HL essay lesson 2 Task on entry

Last lesson, we explored how Note down the basic facts for the HL essay
to pursue lines of enquiry. This
means how to decide what to Word count:
focus the essay on. Number of texts to focus on:
Restrictions:
Today, we will learn to… Name as many of the seven course
• phrase the title. concepts as you can:
• become familiar with the mark scheme.
• critique some examples of essays.

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Each lesson we will be focusing on our…Approaches to Learning
[ATLs]

A combination of
these two ATLs
will be covered in
today’s lesson
 As well as our…IB Learner Attributes
You understand the importance of intellectual, physical and emotional balance to You understand and express ideas and information confidently and
achieve personal well-being for yourself and others. creatively in more than one language and in a variety of modes.

We’ll be
You can explore concepts, ideas and issues that have local and global significance. In
knowledgeable
doing so you acquire in-depth knowledge and develop understanding across You and can act with integrity, honesty with a strong sense of fairness, justice and
today.
broad and balanced range of disciplines. respect of individuals, groups and communities. You can take responsibilities for
your actions and the consequences that accompany them.

You can approach unfamiliar situations with courage and forethought, and have
the independence of spirit to explore new roles, ideas and strategies. You are
able to show bravery in articulating and defending beliefs. You can show empathy, compassion and respect towards the needs and
feelings of others. You have a personal commitment to service, and act to
make a positive difference to the lives of others and the environment.

You are able to develop a natural curiosity. You acquire the skills
We’lland
necessary to conduct inquiry beresearch
inquirers
and show independence in
You are able to understand and appreciate your own cultures and personal histories, and
today.
learning. You actively enjoy learning.
are open to the perspectives, values and traditions of other individuals and communities.
You are accustomed to seeking and evaluating a range of points of view, and are willing
to grow from the experience.

You are able to give thoughtful consideration to your own learning and
experiences. You are able to assess and understand your strengths and
We’ll be thinkers
We’ll
limitations in orderbe reflective
to support learning and personal growth.
today.
today. You are able to exercise initiatives in applying thinking skills critically and creatively to
recognise and approach complex problems, and make reasoned ethical decisions.
 Connect
Phrasing the title

What do you think of this as an essay title? Discuss.

Foolish notions: narrative perspective in Wuthering Heights.

What’s good about it?

Does it need to be changed or rephrased?
Think about the demands of the essay and whether or not this would
work.

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Foolish notions: narrative perspective in Wuthering Heights.

Making an aspect of literary craft (such as narrative perspective) the focus of the
essay is a good idea. However, narrative perspective is a large topic and the student
should look to narrow this down.
Bronte uses a dual narrative in ‘Wuthering Heights’ and one of the narrators, Nelly
Dean, is homodiegetic. This means she is also a character in the story she narrates
whilst the other, Lockwood, is not and is somewhat removed. To make this title more
focused, the student could think about the reliability of a narrator who is also
entwined in the narrative. The student could focus the title by doing the following:
• Select an additional literary device to complement narrative perspective e.g. Nelly
Dean’s homodiegetic status.
• Think about what the outcome is, e.g. it makes her unreliable as she will have a
biased perspective.
• Phrase it as a question, e.g. How does Nelly Dean’s homodiegetic narrative
perspective affect her reliability as a narrator in ‘Wuthering Heights’?

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
How does Nelly Dean’s homodiegetic narrative perspective affect her
reliability as a narrator in ‘Wuthering Heights’?

• This narrows the focus down to just one of the narrators and just one
aspect of her narrative perspective. Nelly Dean also uses lots of
colloquialisms and dialect, she has vivid and lively speech, she was a
servant (not an equal to the main characters) and therefore her social
position will affect her perspective – these features might be
discussed in the essay but each one could be a focus of an entirely
different essay.
• It also focuses on what the effect of the literary device is: it makes her
unreliable.
• It is also phrased as a question.

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Here are some literary devices you could choose
from to focus an essay:

Imagery Dialogue Symbolism Metaphor Dialogue

Perspective Tone Development Contrast Foreshadowing

Narrative voice Structure Irony Setting Plot

Form Tension Point of view Key scenes Ambiguity

Voice Motif Monologue Sound/Rhythm Minor

character
L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Connect

Here’s a
reminder of the
seven key
concepts to help
you pinpoint a
specific topic to
explore.

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Connect
Rephrase this
title…

An exploration of feminism in Carol Ann Duffy’s ‘The World’s Wife’.

Remember, you can narrow the focus and improve it by doing the
following:
• name the literary device(s)
• naming the outcome or effect
• rephrasing it as a question.
In this title, feminism is a huge term. How could it be narrowed?
L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Activate
The assessment criteria

Review the assessment criteria on this slide and the next.

