OR, how does the text relate to the identity of the ?
This summary is vague, so let's go in-depth on a couple of these concepts to really show you what you should be doing in the HLE.
Identity is what makes you, YOU. Here are some questions the concern your own personal identity:
Now apply this same logic to characters within your text.
Let's take a look at a concrete example of how we might choose evidence and quotes for a HLE on cultural identity. This example is based on a Vietnamese work in translation “Ru” by author Kim Thúy. For context, “Ru” is an autobiographical fictional account which explores Kim Thúy's move from Vietnam to Canada as an immigrant and her consequent struggles. The structure of her novel is largely lyrical and poetic.
Let's look at a section from her novel that may help us come up with an essay idea based on the concept of Identity. When she returns to Vietnam, she attends a restaurant, however this becomes a major awakening for her in terms of how she views her own personal identity. Kim narrates within her novel:
The first time I carried a briefcase, the first time I went to a restaurant school for young adults in Hanoi, wearing heels and a straight skirt, the waiter for my table didn't understand why I was speaking Vietnamese with him. Page 77, Rú
This is a perfect quote for the Identity concept. Can you see why? Let's think through it together…
Why would the waiter be confused if Kim, a “briefcase”-carrying individual in “heels” and a “straight skirt”, was speaking Vietnamese with him?
What does being “Vietnamese” look like to the waiter? Why does Kim not conform to his expectation? Was it perhaps due to what she was wearing?
Now, if we look at the section which follows this in the novel, we are able to see the impact this had on the character of Kim's sense of identity.
the young waiter reminded me that I couldn't have everything, that I no longer had the right to declare I was Vietnamese because I no longer had their fragility, their uncertainty, their fears. And he was right to remind me. Page 77, Rú
Here, we can clearly see that this character is now questioning her Vietnamese cultural identity. This is just one example that demonstrates the concept of Identity.
Culture seems to be this confusing thing. Does it have to do with religion? Race? Beliefs? What does it mean? Does the monster from Frankenstein fit into a certain culture?
The easiest way to put it is this: Culture is the way someone lives. It is their “way of life.” Think of it as an umbrella term. “Culture” can include so many different things; the list just goes on, for example religion, values, customs, beliefs, cuisine, etc.
Now think, how would I form an essay from this concept?
It seems odd writing an essay about “creativity” because… like… how can anyone definitively say what ‘counts' as being creative–or not? When I say the word creativity , I think of new inventions, or maybe those weird and wacky art installations living inside those ‘modern art' museums. But hey, what's creative to me might not be creative to you!
When formulating a HLE on the concept of creativity we have two main pointers for you. Look for:
Now, for this concept, let's look at how we might select supportive evidence and quotations for a HLE on creativity within the narrative style of author Mary Shelley in “Frankenstein”. The narrative style uses epistolary narration . This is a narrative technique in which a story is told through letters. This was something that I found both interesting and recurring within Frankenstein, which I believe worked to create a personal touch within the novel.
Additionally, Mary Shelley allows different characters to narrate Frankenstein during different volumes. Let's investigate this! I have written out different character profiles of the narrators below:
These 3 characters, each relate a part of the novel Frankenstein. This is an example of a creative authorial choice that allows us, as readers to explore different points of view within the text. This is just one example of a creative aspect of a text which you can analyze for your HLE.
Representation is all about how something is portrayed, conveyed, shown, described, illustrated, depicted . There are many different things that can be ‘represented' within a text, and it doesn't have to be tangible.
For instance, you can look at how a belief, idea or attitude is depicted within a text through different characters or devices.
Again, let's explore a concrete example to make things clear: this time the graphic novel “Persepolis”. We'll consider an HLE on how a text represents the impact of political turmoil on society .
Chapter 10 of “Persepolis” highlights societal changes occurring due to the Iranian Revolution. The panels below list the authorial choices relevant to the negative representation of political change in a society. When looking at the techniques highlighted in the slides below, think about how you feel when you look at the panels below. Can you sense a more positive or negative feeling?
