Your Name .................................................
For Use and Application During theIB Diploma
Goals1. This booklet is designed for students to understand the
process of essay writing in IB English and History.2. Note taking should be made throughout and activities
completed.3. Students should look at the different levels that can be
achieved when writing an IB essay and how the different levels can be achieved.
Think Global School:Writing Guide
Writing in the International Baccalaureate
A. The Mechanics and Style of Writing Required for IB Success
What you should do, and what you should not do!
Formal standard English required (no slang, contractions, or Instant Messenger speak);
Be careful when using - I think, I feel, I believe; Essays require a clear beginning, middle and end; One point or strand-of-thought per body paragraph; The topic of the sentence should be followed by evidence to support the claim,
and then explanation of how the evidence support the point and the thesis statement;
The conclusion should extend and tie together the point/thesis of the paper without being a simple or trite summary. Rather, it should offer further implications of the thesis without being a totally different paper.
Re-read the essay if there is time during the examination. Before the final submission of any ‘Internal Assessments’ and the Extended
Essay, extensive proof reading is required.
In History:
Write in a past tense; The essay is a response to a specific question with specific requirements. A
question will have issues/facts that MUST be addressed to successfully answer the question i.e. a question about the modernization of Russia under Alexander II cannot be answered without addressing the Edict of Emancipation;
The thesis must answer (NOT re-state) the question. The rest of the essay demonstrates that the answer is correct;
Essays are structured to examine the historical facts surrounding an event and analyse the causes, effects and context of it. In essays dealing with causes, the writer addresses all of the causes and explains the part each played;
When writing about multiple events, the writer must remember their chronological order. This is especially important when addressing cause and effect;
The writer’s opinion is not usually relevant.
In English:
Written in the literacy present; The four assessment types will include: literary analysis, written task, textual
analysis and oral commentary; The literary analysis will focus on examining authorial intent with regards to two
works, rather than the historical implications or cause-effect relationships between events;
The literary analysis is not necessarily arranged in chronological order, but can be arranged by a logical flow of ideas;
The literary analysis usually focuses on a specific literacy element or device, such as tone, mood, characterization, symbolism, etc. The essay then proceeds toward examining authorial intent and offering interpretive and personal responses based on context and question presented;
The written task involves imitating a particular text type. Written tasks will take the form of a media text as well as a literary text.
The textual analysis will require a critical response (comparison-HL) to two unseen text types from the media or literary genres.
The oral commentary requires a verbal analysis of both media and literary genres.
B. An Overview of the Requirements
C. Issues with Grammar:
Use the parts of speech correctly (i.e. “She did well on that test” vs. “She did good on the test”, “Well” is an adverb and “good” is an adjective – you need an adverb in the sample sentence);
Use correct subject/verb agreement (i.e. “Most women is nurturing” vs. “Most women are nurturing”; “women” is plural, so you need the plural form of the verb, “are”);
Use pronouns correctly (i.e. “A person should always love their mother” vs. “A person should always love his or her mother”; “Person” is singular, so the pronoun used to replace “person” should also be singular “his/her”);
Always use complete sentences – no fragments or run-ons! Use consistent verb tense. In English class it is the PRESENT tense; in history
class, it is the PAST tense (It is OK to talk about the present if referencing a current topic in government for example);
If you are referring to more than one person, place or thing, make sure to make it plural (i.e. “The serfs were emancipated by Alexander II”), you are referring to more than one person so make sure you put a “s” to the end of it.
D. Issues with Mechanics:
Use commas, semi-colons, colons, dashes correctly:o A comma cannot combine two complete sentences;o Semi-colons must always divide two complete ideas;o Apostrophes show possessions or that a letter/number has been omitted,
not that a word is plural.
E. Issues with Style: DO NOT use first or second person pronouns (i.e. I, me, we, us, our, etc); DO NOT use contractions (i.e. Can’t = cannot; wouldn’t = would not); Write out numbers of a hundred or less; Use transition (conjunction) words to link ideas (i.e. therefore, however,
moreover, thus, hence); Avoid clichés such as, “since the beginning of time” or “throughout history”; Do not abbreviate.
