ib chinese hl essay sample

IBDP中文A语言与文学高级课程论文(HL Essay)指导（2021年首次评估）

IBDP Chinese Language & Literature HL Essay是新大纲一个新的评估项目，

SL的学生是不需要写的。

HL学生需要提交一篇 关于一件非文学文本，或同一作者的非文学文本集，或在课程中学习过的文学文本或作品的论文 。 （20分）

语言与文学研究课程 对一部“作品”的定义是：单独的一部长篇文学文本，例如一部小说、自传或传记；由两篇或多篇中篇小说构成；由5-10个短篇故事构成；由5-8篇杂文构成；由10-15封信函构成；由一首长诗的主要部分或一首完整的长诗（至少600行）构成；或由15-20首短诗构成。

将多篇文本当作一部作品的组成部分学习时，它们必须是由同一位作者创作的。

论文的篇幅须为1200–1500个英文单词（ 1450-1800个汉字 ）。

根据课程要求， 在其它评估成分已经用过的作品不要用在高级课程论文上 。最好是在学习过程中就尽快作出规划，什么作品用在哪一项评估上。尤其是Paper2必须针对互文性的作品先预留好做对比分析。

对以往的课程而言，文学论文只是需要讨论一些具体的文学现象。新课程 加入了对概念问题的讨论 。 概念探究是高级课程论文的重中之重 。同学们充分理解概念的内涵和特点，以及和语言与文学现象的关系。

抽象性、概括性和开放性是概念的特点 。成功的概念探究不可局限于文学作品本身，而是要开拓思路，讨论带有普遍性的问题。同时也要带有批判性的目光，审视多种可能性，对已有定论的说法不妨持质疑的态度，探索一个新的领域。

学科指南中列出了 七个核心概念 ，我们复习一下：

阅读文本时，学生将会遇到多种观点、意见和人物并与之发生相互作用。阅读并诠释文本时，通常会假设其中的观点在某种程度上代表作者的认同。然而，传记作者与他们在文本中所假设的不同观点和意见之间的关系往往很复杂，这使得认同这一概念变得难以捉摸。阅读由同一位作者撰写的，出现在不同文本中的同一个人物，增加了讨论的复杂性。相反，阅读一件文本时，读者的认同发挥作用的各种方式，实际上对于分析阅读和诠释行为来说也至关重要。

对于学习语言与文学而言，文化这一概念至关重要。它提出了这样一个问题，即文本如何与其生产和被接受的背景相关联，并与其中流行的各自的价值观、信仰和态度相关联。对于将一件文本与其之前的写作传统建立联系来说，这一概念也起着重要作用。在这两种意义上，将文化这一概念应用于文本研究，应促使学生思考文本在多大程度上是特定文化和文学背景的产物，以及文本如何与它们相互作用。

创造力在阅读和写作体验中起着重要作用。这一概念对于分析和理解写作行为和想象力所起的作用至关重要。应用于阅读行为时，创造力这一概念强调读者能够富有想象力地与文本进行互动的重要性，要从文本中产生一系列可能的意义，高出和超出已被广泛接受的诠释。创造力还与原创性这一概念相关，并与文本的产生和接受在多大程度上是重要的或可取的这一问题相关。

交流这一概念围绕着通过文本在作者和读者之间建立关系这一问题。在这方面的探索中，作家通过他们对文本风格和结构的选择在多大程度上促进了交流可能是要分析的一个方面。作者也可能有意针对特定的受众，这可能意味着已经对读者的知识或观点进行了假设，这可能使得作者与某些读者的交流比与其他读者的交流更容易一些。或者，一件文本要求读者合作才能交流或做好准备才能领会的程度，作为一个讨论的主题也很重要。即使是合作的读者，一件文本的含义也绝不会是单义的，这使得对文学和非文学文本来说，交流这一概念要覆盖的情况特别丰富多样，并会面临一些潜在的问题。

