ib paper 1 thesis statement

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How to Write IB English Language and Literature Paper 1

By TutorsPlus

In this article, we talk about how to write IB English Paper 1 to impress the examiner and maximise your score.

IB English Paper 1 analysis is the initial stage of your assessment, contributing a significant 35% to your final grade. 

This means that to succeed, you need to prepare for it carefully and strategically. Below, we explain what to expect from this part of the external assessment, provide best practice tips, and suggest an optimal structure to guide your writing.

What is English Language and Literature Paper 1?

IB English Paper 1 involves a targeted analysis of an unseen text. You will be given two excerpts, each ranging from 1 to 2 pages. Standard Level (SL) students choose one to write an essay, while their Higher Level (HL) peers work with both. Regardless of the level, your task is to analyse the writing. To get a high mark, you need to demonstrate a strong understanding of literary devices, language choices, and the author’s purpose.

If you are at SL, you will have 1 hour and 15 minutes to complete the analysis of one text. On the other hand, HL students must provide two essays within 2 hours and 15 minutes.

IB English Language and Literature exam covers  diverse text types. They might include magazine articles, blog posts, speeches, interview scripts, radio transcripts, instruction manuals, brochures, web pages, and much more.

Besides, some texts will represent literary excerpts from the following categories:

• non-fiction prose (scientific articles or essays);
• fictional prose (novels, short stories, etc.);
• dramatic plays;

At least one text is likely to include a visual element, such as an image or a cartoon. You will need to analyse the relation between the text and the visual.

IB English and Literature Paper 1 Marking Criteria

Paper 1 contributes 35% to your overall score. A perfect answer will bring you 20 points distributed across four marking criteria . These criteria assess not only how well you understand the text but also how effectively you express your thoughts. As you will recall from other exams the understanding mark scheme is central to maximising your score.

Criterion A: Understanding and Interpretation (5 marks)

Criterion A focuses on your ability to grasp the main ideas and themes of the text. To excel here, it is important to identify key ideas, convey a profound analysis (author’s purpose, intended audience, literary devices, etc.), and support your claims with textual evidence. 

Criterion B: Analysis and Evaluation (5 marks)

This criterion tests your ability to evaluate the text’s effectiveness. In particular, how successful you are at analysing the writer’s use of language (vocabulary and structure) and the impact they want to have on a reader.

Criterion C: Focus and Organisation (5 marks)

To earn 5 marks with this criterion, you need to make sure your essay has an appropriate structure, and your writing – an efficient flow. Each paragraph should have a focused point and smoothly connect with other elements of your essay.

Criterion D: Language (5 marks)

This criterion looks closely at your usage of English. It demands clear, concise, and fluent writing. To do so, you need to demonstrate a strong vocabulary with precise word choice and good grammar, as well as maintain an appropriate tone.

A Practical Guide to Writing Essays Paper 1

A quarter of points fall on the criterion Focus and Organisation. It goes without saying that a clear structure is important to help the examiner understand your thoughts. The following tips will give you an idea of how to effectively present your essay.

Writing a Strong Thesis Statement in the Introduction

The introductory paragraph of your Paper 1 essay helps set the stage for the following analyses. One of the most important elements of this section is the thesis statement, i.e. a single sentence that outlines your central argument and demonstrates your understanding of the text’s message. A strong thesis is a must to showcase your analytical skills from the get-go.

How do you make sure that your thesis is strong? First of all, you must clearly articulate your main argument or interpretation of the text. Besides, the thesis has to present a debatable point of view. This allows room for discussion and it invites an examiner to engage with your analysis.

In addition to the thesis, your introduction must contain brief information about the text itself. Many IB teachers unckuding those on the TutorsPlus tutoring teamsuggest using the TAPAC structure to complete this section. It stands for the following:

• Text Type: Start your introduction by identifying the type of text – is it a poem, a news article, or perhaps a dramatic excerpt?
•   Author: Briefly introduce the author, mentioning any relevant biographical details that might shed light on their writing style or perspective.
•   Purpose: Analyse the author’s intent in creating the text. Do they want to inform, persuade, or entertain the reader? What message are they trying to convey?
• Audience: Consider the intended audience for the text as it may inform your analysis.
• Context: Provide any relevant background information about the text’s historical or cultural context that might influence its meaning.

Choosing the Right Essay Structure for IB English Paper 1

Once you’ve provided a compelling thesis statement, it’s time to build the body of your Paper 1 essay.

Many students struggle with body paragraphs, not because they lack ideas, but because they have too many of them. To help you avoid losing your focus, we recommend the PEEL structure. Its goal is to promote clear organisation of your thoughts and guide your analyses.

Let’s imagine that your unseen text is a story about a character lost in a desert. This is how you can analyse it using the PEEL structure.

Each paragraph of your essay must contain arguments about a specific aspect of the text. They are something like mini-thesis statements that elaborate on your overall thesis.

For example, if you wish to describe how the author uses various techniques to convey the protagonist’s mood, you can write the following: “The author utilises vivid imagery to create a sense of isolation, which contributes to the text’s exploration of the protagonist’s emotional state.”

Ideally, you should have three points. If you’re confident in your time management skills, you can introduce four points (especially at HL) but don’t go beyond that. Can you have a good score if you have only two? Well, examiners consider both the depth and breadth of your analyses, that’s why you have better chances with more points than fewer.

E: Evidence

This means that you need to provide evidence from the text that supports your point. This could be a specific quote, a stylistic technique, or a key detail within the text. For instance: “The author uses a metaphor on line 12, comparing the protagonist’s surroundings to a ‘vast, empty desert.'”

After providing evidence, explain how it supports your point. In particular, you can discuss what the author wants to achieve with the selected literary device and how it is supposed to affect a reader. For example, you can pinpoint that the desert metaphor reflects the protagonist’s feelings of loneliness and isolation. Overall, your explanation should allow you to demonstrate your understanding of the author’s craft and the impact of their choices.

Finally, you should connect your point and evidence back to the overall purpose of the text. What is the text’s meaning and significance? How does it help to see the bigger picture? For example, the protagonist’s isolation might contribute to the text’s exploration of the human need for connection.

Remember, the PEEL is guidance, not a rigid formula. You can easily adapt it to your specific points and evidence. However, it is important to maintain a clear connection between your analysis and the overall purpose of the text.

Writing a Literate and Understandable Text

IB English programme is all about using language effectively. While typos or grammatical hiccups might slide in other subjects, English simply has higher standards. But a great Paper 1 essay goes beyond just grammar. It also puts your literary devices to the test to see how convincing and flexible your language is.

