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.
Advanced Analysis
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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Whether you are an HL Literature student or HL Lang/Lit student, the HLE requires some special attention. The good thing about this assessment is that it’s a processed – rather than on-demand – piece of writing. This means you can take your time, put in the work, and produce something that you love and makes you proud. Our students crush this assessment! Use the same resources they do and enjoy your success.
Writing this assessment doesn’t have to be challenging. In fact, we think it can be fun and rewarding! Let us guide you through the entire writing process, from line of inquiry to the last word of your conclusion. Our students do well on this assessment, and so can you.
Part of our IBDP English A Student Toolkit , this resource includes:
The Line of Inquiry (LOI) and thesis are the cornerstone of the assessment, so don’t proceed until these are under control. Sadly, many students get off to a poor start with this step, and this means they end up writing either a shallow essay or one that doesn’t really satisfy the requirements of the task. These videos should help you unlock the task.
Start with a text you love and work toward developing a literary or linguistic perspective. Watch this video and start your pathway to success.
How To Write the Line of Inquiry
If the first method didn't work for you, please try another approach.
How to Write the Line of Inquiry (part 2)
Turn that LoI into a clear, precise, and insightful thesis statement that will drive the essay.
HLE Sample Thesis Statements and Writing
We feel this is some of our best work. Teachers and students around the world have commented that this HLE series gets the job done and results in some powerful writing that makes students proud. Please take the time and work through the videos sequentially. Work along side with us. Let us guide you to HLE success!
Choose your text and write the LOI.
Student planning doc
Model Student planning doc
Time for brainstorming and outlining.
Student Organizer
Completed Sample Organizer
Master the intro and conclusion.
Sample Intro and Conclusion
Learn how to write strong HLE body paragraphs.
Sample Body Paragraphs
Learn to revise, edit, and polish the final product.
Final instructions before submission
Dave’s complete sample HLE
Sometimes it’s easier to just look at a final product, break it down, and see how other students have approached the HLE. That’s why Dave and Andrew selected some strong papers, highlighted them, and discussed their strengths and weaknesses. We’ve examined tons of these things, so listen carefully. Lots of tips and tricks in these videos to help you pick up some extra points and crack into that mark band you want and deserve. Understand the task. Work hard. Defeat the HLE and allow yourself to beam with pride. Go ahead, you’ve earned it.
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. What can you steal from this essay in terms of ideas, organization, and overall approach? Document: HLE Student Sample – Drama
Poetry anyone? Andrew and Dave love poetry for the HLE. They are complete “mini works” with a clear beginning, middle, and end. They are rich in techniques. They are complex and have deep meaning. In short, they rock. Just remember that for the HLE, “short texts need friends.” Document: HLE Student Sample – Poetry
Hey, nobody said this thing would be easy. No worries. We’ve got you covered. Perhaps you want to see some more student writing? Check. We’ve got that. Perhaps you want to know some key points to include? Check. We got that too. You’re almost there! Finish these last two videos, add some finishing touches to your work, and submit that baby in with pride and confidence.
So you watched the videos above but are still concerned about “showing deep thinking” on the HLE? It’s ok – we know this is tough. Check out this video to see several samples of how to build big thinking into your writing. Document: Showing Deep Thinking in the HLE
We know, we know. The content is overwhelming and it’s just too much at times. You just want the top ten tips for success? Fine. Here you go. But don’t forget to go back and watch the rest of these videos when you’re feeling more energy. They’re a set. Watch them all and ace the HLE.
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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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If you choose one of your literary works for the Higher Level essay topic, this task is nothing more than has been the standard written coursework for years in Literature courses: one slightly longer literary essay.
Choosing an exact focus for the literary work is just as challenging as outlined in HL Essay - Choosing a Topic but at least the primary evidence for close analysis is clear.
A good piece of analysis can take many different forms and has much to do with effective exposition, deconstruction of well-chosen evidence, a coherent developing argument, and a conclusion that suggests the study and research was worthy, valuable and insightful. However, I have always tried to push students into including both a thematic or conceptual outcome and a cluster of literary features or stylistic choices that help facilitate that outcome. That is to say, to explore how an author uses certain techniques to create certain thematic effects.
