocols that develop skills related to knowledge, understanding, and interpretation.
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Formulating Interpretive Statements
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 […]
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Concept Formation
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 […]
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Critical Lenses
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 […]
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Journal Writing
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 […]
Criterion B: Analysis and evaluation (5 marks)
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 criterion asks students to critically analyze, evaluate, and compare how meaning is constructed and communicated in a work or body of work.
- The discussion, analysis, and evaluation of literary or linguistic features must work to develop the line in inquiry and central argument for the essay. This is a common shortcoming in student essays.
- The interrelationships of authorial choices and their effects may be complex, which requires thoughtful organization in the planning stage of the essay.
- Assertions that make judgements about a writer’s competency or simply state a preference for an author or style are not literary evaluations.
- An insightful literary analysis usually includes an appreciation of form-specific features.
Activities and protocols that develop skills related to analysis and evaluation
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Why might this detail matter?
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 […]
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Ladder of Abstraction
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 […]
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Appoint a Devil’s Advocate
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 […]
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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 […]
Criterion C: Focus, organization, and development (5 marks)
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. |
- The line of inquiry (which includes the topic) should be clearly stated either as the title or in the introductory paragraph of the essay.
- The thesis (or argument) for the essay should be clearly communicated in the introductory paragraph.
- Effective organization helps students maintain focus, achieve cohesion, and develop claims. This means considering the most effective way to present the argument and its supporting evidence and analysis (chronologically, most persuasive evidence first, by sub-topic, cause and effect relationships, first impressions vs. later reflections, claims and counter claims, etc.).
- Each paragraph should be a point of development that supports the conclusions drawn from the line of inquiry (i.e., the essay’s central argument). The nature of the argument and the substance of the analysis should determine the number of paragraphs, their length, and their order. Forcing an argument into a formulaic essay structure can be limiting.
- Purposeful transitions create cohesion and logically take the reader through the essay’s evidence-based claims.
- Essays organized by authorial choices tend to be limiting because they struggle to appreciate the interdependency of features’ effects.
- One citation method should be sustained throughout the essay.
Activities and protocols that develop skills related to organization and development
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2021/03/pixel-cells-3976301_1280.png?resize=1280%2C765&ssl=1)
Generate, Sort, Connect, Elaborate: Concept Mapping IDEAS in a Work
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 […]
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2021/03/pexels-ann-h-6980523.jpg?resize=1280%2C765&ssl=1)
Making a Précis
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 […]
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2021/02/pexels-magda-ehlers-1329296.jpg?resize=1280%2C765&ssl=1)
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 […]
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2020/12/DSCN2240.jpg?resize=1360%2C765&ssl=1)
Sort Card Activity
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 […]
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2020/12/Quote-Words-Matter-scaled.jpg?resize=1360%2C765&ssl=1)
Significant Quotes
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 […]
Criterion D: Language (5 marks)
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. |
- A wider vocabulary and knowledge of sentence structures gives students more language tools to express abstract and complex thoughts.
- Correct use of terminology may be considered in awarding marks in this criterion; however, jargon is not the sole focus.
- When students use vocabulary and sentence structures that are comfortably in their repertoire, they usually express their thinking more clearly. When students stretch to use words or sentences structures with which they are not familiar, they risk miscommunication.
- An essay does not need to be flawless to earn top marks in this criterion, however the expectation for language to be clear, varied, and accurate is higher in this component. This is because students have an opportunity to revise their essays.
- Voice is welcomed in all IB assessment tasks: formal writing does not need to be turgid.
Activities and protocols that develop skills related to use of language
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2021/03/cropped-question-2519654_1280.png?resize=1360%2C765&ssl=1)
Interpretive Statement Wall
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 […]
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2021/03/kelly-sikkema-FbDyQzVfy94-unsplash.jpg?resize=1360%2C765&ssl=1)
Evaluating Thesis Statements
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 […]
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2021/03/communication-4141527_1280.jpg?resize=1280%2C765&ssl=1)
Discussion Posts and Personalized Learning
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. […]
![higher level essay english ib example](https://i0.wp.com/www.englishcollaborative.com/wp-content/uploads/2020/12/1-2-6-scaled.jpg?resize=1360%2C765&ssl=1)
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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- Higher level essay
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 before you look at the examiner"s...
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The Complete IB Extended Essay Guide: Examples, Topics, and Ideas
International Baccalaureate (IB)
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IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.
If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .
IB Extended Essay: Why Should You Trust My Advice?
I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:
![body_ibeescore.png body_ibeescore.png](https://blog.prepscholar.com/hs-fs/hubfs/body_ibeescore.png?width=688&name=body_ibeescore.png)
If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.
What Is the Extended Essay in the IB Diploma Programme?
The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.
For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.
Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.
The IB Extended Essay must include the following:
- A title page
- Contents page
- Introduction
- Body of the essay
- References and bibliography
Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:
- Group 1: Studies in Language and Literature
- Group 2: Language Acquisition
- Group 3: Individuals and Societies
- Group 4: Sciences
- Group 5: Mathematics
- Group 6: The Arts
Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.
As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.
According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.
The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.
Here are the topics covered in your viva voce :
- A check on plagiarism and malpractice
- Your reflection on your project's successes and difficulties
- Your reflection on what you've learned during the EE process
Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.
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We'll help you learn how to have those "lightbulb" moments...even on test day!
What Should You Write About in Your IB Extended Essay?
You can technically write about anything, so long as it falls within one of the approved categories listed above.
It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.
Here is a range of sample topics with the attached extended essay:
- Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
- Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
- English: An Exploration of Jane Austen's Use of the Outdoors in Emma
- Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
- Math: Alhazen's Billiard Problem
- Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?
You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?
![higher level essay english ib example body-pen-A+-test-grade-exam-cc0-pixabay](https://blog.prepscholar.com/hs-fs/hubfs/body-pen-A%2B-test-grade-exam-cc0-pixabay.png?width=293&height=317&name=body-pen-A%2B-test-grade-exam-cc0-pixabay.png)
How to Write a Stellar IB Extended Essay: 6 Essential Tips
Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!
#1: Write About Something You Enjoy
You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)
I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.
But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?
Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.
Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.
One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).
#2: Select a Topic That Is Neither Too Broad nor Too Narrow
There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.
You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.
If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.
I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!
When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.
Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.
If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...
![higher level essay english ib example body-narrow-crack-stuck-cc0-pixabay](https://blog.prepscholar.com/hs-fs/hubfs/body-narrow-crack-stuck-cc0-pixabay.jpg?width=299&height=434&name=body-narrow-crack-stuck-cc0-pixabay.jpg)
Don't get stuck with a narrow topic!
#3: Choose an Advisor Who Is Familiar With Your Topic
If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).
For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.
I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.
Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).
The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.
There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.
Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.
Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.
#4: Pick an Advisor Who Will Push You to Be Your Best
Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.
Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.
Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.
Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.
#5: Make Sure Your Essay Has a Clear Structure and Flow
The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.
The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.
If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.
#6: Start Writing Sooner Rather Than Later!
You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.
Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.
Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.
Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):
- January/February of Junior Year: Come up with your final research topic (or at least your top three options).
- February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
- April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
- Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
- August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
- September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
- November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.
Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)
I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!
![higher level essay english ib example body-bird-worm-cc0-pixabay](https://blog.prepscholar.com/hs-fs/hubfs/body-bird-worm-cc0-pixabay.jpg?width=315&height=334&name=body-bird-worm-cc0-pixabay.jpg)
The early bird DOES get the worm!
How Is the IB Extended Essay Graded?
Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .
- Criterion A: Focus and Method (6 points maximum)
- Criterion B: Knowledge and Understanding (6 points maximum)
- Criterion C: Critical Thinking (12 points maximum)
- Criterion D: Presentation (4 points maximum)
- Criterion E: Engagement (6 points maximum)
How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.
Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .
Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.
30-34 | Excellent: A |
25-29 | Good: B |
17-24 | Satisfactory: C |
9-16 | Mediocre: D |
0-8 | Elementary: E |
Here is the breakdown of EE scores (from the May 2021 bulletin):
A | 10.1% |
B | 24.4% |
C | 40.8% |
D | 22.5% |
E | 1.4% |
N (No Grade Awarded) | 0.7% |
How Does the Extended Essay Grade Affect Your IB Diploma?
The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.
To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .
This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.
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Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .
Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.
Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)
40+ Sample Extended Essays for the IB Diploma Programme
In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.
- Business Management 1
- Chemistry 1
- Chemistry 2
- Chemistry 3
- Chemistry 4
- Chemistry 5
- Chemistry 6
- Chemistry 7
- Computer Science 1
- Economics 1
- Design Technology 1
- Design Technology 2
- Environmental Systems and Societies 1
- Geography 1
- Geography 2
- Geography 3
- Geography 4
- Geography 5
- Geography 6
- Literature and Performance 1
- Mathematics 1
- Mathematics 2
- Mathematics 3
- Mathematics 4
- Mathematics 5
- Philosophy 1
- Philosophy 2
- Philosophy 3
- Philosophy 4
- Philosophy 5
- Psychology 1
- Psychology 2
- Psychology 3
- Psychology 4
- Psychology 5
- Social and Cultural Anthropology 1
- Social and Cultural Anthropology 2
- Social and Cultural Anthropology 3
- Sports, Exercise and Health Science 1
- Sports, Exercise and Health Science 2
- Visual Arts 1
- Visual Arts 2
- Visual Arts 3
- Visual Arts 4
- Visual Arts 5
- World Religion 1
- World Religion 2
- World Religion 3
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Sample Essay Questions or IB English Literature Paper 1
Mastering the art of literary analysis for paper 1.