文本可能提出多种观点，这些观点可能反映其作者的观点，也可能并不反映作者的观点。读者也会有他们自己的观点，他们会带着自己的观点与文本互动。这种观点的多样性会影响对文本的诠释，因此值得重点关注和讨论。阅读和写作行为都是发生在特定的时间和地点，这一事实带来一个额外的问题，即文本生产和被接受的背景在多大程度上影响了甚至形成了这些观点。

对文本之间联系的研究构成了3个探索领域当中的一个领域的焦点，即互文性：文本之间的联系。文本相互参考和引用的方式很复杂，出于美学或交流的目的，文本会彼此引用一些适当的元素，这些都证明了在创作文本的过程中转化的重要性。此外，无论是对文本还是对读者来说，阅读行为本身就具有潜在的转化性质。不同的读者会用他们的个人诠释来转化文本。被阅读的文本也可能对读者产生潜移默化的影响，这可能会导致采取行动和现实世界的转变。

语言与文学与现实世界相互关联的方式一直都是语言学家和文学理论家长期争论的主题。作家的声明和宣言已经对这种关系提出了主张，有人认定文学应该尽可能准确地呈现现实，也有人声称艺术应绝对脱离和摆脱现实，在艺术作品中也没有呈现现实的任何责任。无论这些讨论说什么，呈现这一概念对于本学科来说都是至关重要的，文本的形式和结构与其意义是相互作用和相互关联的。

有关概念的内容应该是学习过程的有机部分。在研习文本时，教师就应该有意识地引入概念探究，如为每一个文本或作品认定几个相应的概念探究点，和学生一起深入体会这些探究点的含义，如何结合作品中的事例延伸扩展。

以下是一些大纲提供例子可以参考一下：

• 认同——拉尔夫·埃里森（Ralph Ellison）在他的小说《隐形人》中如何成功地使他的叙述者成为20 世纪非裔美国人关注事项的令人信服的代言人？

• 文化——在他的作品《剪去头发的女人》中，罗伯特·卡帕（Robert Capa）如何呈现了二战后法国民众所做出/显示的对曾经与纳粹合作的人的野蛮行径？ （仅用于语言A：语言与文学）

• 创造力——马里奥·特斯蒂诺（Mario Testino）的肖像摄影作品如何传达了以原始技法临摹的人物的个性？ （仅用于语言A：语言与文学）

• 交流——在其作品《爱是地狱》中马特·格罗宁（Matt Groening）传达了什么样的爱情观？（仅用于语言A：语言与文学）

• 转化——艾伦·帕森斯·普罗杰克特（ Alan Parsons Project）在其音乐作品《神秘与想象故事》中以什么方式转化了对埃德加·爱伦·坡的文学故事的再阅读？

• 观点——玛丽·雪莱（Mary Shelley）的小说《弗兰肯施坦》中的主角如何利用危险的知识这一主题来展示19 世纪早期的欧洲对科学事业过度发展感到恐惧和焦虑的观点？

• 呈现——胡安·鲁尔福（Juan Rulfo）在其中篇小说《佩德罗·巴拉莫》中，通过什么手法成功地呈现了真实的和虚构的人物和情形？

然而，使用课程的这7 个概念既不是规定必须这样做的，也不是只能这样做的。其他文学焦点、理论研究方法或探索领域都可能导致探究线索的产生，例如：

• 斯科特·菲茨杰拉德 （Scott Fitzgerald）在其小说《了不起的盖茨比》中如何预示了盖茨比对往昔的畸形眷恋会导致他的衰落？

• 马克思主义关于财富和权力分层级的理论以何种方式解释了贯穿于加布里埃尔·加西亚·马尔克斯的小说《百年孤独》中的暴力？

• 帕特里克·苏斯金德的小说《香水》中的主人公的人物塑造在多大程度上受到弗兰兹卡夫卡的小说《变形记》的影响？

标准A 要求学生表现出对所选作品和论题的理解，而论证应该是学生 根据对概念的理解结合对作品的思考而生成的 。所以说两者不能偏废： 对语言文学文本的内容、主题、文体特色和语言风格技巧的理解，以及对概念内涵的把握和深刻思考 。标准 A的重点在于以概念探究线索为导向，对作品在该概念探究点上具有的意义做出诠释。诠释尚没有进入分析与评价的阶段，但要建立框架、认定与论证相关的前设、明确分析重点或假说等，非常重要，其准确度和恰当性是论证成功的关键。同时，选取好的例证支持论证，是对作品的理解的体现。