As we have already mentioned, Criterion D is responsible for assessing your English. To earn 5 marks, examiners will be looking for:

• Accuracy in Grammar. Your essay doesn’t have to be perfect grammar-wise. However, if it is riddled with errors, they will simply distract from your ideas. That’s why your goal is to maintain a ‘high degree of accuracy in grammar’.
•   Flexibility in Choosing Sentences. Varying sentence structures will keep your writing interesting and show that you’re in control of the language.
•   Wide Vocabulary. Precise and vivid words can maximise your chances of scoring high.
•   Creative Devices . Things such as figurative language (similes, metaphors, etc.) can truly add depth to your analysis. It is actually a good idea to use the same techniques as the author since it shows your understanding of their creative language.

Summing up, if your goal is all 20 marks, ensure that your writing is clear, grammatically sound, and skilful.

Proper Paragraphing

When producing your English essay, keep in mind a three-part structure: Introduction, Body Paragraphs, and Conclusion. The introduction and Conclusion will have their separate paragraphs, while the Main Body should feature an individual paragraph for each point. These could be a specific theme, literary devices, key features of the unseen text, etc. So, if you present three points, ensure to break them into three paragraphs for a more cohesive look.

Having said that, you can’t just string together isolated paragraphs. Ideally, you should use linking sentences that bridge the gap between your points. Try to avoid such cliché phrases as “Another aspect of the text is…” Instead, use more variation to create a smooth flow of ideas. Remember, a cohesive essay feels greater than the sum of its parts, that’s why natural transitions are a must.

Because of the sheer number of IB English papers examiners need to process each year, they often skim essays. In this case, a well-structured essay with a clear flow of ideas will always hold an edge over an unstructured essay with excellent but disconnected content.

Using Quotations and Examples from the Text

You must build your arguments on a foundation of well-chosen quotes and textual references. The key here is ‘well-chosen’ – you should be looking for quotes that directly support the specific point you’re making in each body paragraph.

The paragraphs can contain more than one quote. Ideally, you can try to select quotations from the beginning, middle, and end of the text and note any developments in their device or style. But don’t overdo with quotations since your Paper 1 essay isn’t about citing the author but about analysing their work. Therefore, it is important to find a balance between using textual evidence and your own analytical voice.

Here are some other suggestions that will make your use of quotes more effective:

• Always properly reference the specific line or page numbers;
• Instead of using long quotations, rely on key phrases or single lines;
•   Focus on specific details within quotes and explain how they contribute to your argument;
• Integrate the quotes seamlessly within your paragraph structure to ensure a smooth flow.

Proper quotation is important not only to support your argument but also to prove your ability to engage with unseen texts.

Writing a Conclusion

The conclusion of your IB English Paper 1 analysis serves a dual purpose: not only does it wrap up your argument but also leaves a lasting impression on the examiner. Sometimes, it is even an opportunity to complete your thesis statement with newfound insight. If you’ve discovered a subtle layer of meaning during your analysis, you should definitely highlight it in the conclusion.

Whether you have additional observations or not, you need to offer a concise recap of the main areas you explored and remind the examiner of the key arguments you’ve presented. It is best to avoid lengthy recaps since your body paragraphs should already provide a detailed analysis.

When writing a conclusion, your goal is to make it as persuasive as the introduction. To do so, you may use the following persuasive appeals:

• Appeal to Logic (Logos). Conclude with a final logical statement that reinforces your overall analysis. It should clearly show your point of view about the text’s meaning and impact.
• Appeal to Emotion (Pathos). If appropriate for the text, consider leaving a thought-provoking question or a sense of emotional resonance.
•   Appeal to Ethics (Ethos). It is a good idea to reference a relevant literary scholar or critical theory. If possible, you can even state the impact of the text on the culture or a famous figure.

A well-crafted conclusion will contribute to marks according to every criterion. That’s why keeping it on par with your overall essay is a must.

Using a Unified Language Style

A successful Paper 1 IB English essay demonstrates a profound understanding of the unseen text, and this extends to your writing style as well. Showing your own clear and analytical voice is important but you should also strive to subtly reflect the tone and style of the excerpt.

Is the text a formal speech by a political leader? Then it would be great to adopt a more formal tone. On the other hand, if you’re working with a humorous blog post, informal language might be more appropriate.

Whatever style you see fit, stick to it throughout your essay. It won’t look cohesive with a formal introduction and informal main body, let alone with a tone shift across paragraphs. Remember, consistent language style is one of the requirements of the Criterion D: Language.

How to Practice and Prepare for IB English Paper 1?

So, now you know how to meet IB English Language and Literature Paper 1 criteria… in theory. However, true mastery comes with consistent practice. Here is what you can do to be ready to write a well-scoring literary analysis.

Practice Regularly with Past Papers and Sample Texts

Past papers are an invaluable revision resource. First of all, they can introduce you to a variety of formats and genres you are likely to encounter in your exam. Along with that, if you get familiar with past paper questions, you can gain a clear understanding of the specific demands of each task. When you know what to anticipate and are able to prepare for it, your chances of success increase dramatically.

Here you can learn more about some sample text types and possible answers.

English is not kind of subject where you need to memorise a lot of terms. What it tests is your ability to apply your analytical skills to diverse texts. Past papers provide the perfect platform for this application. In particular, you get to test your understanding of literary devices, thematic exploration, and textual analysis in a practical setting.

Apart from that, past papers contribute to building your confidence. With each practice session, you’ll gain experience in constructing compelling thesis statements, adapting your writing style to different text types, and persuasively arguing your interpretations. By the time you approach exam day, you should get comfortable with analysing any text type that may come your way. 

After completing every training essay, take the time to critically review your writing. Are there areas where you stumbled? Did you get to provide a strong thesis statement and effectively analyse a literary device? Try to give honest answers since they will allow you to find areas for improvement.

If you don’t feel comfortable doing this yourself, then get in touch with us. Our tutors are expereinced IB teachers and examiners and can give you this kind of feedback quickly.

Seek Feedback from Teachers

You cannot objectively assess your own work? Then your teacher should be able to help. Of course, you cannot expect them to mark every essay you write, but they might agree to review a few and offer valuable feedback

Their guidance can also extend beyond this. Many teachers incorporate in-class writing exercises. If you analyse the feedback they give carefully, you will be able to identify your weaknesses and actively work on rectifying those mistakes. Learning from past errors is key to avoiding them on exam day.

You don’t want to bother your teacher? Then how about cooperating with your classmates? You can form a study group to practise with past papers, exchange your answers, and get an honest opinion of each other’s work. This can also help you experience the creative thinking and arguing of others.

There is one more great way to understand how you’re faring – an IB English tutor . Thanks to their tailored feedback on your writing, they may identify recurring patterns in your mistakes, and offer strategies for improvement.