IB English Literature Paper 1 is a critical component of the IB assessment, testing your ability to analyze unseen texts. Practicing with sample essay questions can significantly enhance your readiness and confidence. Here are some sample questions and tips to help you excel in IB English Literature Paper 1.
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Understanding Paper 1: Guided Literary Analysis
Structure of paper 1.
- Standard Level (SL) : Analyze one unseen literary text in 1 hour and 15 minutes.
- Higher Level (HL) : Analyze two unseen literary texts in 2 hours and 15 minutes.
Types of Texts
- Prose Extracts : Could be from novels, short stories, or essays.
- Poetry : Poems from various periods and styles.
- Drama Extracts : Excerpts from plays.
Sample Essay Questions
Prose extracts.
- Question : How does the author develop the protagonist’s character in the extract? Discuss with reference to specific literary techniques.
- Tips : Focus on aspects like dialogue, narrative style, descriptions, and actions. Highlight how these elements contribute to the overall portrayal of the character.
- Question : Explore the theme of isolation in the provided extract. How does the author convey this theme through literary devices?
- Tips : Identify key passages that illustrate isolation. Discuss symbolism, setting, tone, and character interactions that highlight the theme.
- Question : Analyze the narrative perspective in the extract. How does the point of view influence the reader’s understanding of the story?
- Tips : Consider the narrator’s reliability, perspective, and how it shapes the reader’s interpretation. Discuss how the narrative voice adds depth to the story.
- Question : Discuss the use of imagery and symbolism in the poem. How do these elements contribute to the poem’s overall meaning?
- Tips : Identify vivid images and symbols. Analyze their significance and how they enhance the themes and emotions of the poem.
- Question : How does the poem’s structure and form contribute to its meaning? Discuss with reference to specific formal elements.
- Tips : Focus on aspects like rhyme scheme, meter, stanza arrangement, and line breaks. Explain how these elements support the poem’s themes and tone.
- Question : Analyze the tone and mood of the poem. How does the poet create these effects, and what is their impact on the reader?
- Tips : Identify the tone (e.g., melancholic, joyful, reflective) and mood. Discuss diction, imagery, and sound devices that establish the poem’s emotional atmosphere.
Drama Extracts
- Question : How does the playwright use dialogue and character interaction to develop the plot and reveal character traits in the extract?
- Tips : Focus on key dialogues and interactions. Analyze how they advance the plot and provide insights into characters’ motivations and relationships.
- Question : Discuss the importance of setting and stage directions in the extract. How do they contribute to the development of the play’s themes and atmosphere?
- Tips : Examine detailed descriptions of the setting and stage directions. Analyze how they enhance the audience’s understanding of the themes and tone.
- Question : Explore the use of conflict and tension in the extract. How does the playwright build these elements to engage the audience?
- Tips : Identify moments of conflict and tension. Discuss how dialogue, pacing, and character actions contribute to the dramatic effect.
Tips for Writing Paper 1 Essays
Preparation.
- Practice Regularly : Analyze a variety of unseen texts regularly to become comfortable with different styles and genres.
- Familiarize Yourself with Literary Devices : Ensure you have a strong grasp of literary terms and concepts, as these will be crucial for your analysis.
- Time Management : Practice writing essays within the given time limits to develop your ability to organize and articulate your thoughts quickly.
During the Exam
- Read the Text Carefully : Take time to read the text thoroughly. Annotate key passages, noting important literary devices and themes.
- Plan Your Essay : Spend a few minutes planning your essay. Outline your main points and the evidence you will use to support them.
- Structure Your Essay : Use a clear and logical structure. Typically, an essay should have an introduction, body paragraphs, and a conclusion.
- Support with Evidence : Use specific examples and quotations from the text to support your analysis. Explain how these examples illustrate your points.
- Stay Focused : Keep your analysis focused on the question. Avoid tangents and ensure every paragraph contributes to your overall argument.
- Proofread : If time permits, quickly review your essay for any grammatical or spelling errors and ensure your argument is clear and coherent.
Mastering IB English Literature Paper 1
Excelling in IB English Literature Paper 1 requires practice, a deep understanding of literary techniques, and the ability to analyze unseen texts effectively. Use these sample essay questions and tips to enhance your preparation and confidence for the exam.
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Exam prep, planning and writing guide.
