ib english hl essay grade boundaries

IB English HLE Explained

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

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

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

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

What is IB English HLE?

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

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

How do I choose my text for HLE?

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

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

How do I choose my line of inquiry for HLE?

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

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

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

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

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

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

Now apply this same logic to characters within your text.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Representation

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

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

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

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

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

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

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

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

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

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

Brainstorming Tips

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

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

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

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

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

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

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

How to get a 7 on IB English HLE

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

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

Start with the basics

Start with the basic foundations of analysis for free inside LitLearn's Learn Analysis course.

Our free and Pro resources have helped IB English students skyrocket their grade in weeks, days and even overnight...   Learn Analysis for IB English , the simplest guide to a 7 in IB English.

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Finding Quotes

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

Understanding the IB English HLE rubric

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

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

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

Criterion A: Knowledge, understanding, and interpretation

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

Criterion B: Analysis and evaluation

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

Criterion C: Focus, organization, and development

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

Criterion D: Language

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

Here's everything we discussed:

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

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

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IB English A Language and Literature: HL Essay Assessment Considerations

Please note:  The purpose of this information is to elaborate on the nature of the IB assessment task, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation. 

This post is not meant to replace a reading of the IB Language A Subject Guides or the Teacher Support Materials available on MYIB.  Those resources should always be a first stop for teachers when checking the requirements of each assessment task and how the task should be facilitated. 

HL Essay Overview

Nature of the task.

• Students are asked to develop a line of inquiry of their choice in connection with a work or body of work studied in the course.
• In this context, teachers serve as advisors.  The HL essay is an opportunity for students “to develop as independent, critical and creative readers, thinkers and writers” [1] which suggests there should be some degree of autonomy in choosing a work or body of work and determining the line of inquiry.
• The final essay is a focused argument critically examining a broad literary or linguistic perspective in one of the works or bodies of work studied in the course.  The focus of the critical examination should be appropriate for the discipline; while there may be some overlap with other disciplines (e.g., art or film), teachers will need to use their professional judgement to evaluate appropriate boundaries for the line of inquiry [2] .
• The essay should be developed “over an extended period of time” [3] .  Adequate time should be given for students to refine their ideas, plan their arguments, draft, and revise their essays.  Teachers are expected to play an active role guiding and facilitating this process.
• The essay is formal and should adhere to the conventions of an academic essay in its structure and use of citations.  
• In the marking of the assessment task, there is equal quantitative value placed on the ideas presented in the essay (10 marks) and the essay’s organization and use of language (10 marks).  Maximum: 20 marks. [4]
• The final essay produced for submission needs to be 1200-1500 words in length.  Examiners will not read more than 1500 words. [5]

Explanation of the task

• It is important that students develop a line of inquiry that is focused, analytical, and (when relevant) literary before they begin researching and writing.  Students do not need to name literary or textual features in their question; however, the question should lend itself to an analytical investigation of the work that is appropriate for the discipline.
• The seven course concepts (identity, culture, creativity, communication, transformation, perspective, and representation) may serve as a starting point when developing a line of inquiry. [6]
• The discussion, ideas, and inspiration for the HL Essay will ideally come from the student’s Learner Portfolio.  Students may expand on an idea, activity, or smaller-scale assessment explored in class as inspiration for selecting a topic and developing a line of inquiry.  Students may also explore their own, self-generated lines of inquiry.
• Each student’s line of inquiry should develop from their own work or ideas about the work.  Ideally, the learner portfolio will document this evolution (in some form).

Selection of work

• Students base their essays on one work or body of work studied in the course. Students may choose any work or body of work, except for the works/body of work used for the Individual Oral or the works chosen for the Paper 2 exam. 
• Students should consult with their teachers when selecting a text, work, or body of work to ensure the material is rich enough to support a focused, analytical argument of this length.
• Documentaries and full features films are full, non-literary “works” and are acceptable material on which to base a line of inquiry for the HL Essay.
• Literary bodies of work include collections of short stories, poetry, essays, graphic narratives, etc.
• Non-literary bodies of work may include an advertising campaign, a journalist’s published articles or editorials, a photojournalist’s series of photographs, related public service announcements or campaigns, research and relevant publications by an organization (such as Human Rights Watch), a series of texts or shows by an interviewer, commentator or satirist, a podcast series, an editorial cartoonist’s publications, etc. [7]  
• The texts in the body of work must share authorship.  This means the texts are written or produced by a single author or are written and produced by collaborators that share a single authorship (such as an advertising agency, corporation, non-profit organization, television show, writer and graphic illustrator, etc.) [8]
• Students may base their essay on one text in a body of work (e.g., one short story in a collection), however students need to be careful to sustain a “broad literary [or linguistic] investigation” as opposed to a close reading or commentary.  They are expected to make explicit connections in the essay between the text and the author’s body of work. [9]  
• In most cases, it will be appropriate for a student to reference at least 2-3 texts in an author’s body of work. 
• Students may explore and use any texts from an author studied in class, even if the specific texts were not part of the course study.  This might be appropriate if the student’s specific literary investigation cannot be supported with the specific texts studied but could be supported with other texts by the author. [10]