  A: Knowledge, understanding and
interpretation
0 The work does not reach a standard described
by the descriptors below.
1 There is little knowledge and understanding of
the work or text shown through the essay in
relation to the topic chosen.
References to the work or text are infrequent
or are rarely appropriate in relation to the
chosen topic.
2 There is some knowledge and understanding of
the work or text shown through the essay in
relation to the topic chosen.
References to the work or text are at times
appropriate in relation to the chosen topic.
3 There is satisfactory knowledge and
understanding of the work or text shown
through the essay and an interpretation of its
implications in relation to the topic chosen.
References to the work or text are generally
relevant and mostly support the candidate’s
ideas in relation to the chosen topic.
4 There is good knowledge and understanding of
the work or text shown through the essay and a
sustained interpretation of its implications in
relation to the topic chosen.
References to the work or text are relevant and
support the candidate’s ideas in relation to the
chosen topic.
5 There is excellent knowledge and
understanding of the work or text shown
through the essay and a persuasive
interpretation of their implications in relation
to the chosen topic.
References to the work or text are well-chosen
and effectively support the candidate’s ideas in
relation to the chosen topic.
  B: Analysis and evaluation
0 The work does not reach a standard
described by the descriptors below.
1 The essay is descriptive and/or
demonstrates little relevant analysis of
textual features and/or the author’s broader
choices in relation to the chosen topic.
2 The essay demonstrates some appropriate
analysis of textual features and the author’s
broader choices in relation to the chosen
topic, but is reliant on description.
3 The essay demonstrates a generally
appropriate analysis and evaluation of
textual features and the author’s broader
choices in relation to the chosen topic.
4 The essay demonstrates an appropriate and
at times insightful analysis and evaluation
of textual features and the author’s broader
choices in relation to the chosen topic.
5 The essay demonstrates a consistently
insightful and convincing analysis and
evaluation of textual features and the
author’s broader choices in relation to the
chosen topic.
  C: Focus, organization and
development
0 The work does not reach a standard
described by the descriptors below.
1 Little organization is present. No
discernible line of inquiry is apparent in
the essay.
Supporting examples are not integrated
into the structure of the sentences and
paragraphs.
2 Some organization is apparent. There is
little development of a line of inquiry.
Supporting examples are rarely
integrated into the structure of the
sentences and paragraphs.
3 The essay is adequately organized in a
generally cohesive manner. There is
some development of the line of
inquiry.
Supporting examples are sometimes
integrated into the structure of the
sentences and paragraphs.
4 The essay is well organized and mostly
cohesive. The line of inquiry is
adequately developed.
Supporting examples are mostly well
integrated into the structure of the
sentences and paragraphs.
5 The essay is effectively organized and
cohesive. The line of inquiry is well
developed.
Supporting examples are well integrated
into the structure of the sentences and
paragraphs.
  D: Language
0 The work does not reach a standard described by
the descriptors below.
1 Language is rarely clear and appropriate; there are
many errors in grammar, vocabulary and sentence
construction and little sense of register and style.
2 Language is sometimes clear and carefully chosen;
grammar, vocabulary and sentence construction
are fairly accurate, although errors and
inconsistencies are apparent; the register and style
are to some extent appropriate to the task.
3 Language is clear and carefully chosen with an
adequate degree of accuracy in grammar,
vocabulary and sentence construction despite
some lapses; register and style are mostly
appropriate to the task.
4 Language is clear and carefully chosen, with a
good degree of accuracy in grammar, vocabulary
and sentence construction; register and style are
consistently appropriate to the task.
5 Language is very clear, effective, carefully chosen
and precise, with a high degree of accuracy in
grammar, vocabulary and sentence construction;
register and style are effective and appropriate to
the task.
 Activate
Assessment criteria –
complete the blue box
Words and phrases that crop up in the 4/5 Words and phrases that crop up in the
marks row: 5/5 marks row:
• good knowledge •
• sustained •
•
• relevant
•
• at times insightful •
• adequately developed •
• mostly well-integrated •
•
• clear
•
• good accuracy •
• consistently appropriate
 Activate
Mark an essay
You will now use this assessment criteria to mark an essay.

Read a student’s essay on ‘Wuthering Heights’. Although you might not

be familiar with the novel in question, you will still be able to gauge
how well the student has responded to the criteria.

Score the student /5 for each criterion and think about why you have
awarded that score. Discuss it in your table groups and use the
feedback form to record your comments and reasons.

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Activate

Now read a second example about Lance

Armstrong.

Again, use the feedback form to record your scores

and comments. Share this with your group and
reach a consensus. Then, review the examiner’s
feedback.

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Demonstrate
Your essay title
It’s clear from the examiner’s feedback and the assessment criteria that your essay
title/question will play a big role in how successful your essay is.

Last lesson, you worked through a few lines of inquiry to determine their viability. Spend
some time now deciding upon your line of inquiry and phrasing your title/question so
that it will set you up for success!

Once you have worked out the exact wording, get approval from your teacher.
Remember, you can narrow the focus and improve it by doing the following:
• name the literary device(s)
• naming the outcome or effect
• rephrasing it as a question.

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.
 Consolidate

Share

Write your title on the collaboration space. What topics are your peers
exploring?

Comment on the proposed titles of two of your peers. Offer them

feedback or advice. Do they need to focus it, name a literary device,
determine the outcome or rephrase it as a question?

L.O. To understand the assessment criteria for the HL essay and be able to phrase a successful essay title.