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.
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Since you're in HL, you'll also be needing Advanced Analysis skills if you want to impress your examiner. We've got all of that covered inside our Pro lessons.
Advanced Analysis
Also, you'll need to find good quotes for your text. Some good sources where you can find relevant quotes include Goodreads , SparkNotes , LitCharts , and Cliffnotes . Of course, you could just find quotes yourself directly–this will ensure your quotes are unique.
An essential step to getting a high mark on the HL Essay is understanding the rubric! It is SO important that you know what IB English examiners are looking for when grading your essay, as this helps you to shape the content of your essay to match (or even exceed) their expectations.
The IB English HL Essay is graded out of 20 marks . There are 4 criteria, each worth 5 marks.
Use the checklist below to make sure you're not making simple mistakes! Note that this is not the official marking criteria, and I strongly recommend that you reading the official rubric provided by your teacher.
Criterion A: Knowledge, understanding, and interpretation
Criterion B: Analysis and evaluation
Criterion C: Focus, organization, and development
Criterion D: Language
Here's everything we discussed:
Good luck, and may the odds be ever in your favor 💪
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Higher Level Essay
Crash course on HLE basics.
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What You Need to Know
The paper is externally assessed, meaning the final grade given is from the IB Examiner, not from your teacher. However, your teacher will give a predicted grade that is sent to the IB [3] .
How to Approach the Essay
The essay requires you to construct a focused, analytical argument, examining the work from a broad literary or linguistic perspective. It also requires you to adhere to the formal framework of an academic essay, using citations and references.
Connection to the Learner Portfolio
The HL essay is based on the exploration you have engaged with in the Learner Portfolio [4] . In the lead-up to the drafting of the essay, you must decide which text to focus on for further investigation, and which topic to write about. In choosing the topic, you can consult the course’s seven central concepts. You can choose any text with the exception of the texts used for the Internal Assessment (the IO) or the Paper 2.
How to choose a text
Don’t wait until the last minute and talk with your teacher about the text you want to use and the focus you are considering. Write your ideas out to make sure your line of inquiry is focused and appropriate for an analytical argument of a paper of this length.
In the case of a collection of short stories, poems, song lyrics or any short literary text, you may choose to use just one literary text from the work. However, It may be necessary to use more than one literary text from the work chosen.
The Language and Literature course only *
In the case of short non-literary texts, it may be necessary to use more than one from the same text type by the same author, for example the same creative advertising agency, cartoonist, photographer or social media user. At least one of these texts must have been studied in class. (If using a text in translation it must be a professional and published translation).
Determining the Topic and the 7 Course Concepts
It’s helpful but not mandatory to start with the seven central concepts of the course in generating or determining a topic for the essay. The questions below are meant as starting points for the focus of the essay, not as complete lines of inquiry which should be more specific to the chosen text (see examples of lines of inquiry below).
Questions may include; How is identity represented in the text? How are the characters in the text representative of a group? How does the text reflect the identity of the writer?
Questions may include; How is an aspect of the text representative of a culture or a particular place? How is a group of people or an institution conveyed? How is the text representative of a cultural perspective?
3-Creativity
Questions may include; How is the text representative of an individual or collective creativity, or lack of creativity? How is the text a reflection of the creativity of the writer?
4-Communication
How is communication or lack of communication conveyed in the text? How does the text itself communicate with the reader? How are aspects of communication illustrated through literary features?
5-Transformation
How is change or development illustrated in the text? How are characters transformed through action, communication or events in the text? What is the relationship between transformation and the goals, values and beliefs conveyed in the text?
6-Perspective
How is a perspective or different perspectives represented in the text? How is a shift in perspective portrayed? How is the writer’s perspective revealed through the text?
7-Representation
How does the text represent a particular theme or message? How are attitudes conveyed? In what way is reality or the world within the text represented?
