The individual oral is a 10-minute oral followed by five minutes of teacher questions.  It is worth 20% of your final mark at HL and 30% at SL. 

The individual oral addresses the following prompt: “Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the texts you have studied.”

For the individual oral, you select one extract each from a literary work and from a non-literary text that are representative of the global issue you have chosen. Each extract should not normally exceed 40 lines. Extracts may be complete texts. You bring unannotated copies of their extracts to the individual oral.

The individual oral should be in the form of an argument that explores the global issue through the ways the extracts and entire text/work show and represent the issue. That is, you need to demonstrate the relationship between the textual construction of ideas and the global issue. You should give roughly equal attention to both of their chosen extracts and text/work as a whole.  

It’s important to remember that global issues have the following attributes: (a) they have significance on a wide/large scale; (b) they are transnational; (c) the impact is felt in everyday contexts.

The individual oral is internally assessed and moderated by the IB.

The "zoom out" is a strategy where students show their knowledge of the entire body of work, not just the specific extract they've chosen for their IO. 

When preparing your IO, ask yourself these two questions:

1. Where else in the text do we see examples of our global issue?

2. What authorial choices do I see in my extract that are also prevalent in the entire work or body of work?

Here are five key strategies for effectively "zooming out" in your IO:

1. Choose a global issue that is prominent throughout the text, not just in one isolated moment.

2. Provide concrete examples from other parts of the work, but be concise. Aim for about three examples in two minutes.

3. Consider making "zoom out" comments while discussing your extract. This shows a more integrated understanding of the text.

4. Use clear signposting to guide your examiner. For example:

   "Now I would like to discuss the global issue in the body of work as a whole..."

   "We also see this global issue in the chapter titled..."

5. Dedicate sufficient time to the "zoom out" section. Aim for about 2-2.5 minutes of your total presentation time.

Which global issue connects both extracts? Identify points of contact.

How does the global issue manifest in both extracts? Analyse with evidence. 

What other points of contact and difference can you find? Identify & explain. 

Why do the text, work and global issue matter? Explain.

How is the global issue portrayed in different forms/text types? Analyse. 

How do the creators illustrate the impact, nature and cause of the global issue? Explain. 

Why have the creators chosen their respective forms/text types to convey their ideas? How do they use these for effect? Justify, with evidence.

How do the creators generate meaning about the global issue using their literary forms/genres & non-literary text types? Analyse.

What are the creators’ purposes in highlighting the issue? Comment. 

Who are the creators’ intended audiences (v.s. the actual audience)? Identify.

Do the creators achieve their respective purposes? Evaluate.

How do the creators achieve their intended effects? Describe.

How effectively do both creators portray the issue, overall? Evaluate. 

What are the direct and implicit messages of both extracts? Examine. 

How have authorial choices been used to present the issue? Analyse.

How do the extracts juxtapose/combine to shed new light on the issue? Synthesise and analyse. 

What is the relevance of both extracts for modern day/future readers? Hypothesise. 

How do the extracts combine to challenge/extend views on the issue? Offer your personal opinion.

• Watch balance of texts. There must be equal time spent across both texts. And within the texts themselves, there needs to be a reasonable balance between discussing the whole work and the extract.

• Avoid sweeping, broad, absolute statements. You need to be precise in your language use and absolute statements show that you are not articulating your thinking with accuracy. Remember, when you use an absolute statement, a person has to find only one counter example to disprove your statement. Be precise in your expression!

• Clearly delineate through transitions when you are dealing with the whole text and when you are dealing with the extract.

• Related to this is the need to effectively use transitions. “Moving on” “Now” are terrible transitions!

• Reference intended audience, particularly when discussing the BOW.

• Use of accurate terminology is essential. Accuracy and precision are required here.

• Focus on analysing not describing. Don’t just use evidence and say it proves your point.

• Ensure you are:

  • • • Interpreting

      • Evaluating

      • Justifying and 

      • Showing significance in presenting the global issue

• There must be a topic sentence for each of the 4 elements of your discussion. Similarly, there must be a link to the guiding question at the end of each element – How is the global issue presented through the content and form of the work and extract?

• For the L of the PEEL paragraph, you cannot simply say, “This links to the global issue” – state explicitly what it is saying in relation to the global issue. Remember that they don’t “deliver the global issue” but “comment on and present the global issue” and you must state explicitly what the comment/presentation is in relation to your global issue.

