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IB English HLE Explained

Free introductory guide to IB English Higher Level Essay (HLE) by IB44 and IB45 graduates Lareina Shen and Saesha Grover.

In this guide, LitLearn students (and 2022 IB grads!)  Lareina Shen and Saesha Grover share their wisdom on how to conquer the IB English Higher Level Essay (HLE).

Lareina achieved an IB44, and Saesha achieved an IB45 as well as the coveted IB7 in IB English Literature HL, so you are in safe hands.

Meet your instructor Jackson Huang, Founder of LitLearn. His mission is to make IB English as pain-free as possible with fun, practical lessons. Jackson scored an IB45 and was accepted to Harvard, Amherst, Williams Colleges, and full scholarships to University of Melbourne & Queensland.

What is IB English HLE?

The HL Essay (HLE) is a 1200-1500 word essay about a text studied in the IB English course. For Lang Lit, the work you choose to analyze can be literary or non-literary, but for IB English Literature the text must be literary.

The HLE will make up  25% of your final IB English HL grade , and it is graded externally. You must choose your own line of inquiry   (i.e. a question that you will answer in your HLE–more on this later).

How do I choose my text for HLE?

Do NOT choose the “easiest” text. Life is always better when you do things you're interested in, and that advice applies to the HLE, too. Choose the literary / non-literary work that interests  you the most, so that you can (semi?)-enjoy the HLE planning and writing process.

You could start by thinking of a theme that you find particularly interesting and determining which text studied in class demonstrates this theme well.

How do I choose my line of inquiry for HLE?

The line of inquiry is the core question that you will answer in your essay. A quick example might be:

"To what extent is masculinity undermined by the characterisation of Little Thomas?"

Now, it's your job to forge your destiny and come up with your own line of inquiry. But it's not a complete free-for all! There are rules. The main rule is that your line of inquiry must fall under one of the 7 main concepts of IB English (see below for a quick summary).

This summary is vague, so let's go in-depth on a couple of these concepts to really show you what you should be doing in the HLE.

Identity is what makes you, YOU. Here are some questions the concern your own personal identity:

• What is your favourite colour? And why is it your favourite?
• What makes you different from others? Why do you think these qualities came to be?
• How would someone describe you in three words?

Now apply this same logic to characters within your text.

• How would you describe this character in three words?
• How do their actions within a text influence your view of their identity?
• How has the author crafted this character to make you view the character in a certain way?

Let's take a look at a concrete example of how we might choose evidence and quotes for a HLE on cultural identity. This example is based on a Vietnamese work in translation “Ru” by author Kim Thúy. For context, “Ru” is an autobiographical fictional account which explores Kim Thúy's move from Vietnam to Canada as an immigrant and her consequent struggles. The structure of her novel is largely lyrical and poetic.

Let's look at a section from her novel that may help us come up with an essay idea based on the concept of Identity. When she returns to Vietnam, she attends a restaurant, however this becomes a major awakening for her in terms of how she views her own personal identity. Kim narrates within her novel:

The first time I carried a briefcase, the first time I went to a restaurant school for young adults in Hanoi, wearing heels and a straight skirt, the waiter for my table didn't understand why I was speaking Vietnamese with him. Page 77, Rú

This is a perfect quote for the Identity concept. Can you see why? Let's think through it together…

Why would the waiter be confused if Kim, a “briefcase”-carrying individual in “heels” and a “straight skirt”, was speaking Vietnamese with him?

What does being “Vietnamese” look like to the waiter? Why does Kim not conform to his expectation? Was it perhaps due to what she was wearing?

Now, if we look at the section which follows this in the novel, we are able to see the impact this had on the character of Kim's sense of identity.

the young waiter reminded me that I couldn't have everything, that I no longer had the right to declare I was Vietnamese because I no longer had their fragility, their uncertainty, their fears. And he was right to remind me. Page 77, Rú

Here, we can clearly see that this character is now questioning her Vietnamese cultural identity. This is just one example that demonstrates the concept of Identity.

Culture seems to be this confusing thing.  Does it have to do with religion? Race? Beliefs? What does it mean? Does the monster from Frankenstein fit into a certain culture?

The easiest way to put it is this:  Culture is the way someone lives. It is their “way of life.” Think of it as an umbrella term. “Culture” can include so many different things; the list just goes on, for example religion, values, customs, beliefs, cuisine, etc.

Now think, how would I form an essay from this concept?

• When you read a text in class, you will notice that authors let you form an opinion on the culture of certain characters or groups within a text, but how is this done?
• How does the author represent the culture of a certain community?
• What types of patterns in daily routines are discussed?

It seems odd writing an essay about “creativity” because… like… how can anyone definitively say what ‘counts' as being creative–or not? When I say the word creativity , I think of new inventions, or maybe those weird and wacky art installations living inside those ‘modern art' museums. But hey, what's creative to me might not be creative to you!

When formulating a HLE on the concept of creativity we have two main pointers for you. Look for:

• Interesting + Unique techniques or literary devices used within a text by the author. You can learn more in the  Learn Analysis section of LitLearn.
• Recurring stylistic choices by the author

Now, for this concept, let's look at how we might select supportive evidence and quotations for a HLE on creativity within the narrative style of author Mary Shelley in “Frankenstein”. The narrative style uses  epistolary narration . This is a narrative technique in which a story is told through letters. This was something that I found both interesting and recurring within Frankenstein, which I believe worked to create a personal touch within the novel.