Determining the topic (and line of inquiry)

• The essay needs to be focused on a broad literary or linguistic investigation that addresses a concept developed in the work or body of work. 
• Students who struggle to identify a suitable concept can use one of the seven course concepts as a starting place to develop their line of inquiry (e.g., What does the work communicate about…? In what ways does the work transform our perspective on…?  To what extent does the work represent…? )
• Students should be encouraged to explore a concept that is significant to them and their reading of the work. 
• Teachers can advise and coach students through the process of selecting a topic and developing a line of inquiry, but teachers are not supposed to assign topics (or works) to students. [11]

What is the HL Essay Assessing?

Criterion a:  knowledge, understanding, and interpretation (5 marks), defined terms.

• Students need a clear, cohesive thesis statement in the introduction of the essay that states the conclusions the student has drawn in response to the line of inquiry.  The “conclusions” are the student’s central argument for the essay. 
• Students need to understand the difference between demonstrating understanding of a work and offering interpretations of the work’s meanings.  An essay must offer interpretations of the work’s implications to score at least a “satisfactory” mark in Criterion A.
• Good to excellent knowledge and understanding comes from knowing the works very well which usually requires multiple readings .  Clear references, explanations, and detailed analysis in support of asserted interpretations are a more effective demonstration of knowledge and understanding than summary.  
• When analyzing texts from a “body of work”, students are expected to make claims and connections to the body of work.  If the focus of the essay is on an individual text (such as a short story or poem), it is important that the analysis be treated as a “broad literary [or linguistic] investigation”.  Teachers will need to evaluate the extent to which this is possible for each individual text.  It may be helpful for teachers and students to consult articles in scholarly journals to see examples of how a broad literary investigation can be approached with a shorter, individual text.

Activities and protocols that develop skills related to knowledge, understanding, and interpretation.

Formulating Interpretive Statements

This activity scaffolds the process of developing an “interpretive statement” in response to a text or work.  This is achieved through a sentence completion exercise […]

Continue Reading

Concept Formation

In this activity, students use small examples to establish what a concept is (and is not).  This inductive strategy works to give depth, ownership, and […]

Critical Lenses

Critical lenses help students engage with different perspectives with which to approach the reading and interpretation of a work.  Each lens contains questions that provoke […]

Journal Writing

Journal writing helps students develop important thinking skills.  There are the traditional approaches used in the younger years, like imagining a minor character’s point of […]

Criterion B:  Analysis and evaluation (5 marks)

• This criterion asks students to critically analyze, evaluate, and compare how meaning is constructed and communicated in a work or body of work.
• The discussion, analysis, and evaluation of literary or linguistic features must work to develop the line in inquiry and central argument for the essay.  This is a common shortcoming in student essays.
• The interrelationships of authorial choices and their effects may be complex, which requires thoughtful organization in the planning stage of the essay. 
• Assertions that make judgements about a writer’s competency or simply state a preference for an author or style are not literary evaluations.
• An insightful literary analysis usually includes an appreciation of form-specific features.

Activities and protocols that develop skills related to analysis and evaluation

Why might this detail matter?