• Think of it as a mini-conclusion

• When discussing the broader works, analysis of authorial choices was generally lacking and there was a tendency to describe rather than analyse.

• For the discussion of the broader works, use titles for the BOW and chapter titles or numbers for the literary text to give specificity to your examples.

• It is essential to refer to lines or panels when analysing the extract.

• Paper 1 is an examination using unseen non-literary texts. 

• Paper 1 asks you to write a guided textual analysis about one (SL) or both (HL) of the texts provided. 

• Passages for analysis may be complete pieces of writing or extracts from larger works. 

• Paper 1 counts for 35% of the final grade at both SL and HL. It is assessed externally.

• Paper 1 is out of 20 marks for SL and 40 marks for HL. 

1. Read and annotate carefully.

○ Remember, this is a reading test first. Take your time, use the margins to write down big ideas, and pay attention to authorial choices. Students who read and annotate carefully will almost always score better than those who do not.

2. Focus on the question.

○ Don’t ignore that guiding question; it’s there for a reason! Read that question carefully and identify “keywords” that should appear in your thesis statement and topic sentences. You may want to use synonyms for these keywords from time to time to prevent redundancy in your paper.

3. Make an outline or plan.

○ This is critical! Take a few extra minutes and create a rudimentary outline to guide your writing. This isn’t the time to be detailed and thorough, but capturing paragraph topics and briefly outlining your paper BEFORE writing will keep you focused and on track during your race to the finish.

4. Understand and articulate the message of the text.

○ Summary alert! Do not summarize what the author has said. Instead, consider the main message of the text, the purpose, and the implications. Look for nuances and details and explore the main claim the author is trying to make.

5. Discuss the author’s choices. (Know your technical terms!)

○ Know those terms, be able to identify them in a range of text types, and be sure to explain how authors use those choices to shape meaning.

6. Connect author’s choices directly to the effect on the reader and/or message of the text.

○ Remember that all texts have a precise target audience and have been intentionally crafted and created to convey a precise message to that audience. So, when writing, discuss the impact of authorial choices on the reader or audience.

7. Explore implications and subtleties.

○ Go beyond the obvious! Consider what most students will identify in the text and the “common” arguments writers are likely to make. Once you have those, keep on thinking! Learn how to read “between the lines” and identify nuances. What is the author indirectly suggesting or implying (but not overtly saying) in the text?

8. Write clear focused paragraphs with topic sentences that use wording of the GQ.

○ Write as many focused body paragraphs as you can that explore a range of rich ideas linked to the Guiding Question.

9. Maintain academic language and register, be precise, but don’t be afraid to be yourself and have some voice.

○ Yes, this is textual analysis, but it doesn't have to be boring and devoid of voice. Pay attention to your word choice, and showcase your best academic language. However, be human. Try starting with a (short) engaging hook, pepper some voice in the body paragraphs, and insert some personality in the conclusion. It just might make your paper stand out!

10.Breathe and Relax.

○ Hey, we know you’re nervous. However, it’s important to breathe, relax, and stay centered. Research has shown time and time again that students do not perform well when they are highly anxious. So, use a calming routine that works for you prior to the exam. Maintain perspective during the assessment. This isn’t life or death. You’ve got this!

Read with a Critical Lens

• Approach the text with an analytical mindset, questioning not just what is being said but how it is being communicated and why. Consider underlying assumptions, biases, and alternative interpretations.

Analyse the Effect of Textual Features

• Avoid vague or generic phrases such as “engages the reader” or “makes it more memorable.”

• Instead, be precise in explaining the specific effect of a textual feature on meaning and how it influences the reader’s understanding or response.

• For example, rather than saying, “The use of repetition makes the message stick,” specify what message is being reinforced and how the repetition contributes to the tone, emphasis, or persuasive power.

Ensure Your Thesis Directly Answers the Guiding Question

• Your thesis should be clear, direct, and focused on the specific prompt provided.

• Avoid broad or generalised statements that do not engage with the guiding question.

Structure Your Analysis Around Key Ideas, Not Techniques

• Rather than dedicating entire paragraphs to individual authorial choices, structure your essay around four key ideas that emerge from the text.

• Use textual features (e.g., diction, structure, imagery) as supporting evidence for these ideas.

• Each paragraph should explore a central concept or idea that answers the GQ, with techniques serving to reinforce and develop that concept.

