ib english thesis statement

Higher Level Essay

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.

HLE Writing Guide

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:

• 100-page course book with guidance on films, photos, cartoons, and many other non-literary BOWs
• 5 sample papers across genres
• Examiner scores and comments
• Line of Inquiry guidance
• Step-by-step approach to building the HLE in small and manageable chunks
• Complete set of graphic organizers to guide students from start to finish

Developing a Line of Inquiry and Thesis

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

The HLE Complete Course from Start to Finish

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

Some Sample Papers

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

Looking For More Support?

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.

Use the "31FREE" code at checkout to get 4 resources for the price of 3! Dismiss

IB English Guys

Newsletter signup.

English Collaborative

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.

• 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.

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 […]

Continue Reading

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 […]

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 […]

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)

• 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

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 […]

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 […]

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 […]

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)

• 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

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 […]

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 […]

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 […]

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 […]

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)

• 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

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 […]

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 […]

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. […]

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.

Photo by Marcel Friedrich on Unsplash

2 thoughts on “ IB English A Language and Literature: HL Essay Assessment Considerations ”

Thank you for this resource.

You’re welcome! If you see something that should be added, please let us know!

Leave a Reply Cancel reply

You must be logged in to post a comment.

• Find a tutor
• IB Languages
• November 9, 2023

Mastering the IB English IO: A Comprehensive Guide

The International Baccalaureate (IB) English Individual Oral (IO) is a pivotal component of the IB curriculum, carrying a significant weight in the final assessment. With the right approach, students can navigate this challenge and emerge with top marks. Drawing insights from seasoned IB educators, let’s delve into strategies that can help you secure a Level 7 in your IO.

Understanding the IO’s Significance

The IO is more than just a presentation; it’s a showcase of your analytical skills, understanding of literature, and ability to connect texts to global issues. For Standard Level (SL) students, it accounts for 30% of the final score, and for Higher Level (HL) students, 20%. This assessment involves a 10-minute presentation and a 5-minute Q&A session, making preparation crucial.

Selecting Your Texts and Global Issue

Begin by choosing a literary work and a non-literary body of work that you have studied. These texts should provide a rich ground for exploring a global issue—a theme that is significant, transcends national boundaries, and resonates with daily life, such as inequality or cultural conflict. Your task is to examine how these texts portray the selected global issue.

Crafting Your Presentation

The structure of your IO is paramount. Here’s a recommended framework:

•Introduction (1 minute): Introduce the global issue and its relevance, followed by a brief overview of the chosen works and your thesis statement.

•Body Paragraphs: Analyze how the global issue is presented in the overall texts and specific extracts. Dedicate about four minutes to each work, employing the Point-Evidence-Explanation (PEE) method for a robust analysis.

•Conclusion: Recapitulate your main arguments, reinforcing the connection between the texts and the global issue.

The Four Pillars of Assessment

Your IO will be evaluated based on four criteria, each with a ten-point scale:

1.Knowledge and Interpretation: Demonstrate a deep understanding of the texts and their nuances.

2.Analysis and Evaluation: Critically analyze the texts, providing insightful evaluations.

3.Focus and Structure: Maintain a clear, logical flow throughout the presentation.

4.Language: Utilize an academic register and appropriate literary terminology.

Level 7 Tips and Preparation

•Sample IOs: Listen to exemplary IOs to understand the caliber of a top-scoring presentation.

•Essay Practice: Write a comprehensive essay based on your IO structure and practice delivering it.

•Expert Guidance: Consider seeking feedback from IB experts who can provide tailored advice based on the texts you’re studying.

•Memorization and Practice: Memorize your essay and rehearse your delivery, aiming for clarity and confidence.

Final Thoughts

The IO is an opportunity to demonstrate the culmination of your IB English studies. It requires not just understanding of the texts and issues but also the ability to communicate your insights effectively. By following a structured approach, practicing diligently, and seeking expert advice when needed, you can approach your Individual Oral with the assurance that you’re prepared to excel.

Remember, the IO is as much about preparation as it is about performance. Take the time to understand your texts, connect with the global issues at hand, and refine your presentation skills. With these strategies in place, you’re well on your way to achieving a Level 7 in your IB English Individual Oral.