Useful websites:
www.chompchomp.com (an interactive grammar game)www.dailygrammar.com (this site will send you a grammar tip per day)www.englishpage.com (general information)
F. Using Strong Words in your Essay
AcknowledgesAddsAddressesAdmitsAdvocatesAffirmsAgreesArrangesArguesArticulatesAllegesApplyAssertsAssuresAttestsClaimsCommentsComparesConvincesCritiques
DebatesDecidesDefinesDeterminesDescribesDevisesDictatesDirectsDisclosesElaboratesEmphasisesEmploysEstablishExplainsExposesFormulatesHeightensHintsIllustrates
IncorporatesIndicatesInfersInstructsMaintainsNarratesNotesObjectsObservesPersuadesPoints outPortraysPresentsRecountsRefutesRelatesRepeatsRespondsReveals
SpecifiesStatesStipulatesStrengthensSuggestsSummarizesUnderscoresUtilizes
VeryAbsolutelyDramaticallyEspeciallyExtremelyFullyIncrediblyIntenselyObsessivelyLargelyTruly
Helpful Hint: Avoid monotony in your writing-find different ways of writing.
G. IB History Thesis Statement (why should you include a thesis);
- To specifically answer the question;- To better organise the development of your argument; - To provide the reader with a guide to your argument.
In general your thesis statement will accomplish these goals if you think of the thesis as the answer to the question.
How should I generate a thesis statement for history?- Answer the question specifically;- Be narrowly focused;- Consist of 1-3 concise, clear sentences that have impact;- Must answer the essay question, NOT restate it;
- Be able to carry the argument through the essay;- Be able to be supported by evidence and facts;- Be able to allow for counter-arguments without totally destroying the
original argument;
What does a strong thesis statement look like?
If you said…”Alexander II was assassinated for many reasons” as a thesis statement, this is a weak statement because it is vague. You need to identify specific causes.
What should I say?
A revised thesis statement might look like this, “the issues of taking power away from the nobility through the Edict of Emancipation and allowing resistance to Tsardom to thrive in education (especially in universities) caused the eventual assassination of Alexander II”.
This now allows for far more specific causes and reasons to be explored in relation to the assassination of Alexander II.
H. All about the English Thesis Statement
Your thesis should include the author’s name (usually only the last name is needed as you will have earlier stated the full name), the aspects/devices/categories you plan to write about and your original thoughts/assumptions about the author’s intentions (ANALYSIS).
The full title of the literary work. Essay Preparation/Breakdown
This is a 5-step rule in approaching a 50 minute EXAM BASED essay
Step One – Reading the Question (what is the question asking?)
What is the topic? What are the parameters? What dates should be inclusive in the response? What people should be included? What categories should be addressed? (economic, political, legal, social) What regions will be discussed?
Step Two – Determine what the Question is asking or telling you to do!
Analyse means argue or examine in detail a perspective or a development. What interrelationships need to be discussed, are any assumptions made which need to be challenged?
Analyse the extent to which as above, however a judgement is sought; Assess measure and judge the merits and quality of an argument or concept.
What evidence exists to support your judgement; Evaluate Make a judgement of the argument or concept under investigation or
discussion. Weigh the evidence available and identify and discuss the convincing aspects of the argument, as well as its limitations and implications;
Compare or compare/contrast describe two situations and present both the similarities and differences (Venn diagram work should be remembered here!)
To what extent do you agree judge the success or otherwise of one argument or concept;
Account for (rare) explain an event or outcome; Examine Investigate an argument or concept and present your own analysis.
Approach the question critically and in detail to uncover the assumptions and interrelationships of the issue.
Step Three – Pre-writing Brainstorm ideas (T-Chart/Venn Diagram/Web/Outline) Think: How am I going
to answer this question.
Step Four – Develop a Thesis See above
Step Five – Use Your Outline to Answer the Question Thesis needs to be 1-3 sentences within the introduction (usually at the end);
In the body of the text use Point, Evidence and Explanation (with Evaluation where appropriate) (PEE);
Include for each of your three/four strands to the debate the following PEE;o Point: This is the reason thesis is correct.o Evidence; These are specific examples or facts that support the point and
help you prove the thesis. You can include as much evidence as you need here. For English this should include a reference to the text or a quotation.
o Explanation: This is where you describe HOW the evidence proves the point AND how the point proves the thesis. For English explain the certain parts of the quote which relate to characters or situations, for key passages you should organise your paper around the kind of details that relate to your thesis. For example a passage on the disappeared in Argentina should relate to difference ways people were removed and situation and content.
o Within the explanation also include evaluation/analysis: This is where you attack the explanation and cite the defects and weaknesses in the argument. USE strong words like (however, critiques and refutes are three).