Create Strong Transitions Between Paragraphs

1. Each paragraph should logically build upon the previous one, rather than simply listing separate techniques.

2. Use sophisticated transitions to establish a sense of continuity and progression in your argument.

3. Example: Instead of simply stating “Another technique used is…,” try “Building on the idea of [previous argument], the author further reinforces this through…”

Only Discuss Context, Audience, and Purpose if Relevant

• Do not force a discussion of context unless it directly connects to the guiding question.

• If applicable, discuss how context influences meaning or how the text interacts with its intended audience.

Go Beyond the Surface

• Make the implicit explicit.

• Explore deeper meanings, potential biases, or how different audiences might interpret the text differently.

• Ask: What is implied but not explicitly stated? What are the broader implications of the message?

Avoid Summarising in Your Conclusion

• Instead of restating points, zoom out to a broader perspective.

• Consider: What is the significance of your analysis? How does the text contribute to a larger conversation? What is the lasting impact of the message?

Use Evaluative Language

• Incorporate phrases that signal interpretation and analysis, such as:

  • “This highlights…”

  • “This serves to…”

  • “This suggests…”

  • “This reinforces the idea that…”

• Discuss how different features are used in this [text type] to create an impression of …

• Discuss how different features are used in this [text type] to achieve the author's purpose.

• How do text and image work together to shape meaning in this [text type]?

• Discuss how different features are used in this [text type] to persuade the reader to take action.

• How has the interplay of text and images been used to convey the overarching message contained in this [text type]?

• Comment on how the interplay of text and images is used to appeal to multiple audiences.

• How and to what effect is tone used to express the author's opinion in this extract?

• In what ways is imagery used to provoke a narrative in the viewer's mind?

• In what ways does the use of language in this [text type] help to interest and entertain the reader?

• How are formal features such as layout, fonts and visuals used to create an effect in this [text type]?

• Explore how the writer develops their argument about ...

• Examine how the narrative voice is used in this text to create a sense of immediacy whilst also attempting to involve the reader.

• How does this [text type] persuade the reader to rethink their approach to …?

• How and to what effect do text and image work together in this [text type]?

• How is tone used to shape the meaning of this text?

1. Place the guiding question in context

• Begin by showing that you understand what the guiding question is really asking and connect it to relevant English A concepts or global context. This shows that you’re thinking conceptually about how the text constructs meaning.

2. Introduce the text in one sentence

• Identify the text clearly and concisely.

• Include:

  • Text type 

  • Author or creator (if known)

  • Source and date (if given)

  • Specific intended audience

  • Context or situation (if apparent)

3. Brief synopsis linked to the guiding question

• Offer a short, focused summary that relates directly to the guiding question.

• Avoid retelling content but rather highlight what the text does in relation to the question.

4. Thesis statement

• End the introduction with a clear thesis that:

  • Directly answers the guiding question

  • Indicates how the author creates meaning (through what key techniques or features)

  • Reflects your overall interpretation of the text’s purpose and impact

The conclusion is your final opportunity to demonstrate insight and control.

• • It should synthesise your argument, not repeat it.

  • This means drawing together the key ideas from your body paragraphs — the topic sentences — into a unified, overarching response that directly answers the guiding question and reinforces your thesis.

  • A strong conclusion should feel inevitable and reflective, showing the examiner that you have reached a considered understanding of how meaning is created and why it matters.

1. What the Conclusion Should Do

• • Synthesis, not summary - Do not restate everything you’ve already said. Instead, synthesise by showing how your analytical points combine to form a coherent interpretation of the text as a whole.

  • Bring your argument to a thoughtful close, highlighting the overall significance of the author’s choices and the message or meaning they construct.

  • Weak summary: “In conclusion, the author uses tone, imagery and structure to persuade the audience.”

  • Strong synthesis: “Ultimately, the text unites tone, imagery and structure to transform a private concern into a shared moral imperative, reflecting the author’s conviction that language itself can mobilise change.”

  • Reaffirm your central argument in light of the evidence and analysis you’ve presented.

  • Show how your exploration has proven or deepened the interpretation offered in your introduction.

  • Explicitly answer the guiding question once more, but at a conceptual level.

  • Demonstrate how your interpretation resolves the question.

  • Leave a sense of closure and insight. Your final line should provide a sense of intellectual completion.

2. What the Conclusion Should Not Do

• • Do not list devices or repeat your topic sentences mechanically.

  • Do not summarise the essay’s content or paraphrase large sections.