This activity gets students to think about the significance of minor details in a work.  These details can be used as evidence to form the […]

Ladder of Abstraction

This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]

Appoint a Devil’s Advocate

This protocol invites divergent thinking in a group and works to facilitate a culture where different ideas are viewed as collaborative rather than combative.  Preparation […]

This activity helps students visually see and appreciate the ways in which parts make up a whole.  One of the challenges many students have is […]

Criterion C:  Focus, organization, and development (5 marks)

• The line of inquiry (which includes the topic) should be clearly stated either as the title or in the introductory paragraph of the essay. 
• The thesis (or argument) for the essay should be clearly communicated in the introductory paragraph. 
• Effective organization helps students maintain focus, achieve cohesion, and develop claims.  This means considering the most effective way to present the argument and its supporting evidence and analysis (chronologically, most persuasive evidence first, by sub-topic, cause and effect relationships, first impressions vs. later reflections, claims and counter claims, etc.).
• Each paragraph should be a point of development that supports the conclusions drawn from the line of inquiry (i.e., the essay’s central argument).  The nature of the argument and the substance of the analysis should determine the number of paragraphs, their length, and their order.  Forcing an argument into a formulaic essay structure can be limiting.
• Purposeful transitions create cohesion and logically take the reader through the essay’s evidence-based claims.
• Essays organized by authorial choices tend to be limiting because they struggle to appreciate the interdependency of features’ effects.
• One citation method should be sustained throughout the essay.

Activities and protocols that develop skills related to organization and development

Generate, Sort, Connect, Elaborate: Concept Mapping IDEAS in a Work

This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas.  This ultimately helps […]

Making a Précis

This activity guides students on how to distill a text into 100-200-word précis or summary.  This is a helpful skill for preparing a passage response […]

This protocol helps students consider which ideas, issues, and feelings are playing a significant role in shaping their personal response to a work. Process Give […]

Sort Card Activity

This activity helps students organize information and identify conceptual trends.  This activity models a process that students can use when planning their own essays and […]

Significant Quotes

Who said it?  What is the context? and Why is this quote significant? may seem like an archaic exercise in today’s educational landscape, but the […]

Criterion D:  Language (5 marks)

• A wider vocabulary and knowledge of sentence structures gives students more language tools to express abstract and complex thoughts. 
• Correct use of terminology may be considered in awarding marks in this criterion; however, jargon is not the sole focus. 
• When students use vocabulary and sentence structures that are comfortably in their repertoire, they usually express their thinking more clearly.  When students stretch to use words or sentences structures with which they are not familiar, they risk miscommunication.
• An essay does not need to be flawless to earn top marks in this criterion, however the expectation for language to be clear, varied, and accurate is higher in this component.  This is because students have an opportunity to revise their essays.
• Voice is welcomed in all IB assessment tasks: formal writing does not need to be turgid.

Activities and protocols that develop skills related to use of language

Interpretive Statement Wall

This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements.  This helps students develop […]

Evaluating Thesis Statements

This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement.  The approach invites active collaboration, and […]

Discussion Posts and Personalized Learning

This formative assessment gives students an opportunity to personalize their learning while engaging in collaborative discussion with their peers around their chosen text(s) or work. […]

This protocol helps students generate ideas in response to a work. Process Give students a writing task, asking them to identify one thing they think […]

[1] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 42.

[2] To gain an understanding or confidence in evaluating analysis that is “appropriate for the discipline”, teachers may want to invest some time perusing scholarly articles written on works they teach or are familiar with using a database such as JSTOR or Ebscohost.  These titles and articles an also be shared with students as guides and exemplars.

[4] Ibid, pp. 45.

[5] Ibid, p. 42.

[6] Ibid, p. 43.

[7] A list of text types can be found on p. 22 of the Language A: Language and Literature Guide.  As mentioned in the guide, the list is not exhaustive.

[8] “Selection of work”. Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019, p. 43.

[11] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. p. 44.

[12] Definition:  a short statement of the main points.

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International Baccalaureate Diploma Programme

Predicted score calculator, welcome to ib predict, last updated may 14, 2024.

Getting into the university of your dreams won't be easy, but IB Predict is here to help you along the way. IB exams are hard for a reason. They separate the skilled from the unskilled, the prepared from the unprepared, and the knowers from the throwers. In many cases, teachers are more than willing to inflate their students' predicted grades, deluding them into a dangerous state of overconfidence. The IB Predict calculator absolutely does not lie. It uses grade boundary data from past IB examinations to ensure precision. With IB Predict, you'll know exactly what is needed in order to score a 4, 5, 6, or 7. No more, no less.

I have updated the site with November 2023 grade boundaries. Compared to M23 and N22, N23 boundaries have somewhat increased.

