Embedded Files
The aim of this assessment is to allow Higher Level students the opportunity to develop as independent, critical, and creative readers, thinkers, and writers by exploring a literary or language topic over an extended period of time, refining their ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a focused, analytical argument examining the work from a broad literary or linguistic perspective. It also requires students to adhere to the formal framework of an academic essay, using proper citations and references.
The HL essay is 1200-1500 word external assessment and is worth 20% of your final IB grade
Your HL essay is based on the explorations you have been carrying ou
throughout the course in your learner portfolio. You may find it helpful to consider the seven central concepts of the course when creating your inquiry focus. (p.15 of the student guide).
You can use any literary or non-literary text we have studied in class with the exception of texts used for the Individual Oral.
The line of enquiry and the essay question will be decided in consultation with your teacher. Your teacher’s role in this assessment is similar to an Extended Essay supervisor. Your teacher can help guide you, answer questions, review and discuss your ideas as well as helping you to set achievable timelines and goals. Your teacher can provide advice throughout the writing process but can only look at one completed draft. Your teacher cannot edit your draft but can give you global feedback in written form either in the margins of the paper or through a separate comment document. The next full version submitted is considered your final copy and will receive no further feedback.
The use of secondary sources is not required in this assignment but may enhance your argument.
Determining the Topic
The chosen topic should enable a broad literary or linguistic focus for the essay. In achieving this, the course’s seven central concepts may be a helpful starting point for students in generating or determining a topic for the essay. While students do not have to trace their essay back to one of the seven concepts and the assessment criteria do not require it, working with one of the seven concepts will allow students to begin thinking about their topic as they refine their ideas and arguments. The seven concepts are briefly discussed here in relation to the assignment:
Identity
The student might be interested in an aspect of the representation of identity of a particular character or group of characters in the text, or on the way in which the text relates to the identity of the writer.
Culture
The student might be interested in an aspect of the representation of the culture of a particular place, institution or group of people, or on the way in which the text itself relates to a particular culture.
Creativity
The student might be interested in an aspect of the representation of individual or collective creativity, or lack of creativity, within the text, or on the way in which the text represents the creativity of the writer.
Communication
The student might be interested in an aspect of the representation of acts of communication, or failures in communication, in the text, or on the way in which the text itself represents an act of communication.
Transformation
The student might be interested in an aspect of the representation of transformation or transformative acts in the text, or on the way in which the text itself is a transformative act either of other texts through intertextual reference to them or of reality by means of a transformative effect on the reader’s identity, relationships, goals, values, and beliefs.
Perspective
The student might be interested in an aspect of the representation of a particular perspective or perspectives within the text, or on the way in which the text represents the writer’s perspective.
Representation
The student might be interested in an aspect of the way in which the text represents different themes, attitudes and concepts, or in the extent to which language and literature can actually represent reality.
HLE Timeline
HLE Timeline
Week of Nov. 7 - HL essay assignment introduced
Friday, Nov. 17 - Planners due
Week of Nov.20th - one-on-one meetings, working on drafts
Thursday, Nov.30 - 10pm (at the latest) - drafts due via m.bac (also share as Google Doc)
Friday, Dec. 15 detailed feedback on drafts
Thursday, Jan.18 - finals copies due
These deadlines are the latest possible submission dates. If you are ready before these dates, please submit so that I can get you feedback sooner.
Week 1
Week 1
L/O: To introduce the course "conceptual understandings" and create links between these concepts and the works we have studied so far
Monday, Aug.7 (double)
Welcome back!!
Ice breaker
Oh how quickly we forget... what did we do last year???
Conceptual understandings and carousel activity
Term 2 - Week 4
Term 2 - Week 4
L/O: To understand the requirements and expectations of the HLE
L/O: To begin to narrow a line of inquiry for the HLE by narrowing down text choices and areas of interest.
Tuesday, Nov.7
Brief introduction to the HLE - Assignment sheet
Thursday, Nov. 9
HW: Come to next lesson with 2 preferred text choices for the HLE and an idea of what you might like to explore about each of them
Week 5
Week 5
L/O: To gain a better understanding of the requirements and expectations of the HLE through a review of subject reports and guidance from Head Examiners
L/O: To unpack the assessment criteria and apply it to a sample essay.
L/O: To narrow down our lines of inquiry
L/O: To being planning our HLEs using the HLE essay planner
Monday, Nov. 13 (double)
Working on planners
HW: Read this sample and discuss how it meets the criteria
Tuesday, Nov. 14
Discuss HW
May 2023 subject report HLE pp. 4-6
Working on planners
Thursday, Nov.16
Working on planners
https://blog.goennounce.com/11-tips-for-essay-writing/
Week 6
Week 6
L/O: To work on our HLEs
L/O: To gain a better understanding of how to integrate quotations into our sentences and paragraphs
Monday, Nov. 20
No Lessons - Wellness holiday
Tuesday, Nov. 21
Working on drafts
One-on-one check-ins
HW: Review this student example - take some notes on each criteria
Thursday, Nov. 22
Discuss student sample
Continue working on HLE drafts.
One-on-one check-ins
HW: Drafts due Nov. 30 - 10pm (at the latest) in M.bac and share google doc.
Thursday, Nov.30 - 10pm (at the latest) - drafts due via m.bac (also share as Google Doc)
Extended Writing Connectives (2).pdfWeek 7
Week 7
L/O: To continue to work on our HLEs
Monday, Nov. 27
Continue working on HLE drafts.
One-on-one check-ins
Student self-report g.form <-- add your comments here.
HW: Drafts due Nov. 30th at 10pm - m.bac and shared g.doc. Late submissions will not receive detailed feedback
HW: Self-reports due tomorrow (Nov. 28) 3:20 on the g.form.
Tuesday, Nov. 28
Continue working on HLE drafts.
One-on-one check-ins
HW: Drafts due Nov. 30th at 10pm - m.bac and shared g.doc.Late submissions will not receive detailed feedback
Thursday, Nov 30
Peer editing (for those who are ready)
Continue working on HLE drafts (for those who are not)
HW: Drafts due tonight at 10pm - m.bac and shared g.doc. Late submissions will not receive detailed feedback
HW: report card self-reflections due on g.form due Friday, 5pm
PEER EDITING ROUNDS
PEER EDITING ROUNDS
1) Thesis statement, topic sentences and conclusion sentences - are these all included? Can you easily identify them? Do the topic sentences address the LOI and thesis in some way? Is the focus of this paragraph/section clear?
2) PEA - can you identify each section of their body paragraphs? Does their evidence match their point? Are they spending the majority of their paragraph on analysis?
3) Conclusion - Does it revisit the thesis? Summarize the key takeaway from each section of the essay? Provide any interesting final ideas?
4) Spelling, grammar, transitions, and connectives - Does the response include clear and varied connectives and transitions? Are these used properly? Double check for proper spelling, possessive s, commas, capitalization, no first person pronouns (I, me, you), avoid contractions, tense (present tense throughout), present tense. etc.
You did it!!!!
You did it!!!!
Time to move on to our next text
Time to move on to our next text
A Doll's House
A Doll's House
Report abuse