Additionally, Mary Shelley allows different characters to narrate Frankenstein during different volumes. Let's investigate this! I have written out different character profiles of the narrators below:

These 3 characters, each relate a part of the novel Frankenstein. This is an example of a creative authorial choice that allows us, as readers to explore different points of view within the text. This is just one example of a creative aspect of a text which you can analyze for your HLE.

Representation

Representation is all about how something is  portrayed, conveyed, shown, described, illustrated, depicted . There are many different things that can be ‘represented' within a text, and it doesn't have to be tangible.

For instance, you can look at how a belief, idea or attitude is depicted within a text through different characters or devices.

Again, let's explore a concrete example to make things clear: this time the graphic novel “Persepolis”. We'll consider an HLE on how a text  represents the  impact of political turmoil on society .

Chapter 10 of “Persepolis” highlights societal changes occurring due to the Iranian Revolution. The panels below list the authorial choices relevant to the negative representation of political change in a society. When looking at the techniques highlighted in the slides below, think about how you feel when you look at the panels below. Can you sense a more positive or negative feeling?

Cool, but what do we do to turn all this into an actual HL essay? Here is a sample response. The introduction might begin like this:

In the captivating graphic novel “Persepolis,” the author Marjane Satrapi explores the social and political impacts of the Iranian revolution. In particular, Satrapi conveys a disapproving viewpoint on political turmoil within the text. Throughout the graphic novel, Satrapi carefully represents how social isolation, hypocrisy and confusion is experienced by a young girl living in Tehran, as a result of political turmoil.  Example HLE Introduction

Then, in a body paragraph, on one of the key ideas mentioned above, we could analyze the different literary techniques. For example, Panel 1 is a great representation of the experience of confusion in the midst of political turmoil:

Marji is the younger girl pictured in the panels above. While her parents appear quite concerned by the news on the TV, she appears to not be in full comprehension of the cause for their distress. This is demonstrated by the visual imagery and dialogue, in panel 7, for instance, if you observe the facial expressions by each of the characters. Example of analysis in body paragraph

This is just a short example from one particular text. To help you unpack any text, try look for the following when analyzing chapter to chapter:

• What is the main idea of the chapter?
• Why did the author write it? What purpose does it serve?
• What do you believe is the overarching importance of the passage?

Brainstorming Tips

If you're having trouble picking your text and line of inquiry, then use this simple 20-minute process to brainstorm potential questions for your HLE:

• For each text / non-literary work, go through each concept in the table below.
• Write down a question for each of the two prompts for each category.
• Repeat for all of your texts.
• Pick the question-text combination that has the greatest potential for strong analysis.

How do I ensure my HLE question has a good scope?

Choosing a question with good scope is extremely   important, and it's one of the biggest challenges in the HLE. Here's why:

• If your scope is too broad , you may have too much to write about in order to answer the question, and therefore you won't be able to write deep analysis (which is super important–more on this later…)
• If your scope is too narrow , you may not have enough to write about and end up overanalyzing unnecessary and obscure details. Also something to avoid!

So, to help you get the balance just right , here are three examples of HLE questions, specifically for the concept of  Identity which we mentioned in the table above (by the way, the example is a made-up novel for illustration purposes).

• Too broad: “How does Irene Majov in her novel  Deadly Men effectively make her narrator a powerful mouthpiece?”
• Too narrow: “How does Irene Majov in her novel  Deadly Men effectively make her narrator a powerful mouthpiece for the concerns of Asian-Americans toward discrimination in the workforce in the 21st century?”
• Just right: “How does Irene Majov in her novel  Deadly Men effectively make her narrator a powerful mouthpiece for the concerns of Asian-Americans in the 21st century?”

How to get a 7 on IB English HLE

There are many things that contribute to a 7 in your HLE and your IB English grade overall. But if we had to boil it down to one secret, one essential fact… then it'd have to be this: Get really good at analysis .

Analysis is the key to a 7 in IB English. It doesn't matter if it's Paper 1, Paper 2, HLE, IO… You must learn how to analyze quotes at a deep level, and structure your analysis in a way that flows and delights your teachers and examiners.

Start with the basics

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Our free and Pro resources have helped IB English students skyrocket their grade in weeks, days and even overnight...   Learn Analysis for IB English , the simplest guide to a 7 in IB English.

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Finding Quotes

Also, you'll need to find good quotes for your text. Some good sources where you can find relevant quotes include  Goodreads , SparkNotes ,  LitCharts , and Cliffnotes . Of course, you could just find quotes yourself directly–this will ensure your quotes are unique.

Understanding the IB English HLE rubric

An essential step to getting a high mark on the HL Essay is understanding the rubric! It is SO important that you know what IB English examiners are looking for when grading your essay, as this helps you to shape the content of your essay to match (or even exceed) their expectations.

The IB English HL Essay is graded out of 20 marks . There are 4 criteria, each worth 5 marks.

Use the checklist below to make sure you're not making simple mistakes! Note that this is not the official marking criteria, and I strongly recommend that you reading the official rubric provided by your teacher.

Criterion A: Knowledge, understanding, and interpretation

• Accurate summary of text in introduction
• Focused and informative thesis statement
• Effective and relevant quotes
• Relevant and effective summary and ending statement in conclusion

Criterion B: Analysis and evaluation

• Relevant analysis of a variety of stylistic features 
• Relevant analysis of tone and/or atmosphere
• Relevant analysis of broader authorial choices i.e. characterization, point of view, syntax, irony, etc.