标准B 要求考生对 文体特点、语言技巧 展开探究，发现和论题的关联，同时要发掘在选题的讨论范围内作品的这些特点会呈现出什么样的意义。 “意义”可以理解为超乎作品本身在概念层面彰显出的含义 。就事论事、对语言与文学文本做一些浅层分析，远远不够， 发现其背后的意义和深层内涵是论文成功的关键 。分析与评价贵在有见地和说服力。每个文本和概念探究点的组合都应该是独一无二的，前人的观察和结论未必完全适用。最恰当的做法是把别人的研究成果当做参考资料，但不要被已有的结论所限制。

标准C 的关键之处是 观点的组织和表达，以及例证 是否被整合到论证之中。论文的篇幅有限，文章一定要有明确的论题，而且每个段落对论题都要有明确的回应，且彼此衔接，层层递进，展开论述。标准C 的另外一个要点是例证和分析论证在行文布局上要融为一体，相互呼应，也就是说， 在举出例证之后，分析要紧紧跟上，还要有相应的综合评价 。例证可以有多种形式，可以是 直接引用 ，也可以是 间接描述 ，而整合的方法也会有所不同。学生应该灵活把握，以清晰论证为目标。高级课程论文为标准学术论文，虽然篇幅短小，但应五脏俱全，这项要求在标准C 上会呈现出来。

标准 D 的第一要义是语言准确，包括 使用恰当的词语和句 式，准确表达语义。词语句法准确和文章的内容没有直接关系，显示出来的是学生的综合语文能力，但思路之清晰缜密也会影响到语言的准确度。在行文过程中学生要养成良好习惯，选文练字，一丝不苟，尤其在成文之后，要仔细校读。词汇句法宜多样化，以表达不同的语义，遇到类似的内容，宜仔细斟酌细微差别，选取最适合的词语，力求精准。有关语体，既然是论文， 论证常用的措辞一定不能少 ，同样重要的是语言文学分析常见的一些词语，也就是和语言文学现象相关的概念范畴。同时，语气和角度也必须和论证的角度相适应， 应避免情感抒发式的措辞，避免可能使得论点表达含糊不明的词语，诸如象征性和比喻性的词语 。

好了，今天有关语言文学的HL论文分享到这儿，

还有疑问可以 添加微信：379179643，给你考官的指导。

过一阵我再更新Chinese Literature HL Essay指导篇。

IB/EE/A Level /IGCSE中文考试文萃

IB Extended Essay: Past Essays

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Check these CAREFULLY to be sure your topic fits with IB expectations!

• Language & literature (language A)
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English a & b ee examples.

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Review Past Papers

• From the IB:  papers from other students and how they scored
• Renaissance Library Past Essays :  Links to all subject area examples

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Call for essays: language and literature

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

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

ESSAY PROPOSAL FORM

What is the HL essay?

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

Why was it added to the course?

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

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

Language and literature

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

Or  Literature

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

In what language should my essay be written?

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

What is the deadline?

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

Why DP graduates?

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

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

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

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

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

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

Communication

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

Transformation

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

Perspective

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

Representation

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

Questions or comments? Write to [email protected] .

About the IB

The IB Enigma

A collection of student notes and tips for the International Baccalaureate

IB Chinese: B HL

I did Chinese B HL in 2021. I graduated with 26/30 on paper one - a 7.

I think the best practice for paper one is to write as many essays as possible across a diverse range of topics. There is a slim chance that the examination prompt may have been one previously written as a practice. Even if not, you will find that certain phrases and idioms can be applied to different prompts. Hence, it is good to practice writing as many essays as you can and ask your teacher to mark them to see where you can improve.  Additionally, keeping a list of idioms for essays would help immensely, as the IB loves idioms in essays.