Here is an example of a student's HL Essay on a literary work:
How does Dorfman use elements of dramatic presentation in order to explore the ambiguity of justice in Death and the Maiden ?
The notion of justice is a largely subjective one. Political philosophers have long questioned what should be considered societally ethical, and whether true distributive justice can be achieved. Such questions are rendered increasingly complicated after such a society has undergone profound political turmoil. It would be fruitless not to recognise that Ariel Dorfman’s Death and the Maiden is an exploration into how justice can be found for individual victims, should a government be unable to provide sufficient retribution for the perpetrators of crimes. Dorfman’s clear allusion to Chile’s post-Pinochet transition to democracy provides for a striking contextual backdrop: how can a government seek recompense for those who were victims of countless crimes against humanity? Through Dorfman’s use of representative characters, the motif of justice, and dramatic devices, the play serves as a social commentary of a politically and governmentally imbalanced country, which forces the audience to consider the implications that the emergence from dictatorship poses upon a country, while simultaneously compelling individual spectators to reconsider their own notions of what should be considered “just”.
Dorfman develops symbolically representative characterisation to render the play a microcosmic depiction of the corrupt nature of a country struggling with the emergence from dictatorship. The cast consists solely of three characters: Gerardo, a lawyer and member of a commission charged with investigating the direst of crimes against humanity in the old dictatorship, whose character portrays the government responsible for the transition to democracy; Paulina, his wife, a woman so profoundly impacted by the sexual torture she underwent during the dictatorship that she finds it difficult to attend social functions, whose character depicts the copious numbers of victims who suffered from such crimes during the dictatorship; and Roberto Miranda, a well-off physician whom Paulina recognises as the nefarious doctor who raped her, whose character represents accused perpetrators of the aforementioned crimes, who are, oftentimes, affluent members of society. The gender disparity in the cast is, in itself, indicative of the roles which each of these social groups bear: Paulina, a woman, is repeatedly silenced and belittled by her patronising husband, which effectively connotes the government’s lack of willingness to accept the notion that a significant portion of the population were subject to atrocities akin to those which Paulina experienced. Almost immediately in the play, Paulina begins to criticise the effectiveness of the country’s judicial system - “The judges? The judges who never intervened to save one life in seventeen years of dictatorship? Who never accepted a single habeas corpus ever?” - only to be silenced by Gerardo, who ‘takes her in his arms’ and coos “Silly. Silly girl, my baby” until she calms down. In rendering Gerardo so condescending towards Paulina at multiple instances such as this, Dorfman directly implies that the government takes no heed when victims condemn its lack of legal intervention, and instead dismisses them as fragile. Contrastingly, Gerardo immediately treats Roberto as an equal, and invites him to stay the night, convincing him with the promise of “the breakfast [Paulina] will make for us”. As well as demonstrating that, even after the dictatorship, criminals can still lead successful lives, Gerardo saying this indicates to the audience that the government not only silences the victims of the dictatorship’s trauma, but expects them to continue leading lives which are beneficial to the establishment of the fledgling democracy. Dorfman appears to be criticising the government’s half-hearted attempt at pursuing justice by showcasing Paulina’s sardonic disdain for Gerardo’s Investigating Commission, which “only investigates cases that ended in death”, as opposed to cases such as hers, which decidedly result in lasting mental upheaval. Each of these factors force the audience to question a government which attempts to pursue justice for those who were wronged without ostracising the wrongdoers, merely because those who committed the crimes are still prominent members of society.