Use the IB Mark Scheme as a Guide

Wouldn’t it be nice to have a cheat sheet telling you exactly what examiners are looking for in your IB English Paper 1 response? That’s basically what mark schemes are. These detailed guides break down the exact things examiners consider when grading your analysis.

This means that you can rely on mark schemes as a sort of briefing for your analysis. Besides, they show what separates a good response from a great one. Knowing your goals and what to do to achieve them can let you tailor your writing accordingly.

Writing a successful IB English Paper 1 response is no walk in the park. But if you know what makes a good literature analysis and you can apply this knowledge in practice, a high score is almost in the bag.

Remember, consistent essay writing with the criteria in mind is key. Use the tips and strategies we’ve outlined to formulate your arguments and structure the analysis effectively.

Sometimes, however, studying on your own might not be enough, especially if you are not sure if you can meet the marking criteria. Here’s where an experienced tutor can make a world of difference.

At TutorsPlus, we understand the unique challenges of the IB English Language and Literature exam. Our team of highly qualified English tutors (who are also certified examiners) can provide the guidance and feedback you need to succeed.

So, if you wish to convert all your hard work into 20 points, don’t hesitate to contact us at 41 022 731 8148 or [email protected] . We are here to help you refine your analytical skills, improve your response structure, and simply give you more confidence.

Sara has been an education consultant for TutorsPlus for 15 years, and is an expert on international IB education.  She is also a parent of two lively children.

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IB Paper 1 Writing Guide

Table of contents.

As a teacher for the IB for many years, I’ve seen firsthand how excited and nervous people are about IB Paper 1. This essential test checks not only how well you can understand but also how well you can study and write on different texts you haven’t seen before.

What Is IB English Paper 1?

As an experienced IB teacher, I can say that IB English Paper 1 is often seen as one of the most challenging and exciting parts of the Diploma Programme. It requires students to think critically and deeply about texts to examine and understand literary and non-literary works they have not seen before.

When you sit for this exam, you are presented with one or more texts, often varying by level — Standard Level (SL) students typically analyze one text, while Higher Level (HL) students may be given two. The texts could be short stories, poems, scenes from plays, or even things that aren’t literary, like ads or opinions. It’s not enough to just understand these texts; you must also break them down quickly to find deeper meanings and theme details. Here is a list of what to expect:

• Different texts . You can expect to hear a lot of different types of genres and styles. This variety tests how flexible you are and how well you can use your logical skills in various kinds of writing.
• Focus on analysis . You must consider how the text’s language, organization, and style affect its general meaning for the test.
• Critical engagement . You must think critically about the text, explain possible readings , and discuss how literary methods work.

To do well with these parts, you need to know a lot about literature analysis and be able to organize your thoughts quickly.

What Is the IB English Paper 1 Format?

IB English Paper 1 is an analysis assignment based on a book or texts you have not seen. All Higher Level students usually have to look at two unknown texts, one of which could be a prose passage and the other a poem or another type of writing. Standard Level students only have to look at one unseen prose passage or poem. HL students can show their critical skills in various text types by choosing from them. Here is a summary of how the test will be set up:

• HL students have two hours, while SL students only have one hour and thirty minutes. You should read, think about, and write comments during this time.
• Students should write a literary essay that analyzes one or more texts in depth. The answer should be well-organized, make sense, and be based on the book’s ideas, language, and structure.
• The test aims to assess your ability to understand and read the text, examine its formal parts, such as organization and style, and discuss the effectiveness of literary elements.

From what I’ve seen, the secret is quickly organizing your thoughts and replying to the text to show how well you understand and can analyze it. You can get much better at this challenging but satisfying part of the IB program by doing time management drills and reading different kinds of books regularly.

For detailed strategies for tackling your upcoming exam, check out our comprehensive IB English Paper 2 guide.

Get Help With Your Paper

How to write ib english paper 1.

Writing IB English Paper 1 might seem challenging, but planning and taking the proper method can be a very mentally satisfying experience. As an experienced IB writer, I’ve helped many students with this paper, and I can say that knowing the text and how to explain your reasoning is critical to success. I will show you the steps that I think are most important for writing an interesting remark.

Pick Your Text Carefully (If It Fits)

The first and most important thing for HL students who must choose between two or more books is picking the right one. You should select the text you are most sure you can understand and analyze. From what I’ve seen, choosing a book you can relate to or find interesting is usually better because it leads to a more profound analysis.

Read the Text and Make Notes on It

Pay close attention to what you’re reading. Making notes right on the test papers can be very helpful from the general IB standards. Look for literary techniques, structure features, and comments about the main idea. Note anything that stands out, like repeats, images, differences, or words that don’t seem to go together.

Plan What You’ll Say

You must plan before you do anything else. Sort your ideas into groups and choose how you want your comments to be structured. A clear opening, a few body lines about different parts of the analysis, and a short end are usually all needed. For the most part, IB rules say that your comments should make sense and connect each point to the main idea or goal of the text.

Write the Beginning

The beginning of your study should set the scene. Outline the main points of the book and state your argument. This thesis should clarify what you think are the most critical parts of the text and why. It will guide the rest of your comments.

Work on Your Body Paragraphs

Each body piece should discuss a different part of the writing, like the idea, the organization, or the language. Start with a topic sentence that tells the reader about the paragraph. From what I’ve seen, it’s crucial to back up each point with literary evidence and explain how that evidence adds to the general effect or meaning of the text.

Finish Your Commentary

In the end, repeat your thesis in light of your analysis. Here is a short recap of the key points that were talked about. If you can, connect them to the text’s more significant meanings. A great ending can improve your comments by showing how much you understand.

Look Over and Fix

If you have time, you should go over your work again. Check for spelling and grammar problems, make sure the comments make sense, and ensure each part supports your argument well. Making changes during this step can make your research more precise and powerful.

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How to Develop Your Writing Skills for IB Paper 1?

You must know what the examiners are looking for a clear understanding, well-thought-out reasons, and an analysis that makes sense. IB standards say that a well-written answer should combine quotes and textual proof with critical comments in a way that doesn’t look awkward. Here are some specific ways to make your writing better:

• Practice regularly . It is essential to practice writing often. It helps you get better at organizing your thoughts quickly and effectively.
• Read activately . You must read a lot of different kinds of books. Look at how other writers make their points and use words, and when it makes sense, try to copy these styles.
• Ask for feedback . Getting feedback from teachers or friends regularly is very helpful. It shows you what to work on and helps you improve your writing .

Focusing on words and sentence form is another good way to do things, in my view. Adding new words to your language and trying out different types of sentences can make your writing much more sophisticated. Also, make sure that every paragraph moves into the next one in a way that makes sense so that the point stays consistent throughout the essay.

Last but not least, always go back and fix your work. From my experience, rewriting is the best way to strengthen and clarify your points. If you make mistakes with language or phrasing, it can hurt the quality of your study as a whole.