Get a balance between narrative (the explanation and narrative) and the analysis;
Conclusions should be guided with the following;o Begin with something like “as a result”…o Aim to tie together arguments from the body of the essay;o What was the impact of the events in the body paragraphs on the event
itself;o Long vs. short term effects;o What connections are hard to make with the evidence at hand?o Was it possible to answer the question fully in the scope of time?o Can you pose any outstanding questions to the examiner?
How to cite sources for a History Paper
Use the Turabian/Chicago documentation format for history papers. This style uses both Endnotes and a Bibliography (works cited page).
Endnotes: in the text, the note reference follows the passage to which it refers and is typed slightly above the line (superscript). Notes are arranged numerically at the end of the paper (Endnotes). Notes include bibliography information when cited for the first time. Your word processor will do this automatically.
Here are some examples:
Additional examples
Articles:
Endnote Guidance
MLA Citation in your Internal Assessment and External Essay
You must cite information in two places in the English/History paper:
1. (i) In the body of your paper (when you refer to it or use the information)a. This is so that you give proper credit to the author of the information.
(ii) If you don’t do this, you will be guilty of plagiarism
2. In your Works Cited Page
(i) This is the last page of your paper and contains a list of all the sources you cited, that is, used. (ii) The first word of each entry in your works cited page is what you use in parenthetical citations because it refers you back to that entry.
3. For a work in translation, you need to add the following information:
4. For direct quotations, never ‘plop’ a direct quotation into your essay; always integrate it into your own sentence.
a. Be sure to keep the words of your paragraph your own, and limit the amount of direct quotations you use.
b. Be sure to introduce and explain your direct quotation.c. If you leave out any text simply add an ellipses (…) where the omitted
words would have been.d. If you add or change words in your direct quotation, simply put the
changes or additions in brackets.
Warning: Please note:
Mark Scheme for History
Marks Level descriptor Assessment objectives and mark range
0 The work does not reach a standard described by the descriptors below.
Low mark range:Assessment objective 1:
Knowledge and understandingRecall and select relevant historical knowledgeDemonstrate an understanding of historical contextDemonstrate an understanding of historical processes: cause and effect; continuity and changeAssessment objective 4: Use of historical skillsDemonstrate the ability to structure an essay answer
1–3 Answers lack understanding of the demands of the question or accurate/relevant historical knowledge.Answers show little or no evidence of appropriate structure and consist of little more than vague, unsupported assertions.
4–5 Answers reveal little understanding of the question.While historical details are present, they are largely inaccurate and/or of marginal relevance to the task.There is little or no understanding of historical context or historical processes.While there may be a recognizable essay structure, there is minimal focus on the task.
6–7 Answers indicate some understanding of the question.There is some relevant historical knowledge, but it is limited in terms of quantity and quality.There may be some attempt to place events in their historical context. Understanding of historical processes and (where appropriate) comparison and contrast may be present but underdeveloped.While there may be a recognizable essay structure, the question is only partially addressed.
8–9 Answers indicate that the demands of the question are generally understood.Relevant historical knowledge is present and applied but is not fully or accurately detailed and is presented in a narrative or descriptive manner. Alternatively, there is coherent argument that requires further substantiation. Relevant critical commentary is implicit.There has been an attempt to place events in their historical context and to show an understanding of historical processes and (where appropriate) comparison and contrast.There is evidence of an attempt to follow a
structured approach, either chronological or thematic.
10–12 Answers indicate that the demands of the question are understood and addressed though not all implications are considered.Relevant, largely accurate historical knowledge is present and applied as evidence. Answers may attempt some critical commentary.Events are generally placed in their historical context. There is an understanding of historical processes and (where appropriate) comparison and contrast.There may be some awareness of different approaches to, and interpretations of, historical issues and events. However, responses that mainly summarize the views of historians and use these as a substitute for, rather than a supplement to, the deployment of relevant historical knowledge cannot reach the top of this band.There is a clear attempt to structure answers either chronologically or thematically.