Criterion C: Focus, organization, and development

• Introduction, body paragraphs, conclusion
• Organized body paragraphs – topic sentence, evidence, concluding statement/link to question
• Appropriate progression of ideas and arguments in which evidence (i.e. quotes) are effectively implemented

Criterion D: Language

• Use expansions (e.g. “do not”) instead of contractions (e.g. “don't”)
• Use of a variety of connecting phrases e.g. “furthermore”, “nonetheless”, “however”, etc.
• Complete sentence structures and subject-verb agreement
• Correct usage of punctuation
• Appropriate register – no slang
• Historic present tense : the use of present tense when recounting past events. For example, we want to write “In  The Hunger Games , Peeta and Katniss work   together to win as a district” instead of using the word “worked”.
• Avoid flowery/dictionary language just to sound smart; it is distracting and difficult to read. As long as you concisely communicate your message using appropriate language, you will score a high mark under this criterion.

Here's everything we discussed:

• IB English HLE is tough work! Start early.
• Brainstorm using the table of concepts to come up with a strong HLE question. Don't give up on this!
• Analysis is the key to a 7 in IB English HLE (and in fact all IB English assessment). Check out LitLearn's course  Learn Analysis for IB English   for immediate help on the exact steps to improve in IB English analysis.

Good luck, and may the odds be ever in your favor 💪

Book citations

• Satrapi, M., & Aarne, T. (2007). Persepolis Marjane Satrapi. Like.
• Shelley, M. W. (2014). Frankenstein, Mary Shelley. Spark Publishing.
• Thúy, K. (2009). Ru. Libre expression.

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Higher Level Essay

Crash course on HLE basics.

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• September 26, 2021

IB English, the HL Essay: All You Need to Know

Written By Our IB++Tutor Birgitte J.

What You Need to Know

• The HL Essay is a 1200-1500 word formal essay and it is based on a literary work studied as part of the course. You cannot use the same work for the IO or the Paper 2 [1] for this essay.
• In the IB Language and Literature course [2] , the essay can also be based on a non-literary or collection of non literary text(s).
• You develop a line of inquiry , a question that lends itself to an argument focused on how a theme or message is conveyed through literary features.
• The essay is completed in your own time and you should get some feedback from your teacher during the development of the essay.
• You do not have to incorporate secondary sources beyond the text you are working with.

The paper is externally assessed, meaning the final grade given is from the IB Examiner, not from your teacher. However, your teacher will give a predicted grade that is sent to the IB [3] .

How to Approach the Essay

The essay requires you to construct a focused, analytical argument, examining the work from a broad literary or linguistic perspective. It also requires you to adhere to the formal framework of an academic essay, using citations and references.

Connection to the Learner Portfolio

The HL essay is based on the exploration you have engaged with in the Learner Portfolio [4] . In the lead-up to the drafting of the essay, you must decide which text to focus on for further investigation, and which topic to write about. In choosing the topic, you can consult the course’s seven central concepts. You can choose any text with the exception of the texts used for the Internal Assessment (the IO) or the Paper 2.

How to choose a text

Don’t wait until the last minute and talk with your teacher about the text you want to use and the focus you are considering. Write your ideas out to make sure your line of inquiry is focused and appropriate for an analytical argument of a paper of this length.

In the case of a collection of short stories, poems, song lyrics or any short literary text, you may choose to use just one literary text from the work. However, It may be necessary to use more than one literary text from the work chosen.

The Language and Literature course only *

In the case of short non-literary texts, it may be necessary to use more than one from the same text type by the same author, for example the same creative advertising agency, cartoonist, photographer or social media user. At least one of these texts must have been studied in class. (If using a text in translation it must be a professional and published translation).

Determining the Topic and the 7 Course Concepts

It’s helpful but not mandatory to start with the seven central concepts of the course in generating or determining a topic for the essay. The questions below are meant as starting points for the focus of the essay, not as complete lines of inquiry which should be more specific to the chosen text (see examples of lines of inquiry below).

Questions may include; How is identity represented in the text? How are the characters in the text representative of a group? How does the text reflect the identity of the writer?

Questions may include; How is an aspect of the text representative of a culture or a particular place? How is a group of people or an institution conveyed? How is the text representative of a cultural perspective?

3-Creativity

Questions may include; How is the text representative of an individual or collective creativity, or lack of creativity? How is the text a reflection of the creativity of the writer?

4-Communication

How is communication or lack of communication conveyed in the text? How does the text itself communicate with the reader? How are aspects of communication illustrated through literary features?

5-Transformation

How is change or development illustrated in the text? How are characters transformed through action, communication or events in the text? What is the relationship between transformation and the goals, values and beliefs conveyed in the text?

6-Perspective

How is a perspective or different perspectives represented in the text? How is a shift in perspective portrayed? How is the writer’s perspective revealed through the text?

7-Representation

How does the text represent a particular theme or message? How are attitudes conveyed? In what way is reality or the world within the text represented?

