how to structure an english hl essay

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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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Higher Level Essay

Whether you are an HL Literature student or HL Lang/Lit student, the HLE requires some special attention.  The good thing about this assessment is that it’s a processed – rather than on-demand – piece of writing.  This means you can take your time, put in the work, and produce something that you love and makes you proud.  Our students crush this assessment!  Use the same resources they do and enjoy your success.

HLE Writing Guide

Writing this assessment doesn’t have to be challenging.  In fact, we think it can be fun and rewarding!  Let us guide you through the entire writing process, from line of inquiry to the last word of your conclusion.  Our students do well on this assessment, and so can you.

Part of our  IBDP English A Student Toolkit , this resource includes:

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

Developing a Line of Inquiry and Thesis

The Line of Inquiry (LOI) and thesis are the cornerstone of the assessment, so don’t proceed until these are under control.  Sadly, many students get off to a poor start with this step, and this means they end up writing either a shallow essay or one that doesn’t really satisfy the requirements of the task.  These videos should help you unlock the task.

Start with a text you love and work toward developing a literary or linguistic perspective. Watch this video and start your pathway to success.

How To Write the Line of Inquiry

If the first method didn't work for you, please try another approach.

How to Write the Line of Inquiry (part 2)

Turn that LoI into a clear, precise, and insightful thesis statement that will drive the essay.

HLE Sample Thesis Statements and Writing

The HLE Complete Course from Start to Finish

We feel this is some of our best work.  Teachers and students around the world have commented that this HLE series gets the job done and results in some powerful writing that makes students proud.  Please take the time and work through the videos sequentially.  Work along side with us.  Let us guide you to HLE success!

Choose your text and write the LOI.

Student planning doc

Model Student planning doc

Time for brainstorming and outlining.

Student Organizer

Completed Sample Organizer

Master the intro and conclusion.

Sample Intro and Conclusion

Learn how to write strong HLE body paragraphs.

Sample Body Paragraphs

Learn to revise, edit, and polish the final product.

Final instructions before submission

Dave’s complete sample HLE

Some Sample Papers

Sometimes it’s easier to just look at a final product, break it down, and see how other students have approached the HLE.  That’s why Dave and Andrew selected some strong papers, highlighted them, and discussed their strengths and weaknesses.  We’ve examined tons of these things, so listen carefully.  Lots of tips and tricks in these videos to help you pick up some extra points and crack into that mark band you want and deserve.  Understand the task.  Work hard.  Defeat the HLE and allow yourself to beam with pride.  Go ahead, you’ve earned it.

You’ve probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they’re amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman. What can you steal from this essay in terms of ideas, organization, and overall approach? Document: HLE Student Sample – Drama

Poetry anyone? Andrew and Dave love poetry for the HLE. They are complete “mini works” with a clear beginning, middle, and end. They are rich in techniques. They are complex and have deep meaning. In short, they rock. Just remember that for the HLE, “short texts need friends.” Document: HLE Student Sample – Poetry

Looking For More Support?

Hey, nobody said this thing would be easy.  No worries.  We’ve got you covered.  Perhaps you want to see some more student writing?  Check.  We’ve got that.  Perhaps you want to know some key points to include?  Check.  We got that too.  You’re almost there!  Finish these last two videos, add some finishing touches to your work, and submit that baby in with pride and confidence.

So you watched the videos above but are still concerned about “showing deep thinking” on the HLE? It’s ok – we know this is tough. Check out this video to see several samples of how to build big thinking into your writing. Document: Showing Deep Thinking in the HLE

We know, we know. The content is overwhelming and it’s just too much at times. You just want the top ten tips for success? Fine. Here you go. But don’t forget to go back and watch the rest of these videos when you’re feeling more energy. They’re a set. Watch them all and ace the HLE.

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• Feb 19, 2023

Creating the English HL Essay: Turning Analysis into a Thesis Masterpiece

Updated: Jul 8, 2023

The English HL essay is undoubtedly the flagship assessment of Higher-Level English. At its core, the HL essay depends on the same analytical skills as any other piece of English assessment. However, the HL essay sets itself apart by requiring a more specific and conceptual line of inquiry, and overall greater depth of analysis. With these requirements, the HL essay is often the single most daunting assessment in the HL English calendar. So, to help you on your HL essay journey, this blog will detail some useful tips and considerations to get you heading on the right track.

1) The Line of Inquiry

The line of inquiry is the central question around which the entire HL essay rests. A good line of inquiry will set you up for a terrific analysis, while a bad line of inquiry will leave your essay stuck and directionless. But what actually makes a good line of inquiry?