Middle mark range:In addition to the above objectives this level also reaches the following objectives.Assessment objective 2: Application and interpretationApply historical knowledge as evidenceShow awareness of different approaches to, and interpretations of, historical issues and eventsAssessment objective 4: Use of historical skillsDemonstrate the ability to structure an essay answer, using evidence to support relevant historical arguments
13–15 Answers are clearly focused responses to the demands of the question.Relevant historical knowledge is applied as evidence. Critical commentary using the evidence base is present but not always used consistently.Events are placed in their historical context. There is a sound understanding of historical processes and (where appropriate) comparison and contrast.There may be awareness and some evaluation of different approaches to, and interpretations of, historical issues and events. These are used to supplement, in a relevant manner, the arguments presented.Answers are structured (either chronologically or thematically) using relevant evidence to support historical arguments.
Upper mark range:In addition to the above objectives this level also reaches the following objectives.Assessment objective 3: Synthesis and evaluationEvaluate different approaches to, and interpretations of, historical issues and eventsDevelop critical commentary using the evidence baseAssessment objective 4: Use of historical skillsDemonstrate the ability to structure an essay answer, using evidence to support
relevant, balanced and focused historical arguments
16–20 Answers are clearly focused responses, showing a high degree of awareness of the demands of the question. Where appropriate, answers may challenge the question successfully.Detailed and accurate historical knowledge is applied as evidence and used consistently and effectively to support critical commentary.Events are placed in their historical context and there is a perceptive understanding of historical processes and (where appropriate) comparison and contrast.There may be evaluation of different approaches to, and interpretations of, historical issues and events. This evaluation is integrated effectively into the answer to support and supplement the argument.Answers are well structured and clearly expressed, using evidence to support relevant, balanced and focused historical arguments.
IBLL Literary Analysis Breakdown
Appendix 1
Extra notes on English: An Introduction to the IB paperor”How do I write this Paper”?
A literary analysis paper is PERSUASIVE in nature. It is NOT:
1. A book report
2. A plot summary
In an analysis paper, you will PERSUADE me (your audience) that there is a relationship between a specific detail or literary device and what the author is trying to say through that literary device. This means that your thesis should have TWO parts:
(iii) Mention of a specific detail or literary device
(iv) A theme that this detail or literary device reinforces, develops, or illustrates
Your thesis is at the heart and soul of your paper. It directs EVERY SENTENCE and IDEA. For clarity’s sake, you should always put your thesis at the end of your introduction. (FOR MORE DETAILS ON THE THESIS, SEE HANDOUT: THE IB ENGLISH THESIS STATEMENT).
Before you write:1. Brainstorm the question to make sure you have picked up on all the implications
behind it as well as the more obvious responses and associated ideas. Doing more than stating the obvious is what separates the good essays from the mediocre essays.
2. Make a list or mind map of the main points you want to make. Out of these you will have to construct an ARGUMENT with which to answer the question.
3. Make two columns with and equal number of examples from each text that will SUPPORT the points you wish to make. These do not have to be quotations; they can also be conversations that happen or events that occur.
As you write:
1. Your introduction is very important. It should be focused on the QUESTION rather than on the books. Make sure it sets out a clear response to the question and its implications. Then, state the texts, and authors, you will use but point out the differences between them in terms of context (when, where, in what circumstances the stories are taking place)
Start with a broader framework I.e. exploring briefly the idea of why writers might be interested in,
fascinated by, inspired by or simply why they might choose to include in their novels a consideration of ...whatever it is you are being asked to think about.
Take the idea of wanting something …it provides an emotional focus, creates vulnerability as well as determination in characters, adds human
interest/empathy, gives characters a motive to drive them through the novel, creates potential conflict, adds credibility in that the character will be more three dimensional, encourages the character to take risks….
Define key terms in the question: e.g. What exactly does ‘intensity of desire’ mean? This is not so crucial in this question but if it was a generic term like setting then you need to explain exactly how you are interpreting this for the sake of the question.