A friendly reminder: we’re here whenever you need help with your IO! Just send us a message now via WhatsApp or Facebook Messenger , or fill out our online form .

• About the IB
• Exam pattern
• Extended Essay
• IB Subjects
• IB Success Tips
• Internal Assessment (IA)
• Online learning
• Predicted Grades
• Uncategorized

RECENT POSTS

• Mastering Motivation and Stress for Exam Success April 16, 2024
• Top group study tips to make the most out of your time April 5, 2024
• Top IB Exam Preparation Techniques for Success March 30, 2024
• How to Navigate Post-Mock Challenges February 13, 2024
• Affordable Tutoring Options for IB Students February 12, 2024

Find me a tutor.

Please take one minute to fill in the form to tell us about your tuition needs. Once completed, one of our dedicated team members will reach out to you to fully understand your needs and find the best-match tutor. Our service is risk-free with our 100% money-back guarantee policy in the unlikely event that you are not satisfied with your matched ++tutor.

IB ++tutors is a Canadian company that is committed to providing global, high-quality IB private tutoring services by IB expert tutors.

Get Started

• How it works
• Free Lesson per Friend
• Affiliate Program
• Become a tutor
• IB School Support
• Privacy Policy
• Terms of Use
• Toll-Free Support (US & CA): 1-833-611-1133
• Global Support: +1-833-611-1133 (charges may apply)
• [email protected]
• 407 Iroquois Shore Rd. Unit 8, Suite V4 Oakville, Ontario, Canada L6H 1M3

• Oct 15, 2023

How to Master Your IB English Individual Oral (IO)

Updated: Oct 20, 2023

The IB English Individual Oral (IO) is an important assessment in the IB English curriculum, accounting for 30% at SL and 20% in HL of your final English A grade. To help you, our team wrote this guide to help you regardless of where you are in the process!

Understanding the Assessment Criteria

The first step to any assessment is understanding the assessment criteria, for the English individual oral in particular, one must understand what the examiners are looking out for. Below are the criteria used in the IB English IO, use it to find a clear direction in your preparation, and keep it in mind when writing your IO up.

Crafting a Compelling Global Issue

Crafting a strong global issue statement forms the backbone of your presentation. Your global issue should be concise, focused, and reflect the main theme or argument you aim to explore. For instance, a thesis statement could be something along the lines of: "The consequences of government-sanctioned violence on individual morality." Keep in mind, that these global issues should be present both locally and globally, while also being particularly relevant in the present day.

Here are some topics we think might be helpful:

The Palestine-Israel conflict

The Russia-Ukraine conflict

The passing of loved ones

Religious conflicts

Differences in political values and their effect

While it isn't mandatory as of 2021, we still do recommend our students to centre their global issues around one of the following 5 themes:

Culture, identity and community

Beliefs, values and education

Politics, power and justice

Art, creativity and the imagination

Science, technology and the environment

Selecting the Right Text

While this arguably should go before writing your global issue, we’ve found that it's better to take a look at a lot of texts, decide your global issue, and then choose which text fits your global issue best. Opt for texts that resonate with you and align with your global issue, selecting texts with rich literary techniques and themes will provide you with ample material for analysis, remember, you’re going to be looking at these for a while!

Balancing Close and Wide Analysis

To demonstrate your analytical prowess, strive for a balance between close and wide analysis techniques, close analysis involves examining specific passages or literary devices in detail, allowing you to delve into the intricacies of the text. For instance, analyzing the use of imagery in a poem to convey a certain mood or emotion. Wide analysis, on the other hand, explores broader themes, and historical context, focusing on connections to other texts in the body of work (BOW - refers to the collection or book that the extract was taken from). This could involve discussing the socio-political climate during the time the text was written. By incorporating both approaches, you demonstrate a comprehensive understanding of the text and its wider implications.

Structuring your Presentation

Your English IO should remain balanced between both texts of choice, we recommend the following structure: 1 minute - Introduction, 4 minutes - Text 1, 4 minutes - Text 2, 1 minute - Conclusion, after which your teacher will question you for approximately 5 minutes. Under each of your text segments, you should "zoom in" and "zoom out" in a structured manner, using either 2 minutes for each segment going from one to the other or do it in 4 separate 1-minute points, with 2 points allocated for each perspective.