  • Do not introduce new analysis, examples, or interpretations.

  • Avoid formulaic phrases such as “In conclusion” or “To sum up” — instead, use more refined transitions such as “Ultimately,”, “In essence,”, or “Taken together,”.

3. Suggested Structure

• • Opening synthesis: Draw the essay’s main insights together in a single, cohesive statement.

  • Reconnection: Reaffirm how these insights collectively support your thesis and answer the guiding question.

  • Final reflection: Offer a closing thought that reveals the broader significance of the text’s meaning or effect.

This is applied to all assessment components.

Avoid repetition of verbs like “shows” or “says” — instead use purpose-specific verbs.

Use verbs that clearly indicate the effect on the audience or reader.

Verbs to Introduce Ideas or Arguments

• suggests

• indicates

• implies

• reveals

• proposes

• posits

• presents

• asserts

• advances

• theorises

• introduces

• outlines

Verbs to Show Emphasis or Strength

• emphasises

• highlights

• underscores

• stresses

• reinforces

• accentuates

• draws attention to

• amplifies

• intensifies

• foregrounds

Verbs to Show Contrast or Challenge

• contrasts

• opposes

• challenges

• critiques

• refutes

• subverts

• undermines

• complicates

• questions

• disrupts

Verbs for Persuasion or Influence

• persuades

• convinces

• appeals to

• manipulates

• influences

• positions (the audience)

• justifies

• legitimises

• normalises

• stirs (emotion)

Verbs Related to Tone or Attitude

• conveys

• evokes

• establishes

• adopts (a tone)

• assumes

• projects

• mirrors

• communicates

• aligns (with a perspective)

• reflects

Verbs Related to Technique or Craft

• employs

• incorporates

• integrates

• deploys

• constructs

• builds

• crafts

• orchestrates

• shapes

Verbs for Imagery or Symbolism

• symbolises

• represents

• signifies

• alludes to

• connotes

• reflects

• encapsulates

• evokes

• mirrors

• illustrates

Verbs for Argument Development or Progression

• develops

• builds upon

• elaborates

• extends

• deepens

• transitions

• evolves

• progresses

• expands

• Both HL and SL answer 1 of 4 essay questions. SL and HL students receive exactly the same 4 questions.

• Both HL and SL must answer one question in relation to two literary works studied in the course.

• Both HL and SL students cannot write about any literary work studied that was used in any previous assessment component.

• Both HL and SL have 1 hour and 45 minutes answer this essay question. 

• Both HL and SL are graded using the same criteria.

• At SL, Paper 2 grade counts for 35% of the final grade.

• At HL, Paper 2 grade counts for 25% of the final grade.

• Even though questions may not address the analysis of formal features specifically, an exploration of how authors’ choices create meaning is a key feature of the paper.

1. Novels

Novels are lengthy prose narratives typically read over multiple sittings. Key aspects to consider include:

- Narrative point of view (e.g., first-person, third-person, omniscient)

- Character development over time

- Structure (linear vs. non-linear, chapters, etc.)

- Passage of time (e.g., days, years, generations)

- Rich descriptive language and dialogue

2. Drama

Plays are meant to be performed on stage. Important elements include:

- Theatrical elements (lighting, sound, props, costumes)

- Stage directions and blocking

- Dialogue as the primary means of conveying information

- Act and scene structure

- Character interactions and development

3. Poetry

Poems are concise, often emotionally charged pieces. Consider:

- Speaker and point of view

- Rich imagery and figurative language

- Metrical and rhythmic patterns

- Structure and form (e.g., stanzas, free verse)

- Sound devices (alliteration, assonance, etc.)

- Emotional tone and shifts

4. Graphic Novels

Graphic novels combine visual art with written narrative. Key aspects include:

- Interplay between visuals and text

- Panel layout and sequencing

- Visual elements (shading, color, symbols)

- Perspective and "camera angle" in panels

- Character design and expressions

5. Short Stories

Short stories are concise narratives. Important elements to analyze:

- Compact story structure (exposition, rising action, climax, resolution)

- Character development in a limited space

- Focused setting and atmosphere

- Narrative point of view

- Concentrated use of imagery and figurative language

When analysing literary works, we often examine their specific themes (those unique to the text) but we must also recognise how these works engage with universal themes that transcend individual stories. Paper 2 questions frequently emphasise these broader, cross-textual themes, requiring you to draw connections between different works. To prepare effectively, you should:

• Identify the specific themes of a text,

• Analyse how they reflect or challenge universal themes, and

• Evaluate the relationship between the two—how does the text’s unique treatment of a theme deepen our understanding of its universal significance?