Paper assesses the ability to read and interpret Chinese Texts. Personally, I didn't find the texts too difficult to read. There were at times vocabularies and phrases I couldn't understand. During times of such, I always relied on reading the paragraph as a whole to interpret the overall meaning to answer the questions.

Good practice can be reading Chinese storybooks or even attempting to read some newspapers in Chinese 

I found IO the hardest as I was not good at constructing my sentences and articulating them to the teacher on the spot. To prepare, I wrote down all the possible questions that could be asked and recited my answers to these questions. 

For my literature, I studied 棋王. I received a lot of help from my teacher and my classmates - all native Chinese speakers. I wrote many drafts of my analytical response to the literature and asked my teacher to mark them. 

English Collaborative

HL Essay Student Resources and Sample Work

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.

Literature Course

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.

HL Essay Sample Lines of Inquiry and Tracking Document

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

Related Posts

IB English A Literature: HL Essay Assessment Considerations

IB English A Language and Literature: HL Essay Assessment Considerations

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IB English HLE Explained

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

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

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

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

What is IB English HLE?

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

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

How do I choose my text for HLE?

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

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

How do I choose my line of inquiry for HLE?

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

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

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

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

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

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

Now apply this same logic to characters within your text.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Representation

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

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

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

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

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

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

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

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

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

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

Brainstorming Tips

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

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

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

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

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

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

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

How to get a 7 on IB English HLE

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

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

Start with the basics

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

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Free signup required.

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Level up to Advanced Analysis

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

Finding Quotes

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

Understanding the IB English HLE rubric

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

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

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

Criterion A: Knowledge, understanding, and interpretation

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

Criterion B: Analysis and evaluation

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

Criterion C: Focus, organization, and development

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

Criterion D: Language

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

Here's everything we discussed:

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

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

Question​bank

Paper 1 Practice Exams

Past Paper 1 Solutions

Paper 2 Guide

From Struggling to Succeeding in IB English

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Every resource to ace IB English

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 Diploma Curriculum Guide

Group 2: language acquisition, language b: (chinese).

Prerequisites

Year 10 Chinese

Course Structure:  SL and HL

Course Description

Language B is for a language learner who has 2 – 5 years’ experience of the target language. Currently it is not possible to do two languages unless one is done as an anticipated subject in Year 11. 

For students wishing to take two languages at GGS, advanced students may join the Year 12 class and complete one language as an Anticipated Subject at Standard Level. This means that candidates can complete the course in Year 11 and attempt the examination at the completion of that year. It must be understood that each course is a second language course and therefore, first language speakers of Chinese, French, German or Japanese who have completed 12 months in a school where this language is the language of instruction will not be eligible to enroll. 

Standard Level and Higher Level  

The main focus of the course is on language acquisition and development in the four primary language skills of listening, speaking, reading and writing. The balance between these four language skills will be appropriate to the needs of the students. 

• Language B Higher Level is for a language learner who has approximately 4 to 5 years’ experience of the language; 
• is not taught other subjects in the target language 
• and is normally taught in places other than where the language is spoken 

Note: It is not possible to study an ab initio language at Higher Level. 

An Anticipated Subject can only be studied to Standard Level. 

Language B Course Aims  

The program aims to: 

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance
• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar 
• Develop students’ awareness of the importance of language in relation to other areas of knowledge
• Provide students, through language learning and the process of inquiry, with opportunities for  intellectual engagement and the development of critical- and creative-thinking skills
• Provide students with a basis for further study, work and leisure through the use of an additional language 
• Foster curiosity, creativity and a lifelong enjoyment of language learning 

  By the end of the course, students are expected to demonstrate competence in three distinct but interrelated areas: 

• Language 
• Message 
• Conceptual Understandings 

Students are expected to demonstrate an ability to:   (extra expectations for Higher Level students are given in bold type) 

• Communicate clearly and effectively in a range of contexts and for a variety of purposes. 
• Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. 
• Understand and use a wide range of vocabulary in common usage. 
• Understand and use language to express and respond to a range of ideas with fluency and accuracy. 
• Identify, organize and present ideas on a range of topics. 
• Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts.  