Practice and Rehearse

Practice makes perfect, and this holds for your IO presentation. Dedicate ample time to practice and rehearse your presentation, we recommend something along tinge lines of 30-45 minutes a day for 2 weeks leading up to the IO. Remember, familiarizing yourself with the content, working on your delivery, and paying attention to your body language and timing are necessary if you are aiming for a high score. Consider recording yourself while practising in front of a friend or family member who can provide constructive feedback, also helping you experience what it will be like when you give your final presentation. Look back on the recordings and work on anything you may notice.

Engaging with the Examiner

The interactive questioning phase is an opportunity to showcase your critical thinking skills and engage in meaningful discussions. Actively listen to the examiner's questions, take a moment to reflect, and respond thoughtfully. Support your responses with evidence and examples from your texts, and be open to different interpretations and perspectives. Additionally, remember to connect with the examiner through eye contact, confident body language, and clear and articulate delivery.

Seeking Feedback and Continuous Improvement

Feedback is invaluable in refining your presentation. Seek feedback from your teacher, peers, or mentors who can provide fresh insights and suggestions for improvement. Embrace constructive criticism and make the necessary revisions to enhance the quality of your presentation. Additionally, work on incorporating feedback into your practice sessions to continuously improve your skills.

Dealing with Nerves

Presenting in front of an examiner can be nerve-wracking, especially for students who may not have much experience with public speaking. To manage nerves, try deep breathing exercises or visualization techniques before your presentation, and remind yourself of your preparation and expertise in the subject matter. Also, remember that nerves can sometimes be a sign of excitement, so channel that energy positively into your presentation.

How Can We Help?

By implementing these strategies, you can approach your IB English Individual Oral with confidence and increase your chances of success. The IB English IO will, of course, seem daunting to most, so if you need additional help, consider us at AceMinds Education, starting with a free aptitude test and 1-hour session, we’ll provide you with any help you may need with our one-on-one tutoring and

• IB Tips and Guides

Recent Posts

7 Tips on How To Write A TOK Essay in 2023

How To Get a 45 in IB: 7 Specific Strategies and Tips for Year 12 Students

Overcoming IB Stress: 6 Tips From IB Graduates

IBDP English A: Language & Literature

InThinking Revision Sites for students

Website by Neil Allen

Updated 2 February 2023

Free Access Weekend!

P1 - examination questions, p2 - examination questions, individual oral, the learner portfolio, extended essay, essential knowledge.

• DP Chemistry
• DP English A: Language & Literature
• DP Maths: Analysis & Approaches
• DP Maths: Applications & Interpretations SL
• DP Spanish B

   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

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:

How much of HL Essay - Student Samples have you understood?

Which of the following best describes your feedback?

English A Paper 1 Annotation (ACTS Method of Analysis)

People often ask us IB English teachers, “How do I know what I need to highlight in a Paper 1 text?” It’s not an easy question to answer because every text is different. However, it’s clear that in a 1 hour 15 minutes exam (SL) where you have to analyze an unseen text or 2 hours 15 minutes exam (HL) where 2 texts await you, time is not your friend.

Arguably, the most important aspect of any Paper 1 text is the author’s purpose. What is the author trying to tell the reader? What do they want you to think about during and after reading or viewing the text? What ideas are they trying to share with you? Have they written the text to persuade, inform or entertain (PIE)? Or is this text merely sharing an opinion or explanation? The former three purposes represent the three main surface-level types of author’s purpose (PIE) but you need to delve much deeper if you want a strong score. An advert obviously tries to persuade but to do what? More importantly, how does it persuade? Who does it try to persuade or who would such persuasive techniques more likely succeed to persuade? How do the form and meaning combine to persuade? Are there some readers who it would not manage to persuade?

<MORE>

Some of these questions can be answered easier than others – answers often leap out as you first read a text but other points remain elusive until after an exam and you start discussing it with your classmates. It’s easy to miss certain points within a text when you have no organized method of annotation. What you should annotate and write about is always different but always similar.

To analyze a text well, you need to comprehend it well. The following (Big 5) should be the minimum of the questions that you are trying to solve:

Audience and Purpose – Who wrote the text? Who was it written for? Why did the writer write it? 