Furthermore, Dorfman’s use of an overarching motif of warped judicial procedure, exemplified both symbolically and lexically, serves to remind the audience of the dangers of the pursuit of vigilante justice, which has been necessitated by an inadequate government. This underlines the idea that a legal structure must be established in order for those who committed the crimes to be appropriately prosecuted; Dorfman having Paulina conduct her own (somewhat inequitable) trial highlights the lack of legal alternative. Paulina insists on maintaining negligible legal conventions, such as referring to Roberto as Gerardo’s “client” and allowing the former time to argue his own case. Ironically, the integral defining factor of the trial itself is that it is an unethical, somewhat paradoxical pursuit of justice: while systems of prosecution generally uphold an “innocent until proven guilty” policy, the only circumstance under which Paulina claims she will release Roberto is if he confesses to his alleged crimes, despite his insistence throughout the play that he is innocent. Paulina promises Gerardo that if Roberto doesn’t confess, “[she’ll] kill him”, and that if he is, in fact, totally innocent, he’s “really screwed”. Throughout the trial, Paulina sustains this threat of violence, thereby asserting her control over Roberto and Gerardo. Dorfman uses Paulina’s sudden seizure of violence to draw a parallel between her and the formal dictator: she holds a symbolic loaded gun for most of the play - a constant reminder of the danger she is capable of wreaking on other cast members. This parallelism allows Dorfman to further explore governmental weakness in the form of Gerardo: he, supposedly, spent much of the regime attempting to overthrow the dictator, and his prevalent position in the opposition circles was the original reason for Paulina’s kidnapping; however, he tells Roberto that “when crazy people have power, you’ve got to indulge them”, thereby seemingly going against that for which he campaigned during the time of the fascist government. Additionally, the fact that Paulina “ties [Roberto] to a chair” is reminiscent of the kidnapping she underwent, which she continuously references. Actions such as these remind the audience that her alternative to legal procedure is no better than the system of the previous government, and, should everyone pursue such means to seek justice, the cycle of violence would deepen and democracy would never be achieved. Paulina’s approach to achieving justice is one which would undoubtedly yield bloodshed if applied worldwide: Dorfman implores the audience to decide whether or not she is truly making the correct decision in “[opening all the] wounds”, as Gerardo states. Because the audience remains oblivious as to whether Paulina does, in fact, kill Roberto, Dorfman implies that Paulina’s choice of action is irrelevant, as she will always remain a victim, whom the government continues to disregard.
Building on this, Dorfman continues to maintain a sense of ambiguity around each of the character’s innocence through the use of dramatic devices, hence forcing the audience to assume the role of a judge in the play’s final scene, in order for them to reflect upon their own perceptions of justice. Perhaps the most crucial of these devices is the use of the “giant mirror which descends, forcing the members of the audience to look at themselves” in Act 3, scene 1. The sudden transition from hyper-realism to a contemporary style is a jolting one: the audience members are thrust into the play itself, obliging them to scrutinise both themselves and the play’s events. The mirror not only compels the audience to determine the guilt of each character, but, alongside the “slowly moving spots [which] flicker over the audience, picking out two or three at a time”, urges them to examine their own standards of personal justice. The image of moving spots is almost reminiscent of searchlights, as though the light is attempting to elicit testimonies from the audience, thereby implying that some audience members may be just as guilty as Roberto, and should make their own confessions. The audience is further embedded into the play when Paulina and Gerardo “sit [...] in two of the seats in the audience itself”, thereby painting the audience as citizens of the country undergoing the emergence from dictatorship - the reason for all the pivotal conflicts in the play. Placing the audience on the same level as Paulina and Roberto drives them to consider the actions they would have taken, had they been in the same predicament as Dorman’s characters.
It is clear that Dorfman’s study of justice is one which transcends the stage. In a play which is so easily applicable to real-world events, it seems only natural that the piece’s purpose be to prompt the audience towards their own conclusions. The casting of characters as clear representations of societal groups causes the audience to question the equity in each of their interactions, thereby causing them to question the equity in the actions of judicial systems in times of crisis. Paulina’s authoritative position throughout the trial seems as unethical as her perpetual silence before the trial. Such events pose as questions to the audience, and force them to decide what the correct procedure in these circumstances should be.
Word Count: 1483
Bibliography
Dorfman, Ariel. Death and the Maiden. London, Great Britain: Nick Hern Books,
1994.
