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 out 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.
HL Essay timeline
HL Essay timeline
Week of Sept.19 - HL essay assignment introduced
Friday, Sept. 30 - Planners due
Week of Oct.3 - one-on-one meetings, working on drafts
Friday, Oct.14 (at the latest) - drafts due
Monday, Oct.24th detailed feedback on drafts, one-on-one meetings and work time
Tuesday, Nov. 15 - finals copies due
Week 7
Week 7
L/O: To explore the 7 key concepts of the course in relation to the works we have studied so far in the course
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.
Monday, Sept. 19
Brief introduction to the HLE - Assignment sheet
HW: Mentally prepare yourselves for the task at hand :)
Tuesday, Sept. 20
Intro to course concepts and carousel activity
Narrowing down a line of inquiry - sample
Narrowing down a line of inquiry - blank
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
Thursday, Sept. 22
HW: Have a narrowed down LOI for 2 texts ready for Monday
www.meme-arsenal.com/en/create/meme/3612901
HERE is a link to a folder of the posters we made in class about the 7 concepts.
Week 8
Week 8
L/O: To work on finalizing our LOIs
L/O: To begin planning our essays
Monday, Sept. 26
Further discussion about LOIs (for those away at BSSA)
Working on planners/outlines
HW: Review this sample, jot down a few observations. Think about how it connects to the HLE assessment rubric.
Tuesday, Sept. 27 (Double)
Review of May 2022 subject reports (HLE)
Continued work on planners/outlines
HW: Planners due: Friday, Sept. 30 - 8:15am via m.bac
Thursday, Sept. 29
Continue working on planners/outlines
HW: Planners due: Friday, Sept. 30 - Sept. 30. 8:15am via m.bac
Week 9
Week 9
L/O: Reviewing and actioning feedback on our plans
L/O: To use a sample essay to consider structure
L/O: Working on our drafts
Monday, Oct.3
Reviewing feedback from Ms. Z on planners
One-on-one discussions if needed
working on drafts
HW: Read the "Othello" essay below and be ready to discuss.
Tuesday, Oct.4
Looking at another sample (Othello)
Charting our a plan for sample essay and discussion
Working on drafts
Thursday, Oct. 6
Working on drafts
https://sayingimages.com/you-got-this-meme/
Week 10
Week 10
L/O: To continue to work on your HLE drafts and do some peer editing (if ready)
Monday, Oct. 10
Continue working on HLE drafts.
One-on-one check-ins
HW: Drafts due Friday - 8:15 in M.bac dropbox. PLEASE DO NOT BE LATE.
Tuesday, Oct. 11
Continue working on HLE drafts
One-on-one check-ins
Take out "A Doll's House" from the library
HW: Drafts due Friday - 8:15 in M.bac dropbox. PLEASE DO NOT BE LATE.
Thursday, Oct. 13
Peer editing (for those who are ready)
Continue working on HLE drafts (for those who are not)
HW: Drafts due tomorrow - 8:15 in M.bac dropbox. PLEASE DO NOT BE LATE.
Extended Writing Connectives (2).pdf
https://www.teacherspayteachers.com/Product/We-Can-Do-Hard-Things-Poster-pdf-4601520
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.
END OF TERM!! YOU MADE IT!!!
END OF TERM!! YOU MADE IT!!!
ENJOY YOUR WEEK OFF!
ENJOY YOUR WEEK OFF!
Term 2 Week 1
Term 2 Week 1
L/O: To work on our finalizing of HLE submissions
I'm sorry but I will not be in class on Monday and Tuesday this week. Your marked essays should be on my desk.
Monday, Oct. 24
Working on final HLE submissions. Your marked final copies should be on my desk. Rubrics have been shared with you on m.bac
Tuesday, Oct. 25
Continue working on final submissions. When I get back we can talk about a potential final submission extension.
Feel free to do any final peer edits
Thursday, Oct. 27
I should be back today. Fingers crossed.
Working on final submissions
Discussion of final submission date
https://www.etsy.com/au/listing/559783644/sorry-card-ill-be-there-in-spirit-sorry
https://www.universitystudent.org/memes/when-you-have-an-essay-to-do-when-you-finish-the-essay-3308
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