The audio and written texts are more complex at Higher Level.   

At Higher Level, two literary texts will also be studied.  

The four skills of listening, speaking, reading and writing are equally developed through the five course themes: Identities, Experiences, Human Ingenuity, Social Organization and Sharing the Planet. 

To supplement the course, students have access to a range of worksheets, authentic newspapers and magazines, films, television programs, songs, poetry and prose, letters and diagrams in the target language. Information technology is integrated into the course. 

Students also have regular access to our native language assistants to develop their oral skills. Oral classes with the assistants form an integral part of the senior courses. 

Chinese Students may use the traditional form in writing but must be able to read the simplified writing in class. 

CHINESE, FRENCH, GERMAN AND JAPANESE

Internal Assessment (25%)   Internally assessed by the teacher and externally moderated by the IB. 

Individual Oral (12-15 minutes) (25%)   SL: 15 minutes’ preparation of a visual stimulus relating to one of the five themes, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 4-5 minute general discussion which addresses at least one additional theme. 

HL: 20 minutes’ preparation of an extract of up to 300 words (600 Japanese characters) (360 Hanzi) from the two literary texts studied, a 3-4 minute presentation, a 3-4 minute follow-up discussion with the teacher and a 5-6 minute general discussion which addresses at least one of the five themes. 

External Examinations: Written Component (75%)   

Paper 1: Productive Skills (Writing) (SL 75 minutes, HL 90 minutes) (25%)  One writing task from a choice of three, choosing a text type appropriate to the task from those listed in the instructions.  

Word count:

• SL 250-400 (French and German) or 500-800 (Japanese) words or 300-480 Hanzi 
• HL 450-600 (French and German) or 600-600 (Japanese) words or 540-720 Hanzi 

Paper 2: Receptive Skills (SL 1 hour 45 minutes, HL 2 hours) (50%) 

a) Reading (25%) (1 hour both levels) 

Comprehension texts based on three written texts drawn from the five themes. 

b) Listening (25%) (SL 45 minutes, HL 1 hour) 

Comprehension questions based on three audio texts drawn from the five themes. 

Language B: (German)

Year 10 German

Please Note: for 2024 only

Course Structure:  SL and HL

Language B: (Japanese)

Year 10 Japanese

Language B: (French)

Year 10 French

Spanish Ab Initio

Course Structure:  SL only

Ab Initio is for a beginner who has little or no previous experience of the language. The student must have had no formal instruction in the language nor have lived in a Spanish speaking country. 

The main focus of the course is on language acquisition and development in the four primary language skills of reading, listening, writing and speaking. The aim is to develop all four skills to a similar level of communicative competence. The course focuses on everyday situations and aspects of the culture related to the language.  

Students develop the ability to communicate in the target language through the study of language, themes and texts.  In doing so, they also develop conceptual understandings of how language works.  Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. 

The Spanish Ab Initio syllabus is organized into five prescribed themes: Identities, Experiences, Human Ingenuity, Social Organization and Sharing The Planet.  

ASSESSMENT   1. Internal Assessment: Oral Component (25%)  A final oral examination over the second year of the course assessed by the classroom teacher and externally moderated by the IB. 

2. Individual Oral- 10 minutes (25%)  15 minutes’ preparation of a visual stimulus. A 1-2 minute presentation of the stimulus, a 3-4 follow-up discussion with the teacher and a 3-4 minute general discussion that addresses at least one additional theme. 

3. External Assessment: Written Component (75%)  Paper 1: Productive Skills (1 hour) (25%)  Two written tasks of 70-150 words from a choice of three tasks, choosing a text type from each task from those listed in the instructions. 

 Paper 2: Receptive Skills (1 hour 45 minutes, 50%)  

• Reading Comprehension (25%, 1 hour) – Comprehension tasks based on three written texts 
• Listening Comprehension (25%, 45 minutes) – Comprehension questions based on three audio texts 

The Comprehensive Guide to IB Chinese A Language and Literature

Introduction

Welcome to the comprehensive guide to IB Chinese A Language and Literature! The International Baccalaureate (IB) Chinese A Language and Literature course is designed to develop students' language proficiency and literary analysis skills in the Chinese language. In this guide, we will provide you with a detailed overview of the IB Chinese A Language and Literature course, its components, assessment criteria, and tips to excel in the course and achieve success on the IB exam.