The criteria used for assessing the HL Essay can be found in Marking Criteria .
Read the essay and make a short commentary of how you think it performs in each criterion area. Compare it to my comments:
This essay is highly analytical and interpretative throughout. It connects the craft of the literary work (and a work of fiction) to real-life contexts and universal concepts and themes in a highly convincing manner. The final body paragraph - ironically in some ways the least developed and thoroughly argued in terms of evidence - makes this connection and thus the value of this line of inquiry stark.
Literary features are appreciated throughout the essay, with the notion of allusion identified in the introduction, followed by an extremely strong thesis statement and topic sentences that connect choice and stagecraft with thematic effect. It is argued with plentiful evidence in terms of quotations, and is notable for its discussion of features unique to drama rather than just any other form of narrative fiction.
Extremely well-structured, with a strong introduction exploring the concepts rather than just the work, effective mapping of the essay in the thesis statement, strong topic sentences making effective interpretative points, with evidence embedded into the arguments effectively. A tiny quibble would be the slight imbalance of the third body paragraph, and the quotations need page references.
Language is highly effective throughout.
Now work out what marks you would give the essay. Compare it to my own:
How much of HL Essay - Great Examples (Literature) have you understood?
Which of the following best describes your feedback?
Check the Subject Guide and with your teacher for official information about the HL essay.
The HL essay is an external assessment . External assessments are marked by the IB. Teachers not involved in the marking of external assessments.
The HL essay is a 1200-1500 word essay that counts for 20% of the overall course.
Students must select a body of work OR a work that is the focus on their analysis. Students also need to choose a topic that will be part of the analysis. The Subject Guide suggests students could consult use one of course’s seven central concepts as a topic (pg. 43). The Subject Guide also states that the topic, “should enable a broad literary or linguistic focus for the essay” (pg. 43).
Students cannot use the same work or body of work for more than one assessment in the course. Therefore the work or body of work used for the HL essay CANNOT be the same one used in the Individual Oral. Also, if a student uses a work in the HL essay that work CANNOT be used for Paper 2.
Hle assessment criteria, criterion a: knowledge, understanding and interpretation.
Marks | Descriptor |
---|---|
1 | The essay shows knowledge and understanding of the work or body of work. Interpretations are relevant to the topic and supported by references to the work or body of work. |
2 | The essay shows knowledge and understanding of the work or body of work. Interpretations are relevant to the topic and supported by references to the work or body of work. |
3 | The essay shows knowledge and understanding of the work or body of work. Interpretations are relevant to the topic and supported by references to the work or body of work. |
4 | The essay shows a knowledge and understanding of the work or body of work. Interpretations are to the topic and supported by appropriate references to the work or body of work. |
5 | The essay shows knowledge and understanding of the work or body of work. Interpretations are to the topic and supported by convincing references to the work or body of work. |
Marks | Descriptor |
---|---|
1 | The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic. |
2 | The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic. |
3 | The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic. |
4 | The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic. |
5 | The essay shows analysis and evaluation of how uses stylistic and structural features to construct meaning on the topic. |
Marks | Descriptor |
---|---|
1 | The essay shows coherence, focus and organisation. |
2 | The essay shows coherence, focus and organisation. |
3 | The essay shows coherence, focus and organisation. |
4 | The essay shows coherence, focus and organisation. |
5 | The essay shows coherence, focus and organisation. |
Marks | Descriptor |
---|---|
1 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
2 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
3 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
4 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
5 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
RE: Research Question and Title of Extended Essay
Please note the statement below from the EE curriculum manager regarding the need to have both a title and a RQ for all subjects. Previous versions of the EE Guide indicated that the title and the RQ should be the same for History, Business Management and Mathematics. This is no longer the case. All essays, regardless of the subject, need to have both a RQ and a title.
Hi Kathy,
To answer your question, I am going to quote directly from a response John Royce provided, on this forum, in October in response to a very similar question: (it was a question about using Spanish sources - hence the mention of Spanish)
It is certainly permissible to use sources which are not in the language of the essay, but translation into the target language is required , one cannot assume that the reader understands the original language.
