(外部評価)
SL | ||
---|---|---|
External Assessment (外部評価) | Paper 1 | 未読の2つの異なる文学形式 35% 75分 見たことのない文学を分析して設問に答える。 |
Paper 2 | 学習した作品から2つを使用 35% 105分 4つの設問から1つ選び、それに対して自分で勉強した文学を2つ比較しながら、論ずる。 | |
Internal Assessment (内部評価) | IO(個人口述) | 学習している言語で原作が書かれている作品1つと翻訳で学習した作品1つを選択 30% 15分 学習した2つの作品に見られるグローバルな問題について生徒が口頭で発表し、学校の先生からの質問に答える。 |
*2021年度試験については、変更点があります。詳しくはこちらの記事をご覧ください。
コロナでどう変わった?2021年 国際バカロレア(IB)の変更点と対策のポイントのご紹介
IBの学習は難易度が高く、課題が多いため、効率よく効果的に学習する必要があります。また、効率よく効果的に学習する上で、学校外の教師に見てもらい勉強するのは 最も有効な手立ての一つ です。 一方で、一概にIB対策といっても、 難易度が高いことや多くの労力を要する ことから、 苦戦する生徒が多い のも事実です。そういった場合には、 学校内外のサポートに頼る ことを 強くお勧め します。悩んでいる間にも授業はどんどん進んで行ってしまいますので、躓いたと思ったらすぐに相談するのが良いでしょう。
Literature(文学)とlanguage and literature (言語と文学)どちらをとるべきか?.
通っている学校で日本語A Language and LiteratureもLiteratureも提供されている場合、どちらを取るべきなのでしょうか。
Literatureでは 文学のみ を扱うのに対し、Language and Literatureでは 文学だけではなく、広告やブログ、演説など の分析を行います。 どちらをとってもほとんどの場合進路に影響はありませんが、日本語に不安がなく、文学が好きな人であればLiteratureを、文学だけではなく言語学などにも興味がある人であればLanguage and Literatureを取ることが多いです。
どの教科にも言えることですが、HL, SLを選択するときは、 1. その科目が得意か 2. 自分の行きたい大学・学科に取得するべき科目の条件がないか ということを軸に考えることがオススメです。
1. その科目が得意か 上記の勉強内容でも記載した通り、IB Japanese Aでは たくさんの文学作品を読み、相当な量のエッセイ を書くことになります。日本語での読み書きに不安がある場合はSLやLanguage and Literatureを取ることをお勧めします。逆に、日本語が母国語であり、国語が得意もしくは文系学科に進む予定である場合は、HLをとることをオススメします。
2. 自分の行きたい大学・学科に取得するべき科目の条件がないか 日本語のHLを取ることが必須である大学は少ないため 、 他の科目との兼ね合い で考えることをおすすめします。例えば、海外の大学で医学部に進みたい場合、 ChemistryやBiologyをHLで取ることが必須である場合 が多くあります。残りの一つのHLが日本語の方が良いのか、それとも他の科目で取った方が高得点を取る見込みがあるかという観点から科目選択をするようにしてください。
高得点を狙うための分析のアドバイス.
IB Japanese AではHL、SLともに文学作品をどれだけ理解し、その分析を文字に起こせるかが試されます。 実はIB Japanese Aでは日本語力だけでなく「分析」の質も評価の対象として重視されるので、日本語に堪能な生徒でも高評価を取れないことがあります。
ポイントその➀ 文学作品の形式と内容 作品を分析をするときにみるべきポイントは、形式と内容です。
・形式について 文学作品の分析をする際に、最も取り掛かりやすい方法が 作品の「形式」 を見ることです。 「作品は何章で構成されているのか、物語のどの部分で段落分けされているのか」など。 作品の構成また形式を詳しく見ていくことで、起承転結はどの部分で起きているのか、筆者は作品のどの部分に一番思い入れがあるのか、などと想像が膨らみやすくなり、 作品への理解も深まります 。
・内容について 次に、内容を見ていきます。具体的には 題材や場面設定、登場人物など です。作品を読む上で真っ先に検討すべきなのが題材です。題材が決まったら、次は景色描写、登場人物の言動及び描写がどのように題材と関わっているのか見ていくと良いでしょう。
ポイントその➁ 他者の視点を取り入れる
分析は生徒の主観が強く反映されるので、どうしても 偏った見方になりがち です。最終的に試験で書くことになる分析論文の質を上げるためにも、文学を読んでいる段階でクラスメイト、教師、家庭教師などと ディスカッションを繰り返す と良いでしょう。他の人の考え方に触れることで自分の視点にも客観性が生まれる他、作品の理解も深まります。
分析は文学作品を読みながら行うと、効率良く詳しい分析が出来上がります。また、 論文に使えそうな引用部分 を見つけた場合は、本のページに直接付箋を貼ったり、ノートにメモをとったりして振り返りやすいようにしましょう。
Paper 1では小説やエッセイなど任意の文学の抜粋部分、または詩を分析して コメンタリー を書くことが要求されます。この試験で試される能力は、 初見の文学作品をどれほど理解し、細かく分析できるか です。「高得点を狙うための分析のアドバイス」でも述べた通り、分析には点数を取りやすい方法がありますので、 形式、内容という順序 で分析していくと、まとまったコメンタリーが書けます。
しかし、初見の文章で一番心配なことは、作品の内容、題材また筆者の意図が全く分からないときです。作品が一体何の話をしているのか分からなかった場合、どうすればいいのでしょうか? まず分からなくても書きましょう 。分からないまま書いても、点数が全く取れない、とは限りません。たとえ自分の解釈が模範解答とかけ離れていても、 筋が通った、説得力のある理論を立てることができれば 、IBはそれを評価してくれます。
初見の文章を分析することに不安がある方はPaper 1のPast papers(過去問)を何年分か入手して、練習するといいでしょう。その際、時間短縮をしたい方は分析論文を一から書くのではなく、「分析できる要素を文中からできるだけ探して題材を考える」ことを行い、表などにしてまとめると見やすいです。
IBを経験したEDUBALのスタッフがJapanese A Paper 1の勉強法をまとめています。
Japanese Literature A Paper 1コメンタリーの書き方とおすすめ対策法3選!
Japanese A Paper 2の勉強法をより細かく知りたい方はこちらをご覧下さい。
IB Japanese Literature A Paper 2 おすすめな6つの対策!