• There have been significant point increases in the following major subjects: SL/HL English LAL, SL/HL English Lit, SL/HL Math AA, HL Math AI, SL Physics, ESS, SL/HL SEHS, SL Visual Arts, SL BM, SL Economics, SL Geography, SL/HL Global Politics.
• There have been significant point decreases in the following subjects: SL/HL Dance.
• Extended essay boundaries were raised by 1 point to pre-covid levels.

Take this information with a grain of salt. The N23 cohort only had about 20k candidates, as opposed to the approximate 120k candidates during M23. Due to the small sample size, it may be the case that N23 exihibited relatively higher signs of intelligence. N23 boundaries therefore should not be taken as a strong indicator of M24 boundaries - use M23 instead.

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IB English A (Lang & Lit) HL Essay IA examples

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Not sure what to search for? You can always look through our example Internal Assessments below for inspiration.

All English A (Lang & Lit) HL Essay IA Examples

Filter exemplars, how does marjane satrapi portray western stereotypes about the iranian culture in her graphic novel, persepolis i , line of inquiry: how does the representation of women in liza donnelly’s cartoons convey harmful societal norms and expectations as a barrier to women’s empowerment in different levels of society, want to get full marks for your ia allow us to review it for you 🎯, to what extent does the patriarchy dictate female identity and enforce their transformation in carol ann duffy’s the world’s wife, how does gabriel garcía márquez’s chronicle of a death foretold explore the connection between cultural norms surrounding female virginity as a marker of honor with issues of gender and power, and what does it reveal about the community, how does jordan peele convey the intelligence of chris in his film get out to represent the power of resistance, fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, how does the ad agency goodby, 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English A higher level mark boundaries.

By Smile44 May 2, 2013 in Languages A1/A Literature

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With the new rubric, what do you think will be the grade boundary distribution for paper1 and 2?

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Guest FaridaEzzat

Paper 1 (out of 20 marks)

Paper 2 (out of 25 marks)

That's just what I think.

Same as before, except World Lit is now 25 marks and 25%, and Paper 1 is now 20 marks thus 20%.

Grade boundaries can vary every year based on worldwide performance, but are likely to be around 80% again.

Hey guys, thanks for the response. Can you guys tell me how much each part is worth: world lit paper, individual oral/commentary, paper 1 and paper 2. Also what is the scaling factor you multiply to get the composite. Thanks.

No need to calculate: there are 100 marks available, and 1 mark = 1%.

World Lit = 25 marks = 25%

Orals = 30 marks = 30%

Paper 1 = 20 marks = 20%

Paper 2 = 25 marks = 25%

So just take the total number of marks in each thing (eg 22 in orals, 15 in world lit, 16 in paper 1 and 20 in paper 2) and add these together for percentage overall.

Thank you so much, TykeDragon! Is paper 2 supposed to be easier than paper 1? Based on overall opinions of past examiners.

I don't know if one is officially easier or harder: often, it is the luck of the draw, and dependent upon question/examiner/personal preference. I know a guy in the year above me who got full marks in the paper 1 but 21/25 in the paper 2. He even thought the paper 2 went better. As for me, I've always found paper 2 easier as I am good at focusing on questions and I know the texts well - I don't find it too difficult to remember many obscure quotes or theatrical devices. On the other hand, I often found that with the paper 1, I would dry up after 3 sides if I found the text boring. Fortunately today I analysed some decent prose and thing it went okay, with about 7 sides written!

Any tips for paper 2? Are we expected to not only answer the question but also include literary terms and such?

I don't know whether you do novels or plays, but I do plays, so my Criteria C is focused on theatrical devices. These are extremely important. I guess tips for high scores in Paper 2 would have to comprise of how to nail the criteria:

Criteria B - answering the damn question - answer the damn question! Refer back to it every now and then - if you go off on a tangent, this criteria will lack somewhat. How does the point of each paragraph answer the question? Also manipulate the words of the question when making your points - this shows you are answering it.

Criteria C - Analysis/appreciation of literary devices - so, in plays these are theatrical devices. Clearly these are important as they make up 5 out of 25 marks! Examiners have been told to pay special attention to whether the candidate is nailing this, as often it is the most lacking. Show that you know what you are doing by mentioning lots of devices and even more importantly, analysing the effect of these devices. Namedropping them isn't enough - you need to answer the question with them.