IB English Language and Literature Guide examples of lines of inquiry

• Identity —how does Ralph Ellison, in his novel Invisible Man, succeed in making his narrator a convincing spokesperson for the concerns of African-Americans in the 20th century?
• Culture —how does Robert Capa represent post-Second World War France to qualify/exemplify the brutalities of the French population on former Nazi collaborators in La Femme Tondue? (Language A: language and literature only)
• Creativity —how do Mario Testino’s portraits manage to convey the personalities of those portrayed in original ways? (Language A: language and literature only)
• Communication– which view of love does Matt Groening convey in Love is Hell? (Language A: language and literature only)
• Transformation– in what ways does The Alan Parsons Project’s Tales of Mystery and Imagination offer a transformative re-reading of Edgar Allan Poe’s tales?
• Perspective– how does Mary Shelley’s protagonist in Frankenstein use the motif of dangerous knowledge to show the perspective of fear and anxiety of excesses in scientific enterprise in early 19th century Europe?
• Representation– through what means does Juan Rulfo successfully convey the representation of realistic and non-realistic characters and situations in Pedro Páramo?​

A Final Note on the Learner Portfolio and the HL Essay

The Learner Portfolio is not assessed but schools are required to keep it on file. It is intended to be a platform for reflecting on the texts studied, facilitating development of independent thinking. The reflections may include responses to cultural perspectives and values, inter-relationships and identities as it relates to topics and themes in the texts studied. The reflections may serve as a springboard for the line of inquiry in the HL essay. For example, you may keep a record of themes present, reflections on how particular passages within the texts reflect those themes, or how themes and passages convey one of the 7 central concepts.

[1] Paper 2 is cancelled for the 2022 cohort. No announcement has been made for the 2023 at the time this article was written.

[2] There are 3 IB English courses. The two most common are IB English A: Literature SL/HL, a course focused on literature (Poetry, drama, short stories and novels) and the IB English Language and Literature SL/HL course, focused on literature AND a variety of non-literary (non-fiction) text types.

[3] The examiner’s grade is independent from your teacher’s predicted grade.

[4] An individual collection of student work compiled during the course in which you explore and reflect on the texts throughout the course.

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If you choose one of your literary works for the Higher Level essay topic, this task is nothing more than has been the standard written coursework for years in Literature courses: one slightly longer literary essay.

Literary Work & Sample Essay

Choosing an exact focus for the literary work is just as challenging as outlined in   HL Essay - Choosing a Topic but at least the primary evidence for close analysis is clear. 

A good piece of analysis can take many different forms and has much to do with effective exposition, deconstruction of well-chosen evidence, a coherent developing argument, and a conclusion that suggests the study and research was worthy, valuable and insightful. However, I have always tried to push students into including both a thematic or conceptual outcome and a cluster of literary features or stylistic choices that help facilitate that outcome. That is to say, to explore how an author uses certain techniques to create certain thematic effects.

Here is an example of a student's HL Essay on a literary work:

How does Dorfman use elements of dramatic presentation in order to explore the ambiguity of justice in Death and the Maiden ?

The notion of justice is a largely subjective one. Political philosophers have long questioned what should be considered societally ethical, and whether true distributive justice can be achieved. Such questions are rendered increasingly complicated after such a society has undergone profound political turmoil. It would be fruitless not to recognise that Ariel Dorfman’s Death and the Maiden is an exploration into how justice can be found for individual victims, should a government be unable to provide sufficient retribution for the perpetrators of crimes. Dorfman’s clear allusion to Chile’s post-Pinochet transition to democracy provides for a striking contextual backdrop: how can a government seek recompense for those who were victims of countless crimes against humanity? Through Dorfman’s use of representative characters, the motif of justice, and dramatic devices, the play serves as a social commentary of a politically and governmentally imbalanced country, which forces the audience to consider the implications that the emergence from dictatorship poses upon a country, while simultaneously compelling individual spectators to reconsider their own notions of what should be considered “just”.

Dorfman develops symbolically representative characterisation to render the play a microcosmic depiction of the corrupt nature of a country struggling with the emergence from dictatorship. The cast consists solely of three characters: Gerardo, a lawyer and member of a commission charged with investigating the direst of crimes against humanity in the old dictatorship, whose character portrays the government responsible for the transition to democracy; Paulina, his wife, a woman so profoundly impacted by the sexual torture she underwent during the dictatorship that she finds it difficult to attend social functions, whose character depicts the copious numbers of victims who suffered from such crimes during the dictatorship; and Roberto Miranda, a well-off physician whom Paulina recognises as the nefarious doctor who raped her, whose character represents accused perpetrators of the aforementioned crimes, who are, oftentimes, affluent members of society. The gender disparity in the cast is, in itself, indicative of the roles which each of these social groups bear: Paulina, a woman, is repeatedly silenced and belittled by her patronising husband, which effectively connotes the government’s lack of willingness to accept the notion that a significant portion of the population were subject to atrocities akin to those which Paulina experienced. Almost immediately in the play, Paulina begins to criticise the effectiveness of the country’s judicial system - “The judges? The judges who never intervened to save one life in seventeen years of dictatorship? Who never accepted a single habeas corpus ever?” - only to be silenced by Gerardo, who ‘takes her in his arms’ and coos “Silly. Silly girl, my baby” until she calms down. In rendering Gerardo so condescending towards Paulina at multiple instances such as this, Dorfman directly implies that the government takes no heed when victims condemn its lack of legal intervention, and instead dismisses them as fragile. Contrastingly, Gerardo immediately treats Roberto as an equal, and invites him to stay the night, convincing him with the promise of “the breakfast [Paulina] will make for us”. As well as demonstrating that, even after the dictatorship, criminals can still lead successful lives, Gerardo saying this indicates to the audience that the government not only silences the victims of the dictatorship’s trauma, but expects them to continue leading lives which are beneficial to the establishment of the fledgling democracy. Dorfman appears to be criticising the government’s half-hearted attempt at pursuing justice by showcasing Paulina’s sardonic disdain for Gerardo’s Investigating Commission, which “only investigates cases that ended in death”, as opposed to cases such as hers, which decidedly result in lasting mental upheaval. Each of these factors force the audience to question a government which attempts to pursue justice for those who were wronged without ostracising the wrongdoers, merely because those who committed the crimes are still prominent members of society.