Cool, but what do we do to turn all this into an actual HL essay? Here is a sample response. The introduction might begin like this:
In the captivating graphic novel “Persepolis,” the author Marjane Satrapi explores the social and political impacts of the Iranian revolution. In particular, Satrapi conveys a disapproving viewpoint on political turmoil within the text. Throughout the graphic novel, Satrapi carefully represents how social isolation, hypocrisy and confusion is experienced by a young girl living in Tehran, as a result of political turmoil. Example HLE Introduction
Then, in a body paragraph, on one of the key ideas mentioned above, we could analyze the different literary techniques. For example, Panel 1 is a great representation of the experience of confusion in the midst of political turmoil:
Marji is the younger girl pictured in the panels above. While her parents appear quite concerned by the news on the TV, she appears to not be in full comprehension of the cause for their distress. This is demonstrated by the visual imagery and dialogue, in panel 7, for instance, if you observe the facial expressions by each of the characters. Example of analysis in body paragraph
This is just a short example from one particular text. To help you unpack any text, try look for the following when analyzing chapter to chapter:
If you're having trouble picking your text and line of inquiry, then use this simple 20-minute process to brainstorm potential questions for your HLE:
Choosing a question with good scope is extremely important, and it's one of the biggest challenges in the HLE. Here's why:
So, to help you get the balance just right , here are three examples of HLE questions, specifically for the concept of Identity which we mentioned in the table above (by the way, the example is a made-up novel for illustration purposes).
There are many things that contribute to a 7 in your HLE and your IB English grade overall. But if we had to boil it down to one secret, one essential fact… then it'd have to be this: Get really good at analysis .
Analysis is the key to a 7 in IB English. It doesn't matter if it's Paper 1, Paper 2, HLE, IO… You must learn how to analyze quotes at a deep level, and structure your analysis in a way that flows and delights your teachers and examiners.
Start with the basic foundations of analysis for free inside LitLearn's Learn Analysis course.
Our free and Pro resources have helped IB English students skyrocket their grade in weeks, days and even overnight... Learn Analysis for IB English , the simplest guide to a 7 in IB English.
Basic Analysis
No sign up or credit card required.
Free signup required.
Pro members only
Since you're in HL, you'll also be needing Advanced Analysis skills if you want to impress your examiner. We've got all of that covered inside our Pro lessons.
Advanced Analysis
Also, you'll need to find good quotes for your text. Some good sources where you can find relevant quotes include Goodreads , SparkNotes , LitCharts , and Cliffnotes . Of course, you could just find quotes yourself directly–this will ensure your quotes are unique.
An essential step to getting a high mark on the HL Essay is understanding the rubric! It is SO important that you know what IB English examiners are looking for when grading your essay, as this helps you to shape the content of your essay to match (or even exceed) their expectations.
The IB English HL Essay is graded out of 20 marks . There are 4 criteria, each worth 5 marks.
Use the checklist below to make sure you're not making simple mistakes! Note that this is not the official marking criteria, and I strongly recommend that you reading the official rubric provided by your teacher.
Criterion A: Knowledge, understanding, and interpretation
Criterion B: Analysis and evaluation
Criterion C: Focus, organization, and development
Criterion D: Language
Here's everything we discussed:
Good luck, and may the odds be ever in your favor 💪
Questionbank
Paper 1 Practice Exams
Past Paper 1 Solutions
Paper 2 Guide
How IB English students like you have improved their grades with LitLearn Pro... Read the reviews.
IB4 to IB6 in 12 days " LitLearn helped me understand exactly what I was doing wrong and how to improve upon those mistakes. " Read the full review
IB6 to IB7 in 1 week " I ended with a 7 in English Literature HL and I am so happy about that. Thank you Jackson. " Read the full review
IB5 to Perfect 20/20 in 1 week " I managed to be the only person in my IB cohort of 120 students to get a perfect score of 20/20 " Read the full review
IB4 to IB6 in 2 weeks " The lessons are really effective in grabbing my attention and making English more fun to learn. "
IB4 to IB6 in 1 day " With just day 1 of the course, I improved immediately and overnight when I did a practice essay and improved by 4 marks from my previous grades " Read the full review
IB5 to IB7 " I got 5s since my first year of DP and now my final grade is 7! I can't thank you enough 🙂 LitLearn is truly a lifesaver. "
Voted #1 IB English Resource 2022 by IB Students & Teachers at ibresources.org
Learn Analysis
Master the essential skill of IB English with a step-by-step course.