Exemplar Paper 2 Essay
This exemplar comparative essay scored an IB7 or 26/30
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- Paper 2 Prompt
- Introduction
- Comparison & Contrast
- Comparison & Contrast (also Conclusion)
- Knowledge & Understanding
- Analysis & Evaluation
- Focus & Organization
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Higher Level Essay
Free introductory guide to the HLE assessment
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IB English A (Lang & Lit) HL Essay IA examples. Type a search phrase to find the most relevant English A (Lang & Lit) HL Essay IA examples for you ... Level. HL. SL. Session. May 2025 May 2024 November 2023 May 2023 November 2022 May 2022 November 2021 May 2021 November 2020 May 2020 Other. Apply. Filter exemplars.
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.
Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. ... grade them. You can compare your marks with those of the examiner. IBDP English A: Language & Literature. InThinking Revision Sites for students. ... HL Sample: Non-literary Body of Work - George Monbiot's Essays; HL Essay ...
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 essay can also be based on a non-literary or ...
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.
HL Essay - IB ENGLISH A: LANGUAGE AND LITERATURE (HL) Higher Level Essay. Weighting: 20%. The Nature of the Task. At HL, students are required to write a 1,200 -1,500 word formal essay which develops a particular line of inquiry of their own choice in connection with a non-literary text, a collection of non-literary texts by one same author ...
8 Tips for Earning a Level 7 on the IB English HL Essay (with Examples) Top 8 Tips for Earning a Level 7 on the IB English HL Essay. 2. Decide on your Topic by Brainstorming Wider Themes. 3. Consolidate your Line of Argument in a Thesis Statement. 4.
Sample HL Essays. Below are a range of sample essays that are all "good" to "excellent" and would be marked in the 5-7 range. At the end of each essay are holistic comments by criterion that identify the strengths and limitations of the essay against each of the IB Language A HL Essay assessment criteria. Woman at Point Zero HL Essay.
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.
10 Tips to Higher Level Essay SUCCESS! IB English LITERATURE and LANG/LIT students will find this useful.Visit our website! All videos and documents are th...
In the marking of the assessment task, there is equal quantitative value placed on the ideas presented in the essay (10 marks) and the essay's organization and use of language (10 marks). Maximum: 20 marks. [4] The final essay produced for submission needs to be 1200-1500 words in length. Examiners will not read more than 1500 words.
We are looking for graduates and students, like you, to help the IB create a sample set of essays for an upcoming new Study in language and literature courses: the higher level (HL) essay. We need sample HL essays in the following languages: English, Spanish, French, Chinese, Arabic, German, Japanese and Turkish covering 16 different topics!
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.
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 ...
Higher level essay. HLE sample work. 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 ...
This video models the PROCESS of how to write the Line of Inquiry question for the Higher Level Essay. FREE HANDOUT!https://drive.google.com/file/d/1hgg-I_Q...
References and bibliography. Additionally, your research topic must fall into one of the six approved DP categories, or IB subject groups, which are as follows: Group 1: Studies in Language and Literature. Group 2: Language Acquisition. Group 3: Individuals and Societies. Group 4: Sciences. Group 5: Mathematics.
Here are some sample questions and tips to help you excel in IB English Literature Paper 1. Understanding Paper 1: Guided Literary Analysis Structure of Paper 1. Standard Level (SL): Analyze one unseen literary text in 1 hour and 15 minutes. Higher Level (HL): Analyze two unseen literary texts in 2 hours and 15 minutes. Types of Texts
Higher Level (HL) Essay. In his essays, what narrative and language structures does George Monbiot use to challenge power to bring about 'positive' change and a 'better' world? ... IB English HL paper 1- Example 1. English A: Literature HL 94% (33) 2. Learning Indicators Assignment. English A: Literature HL 100% (6) More from: ib by ...
Bookmark. Download. Notes. English A (Lang & Lit) - HL. an example of a hl essay based on the book Persepolis.
This video presents the components of a strong Line of Inquiry and Higher Level Essay.Visit our website! All videos and documents are there for the taking!h...
Higher Level Essay (HLE) Crash course with detailed examples. Unlock Pro. Unlock. IB English Paper 2. Exam prep, planning and writing guide. ... Get your IB English questions answered. Our team of highly experienced IB English tutors are all IB45 or IB English 7 graduates. Learn more about Pro.
GPA or higher, AND successful and verifiable completion of a pre-calculus course from a WGU approved third-party provider with a grade ''C'' or better.* Option 2: A high school GPA of 3.0, or higher, AND a B grade, or better, in a high school honors, IB, or AP level advanced mathematics course.
English Comp WRS 105 & 106 or 107 OR WRS 106 and English Literature 200 level) 2 semesters Biology General Biology (BIL 150) & Lab (BIL 151 or 153) And Evolution and Biodiversity (BIL 160) & Lab (161 or 163) If general biology sequence is satisfied with an AP score of 5, student should complete two upper-level courses in