Tips for Choosing Texts for IB English Paper 1

Always start by quickly reading through the texts to understand what they’re about and how hard they are to understand. After reading this first summary, you can get a sense of which text you are more likely to understand and interpret correctly.

From what I’ve seen, the next step is to examine the writing’s richness. Look for works that demonstrate literary techniques , different sentence patterns, and unique writing styles. These parts make it easy to write specific comments, which is very important for getting good grades on Paper 1.

Also, when you choose your text, think about the following:

• Complexity vs. comfort . Choose a book that is a good mix of difficult and easy-to-understand. A complicated book might give you more to think about, but be careful — it shouldn’t be so hard to understand the main ideas in the time allotted for the test.
• Interested and involved . I think it’s always easier to write about something you’re interested in. If you’re interested in a text, you’ll probably be able to write a convincing study because your interest will quickly help you understand it better.
• Different kinds of material . If you can, pick a book with many other ideas and points of view. This variety will give you more ways to look at your analysis, which can help show that you have a more profound knowledge of the text.

Another tip is to quickly write down possible thesis statements or points of analysis for each choice. This method can help you determine which text has more critical things to say, which will help you make a better choice.

Last but not least, trust your gut. Through the years, I’ve seen that students do better when they pick a book that has a special connection to them. Being able to think about a text right away and already having views and thoughts about it is a good sign that it’s the right choice for your comments.

IB English Paper 1 is more than just a test; it’s a chance to show how well you can think critically and analyze things. Remember that the best ways to do well on a test are to study regularly and understand how it is set up and the standards. Keep your feelings up and be sure of yourself as you start the paper. Also, remember that you can always get expert assistance at IBStudentHelp.com .

The Role of TOK in Interdisciplinary Understanding

TOK encourages students to look into how different types of information connect and combine, which leads to a more all-around way of learning. TOK acts as a link between subjects that might otherwise seem unconnected, such as relating mathematical ideas to natural patterns or examining the moral ramifications of science developments.

How to Conduct Effective Peer Reviews in IB Projects?

Peer review in IB projects is a vital skill that can greatly improve the quality of your projects and your academic growth. From what I’ve seen, peer reviews are a great way to get helpful feedback, see things from different angles, and make your work better.

Utilizing Digital Tools for IB Study and Research

Now that we live in a digital world, using technology to its fullest can greatly improve your IB study and research. Staying prepared, controlling time, and conducting research have never been simpler thanks to the abundance of apps and platforms available. The important thing is to know which tools will help you reach your school goals.

How to Balance Extracurricular Activities and IB Studies?

Balancing extracurricular activities and IB studies can feel like walking a tightrope, but with the right strategies, it’s entirely possible to manage both effectively. In fact, many IB students successfully juggle academic demands with sports, clubs, and hobbies. The key lies in prioritization, time management, and staying organized.

What Is the IB Learner Profile? Attributes and Benefits

It’s more than just a framework; the IB learner profile is a list of ten traits that are meant to help students become well-rounded, globally aware people. As an IB writer, I can say that these characteristics, like thinking, communicating, and keeping an open mind, help students grow mentally and socially.

How to Write a Successful IB TOK Exhibition?

To make a successful TOK exhibition, carefully choose the objects, provide clear comments, and plan. As a teacher of IB writing for many years, I’ve seen that students who approach the task with an organized plan and a lot of thought often come up with the best presentations. Don’t rush through the process.

Nick Radlinsky

Nick Radlinsky is a devoted educator, marketing specialist, and management expert with more than 15 years of experience in the education sector. After obtaining his business degree in 2016, Nick embarked on a quest to achieve his PhD, driven by his commitment to enhancing education for students worldwide. His vast experience, starting in 2008, has established him as a reputable authority in the field.

Nick's article, featured in Routledge's " Entrepreneurship in Central and Eastern Europe: Development through Internationalization ," highlights his sharp insights and unwavering dedication to advancing the educational landscape. Inspired by his personal motto, "Make education better," Nick's mission is to streamline students' lives and foster efficient learning. His inventive ideas and leadership have contributed to the transformation of numerous educational experiences, distinguishing him as a true innovator in his field.

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IBDP English A: Language & Literature

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Updated 2 February 2023

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• Paper 1 - Writing a Guided Textual Analysis

So much of your success in written assessment is knowing what good looks like, what is expected, and therefore how to be successful. Paper 1, of course, relies on your independent ability to read and understand a previously unseen text. However well you understand the text, though, you need to know what successful work looks like.

What is expected?

Paper 1 requires you to read and understand a previously unseen text of challenging quality. You can expect one of the texts to be predominantly visual, and the other to be multimodal (with more text but with some visual elements). Recognising different text types and having knowledge of their features is a key capacity for success. However, as Dylan Wiliam once said, [most] students don't know what successful work looks like, and so no matter how good your understanding you need to know how to go about structuring a response, something that in turn will help your thinking as you approach unseen texts. More ideas on how to structure can be seen in  Paper 1 - Structuring a Guided Textual Analysis . 

A Guided Textual Analysis on a previously unseen (single) non-literary text is one of the assessment components for which we can look to the old course for guidance, as it was exactly the Paper 1 assessment of the old Standard Level course. As explained elsewhere, the selection of the texts by the IBDP examiners tended to encourage the students to consider topical internationalist issues. However, the difference now is that students MUST respond to the guiding question, or reject the guiding question and essentially create one of their own, that becomes the main line of inquiry of the response. A full commentary on the text is no longer required nor desired.

Students must, however, display analytical and evaluative skill. This process of analysis and evaluation is explored in  Paper 2 - Analysis and Evaluation ; the same process applies when analysing literary and non-literary works and texts.

Example Texts

Take a read of the two texts presented in this old Paper 1 (SL) Guided Textual Analysis assessment .

Consider the text type, its conventions and stylistic features, and what the thematic meaning and message of the text might be. Look carefully at the guided questions, and decide how you would construct a response around answers to them. Finally, think about the movement and development of the text, and consider how you would construct a "movement paragraph" (with embedded quotations) exploring how the text begins, shifts, develops and concludes, as discussed elsewhere.

Student Sample Work

Read the following student response to Text 1:

The literary article adapted from the essay written by Gavin Francis in "The London Review of Books" was published on March 6th in the year of 2014. In his essay, Francis aimed to deliver an essay which was appealing to a wide audience and not only medical students as it might first be assumed. He does so by describing the process of rediscovering the beauty of medicine and the human body, through its complexity but also its harmonic embodiment.