Criteria D - Structure - Don't let your essay be a bunch of separate paragraphs. Connectives can make your argument flow: 'Furthermore, Additionally, Moreover' etc. Also, a clear introduction, followed by a clear argument progression, followed by a conclusion answering the question using the evidence of your main body is a clear structure. Also, compare and contrast the works you have studied - structure marks are also taken away from those that rely too much on one text, or don't give running comparison.

Criteria E - language - be verbose yet coherent. Have an impressive vocabulary, correctly use colons and semi-colons to show that you can use these effectively (grammar brownie points - many people use them wrong), and be clear. Don't ramble or digress, or write like Shakespeare - you need clarity just as much!

We do novels and short stories. Paper two hast changed by the new curriculum right? If it hasn't then I'll look up old rubrics.

It's the same

So, out of the 100 marks, what would be required for a level 6, do you suppose? I was predicted a 6 on WL (it was 15/20 but that was before they changed the marking) and my oral marks converted to a 6 as well (22/30, I think??) and am hoping for a 6 overall.

@GeekChloe, haha yes, keep your eyes peeled in the next few hours for a thread about that prose and we can discuss it further on there - currently we are within the 24 hour timeframe we are not allowed to discuss it during, but yes I enjoyed it too, was fairly simple. Read the prose, already working out how I could split it, then turned to the poem, and promptly flicked back a few moments later!

@TykeDragon - yes, I'm aware of the 24 hour window. *sigh*. Will definitely be wanting to talk about it afterwards though!! I did the same thing. My class was about a 50/50 split.

Our WL's were written in Grade 11 and then edited for Grade 12 - so I know my mark pre-editing (hopefully I boosted it one or two marks). What would a level 6 be out of 25, do you suppose? 18-19? Ours were still marked out of 20 (predicted, anyways).

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Grade boundaries.

After marks are awarded for all five assessment criteria , they are converted into letter grades using 'grade boundaries'. Grade boundaries are not subject specific. In theory these boundaries can change from year to year. In practice they usually stay the same. The following boundaries can be applied to sample Extended Essays. They can also be used as a tool to determine a candidate's 'predicted grade'. Please note, however, that the 'official' boundaries are not published by the IB until after each exam session.

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• NEW Grade boundary chart
• On Grade Boundaries

The November 2020 exam session finally provided a clear idea of what the grade boundaries will be like under the 2018 Subject Guide. At last, the senior examiners in each component had a chance to analyse and assess the overall performance under the new system. This meant applying the new Criteria and Grade Descriptors to real student responses to real examination papers in the case of Papers 1 and 2; and to performance in the tasks expected in the Oral Internal Assessment. (By the way, grade boundaries for Oral Internal Assessment are fixed since the task involved in the component doesn't change from one session to another.)

It was thought to be unlikely that there would be any grand change from the kind of grade boundaries that had been normal under the old system (the 'legacy' system, to use current IB jargon). Apart from the introduction of the Listening Comprehension element in the new Paper 2, the rest of the testing mechanisms are virtually the same as the old ones, up to 2019. In addition, the IB holds to the principle of maintaining a certain consistency of standards in the change from one assessment system to another.

... the grade boundaries that emerged from the Grade Awarding discussions in the November 2020 session turned out to be slightly more generous in Paper 1 Writing and Paper 2 Comprehension - and this resulted in noticeably more generous grade boundaries in the final total out of 100. For instance, the bottom mark for a grade 7 was 83%, as opposed to the previous boundary of around 87%.

However #2...

... the major disruption to normal teaching and examining caused by the COVID pandemic, everywhere, was a significant factor in deciding the setting of grade boundaries. The IB authorities chose to be generous (correctly, in my view) - wherever there wasflexibility about deciding a grade boundary, they went for the lower, more inclusive, figure. Accordingly, the N20 grade boundaries should not be seen as definitive for future exams - as the impact of the pandemic diminishes, and things get back to normal, boundaries will rise slightly, as the usual rigorous standards are applied.

In the meantime, here is a rough chart to help you to convert marks into grades.

NOTE: This is not an official IB chart - just my personal estimation

In all cases here, you can assume that grade boundaries may vary by +1 or -1 ... but for the sake of providing grades during the course, these figures are, I believe, within the range of variation  which will apply in the real marking.