The trick is to allow the line of inquiry to focus your analysis. Take this hypothetical line of inquiry: “ How and why does J.R.R. Tolkien use the race of Men as a philosophical discussion of agency and its relationship with mortality in books within the Lord of the Rings? ”.

Starting with the imperatives “how” and “why”, this line of inquiry immediately constrains your analysis to keep you focused on technique (the how) and purpose (the why). This protects you from straying off track; so long as you keep talking about the hows and the whys, you guarantee yourself those marks that are for focus and relevancy.

This line of inquiry further keeps on task by explicitly stating the feature of your text that speaks to some real literary concept. In this case, we can see that the student using this line of inquiry is arguing that the race of Men is a tool that Tolkien has used to talk about agency and morality. Agency and morality are the literary concepts, the race of Men is the feature. By connecting them in the line of inquiry, you make it significantly easier to keep making that connection all the way throughout the entire HL essay. Not only this, but by connecting in-text features with a concept, it becomes significantly easier to produce the kinds of insightful arguments that push you into the top band of Criterion A.

The line of inquiry makes or breaks your HL essay (no pressure). That said, the HL essay is an ongoing journey. It is both common and perfectly okay to change or even completely scrap a line of inquiry partway through the drafting process.

2) The Analysis Itself

The analysis in the HL essay itself takes a very similar shape to analyses elsewhere in English assessments: technique, implications, authorial purpose, text type, audience positioning, evaluation, link to paragraph thesis, and so on. These avenues of analysis are the backbone of English in general and so it should come as no surprise that they are the backbone of the HL essay as well.

Where the HL essay can diverge from the other assessments is the points that you are arguing within the body paragraphs. Body paragraphs in the paper 1, for example, often cover how individual categories (say, visual techniques) contribute to the overall meaning of the text. The HL essay body paragraphs are considerably more related to the concept that you are arguing.

Taking the Lord of the Rings example above, you could have one paragraph about the race of Men and how Tolkien portrays their culture as a means of questioning the futility of having agency in light of definitive mortality. Then, you could have a second paragraph about how the race of Men is made distinct against other races in the Lord of the Rings as a tool of evaluating the role of mortality in driving personal choice, and so on for further paragraphs.

As you can see, rather than targeting specific groups of techniques, the HL essay paragraphs first address the conceptual discussions created within the text, and then the techniques are brought in to explain how these discussions emerge and what commentary the author is trying to make.

3) Structure and Terminology

There is no definitive go-to structure for the HL Essay. So long as there is an introduction and a conclusion framing a series of body paragraphs that each contain a thesis point, analysis, evidence and connections to the line of inquiry, then you are fulfilling the requirements of formal essay structure mandated by Criterion C.

Similarly, there is no required number of body paragraphs. Given the word count, 3-4 paragraphs is a good number to ensure that you are creating detailed points without repeating ideas. But, you are free to add more or less paragraphs and there are sometimes situations or texts where that may be necessary.

Criterion C and D are somewhat more check-boxy than A and B. How you fulfil Criterions A and B can be more variable depending on your text, as individual text types have defining features that lend themselves to potentially different directions of analysis. A short story, for example, would contain dialogue and so an analysis of speech and language takes on a completely different form than it would in a poem. But Criterion C and D are relatively consistent.

As long as you have a cohesive and formal essay structure as said above, combined with clear, analytical, and explicit vocabulary and tone, Criterion C and D are as good as guaranteed to you. Key things to consider when ensuring that these criteria are fulfilled include your tone (academic and unemotive), punctuation, and sentence variety (mixture of simple, compound, and complex sentences).

Closing Remarks

The HL essay is a task aimed to allow students to demonstrate the extent of their literary skills that they have learnt over their time in the diploma program. It can be daunting, and absolutely must be difficult in order to provoke insightful analysis, but it is just as possible to get a 7 on it as on any other assessment in any other subject. My final recommendation? Draft, redraft, redraft, and redraft again. Even if you’re just rewriting the same ideas every time, constant revision and review builds a crucial familiarity with the concepts and theses that you are arguing.

Good luck on your HL essay journey!

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7 Tips to Achieve a Level 7 on the IB HL English Essay

What is the IB English HL Essay?

The IB English HL Essay is usually written at the end of the first year of IB English in international schools and constitutes 25% of the IB English grade. For IB HL English Language & Literature, the source for the 1200-1500 word essay will be a non-literary or literary text studied in the course; for HL English Literature, this will be a literary text studied in the course.

As an International Baccalaureate Higher Level English student, one of the most daunting tasks is achieving a level 7 on the essay. However, with the right approach and mindset, it’s definitely achievable. Here are the top tips to help you achieve a level 7 on your IB HL English essay.