IB English Language and Literature Guide examples of lines of inquiry
A Final Note on the Learner Portfolio and the HL Essay
The Learner Portfolio is not assessed but schools are required to keep it on file. It is intended to be a platform for reflecting on the texts studied, facilitating development of independent thinking. The reflections may include responses to cultural perspectives and values, inter-relationships and identities as it relates to topics and themes in the texts studied. The reflections may serve as a springboard for the line of inquiry in the HL essay. For example, you may keep a record of themes present, reflections on how particular passages within the texts reflect those themes, or how themes and passages convey one of the 7 central concepts.
[1] Paper 2 is cancelled for the 2022 cohort. No announcement has been made for the 2023 at the time this article was written.
[2] There are 3 IB English courses. The two most common are IB English A: Literature SL/HL, a course focused on literature (Poetry, drama, short stories and novels) and the IB English Language and Literature SL/HL course, focused on literature AND a variety of non-literary (non-fiction) text types.
[3] The examiner’s grade is independent from your teacher’s predicted grade.
[4] An individual collection of student work compiled during the course in which you explore and reflect on the texts throughout the course.
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Mastering the art of literary analysis for paper 1.
IB English Literature Paper 1 is a critical component of the IB assessment, testing your ability to analyze unseen texts. Practicing with sample essay questions can significantly enhance your readiness and confidence. Here are some sample questions and tips to help you excel in IB English Literature Paper 1.
Structure of paper 1.
Prose extracts.
Dialogue and character interaction :, question : how does the playwright use dialogue and character interaction to develop the plot and reveal character traits in the extract.
Tips : Focus on key dialogues and interactions. Analyze how they advance the plot and provide insights into characters’ motivations and relationships.
Question : Discuss the importance of setting and stage directions in the extract. How do they contribute to the development of the play’s themes and atmosphere?
Tips : Examine detailed descriptions of the setting and stage directions. Analyze how they enhance the audience’s understanding of the themes and tone.
Question : Explore the use of conflict and tension in the extract. How does the playwright build these elements to engage the audience?
Tips : Identify moments of conflict and tension. Discuss how dialogue, pacing, and character actions contribute to the dramatic effect.
Preparation.
Excelling in IB English Literature Paper 1 requires practice, a deep understanding of literary techniques, and the ability to analyze unseen texts effectively. Use these sample essay questions and tips to enhance your preparation and confidence for the exam.
Ready to ace your IB English Literature Paper 1 exam? Join RevisionDojo today and access personalized study tools, curriculum-specific question banks, and resources enhanced by Jojo AI. Let us help you master literary analysis and achieve your academic goals with confidence.
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Please note: The purpose of this information is to elaborate on the nature of the IB assessment task, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation.
This post is not meant to replace a reading of the IB Language A Subject Guides or the Teacher Support Materials available on MYIB. Those resources should always be a first stop for teachers when checking the requirements of each assessment task and how the task should be facilitated.
Nature of the task.
Criterion a: knowledge, understanding, and interpretation (5 marks), defined terms.