Individual Oral(IO)では「自分で選んだグローバルな問題が、学習した 2 つの作品の内容と形式を通してどのように表現されているか分析しなさい。」という問いに対して、発表のテーマとアウトラインを事前に準備し、発表を 10分間 と、先生とのデイスカッションを 5分間 行います。 学習した2つ作品は、IOを行うまでに勉強した作品の中から 日本語で書かれた作品と翻訳された作品 を一つずつ選びます。そして、その中から自分で決めたグローバルな課題に沿って 各作品四十行程度の抜粋 をすることになります。事前にグローバルな問題と作品が選べ、じっくり分析をし、アウトラインを作る時間があるので、 Finalの前に点数を稼いでおけるチャンスです 。
IBOの提示しているグローバルな問題とは以下のものを指しています。 ・広範な規模で重要性をもつ ・国境をこえて存在する ・地域の日々の生活に影響を及ぼす ・探究領域から1つ以上の領域にふれる
<例> ジェンダーとセクシュアリティーについて 政治における権利と責任について 人間と自然環境の関係性について
グローバルな問題を選ぶ時に気をつける点は以下の通りです。 ・問題が広すぎず、狭すぎないこと ・両方の作品にバランス良くふれること ・グローバルな問題の表現のされ方、作者の意図や、これらが読者に与える影響などについてふれること
グローバルな問題について、口述の中で触れるべき点は以下の3点です。 ・グローバルイッシューが、今、どのような問題になっているか ・グローバルイッシューについて、作者・筆者はどのような考えをもっているか ・そのグローバルイッシューについての考えが、それぞれの作品中でどう述べられているか
*それぞれの作品中でグローバルな問題がどう述べられているかを個別に述べることに着目しており、IB Japaneseの先生によると比較する必要はありません。
HL小論文では生徒が 学習した1つの作品 に関して、自分で選んだテーマを探求し、 2400~3000字の小論文 を作成します。 学習者ポートフォリオに記入した各テクストや作品に対する感想、疑問、見解や、グループでのデイスカッション などを通して自ら興味を持った作品とテーマを決め、授業中に作成することになります。
テーマには様々なアプローチの仕方があります。
・7 つの概念* (7つの概念から1つの概念を選び、それを焦点に議論する) <例> 文化の場合 ロバート・キャパは、『La Femme Tondue』の中で、ナチに協力した者たちに対してフランス国民がみせた残忍さを例示することで、第二次世界大戦後のフランスをどのように表現したか。 *7 つの概念について詳しくはシラバスをご確認ください。
・文学的焦点アプローチ (作品内の疑問点に対し、議論する) <例> 『Great Gatsby』において、F・スコット・フィッツジェラルドは、ギャツビーの不自然な過去への執着がその転落を招くことになるということをどのように予示しているか。
・理論的アプローチ (作中の描写や概念を一般的な理論を元に説明する) <例> ガブリエル・ガルシア=マルケスの小説『A hundred Years of Solitude』で描かれる暴力行為は、 富と権力の階層化に関するマルクス主義理論によりどのように説明できるか。
・学んだ作品同士の比較をし、お互いへの影響などを論じる <例> パトリック・ジュースキントの『Perfume』の主人公の特徴は、フランツ・カフカの『The Metamorphosis』からどの程度影響を受けているか。
テーマを決める時に気をつける点は以下の通りです。 ・テーマの範囲が広すぎず、狭すぎないこと ・授業内の時間で書き終えられる難易度であること ・文学的な問題や言語学的な問題に焦点を置けるテーマであること
IB JapaneseのEEは 3種類 あります。 一つ目は、日本語の文学作品を深く掘り下げて分析を行う論文 二つ目は、日本語翻訳された外国文学を原文と比較する論文 三つ目は、言語を研究する論文です。
IB Japanese Aでは主にLiteratureしか教えられていないため、IB JapaneseでEEを書く生徒の多くは 一つ目及び二つ目のカテゴリーの論文 を書きます。EEに使う文学作品は授業で分析した作品やIBが認定した筆者の作品以外にも、十分な文学的価値がある作品ならば自由に選ぶことができます。ただ、授業で分析した作品を選ぶ場合は授業内容の範疇を超えた、生徒が独自で考えた オリジナリティのある分析 が求められます。 また、EEはJapaneseで書く場合、8000字程度の長さを書かなくてはならないので、 多くの生徒は1冊ではなく、2冊選んで 論文を書きます。
IB JapaneseのEEを書く上で多くの生徒がつまづくところが、Research Question(議題)選びです。IB JapaneseでEEを書きたいけれど Research Questionを何にすればいいのか分からない 、といった生徒のために下にいくつかResearch Questionの参考例を紹介します! ※本来のResearch Question(議題)は疑問形で表現することが望ましいので、以下の例はあくまでもResearch Questionの元になるアイデア例です。
・筆者Aの『初期の作品』と『最新の作品』を比較し、宗教に対する考えが変化したかを調査する
・『古典』の筆者Aの現代語訳と筆者Bの現代語訳を比較し表現や描写の差異を分析する
・『任意の作品A』と『任意の作品B』における女性主人公の重要性
Research Questionのテーマは、 社会問題に関わるもの が定番です。というのも、ほとんどすべての文学的作品はジェンダーや宗教、個人と社会、貧困など多少は社会問題と関連しているからです。これらの 社会問題を念頭に置いて文学作品を読めば 、Research Questionが思いつきやすくなるでしょう。
EDUBALの教師はIB Japanese A(日本語A)のIA、EEなどのエッセイのアドバイスも承っております。
詳しくはこちらのページに記載してあるのでご覧下さい。
Essay(小論文)添削サービス
Extended Essayの概要や対策法、スコアアップのコツが知りたい方はこちらをご覧ください。
IB Extended Essay(課題論文): 科目選択や対策法、スコアアップのコツ紹介
EDUBALでは、 IBでJapanese Aを取りたいけれど先生がいない、セルフトート(SSST)のサポートをして欲しい、 といった生徒様に、IB Japanese Aのセルフトート(SSST)のサポートを行っています。
詳しくは、こちらをご覧ください。 IB Japanese A セルフトート(SSST)対策コースページ
Japanese A Literature(日本語A文学)のCurriculum(カリキュラム)、Criteria(クライテリア)は こちら (IBOホームページ)でご確認ください。
*他の科目について、もっと詳しく知りたい方はこちらからご覧ください。
EDUBALでは、国内外問わず IB生の可能性を広げるためにオンラインでの指導を通して世界中のIB生の勉強のサポート を行なっています。 教師は全員IB経験者 であるため、生徒様の悩みに寄り添った指導や相談に応じることが可能です。IBの勉強でお困りの方は、EDUBALへお問い合わせください!