• Analyze the question carefully: Before diving into writing, read the prompt carefully and identify the key themes and ideas. Make sure you understand what the question is asking for. This will help you to stay focused and on-topic throughout the essay.
• Develop a strong thesis statement: Your thesis statement should reflect the main argument of your essay. It should be clear, concise, and specific. Remember, a strong thesis statement is the foundation of a successful essay.
• Use evidence effectively: Include specific quotes and examples from the text to support your arguments. Make sure to explain how the evidence relates to your thesis statement.
• Analyze literary techniques: IB exams often require students to analyze literary techniques such as symbolism, imagery, and metaphors. Make sure to identify these techniques in the text and explain how they contribute to the overall meaning.
• Plan your essay: Before writing, take some time to plan out your essay. Create an outline or a rough draft to organize your thoughts and ideas. This will help you to structure your essay effectively and ensure that you cover all the necessary points.
• Edit and revise: After finishing your essay, take some time to edit and revise. Check for grammar and spelling errors, and make sure that your sentences are clear and concise. Also, ask someone else to read your essay and provide feedback.
• Stay calm and focused: Finally, stay calm and focused throughout the exam. Remember to manage your time effectively, and don’t panic if you encounter a difficult question. Take a deep breath and approach the question logically and systematically.

In conclusion, achieving a level 7 on your IB HL English essay requires careful planning, effective use of evidence, and a clear and concise writing style. By following these tips, you’ll be well on your way to success.

Are you ready to improve your exam performance?

Previous post tips to achieve a level 7 on the ib mathematics ia, next post top study tips to succeed in your upcoming igcse exams.

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IB English A Language and Literature: HL Essay Assessment Considerations

Please note:  The purpose of this information is to elaborate on the nature of the IB assessment task, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation. 

This post is not meant to replace a reading of the IB Language A Subject Guides or the Teacher Support Materials available on MYIB.  Those resources should always be a first stop for teachers when checking the requirements of each assessment task and how the task should be facilitated. 

HL Essay Overview

Nature of the task.

• Students are asked to develop a line of inquiry of their choice in connection with a work or body of work studied in the course.
• In this context, teachers serve as advisors.  The HL essay is an opportunity for students “to develop as independent, critical and creative readers, thinkers and writers” [1] which suggests there should be some degree of autonomy in choosing a work or body of work and determining the line of inquiry.
• The final essay is a focused argument critically examining a broad literary or linguistic perspective in one of the works or bodies of work studied in the course.  The focus of the critical examination should be appropriate for the discipline; while there may be some overlap with other disciplines (e.g., art or film), teachers will need to use their professional judgement to evaluate appropriate boundaries for the line of inquiry [2] .
• The essay should be developed “over an extended period of time” [3] .  Adequate time should be given for students to refine their ideas, plan their arguments, draft, and revise their essays.  Teachers are expected to play an active role guiding and facilitating this process.
• The essay is formal and should adhere to the conventions of an academic essay in its structure and use of citations.  
• In the marking of the assessment task, there is equal quantitative value placed on the ideas presented in the essay (10 marks) and the essay’s organization and use of language (10 marks).  Maximum: 20 marks. [4]
• The final essay produced for submission needs to be 1200-1500 words in length.  Examiners will not read more than 1500 words. [5]

Explanation of the task

• It is important that students develop a line of inquiry that is focused, analytical, and (when relevant) literary before they begin researching and writing.  Students do not need to name literary or textual features in their question; however, the question should lend itself to an analytical investigation of the work that is appropriate for the discipline.
• The seven course concepts (identity, culture, creativity, communication, transformation, perspective, and representation) may serve as a starting point when developing a line of inquiry. [6]
• The discussion, ideas, and inspiration for the HL Essay will ideally come from the student’s Learner Portfolio.  Students may expand on an idea, activity, or smaller-scale assessment explored in class as inspiration for selecting a topic and developing a line of inquiry.  Students may also explore their own, self-generated lines of inquiry.
• Each student’s line of inquiry should develop from their own work or ideas about the work.  Ideally, the learner portfolio will document this evolution (in some form).