Knowledge of a work is shown by recalling For literary works, this includes details related to plot, characters, conflicts, setting, use of language, etc., and specific details about a work’s genre, era, or style. For non-literary works, this includes details related to the subject of the writing (people, places, context, etc.) and specific details about a work’s text-type, publication medium, place of origin, audience, etc. In both text forms, these details are clearly evident and verifiable. | |
Understanding may be demonstrated through summary, interpretations, inferences, and explanations because they require students to from the work. In this construction, students use their general knowledge and understanding (of people, relationships, cultures, literary principles, text forms, etc.) to process or infer meaning that is communicated , heavily implied, or self-evident. | |
An “interpretation” is an argument about a work’s . Sometimes this “meaning” is thought of as the “author’s purpose” but works might also communicate meaning to a reader unintended by the author. Interpretive arguments identify complex ideas and issues developed by an author and usually pay close attention to details and ambiguities in a work. Because the communication and deconstruction of implicit meanings is a complex process, interpretations tend to appreciate tensions and contradictions in a work as well as the ways in which a work’s culture or the reader’s culture might influence interpretive conclusions. In all cases, interpretations are persuasive arguments that need to be supported with clear references to the work. | |
Implications refer to the ideas the work may be without explicitly stating them or feelings the work may be evoking without explicitly telling the viewer or audience to feel them. | |
Students are expected to make references to the work that may include . Depending on the student’s claim, one may be more appropriate than the others (e.g., claims about language and style often benefit from direct quotes; broader authorial choices can be explained through paraphrase.) |
This activity scaffolds the process of developing an “interpretive statement” in response to a text or work. This is achieved through a sentence completion exercise […]
Continue Reading
In this activity, students use small examples to establish what a concept is (and is not). This inductive strategy works to give depth, ownership, and […]
Critical lenses help students engage with different perspectives with which to approach the reading and interpretation of a work. Each lens contains questions that provoke […]
Journal writing helps students develop important thinking skills. There are the traditional approaches used in the younger years, like imagining a minor character’s point of […]
Textual features are aspects of the work that the reading experience. These include aesthetic features (images, graphs, bold, italics, etc.), organizational features (such as a table of contents, headings, index, etc.), supplemental features (such as a glossary, footnotes, primary source material, captions, etc.), literary features (such as figurative language, analogies, conceits, etc.), and linguistic features (such as rhetoric, sentence structure, ellipses, parentheses, etc.). | |
“Broader” authorial choices are embedded the work and effect the work as a . These might include choices in structure, narrative perspective, genre, style, setting, characters, repeated patterns of imagery or figurative language, motifs, etc. | |
To analyze is to separate and identify the parts of a whole to discover its . The “whole” is the work. One can begin to breakdown the parts of a literary or non-literary work by considering its form, mode, structure, features, and use of language. | |
When students “evaluate”, they are appraising the author or creator’s choices in the context of their interpretations. Students show appreciation for the features that play a significant role in developing interpretive meaning and producing relevant effects by critically examining of choices made within the work. | |
Meaning can refer to the the author or creator consciously or unconsciously conveys to the reader or audience as well as the feelings created for the reader or audience in relation to those ideas. |
This activity gets students to think about the significance of minor details in a work. These details can be used as evidence to form the […]
This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]
This protocol invites divergent thinking in a group and works to facilitate a culture where different ideas are viewed as collaborative rather than combative. Preparation […]
This activity helps students visually see and appreciate the ways in which parts make up a whole. One of the challenges many students have is […]
A focused essay sustains its attention on developing the line of inquiry. | |
An essay is organized when claims, details, references, and analysis are purposefully arranged. On an essay level, students carefully consider how to most logically and persuasively develop the line of inquiry based on the points and evidence they have collected in support of their central argument. On a paragraph level, students consider how to arrange their claim, evidence, analysis, and evaluation so that the paragraph’s point is effectively communicated to the reader. | |
On an essay level, paragraphs work together to effectively develop an argument. On a paragraph level, the evidence, analysis, and evaluation are connected entities that effectively develop the paragraph’s claim. | |
To develop an argument is to gradually make the argument clearer and more detailed as claims, references, explanations, and analysis build upon one another in an illustrative manner. | |
Supporting examples can be references, quotes, or excerpted images from a work; but they can also come in the form of a précis , which is helpful when students are analyzing broader authorial choices. | |
Supporting examples are integrated when they are infused with the explanation, analysis, and evaluation that develops the essay’s central argument. This includes: (1) embedding quotes, fragmented quotes, or references into the essay’s sentences, (2) embedding relevant images into the body of the essay, (3) effectively using complex and compound sentence structures so that references to the work are connected to the essay’s analysis and evaluation. |
This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas. This ultimately helps […]
This activity guides students on how to distill a text into 100-200-word précis or summary. This is a helpful skill for preparing a passage response […]
This protocol helps students consider which ideas, issues, and feelings are playing a significant role in shaping their personal response to a work. Process Give […]
This activity helps students organize information and identify conceptual trends. This activity models a process that students can use when planning their own essays and […]
Who said it? What is the context? and Why is this quote significant? may seem like an archaic exercise in today’s educational landscape, but the […]
Clear language | Language is clear when the selection of words and the arrangement of words effectively articulate meaning. |
Varied language | Language is varied when the student uses different words to acutely communicate knowledge, understanding, and meaning. |
Accuracy | Language is accurate when it uses grammatically correct structures, spelling, and capitalization. |
Register | The “register” refers to the style of the written language. |
This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements. This helps students develop […]
This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement. The approach invites active collaboration, and […]
This formative assessment gives students an opportunity to personalize their learning while engaging in collaborative discussion with their peers around their chosen text(s) or work. […]
This protocol helps students generate ideas in response to a work. Process Give students a writing task, asking them to identify one thing they think […]
[1] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 42.