Questionbank
Practice analysis with 60+ short questions and IB7 answers.
Exam prep guide, practice papers, past paper solutions.
Exam prep, planning and writing guide. Exemplar essay.
Individual Oral
Preparation guide, examples and full exemplar script.
Higher Level Essay
Crash course on HLE basics.
Whether you are an HL Literature student or HL Lang/Lit student, the HLE requires some special attention. The good thing about this assessment is that it’s a processed – rather than on-demand – piece of writing. This means you can take your time, put in the work, and produce something that you love and makes you proud. Our students crush this assessment! Use the same resources they do and enjoy your success.
Writing this assessment doesn’t have to be challenging. In fact, we think it can be fun and rewarding! Let us guide you through the entire writing process, from line of inquiry to the last word of your conclusion. Our students do well on this assessment, and so can you.
Part of our IBDP English A Student Toolkit , this resource includes:
The Line of Inquiry (LOI) and thesis are the cornerstone of the assessment, so don’t proceed until these are under control. Sadly, many students get off to a poor start with this step, and this means they end up writing either a shallow essay or one that doesn’t really satisfy the requirements of the task. These videos should help you unlock the task.
Start with a text you love and work toward developing a literary or linguistic perspective. Watch this video and start your pathway to success.
How To Write the Line of Inquiry
If the first method didn't work for you, please try another approach.
How to Write the Line of Inquiry (part 2)
Turn that LoI into a clear, precise, and insightful thesis statement that will drive the essay.
HLE Sample Thesis Statements and Writing
We feel this is some of our best work. Teachers and students around the world have commented that this HLE series gets the job done and results in some powerful writing that makes students proud. Please take the time and work through the videos sequentially. Work along side with us. Let us guide you to HLE success!
Choose your text and write the LOI.
Student planning doc
Model Student planning doc
Time for brainstorming and outlining.
Student Organizer
Completed Sample Organizer
Master the intro and conclusion.
Sample Intro and Conclusion
Learn how to write strong HLE body paragraphs.
Sample Body Paragraphs
Learn to revise, edit, and polish the final product.
Final instructions before submission
Dave’s complete sample HLE
Sometimes it’s easier to just look at a final product, break it down, and see how other students have approached the HLE. That’s why Dave and Andrew selected some strong papers, highlighted them, and discussed their strengths and weaknesses. We’ve examined tons of these things, so listen carefully. Lots of tips and tricks in these videos to help you pick up some extra points and crack into that mark band you want and deserve. Understand the task. Work hard. Defeat the HLE and allow yourself to beam with pride. Go ahead, you’ve earned it.
You’ve probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they’re amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman. What can you steal from this essay in terms of ideas, organization, and overall approach? Document: HLE Student Sample – Drama
Poetry anyone? Andrew and Dave love poetry for the HLE. They are complete “mini works” with a clear beginning, middle, and end. They are rich in techniques. They are complex and have deep meaning. In short, they rock. Just remember that for the HLE, “short texts need friends.” Document: HLE Student Sample – Poetry
Hey, nobody said this thing would be easy. No worries. We’ve got you covered. Perhaps you want to see some more student writing? Check. We’ve got that. Perhaps you want to know some key points to include? Check. We got that too. You’re almost there! Finish these last two videos, add some finishing touches to your work, and submit that baby in with pride and confidence.
So you watched the videos above but are still concerned about “showing deep thinking” on the HLE? It’s ok – we know this is tough. Check out this video to see several samples of how to build big thinking into your writing. Document: Showing Deep Thinking in the HLE
We know, we know. The content is overwhelming and it’s just too much at times. You just want the top ten tips for success? Fine. Here you go. But don’t forget to go back and watch the rest of these videos when you’re feeling more energy. They’re a set. Watch them all and ace the HLE.
Newsletter signup.
Calculate for all schools, your chance of acceptance.
Extracurriculars.