Overview of IB Chinese A Language and Literature

The IB Chinese A Language and Literature course aims to develop students' language skills and enhance their understanding and appreciation of Chinese literature. Through the study of a variety of literary works, students develop their language proficiency, analyze literary techniques, and explore the cultural and historical contexts of Chinese literature.

Course Components

The IB Chinese A Language and Literature course consists of three main components:

Language Acquisition : Students develop their language skills through the study of a range of written and spoken texts, including literary works, non-literary texts, and media. They engage in activities that focus on vocabulary expansion, grammar acquisition, and oral and written communication.

Literary Analysis : Students analyze literary works, exploring themes, stylistic features, and the use of literary devices. They examine the cultural and historical contexts in which the texts were written and develop their skills in interpreting and evaluating literary works.

Text-World Connections : Students explore the connections between literary texts and the real world, considering the social, cultural, and historical implications of the texts. They develop an understanding of how literature reflects and influences society.

Assessment Criteria

The IB Chinese A Language and Literature course is assessed using the following criteria:

Language : Students demonstrate a high level of language proficiency, including accurate and appropriate use of vocabulary, grammar, and syntax. They communicate effectively in spoken and written forms.

Literary Analysis : Students demonstrate a deep understanding of literary texts, identifying and analyzing themes, literary techniques, and the cultural and historical contexts of the works. They provide insightful interpretations and evaluations of the texts.

Organization and Development : Students organize their ideas in a clear and coherent manner, structuring their responses effectively. They develop arguments and support them with evidence from the texts, demonstrating logical reasoning and critical thinking skills.

Language Acquisition

Language acquisition is a key component of the IB Chinese A Language and Literature course. Here are some strategies to improve your language skills:

Read Widely : Read a variety of Chinese texts, including literary works, news articles, essays, and online resources. This will expose you to different writing styles, vocabulary, and cultural contexts.

Expand Vocabulary : Regularly learn new words and phrases, and actively use them in your spoken and written communication. Create flashcards or vocabulary lists to help with memorization.

Practice Writing : Write regularly in Chinese, focusing on different genres and text types. Experiment with different sentence structures, expressions, and writing styles to enhance your language proficiency.

Listen and Speak : Engage in conversations with native Chinese speakers, watch Chinese movies or TV shows, and listen to Chinese music or podcasts. This will help improve your listening comprehension and speaking skills.

Literary Analysis

Literary analysis plays a significant role in the IB Chinese A Language and Literature course. Here are some key aspects to consider when analyzing literary texts:

Textual Analysis : Analyze the literary techniques used in the text, such as imagery, symbolism, and narrative techniques. Examine how these techniques contribute to the overall meaning and impact of the work.

Character Analysis : Explore the motivations, relationships, and development of the characters in the text. Consider their roles in the narrative and how they contribute to the themes and messages conveyed by the author.

Theme Exploration : Identify the main themes and underlying messages in the text. Analyze how the author develops and conveys these themes through the use of plot, character, and language.

Preparing for the IB Exam

To prepare for the IB Chinese A Language and Literature exam, consider the following strategies:

Practice Past Papers : Familiarize yourself with the format and style of the IB exam by practicing past papers. Pay attention to the time constraints and practice answering different types of questions.

Analyze Sample Essays : Study sample essays that exemplify strong analysis and organization. Pay attention to the structure, language use, and effective integration of textual evidence.

Engage in Discussions : Participate in class discussions and group activities that require critical thinking and analysis of literary texts. Engaging with different perspectives will broaden your understanding and enhance your analytical skills.

Seek Feedback : Share your written assignments and practice essays with your teacher or peers. Seek constructive feedback to identify areas for improvement and refine your analytical and writing skills.