EDUBALでは、国内外問わずIB生の可能性を広げるために オンラインでの指導を通して 世界中のIB生に 指導を行なっています。
IB対策にEDUBALが選ばれる3つの理由 ① IBの経験のある教師 に個別に指導をしてもらえるから ② オンライン受講 で、世界のどこでも自宅から授業を受けることができるから ③ 日本語でも英語でも 指導をできるから
無料体験授業も実施中・指導実績400件以上 「帰国子女の先輩に指導をしてもらうことで、モチベーション向上に繋がった」 という声もいただいています。 実際にPredicted gradeを2、3点アップした生徒も珍しくはありません。 指導についての詳しい情報は以下のページをご覧ください。
Japanese Literature A Paper 1コメンタリーのおすすめ対策3選! 2020 May IB Final Exams中止と2021年度大学入試についての情報 自宅学習中のIB生がやっておくべき3つのこと
日本語A言語と文学HL
日本語A言語と文学SL
石田 先生 (トロント大学(セントジョージキャンパス) / 教養学部 (Faculty of Arts and Science))
明るく、真面目で活動的な教師です。生徒様の不安を解消出来る環境づくりが大切だと考えており、そのためにも生徒様が質問をしやすいように普段からコミュニケーションを取り、生徒様に適切な指導を心掛けます。
明田 先生 (Semmelweis University / 医)
ハキハキした明るく活発な印象の教師です。コミュニケーション能力が高く、上手な声かけで聞き手の考えを引き出しつつ、目標に向けて積み重ねるべき学習を先導していきます。言語化して伝えることに長けており、わかりやすい解説を心掛けています。
尾原 先生 (Minerva School at KGI / liberal arts)
落ち着いており、親しみやすい教師です。生徒様の目標達成のために必要なステップを明確にし、計画的な指導を行います。自身の受験経験を生かし、生徒様の悩みにも寄り添っていきます。
下記では、今までEDUBALで指導を受講された生徒様、保護者様から寄せられた声を掲載しています。 EDUBALで家庭教師をつけるかどうか迷われている方は、ぜひ参考にご覧ください。
話の組み立て方が上手な先生だったので、集中力が途切れることがありませんでした。また、非常にわかりやすい解説をしていただいたため、わからない問題を理解することができました。
とても丁寧なご指導、親身になって寄り添って頂き大変感謝しております。どうもありがとうございました。
海外に居住しながら日本の大学受験を目指す中、担当していただいた先生は帰国子女受験を経験した「先輩」でありかつ、また大手塾などの教師とは違う身近さを持った自分に近しい存在としての「憧れ」を抱ける存在だったようです。本人のモチベーションがこれまで見たことがない程上がり、本当に感謝しています。授業を視聴したことはありませんが、先生の授業を受ける前後で取り組む姿勢が変わったのは確かです。先生のおかげでTOEFL対策のメリハリがつき、目標が大分明確になってきたような様子が見て取れます。
次の授業に備えての目標を毎回定めてくださったため、モチベーションが上がり、コツコツと効率よく進めることができました。さらに、質問に丁寧に答えてくださり、適切なアドバイスをいただけたので、しっかりと理解することができました。
実際に先生が経験された勉強法で指導していただくことができ、とても分かりやすかったです。聞くのが恥ずかしいと思っていた質問にも丁寧に説明していただけてとてもよかったです。総合的に丁寧にサポートして下さったためSocial Studiesに対する苦手意識が少し薄れました。
こんにちは、今回は私がIBでとっているHLのJapanese A Language and Literatureについて書いていきたいと思います!
HLのJapanese A Language and Literatureでは基本的にIBのExamとHL論文、個人口述の3種類で評価されます。内容自体はほとんどが文学作品や広告、評論文などの分析が多いように感じます。授業の流れは、最初に課題の作品のプリントを配られるので、それを一旦自分で分析した後にクラス全員で話し合い、その内容を踏まえて小論文を書く、というものが多いです。学校の規模にも寄ると思いますが、私の学校はもともと日本人が少ないため、Japanese A Language and LiteratureはSLもHLも合同で授業を受けていました。でも最近はHLの生徒5人のみというすごく小規模なクラスとなっています。近いうちにそのうちの一人の生徒がEarlyで卒業するので4人になってしまいますね..笑 小規模なクラスだと、先生が生徒一人一人にあてられる時間が長くなるので、人数が多い大規模なクラスよりもたくさんのアドバイスやサポートをしてもらえるのはうれしいところです。
最近私たちが対策をしているPaper1は、135分で未読の異なる2つの文学形式のものを分析し、設問に答える小論文を書く必要があります。時間配分や、何が重要なポイントなのかを見つけ出すのが毎回難しいです.. あと、最低でも原稿用紙3ページ分は書かないと内容がどうしても薄くなってしまって評価が低くなってしまうという話を聞いたので、私みたいにWritingが苦手な人は文の形式のテンプレートをある程度覚えたり、分析したものがどのように設問に関係しているのかなどの解説をしっかりするように意識するといいかもしれないです。
他の課題としては、HL論文は授業で学習した作品から一つを選択して、それについて3000字程の小論文を書きます。私は初めはカフカの『変身』について書いたのですが、先生から今年は同じ作品を選んでいる生徒が多いから余程よくできたものが書けないと高評価を狙うのは難しいと言われたので、村上作品のどれかに変更して新しく書き直そうと思っています。
個人口述は文学作品と非文学作品の二つを選んで、自分の選んだ一つのグローバル課題に関連付けながらなぜそれが深刻な問題なのかについて発表します。私はまだ本番はしていないのですが、友達から聞いた話によると事前に作成した原稿をできるだけ覚えておくと発表するときにパニックになりにくくて良いそうです。
IBのHLのJapanese A Language and Literatureの授業の感想はこんな感じです!最近は専らPractice Examの対策でWritingばかりやってるのでそろそろ頭がパンクしそうです..なんでテストって存在するのかな..()
この記事が気に入ったらサポートをしてみませんか?
Written By Our IB++Tutor Birgitte J.
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.
Please take one minute to fill in the form to tell us about your tuition needs. Once completed, one of our dedicated team members will reach out to you to fully understand your needs and find the best-match tutor. Our service is risk-free with our 100% money-back guarantee policy in the unlikely event that you are not satisfied with your matched ++tutor.
IB ++tutors is a Canadian company that is committed to providing global, high-quality IB private tutoring services by IB expert tutors.
Website by David McIntyre & Tim Pruzinsky
Updated 15 August 2024
Subscription websites for IB teachers & their classes
Find out more
Disclaimer : InThinking subject sites are neither endorsed by nor connected with the International Baccalaureate Organisation.
Supporting ib educators.
For information about pricing, click here
Download brochure
See what users are saying about our Subject Sites:
Find out more about our Student Access feature:
One of the best ways to learn is by example. In order to become familiar with the expectations of the Higher Level Essay, you will want to look at how student work has been assessed in the past.Both poor and good samples are presented in these pages, so that you can learn from other students" experiences. We suggest you assess student work according to the criteria for the Higher Level Essay before you look at the examiner"s...