Selection of work

• Students base their essays on one work or body of work studied in the course. Students may choose any work or body of work, except for the works/body of work used for the Individual Oral or the works chosen for the Paper 2 exam. 
• Students should consult with their teachers when selecting a text, work, or body of work to ensure the material is rich enough to support a focused, analytical argument of this length.
• Documentaries and full features films are full, non-literary “works” and are acceptable material on which to base a line of inquiry for the HL Essay.
• Literary bodies of work include collections of short stories, poetry, essays, graphic narratives, etc.
• Non-literary bodies of work may include an advertising campaign, a journalist’s published articles or editorials, a photojournalist’s series of photographs, related public service announcements or campaigns, research and relevant publications by an organization (such as Human Rights Watch), a series of texts or shows by an interviewer, commentator or satirist, a podcast series, an editorial cartoonist’s publications, etc. [7]  
• The texts in the body of work must share authorship.  This means the texts are written or produced by a single author or are written and produced by collaborators that share a single authorship (such as an advertising agency, corporation, non-profit organization, television show, writer and graphic illustrator, etc.) [8]
• Students may base their essay on one text in a body of work (e.g., one short story in a collection), however students need to be careful to sustain a “broad literary [or linguistic] investigation” as opposed to a close reading or commentary.  They are expected to make explicit connections in the essay between the text and the author’s body of work. [9]  
• In most cases, it will be appropriate for a student to reference at least 2-3 texts in an author’s body of work. 
• Students may explore and use any texts from an author studied in class, even if the specific texts were not part of the course study.  This might be appropriate if the student’s specific literary investigation cannot be supported with the specific texts studied but could be supported with other texts by the author. [10]

Determining the topic (and line of inquiry)

• The essay needs to be focused on a broad literary or linguistic investigation that addresses a concept developed in the work or body of work. 
• Students who struggle to identify a suitable concept can use one of the seven course concepts as a starting place to develop their line of inquiry (e.g., What does the work communicate about…? In what ways does the work transform our perspective on…?  To what extent does the work represent…? )
• Students should be encouraged to explore a concept that is significant to them and their reading of the work. 
• Teachers can advise and coach students through the process of selecting a topic and developing a line of inquiry, but teachers are not supposed to assign topics (or works) to students. [11]

What is the HL Essay Assessing?

Criterion a:  knowledge, understanding, and interpretation (5 marks), defined terms.

• Students need a clear, cohesive thesis statement in the introduction of the essay that states the conclusions the student has drawn in response to the line of inquiry.  The “conclusions” are the student’s central argument for the essay. 
• Students need to understand the difference between demonstrating understanding of a work and offering interpretations of the work’s meanings.  An essay must offer interpretations of the work’s implications to score at least a “satisfactory” mark in Criterion A.
• Good to excellent knowledge and understanding comes from knowing the works very well which usually requires multiple readings .  Clear references, explanations, and detailed analysis in support of asserted interpretations are a more effective demonstration of knowledge and understanding than summary.  
• When analyzing texts from a “body of work”, students are expected to make claims and connections to the body of work.  If the focus of the essay is on an individual text (such as a short story or poem), it is important that the analysis be treated as a “broad literary [or linguistic] investigation”.  Teachers will need to evaluate the extent to which this is possible for each individual text.  It may be helpful for teachers and students to consult articles in scholarly journals to see examples of how a broad literary investigation can be approached with a shorter, individual text.

Activities and protocols that develop skills related to knowledge, understanding, and interpretation.

Formulating Interpretive Statements

This activity scaffolds the process of developing an “interpretive statement” in response to a text or work.  This is achieved through a sentence completion exercise […]

Continue Reading

Concept Formation

In this activity, students use small examples to establish what a concept is (and is not).  This inductive strategy works to give depth, ownership, and […]

Critical Lenses

Critical lenses help students engage with different perspectives with which to approach the reading and interpretation of a work.  Each lens contains questions that provoke […]

Journal Writing

Journal writing helps students develop important thinking skills.  There are the traditional approaches used in the younger years, like imagining a minor character’s point of […]

Criterion B:  Analysis and evaluation (5 marks)

• This criterion asks students to critically analyze, evaluate, and compare how meaning is constructed and communicated in a work or body of work.
• The discussion, analysis, and evaluation of literary or linguistic features must work to develop the line in inquiry and central argument for the essay.  This is a common shortcoming in student essays.
• The interrelationships of authorial choices and their effects may be complex, which requires thoughtful organization in the planning stage of the essay. 
• Assertions that make judgements about a writer’s competency or simply state a preference for an author or style are not literary evaluations.
• An insightful literary analysis usually includes an appreciation of form-specific features.

Activities and protocols that develop skills related to analysis and evaluation

Why might this detail matter?