Universal literary themes are fundamental ideas, messages, or insights about the human experience that recur across cultures, time periods, and genres. These themes explore emotions, conflicts, and truths that resonate with people regardless of background, making them timeless and widely relatable.

Common Universal Literary Themes include:

• Good versus Evil – The struggle between morality and corruption, often depicting heroes, villains, and moral dilemmas.

• Love – Explores romantic, familial, or platonic love, including its power, sacrifices, and tragedies.

• Coming of Age – The transition from youth to adulthood, involving self-discovery and personal growth.

• Power and Corruption – How power can lead to moral decay, tyranny, or abuse.

• Death and Mortality – Reflections on the inevitability of death and its impact on life.

• Justice and Injustice – The fight for fairness, revenge, or the consequences of oppression.

• Identity and Self-Discovery – The search for one’s true self, purpose, or place in the world.

• Survival – The struggle to overcome extreme adversity, whether physical or psychological.

• Freedom versus Oppression – The desire for liberty against societal, political, or personal constraints.

• War and Peace – The effects of conflict on individuals and societies, and the pursuit of harmony.

• Betrayal and Loyalty – The consequences of broken trust and the strength of faithfulness.

• Ambition – The pursuit of success, wealth, or happiness, often with disillusionment.

• Nature versus Civilisation – The contrast between the natural world and human society.

• Fate versus Free Will – Whether destiny is predetermined or shaped by personal choices.

• Isolation and Alienation – The psychological effects of loneliness or being an outsider.

• Prejudice and Discrimination – The impact of racism, sexism, classism, or other forms of bias.

• Technology and Humanity – The benefits and dangers of progress and technology.

• Sacrifice – The act of giving up something valuable for a greater cause.

• Hope and Despair – The endurance of hope in difficult circumstances.

• The Supernatural – The presence of ghosts, gods, or unexplained phenomena in human life.

• Begin each Area of Comparison (AOC) with a clear and fully developed topic sentence/s. Avoid brief or vague statements; instead, express your point in complete, precise terms to eliminate any ambiguity.

• Your topic sentence should establish both the focus and the purpose of the AOC. In other words, it must explain what is being compared and why this comparison is significant in answering the question. What are you comparing? Why is it important to do this as it relates to the question?

• After the first AOC, ensure that each subsequent AOC is logically connected to the one before it, creating a coherent and progressive line of argument throughout the essay.

• Every Area of Comparison (AOC) should end with a linking sentence that draws your ideas together and clarifies what your analysis has revealed. This is a crucial step: it demonstrates that you are not simply listing comparisons, but developing a coherent and purposeful argument.

• A good linking sentence does three key things:

1. Summarises insight – It captures what your discussion in that paragraph has revealed about the essay question. Think of it as answering:

• • “What understanding of the key idea has emerged from this comparison?”

  • It should not repeat earlier points, but rather synthesise your argument, showing what the analysis has proven or suggested.

2. Connects to your thesis – It should remind the reader, implicitly or explicitly, of how this paragraph contributes to your overarching argument. This reinforces a sense of direction and cohesion throughout the essay.

3. Prepares for the next paragraph – A well-crafted linking sentence also acts as a bridge, subtly leading the reader towards the next AOC. 

 Avoid over-using words like "both" and "similarly". While these words are good indicators of similarity, if they are used consistently, it makes your essay sound repetitive. Find variety! Remember, examiners are looking for nuance.

Here is a list of key vocabulary to show similarity:

Correspondingly: “Correspondingly, [Author A] uses …”

In a similar vein: “In a similar vein, [Author B] …”

Likewise: "Likewise, [Text B]..."

In the same way: "In the same way, [Author B] ..."

Mirror: “... in Text A mirrors ... seen in Text B.”

Echo: “... in Text A echoes the ... in Text B.”

Parallel: “... in Text A parallels ... in Text B.”

Converge: “Both texts converge on the idea that…”

"Just as": "Just as [Author A]..., [Author B]..."

"Shared Concern": "Both texts share a ..., though they (difference in similarity)."

"Mutual": "The mutual ... is evident in the ... of both texts."