Furthermore, Dorfman’s use of an overarching motif of warped judicial procedure, exemplified both symbolically and lexically, serves to remind the audience of the dangers of the pursuit of vigilante justice, which has been necessitated by an inadequate government. This underlines the idea that a legal structure must be established in order for those who committed the crimes to be appropriately prosecuted; Dorfman having Paulina conduct her own (somewhat inequitable) trial highlights the lack of legal alternative. Paulina insists on maintaining negligible legal conventions, such as referring to Roberto as Gerardo’s “client” and allowing the former time to argue his own case. Ironically, the integral defining factor of the trial itself is that it is an unethical, somewhat paradoxical pursuit of justice: while systems of prosecution generally uphold an “innocent until proven guilty” policy, the only circumstance under which Paulina claims she will release Roberto is if he confesses to his alleged crimes, despite his insistence throughout the play that he is innocent. Paulina promises Gerardo that if Roberto doesn’t confess, “[she’ll] kill him”, and that if he is, in fact, totally innocent, he’s “really screwed”. Throughout the trial, Paulina sustains this threat of violence, thereby asserting her control over Roberto and Gerardo. Dorfman uses Paulina’s sudden seizure of violence to draw a parallel between her and the formal dictator: she holds a symbolic loaded gun for most of the play - a constant reminder of the danger she is capable of wreaking on other cast members. This parallelism allows Dorfman to further explore governmental weakness in the form of Gerardo: he, supposedly, spent much of the regime attempting to overthrow the dictator, and his prevalent position in the opposition circles was the original reason for Paulina’s kidnapping; however, he tells Roberto that “when crazy people have power, you’ve got to indulge them”, thereby seemingly going against that for which he campaigned during the time of the fascist government. Additionally, the fact that Paulina “ties [Roberto] to a chair” is reminiscent of the kidnapping she underwent, which she continuously references. Actions such as these remind the audience that her alternative to legal procedure is no better than the system of the previous government, and, should everyone pursue such means to seek justice, the cycle of violence would deepen and democracy would never be achieved. Paulina’s approach to achieving justice is one which would undoubtedly yield bloodshed if applied worldwide: Dorfman implores the audience to decide whether or not she is truly making the correct decision in “[opening all the] wounds”, as Gerardo states. Because the audience remains oblivious as to whether Paulina does, in fact, kill Roberto, Dorfman implies that Paulina’s choice of action is irrelevant, as she will always remain a victim, whom the government continues to disregard. 

Building on this, Dorfman continues to maintain a sense of ambiguity around each of the character’s innocence through the use of dramatic devices, hence forcing the audience to assume the role of a judge in the play’s final scene, in order for them to reflect upon their own perceptions of justice. Perhaps the most crucial of these devices is the use of the “giant mirror which descends, forcing the members of the audience to look at themselves” in Act 3, scene 1. The sudden transition from hyper-realism to a contemporary style is a jolting one: the audience members are thrust into the play itself, obliging them to scrutinise both themselves and the play’s events. The mirror not only compels the audience to determine the guilt of each character, but, alongside the “slowly moving spots [which] flicker over the audience, picking out two or three at a time”, urges them to examine their own standards of personal justice. The image of moving spots is almost reminiscent of searchlights, as though the light is attempting to elicit testimonies from the audience, thereby implying that some audience members may be just as guilty as Roberto, and should make their own confessions. The audience is further embedded into the play when Paulina and Gerardo “sit [...] in two of the seats in the audience itself”, thereby painting the audience as citizens of the country undergoing the emergence from dictatorship - the reason for all the pivotal conflicts in the play. Placing the audience on the same level as Paulina and Roberto drives them to consider the actions they would have taken, had they been in the same predicament as Dorman’s characters.

    It is clear that Dorfman’s study of justice is one which transcends the stage. In a play which is so easily applicable to real-world events, it seems only natural that the piece’s purpose be to prompt the audience towards their own conclusions. The casting of characters as clear representations of societal groups causes the audience to question the equity in each of their interactions, thereby causing them to question the equity in the actions of judicial systems in times of crisis. Paulina’s authoritative position throughout the trial seems as unethical as her perpetual silence before the trial. Such events pose as questions to the audience, and force them to decide what the correct procedure in these circumstances should be.

Word Count: 1483

Bibliography

Dorfman, Ariel. Death and the Maiden. London, Great Britain: Nick Hern Books,

     1994.

Assessing the HL Essay

The criteria used for assessing the HL Essay can be found in  Marking Criteria . 

Read the essay and make a short commentary of how you think it performs in each criterion area. Compare it to my comments:

This essay is highly analytical and interpretative throughout. It connects the craft of the literary work (and a work of fiction) to real-life contexts and universal concepts and themes in a highly convincing manner. The final body paragraph - ironically in some ways the least developed and thoroughly argued in terms of evidence - makes this connection and thus the value of this line of inquiry stark.