This activity gets students to think about the significance of minor details in a work.  These details can be used as evidence to form the […]

Ladder of Abstraction

This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]

Appoint a Devil’s Advocate

This protocol invites divergent thinking in a group and works to facilitate a culture where different ideas are viewed as collaborative rather than combative.  Preparation […]

This activity helps students visually see and appreciate the ways in which parts make up a whole.  One of the challenges many students have is […]

Criterion C:  Focus, organization, and development (5 marks)

• The line of inquiry (which includes the topic) should be clearly stated either as the title or in the introductory paragraph of the essay. 
• The thesis (or argument) for the essay should be clearly communicated in the introductory paragraph. 
• Effective organization helps students maintain focus, achieve cohesion, and develop claims.  This means considering the most effective way to present the argument and its supporting evidence and analysis (chronologically, most persuasive evidence first, by sub-topic, cause and effect relationships, first impressions vs. later reflections, claims and counter claims, etc.).
• Each paragraph should be a point of development that supports the conclusions drawn from the line of inquiry (i.e., the essay’s central argument).  The nature of the argument and the substance of the analysis should determine the number of paragraphs, their length, and their order.  Forcing an argument into a formulaic essay structure can be limiting.
• Purposeful transitions create cohesion and logically take the reader through the essay’s evidence-based claims.
• Essays organized by authorial choices tend to be limiting because they struggle to appreciate the interdependency of features’ effects.
• One citation method should be sustained throughout the essay.

Activities and protocols that develop skills related to organization and development

Generate, Sort, Connect, Elaborate: Concept Mapping IDEAS in a Work

This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas.  This ultimately helps […]

Making a Précis

This activity guides students on how to distill a text into 100-200-word précis or summary.  This is a helpful skill for preparing a passage response […]

This protocol helps students consider which ideas, issues, and feelings are playing a significant role in shaping their personal response to a work. Process Give […]

Sort Card Activity

This activity helps students organize information and identify conceptual trends.  This activity models a process that students can use when planning their own essays and […]

Significant Quotes

Who said it?  What is the context? and Why is this quote significant? may seem like an archaic exercise in today’s educational landscape, but the […]

Criterion D:  Language (5 marks)

• A wider vocabulary and knowledge of sentence structures gives students more language tools to express abstract and complex thoughts. 
• Correct use of terminology may be considered in awarding marks in this criterion; however, jargon is not the sole focus. 
• When students use vocabulary and sentence structures that are comfortably in their repertoire, they usually express their thinking more clearly.  When students stretch to use words or sentences structures with which they are not familiar, they risk miscommunication.
• An essay does not need to be flawless to earn top marks in this criterion, however the expectation for language to be clear, varied, and accurate is higher in this component.  This is because students have an opportunity to revise their essays.
• Voice is welcomed in all IB assessment tasks: formal writing does not need to be turgid.

Activities and protocols that develop skills related to use of language

Interpretive Statement Wall

This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements.  This helps students develop […]

Evaluating Thesis Statements

This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement.  The approach invites active collaboration, and […]

Discussion Posts and Personalized Learning

This formative assessment gives students an opportunity to personalize their learning while engaging in collaborative discussion with their peers around their chosen text(s) or work. […]

This protocol helps students generate ideas in response to a work. Process Give students a writing task, asking them to identify one thing they think […]

[1] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 42.

[2] To gain an understanding or confidence in evaluating analysis that is “appropriate for the discipline”, teachers may want to invest some time perusing scholarly articles written on works they teach or are familiar with using a database such as JSTOR or Ebscohost.  These titles and articles an also be shared with students as guides and exemplars.

[4] Ibid, pp. 45.

[5] Ibid, p. 42.

[6] Ibid, p. 43.

[7] A list of text types can be found on p. 22 of the Language A: Language and Literature Guide.  As mentioned in the guide, the list is not exhaustive.

[8] “Selection of work”. Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019, p. 43.

[11] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. p. 44.

[12] Definition:  a short statement of the main points.

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Ultimate Guide To IB English – Language A: Literature HL Exam

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:

• 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 which texts you chose to read. 

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:

• Contextual and Content
• Author Motives

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.

Read Early 

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.

Exam Stress Management

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. 

Related CollegeVine Blog Posts

IBDP English A: Language & Literature

InThinking Revision Sites for students

Website by Neil Allen

Updated 2 February 2023

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

• DP Chemistry
• DP English A: Language & Literature
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   HL Essay Home Free Access Weekend! P1 - Examination Questions P2 - Examination Questions Start Here Paper 1 Paper 2 Individual Oral The Learner Portfolio Extended Essay Essential Knowledge Resources  

• HL Essay - The Basics
• HL Essay - Choosing a Topic
• HL Essay - Great Examples (Literature)
• HL Sample: Non-literary Body of Work - George Monbiot's Essays
• HL Essay - Gaining Level 7
• HL Essay - Student Samples

Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. You can compare your marks with those of the examiner.