What’s covered:, ib hl vs sl: what’s the difference, how do hl papers/exams work, how are the ib english sl papers/exams scored, how does the ib english hl exam affect my college chances.
IBDP, which stands for The International Baccalaureate Diploma Programme , is a common high school diploma alternative to the AP system, a system very popular here in the U.S. The IB system is much more internationally accepted, and considered a lot more rigorous in academics and exams.
The exams can be a hard spot for IB for many students, and one of its flagship subjects, English Literature, is considered difficult and its exam is no different. Hopefully this guide can break down the exam into some digestible information and make it easier for you to approach the examination.
All IB classes/courses have two versions, higher level (HL) and standard level (SL) . The most prevalent difference between these two versions is mostly the amount of coursework expected, as well as some key differences to what’s being provided to the student as learning material.
Language A is separated by not only the difficulty of exams but, there are different kinds and options for reading material for the class. Reading material matters here because the exams are based on reading material.
HL papers for the Literature exam are divided into two components:
This paper is a bit more difficult for most students because the questions are based on unseen excerpts as opposed to the reading materials you’ve read during the two year curriculum. These unseen texts are hard to prepare for, but based on the type of student you are, you might find this more approachable as they’re concise and require more reading between the lines. For these texts it’s important to get to the motive and theme of the text as soon as possible, as opposed to understanding the actual context. Skim reading and breaking down sections into groups based on common themes is a common hack for this paper.
Ideally you’d want to have a general plan before you step into paper 1. The plan should detail your approach to reading the exam and its texts. Breaking the texts down to the following subcategories would be useful for literature analysis:
By breaking the text down like this, you can identify the purpose of the excerpt and hence answer any question that involves the analysis of the literature pretty easily, because your plan has already been executed as you were skimming or reading.
This plan should make paper 1 much more manageable, but some practice goes a long way. Make sure to use previous examinations and specimen papers to your advantage and practice older questions to perfect your skills.
Paper 2 can be considered a little easier given that you’re aware of the texts that will be used for the examination, and you can choose which questions you wish to solve out of the provided options. These options make it even easier to implement the plan as described previously! Paper 2 is only as difficult as you come underprepared so study those texts and provide literature!
The texts refer to readings that have been assigned from a board at IBO, and these selections are sent to schools all over the world. The way the paper is designed, no matter which option you choose to read for a text, there will be an exam question that pertains to your selection. There will also be numerous generalized questions that can refer to many texts and be pretty-opened.
There’s ample time to create answers that are more concrete and proofed compared to responses in paper 1, therefore the grading expectations for this paper are less lenient than paper 1. Understanding your provided reading material is key to excelling in this paper, so making sure to come in prepared is the key difference of passing and failing this paper.
Both papers are scored out of 20 points, and are based off a rubric/criterion chart that can be used to pick a score based on performance.
The criteria can be clearly seen in the diagram above, with level 1 being the weakest performance in each criteria, up to 5 being the strongest.
You should study the criteria thoroughly because it shows you what the grader is looking for in a good, well-written essay/response.
The scores out of 20 are then used along with your performance in internal assessments to determine a grade out of 7 for the class . The table below, called a grade boundary table, is used by graders to determine this score out of 7.
To calculate your grade, you would take the total score on both papers (which is out of 40) and your internal assessment grades, a total isn’t as clear here as it’s based on what your teachers would decide. Divide your earned points by the number of available points to score, and multiply the decimal by a 100.
Given that paper 2 is completely dependent on how well you’re prepared by understanding your literature options, read earlier and get a head start. The sooner you understand your text, the earlier you can analyze prior to the exam. By getting this over with, when the exam rolls around you’re already done with the prep work required to solve the prompts and questions.
By reading earlier you may also notice the text you chose isn’t quite suited for you, or you simply don’t enjoy reading it. The extra time from starting it earlier, gives you a chance to swap our selections if required.
A more general, but equally as important tip! Managing stress during exam season can be difficult, but a couple healthy practices can make it easy! Start by telling yourself exams are not as important as schools make them out to be! They are not going to decide our future, and certainly have less impact on your chances of college admission than you’d think! Understanding this can remove a lot of stress off you, which funnily enough might make you even perform better due to feeling less inclined to exceed those expectations that were previously placed on you!