To access the entire contents of this site, you need to log in or subscribe to it.
Alternatively, you can request a one month free trial .
English Collaborative
These resources are ready to hand to students. They offer a description of the assignment and take students through a step by step process to complete a draft of their HL Essay.
Language and literature course, a note about the resources.
Step 5 of the resources asks students to write their inquiry question on a shared Google document that all students have editing rights to. The Google doc uses a “Red, Yellow, Green” tracking system so that students know when their inquiry question has been approved as “Green” or “good to go”. The transparent nature of the document not only holds students accountable for their submission, it also allows other students to learn from their peer’s approaches to developing and writing inquiry questions. The transparent nature of the document also ensures variety as the specific topics and inquiry questions are on a “first come, first approved” (traceable through the revision history of the document). While students may feel a bit self conscious about the transparent nature of the document, they ultimately appreciate the insights gained from the experience and appreciate the development of the line of inquiry as an iterative process. 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.
Sample hl essays.
Below are a range of sample essays that are all “good” to “excellent” and would be marked in the 5-7 range. At the end of each essay are holistic comments by criterion that identify the strengths and limitations of the essay against each of the IB Language A HL Essay assessment criteria.
The HL Essays below have been externally marked by the IBO on the HL Essay Rubric; final marks are provided in leui of holistic comments.
Marks A:5 B:5 C:5 D:5
Marks A:4 B:4 C:4 D:4
IB English A Literature: HL Essay Assessment Considerations
IB English A Language and Literature: HL Essay Assessment Considerations
Photo by hannah grace on Unsplash
You must be logged in to post a comment.
InThinking Revision Sites for students
Website by Neil Allen
Updated 2 February 2023
P1 - examination questions, p2 - examination questions, individual oral, the learner portfolio, extended essay, essential knowledge.
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.
The Characterization of Luis Alberto Molina through the use of Films, Dialogue and Stream of Consciousness in Manuel Puig’s Kiss of the Spider Woman
Luis Alberto Molina, commonly referred to as Molina, is arguably the most fascinating and captivating character in the prose novel Kiss of the Spider Woman, written by the Argentine author Manuel Puig. The novel, first published in its original Spanish in 1976, revolves primarily around the relationship between two convicts in a Buenos Aires prison, presumably during the military dictatorship of the late 1970s: Molina, a homosexual cross-dresser imprisoned for sexual perversion, and Valentin, imprisoned and tortured for being a member of a Marxist resistance group. Puig employs several narrative techniques to reveal the intrinsic nature of Molina’s character while confined in a cell with an initially hostile companion. Firstly, Molina frequently submerges the reader into the realm of film, as he narrates several romantic films throughout the novel, the most significant being the 1942 film Cat People and one described as Nazi Propaganda. The films express Molina’s longing for escapism and his mannerism. Secondly, the author’s use of unmarked, outer dialogue establishes Molina’s self-identity. Furthermore, the dialogue portrays Molina in relation to Valentin, as the two develop a strong bond throughout the novel, to the point where they share complete intimacy and engage in sexual activities. Lastly, Puig’s use of stream of consciousness writing provides vital insight into Molina’s internal conflicts and reveals his true identity as a spy.
The author employs films narrated by Molina as a medium through which his character is introduced to the reader and developed throughout the novel. In order to combat boredom and help pass the time, Molina vividly narrates the plots of several movies, often embellished with romance. As the films are presented through Molina’s eyes, they give vital insight into his perception of the world around him. The novel begins with Molina describing the appearance of the main protagonist of the film Cat People: Irena, a Romanian immigrant who fears she will turn into a panther if a man kisses her. In the film, she falls in love with a charming architect, who takes on a protective role and attempts to take away her fears. Molina goes into great detail, stating that “[her] face, [is] more oval than roundish, […]” (1) and that her hair is “ […] cut in bangs […], and is down to the shoulders, […], with little curls at the end too, almost like a permanent wave.”(1). This vivid description portrays Molina as a man who admires feminine features. Throughout the narration, Molina pays special attention to fashion, decorations in homes, and romance, highlighting his obsession with escaping into fantasy worlds. This message is further reiterated when Valentin “break[s] the illusion” by criticizing Molina’s narration, to which he responds that he would rather have “the panther woman’s boyfriend to keep [him] company instead of [Valentin].” (17). Additionally, the film is riddled with symbols of femininity and masculinity, which Molina sympathizes with. When asked by Valentin who he relates to in the film, he reveals that he identifies with Irena, as “[…] She’s the heroine,[…] Always with the heroine.” (25). This shows Molina’s desire to be the hero of his own life story. This foreshadows the ending of the novel, where Molina dies in an attempt to deliver information to Valentin’s resistance movement. Furthermore, Molina strongly connects with the pipe-smoking architect, due to him being “ […] the gentle type, and understanding.” (17). This subtly hints towards Molina’s submissiveness, as he desires a partner that protects him like the architect protects Irene. The second film follows the story of a French woman who falls in love with a Nazi officer and is forced to spy on him for the French resistance. While Valentin is quick to point out that the film is portraying the nazis as the saviors of Europe and calls it “Nazi junk”, Molina decides to ignore him, stating that “The film [is] divine, and for me, that’s all that’s what counts.” (78). Molinas unwillingness to see past the superficial glamour of the film and recognize that it intends to vilify the french resistance furthers the notion of Molina’s disconnect from a hostile society and his need to escape into fictional, romantic scenarios. Additionally, the themes of espionage and betrayal in the second film foreshadow the revelation that Molina is a spy for the prison warden, and has been promised early release if he extracts information on Valentin’s resistance movement. Consequently, the films are key to decipher Molina’s personality as they display a disconnect from reality and give insight into his feminine nature.
Traditionally, novels are told by a narrator who exists either inside (internal) or outside (external) the story’s universe. What sets the novel apart from others is the fact that the author omits an external narrator entirely, using outer dialogue between the two characters to reveal Molina’s character. This narrative device effectively places the reader into the head of Molina and provides information about his self-identity. Furthermore, the change in dialogue from one character to another is indicated solely by a dash, forcing the reader to, at times, deduce who is speaking solely by their diction. When Valentin brings up Molina’s tendency of escapism and mocks his femininity, Molina retaliates, exclaiming that “You’re all alike, always coming to me with the same business.” (19), expressing his anger towards the society that rejects him. Molina continues by saying that “If a woman’s the best there is, […] I want to be one.” (19). This powerful phrase is the first glimpse the reader gets of Molina’s identity, as it becomes clear he doesn’t consider himself a stereotypical, masculine man. Once Valentin opens up to Molina about his relationship with his girlfriend, Molina reciprocates, revealing he is in love with a heterosexual waiter named Gabriel. Molina perceives Gabriel as a “real man” due to him being “elegant, […] soft and masculine.” (61). When asked about his definition of masculinity, he responds by stating “[…] it’s knowing what you want, where you’re going.” (61). The reader automatically recognizes that Molina doesn’t fit his own definition of masculinity, as he pursues the impossible goal of living with Gabriel, despite him being married. Furthermore, when talking about himself in the third person, Molina calls himself a “woman”, stating that “[…] when it comes to him, I can’t talk about myself like a man, because I don’t feel like one.” (60). This reveals Molina’s self-identity as a stereotypical female and accordingly, his attraction to a “real man”.Therefore, the author’s choice to employ outer dialogue between the prisoners is effective in refining Molina’s character as the device forces the reader to see things from his perspective, simultaneously allowing for a great deal of personal interpretation due to the first-hand narration.