Student Samples

The Characterization of Luis Alberto Molina through the use of Films, Dialogue and Stream of Consciousness in Manuel Puig’s Kiss of the Spider Woman 

Luis Alberto Molina, commonly referred to as Molina, is arguably the most fascinating and captivating character in the prose novel Kiss of the Spider Woman, written by the Argentine author Manuel Puig. The novel, first published in its original Spanish in 1976, revolves primarily around the relationship between two convicts in a Buenos Aires prison, presumably during the military dictatorship of the late 1970s: Molina, a homosexual cross-dresser imprisoned for sexual perversion, and Valentin, imprisoned and tortured for being a member of a Marxist resistance group. Puig employs several narrative techniques to reveal the intrinsic nature of Molina’s character while confined in a cell with an initially hostile companion. Firstly, Molina frequently submerges the reader into the realm of film, as he narrates several romantic films throughout the novel, the most significant being the 1942 film Cat People and one described as Nazi Propaganda. The films express Molina’s longing for escapism and his mannerism. Secondly, the author’s use of unmarked, outer dialogue establishes Molina’s self-identity. Furthermore, the dialogue portrays Molina in relation to Valentin, as the two develop a strong bond throughout the novel, to the point where they share complete intimacy and engage in sexual activities. Lastly, Puig’s use of stream of consciousness writing provides vital insight into Molina’s internal conflicts and reveals his true identity as a spy. 

The author employs films narrated by Molina as a medium through which his character is introduced to the reader and developed throughout the novel. In order to combat boredom and help pass the time, Molina vividly narrates the plots of several movies, often embellished with romance. As the films are presented through Molina’s eyes, they give vital insight into his perception of the world around him. The novel begins with Molina describing the appearance of the main protagonist of the film Cat People: Irena, a Romanian immigrant who fears she will turn into a panther if a man kisses her. In the film, she falls in love with a charming architect, who takes on a protective role and attempts to take away her fears. Molina goes into great detail, stating that “[her] face, [is] more oval than roundish, […]” (1) and that her hair is “ […] cut in bangs […], and is down to the shoulders, […], with little curls at the end too, almost like a permanent wave.”(1). This vivid description portrays Molina as a man who admires feminine features. Throughout the narration, Molina pays special attention to fashion, decorations in homes, and romance, highlighting his obsession with escaping into fantasy worlds. This message is further reiterated when Valentin “break[s] the illusion” by criticizing Molina’s narration, to which he responds that he would rather have “the panther woman’s boyfriend to keep [him] company instead of [Valentin].” (17). Additionally, the film is riddled with symbols of femininity and masculinity, which Molina sympathizes with. When asked by Valentin who he relates to in the film, he reveals that he identifies with Irena, as “[…] She’s the heroine,[…] Always with the heroine.” (25). This shows Molina’s desire to be the hero of his own life story. This foreshadows the ending of the novel, where Molina dies in an attempt to deliver information to Valentin’s resistance movement. Furthermore, Molina strongly connects with the pipe-smoking architect, due to him being “ […] the gentle type, and understanding.” (17). This subtly hints towards Molina’s submissiveness, as he desires a partner that protects him like the architect protects Irene. The second film follows the story of a French woman who falls in love with a Nazi officer and is forced to spy on him for the French resistance. While Valentin is quick to point out that the film is portraying the nazis as the saviors of Europe and calls it “Nazi junk”, Molina decides to ignore him, stating that “The film [is] divine, and for me, that’s all that’s what counts.” (78). Molinas unwillingness to see past the superficial glamour of the film and recognize that it intends to vilify the french resistance furthers the notion of Molina’s disconnect from a hostile society and his need to escape into fictional, romantic scenarios. Additionally, the themes of espionage and betrayal in the second film foreshadow the revelation that Molina is a spy for the prison warden, and has been promised early release if he extracts information on Valentin’s resistance movement. Consequently, the films are key to decipher Molina’s personality as they display a disconnect from reality and give insight into his feminine nature. 