When the readers first discover the article they are quickly guided away from the misonception that the article is mainly medical. Certainly it is filled with many medical terms such as 'systole' (l.18) or 'aortic stenosis' (l.28) but it equally juxtaposes this with a myriad of metaphors describing the beauty of the human body. This first example of juxtaposition appears when the act of listening to a patient's heart using a 'stethoscope' (l.1) is compared with the daily act of 'laying our heads against the breasts of our loves' (l.2). This association of these two distinct processes are found throughout the article.

It is important to note that the literary magazine also publishes book reviews as well as topical articles on politics, history, science and the arts. Therefore readers come from different backgrounds of interests and the author must adapt his writing to make it accessible to a wider audience. The entire duality of the scientific and literary is illustrated in the oxymoron 'intimate yet detached' (l.5) the author describes when discussing the traditional method of listening to the heart without a stethoscope. Moreover, not only is this a duality, as the text progresses the two develop a harmonic relationship. The sound of blood flow is continuously compared to the ocean. This concept will be discussed further along this commentary. Overall, the author is able to develop a relaxed atmosphere of wonder and comfort which he does so by repeatedly referring to the imagery of the ocean and water - 'conch shell' (l.11), 'just as a river' (l.12), 'imagined ocean' (l.11). Furthermore, word choices such as 'warm' (l.30), 'reassure' (l.33), 'comforting' (l.28) further accentuate this. This comforting mood embodies the harmony between medicine and the appeal of life.

As discussed previously, the harmony exisiting between the medicine and literary references encourages the readers to develop a new perspective on medicine. Francis decided to mainly focus on the idea of comparing listening to a patient's heart beat to the movement and sound of water to be able to develop his concept in greater detail. The narrator of the article continuously establishes connections between the movement of 'air frothing with blood' (l.9-10) with placing a 'conch shell' (l.11) against your ear as a child. This metaphor illustrates the different perspective that a doctor, with several years of experience can continue to develop, and 'rediscover' (l.4). Following this description, Francis develops a more medical passage describing the components of the heart, 'there are four valves' (l.15). This is then followed by a reference to the same doctor but at the beginning of his career, when he had to rely on distinguishing his childhood memory of the sound of a 'conch shell' from the blood flow. By juxtaposing the two facets of the doctor, this enables the readers to develop an understanding of the doctor's development. He even refers to the different sounds as 'seagull' and 'musical murmur' (l.27). By doing so, the blood flow has now become in harmony with the musicality of the ocean and 'waves of the sea' (l.10). Moreover, in the same sentence, Francis describes the 'grate of mitral regurgitation from the trill of aortic stenosis' (l.27-28). This alliteration in 't' embodies the musicality of the science. The author aimed to illustrate to his audience that not only in medicine but in any career in general, one could rediscover the beauty of the science with a change in perspective.

Francis also incorporates elements in his text to appeal to his broad audience. With the use of the anaphora 'our heads', 'our lovers', 'our parents', 'our children', the author develops a relation with the readers and associates with them, notably with the use of the personal pronoun 'our'. Furthermore, he appeals with the medical audience by giving tips to the readers such as 'it helps if you stick a finger in the unoccupied ear' (l.5-6). He also clearly explains the different parts of the heart by naming the structures using brackets '(diastole)' (l.21), as well as an italic font and writing the words between dashes '- the mitral and the tricuspid -'. This way his audience can be both advanced medical students or any other person with a general anatomic understanding. In addition, numerous references to the auditory senses are made, prominently where describing the sea and blood flow. This way, the audience can use the personal experience to understand and connect with the author's experiences. At the end of the article, the author describes reassuring a mother which develops empathy for the author from the reader's behalf. All in all, the article is accessible for a wide audience range. 

To conclude with, the adapetd essay written by Francis aims to illustrate the harmony which exists between a more scientific subject matter such as medicine and a literary interpretation of it. By doing so, the author portrays the beauty and wonder of the human body. Another important note is that this is accessible to a wide audience of diverse backgrounds which can all appeal to the author's intents and relate this to their own experiences. With a change of perspective, one can rediscover their own area of expertise. The element of harmony is emphasised by the conlcuding sentence 'two rhythms within one, two lives within one body' (l.42).

Now, using the  Marking Criteria , establish what you would give the student out of 20 for this response. Break your marks down into:

A: Understanding and Interpretation (5)

B: Analysis and Evaluation (5)

C: Focus and Organisation (5)

D: Language (5)

Remember that criteria A & B refer to the student's subject understanding, and criteria C & D refer to the student's own use of language and structure.

Now look at the marks and commentary awarded by the examiner:

Demonstrates very good understanding of the purpose and the audience, and good knowledge of stylistic features. Could be developed further. Just at times, the response veers into descriptive rather than analytical, feeling a little more like a "paint-by-numbers" comment on purpose and audience, as opposed to an authentic analysis and evaluation of craft and thematic effect. Crucially, and this is where the mark comes down in A, doesn't always stick to the guiding question but becomes more of a commentary on the full text, which is not required nor desired.

In general, this text shows an interesting blend of a scientific and an artistic / linguistic understanding of the world. It celebrates, to some extent, the old ways of doing things - the instinct of the expert and the value of human judgement - and thus perhaps urges caution in trusting only the mechanisms of science and technology in the modern age. In order to exemplify this, scientific and biological processes are described through the artistic medium of descriptive language and metaphor.

This example - despite its faults most notably with language near the end of the piece - is good evidence for how a well-constructed response, with appropriately balanced paragraphs and lots of line-referenced quotation, does well. Much of that quotation is embedded, but also enough is deconstructed in terms of technique and effect too.

Why don't you try writing a response to Text 2 and asking me to mark it for you! 

How much of Paper 1 - Writing a Guided Textual Analysis have you understood?

Which of the following best describes your feedback?

IB English A: Language and Literature Paper 1 Commentary Advice

Many students, both HL and SL, come to Elite IB for assistance with Paper 1, the unseen aspect of the IB Language and Literature course. This blog aims to address some of the most common concerns and to provide students with a highly useful method to write the ideal commentary.

Standard Level

The biggest difference between SL and HL is that you only have to write a commentary on a single piece at Standard Level. The IB selects a diverse range of sources for Paper 1 extracts so the key here is flexibility. This adaptability is something you can acquire by doing lots of practice on different types of text, going above and beyond the mocks you do with your teacher.

It is very important to appreciate the IB’s assessment criteria when thinking about how to structure your commentary. These are broken down below.

Criterion A – Understanding and Interpretation

The IB is looking for an excellent overall appreciation of the text: its main message, the central purpose of the author, as well as an understanding of its basic features. You should aim to show this at the very beginning of your commentary, and this should be the first thing you are trying to understand about the text when you read it for the first time.

Criterion B – Appreciation of the Writer’s Choices

Throughout your commentary, you should bear this criterion in mind. Try not to stray too far into the broad themes of the passage because the examiners are always looking for a focus on the linguistic features of the text , and the exact techniques by which the author is conveying their overall meaning.