[2] To gain an understanding or confidence in evaluating analysis that is “appropriate for the discipline”, teachers may want to invest some time perusing scholarly articles written on works they teach or are familiar with using a database such as JSTOR or Ebscohost. These titles and articles an also be shared with students as guides and exemplars.
[4] Ibid, pp. 45.
[5] Ibid, p. 42.
[6] Ibid, p. 43.
[7] A list of text types can be found on p. 22 of the Language A: Language and Literature Guide. As mentioned in the guide, the list is not exhaustive.
[8] “Selection of work”. Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019, p. 43.
[11] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. p. 44.
[12] Definition: a short statement of the main points.
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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.
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.
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.
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).
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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How do two of the works you have studied portray the struggle to be understood?
Communication and collaboration are two essential qualities of human nature, but different perspectives and cultural differences continue to lead to challenges of communication and the struggles to be understood in life. This is reflected in literature, too, and can be seen in Alan Moore and David Lloyd’s graphic novel V for Vendetta and Emile Zola’s Therese Raquin. Through the use of the symbol of the roses in V for Vendetta, the didactic features of the naturalism movement in Therese Raquin, and the plights of the protagonists and other key characters in both novels, both works suggest that, unless struggles to be understood are overcome, the future for humanity could be quite bleak.
Lloyd and Moore employ symbolic roses to represent life and hope amidst apocalyptic despair. The rose is first introduced to the reader in Book 1 as V enters the Priest’s house with a white rose already plucked. The rose is initially given to the people V murders out of revenge, a reminder of the people like him harmed in the concentration camps for being minorities. In Larkhill Camp, V grows roses, and uses their fertilizer ultimately to destroy and escape the camp. By the end of the novel, as V’s social experiment moving through Anarchy to Anarchism, of reinventing society in the interests of all, comes to fruition, the rose symbolises new life, something beautiful and natural blooming out of the rubble of despair and destruction. He leaves Evey Hammond with a stark warning, though, when he says that ‘we, as gardeners, must beware… For some seeds are the seeds of ruin, and the most iridescent blooms are often the most dangerous’. Essentially, he says that new seeds represent new life, that a new day will always dawn and change is possible, but warns her of the usual human mistakes: of trusting the most beautiful, most sweet-talking leaders (‘iridescent blooms’) rather than taking a more collective responsibility, will lead to the familiar outcomes. Thus the rose both symbolises V’s own struggle to be understood, leading to his incarceration for being an outsider and his revenge for that incarceration, as well as the easy manner in which humans allow themselves to misunderstand others through their attractive presentation rather than their true intentions.