A third narrative technique that Puig employs to great effect is stream of consciousness writing. The device, meant to give the reader an insight into Molina’s disturbed state of mind, is used extensively throughout chapter 5 (96-112), where Molina privately pictures the plot of a third movie while Valentin studies politics. In the stream of consciousness writing, several of Molina’s thoughts help the reader understand his internal conflicts. Firstly, Molina’s resentment towards the society that loathes him is once again shown when he thinks: “[…] it feels so bad when someone gives you a black look, […] or when they refuse to look at you all together.” (105). This is strongly contrasted by feelings of guilt, which is expressed when he thinks of his sickly mother, whom he fears will die of a broken heart due to having a son “steeped in vice” (105). In the next few sentences, the reader gets a glimpse into an emotion once thought impossible by the sensitive, gentle character: rage. When Molina reflects on the judge that was determined to bring on him “[…] the full weight of what the law permitted […]” (106) and his mother’s horrified reaction, he becomes furious:“[…] if he dared to say one stupid word about her, I would kill the son of a bitch […]” (106). Towards the end of the passage, Molina thinks about the promise the warden gave him of a reduced sentence, giving the reader the first clue that he is a spy. The stream of consciousness section is therefore vital in the portrayal of Molina’s character as the reader interprets his potential for violence as the ultimate expression of affection towards his mother, as well as emotions such as resentment, rage and guilt.
In conclusion, the narrative techniques mentioned above combine synergistically to give Molina his charismatic, romantic, and conflicting character. The films ‘told’ by Molina are central to the construction of his identity as they reveal his disconnect from reality and his feminine personality. The author’s use of outer dialogue adds to Molina’s characterization as his communication with Valentin reveals his self-identity. Finally, Puig’s use of stream of consciousness writing displays conflicting emotions that plague Molina. The construction of Molina’s character is vital as he is central to the plot of the novel and challenges the readers perception on homosexuality, gender expression and identity.
Puig, Manuel, and Thomas Colchie. Kiss of the Spider Woman. Vintage International, 1991.
Bibliography
Cat People. Directed by J. Tourneur, RKO Pictures, 1942.
Examiner's Marks
The motif of death and the interconnection between the Netflix series 13 Reasons Why and the novel Crossing the Mangrove
Word Count: 1500
Bibliography:
How much of HL Essay - Student Samples have you understood?
Which of the following best describes your feedback?
If you have chosen to study IB Japanese A Literature, you are embarking on an enriching journey into the world of Japanese literature. This comprehensive guide will provide you with essential information about the course, its components, assessment criteria, and tips for success. Let's explore the fascinating world of IB Japanese A Literature!
IB Japanese A Literature is a course that focuses on the study of Japanese literary works, both in their original language and in translation. Through the exploration of various texts, including novels, short stories, poetry, and drama, you will develop critical thinking skills, literary analysis abilities, and an appreciation for Japanese literature.
The IB Japanese A Literature course consists of several key components that contribute to your overall learning and assessment:
In this component, you will engage with a range of Japanese literary works. You will analyze the themes, styles, and techniques employed by authors to convey their messages and explore the cultural and historical contexts that influenced the creation of these works.
The Contextual Study component focuses on understanding the social, cultural, and historical contexts in which the literary works were produced. By examining the cultural values, traditions, and events relevant to the texts, you will gain deeper insights into the meaning and significance of the literature.
In the Critical Study component, you will analyze and evaluate different critical approaches to the study of Japanese literature. You will explore various interpretations and perspectives, considering the influence of different literary theories and methodologies.
Throughout the course, you will be assigned written tasks that require you to demonstrate your understanding of the literary works, your ability to analyze them critically, and your skills in constructing well-structured and coherent arguments.
The IB Japanese A Literature course is assessed through a combination of internal and external assessments. Internal assessments include oral presentations, commentaries on literary works, and written assignments. External assessments include written exams that test your knowledge, analysis, and interpretation of the literature.
To excel in IB Japanese A Literature, consider the following tips:
Engage with a variety of Japanese literary works, including both classic and contemporary texts. Read novels, short stories, poetry, and plays from different periods and genres to broaden your understanding of Japanese literature.
Develop your analytical and interpretive skills by closely examining the literary works. Pay attention to themes, symbolism, narrative techniques, and cultural references. Consider the historical and social context in which the works were written to deepen your understanding.
Go beyond the text and research the cultural, historical, and social background of the literary works. This will provide you with a deeper appreciation of the connections between the literature and the larger Japanese cultural landscape.
Engage actively in class discussions, group activities, and literary analyses. Share your interpretations, insights, and questions with your classmates and teacher. Actively participating in discussions will enhance your understanding and expose you to different perspectives.
Work on improving your Japanese language skills, both in terms of reading and comprehension. Practice reading Japanese texts, watching Japanese films or TV shows, and engaging in conversations with native speakers. Improving your language skills will enhance your ability to engage with the literary works in their original language.
Do I need to be fluent in Japanese to excel in IB Japanese A Literature?
While fluency in Japanese is beneficial, it is not a requirement to succeed in the course. Translations of the literary works are available, allowing you to study the texts even if you are not proficient in Japanese. However, developing your Japanese language skills will enhance your understanding and appreciation of the original texts.
Can I choose my own literary works for analysis?
No, the IB Japanese A Literature course has prescribed texts that you must study. These texts are carefully selected to represent different genres, time periods, and themes in Japanese literature. It is important to engage with these prescribed texts to meet the course requirements.
How can I improve my writing skills for the written assignments?
Practice writing analytical essays and commentaries on the literary works. Pay attention to structure, clarity, and coherence in your writing. Seek feedback from your teacher and revise your work accordingly. Additionally, read exemplary essays or literary critiques to understand effective writing techniques.
What resources can I use to deepen my understanding of Japanese literature?