Content and Theme – What is the text about? 

Tone and Mood – What is the writer’s tone? How does the text make the reader feel? 

Stylistic Devices / Structure – What stylistic devices does the writer use?  / What kind of text is it? What structural conventions are used?

Before the start of your IB English A Language & Literature Paper 1 exam, you are given 5 minutes to look at the texts. SL students should choose one text. HL (new curriculum) need to write two separate analyses. Firstly, go to the bottom of the text to see the text-type and author’s name – these give you hints about context before you start reading. There may also be contextual hints at the start. Next, use the time to skim both texts quickly (2 minutes). SL students, trust your gut instinct and just go with it. After skimming, read through the text slowly but don’t annotate yet. Get a feel for the author’s main idea(s) and how they try to fulfill that purpose. Then, use one of the methods of analysis (ACTS, SOAPSTONES, STATIC, etc.) and start highlighting sections like a lunatic! Use the margin to add notes – is it about stylistics or structure? Why has the author chosen it and what effect does it have on the writing? How do devices combine? What effect does the image (if there is one) have on the text and reader?

Generally, you need to show that you understand how the author fulfills their purpose but you also need to show an understanding of the importance of context and who the target audience is/are, as well as conveying that you know how all of the different parts interconnect. The ACTS model is often criticized by teachers for not being thorough enough but has also been utilized to produce level 7 responses. The truth is that teachers often have a very convoluted idea of what the IB is looking for in an English A Paper 1 answer. ACTS, STATIC or TEAPCALIM all serve the purpose of helping you quickly remember the main points to analyze. How you choose to structure an essay is much more complex.

Our advice is to always include a thesis statement at the end of the introduction. This should use the author’s purpose as the anchor point and include how the author attempts to fulfill their purpose, including the (intended) effect on the reader. Paragraphs obviously need to combine to fully answer your thesis statement but there must also be an organized flow. This shows the examiner that you understand how different features of the text combine to create meaning.

You might hear from some teachers that an analysis must have an introduction, three body paragraphs, and a conclusion. This is perfectly correct except that your analysis must have at least three body paragraphs. Teachers who prescribe to such stringent structures are either highly pessimistic of their students’ abilities to express themselves outwith a strict framework, have not read enough great examples of multiple body paragraph responses or have never read the rubric. It is possible to write eight (shorter) body paragraphs and score a 7. The important thing is that you take steps toward proving your thesis statement and that you follow a logical method. We recommend the PEEL (Point, Example, Elaborate and Link back to Point – which is in turn linked to the thesis statement) method for shorter paragraphs or using a topic sentence then PEEPEEL (or similar) for longer paragraphs.

In a future post, we will explore different ways to plan paragraphs.

<LESS>

Start typing and press enter to search

Please enable JavaScript in your browser to view the content

IB Language and Literature SL - how do I structure the Paper 1?

This is a demonstration of how to write the IB Language and Literature Standard Level Paper 1, the new curriculum cohort starting 2021.

1 Expert Answer

Birgitte J. answered • 10/02/20

Writing (IB, IGCSE, ToK, research writing, college essay)

Paper 1: IB English Language and Literature Standard Level Preparation

First Examination Session: May 2021, Time: 1 hour 15 minutes

How to write the commentary in 12 steps

1) Decide on which text you want to analyze and determine the text type. (You should aim to practice identifying the features of different text types prior to the exam). Pick the text with the most substance you feel you can comment on in an intelligent manner. Spend a maximum of 5 minutes making this decision.

2) Give an initial reading of your chosen passage and try to identify its overall message. Helpful questions you can ask yourself at this stage are: What is the purpose of the text? What meaning is the author trying to convey? What is the central emotional resonance? It may be helpful to use the SOAPSTONE acronym to remember the important parts in the text or the OPTIC method for visual analysis. Also, at the bottom of the text notice a prompt or question that hints at what to look for in the text. 

3) Spend some time thinking about this, and then formulate a thesis statement : a single sentence that states very clearly your exact impression of the text.

4) Go over the text, this time asking yourself the question: how is the author accomplishing this aim? This should not be an attempt to spot features randomly, but considering how language has been used to convey the message or meaning of the text. Annotate thoroughly, scouring the text for as many different linguistic devices that serve your thesis statement.