Literary features are appreciated throughout the essay, with the notion of allusion identified in the introduction, followed by an extremely strong thesis statement and topic sentences that connect choice and stagecraft with thematic effect. It is argued with plentiful evidence in terms of quotations, and is notable for its discussion of features unique to drama rather than just any other form of narrative fiction.

Extremely well-structured, with a strong introduction exploring the concepts rather than just the work, effective mapping of the essay in the thesis statement, strong topic sentences making effective interpretative points, with evidence embedded into the arguments effectively. A tiny quibble would be the slight imbalance of the third body paragraph, and the quotations need page references.

Language is highly effective throughout.

Now work out what marks you would give the essay. Compare it to my own:

How much of HL Essay - Great Examples (Literature) have you understood?

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The Best IB English Study Guide and Notes for SL/HL

International Baccalaureate (IB)

Are you taking IB English and need some help with your studying? No need to reread all the books and poems you covered in class! This study guide is for IB English A students (students in IB English A: literature SL/HL, IB English A: language and literature SL/HL, or IB English literature and performance SL ) who are looking for additional guidance on writing their commentaries or essays.

I've compiled this IB English study guide using the best free materials available for this class. Use it to supplement your classwork and help you prepare for exams throughout the school year.

What's Tested on the IB English Exams?

The IB English courses are unique from other IB classes in that they don't have a very rigid curriculum with exact topics to cover. Instead, your class (or most likely your teacher) is given the freedom to choose what works (from a list of prescribed authors and a list of prescribed literature in translation from IBO) to teach. The exams reflect that freedom.

On the exam for all English A courses, you're asked to write essays that incorporate examples from novels, poems, plays, and other texts you've read. You're also asked to interpret a text that you've read for the first time the day of the exam.

The exact number of questions you'll have to answer varies by the course , but the types of questions asked on each all fall into the two categories listed above.

What's Offered in This Guide?

In this guide, I have compiled materials to help teach you how to interpret poetry and how to structure your essay/commentary. I've also provided notes on several books typically taught in IB English SL/HL.

This should be most of the material you need to study for your IB exam and to study for your in-class exams.

How to Interpret Poetry Guides

Many people struggle the most with the poetry material, and if you're one of those people, we have some resources specifically for making poetry questions easier.

Here is a full explanation of how to interpret poetry for the IB exam with term definitions, descriptions of types of poems, and examples. We also have tons of poetry resources on our blog that range from explaining specific terms all the way to complete, expert analyses of poems you should know.

Here are some resources to get you started:

• Imagery defined
• Everything you need to know about Point of View 
• The 20 poetic devices you should know 
• Understanding allusion 
• A crash course on Romantic poetry 
• Understanding personification 
• Famous sonnets, explained
• An expert guide to understanding rhyme and meter, including iambic pentameter
• The eight types of sonnets 
• Expert analysis of "Do not go gentle into that good night" by Dylan Thomas

This is another great resource with poetry terms defined on "flashcards" , and you can test yourself on the site by clicking "play."

How to Write Your Essay Guide

If you're not sure how to write your essay, here's a guide to what your essay should look like for the IB English SL/HL papers. This guide gives advice on how you should structure your essay and what you should include in it. It also contains a few sample questions so you can get a better idea of the types of prompts you can expect to see.

IB English Book Notes

Based on the list of prescribed authors and literature from IBO, I picked some of the most popular books to teach and provided links to notes on those works. What's important to remember from these books is key moments, themes, motifs, and symbols, so you can discuss them on your in-class tests and the IB papers.

• Adventures of Huckleberry Finn
• A Farewell to Arms
• Animal Farm
• All the Pretty Horses
• A Streetcar Named Desire
• Anna Karenina
• As I Lay Dying
• Brave New World
• Crime and Punishment
• Death of a Salesman
• A Doll's House
• Don Quixote
• Dr. Zhivago
• Frankenstein
• Great Expectations
• Heart of Darkness
• Lord of the Flies
• Love in the Time of Cholera
• Love Medicine
• One Day in the Life of Ivan Denisovich
• Romeo & Juliet
• Sense and Sensibility
• The Awakening
• The Bluest Eye
• The Great Gatsby
• The Picture of Dorian Gray
• The Stranger
• The Sun Also Rises
• Waiting for Godot

The Best Study Practices for IB English

Hopefully, this guide will be an asset to you throughout the school year for in-class quizzes as well as at the end of the year for the IB exam. Taking practice tests is also important, and you should also look at our other article for access to FREE IB English past papers to help you familiarize yourself with the types of questions asked by the IBO (and I'm sure your teacher will ask similar questions on your quizzes).

Make sure you're reading all of the novels and poetry assigned to you in class, and take detailed notes on them. This will help you remember key themes and plot points so you don't find yourself needing to reread a pile of books right before the exam.

Finally, keep up with the material you learn in class, and don't fall behind. Reading several novels the week before the IB exam won't be much help. You need to have time and let the material sink in over the course of the class, so you're able to remember it easily on the day of the IB exam.

What's Next?

Want some more study materials for IB English? Our guide to IB English past papers has links to every free and official past IB English paper available!

Are you hoping to squeeze in some extra IB classes ? Learn about the IB courses offered online by reading our guide.