1. How do two of the works you have studied portray the struggle to be understood?

2. Some literary texts, although set in a particular place or time, convey ideas that are universal. In what ways is this true in two of the works you have studied?

3. Discuss how two works you have studied present concepts of good and bad, not as absolute notions, but as a matter of individual perception?

4. Referring to two works you have studied, discuss how the author has created a convincing “world”.

1. Discuss the ways that writers have presented characters that feel alienated from their society in two of the works you have studied. 

2. “Great literature is simply language charged with meaning to the upmost possible degree.” Discuss some of the features that make the two works you have studied great literature. 

3. Tension frequently builds to a critical point in literary works. How is tension created in two works you have studied and for what purpose? 

4. To what extent do the form and content of two works you have studied reflect the time and place in which they were written?

1. “We are asleep until we fall in love.” To what extent has falling in or out of love changed the destiny or fate of characters in two works that you have studied?

2. Explore how race or ethnicity contributes to tension or conflict in two works you have studied.

3. To what extent do the formal characteristics of genre influence meaning in two works that you have studied?

4. Discuss the ways that the views and opinions of others have influenced or changed the way you understand two works that you have studied.

1. How is the identity of characters challenged or how does it change in two works that you have studied?

2. “Doomsday is near; die all, die merrily.” In two works that you have studied, how is the end of the world anticipated, and how have characters responded to this?

3. In two works you have studied, what techniques have writers used to stimulate an emotional response in the reader?

4. The personal biography of a writer can influence the form and/or content of what they write. To what extent is this the case in two works that you have studied?

1. In what ways have two of the works you have studied explored the role of the individual in society, and what conclusions is it possible to draw from these explorations?

2. Thinking critically often involves the ability to see the world in a variety of ways. How have writers in two works that you have studied used form and content to challenge your own understanding of the world?

3. In two of the works you have studied, how have writers used foreshadowing, and what is the effect of this foreshadowing?

4. Discuss the effect of contrast and/or juxtaposition in two of the works that you have studied.

1. “If there is meaning in life at all, then there must be meaning in suffering.” How has suffering been described in two works you have studied, and how could this be said to give meaning to life?

2. A literary work can be celebrated in one time or culture, but banned in another. In two works that you have studied, discuss the ways that these works may be understood or received in different ways.

3. In literature, tension is often established through contrasting the ‘new’ with the ‘old’. In two works that you have studied, how has this kind of tension been represented and to what effect?

4. Figurative language includes things like metaphor, simile, personification, oxymoron, and hyperbole. How is figurative language used and to what effect in two works that you have studied?

1. Explain how the authors of two literary works have portrayed a social group in a particular way and why.

2. It is often said that literature is a voice for social commentary. How is this true in two works that you have read?

3. To what extent can the meaning of a literary work change over time? How does this question apply to two works that you have read. 

4. 'Coming of age' is a common theme in literary works. With regards to two literary works, how is this depicted and why?

1. How are the characters from two two literary works representational of people from the time and place in which they were written?

2. Why might two of your literary works be considered 'timeless'?

3. With regards to two literary texts, explain why authors may have chosen to depict events in a particular sequence or order. 

4. How do two literary works both reflect and challenge the spirit of the times in which they were written?

1. Referring to two works you have studied, how is an unconventional order of events used to achieve a specific effect?

2. How, and to what effect, do the writers in two works you have studied portray the societies they are writing about?

3. Referring to two works you have studied, how, and to what effect, do the different points of view expressed influence the reader?

4. Discuss how and to what effect contrast has been used in two works you have studied.

1. Referring to two works you have studied, discuss how the writers portray the significance of a journey.

2. With reference to two works you have studied, discuss the means by which the passage of time is communicated and the effect this achieves.

3. Referring to two works you have studied, compare and contrast the ways in which they show the main characters overcoming limitation.

4. With regard to two works you have studied, explore the representation of poverty.

1. Discuss how the writers of two works you have studied depict social tensions.

2. Referring to two works you have studied, discuss how effectively the writers communicate with the reader.

3. How does the narrative voice shape the reader's understanding of the characters' identities in two works you have studied.

4. How do the writers of two works you have studied represent gender and to what effect?

1. Referring to two works you have studied, consider the writers’ use of language and the effects this achieves.

2. Referring to two works you have studied, compare and contrast how good and evil characters are represented and the effect this has on the audience.

3. How do two works you have studied challenge cultural values?

4. Referring to two works you have studied, explore the importance of honesty.