In addition to the prescribed texts, explore literary criticism, scholarly articles, and books about Japanese literature. Visit libraries, cultural centers, and online resources dedicated to Japanese literature. Engage with Japanese literary events, such as book fairs or author talks, to expand your knowledge.
How can I prepare for the external assessments?
Familiarize yourself with the assessment criteria and practice answering past exam questions. Develop your ability to analyze and interpret literary texts by practicing close reading and developing well-supported arguments. Seek guidance from your teacher and consider joining study groups to exchange ideas and practice exam techniques.
IB Japanese A Literature offers a wonderful opportunity to explore the rich and diverse world of Japanese literature. By engaging with the prescribed texts, developing analytical and interpretive skills, and immersing yourself in Japanese culture, you can excel in the course. Embrace the beauty of Japanese literature and enjoy the intellectual and cultural journey that awaits you!
The comprehensive guide to ib german a language and literature.
Whether you are an HL Literature student or HL Lang/Lit student, the HLE requires some special attention. The good thing about this assessment is that it’s a processed – rather than on-demand – piece of writing. This means you can take your time, put in the work, and produce something that you love and makes you proud. Our students crush this assessment! Use the same resources they do and enjoy your success.
Writing this assessment doesn’t have to be challenging. In fact, we think it can be fun and rewarding! Let us guide you through the entire writing process, from line of inquiry to the last word of your conclusion. Our students do well on this assessment, and so can you.
Part of our IBDP English A Student Toolkit , this resource includes:
The Line of Inquiry (LOI) and thesis are the cornerstone of the assessment, so don’t proceed until these are under control. Sadly, many students get off to a poor start with this step, and this means they end up writing either a shallow essay or one that doesn’t really satisfy the requirements of the task. These videos should help you unlock the task.
Start with a text you love and work toward developing a literary or linguistic perspective. Watch this video and start your pathway to success.
How To Write the Line of Inquiry
If the first method didn't work for you, please try another approach.
How to Write the Line of Inquiry (part 2)
Turn that LoI into a clear, precise, and insightful thesis statement that will drive the essay.
HLE Sample Thesis Statements and Writing
We feel this is some of our best work. Teachers and students around the world have commented that this HLE series gets the job done and results in some powerful writing that makes students proud. Please take the time and work through the videos sequentially. Work along side with us. Let us guide you to HLE success!
Choose your text and write the LOI.
Student planning doc
Model Student planning doc
Time for brainstorming and outlining.
Student Organizer
Completed Sample Organizer
Master the intro and conclusion.
Sample Intro and Conclusion
Learn how to write strong HLE body paragraphs.
Sample Body Paragraphs
Learn to revise, edit, and polish the final product.
Final instructions before submission
Dave’s complete sample HLE
Sometimes it’s easier to just look at a final product, break it down, and see how other students have approached the HLE. That’s why Dave and Andrew selected some strong papers, highlighted them, and discussed their strengths and weaknesses. We’ve examined tons of these things, so listen carefully. Lots of tips and tricks in these videos to help you pick up some extra points and crack into that mark band you want and deserve. Understand the task. Work hard. Defeat the HLE and allow yourself to beam with pride. Go ahead, you’ve earned it.
You’ve probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they’re amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman. What can you steal from this essay in terms of ideas, organization, and overall approach? Document: HLE Student Sample – Drama
Poetry anyone? Andrew and Dave love poetry for the HLE. They are complete “mini works” with a clear beginning, middle, and end. They are rich in techniques. They are complex and have deep meaning. In short, they rock. Just remember that for the HLE, “short texts need friends.” Document: HLE Student Sample – Poetry
Hey, nobody said this thing would be easy. No worries. We’ve got you covered. Perhaps you want to see some more student writing? Check. We’ve got that. Perhaps you want to know some key points to include? Check. We got that too. You’re almost there! Finish these last two videos, add some finishing touches to your work, and submit that baby in with pride and confidence.
So you watched the videos above but are still concerned about “showing deep thinking” on the HLE? It’s ok – we know this is tough. Check out this video to see several samples of how to build big thinking into your writing. Document: Showing Deep Thinking in the HLE
We know, we know. The content is overwhelming and it’s just too much at times. You just want the top ten tips for success? Fine. Here you go. But don’t forget to go back and watch the rest of these videos when you’re feeling more energy. They’re a set. Watch them all and ace the HLE.
Use the "31FREE" code at checkout to get 4 resources for the price of 3! Dismiss
Newsletter signup.
Free introductory guide to IB English Higher Level Essay (HLE) by IB44 and IB45 graduates Lareina Shen and Saesha Grover.
In this guide, LitLearn students (and 2022 IB grads!) Lareina Shen and Saesha Grover share their wisdom on how to conquer the IB English Higher Level Essay (HLE).
Lareina achieved an IB44, and Saesha achieved an IB45 as well as the coveted IB7 in IB English Literature HL, so you are in safe hands.
Meet your instructor Jackson Huang, Founder of LitLearn. His mission is to make IB English as pain-free as possible with fun, practical lessons. Jackson scored an IB45 and was accepted to Harvard, Amherst, Williams Colleges, and full scholarships to University of Melbourne & Queensland.
The HL Essay (HLE) is a 1200-1500 word essay about a text studied in the IB English course. For Lang Lit, the work you choose to analyze can be literary or non-literary, but for IB English Literature the text must be literary.
The HLE will make up 25% of your final IB English HL grade , and it is graded externally. You must choose your own line of inquiry (i.e. a question that you will answer in your HLE–more on this later).
Do NOT choose the “easiest” text. Life is always better when you do things you're interested in, and that advice applies to the HLE, too. Choose the literary / non-literary work that interests you the most, so that you can (semi?)-enjoy the HLE planning and writing process.
You could start by thinking of a theme that you find particularly interesting and determining which text studied in class demonstrates this theme well.
The line of inquiry is the core question that you will answer in your essay. A quick example might be:
"To what extent is masculinity undermined by the characterisation of Little Thomas?"
Now, it's your job to forge your destiny and come up with your own line of inquiry. But it's not a complete free-for all! There are rules. The main rule is that your line of inquiry must fall under one of the 7 main concepts of IB English (see below for a quick summary).
Identity | How is the identity of a particular or group of characters represented? OR, how does the text relate to the identity of the ? |
Culture | How is the culture of a particular represented? OR, how does the text relate to a particular culture/cultural ? |
Creativity | How does the text represent a /lack of creativity? OR, how does the text reflect the ? |
Communication | How are /failures in communication conveyed? OR, how does the text represent an act of communication? |
Transformation | How is transformation represented? OR, how is the text transformative to to them, or to the reader in terms of transforming their ? |
Perspective | How is a certain perspective conveyed? OR, how does the text represent the ? |
Representation | How are different represented? OR, in what way is represented? |
This summary is vague, so let's go in-depth on a couple of these concepts to really show you what you should be doing in the HLE.