5) After about five minutes of close reading, you should hopefully have found three or four major linguistic ways in which the author is conveying the meaning or message. Select at least two quotations from each of these ways and organize them under headings, for example: natural imagery, religious symbolism, irony, a war motif, use of rhythm, punctuation and more. 

6) Now you are ready to begin your plan. Write your full thesis statement. The thesis statement should combine your overall impression of the passage with a precise indication of the three main linguistic areas you are going to focus on. For example: In “The Masque of the Red Death,” Edgar Allan Poe uses the symbolism of the stranger, the clock, and the seventh room to develop the theme of death. 

7) Now plan each of your three paragraphs. Select at least two quotations, one from the beginning and another from the middle or end of your text, demonstrating an appreciation for the literary feature across the passage and noting any developments such as for example; a change in perspective or tone. For each quotation, write a few words in your plan that will help you analyze the language of the quotation.  

8) Once you have completed this for all your paragraphs, you are ready to start writing! You should spend around 30 minutes on your plan: this may seem like a lot of time but when you come to writing the commentary you will save time because you know exactly what you are writing about in each of your paragraphs. 

9) Begin the commentary with some brief context about the passage, 1-3 sentences. (Identify the text type, use SOAPSTONE to help you understand what is important about the context for the passage). The next sentence should be your thesis statement , which should be stated in a precise and clear manner. Then outline the three main text features you will be focusing on. Avoid vague descriptions like ‘structure, form, tone’ but instead add more descriptive adjectives that show you have a more subtle appreciation of these devices, for example: ‘chiastic structure, war motif, sombre tone.’

11) Next, go into your first paragraph. Think of each paragraph as being a self-contained mini-essay. Make a Point, Illustrate with a quotation, Explain (analyze) ( P.I.E Method for structuring paragraphs ). Each of your quotations should merely be illustrations of the point you make in your opening sentence. Make sure you analyze the specific language of each quotation, remembering each time to connect those thoughts to the message of your thesis statement. As you progress through the commentary, remember to quote frequently from the text. Keep the quotations short so you can go into lots of details about the techniques being used.

12) Your conclusion , much like your introduction, should be short. Summarize your main points and how these points build towards your thesis statement. Hopefully the process of writing the commentary has prompted you to think more deeply about the purpose or meaning of the text and you may want to add a thought about that here. End the conclusion with a reference to your thesis statement. 

The most important thing is to demonstrate that you understand what the text is about, how the writer has conveyed the message through language features, and that you structure your essay clearly and in a coherent and connected fashion. If you would like individual help with your Paper 1 commentaries, please reach out to me. I can work with you on analyzing text examples of the new Paper 1, review and grade student responses, review examiner comments on those responses, and I can help you structure your own practice essay. Assuming you get these samples from your teacher, I can help you with any Paper 1 text you want to share with me. 

Still looking for help? Get the right answer, fast.

Get a free answer to a quick problem. Most questions answered within 4 hours.

Choose an expert and meet online. No packages or subscriptions, pay only for the time you need.

RELATED TOPICS

Related questions, how can i write a letter.

Answers · 10

I need a scary sentence story starter! I'm stuck on this for hours! Fast, I need Help!

Answers · 18

How do you write a newspaper Article?

Answers · 12

How do write an epilogue for an autobiography?

Answers · 7

what specific resources willyou use to make sure this area is well presented and covered

Answers · 11

RECOMMENDED TUTORS

find an online tutor

• Writing tutors
• Creative Writing tutors
• SAT Writing tutors
• Dissertation Writing tutors
• Reading tutors
• Legal Writing tutors
• Research Paper Writing tutors
• SAT Reading tutors

related lessons

• ESL Writing Project – Student Surveys
• ESL Activity: Writing a Letter in English
• ESL Activities: Creative Writing
• GRE Analytical Writing Test Format and Strategies
• SAT Writing Test Format and Strategies
• ACT Writing Test Format and Strategies
• Writing Two-Column Geometric Proofs
• Writing Help Resources

• [email protected]
• Get 21% OFF . Use the code: FIRST21

IB English Paper 2 Writing Guide

Table of contents.