It is usual to quote the original as well as presenting the translation. [Do not put quotation marks around your translation, just around the original]
Umberto Eco argues ("in Mouse or rat?") that direct translation may lose meaning, paraphrase or use of different idioms may be required to get the ideas across. Paul Bellos ("Is that a fish in your ear?") makes a similar argument - direct translation may confound meaning... Direct translation may not be ideal - meaning and understanding are preferred - so, not to worry that your student with her good Spanish cannot present a direct translation.
What must be made clear is that the translations are those of the student; these are her understandings. Readers can make of that what they will - and if unsure, are presented with the original - they can seek another translation. A note in the acknowledgements and/or in the introduction to the effect that all translations are those of the writer is ... essential.
In response to the question about the Bibliography/Works cited, my preference would be to list the source in its original Thai version, but perhaps with the English in brackets, to help the examiner.
Your bibliography will have the entries in Thai characters first in the document. Any in-text citation to Thai sources will be in (Thai characters [English translation]).
Citation in Thai [English translation]
Works Cited Example:
วงษ์ปัญญา, ธนกร [Wongpunya, Thanakorn]. “โรงงานยาสูบรวยแค่ไหน และเอาเงินไปทำอะไรบ้าง.” [How rich is the Thailand Tobacco Monopoly and where does the money go?] (candidate translation). The Standard, The Standard, 30 Aug. 2018, thestandard.co/thailand-tobacco-monopoly/.
Required Formatting
The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject from which the topic is drawn. Given that the extended essay is a formally written research paper, it should strive to maintain a professional, academic look.
To help achieve this, the following formatting is required:
Submitting the extended essay in the required format will help set the tone of the essay and will aid readability for on-screen assessment by examiners.
Required S tructure
The structure of the essay is very important. It helps students to organize the argument, making the best use of the evidence collected.
There are six required elements of the final work to be submitted. More details about each element are given in the “Presentation” section. Please note that the order in which these elements are presented here is not necessarily the order in which they should be written.
Six required elements of the extended essay:
1. Required Title Page
The title page should include only the following information:
The upper limit is 4,000 words for all extended essays.
2. Required Contents Page
A contents page must be provided at the beginning of the extended essay and all pages should be numbered. Please note that an index page is not required and if included will be treated as if it is not present.
3. Required Introduction
The introduction should tell the reader what to expect in the essay. The introduction should make clear to the reader the focus of the essay, the scope of the research, in particular an indication of the sources to be used, and an insight into the line of argument to be taken.
While students should have a sense of the direction and key focus of their essay, it is sometimes advisable to finalize the introduction once the body of the essay is complete.
4. Required Body of the Essay (research, analysis, discussion, and evaluation)
The main task is writing the body of the essay, which should be presented in the form of a reasoned argument. The form of this varies with the subject of the essay but as the argument develops it should be clear to the reader what relevant evidence has been discovered, where/how it has been discovered and how it supports the argument. In some subjects, for example, the sciences, sub-headings within the main body of the essay will help the reader to understand the argument (and will also help the student to keep on track). In structuring their extended essay, students must take into consideration the expected conventions of the subject in which their extended essay is registered.
Once the main body of the essay is complete, it is possible to finalize the introduction (which tells the reader what to expect) and the conclusion (which says what has been achieved, including notes of any limitations and any questions that have not been resolved).
Any information that is important to the argument must not be included in appendices or footnotes/endnotes. The examiner will not read notes or appendices, so an essay that is not complete in itself will be compromised across the assessment criteria.
5. Required Conclusion
The conclusion says what has been achieved, including notes of any limitations and any questions that have not been resolved. While students might draw conclusions throughout the essay based on their findings, it is important that there is a final, summative conclusion at the end. This conclusion(s) must relate to the research question posed.
6. Required References & Bibliography
Students should use their chosen style of academic referencing as soon as they start writing. That way they are less likely to forget to include a citation. It is also easier than trying to add references at a later stage. For more information on this, refer to the guidelines in the IB document Effective citing and referencing.