By contrast, Zola pioneers a literary movement in order to adapt the very purpose of literature in order to explore the reasons why people behave as they do, being successful or struggling with interacting and understanding each other accordingly. In his Preface to the Second Edition, Zola says that ‘he had believed, naively, that this novel might do without a preface,’ but that ‘the critics ha[d] given this book a hostile and indignant reception’ because they didn’t understand that in the novel Therese Raquin, he ‘set out to study, not characters, but temperaments’. Zola himself argues that, in pioneering the movement of Naturalism, his characters are ‘human animals’ and he is employing certain settings, situations and temperaments that then display how humans behave with each other. Zola states directly that ‘my objective first and foremost was a scientific one’, and thus it is argued that he is using literature to predict human behaviour. A character with a nervous temperament like Therese, coupled with the lazy peasant, Laurent, captured in the dingy setting of Passage du Pont Neuf, and in a passionate, forbidden affair - evidenced by their first act of lovemaking being ‘silent but brutal’ - will inevitably lead, according to Zola, to a downward spiral and the possible sequence of events that follows. Therese and Laurent become ‘murderers’ and ultimately kill themselves. However, overriding this is Zola’s key purpose of using his novel as a form of social science, to explore human beings and how they are bound to misunderstand each other and lead complicated lives as a result.
Both authors use key characters’ struggles to be understood at climactic moments of the novels as integral to the advancement of the plot and to the ultimate resolution of their plights. After discovering the truth about her son’s death, Madame Raquin - by now a paralysed invalid - had been ‘fervently looking forward’ to the set-piece Thursday night gathering so she could attempt to unmask the murderers. Despite Laurent’s confidence that ‘she’s hardly going to start blabbing to them’, Madame Raquin indeed gained the attention of the group and began spelling out the names of Therese and Laurent, making ‘the murderers… crazed with terror’. However, at the moment of highest tension, she failed to make herself understood, as ‘the avenging hand… fell back into a spasm’ and the moment was lost. By contrast, in V for Vendetta it is Evey Hammond who goes on a journey of discovery and understanding as V tricks her into thinking she is incarcerated and ‘tortures’ her. When she discovers the truth, Evey is broken by learning it was V all along, while he claims to be ‘set[ting her] free’ from the ‘prison’ she’s been in ‘all her life’. This metaphor suggests she is blind to the truth of the world and he has had to educate her through tough means. However, his ambiguity in manner leads her to say, ‘you think you’re so good that you don’t have to make sense,’ and, ‘nothing you say means anything’. He is, then, intentionally creating a struggle for her to understand him, in order for her to learn about herself and the world, something she sees and does at the end of the novel.
Martin Luther King Jr. said, ‘Every step towards the goal of justice requires sacrifice, suffering and struggle’. In order for societies to be most effective, human beings have had to strive to overcome their struggles to understand each other in order to learn the truth about themselves, about the world, and in order to live and work together more effectively. V for Vendetta is an explicitly politically-motivated novel which expresses this through the opaque behaviour and characteristics of its title character, while Therese Raquin is a literary study of temperaments and how certain conditions lead to certain outcomes, and how certain characters struggle to understand each other, to live together, and to share hidden truths more widely.
Narrated discussion of student response.
Individuals may struggle while trying to be understood, pursuing freedom as a response. It is essential for humans to find a way in which not only can they understand each other, but feel understood, otherwise as a consequence of this there could be various differences and unwillingness of groups to work with one another. This component is essential to the existence and survival of human beings. Authors David Lloyd, Alan Moor, and Emilie Zola, created pieces which help explore the concept of not being understood, and the consequences rising from this. It can be said that through the use of the mask as symbolism, in V for Vendetta, Therese’s characterisation in Therese Raquin, and literary genre in both with Dystopia and Naturalism, authors Alan Moor, David Lloyd, and Emilie Zola portray how the struggle to be understood leads to the inability to compromise and perusal of freedom.
Emile Zola portrays the struggle to be understood through characterisation in Therese Raquin. Therese was a character which was misunderstood by her familiars, she would remain silent during most occasions, without her opinion taken into account. Yet, when Laurent appeared in her life he triggered the uncovering of a new, not seen side of Therese to the reader in which one could see her resentment towards her husband and her aunt. After years Therese at last reveals to the reader how, “ I would have preferred abandonment to their hospitality, I had a desperate need for wide-open spaces; as a little girl, I dreamt of roaring barefoot along dusty roads”. The extract above demonstrates Therese’s desperation towards this family, although they had saved her from facing poverty, she would have still chosen to be abandoned. Therese is constantly pushed around without being able to be given a chance for her opinion, as a result she holds resentment and bitterness towards her familiars throughout her entire life. Once she sees an escape out of this life it is clear that she would take any means necessary to finally be liberated and free. This shows the desperation Therese had as she clearly wanted to be understood, and once she felt like she was, she would even kill to change her life and head it towards what she wanted it to look like. All in all, Thereses specific characteristics being presented to this situation made her want to take an extreme measure that would make her feel understood at once, showing the complexity of beings and how far some could go for comfortability and happiness.