I’ve had many experiences helping IB students, so preparing for IB English Paper 2 can be challenging and fun. This test isn’t just about knowing about literature; it’s also about showing that you can analyze something complex quickly. In this post, I will give some essential tips and ideas to help you do well on Paper 2 English IB.

What Is IB English Paper 2?

IB English Paper 2 is a part of the English A test for the International Baccalaureate Diploma Program. This test is mostly about literature and compares two or more works to see how well students can think critically and understand what they are reading. I’ve been teaching kids about the IB program for years and have seen how Paper 2 pushes them to use what they’ve learned in profound and complex ways.

Paper 1 is an unseen textual analysis assignment. Paper 2 asks students to write articles that compare and contrast at least two literary works they have read in the course. This test assesses how well you understand the texts, how deeply you can analyze them, and how critically you can think about different types of writing.

These are some crucial parts of IB English Paper 2:

• Duration and format . The test is two hours long and has essay questions about the types of writing you’ve studied, like drama, poems, or prose.
• Comparative study . Students must show they can look at themes, characters, and literary methods to find similarities and differences between works.
• References in the text . The best papers are supported by precise textual references illustrating the points made.

I think doing well on IB English Paper 2 requires careful studying and a flexible approach to the test. According to IB standards, students should not only show that they understand the works but also that they can think deeply about how they relate to each other. From my experience, the best way to prepare for an exam is to read a lot, write compared essays repeatedly, and participate in conversations that help you better understand literary subtleties. Students can do well on Paper 2 and enjoy the art of writing if they master these skills.

What Is the Format of the IB English Paper 2 Exam?

Differences exist between SL and HL English students. SL students have 1.5 hours for the exam, whereas HL students receive 2 hours. At this time, you are tasked with composing a comparative essay. You must thoroughly understand the expectations and strive to meet them effectively.

Structure of the Exam and Time Allotment

The structure of the exam is designed to challenge your analytical and interpretative skills. I’ve seen that students who manage their time usually do well. To use a planned method, you should plan your essays for about 30 minutes and then write them for the other 90 minutes. Using this method, you can carefully arrange your ideas and craft your reasons, ensuring that each point is well-thought-out and given clearly.

Types of Questions Students Asked

The questions in IB English Paper 2 mainly involve comparing two or more literary works . These questions aren’t just about finding patterns and differences; they also ask how and why they are essential in writing. I think it’s crucial to make complicated links between ideas, people, and places. You must care about the works and know much about using literary techniques.

I highly suggest you practice with different questions to gain confidence and speed when answering them. It will help you think more critically when time is short and apply what you know to various situations. When students answer many practice questions and think about their answers, I’ve seen them build a more profound knowledge of the literature, which is essential for getting a good score on Paper 2.

How to Answer IB English Paper 2 Questions?

To correctly answer IB English Paper 2 questions, you need a plan that integrates information, research, and writing skills. As an experienced IB teacher, I know that a well-prepared student can do well on this challenging part of the IB English test by following a set of steps.

Firstly, you must understand the question entirely. Break the question into several parts to ensure you know what it wants you to do. I’ve seen that misinterpreting the question is a frequent mistake that can significantly lower your score.

Once you grasp the question, plan your response. Here’s a simple checklist to guide your planning:

• Find the central ideas or parts of the writings that the question brings out.
• Figure out what the writings have in common or what makes them different.
• Outline your case and make sure it directly answers the question.
• Pick the information from the books that most support your point of view.

When you write your essay , the thesis statement and list of things you will discuss should be apparent initially. This part is a strong base for your case. IB standards say you need a clear case that connects directly to the texts and the question.

Develop your points in a planned way in the body of your essay. As far as I know, each paragraph should be about a different part of your comparison or analysis and should connect back to your thesis. Use quotes from the texts to back up your points, and then examine these quotes to show that you have a better knowledge of the texts.

In the last part of your essay, you should restate your key points and explain how they answer the question again. This ending is critical because it strengthens your case and affects the last reviewer.

From my experience, using these techniques can make you feel more confident and help you do well on Paper 2 questions. Remember that every writing is a chance to show how well you understand and can analyze literature.