Tips for Success

Here are some additional tips to excel in the IB Chinese A Language and Literature course:

Read Extensively : Read a wide range of Chinese literary works, including both classical and contemporary texts. Immerse yourself in the richness and diversity of Chinese literature to deepen your understanding and appreciation.

Take Notes and Annotate : Take thorough notes while reading and annotate the texts with your thoughts, observations, and questions. This will help you engage with the texts on a deeper level and prepare for class discussions and assessments.

Practice Time Management : Develop effective time management skills to ensure you allocate sufficient time for reading, studying, and completing assignments. Create a study schedule and stick to it to stay organized and avoid last-minute stress.

Collaborate with Peers : Engage in group study sessions or form study groups with classmates. Collaborative learning can provide different perspectives, insights, and support throughout your IB journey.

Are there any recommended Chinese literary works to read for the IB Chinese A Language and Literature course? There is a wide range of Chinese literary works that can be explored, such as "Dream of the Red Chamber" by Cao Xueqin, "To Live" by Yu Hua, and "Red Sorghum" by Mo Yan. Consult your teacher or refer to IB recommended reading lists for more suggestions.

Is it necessary to be a native Chinese speaker to excel in the IB Chinese A Language and Literature course? No, the course is designed to accommodate both native and non-native Chinese speakers. While a strong foundation in the Chinese language is beneficial, the focus of the course is on developing language proficiency and literary analysis skills.

Can I study Chinese A Language and Literature if I am not fluent in Chinese? Yes, the IB Chinese A Language and Literature course is designed to cater to students at different language proficiency levels. The course aims to enhance your language skills and develop your understanding and appreciation of Chinese literature.

The IB Chinese A Language and Literature course offers a unique opportunity to explore the Chinese language and its rich literary tradition. By developing your language proficiency and analytical skills, you can deepen your understanding of Chinese literature and excel in the IB exam. Remember to engage in extensive reading, practice critical analysis, and seek feedback to continually improve your skills. Embrace the challenges and rewards of the course, and enjoy the journey of exploring the fascinating world of Chinese language and literature.

Related posts

The Comprehensive Guide to IB English A Language and Literature

The Comprehensive Guide to IB Arabic A Language and Literature

The comprehensive guide to ib dutch a language and literature.

Higher Level Essay

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

HLE Writing Guide

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

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

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

Developing a Line of Inquiry and Thesis

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

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

How To Write the Line of Inquiry

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

How to Write the Line of Inquiry (part 2)

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

HLE Sample Thesis Statements and Writing

The HLE Complete Course from Start to Finish

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

Choose your text and write the LOI.

Student planning doc

Model Student planning doc

Time for brainstorming and outlining.

Student Organizer

Completed Sample Organizer

Master the intro and conclusion.

Sample Intro and Conclusion

Learn how to write strong HLE body paragraphs.

Sample Body Paragraphs

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

Final instructions before submission

Dave’s complete sample HLE

Some Sample Papers

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

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

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

Looking For More Support?

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

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

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

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• HL Essay: Exemplar 5 (Small Axe)
• Higher level essay
• HLE sample work

Students, increasingly, write Higher Level Essays and Extended Essays on film and television. They also discuss these things in their Individual Orals. Presumably, in part, this is because teachers are teaching film and television in their classes. Here, on this page, students have the opportunity to read the Higher Level Essay of a student who has written about Steve McQueen’s film anthology, Small Axe (2020). Further...

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Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

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

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

IB Extended Essay: Why Should You Trust My Advice?

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

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

What Is the Extended Essay in the IB Diploma Programme?

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

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

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

The IB Extended Essay must include the following:

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

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

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

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

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

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

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

Here are the topics covered in your viva voce :

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

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

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

What Should You Write About in Your IB Extended Essay?

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

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

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

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

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

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

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

#1: Write About Something You Enjoy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Don't get stuck with a narrow topic!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

#6: Start Writing Sooner Rather Than Later!

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

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

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

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

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

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

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

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

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

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

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

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

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

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

How Does the Extended Essay Grade Affect Your IB Diploma?

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

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

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

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

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

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

40+ Sample Extended Essays for the IB Diploma Programme

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

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

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