And let us never forget that the boundaries are notoriously imprecise. The difference between a script which is at the very top of Grade 5 and a script which is at the very bottom of Grade will be very slight indeed ... and very debateable as well! But in the end, in order to have grades, we have to draw lines between grades - and very often those lines are placed on the basis of very tiny distinctions, so tiny that they are barely detectable!

Adjusting for overall percentages

You can use the chart above to calculate how to transform marks into grades for the various different components, thus:-

Paper 1 Writing - the 30 marks column

Paper 2 Receptive skills - overall, the 65 marks column

** Listening = 25 marks column

** Reading = 40 marks column

Oral Interview - the 30 marks column

But... the marks available for each component are not the same as the percentage weighting for each component, thus:-

Paper 1 Writing ... 30 marks > 25%

Paper 2 Receptive skills ... 65 marks > 50%

Oral Interview ... 30 marks > 25%

So... we have to scale the marks mathematically. In two cases, this is simple enough:-

Paper 1 Writing ... divide mark by 6, multiply by 5

Oral Interview ... divide mark by 6, multiply by 5

... but in the case of Paper 2, it is slightly more complicated:-

Paper 2 Listening section ... there are 25 marks, and 25% is allocated for Listening, so do nothing to the mark

Paper 2 Reading section ... there are 40 marks, so these have to be scaled - divide by 8 and multiply by 5...

... then add the two together to give the total out of the 50% allocated for Paper 2

Which is all simple enough, if a bit of a fiddly bore! And remember to round up and round down: the IB only recognises whole numbers, not decimal points or fractions.

IB Grade Boundaries M2023: Detailed Comparison with M2019 and M2022

April 2024 update: m2024 grade boundaries click here.

The International Baccalaureate (IB) is a highly respected educational program for high school students that emphasizes critical thinking, creativity, and global-mindedness. The IB exams are taken by students all over the world, and their results are used by universities to evaluate students’ academic abilities. However, due to the COVID-19 pandemic, the IB exams were disrupted, leading to changes in the grading system and the setting of the IB grade boundaries. In this article, we will explore the IB grade boundaries for M2023 and how they are affected by the pandemic. We have provided IB grade boundary summaries of popular IB subjects in the article below, and we have also  attached a pdf  of grade boundaries for all IB subjects for M2019 and M2022. 

Understanding IB Grade Boundaries

Before we dive into the changes in the IB grade boundaries for 2023, let’s first understand what they are. IB grade boundaries are the minimum marks required to achieve a certain grade on an IB exam. These boundaries are set by a group of examiners who carefully evaluate the exam papers and determine the difficulty level of the exam. The grade boundaries are adjusted every year based on the performance of the students and the difficulty level of the exam. 

Changes in the IB Grading System due to COVID-19

The COVID-19 pandemic has disrupted the education system worldwide, and the IB program was no exception. The pandemic led to the closure of schools, cancellation of exams, and a shift to online learning. In response to these challenges, the IB program made some changes to the grading system to ensure that students were not unfairly disadvantaged. These changes included:

• Cancelation of exams: In 2020, the IB program canceled its exams due to the pandemic. Instead, students were awarded grades based on their IAs, predicted grades, and teacher recommendations.
• Adjustments to the grading system: To ensure that students were not disadvantaged by the cancellation of exams, the IB program adjusted its grading system. This adjustment included a shift in the grade boundaries to reflect the predicted performance of students. 
• Introduction of an alternative assessment: In 2021, the IB program introduced an alternative assessment for students who were unable to take the exams due to the pandemic. This assessment was based on the IA students did and other evidence of student performance.
• Prior to May 2020, grade boundaries were published by the IB by component, in other words the IB published grade boundaries for each individual examination paper. During covid, exams were canceled and the IB only published grade boundaries for the overall score of each subject.

IB Grade Boundaries for 2023

With the disruption caused by the pandemic, many students and educators are wondering how the IB grade boundaries will be set for May 2023. Although it is still early to say for sure, May 2023 will be the first examination session since the full recovery of the covid-19 pandemic, and the  IB has hinted  that the grade boundaries will be similar to that of May 2019. Assuming that the May 2023 grade boundaries will be similar to that of May 2019, we will compare the May 2019 grade boundaries to the May 2022 grade boundaries in the following section, and examine what students should expect for the May 2023 IB exams.