Alan Moor and David Lloyd use symbolism to portray the struggle to be understood. V for Vendetta is a novel which shows a society where there were no minorities or people of color, and the population was oppressed by their government. V is a character which due his difference, and inability to fit the perfect society with ‘ideal people’ the right wing government wanted to achieve is cast away to a concentration camp to be tested on. The incapability of the government to understand others which are not what they deem as superior, and different, is what greatly inspires V to pursue freedom through anarchy. V utilizes a mask to represent that what he is pursuing is greater than just himself, “Behind this mask there is more than just flesh. Beneath this mask there is an idea... and ideas are bulletproof.”. The symbol of the mask is essential throughout the entirety of the comic, as it shows that there is an idea which rose due to several factors. V, a survivor from this persecution, pursued freedom, not only individually, but for all, he wanted to dismantle the government and let the population be free after so many years of being oppressed, without understanding each other. The government essentially separated and held the population back, as the only one being able to stand up for themselves was V, which later spread his ideology.
Alan Moor, David Lloyd and Emile Zola use literary genre to depict the struggle to be understood. In these two novels there is use of various features which help aid the creation of characters which are struggling in their environment, and how they deal with this. Irrespective of their environment, there is the same outcome of the two, individuals who want freedom after suppressing their feelings. Emile Zola used genre as he showed that the human nature of these characters in this specific situation was inescapable, and eventually would occur one way or the other In "Therese Eaquin," I have sought to study temperaments and not characters. In that lies the entire book. I have selected personages sovereignly dominated by their nerves and their blood, destitute of free will, led at each act of their life by the fatalities of their flesh.”. Alan Moor, and David Lloyd use dystopia in the novel where the world is controlled by a far right government with extremist ideas, essentially suppressing everyone's feelings to not be understood. One of the government's recurring phrases was “Strength through unity and faith”, ironically, as without individuals being understood there is no unity.
Humans are complex beings which mainly desire to be understood by others. At times some individuals may struggle as everyone is different, therefore leading to differences with one another. If people cannot manage to get past their differences and understand each other, there is no collaboration or work from either party. V for Vendetta and Therese Raquin depict this idea of the struggle to be understood and what it does to a person which oppresses their feelings in such a way. With V for Vendetta using symbols, Emile zola using characterisation, and both using literary genre they make it clear and highlight the consequences of not being understood on individuals.
This essay has enormous strengths. It makes clear, analytical points that address the question with relevance, and some of the analysis and evaluation - the presentation and deconstruction of evidence - is very effective. The third paragraph is a little too general even though it is effective in ensuring the comparative nature of the essay. And there are language slips, including discussing works and authors in the past rather than conventional present tense. Overall, though, a strong essay.
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Check the Subject Guide and with your teacher for official information about the HL essay.
There are a number of different ways to develop an HL essay. Consider the following outline; it isn’t 100% comprehensive but it covers the key elements.
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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.
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Hi, I just wanted to share my HL LangLit essay on photography. It got a 19/20 so I hope it helps other HL English students who are writing their essays :)
Here is the link
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IA English A (Lang & Lit) HL Essay HL 6. High scoring IB English A (Lang & Lit) HL Essay Internal Assessment examples. See what past students did and make your English A (Lang & Lit) HL Essay IA perfect by learning from examiner commented examples!
Once students are "Green-lit", those inquiry questions can serve as models and examples for other students. A sample tracking document, with sample HL Essay lines of inquiry, is provided below. Additionally, there is a Word template of the tracking document that can be uploaded to Google Docs; it should easily convert.