Traditionally, novels are told by a narrator who exists either inside (internal) or outside (external) the story’s universe. What sets the novel apart from others is the fact that the author omits an external narrator entirely, using outer dialogue between the two characters to reveal Molina’s character. This narrative device effectively places the reader into the head of Molina and provides information about his self-identity. Furthermore, the change in dialogue from one character to another is indicated solely by a dash, forcing the reader to, at times, deduce who is speaking solely by their diction. When Valentin brings up Molina’s tendency of escapism and mocks his femininity, Molina retaliates, exclaiming that “You’re all alike, always coming to me with the same business.” (19), expressing his anger towards the society that rejects him. Molina continues by saying that “If a woman’s the best there is, […] I want to be one.” (19). This powerful phrase is the first glimpse the reader gets of Molina’s identity, as it becomes clear he doesn’t consider himself a stereotypical, masculine man. Once Valentin opens up to Molina about his relationship with his girlfriend, Molina reciprocates, revealing he is in love with a heterosexual waiter named Gabriel. Molina perceives Gabriel as a “real man” due to him being “elegant, […] soft and masculine.” (61). When asked about his definition of masculinity, he responds by stating “[…] it’s knowing what you want, where you’re going.” (61). The reader automatically recognizes that Molina doesn’t fit his own definition of masculinity, as he pursues the impossible goal of living with Gabriel, despite him being married. Furthermore, when talking about himself in the third person, Molina calls himself a “woman”, stating that “[…] when it comes to him, I can’t talk about myself like a man, because I don’t feel like one.” (60). This reveals Molina’s self-identity as a stereotypical female and accordingly, his attraction to a “real man”.Therefore, the author’s choice to employ outer dialogue between the prisoners is effective in refining Molina’s character as the device forces the reader to see things from his perspective, simultaneously allowing for a great deal of personal interpretation due to the first-hand narration. 

A third narrative technique that Puig employs to great effect is stream of consciousness writing. The device, meant to give the reader an insight into Molina’s disturbed state of mind, is used extensively throughout chapter 5 (96-112), where Molina privately pictures the plot of a third movie while Valentin studies politics. In the stream of consciousness writing, several of Molina’s thoughts help the reader understand his internal conflicts. Firstly, Molina’s resentment towards the society that loathes him is once again shown when he thinks: “[…] it feels so bad when someone gives you a black look, […] or when they refuse to look at you all together.” (105). This is strongly contrasted by feelings of guilt, which is expressed when he thinks of his sickly mother, whom he fears will die of a broken heart due to having a son “steeped in vice” (105). In the next few sentences, the reader gets a glimpse into an emotion once thought impossible by the sensitive, gentle character: rage. When Molina reflects on the judge that was determined to bring on him “[…] the full weight of what the law permitted […]” (106) and his mother’s horrified reaction, he becomes furious:“[…] if he dared to say one stupid word about her, I would kill the son of a bitch […]” (106). Towards the end of the passage, Molina thinks about the promise the warden gave him of a reduced sentence, giving the reader the first clue that he is a spy. The stream of consciousness section is therefore vital in the portrayal of Molina’s character as the reader interprets his potential for violence as the ultimate expression of affection towards his mother, as well as emotions such as resentment, rage and guilt. 

In conclusion, the narrative techniques mentioned above combine synergistically to give Molina his charismatic, romantic, and conflicting character. The films ‘told’ by Molina are central to the construction of his identity as they reveal his disconnect from reality and his feminine personality. The author’s use of outer dialogue adds to Molina’s characterization as his communication with Valentin reveals his self-identity. Finally, Puig’s use of stream of consciousness writing displays conflicting emotions that plague Molina. The construction of Molina’s character is vital as he is central to the plot of the novel and challenges the readers perception on homosexuality, gender expression and identity. 

Puig, Manuel, and Thomas Colchie. Kiss of the Spider Woman. Vintage International, 1991. 

Bibliography

Cat People. Directed by J. Tourneur, RKO Pictures, 1942.

Examiner's Marks

The motif of death and the interconnection between the Netflix series  13 Reasons Why  and the novel  Crossing the Mangrove

Word Count: 1500

Bibliography:

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Exam guide, practice papers, past paper solutions.

Best Essay Structure for IB English Paper 1

Having a strong guided analysis structure is the easiest way to earn marks in your IB English Paper 1. But wait–there’s even better news: The best structure doesn’t have to be elaborate or complicated at all. In fact, the simpler the structure, the better!

In this guide, I will answer the following questions:

• What is logical flow in a essay?
• How many points should I have in my essay?
• What’s the best way to organise the points in my essay body?

If you’ve just discovered LitLearn, be sure to read our  complete guide on IB English Paper 1.  Not to brag, but it’s amazing!

• What is logical flow, and why is it important?

The key ingredient of a strong structure for your Paper 1 essay is logic . What do I mean by logic? I mean that the points in your essay must flow seamlessly from one point to the next in chain of reasonable connections .

If you want to take your essay to the next level, you should use these logical connections to not just connect points but to develop the argument of the essay.