Writing the essay takes time but if students have used their Researcher's reflection space and reflection sessions in a meaningful way they should be well prepared to develop their arguments.
Available in the library behind the desk are file folders of past Extended Essays by Concordian students and IB EE Exemplars. Feel free to browse the papers which must be kept in the library.
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My hle is around 1570 which is 70 words over the word count, i really can’t delete anymore sentences or words so just wanted to know how strict the ib is in this regard. And if they are strict, how many marks would it cost me.
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IMAGES
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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 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).
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 or a literary text or work studied during the course. 42 Language A: language and literature guide
Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. ... HL Essay - Great Examples (Literature) HL Essay - Great Examples (Non-literary Works) HL Sample: Non-literary Body of Work - George Monbiot's Essays ... Word Count: 1500. Bibliography: Examiner's Marks. A: 3. B: 2. C: 3. D: 3 . MY ...
The nature of the task. Students are required to write a formal essay of 1,200-1,500 words, which develops a particular line of inquiry of their own choice in connection with a literary text or work previously studied in class. The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and ...
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 ...
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.
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 ...
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 ...
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.
Literary Work & Sample Essay. Choosing an exact focus for the literary work is just as challenging as outlined in HL Essay - Choosing a Topic but at least the primary evidence for close analysis is clear.. A good piece of analysis can take many different forms and has much to do with effective exposition, deconstruction of well-chosen evidence, a coherent developing argument, and a conclusion ...
The HL essay is an external assessment. External assessments are marked by the IB. Teachers not involved in the marking of external assessments. The HL essay is a 1200-1500 word essay that counts for 20% of the overall course. Students must select a body of work OR a work that is the focus on their analysis. Students also need to choose a topic ...
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 ...
Your HL essay requirements are: 1200-1500 formal essay (a HL essay title page with: subject: English A Literature (Group 1), The Little Prince (Translated Free Choice), LOI: _____, Session: May 2021/22, Word count: 1200-1500, page numbers, 1 to double spacing, in-text citations in APA, MLA-8, or any other format, Works cited page or whatever ...
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.
Students also perform an oral activity presenting their analysis of a literary work and a non-literary body of work studied; HL students comply with an additional written coursework requirement which consists of writing a 1200 - 1500 word essay on one of the works or bodies of work studied. Language A: language and literature subject brief
The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper. One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students. Read about the extended essay in greater detail. You can also read about how the IB sets deadlines for ...
This subreddit encourages questions, constructive feedback, and the sharing of knowledge and resources among IB students, alumni, and teachers. ... MOD HL Essay Word Count - English Lang Lit . Group 1 Hey all, I was wondering whether the title/question of the HL Essay is counted in the word count or not? I assume the bibliography/citations aren ...
Ctrl + F reveals 22 quote marks so I that's 11 quotes I suppose, one of which isn't even from the book and couple of them are very short references to certain expressions. My advice is to ignore strict limitations and just shape the essay so that it best supports your argument (s) within the word limit. 2. Reply.
IB-provided. "Student sample extended essays, corresponding marks and comments from senior examiners are available for the following Diploma Programme disciplines. Please note that in light of not having authentic RPPFs to accompany these essays, they are marked against criteria A - D only, for a total of 28 possible marks.
I'm an IB entlish Lang n lit student n was wondering whether the HL essay word count included quotations ... In-text quotations are included in the word count with a lower limit of 1200 and an upper limit of 1500 words.
This subreddit encourages questions, constructive feedback, and the sharing of knowledge and resources among IB students, alumni, and teachers. Note that the subreddit is not run by the International Baccalaureate. ... HL English L&L Essay Word Count Group 1 So, my essay word count is 1629. But I have 183 words in quotations, therefore I would ...
Go through the extended essay course companion book (you can find the pdf online), and read the section of whats included in the word count. I think its page 131. My hle is around 1570 which is 70 words over the word count, i really can't delete anymore sentences or words so just wanted to know how strict the….