Identity is what makes you, YOU. Here are some questions the concern your own personal identity:
Now apply this same logic to characters within your text.
Let's take a look at a concrete example of how we might choose evidence and quotes for a HLE on cultural identity. This example is based on a Vietnamese work in translation “Ru” by author Kim Thúy. For context, “Ru” is an autobiographical fictional account which explores Kim Thúy's move from Vietnam to Canada as an immigrant and her consequent struggles. The structure of her novel is largely lyrical and poetic.
Let's look at a section from her novel that may help us come up with an essay idea based on the concept of Identity. When she returns to Vietnam, she attends a restaurant, however this becomes a major awakening for her in terms of how she views her own personal identity. Kim narrates within her novel:
The first time I carried a briefcase, the first time I went to a restaurant school for young adults in Hanoi, wearing heels and a straight skirt, the waiter for my table didn't understand why I was speaking Vietnamese with him. Page 77, Rú
This is a perfect quote for the Identity concept. Can you see why? Let's think through it together…
Why would the waiter be confused if Kim, a “briefcase”-carrying individual in “heels” and a “straight skirt”, was speaking Vietnamese with him?
What does being “Vietnamese” look like to the waiter? Why does Kim not conform to his expectation? Was it perhaps due to what she was wearing?
Now, if we look at the section which follows this in the novel, we are able to see the impact this had on the character of Kim's sense of identity.
the young waiter reminded me that I couldn't have everything, that I no longer had the right to declare I was Vietnamese because I no longer had their fragility, their uncertainty, their fears. And he was right to remind me. Page 77, Rú
Here, we can clearly see that this character is now questioning her Vietnamese cultural identity. This is just one example that demonstrates the concept of Identity.
Culture seems to be this confusing thing. Does it have to do with religion? Race? Beliefs? What does it mean? Does the monster from Frankenstein fit into a certain culture?
The easiest way to put it is this: Culture is the way someone lives. It is their “way of life.” Think of it as an umbrella term. “Culture” can include so many different things; the list just goes on, for example religion, values, customs, beliefs, cuisine, etc.
Now think, how would I form an essay from this concept?
It seems odd writing an essay about “creativity” because… like… how can anyone definitively say what ‘counts' as being creative–or not? When I say the word creativity , I think of new inventions, or maybe those weird and wacky art installations living inside those ‘modern art' museums. But hey, what's creative to me might not be creative to you!
When formulating a HLE on the concept of creativity we have two main pointers for you. Look for:
Now, for this concept, let's look at how we might select supportive evidence and quotations for a HLE on creativity within the narrative style of author Mary Shelley in “Frankenstein”. The narrative style uses epistolary narration . This is a narrative technique in which a story is told through letters. This was something that I found both interesting and recurring within Frankenstein, which I believe worked to create a personal touch within the novel.
Additionally, Mary Shelley allows different characters to narrate Frankenstein during different volumes. Let's investigate this! I have written out different character profiles of the narrators below:
These 3 characters, each relate a part of the novel Frankenstein. This is an example of a creative authorial choice that allows us, as readers to explore different points of view within the text. This is just one example of a creative aspect of a text which you can analyze for your HLE.
Representation is all about how something is portrayed, conveyed, shown, described, illustrated, depicted . There are many different things that can be ‘represented' within a text, and it doesn't have to be tangible.
For instance, you can look at how a belief, idea or attitude is depicted within a text through different characters or devices.
Again, let's explore a concrete example to make things clear: this time the graphic novel “Persepolis”. We'll consider an HLE on how a text represents the impact of political turmoil on society .
Chapter 10 of “Persepolis” highlights societal changes occurring due to the Iranian Revolution. The panels below list the authorial choices relevant to the negative representation of political change in a society. When looking at the techniques highlighted in the slides below, think about how you feel when you look at the panels below. Can you sense a more positive or negative feeling?
Cool, but what do we do to turn all this into an actual HL essay? Here is a sample response. The introduction might begin like this:
In the captivating graphic novel “Persepolis,” the author Marjane Satrapi explores the social and political impacts of the Iranian revolution. In particular, Satrapi conveys a disapproving viewpoint on political turmoil within the text. Throughout the graphic novel, Satrapi carefully represents how social isolation, hypocrisy and confusion is experienced by a young girl living in Tehran, as a result of political turmoil. Example HLE Introduction
Then, in a body paragraph, on one of the key ideas mentioned above, we could analyze the different literary techniques. For example, Panel 1 is a great representation of the experience of confusion in the midst of political turmoil:
Marji is the younger girl pictured in the panels above. While her parents appear quite concerned by the news on the TV, she appears to not be in full comprehension of the cause for their distress. This is demonstrated by the visual imagery and dialogue, in panel 7, for instance, if you observe the facial expressions by each of the characters. Example of analysis in body paragraph
This is just a short example from one particular text. To help you unpack any text, try look for the following when analyzing chapter to chapter:
If you're having trouble picking your text and line of inquiry, then use this simple 20-minute process to brainstorm potential questions for your HLE:
Choosing a question with good scope is extremely important, and it's one of the biggest challenges in the HLE. Here's why:
So, to help you get the balance just right , here are three examples of HLE questions, specifically for the concept of Identity which we mentioned in the table above (by the way, the example is a made-up novel for illustration purposes).
There are many things that contribute to a 7 in your HLE and your IB English grade overall. But if we had to boil it down to one secret, one essential fact… then it'd have to be this: Get really good at analysis .
Analysis is the key to a 7 in IB English. It doesn't matter if it's Paper 1, Paper 2, HLE, IO… You must learn how to analyze quotes at a deep level, and structure your analysis in a way that flows and delights your teachers and examiners.
Start with the basic foundations of analysis for free inside LitLearn's Learn Analysis course.
Our free and Pro resources have helped IB English students skyrocket their grade in weeks, days and even overnight... Learn Analysis for IB English , the simplest guide to a 7 in IB English.
Basic Analysis
No sign up or credit card required.
Free signup required.
Pro members only
Since you're in HL, you'll also be needing Advanced Analysis skills if you want to impress your examiner. We've got all of that covered inside our Pro lessons.
Advanced Analysis
Also, you'll need to find good quotes for your text. Some good sources where you can find relevant quotes include Goodreads , SparkNotes , LitCharts , and Cliffnotes . Of course, you could just find quotes yourself directly–this will ensure your quotes are unique.
An essential step to getting a high mark on the HL Essay is understanding the rubric! It is SO important that you know what IB English examiners are looking for when grading your essay, as this helps you to shape the content of your essay to match (or even exceed) their expectations.