IB English Higher Level Essay (HLE) Explained
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 ...
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 ...
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.
Top 8 Tips for Earning a Level 7 on the IB English HL Essay
The Nature of the Task At HL, students are required to write a 1,200 -1,500 word formal essay which develops a particular line of inquiry of their own choice in connection with a non-literary text, a collection of non-literary texts by one same author or a literary text or work studied during the course. 42 Language A: language and literature guide
Practicing with sample essay questions can significantly enhance your readiness and confidence. Here are some sample questions and tips to help you excel in IB English Literature Paper 1. ... Higher Level (HL): Analyze two unseen literary texts in 2 hours and 15 minutes. Types of Texts. Prose Extracts: Could be from novels, short stories, or ...
IB English A Language and Literature: HL Essay ...
Let us guide you through the entire process. We'll leverage five complete HLE samples and show you how it's done. Start with the Line of inquiry and end with 1500 words you can celebrate! The HLE Planning Guide includes: 100-page course book. 5 sample papers across genres. Line of inquiry guidance. Step-by-step approach to building the HLE.
We need sample HL essays in the following languages: English, Spanish, French, Chinese, Arabic, German, Japanese and Turkish covering 16 different topics! Show off your writing and set an example for future IB students. Submit a proposal by 30 June 2018 (extended from May) to write an original 1,200-1,500-word essay on a topic you choose within ...
Literary Work & Sample Essay. Choosing an exact focus for the literary work is just as challenging as outlined in HL Essay - Choosing a Topic but at least the primary evidence for close analysis is clear.. A good piece of analysis can take many different forms and has much to do with effective exposition, deconstruction of well-chosen evidence, a coherent developing argument, and a conclusion ...
The 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 ...
This essay has enormous strengths. It makes clear, analytical points that address the question with relevance, and some of the analysis and evaluation - the presentation and deconstruction of evidence - is very effective. The third paragraph is a little too general even though it is effective in ensuring the comparative nature of the essay.
Exemplar PDFs. Exemplar Mock HL Essay 1. Demonstrating the Ability & Disruptive Power of Photography Giles Peress Challenges the Underlying Causes of Global Complacency & Ignorance Through the Use of Photographic Journalism. Exemplar Mock HL Essay 2. How Does the Amanda Knox Documentary Highlight the Way in Which the Media Manipulates Legal Cases?
There are a number of different ways to develop an HL essay. Consider the following outline; it isn't 100% comprehensive but it covers the key elements. Preparing for the HL essay. Carefully read through the HL essay requirements and criteria. Analyze HL essay samples.
Sample HL essay responsesLinked from this page are some Higher Level essay sample responses with teacher marks and comments. We will be looking to add more examples, covering a range of different questions and different literary forms.
The Great Gatsby (HLE) The following HL Essay aims to answer the line of inquiry: How and why does the motif of higher education in The Great Gatsby play an important role in the readers' understanding of class in America in the 1920s? Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script ...
The following HL Essay aims to answer the line of inquiry: In what ways does Shakespeare comment on the interdependence of love and jealousy through the portrayal of Iago and Othello in "Othello" ? Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script before reading the examiner's marks ...
IB HL English Essay Sample with Comments - Free download as PDF File (.pdf), Text File (.txt) or read online for free.
Download. Notes. English A (Lang & Lit) - HL. Like it? 199. 95. an example of a hl essay based on the book Persepolis.
Hi, I just wanted to share my HL LangLit essay on photography. It got a 19/20 so I hope it helps other HL English students who are writing their essays :) Here is the link. Congratulations and thank you so much! Reading example essays has been really helpful and I'm grateful you decided to share yours.
Explore problem solution essay examples and topics to craft compelling essays. For expert guidance and unique ideas, The Student Helpline for best help. ... This guide provides information on a number of challenging concepts appropriate for high school and above, as well as samples of problems and solutions for your use. These problem solution ...