Start honing in on your chosen texts and why they have aspects that prove or disprove the ideas you have been asked to consider. This should take you into the first part of a more precise investigation. (you should have in mind specific examples you can use to prove or illustrate a point)
Your next job is to take the examiner through your response to this question, step by step. Be sure to exemplify every assertion that you make. As you analyze your texts you will point out where the desire is in evidence and what techniques the writers are using to make it obvious to us. Show a careful and detailed knowledge of the novels. Comment on as many literary features as you can. Weave back and forth between the two texts. Remember no two writers are the same. The sharpness of your critical analysis will be in seeing the distinctions between the approaches of the writers and not in glib generalizations that attempt to make the novels appear ‘the same.’ Always keep in mind the context of the writer and how s/he constructed the work to suit the purpose of the writing. Finally keep the key words e.g. ‘engage our attention and sympathy’; want intensely; techniques to focus reader at the forefront of your essay.
Positions the thesis last. DO NOT:Repeat yourself. (which usually involves chopping the various points of your thesis into long, drawn out sentences stated in a different manner so that we are totally bored by the time we get to the thesis)State obvious generalizations (i.e. materialism is bad)Turn the author into a didactic maniac who wrote the novel only to prove the point you’re talking about.
Thus the examiner will see a purposeful structure to your essay.
2. Your essay needs to be analytical and not narrative. If you end up summarizing large parts of the story you have gone wrong somewhere.
You need to compare and contrast texts throughout not write two ‘mini essays’ on two separate texts.
Don’t forget to mention the writer occasionally. Begin some of your sentence with Marquez tries to….or O’Brien draws our attention to… or
Borges suggests that. Make it clear that you have thought about the writer’s purpose and the type of story it is e.g. The Great Gatsby is basically a love story set in the ‘roaring 20’s’ but it is also contains social criticism of the extravagance and carelessness of some of the people Fitzgerald focuses on. The Crucible is a somber tale of persecution and hysteria written partly to expose the treatment of innocent people during the McCarthy years etc etc.
Keep the question at the forefront of the essay making each paragraph relevant, with a central idea that you expand on and give evidence for from the texts.
Remember that the texts can be proving or disproving, or illuminating in different ways, whatever the questions is asking you to discuss.
Each body paragraph has a well-positioned topic sentence. The topic sentence is to the paragraph what the thesis is to the paper! You should always be able to see a clear relationship between your topic sentence and your thesis.
Topic sentences should NEVER have quotations in them. Each topic sentence should have ONE point. Use quotations when necessary. Use lengthy quotations SPARINGLY. Refer to plot details which are relevant supports for your point Sandwich your quotations. Introduce quotation, put quotation, and then
explain. Make sure the sentence containing the quotation is GRAMMATICALLY correct. If you are taking a fragment from a sentence, add words outside of your quotation so that it is a cogent thought.
DO NOT Write “this quote means,” “this quote is saying” or any variations on these. These are terrible writing habits.Summarize the plot. We’ve already read the story.Use a quotation when you can simply refer to the plot detail. Remember: COMPRESSION!
Quotations should not make up the majority of the paragraph. Your explanations should be longer than the quotations.
When you have finished:In the last paragraph, COME TO A CONCLUSION, based on what you have written. Do not simply repeat what you have written in the body of essay.
Your conclusion should clearly and precisely pull your essay together. DO NOT Re-state your introduction in various words. BORING. Philosophize. It’s
not a philosophy paper. It’s a literary analysis paper.Oversimplify your topic. Don’t pretend that you’ve exhausted your topic and your position is obvious. If it is, why are you writing about it? Who needs convincing of an obvious point.
Your shift in tone should indicate that you are resting your argument and coming to a conclusion dependent on where your research has led you.
You may even indicate a complexity or two that arose in the course of your discussion and that remains unresolved but do not introduce a completely different thread.
Also, do not simply repeat what you have already stated elsewhere. Read your essay aloud. It should sound a bit like a lecture that you are giving to
an audience who has READ the texts but wants to hear your interpretation of what happens in them and why. Does it sound crisp and convincing? Do you sound like an expert on these texts? Is the language fairly sophisticated? Have you made clear what you think and why?
As this will be an essay reflecting two years of study, you may want to make a positive comment about the quality of the novels, their strengths of the authors or indeed the remarkable predictability of human nature.