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

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Call for essays: language and literature

Calling all Diploma Programme (DP) alumni! We are looking for graduates and students, like you, to help the IB create a sample set of essays for an upcoming new Study in language and literature courses: the higher level (HL) essay. We need sample HL essays in the following languages: English, Spanish, French, Chinese, Arabic, German, Japanese and Turkish covering 16 different topics!

Show off your writing and set an example for future IB students.  Submit a proposal  by 30 June 2018 (extended from May) to write an original 1,200-1,500-word essay on a topic you choose within the categories of language and literature, or just Literature (full details below). If your proposal is selected, completed essays will be awarded a USD 50 Amazon gift card. 

ESSAY PROPOSAL FORM

What is the HL essay?

The HL essay is a component that requires candidates to write a 1200-1500 word formal essay, following a line of inquiry of their own choice into one of the texts studied. HL Language A: language and literature candidates will have a choice between writing about a non-literary or literary text.

Why was it added to the course?

The development of the HL essay followed the elimination of both written tasks and the written assignment in Studies in language and literature courses. Without those components, there would no longer be written coursework targeting research, editing and citation skills that are of such importance for university courses.  The essay also differentiates further between SL and HL, asking HL candidates to demonstrate a deeper understanding of the nature of linguistic or literary study.

What topic should my essay discuss? (choose one from either)

Language and literature

• On a number of columns by one same columnist
• On an advertising campaign
• On the body of work of a photographer
• On a biography
• On a collection of essays
• On a TV series or a film
• On a blog or any other electronic text
• On a series of articles by one same writer

Or  Literature

• On a work of poetry
• On a work of fiction
• On a work of non-fiction
• On a work of drama
• On a graphic novel
• On a group of songs by one same author
• On a work of poetry in translation
• On a work in translation

In what language should my essay be written?

We need essays in English, Spanish, French, Chinese, Arabic, German, Japanese and Turkish.

What is the deadline?

Submit your  proposal  no later than 30 June 2018, though earlier is recommended. We will review proposals on a rolling basis and contact you individually with additional details and a deadline for the final essay.

Why DP graduates?

We need creative and original examples to guide students; we know you have the skills to do this! Show off your writing and set an example for future IB students.  Submit a proposal  for an original 1,200-1,500-word essay on a topic you choose within either the categories of Language and literature, or just Literature. If your proposal is selected and you submit a completed essay, you may be eligible to receive a USD 50 Amazon gift card .

What concept should I use as a starting point for the essay?

To guide students in their choice of topic, we recommend using the seven central concepts in the course as a starting point for developing a line of inquiry. These concepts are listed here:

The representation of the identity of a particular character or group of characters in the work, or on the way in which the work relates to the identity of the writer

The representation of the culture of a particular place, institution or group of people, or on the way in which the work itself relates to a particular culture.

The representation of the individual or collective creativity, or lack of creativity, within the work, or on the way in which the work represents the creativity of the writer.

Communication

The representation of acts of communication, or failures in communication, in the work, or on the way in which the work itself represents an act of communication.

Transformation

The representation of transformation or transformative acts in the work, or on the way in which the work itself is a transformative act either of other works through intertextual reference to them or of reality by means of a transformative effect on the reader’s identity, relationships, goals, values, and beliefs.

Perspective

The representation of a particular perspective or perspectives within the work, or on the way in which the work represents the writer’s perspective.

Representation

The way in which the work represents different themes, attitudes and concepts, or in the extent to which literature can actually represent reality.

Questions or comments? Write to [email protected] .

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IB English A 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

IB English A Language and Literature: HL Essay Assessment Considerations

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• HL essay: sample responses
• Higher Level Essay

Sample HL essay responsesLinked from this page are some Higher Level essay sample responses with teacher marks and comments. We will be looking to add more examples, covering a range of different questions and different literary forms.

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Alternatively, you can request a one month free trial .

How to Write a High-Scoring IB History Essay: A Complete Guide for N24 and M25

Author: Jonathan Baker, IB History Examiner and Teacher

Introduction

Writing an IB History essay can be a daunting task, but it’s also a great opportunity to showcase your analytical skills and knowledge of historical events. Whether you’re working on a Paper 2 essay or preparing for your Internal Assessment (IA), mastering the art of writing a strong IB History essay is crucial for scoring top marks.

In this guide, we’ll take you through the key steps to writing a high-scoring IB History essay, providing you with the structure, strategies, and tips you need to succeed in the N24 and M25 exam sessions.

Step 1: Understanding the Question

One of the most common mistakes students make in IB History is failing to fully address the essay question. IB essay questions are often complex and multi-layered, so it’s crucial to carefully read and analyze the question before you begin writing.

Tips for Understanding the Question:

• Identify the command terms : Look for key phrases like "evaluate," "analyze," "compare," or "to what extent." These terms tell you exactly what the question is asking you to do.
• Break down the question : What is the specific event, period, or theme being asked about? Identify the key historical terms, dates, or figures mentioned.
• Focus on the scope : Make sure you understand the time period and context that the question is asking you to address. Don’t stray beyond the required scope.

Example Question : “To what extent did the Treaty of Versailles contribute to the outbreak of World War II?” Here, the command term “to what extent” is asking you to weigh the impact of the Treaty of Versailles in comparison to other causes of the war.

Step 2: Structuring Your Essay

A well-structured essay is essential for clarity and logical flow. IB History essays typically follow a clear structure that includes an introduction, body paragraphs, and a conclusion.