Criterion C – Organization and Development

You should avoid a line-by-line approach to your commentary: instead, organise your paragraphs around specific themes and features of the text.

Criterion D – Language

Write in a formal fashion, using as much precise vocabulary as possible. Avoid slang and make sure you quote frequently from the passage – around three times each paragraph.

How to write a commentary in 14 steps

• When you open the paper, look at each of the extracts and decide which text you will focus on. You should aim to practice various different types (articles, adverts, travel writing etc.) so you are comfortable with them, but it is natural for students to have a preference. Pick the text with the most substance you feel you can comment on in an intelligent manner. Spend a maximum of 5 minutes making this decision.
• Give an initial reading of your chosen passage and try to identify its overall message. Helpful questions you can ask yourself at this stage are: What is the essence of the text? What meaning is the author trying to convey? What is the central emotional resonance? What can you infer about the context?
• Spend some time thinking about this, and then formulate a thesis statement : a single sentence that states very clearly your exact impression of the text. Think of this as the what section of your commentary.
• Go over the text, this time asking yourself the question: how is the author accomplishing this aim? This should not be an attempt to spot features randomly but considering how language has been used to fulfil the essential meaning of the text . Annotate thoroughly, scouring the text for as many different linguistic devices that serve your thesis statement as you can.
• After about five minutes of close reading, you should hopefully have found three or four major linguistic areas. Select three quotations from each of these areas and organise them under headings, trying to add adjectives before them to make your points more specific: e.g. sensationalist language, use of juxtaposing quotations and erratic structure.
• Now you are ready to begin your plan. Write your full thesis statement . For example: ‘throughout the article, the author performs a subtle piece of satire that ridicules the current US President comprehensively, and this is achieved through the use of dark humour, effective linguistic motifs and a simple structure.’ The thesis statement should combine your overall impression of the passage with a precise indication of the three main linguistic areas you are going to focus on .
• Now plan each of your three paragraphs. Ideally, you will select three quotations, one from the beginning, middle and end of your text, demonstrating an appreciation for the device across the passage and noting any differences or developments. For each quotation, write a few words in your plan that will prompt you to analyse the language of the quotation directly . Overall this will mean around nine quotations, each of which you will analyse in turn throughout your commentary.
• Try and find good linking sentences between these paragraphs as you plan them, rather than beginning each paragraph with ‘Another aspect of the text is…;’ Using good conjoining sentences will make your commentary seem more than the sum of its parts and help you fulfil Criterion C.
• Once you have completed this for all your paragraphs, you are ready to start writing! You should spend around 30 minutes on your plan : this may seem like a lot but it will mean that when you come to writing the commentary you will be able to do so much more fluently and will save yourself time.
• Begin the commentary with some brief context about the passage, no more than a few sentences. After that should be your thesis statement, which should be stated in a precise and clear manner. Then outline the three main areas you will be focusing on, indicating the approach you will take, remembering to include precise adjectives.
• Next, go into your first paragraph. Think of each paragraph as being a mini-essay. Just as the introduction serves as the basis from which the rest of your essay is expanded, each paragraph should unfold neatly from its opening sentence. Therefore each of your quotations should merely be illustrations of the point you make in your opening sentence. Make sure you analyse the specific language of each quotation, remembering each time to connect those thoughts to the message of your thesis statement.
• In between each paragraph, try to use as many connecting sentences as possible. If, for example, the sarcastic tone of an article is conveyed through its structure, use this as the bridge between those two paragraphs.
• As you progress through the commentary, remember to quote frequently from the text. Keep the quotations short so you can go into lots of details about the techniques being used.
• Your conclusion, much like your introduction, should not be very long. Hopefully, the process of writing the commentary has prompted you to think of something in addition to your original thesis statement. Perhaps there is greater subtlety you wish to add at this stage. Make one additional comment on the text overall and then recap the main areas you have written about. End with a direct reference to your original thesis statement.

The more you practice, the more you will feel able to write four or five paragraphs in your commentary. This is absolutely fine, and the same method suggested here can also be used.

Higher Level

This is a great chance to display your skills in comparison and contrast, something you will be familiar with from other parts of the IB.

Assessment Criteria

The main difference with the HL criteria is Criterion A: Understanding and comparison of the texts

Level 5 – ‘There is an excellent understanding of the texts, their context and purpose, and the similarities and differences between them; comments are fully supported by well-chosen references to the texts.’

A lot of the method for planning and structuring the commentary at HL is similar to the SL method, so what follows is some useful advice on how to Compare and Contrast.

• Always organise your paragraphs around particular themes and features of the text.
• Focus on the points of similarity in these themes within each paragraph, and then move on to discussing the differences. You should avoid writing a commentary that deals entirely with one passage and then another since the IB is looking for a coherent structure that can synthesise both passages into a single effective commentary.
• In your paragraphs, remember always to directly analyse any language that you quote. This should involve some comment on the way in which the author’s language is shaping their meaning, and also the effects on the reader .
• You should always use the guiding questions that the IB gives as part of the Paper 1 question, but be sure to be more precise than this when you are structuring your essay. In your introduction, it can be tempting to follow the guiding questions broadly and write something like, ‘and this is achieved through the use of tone’ but this is actually rather imprecise and not what the examiners are looking for. It is absolutely fine to use these prompts in your commentary, but always be sure to specify the way in which this feature has been used rather than just a generic reference. Therefore, rephrase it in your introduction by saying, for example, that you will discuss the use of ‘sardonic tone’.
• Try to infer as much about the context as possible: the date of the publication, the information in the passage, your own knowledge about what is being discussed. Use this to inform your ideas about who the readership of the text might be, and therefore the effects that certain techniques might have on these readers.
• Finally, remember to keep quoting directly from both texts. Avoid going off into broad comparisons between ideas in both texts, and remember to keep your commentary grounded in the language that is being used, and the relationship that has to the overall meaning of the text.

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Best Essay Structure for IB English Paper 1

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

In this guide, I will answer the following questions:

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

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

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

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

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

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

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

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

• The ideal number of points for IB English Paper 1

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

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

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

• Types of point organisation

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

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

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

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

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

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

• Ideas and Section

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

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

IB English A Paper 1 Analysis

In this post, we look at how to annotate Paper 1 texts. We’re going to use the SOAPSTONES method.

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A soldier in the Highland Scots Territorial Regiment writes to his wife from the front during the second battle of Ypres.

Hell Fire Corner, June 2nd, 1915

Dear Phyllis , These are strenuous times indeed . It’s well over a week since we came up here, and this is the first opportunity I have had of getting off a letter .