In short they do not! Scores don’t mean much when it comes to college admissions, but showing the will to be in a hard class like English Literature HL is more important. Colleges are inclined to favor students with a set of more difficult classes as opposed to high scores and other metrics.
A nifty tool, CollegeVine’s admissions calculator , takes all factors that do matter in college admissions, ranging from extracurriculars, GPA, and standardized test scores, along with a lot more, and provides you with your unique chances of getting into a college/university of your choosing.
Io sl/hl assessment criteria, criterion a: knowledge, understanding, and interpretation.
Marks | Descriptor |
---|---|
1-2 | The oral shows knowledge and understanding of the texts. Interpretations are relevant to the global issue and supported by references to the extracts, the work and the body of work. |
3-4 | The oral shows knowledge and understanding of the texts. Interpretations are relevant to the global issue and supported by references to the extracts, the work and the body of work. |
5-6 | The oral shows knowledge and understanding of texts. Interpretations are relevant to the global issue and supported by references to the extracts, the work and the body of work. |
7-8 | The oral shows knowledge and understanding of texts. Interpretations are to the global issue and supported by appropriate references to the extracts, the work and the body of work. |
9-10 | The oral shows knowledge and understanding of the texts. Interpretations are to the global issue and effectively supported by references to the extracts, the work and the body of work. |
Marks | Descriptor |
---|---|
1-2 | The oral shows analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work. |
3-4 | The oral shows analysis and evaluation of how the authorspresent the global issue through authorial choices in the extracts, the work and the body of work. |
5-6 | The oral shows analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work. |
7-8 | The oral shows analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work. |
9-10 | The oral shows analysis and evaluation of how the authors present the global issue through authorial choices in the extracts, the work and the body of work. |
Marks | Descriptor |
---|---|
1-2 | The oral shows coherence, balance, focus and organisation. |
3-4 | The oral shows coherence, balance, focus and organisation. |
5-6 | The oral shows coherence, balance, focus and organisation. |
7-8 | The oral shows coherence, balance, focus and organisation. |
9-10 | The oral shows coherence, balance, focus and organisation. |
Marks | Descriptor |
---|---|
1-2 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
3-4 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
5-6 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
7-8 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
9-10 | The student’s use of vocabulary, tone, syntax, style and terminology is accurate, varied and effective. |
English Collaborative
Please note: The purpose of this information is to elaborate on the nature of the IB assessment tasks, 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: Language and Literature Subject Guide or the Teacher Support Materials available on My IB . Those resources should always be the first stop for teachers in checking the requirements of each assessment task and how the task should be facilitated.
30% at sl; 20% at hl, nature of the task.
Fields of Inquiry
Sustainable Development Goals
Selection of the extracts
The extract should contain 40 consecutive lines (max), or the equivalent.
A note about uploading extracts: The IB requires that candidates upload the non-literary and literary extracts. Each extract’s provenance should be identified with the title of work/body of work and author. The 10 bullet points are not necessary to upload, but teachers should hold onto them in case a review needs to be made.
Criterion a: knowledge, understanding, and interpretation (10 marks), defined terms.