IB Grade Boundaries Overview of Popular Subjects

In this section, the term “May 2023 Grade Boundaries” or its synonyms should be drawn in parallel to May 2019 grade boundaries. It is important to note that as of now, there is no certainty regarding the specific grade boundaries that will be used for the May 2023 exams. However, based on the information provided by the IB, it is reasonable to assume that the May 2023 grade boundaries will be similar to those used in May 2019.

IB Math Analysis and Approaches

The May 2019 IB Maths syllabus is different to that of the current IB math syllabus. The math course closest to Math AA HL will be the old Maths HL with Calculus option, so a comparison between these 2 courses will be made. The math course closest to Maths analysis and approaches SL will be the old Maths SL, the comparison will be between these 2 math courses as well. 

IB Math Analysis and Approaches HL

• May 2022 only requires students to get an overall of 65% for a 7 while May 2023 will need 75%. In general, the grade boundaries for May 2023 will be more difficult than that of May 2022. 
• Paper 3 requires only a 68% to get a 7, meaning it will be the most difficult paper out of the 3. 
• There is a 10% increase in grade requirements to achieve a 7 for May 2023. However, the grades for IB are scaled, meaning exams could be easier to ensure that a percentage of students can achieve a 7. 

IB Math Analysis and Approaches SL

• Similar to the HL, M2023 boundaries will be 10% higher in general. 

IB Math Applications and Interpretations

The May 2019 IB Maths syllabus is different to that of the current IB math syllabus. The math course closest to Math AI HL will be the old Maths HL with Statistic option, so a comparison between these 2 courses will be made. The math course closest to Maths applications and interpretations SL will be the old Maths studies, so the comparison will be between these 2 math courses as well. 

IB Math Applications and Interpretations HL

IB Math Applications and Interpretations SL

IB Chemistry

• IB Biology SL is one of only 2 subjects in this list of popular IB subjects where the May 2023 exams are expected to have a more lenient boundary compared to the May 2022 exams.

IB English A Language and Literature

IB English A Literature

IB Business Management

IB Theory of Knowledge (TOK)

In general, the May 2023 IB exams are expected to have a more difficult boundary compared to the May 2022 exams. However it is important to remember that a more difficult boundary does not mean that the difficulty of the exams will higher as IB scales their marking. The IB has to ensure that a certain percentage of students achieve a specific grade, so a harder boundary could in fact suggest that the exams are easier, hence more students are getting higher raw scores. 

Detailed IB Grade Boundaries By Subject PDF

How the ib grade boundaries affect students.

The IB grade boundaries have a significant impact on students’ academic futures. The grades they receive determine their eligibility for admission to universities and colleges, scholarships, and other opportunities. 

With the COVID-19 pandemic causing disruption to the education system, students may be facing additional challenges in achieving the grades they need. The changes in the grading system and the grade boundaries could potentially help to mitigate some of these challenges and ensure that students are not unfairly disadvantaged.

However, it’s important to note that the grade boundaries are not the only factor that determines a student’s academic success. Students should also focus on developing their critical thinking, creativity, and other skills that the IB program emphasizes. This will not only help them achieve better grades but also prepare them for success in their future academic and professional endeavors.

The IB grade boundaries for 2023 are still uncertain as the exams have not been done yet. However, the IB program has hinted that the grade boundaries for the upcoming exam will be similar to that of pre Covid times of May 2019. In general, the boundaries for May 2023 for a majority of subjects should be more strict than that of May 2022, and it is important to note that the boundaries are an indicator of the amount of students that achieve a specific grade, meaning the exams of 2023 could be slightly easier. The IB program remains a highly respected educational program that prepares students for success in their future academic and professional endeavors.

What are IB grade boundaries?

IB grade boundaries are the minimum marks required to achieve a certain grade on an IB exam.

How are IB grade boundaries set?

IB grade boundaries are set by a group of examiners who carefully evaluate the exam papers and determine the difficulty level of the exam.

How has the COVID-19 pandemic affected the IB grading system?

The COVID-19 pandemic has led to the cancellation of exams and adjustments to the grading system to ensure that students are not unfairly disadvantaged.

Will there be any changes in the IB grade boundaries for 2023?

It’s uncertain at this point, but IB grade boundaries for May 2023 exams is likely to be similar to that of May 2019 exams.

How do IB grade boundaries affect students?

IB grade boundaries have a significant impact on students’ academic futures as they determine their eligibility for admission to universities and colleges, scholarships, and other opportunities.

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