How to Prepare for IB English Paper 2?

Preparing for IB English Paper 2 is a big part of doing well in the International Baccalaureate Diploma Programme. As an experienced IB writer who has taught students for years, I’ve seen firsthand how proper planning can improve success. In this guide, I’ll give you some of my best tips on how to get the best marks.

Fully Understand the Syllabus

From what I’ve seen, it’s vital to understand the course material. Make sure you know every piece of literature that is part of your training. This knowledge will help you connect between books, a big part of Paper 2.

Learn how to Do Comparative Analysis

Paper 2 is built around comparative analysis . Find multiple works’ themes, ideas, and artistic elements and see how they relate or vary. I suggest making thorough charts that compare these things next to each other. It will help you see the links and differences more clearly.

Make Your Thesis Strong

A strong thesis statement tells your essay what it will be about. It shouldn’t just answer the question but also add something new. IB standards say writing with a precise, logical topic tends to get better grades. You should spend a lot of time working on your thesis until it clearly states your main point.

Get Help With Your Paper

Work on managing your time.

Managing your time well can make or break how well you do on a test. From what I’ve seen, practice while timed is very helpful. Stick to the time limits for planning, writing, and reading your writings, and try to make the test set as similar to the real thing as possible.

Ask for Feedback

Feedback is a great way to improve. I know that getting comments on your writing from teachers or peers daily can help you see things differently and where you need to improve. To improve at writing, make it a habit to use this feedback during your practice sessions.

You Might Also Like:

• How to Write an Executive Summary for an Essay
• How to Write an Explanatory Essay
• How to Write Interesting Essays
• Argumentative Essay Introduction
• Strong Transition Words for Essays
• How to Write a Reaction Paper About an Article
• How to Ask Questions in an Essay
• How to Create Essay Title
• How to Analyze a Short Story

Pitfalls in IB English Paper 2 and How to Avoid Them

One big mistake is not having a clear point or case . IB rules say that an essay needs to have a focused point directly related to the question to get a good grade. I’ve seen that writings that stray too far from the main idea get lower grades. You should always start your essay with a strong, clear thesis statement to avoid this. Make sure that each piece directly supports this argument.

Another common problem is that there isn’t enough written proof . A good IB English essay uses exact quotes and thorough literary references to support its points. Some students make the mistake of making broad claims about the text without providing proof. To avoid this, always use quotes in your research and show how they help your points.

Keeping track of time is another big problem during the test. Many students have trouble finishing their essays in time , which can cause points to fall short or conclusions to be drawn too quickly. I believe it is very important to practice while timed. Regular practice sessions should be timed to look like the actual test.

Lastly, another common mistake is forgetting that the paper needs to be finished . A good ending not only restates the key points but also shows how the thesis is related to the question. You should take a few minutes at the end of your writing process to develop a thoughtful ending that will stick with the reviewer.

As we wrap up this guide, remember that you will do well on IB English Paper 2 if you prepare well and follow a plan. Have faith in your skills and feel good about taking the test. Good luck! Also, we can help you if you remain confused and need help with English Paper 2 or any other IB Student Help .

Nick Radlinsky

Nick Radlinsky is a devoted educator, marketing specialist, and management expert with more than 15 years of experience in the education sector. After obtaining his business degree in 2016, Nick embarked on a quest to achieve his PhD, driven by his commitment to enhancing education for students worldwide. His vast experience, starting in 2008, has established him as a reputable authority in the field.

Nick's article, featured in Routledge's " Entrepreneurship in Central and Eastern Europe: Development through Internationalization ," highlights his sharp insights and unwavering dedication to advancing the educational landscape. Inspired by his personal motto, "Make education better," Nick's mission is to streamline students' lives and foster efficient learning. His inventive ideas and leadership have contributed to the transformation of numerous educational experiences, distinguishing him as a true innovator in his field.

Best Effective Time Management Strategies in IB Diploma

For the IB Diploma, where homework, projects, and tests can quickly pile up, learning how to handle your time well is essential. I believe that coming up with good ways to handle your time is not only helpful, it’s necessary.

How to Develop a Research Question for IB IA?

The most important thing for a good IB Internal Assessment (IA) is coming up with a good research question. As a former IB writer, I can promise you that a well-written research question will not only help you with your research, but it will also help you keep your analysis on track and make sense.