Knowledge of a work or body of work is shown by recalling details from a work (related to plot, characters, conflicts, setting, use of language, etc.) or specific details about a work (such as its genre, era, style, etc.) that are related to the global issue. These details are clearly evident and verifiable in the work. Knowledge of an extract is also shown through situating it within the larger work and justifying its significance to the work as a whole in relation to the stated global issue. | |
Understanding may be demonstrated through summary, interpretations, inferences, and explanations because they require students to construct meaning from the work that is related to the chosen global issue. In this construction, students use their general knowledge and understanding (of people, relationships, cultures, literary principles, etc.) to process or infer meaning that is communicated explicitly, heavily implied, or self-evident. | |
An “interpretation” is an argument about a work’s implicit meaning. Specifically, with this assessment, the student must infer what the text is implying about the chosen global issue. Interpretive arguments identify complex ideas and issues developed by an author and usually pay close attention to details and ambiguities in a work. Because the communication and deconstruction of implicit meanings is a complex process, interpretations tend to appreciate tensions and contradictions in a work as well as the ways in which a work’s culture or the reader’s culture might influence interpretive conclusions. In all cases, interpretations are persuasive arguments that need to be supported with clear references to the work. | |
Students are expected to make references to both the extracts they have brought in as evidence but also to other moments in the work and body of work that help support their interpretation about the presentation of the global issue. These references can either be direct quotes or paraphrases; depending on what claim the student is making, one may be more appropriate than the other. |
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
This protocol helps students independently synthesize information, events, or key ideas from a work/body of work. Process Ask students to identify 5 words that represent […]
Assumptions play an important role in our understanding and interpretation of work, and this protocol helps students critically evaluate assumptions. The types of assumptions will […]
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 […]
In this activity, students publicly identify their position in response to ideas and issues and justify that position with like-minded (and differently minded) peers. This […]
Conversations with a naïve partner can be an effective means to engage in reflection and identify gaps in knowledge or understanding. The protocol below can […]
To analyze is to separate and identify the parts of a whole to discover various interrelationships. The “whole” is the work or body of work. One can begin to break down the parts of a literary or non-literary work by considering its form, mode, structure, features, and use of language. | |
Textual features and authorial choices are the parts that make up the whole as referenced above. In literary texts, these can include choices in structure, narrative perspective, genre, style, setting, characters, repeated patterns of imagery or figurative language, motifs, etc. In non-literary texts, these can include language features, visual components of the text, structural choices, text type specific elements, etc. | |
When students “evaluate” they are calculating the importance and value of the author’s choices in the context of the development of the global issue. After students separate and identify the “parts of the whole” through analysis, students show appreciation for the content and features that play a significant role in developing the presentation of the global issue in the extracts, work, and body of work. |
This activity gets students to think about the significance of minor details in a work. These details can be used as evidence to form the […]
This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]
This activity helps students visually see and appreciate the ways in which parts make up a whole. One of the challenges many students have is […]
This protocol directs students to reflect on the ways in which their identity shapes their reading/ audience response compared to others in a group. The […]
A focused oral will sustain its attention on the presentation of the chosen global issue in the literary and non-literary works or bodies of work rather than straying into other aspects of the extracts or works. Students should also avoid discussing the global issue outside of the texts. | |
The task is not comprised of a commentary on the extracts alone; equal and appropriate time and attention should be applied to examining the extracts as well as speaking about the work and body of work as a whole. | |
Students have made thoughtful choices about the order in which they present their claims, references to the text, analysis, and explanation so that the points in the oral build upon one another, producing a cohesive response to the works throughout the discussion. | |
The “connection of ideas” can also be read as the progression from one claim to the next, including when the student switches back and forth between talking about the extract and work (or body of work) as a whole. Signposting is one way of highlighting the ways in which ideas are connected throughout the oral. |
This activity asks students to individually identify significant moments in a work and collaboratively connect the moments to ideas, issues, and other moments in the […]
This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas. This ultimately helps […]
This protocol helps students consider which ideas, issues, and feelings are playing a significant role in shaping their personal response to a work. Process Give […]
Language is clear when the selection of words and the arrangement of words effectively articulate meaning. | |
Language is varied when the student uses different words to acutely communicate knowledge, understanding, and meaning. | |
Language is accurate when it uses grammatically correct structures, spelling, and capitalization. | |
Elements of style in oral language might include the level of formality, choice of vocabulary, rhetorical and transitional maneuvers, and tone [4]. |
This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements. This helps students develop […]
This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement. The approach invites active collaboration, and […]
This formative assessment gives students an opportunity to personalize their learning while engaging in collaborative discussion with their peers around their chosen text(s) or work. […]
This protocol requires that members take ownership of the ideas discussed within a group so that if called, they can synthesize them for their next […]
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. 54.
[2] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 55.
[3] “10 tips for schools & teachers for the individual oral”. My IB Website, IBO: 2020.
[4] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 59.
Individual Oral Samples
Image by Daniel Friesenecker from Pixabay
You must be logged in to post a comment.