We had rather a thrilling march up , and made all the more thrilling by the probability of having to make an attack at the end of it . Along the none too wide road four streams of traffic were passing, on the outside, to the right, jostling us and moving in the same direction, clattered long lines of ammunition limbers, British and Belgian , the latter reminiscent of country bakers’ carts manned by semi-equipped emergency postmen. With them went convoys of motor ambulances . Coming the other way the same limbers and ambulances, but now the limbers were empty and the ambulances full . And on the far side of the road straggling little groups of weary men , some of them hardly able to breathe from the effects of the gas . Through it all buzzed the dispatch riders, twisting and turning among the horses with unbelievable skill. As we marched the men sang, sang as only Scotch troops can .

At last we reached the outskirts of Ypres. At the bridge where the sentry stands, guarding the ruined city from the hand of the looter , the pipers turned aside and broke into “Highland Laddie” . From the men came what a journalist would probably describe as a “deep-throated roar” , and for the life of me I can’t give a better word for it. In it blended the voices of the businessmen, students, clerks, artisans, labourers and all the other classes which go to make up the battalion. As we entered Wipers, it died down, for who could be anything but silent in that city of the dead? Past the Cloth Hall, past the Cathedral, past shops and houses now little heaps of crumbling brick .

The men, of course, were dead fagged by the time they got there, but we had to set them to dig themselves in without a moment’s rest. Poor devils . But at dawn we were so far down that the Hun had only our head and shoulders to pot at instead of our entire weary anatomies . Since then we have spent the time being shelled by their artillery. Yesterday we had thirteen hours of it without a moment’s respite . By night we try to rebuild the trenches which have been blown in by day. After the Germans have been shelling us for an hour or so our own artillery will reply with one round of shrapnel, generally a “dud” . But of course that isn’t their fault . If only the B.E.F. [British Expeditionary Force] could lay hands on the man whose fault it is, he would have a pretty rough crossing. Was out in No Man’s Land last night firing rifle grenades . It was creepy work out there in the long, wet grass, in which you kept on running against dead bodies . To my dismay they all failed to explode , and it was not till we got back safely that I remembered that I had not pulled out the pins!

We hear (1) that our depleted battalion is shortly to return home to recruit, (2) that all T.F. [Territorial Force] battalions are to be withdrawn from the firing line, (3) that we are to do an attack, (4) that we are to form the nucleus of a new conscript battalion, (5) that we are going to Rouen to dig drains.

There’s a fine selection for you. Take your choice and it’s certain to be untrue. Meanwhile here are we , stretched across the road to Ypres and holding what is probably the most important part of the whole line .

With which cheery thought , farewell.

Your Tired THOMAS .

(The papers of Captain N C S Down. Imperial War Museum Documents 62/NCSD and courtesy of the author’s estate.)

• a limber: a two-wheeled vehicle for transporting ammunition
• Wipers: the soldiers’ way of pronouncing Ypres
• dead fagged: exhausted
• the Hun: soldiers’ slang for “the Germans”
• No Man’s Land: the area between the trenches of hostile armies

How does the writer’s use of descriptive narrative and tone help to fulfill a certain purpose?

Speaker : Thomas (active soldier in mainland Europe (Ypres) – World War 1)

Occasion : Thomas is away from his romantic interest (wife?), Phyllis while he fights against Germany in WWI. He is in the danger zone and writing is the only way that he can let her know that he is okay. The problem is that he describes dangerous situations (and uncertainty about which mission he will be assigned to next) and by the time Phyllis reads it, he may be in danger or even dead. Europe was at war in this period with men dying in their thousands every week.

Audience : Phyllis – his love interest – it is a personal letter, meaning that us reading it is quite strange.

Purpose : Inform (update on whereabouts and health) and entertain (make her feel connected to him and relaxed) – this is a personal letter that serves multiple interpersonal purposes. This also serves as a diary, where Thomas can detail his experiences.

Subject : The daily life of a WWI British soldier in continental Europe. Involving Phyllis in the experiences that Thomas has been through.

Tone : Alternates between humorous and candid (honest about the gravity of the situation he and the other soldiers find themselves in). The mood of Phyllis would likely alternate between humored, anxious, proud and relieved. Audiences reading it in a museum or as part of research would likely recognize the sheer hardship facing those in battle in WWI.

Style : Visual imagery helps vividly describe what Thomas is experiencing (descriptive adjectives) – from the bizarre to the amazing / Humorous diction and also excited/stimulated diction / Colloquial language / Patriotic experiences / Pronoun changes / Listing / Anaphora / Enumeration of possible movements / Alliteration / Chronological order from past to future

How do you now put all of these points together to write an English A LangLit Paper 1 analysis? Well, you have a number of options. This text-type (a personal letter) makes it easy to identify the audience (Phyllis) but it would be easy not to identify some of the author’s purposes (a chance for the author to recall what he went through, using the letter as a form of diary, for example). In the introduction, you would want to add the text-type, context, audience, and thesis statement. We’ll look at how to write a plan for this text in another blog post.

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An Overview of the Writing Process

Thesis statements, what this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can discover or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper .

What is a thesis statement?

A thesis statement:.

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your  instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I get a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis,” a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following:

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough?

Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?

• Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s o.k. to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: Compare and contrast the reasons why the North and South fought the Civil War. You turn on the computer and type out the following:

The North and South fought the Civil War for many reasons, some of which were the same and some different.

This weak thesis restates the question without providing any additional information. You will expand on this new information in the body of the essay, but it is important that the reader know where you are heading. A reader of this weak thesis might think, “What reasons? How are they the same? How are they different?” Ask yourself these same questions and begin to compare Northern and Southern attitudes (perhaps you first think, “The South believed slavery was right, and the North thought slavery was wrong”). Now, push your comparison toward an interpretation—why did one side think slavery was right and the other side think it was wrong? You look again at the evidence, and you decide that you are going to argue that the North believed slavery was immoral while the South believed it upheld the Southern way of life. You write:

While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.

Now you have a working thesis! Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. As you write the essay, you will probably begin to characterize these differences more precisely, and your working thesis may start to seem too vague. Maybe you decide that both sides fought for moral reasons, and that they just focused on different moral issues. You end up revising the working thesis into a final thesis that really captures the argument in your paper:

While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.

Compare this to the original weak thesis. This final thesis presents a way of interpreting evidence that illuminates the significance of the question. Keep in mind that this is one of many possible interpretations of the Civil War—it is not the one and only right answer to the question . There isn’t one right answer; there are only strong and weak thesis statements and strong and weak uses of evidence.