To do well on IB English Paper 2, you need to know not only the texts, but also how to compare and contrast them in a test-like setting. I use my many years of experience as an IB teacher to give you important tips and techniques in this complete guide.

IB Paper 1 Writing Guide

As an experienced IB writer, I’ve compiled this complete guide to help you feel strong as you take on this critical part of the IB Diploma Programme. This article details the methods and skills you need to ace Paper 1, from understanding how the test is set up and choosing the right texts.

IB Economics IA Article Suggestions 2024/2025

When IB students start their Economics Internal Assessment (IA), it’s important for them to pick an interesting topic. For the school years 2024/2025, we will consider many different areas of economics, ranging from the rise of inflation to the changing nature of global trade.

What Are the Easiest and Hardest Extended Essay Subjects?

In this article, we discuss the easiest and hardest extended essay subjects, providing insights to help you make an informed decision. From the creative freedom found in the Arts to the demanding nature of the Experimental Sciences, we break down into what makes a subject approachable or daunting.

© 2024  I Bstudenthelp.com. This website is owned and operated by Udeepi OU Harju maakond, Tallinn, Lasnamäe linnaosa, Sepapaja tn 6, 15551. Disclaimer : Services we provide are only to assist the buyer like a guideline to complete any kind of writing assignment. Privacy Policy Terms and Conditions Cookie Policy Revision Policy Refund Policy

Exam prep, planning and writing guide.

Craft a strong thesis for Paper 2

Quick lesson on writing and phrasing a strong thesis.

This lesson is for Pro members only

Purchase LitLearn Pro to get immediate access to this lesson, along with all premium resources for Learn Analysis, Questionbank, Paper 1, Paper 2 & Individual Oral.

• List of thesis formats
• Paper 2 Thesis checklist

Not ready to sign up yet? Free

No email signup required. Access these lessons now.

Learn Analysis

The 3 basic principles essential to IB English analysis

Learn how to analyze diction for IB English

Learn how to analyze modality & imperative language for IB English

Questionbank

Try Question 7 from the Analysis Questionbank

Try Question 23 from the Analysis Questionbank

Free introductory guide to the Paper 1 guided analysis exam

The 3 ingredients you're not including in your thesis

Free introductory guide to the Paper 2 comparative analysis exam

Covers the levels of knowledge crucial to Paper 2 preparation

Individual Oral

Free introductory guide to the Individual Oral assessment

Helpful list of global issue starters to kickstart your imagination.

Higher Level Essay

Free introductory guide to the HLE assessment

Choose Your Test

• Search Blogs By Category
• College Admissions
• AP and IB Exams
• GPA and Coursework

The Complete IB Extended Essay Guide: Examples, Topics, and Ideas

International Baccalaureate (IB)

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:

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.

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?

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...

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!

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.

Here is the breakdown of EE scores (from the May 2021 bulletin):

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.

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

What's Next?

Trying to figure out what extracurriculars you should do? Learn more about participating in the Science Olympiad , starting a club , doing volunteer work , and joining Student Government .

Studying for the SAT? Check out our expert study guide to the SAT . Taking the SAT in a month or so? Learn how to cram effectively for this important test .

Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

Trending Now

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

ACT vs. SAT: Which Test Should You Take?

When should you take the SAT or ACT?

Get Your Free

Find Your Target SAT Score

Free Complete Official SAT Practice Tests

How to Get a Perfect SAT Score, by an Expert Full Scorer

Score 800 on SAT Math

Score 800 on SAT Reading and Writing

How to Improve Your Low SAT Score

Score 600 on SAT Math

Score 600 on SAT Reading and Writing

Find Your Target ACT Score

Complete Official Free ACT Practice Tests

How to Get a Perfect ACT Score, by a 36 Full Scorer

Get a 36 on ACT English

Get a 36 on ACT Math

Get a 36 on ACT Reading

Get a 36 on ACT Science

How to Improve Your Low ACT Score

Get a 24 on ACT English

Get a 24 on ACT Math

Get a 24 on ACT Reading

Get a 24 on ACT Science

Stay Informed

Get the latest articles and test prep tips!

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!