The language A: language and literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary forms and non literary text-types. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. This course is available for study in 17 languages.
The course is organized into three areas of exploration and seven central concepts, and focuses on the study of both literary or non-literary texts. Together, the three areas of exploration of the course allow the student to explore the language A in question through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy.
Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below.
|
IMAGES
VIDEO
COMMENTS
Descriptor. 1. The essay shows little analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 2. The essay shows some analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 3. The essay shows adequate analysis and evaluation ...
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.
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.
HL Essay. HL Essay - Student Samples. 60'. Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. You can compare your marks with those of the examiner. Student Samples. Student #1. The Characterization of Luis Alberto Molina through the use of Films, Dialogue and Stream of Consciousness ...
The essay demonstrates a generally appropriate analysis and evaluation of author's broader choices in relation to the chosen topic. The essay demonstrates some appropriate analysis of textual features and the author's broader choices in relation to the chosen topic, but is reliant on description. The essay is descriptive and demonstrates little
Take a deep dive into best practices for Marking your Language and literature HL essay. Through an in-depth, clear explanation of each marking criterion, overall marks, and best fit you are equipped to practice marking real student samples at your own pace. You will sharpen your marking skills by receiving feedback from real IB examiners on ...
Descriptor. 1. The analysis shows little textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning. 2. The analysis shows some textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning. 3.
25% of your final mark. 2 hours. In response to one of six questions, students write an essay based on at least two of the literary texts studied in part 3. Essay must answer only one question. Paper 2 Rubric: Rubric - Lang Lit HL Paper 2.docx. You will be marked on five criterion.
Work hard. Defeat the HLE and allow yourself to beam with pride. Go ahead, you've earned it. IB English - Higher Level Essay - Sample Paper (Dorfman) You've probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they're amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman.
ENGLISH A: LITERATURE - HIGHER LEVEL - PAPER 1 ANGLAIS A : LITTéRATURE - NIVEAU SUPéRIEUR - éPREUVE 1 INGLéS A: LITERATURA - NIVEL SUPERIOR - PRUEBA 1. ESTrA2 hours / 2 heures / 2 horasINSTruCTIoNS To CANdIdATES. o not open this examination paper until instruct. y on one passage only.INSTruCTIoNS dESTINÉES AuX CANdIdATS.
HL papers for the Literature exam are divided into two components: Paper 1 is a 2 hour and 15 minute long essay-based examination that requires you to analyze unseen texts. Paper 2 is a 2 hour and 15 minute long examination that will require you to answer questions based on the required texts for the course, and questions can be picked based on ...
1-2. The oral shows little coherence, balance, focus and organisation. 3-4. The oral shows some coherence, balance, focus and organisation. 5-6. The oral shows adequate coherence, balance, focus and organisation. 7-8. The oral shows good coherence, balance, focus and organisation. 9-10.
9-10: Analysis and evaluation of the extracts and their works/texts are relevant and insightful. There is a thorough and nuanced understanding of how authorial choices are used to present the global issue. Criterion C: Focus and Organization. Students must address each of the following in the response:
The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary or language topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a focused, analytical ...
Weighting - 20%. The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary or language topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a ...
Assessment Criteria for Higher Level Essay. There are four assessment criteria at HL: Criterion A. Knowledge, understanding and interpretation. 5 marks. Criterion B. Analysis and evaluation. 5 marks. Criterion C.
Sample HL Essays. Below are a range of sample essays that are all "good" to "excellent" and would be marked in the 5-7 range. At the end of each essay are holistic comments by criterion that identify the strengths and limitations of the essay against each of the IB Language A HL Essay assessment criteria. Woman at Point Zero HL Essay.
HL students should note that the works they choose cannot be used for the Paper 2 (literary) or the HL Essay (literary or non-literary). Students must also select an extract from their literary work and non-literary body of work that serves as a supportive example of what they are asserting about each work's presentation of the global issue.
HL students comply with an additional written coursework requirement which consists of writing a 1200 - 1500 word essay on one of the works or bodies of work studied. Language A: language and literature subject brief. Subject briefs are short two-page documents providing an outline of the course.