To illustrate what I mean by logical flow, consider a bad example where there is absolutely no reasonable connection between subsequent points:

• The bully is characterised as an arrogant individual.
• The author uses metaphor to construct the excited atmosphere of the annual event.
• The use of structure in the poem portrays the tragic consequences of the car crash.

Huh? These points have no connections between them. They could easily have been scrambled and presented in another order, and it wouldn’t have mattered. Always ensure that your points connect and develop from one to the next.

• The ideal number of points for IB English Paper 1

Always aim for 3 points. An essay with four points is also highly effective, especially for HL English students, given the complexity of your texts.

Avoid having only 2 points in your essay. You can still get a good mark, but this structure is not ideal because it doesn’t allow for a sufficient breadth of analysis. Breadth is just as important as depth of analysis.

As a funny side-story, I almost had to stick with 2 points for my final IB English Paper 1 exam, but luckily at the end I was able to conjure a third and final point to save my Paper 1 grade from the hot embers of failure… I’m just kidding. I’m sure the essay would’ve been fine if I’d only had 2 points. But of course, it’s the ideal.

• Types of point organisation

My recommendations for the best essay structure is no doubt a biased opinion. Your teachers might have different recommendations, but what follows is simply an honest expression of what has worked well and not-so-well for me in my IB English experiences. Can you write a great essay with SPECSLIMS as your mode of organisation? Certainly. I just have haven’t seen the merits of this particular organisation, and of course, I’m not a perfect human.

Having your points as techniques is the best approach in only one scenario: When the text conveys one central idea, message or theme. This scenario happens about 10% of the time. Clearly, organising by techniques is a bad—or at least a non-ideal—choice in 90% of all Paper 1s.

Let’s be specific. Organising an essay by techniques has two main disadvantages:

• The points are usually  difficult to integrate in a logical, flowing manner. How do you link metaphor, sound and poem structure in a logical flow? Not easy.
• You cannot analyse multiple techniques together to support a single point because each point must focus on a single technique; this leads to the isolated analysis of techniques (there is a way around this, but we’ll keep it simple here) and hence a low score for Criterion B—Appreciating writer’s choices.

This type of organisation requires you to have a separate paragraph for each of the following: s ubject matter, writer’s p urpose, e motion of reader (mood), and c raftsmanship, which is in turn broken down into s tructure, l anguage, i magery, m ovement, and s ound.

This structure is disorganised and the paragraphs clearly have no logical progression between them. I avoid SPECSLIMS without hesitation, and I recommend that you do the same for the sake of your Criterion C Organisation mark.

• Ideas and Section

Through five years of IB English experience as both a student and a tutor, I discovered that organising an essay by idea and section are the most effective structures. Organising by section means to split an essay into several parts and analyse each section in relation to an idea or technique that is present in only that particular section. There are two main reasons for why these structures are the best:

• They offer the most opportunity for a logically-developing argument and a 5/5 on Criterion C—Organisation. This is because ideas can be naturally connected by reasonable logic, and sections are already structured by definition .
• They allow you to analyse multiple literary techniques together in relation to a single point, which helps in scoring 5/5 on Criterion B. You aren’t just analysing techniques in isolation but appreciating how different language choices work together.

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

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

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

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

What's Next?

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

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

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

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

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HL essay – outline

Check the Subject Guide and with your teacher for official information about the HL essay.

The HL essay is an external assessment . External assessments are marked by the IB.  Teachers not involved in the marking of external assessments.

The HL essay is a 1200-1500 word essay that counts for 20% of the overall course.

Students must select a body of work OR a work that is the focus on their analysis. Students also need to choose a topic that will be part of the analysis. The Subject Guide suggests students could consult use one of course’s seven central concepts as a topic (pg. 43). The Subject Guide also states that the topic, “should enable a broad literary or linguistic focus for the essay” (pg. 43).

Students cannot use the same work or body of work for more than one assessment in the course. Therefore the work or body of work used for the HL essay CANNOT be the same one used in the Individual Oral. Also, if a student uses a work in the HL essay that work CANNOT be used for Paper 2.

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English A: Language and Literature Support Site

Othello (hle).

The following HL Essay aims to answer the line of inquiry: 

Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script before reading the examiner's marks and comments. How different were your marks and comments from the examiner's marks and comments? What improvements would you make to this essay to achieve better results?

What's the role of secondary sources on the HL Essay ? Both the poor and the good essay have secondary sources. Compare the bibliographies of these essays. Clearly, the better essay cites more relevant sources. In other words, make sure that your sources are actually about the primary source and not just about cultural phenomena. 

Related pages

• HL Essay: Assessment criteria
• HL Essay: Skills: HLE Builder

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