ii. Higher Level Essay

Higher level essay

Higher level essay

Weighting: 20%

The nature of the task

At HL, students are required to write a formal essay of 1,200-1,500 words, which develops a particular line of inquiry of their own choice in connection with a work previously studied in class.

The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by exploring a literary 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 perspective. It also requires them to adhere to the formal framework of the academic essay, using citations and references.

Explanation of the task

The HL essay is based on the exploration the student has carried out in the learner portfolio. During this exploration process, the student will have investigated a number of works from a variety of different perspectives. In the lead-up to the drafting of the essay, the student must decide which work to focus on for further investigation, and which topic to write about in connection with that work. In choosing the topic, the student can consult the course’s seven central concepts. Any work previously studied in class may be selected, with the exception of the works used for the internal assessment and the works the student plans to use in paper 2.

Selection of work

Candidates must select the work and topic for their essay independently; however, consultation with the teacher is essential in this process. Care must be taken to make sure that the chosen literary texts or works are rich enough to support a developed, focused, and analytical argument.

In the case of a collection of short stories, poems, song lyrics or any short literary text, candidates may choose to use just one literary text from the work as their focus. However, students and teachers should bear in mind that the assignment is a broad literary investigation rather than a more narrowly-focused stylistic commentary task. It may be necessary to use more than one literary text from the work chosen in order to achieve this. In this instance, it is possible for a student to also explore texts from the author of the work that were not studied in class provided at least one of the texts was covered in class.

Determining the topic

The chosen topic should enable a broad literary focus for the essay. In achieving this focus, the seven central concepts of the course may be a helpful starting point 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 their thinking about their topic as they refine their ideas and arguments. The seven concepts are briefly discussed here in relation to the assignment. The Language A teacher support material has more specific examples for further guidance.

Identity

The student might be interested in an aspect of the representation of identity of a particular character or group of characters in the work, or on the way in which the work itself 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 work 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 work, or on the way in which the work itself 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 work, or on the way in which the work 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 work, or in the way in which the work itself is a transformative act either of the other works (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 work, or on the way in which the work itself represents the writer’s perspective.

Representation

The student might be interested in an aspect of the way in which the work itself represents different themes, attitudes and concepts, or in the extent to which literature can actually represent reality.

The learner portfolio and the higher level essay

The learner portfolio is not specifically assessed but it is an important tool in helping students prepare for formal assessment. It provides a platform for students to develop independent thinking when studying works, reflecting on the ways their works and responses explore cultural values, identities, relationships, and issues across a variety of topics.

In relation to the preparation of the HL essay, the learner portfolio provides an opportunity for students to:

  • reflect on the ways in which each work they read relates to the seven central concepts of the course
  • keep an ongoing record of themes and issues they find interesting in relation to each of the works they read
  • explore how key passages in the works they have studied are significant in relation to those themes and issues
  • trace the evolution of their thinking and planning in connection with their chosen topic
  • record references for, and ideas and quotations from, secondary sources they might want to mention in their essay
  • reflect on the challenges that the HL essay poses for them as individual learners.

There are four assessment criteria.View full table

Criterion AKnowledge, understanding and interpretation5 marks
Criterion BAnalysis and evaluation5 marks
Criterion CFocus, organization and development5 marks
Criterion DLanguage5 marks
Total20 marks

Criterion A: Knowledge, understanding and interpretation 

  • How well does the candidate demonstrate knowledge and understanding of the work or text chosen?   
  • To what extent does the candidate make use of knowledge and understanding of the work or text to draw conclusions in relation to the chosen topic? 
  • How well are ideas supported by references to the work or text in relation to the chosen topic? 
Marks Level descriptor 
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. 

 Criterion B: Analysis and evaluation 

  • To what extent does the candidate analyse and evaluate how the choices of language, technique and style, and broader authorial choices shape meaning in relation to the chosen topic? 
Marks Level descriptor 
0 The work does not reach a standard described by the descriptors below. 
1 The essay is descriptive and demonstrates little relevant analysis of textual features and 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. 

Criterion C: Focus, organization and development 

  • How well organized, focused and developed is the presentation of ideas in the essay? 
  • How well are examples integrated into the essay? 
Marks Level descriptor 
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. 

Criterion D: Language 

  • How clear, varied and accurate is the language? 
  • How appropriate is the choice of register and style? (“Register” refers, in this context, to the candidate’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the HL essay.) 
Marks Level descriptor 
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.