Essay Structure:

• Introduction : In your introduction, restate the essay question and briefly outline your argument. State your thesis clearly, outlining the direction your essay will take.
• Body Paragraphs : Each body paragraph should focus on one specific point or argument. Begin with a clear topic sentence, followed by evidence, analysis, and a mini-conclusion.
• Conclusion : Summarize your key arguments and restate your thesis. Your conclusion should demonstrate how you’ve answered the essay question.

Pro Tip : Use PEE paragraphs (Point, Evidence, Explanation) to ensure each paragraph is focused and coherent. Begin with a point, provide historical evidence (such as facts, dates, or quotes), and then explain how it supports your argument.

Step 3: Conducting Research and Gathering Evidence

The strength of your IB History essay depends on the quality of your research and the evidence you provide. Make sure to use both primary and secondary sources to support your arguments.

Steps for Effective Research:

• Use a range of sources : Combine textbook material with journal articles, academic books, and historical documents. For Paper 2, focus on relevant historiography and historians' interpretations.
• Evaluate your sources : Assess the reliability and bias of each source, especially when using primary documents. Show an understanding of different perspectives.
• Organize your notes : Keep a well-organized list of your sources, quotes, and citations so you can easily reference them in your essay.

Pro Tip : For essay topics like “The Causes of the Russian Revolution,” ensure you present evidence from multiple perspectives—political, social, and economic—to demonstrate a balanced argument.

Step 4: Writing an Effective Argument

IB History essays are not just about recounting facts; they are about building a persuasive argument . Your thesis should be clear and well-supported throughout the essay, and each point should directly address the essay question.

How to Build a Strong Argument:

• Develop a thesis : Your thesis is the central argument of your essay. It should answer the question directly and outline your stance on the issue.
• Use evidence strategically : Each piece of evidence should be carefully selected to support your argument. Avoid generalizations or vague references.
• Analyze, don’t just describe : Go beyond simply describing events. Analyze the causes and consequences of historical events, and consider different perspectives or historiographical debates.

Example : In answering “To what extent was the Treaty of Versailles responsible for World War II?”, you should explore both the immediate effects of the treaty and long-term factors like economic depression, Nazi ideology, and the failure of the League of Nations.

Step 5: Addressing Counterarguments

A high-scoring IB History essay will not only present a clear argument but also consider alternative views or counterarguments. Acknowledging other perspectives shows that you have critically engaged with the topic.

How to Include Counterarguments:

• Identify alternative viewpoints : For example, in a discussion about the Treaty of Versailles, you might consider arguments that other factors, such as economic crises or nationalism, played a larger role in causing World War II.
• Refute or integrate counterarguments : After presenting the counterargument, explain why your original thesis still holds stronger. Alternatively, show how both perspectives can coexist in a nuanced view of history.

Pro Tip : Use phrases like “However,” “On the other hand,” or “Despite this” to introduce counterarguments smoothly into your essay.

Step 6: Citing Sources and Historiography

In IB History, proper citation is essential for academic honesty and to show that you’ve based your essay on solid research. You should use a consistent citation style, such as MLA , APA , or Chicago , as required by your school.

Key Tips for Citing Sources:

• Use footnotes or in-text citations : Whenever you quote or paraphrase a historian or a primary source, include a citation.
• Incorporate historiography : In Paper 2 or your IA, mentioning different historians’ interpretations adds depth to your essay. For example, compare views on World War I’s causes from different historians.
• Create a bibliography : List all the sources you’ve referenced in your essay. This is essential for IB academic standards.

Pro Tip : When discussing historiography, mention key historians who have contributed to the debate on your topic. For example, if discussing the Russian Revolution, consider citing Orlando Figes or Richard Pipes .

FAQ Section

Q1: How long should my IB History essay be?

A: For Paper 2 essays, aim for 750-1,200 words. For the Internal Assessment (IA), your word count should be around 2,200 words. Always check your specific subject guidelines.

Q2: How many pieces of evidence should I include in each paragraph?

A: Each paragraph should contain at least one strong piece of evidence, accompanied by detailed analysis. Quality over quantity is key, so ensure your evidence is relevant and well-explained.

Q3: Can I include personal opinions in my IB History essay?

A: Your essay should focus on presenting a well-reasoned argument based on evidence rather than personal opinions. However, your critical evaluation of evidence and perspectives is essential to building a strong essay.

Q4: How can I effectively use historiography in my IB History essay?

A: Use historiography to highlight different interpretations of historical events. You can agree with one historian’s view or compare it with others, discussing the strengths and weaknesses of each argument.

Q5: How important is it to address counterarguments?

A: Addressing counterarguments is very important in IB History essays. It shows your ability to engage critically with the question and demonstrates a balanced understanding of the topic.

Writing a high-scoring IB History essay requires careful planning, thorough research, and clear argumentation. By fully understanding the essay question, structuring your essay effectively, and backing up your arguments with strong evidence, you can excel in your History papers for the N24 and M25 sessions. Remember to analyze different perspectives, cite your sources properly, and always keep the essay question in mind.

Good luck with your IB History essays, and remember: the more you practice, the better you’ll become at crafting strong, persuasive arguments!

How to Master IB Internal Assessments (IAs): A Complete Guide for N24 and M25

How to excel in ib mathematics: top study strategies for n24 and m25 students.