Guided Textual Analysis Model Answers (DP IB English A: Language and Literature: HL): Revision Note

Marks

Descriptor

5

• The response demonstrates a thorough and perceptive understanding of the literal meaning of the text. There is a convincing and insightful interpretation of larger implications and subtleties of the text.

• References to the text are well-chosen and effectively support the candidate’s ideas.

Common mistakes to avoid

Misunderstanding the text

• Avoid relying on memorised or pre-written responses:

  • Your argument must be shaped by the specific wording of the question 

Making general comments without evidence

• Avoid vague or unsupported points:

  • Always support your ideas with specific references or examples from the texts

Describing or summarising instead of interpreting and analysing

• Do not simply retell, summarise or describe the text:

  • The examiner can see it too and does not need you to do this

• Push past a surface description and think about what is going on and why

Focusing on understanding instead of interpretation

• Avoid simply showing that you understand the literal meaning of the text:

  • Interpretation means thinking about the wider implications and subtleties

Overusing quotations

• Avoid long or excessive quotations:

  • Use short, precise references and focus on explaining their significance

  • For textual references, choose the specific word or phrase you are referring to instead of quoting the whole sentence

  • For visual references, use specific and precise terminology and location/section to guide the reader, e.g., “the typography in the headline”

Marks

Descriptor

5

• The response demonstrates an insightful and convincing analysis of textual features and/or authorial choices. There is a very good evaluation of how such features and/or choices shape meaning.

Common mistakes to avoid

Identifying techniques without analysing them

• Avoid simply spotting features:

  • Always explain how the technique works and what it reveals

  • Explain why the writer uses it and what effect it has on the reader

Ignoring some important authorial choices

• Avoid focusing only on language features:

  • Structure and layout also matter

• In multi-modal texts, you must analyse both visual and textual elements:

  • These often work in tandem with each other, and your analysis should reflect that

Not including evaluation 

• Avoid only giving an analysis:

  • Evaluating is key to this criterion, and this means considering the significance, effectiveness and level of impact of the writers’ choice

Marks

Descriptor

5

• The presentation of ideas is effectively organised and coherent. The analysis is well focused.

Common mistakes to avoid

Losing focus on the text and/or guiding question

• Avoid drifting away from the text under discussion

• Use the guiding question to focus on relevant aspects of the text

• It is not a research paper or opinion column on the topic:

  • Keep your focus on the what, why and how of the text

  • The examiner does not need to know your opinions

Lack of a clear argument

• Avoid writing a response that does not have a clear line of reasoning

• The best way to do so is by formulating a strong thesis statement:

  • Write topic sentences that stem from this thesis

  • Use connective phrases to establish links between each of your points

Over-reliance on memorised formats

• Avoid using a rigid essay structure:

  • Always adapt your essay to the specifics of the text under analysis and the guiding question (see Structuring the Textual Analysis Essay for more tips on different structural approaches) 

Marks

Descriptor

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.

Common mistakes to avoid

Using an informal or inappropriate register 

• Avoid casual language:

  • Aim for a formal but natural academic style

  • Register refers to elements such as vocabulary, tone, sentence structure and terminology 

Unclear or awkward expression

• Avoid using overcomplicated phrasing:

  • Prioritise clarity and accuracy over complexity

Frequent grammar and syntax errors

• Avoid errors that affect readability:

  • Aim for accuracy, even if your language is simple

Lack of sentence variety

• Avoid using the same sentence structure repeatedly:

  • Vary your sentence structure to improve fluency  

Exam question

How does the writer use textual and visual elements to convey a message to the reader? 

Ohi uses facial expression, emanata and typography humorously to explore the reality of how easily writers are distracted. In Panel 1 and 2 the repetition of the figure’s fixed body language and gaze convey her concentration at the computer. Her eyes look at the screen and her hands are posed in a typing position over the keyboard, suggesting she is in the process of writing. Her slightly open mouth as she responds to the out-of-panel speaker further emphasises the concentration. The reader, likely another aspiring writer or creator like Ohi, recognises themselves in this familiar position and attitude. However, as we transition to Panel 3 the tiny differences in facial expression foreshadow the humorous close. The figure’s left eye now looks away from the computer, and her mouth is pursed in interest; her concentration is broken and we sense a pause in her work. The fourth and final panel is dramatically contrasted with the stillness of the previous three. The figure turns face-on to the viewer, completely breaking her gaze on the computer. Emanata of sweat or saliva drops hyperbolically convey her excitement, as does her facial expression of wide-open eyes and dishevelled hair. The graphic weighting achieved in shading her open mouth heavy black emphasises her emotion of surprised, gleeful excitement. The typography of “BUNNIES” in all caps, heavy, thick black font and the repeated question marks combines with the emanata of the jagged speech bubble to make the reader almost hear her shriek. The humour of such a minor event causing such an enormous reaction gently mocks the faux-seriousness of the writing process. Ohi shares in the frustrations of a writer’s daily distractions while reminding her readers that we are all human, and that we are all a little silly at times.

Exam question

How does the writer appeal to the audience’s ethics to persuade them to agree with him?

In the first section of the speech, Dr. King alludes to the founding principles of the United States of America in order to align the civil rights movement with these shared values. Echoing the famous president’s phrasing, King opens the speech with allusion to Abraham Lincoln and the Emancipation Proclamation. That momentous moment announced the end of slavery. King thereby emphasises how long it has been since that decision and yet how much remains to be done to achieve racial equality. Referring to the proclamation as “a great beacon light of hope” that ended “the long night” of captivity, King begins the use of an extended metaphor of light vs. dark to connect equality with good and racism with evil in the listener’s mind. He goes on to allude to another founding document, the Declaration of Independence, and its promise that all men would be guaranteed freedom and the pursuit of happiness, to reinforce the moral impetus of his argument. He then moves us with force to the present with his impactful anaphora in “One hundred years later” to highlight how long people of colour have been waiting for actual, meaningful freedom in their daily lives. Through connotative and emotive language, he demands the audience look fully into the reality of “the shameful condition” in which the Jim Crow laws have left people of colour. Thus, King speaks to all Americans and calls on their national pride, historic values and democratic values to recognise the hypocrisy of celebrating such moments of the past when the present reality is a horrific contrast to those lofty ideals.