Let’s look at another example. Suppose your literature professor hands out the following  assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

Why is this thesis weak? Think about what the reader would expect from the essay that follows: you will most likely provide a general, appreciative summary of Twain’s novel. The question did not ask you to summarize; it asked you to analyze. Your professor is probably not interested in your opinion of the novel; instead, she wants you to think about why it’s such a great novel— what do Huck’s adventures tell us about life, about America, about coming of age, about race relations, etc.? First, the question asks you to pick an aspect of the novel that you think is important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

Here’s a working thesis with potential: you have highlighted an important aspect of the novel for investigation; however, it’s still not clear what your analysis will reveal. Your reader is intrigued, but is still thinking, “So what? What’s the point of this contrast? What does it signify?” Perhaps you are not sure yet, either. That’s fine—begin to work on comparing scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions. Eventually you will be able to clarify for yourself, and then for the reader, why this contrast matters. After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing the original version of this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find the latest publications on this topic. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial .

Anson, Chris M. and Robert A. Schwegler. The Longman Handbook for Writers. 2nd ed. New York: Longman, 2000.

Hairston, Maxine and John J. Ruszkiewicz. The Scott, Foresman Handbook for Writers. 4th ed. New York: HarperCollins, 1996.

Lunsford, Andrea and Robert Connors. The St. Martin’s Handbook. 3rd ed. New York: St. Martin’s, 1995.

Rosen, Leonard J. and Laurence Behrens. The Allyn & Bacon Handbook. 3rd ed. Boston: Allyn & Bacon, 1997.

• Thesis Statements. Provided by : The Writing Center, University of North Carolina at Chapel Hill. Located at : http://writingcenter.unc.edu/ . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

General Notes

Stages of an essay, paper 1 essay.

• It is possible to reword the guiding question into your thesis statement.
• Every single one of your points should be rooted in your guided question or in your identified thematic concerns.
• The tone of the text should be illustrated throughout your paragraphs in your analysis of language.
• Use short, specific, short quotes.
• Integrate them into your analysis
• Instructing
• Call to action
• Explanation
• identify the text type
• identify the temporal and spacial context
• identify the author and purpose
• Write three striking devices/conventions.
• identify predominant techniques and provide thesis statement (statement of intent)
• Primary & Secondary Audience
• Textual evidence
• Identify audience and purpose
• Provide examples and textual references
• Statement on the content of the text
• Context of interpretation
• How It was relevant contemporarily, and how it is relevant today
• Identify thematic concerns
• Context of composition
• Content and theme
• How is the message/theme reaching the audience?
• Differentiate theme from the content
• Structure of the text
• Also consider punctuation, sentence structure
• Seventh paragraph onwards
• Comment on images present, if any
• If the image plays a large role in anchoring the text, it should be analysed earlier in the essay.
• Comment on the overall effectiveness of the text
• Personal response - could include critiques

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Structuring Your IB English Paper 2 Essay

The blueprint for a perfect essay.

IB English Paper 2 is your chance to shine by demonstrating your ability to compare and analyze literary works effectively. A well-structured essay is crucial for conveying your ideas clearly and scoring high marks. Let’s break down the ideal structure for your Paper 2 essay to ensure you hit all the key points and impress the examiners.

Understanding the Basics

Exam overview.

• Duration : 1 hour and 45 minutes
• Format : Comparative essay based on one question chosen from a set of six.
• Texts : Compare at least two works from the prescribed reading list.

Key Elements of the Essay

• Thesis Statement : Your central argument or perspective on the chosen question.
• Comparative Analysis : Balanced examination of similarities and differences between the texts.
• Textual Evidence : Quotations and references to support your analysis.
• Coherent Structure : Logical flow of ideas with clear paragraphs.

Detailed Essay Structure

Introduction (1 paragraph).

• Example: "In the realms of literature, the portrayal of human struggle often reveals profound truths about society and the individual."
• Example: "Both George Orwell's  1984  and Aldous Huxley's  Brave New World  explore dystopian futures, yet their approaches highlight different aspects of societal control."
• Example: "While Orwell's  1984  focuses on the overt oppression of a totalitarian regime, Huxley's  Brave New World  depicts a subtler form of control through pleasure and conditioning, revealing the multifaceted nature of human subjugation."

Body Paragraphs (4-6 Paragraphs)

Each body paragraph should focus on a specific aspect of comparison, such as themes, characters, settings, or literary techniques. Use topic sentences to introduce the main idea of each paragraph.

• Example: "One of the central themes in both novels is the manipulation of truth."
• Example: "In  1984 , Orwell illustrates this through the Ministry of Truth, where historical records are continuously altered to fit the Party's current narrative. A prime example is the character Winston Smith, who works to falsify documents, creating a reality where the Party is always right."
• Example: "Conversely, in  Brave New World , Huxley presents a society where truth is manipulated through the use of hypnopaedic conditioning. The constant repetition of slogans like 'Ending is better than mending' ensures that citizens accept the engineered reality without question."
• Example: "Both authors reveal how the manipulation of truth serves to maintain control, albeit through different mechanisms."

Repeat this structure for each aspect you are comparing, ensuring that each paragraph transitions smoothly to the next.

Conclusion (1 Paragraph)

• Example: "In conclusion, Orwell and Huxley offer compelling insights into the nature of societal control, with  1984  emphasizing overt oppression and  Brave New World  highlighting the insidious power of pleasure and conditioning."
• Example: "While both novels address the manipulation of truth and the subjugation of individuals, their differing approaches underscore the complexity of totalitarianism."
• Example: "As we navigate our own rapidly evolving societies, these dystopian visions prompt us to reflect on the subtle ways in which our perceptions of truth and freedom may be shaped."

Tips for Writing a Strong Paper 2 Essay

Plan your essay.

Spend the first 5-10 minutes planning your essay. Outline your main points, textual evidence, and how you will structure your analysis. A clear plan will help you stay focused and organized.

Use Comparative Language

Throughout your essay, use comparative language to highlight similarities and differences. Phrases like "similarly," "in contrast," "both," and "whereas" can help create a coherent comparative analysis.

Stay Relevant

Ensure that every point you make is directly related to the question and your thesis. Avoid tangents or overly broad statements that do not contribute to your argument.

Be Concise and Clear

Clarity is key. Express your ideas succinctly and avoid unnecessary jargon. Ensure that each paragraph contributes to your overall argument.

If time permits, proofread your essay for any grammatical or spelling errors. Ensure that your arguments are clearly articulated and that your essay flows smoothly.

Mastering IB English Paper 2

A well-structured essay is crucial for success in IB English Paper 2. By following the outlined structure and incorporating the tips provided, you can write a coherent, insightful, and persuasive comparative essay that impresses the examiners.

Ready to master IB English Paper 2? Join RevisionDojo today and access personalized study tools, curriculum-specific question banks, and resources enhanced by Jojo AI. Let us help you navigate your reading list, practice your comparative analysis, and achieve your academic goals with ease.

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