The IB English HL Essay is graded out of 20 marks . There are 4 criteria, each worth 5 marks.
Use the checklist below to make sure you're not making simple mistakes! Note that this is not the official marking criteria, and I strongly recommend that you reading the official rubric provided by your teacher.
Criterion A: Knowledge, understanding, and interpretation
Criterion B: Analysis and evaluation
Criterion C: Focus, organization, and development
Criterion D: Language
Here's everything we discussed:
Good luck, and may the odds be ever in your favor 💪
Questionbank
Paper 1 Practice Exams
Past Paper 1 Solutions
Paper 2 Guide
How IB English students like you have improved their grades with LitLearn Pro... Read the reviews.
IB4 to IB6 in 12 days " LitLearn helped me understand exactly what I was doing wrong and how to improve upon those mistakes. " Read the full review
IB6 to IB7 in 1 week " I ended with a 7 in English Literature HL and I am so happy about that. Thank you Jackson. " Read the full review
IB5 to Perfect 20/20 in 1 week " I managed to be the only person in my IB cohort of 120 students to get a perfect score of 20/20 " Read the full review
IB4 to IB6 in 2 weeks " The lessons are really effective in grabbing my attention and making English more fun to learn. "
IB4 to IB6 in 1 day " With just day 1 of the course, I improved immediately and overnight when I did a practice essay and improved by 4 marks from my previous grades " Read the full review
IB5 to IB7 " I got 5s since my first year of DP and now my final grade is 7! I can't thank you enough 🙂 LitLearn is truly a lifesaver. "
Voted #1 IB English Resource 2022 by IB Students & Teachers at ibresources.org
Learn Analysis
Master the essential skill of IB English with a step-by-step course.
Questionbank
Practice analysis with 60+ short questions and IB7 answers.
Exam prep guide, practice papers, past paper solutions.
Exam prep, planning and writing guide. Exemplar essay.
Individual Oral
Preparation guide, examples and full exemplar script.
Higher Level Essay
Crash course on HLE basics.
Ib exam in japanese a: literature (hl) or japanese a: language and literature (hl).
International Baccalaureate (IB) exams are offered once a year, usually in high schools that offer IB courses. These tests are not administered on the UT Austin campus. For more information, please visit the IB website .
UT Austin students who have received an IB Diploma (as opposed to an IB Certificate) are eligible for twenty-four hours of credit based on qualifying test scores of 4-7 on Higher Level (HL) and Standard Level (SL) exams.
Students who transfer to UT Austin, and those who receive an IB Certificate, should refer to eligible scores for Certificate-level students, as they are eligible for credit based on Higher Level (HL) exams only. Cut scores for HL exams often differ for Diploma and Certificate-level students.
UT Austin Courses | Score Range | Notes | ||
---|---|---|---|---|
JPN 601D, 610D, 611D | 5-7 | |||
JPN 601D, 610D | 4 | |||
Testing and Evaluation Services The University of Texas at Austin Sanchez Building (SZB), Room 5.102 1912 Speedway Street Austin, TX 78712
The great gatsby (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?
This essay is good because it has a clear angle or focus on a 'topic'. Look carefully at the assessment criteria, and you will see that you need to explore a 'topic' through your HL Essay. In this case, it is the role of higher education in the novel The Great Gatsby. This level of specificity is good when considering your topic.
IMAGES
COMMENTS
IB Japanese AではHL、SLともに文学作品をどれだけ理解し、その分析を文字に起こせるかが試されます。 実はIB Japanese Aでは日本語力だけでなく「分析」の質も評価の対象として重視されるので、日本語に堪能な生徒でも高評価を取れないことがあります。
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!
Instructions destinées aux candidats. N'ouvrez pas cette épreuve avant d'y être autorisé(e). Rédigez une analyse littéraire dirigée d'un seul des passages. Les deux questions d'orientation fournies doivent être traitées dans votre réponse. Le nombre maximum de points pour cette épreuve d'examen est de [20 points].
HL students comply with an additional written coursework requirement which consists of writing a 1200 - 1500 word essay on one of the works or bodies of work studied. Language A: language and literature subject brief. Subject briefs are short two-page documents providing an outline of the course.
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 ...
こんにちは、今回は私がIBでとっているHLのJapanese A Language and Literatureについて書いていきたいと思います! HLのJapanese A Language and Literatureでは基本的にIBのExamとHL論文、個人口述の3種類で評価されます。内容自体はほとんどが文学作品や広告、評論文などの分析が多いように感じます。授業の流れ ...
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.
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).
HLE sample work. One of the best ways to learn is by example. In order to become familiar with the expectations of the Higher Level Essay, you will want to look at how student work has been assessed in the past.Both poor and good samples are presented in these pages, so that you can learn from other students" experiences.
Descriptor. 1. The essay shows little analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 2. The essay shows some analysis and evaluation of how the author uses stylistic and structural features to construct meaning on the topic. 3.
The 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
Sample HL Essays. Below are a range of sample essays that are all "good" to "excellent" and would be marked in the 5-7 range. At the end of each essay are holistic comments by criterion that identify the strengths and limitations of the essay against each of the IB Language A HL Essay assessment criteria. Woman at Point Zero HL Essay.
HL 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 ...
IB Japanese A Literature is a course that focuses on the study of Japanese literary works, both in their original language and in translation. Through the exploration of various texts, including novels, short stories, poetry, and drama, you will develop critical thinking skills, literary analysis abilities, and an appreciation for Japanese ...
The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a focused, analytical argument ...
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.
The HL Essay (HLE) is a 1200-1500 word essay about a text studied in the IB English course. For Lang Lit, the work you choose to analyze can be literary or non-literary, but for IB English Literature the text must be literary. The HLE will make up 25% of your final IB English HL grade, and it is graded externally.
Visit us at https://ibenglishguys.com/This is video four of a FIVE-VIDEO SERIES demonstrating the entire HL Essay process from choosing the text to submittin...
HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme. This IB DP subject brief has four key components:
International Baccalaureate (IB) exams are offered once a year, usually in high schools that offer IB courses. These tests are not administered on the UT Austin campus. For more information, please visit the IB website. UT Austin students who have received an IB Diploma (as opposed to an IB Certificate) are eligible for twenty-four hours of credit based on qualifying test scores of 4-7 on ...
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 ...
Rachael Gunn arrived in Paris as a competitive breaker excited to make her Olympic debut. She leaves an internet sensation, her performances viewed by million across social media.
This essay is good because it has a clear angle or focus on a 'topic'. Look carefully at the assessment criteria, and you will see that you need to explore a 'topic' through your HL Essay. In this case, it is the role of higher education in the novel The Great Gatsby. This level of specificity is good when considering your topic.