Structuring the Textual Analysis Essay (DP IB English A: Language and Literature: HL): Revision Note
For your Paper 1 Unseen Textual Analysis essay on the IB Diploma Language A: Language and Literature (HL) exam, examiners expect you to develop a coherent argument that analyses how and why writers make authorial choices that impact certain audiences in certain ways and achieve certain purposes.
Criterion C specifically assesses the clarity and organisation of your ideas, and, in order to do well in the other marking criteria, you need to have well-expressed, convincing analytical claims that show understanding and insight. The best way to achieve this is by having a well-structured response that consistently covers all the marking criteria.
This section includes:
The importance of annotating
Writing an introduction
Writing body paragraphs
Writing a conclusion
Possible ways to structure your ideas
Sample texts and possible structures
What examiners reward
The importance of annotating
Unlike the texts you study for your other assessments in the course, you will have never encountered the Paper 1 texts before the exam. Therefore, it is important to gain familiarity and understanding relatively quickly. The best way to do this is to annotate carefully and comprehensively.
You should practise the technique of annotating in the run-up to the exam so that you can hone the skill and do it efficiently and effectively under time constraints in exam conditions.
You can follow these steps:
First, read the whole text and the guiding question
Then make note of what you think the context, purpose and audience are (see Approaching Unseen Non-literary Texts for more detail on how to do this)
Then use different pens to circle, underline, label, and highlight in a way that makes sense to you
In multi-modal texts, it is essential that you comment on visual elements
Move methodically through the text: from left to right, top to bottom
Now revise your thoughts on purpose, context and audience:
Pay attention to tone and mood
Group the annotations into sets that achieve the same purpose/have similar effects
Writing an introduction
A strong introduction sets the tone for the essay and creates the framework on which the rest of the essay is built. It is a good idea to practise writing introductions so that you master the skill and can do it in a short time when under time constraints in exam conditions.
The key ingredients of the introduction are:
A hook
Clearly identified purpose, audience and context
A strong thesis statement
Examiner Tips and Tricks
It is important to remember that examiners reward:
Analysis not description
Clear and organised ideas
Convincing claims that show insight into how an author’s choices have an impact
Understanding of the text in terms of its purpose and who it is targeting
Effective and appropriate language
Writing a strong thesis statement
A strong thesis is key to a successful Paper 1 response.
Your thesis should:
Be clear and concise:
Use the key terms from the guiding question and make sure your argument clearly responds to the specifics of the text
State what the text does:
This can be a broad claim connected to the topic or issue
Include an argument on the writer’s purpose, i.e., the why of the text:
Identify what the text is trying to achieve (see Approaching Unseen Non-Literary Texts for more guidance on identifying purpose)
Include how the writer achieves the purpose, i.e., the textual features and authorial choices:
Comment on the effectiveness of authorial choices on their impact on the audience and achieving the text’s purpose
Be conceptual rather than descriptive:
Move beyond stating what you see in the text (describing) and instead focus on how writers construct meaning and impact the audience (analysing how and why)
A possible pattern for a thesis statement is as follows:
“In the [insert text type], the writer [insert verb, e.g., explores, highlights, challenges] the [insert topic/theme] in order to [insert purpose and audience]. They do so effectively through the use of [insert textual features].”
Writing body paragraphs
Your body paragraphs form the main part of your essay. There is no prescribed number, but you should have more than two, and they should be clearly separated (skip a line and indent to start a new paragraph).
Your body paragraphs should do the following:
Prove the argument made in the thesis statement
Start with a clear and strong topic sentence, which stems from the thesis (see below)
Follow Point, Evidence, Explanation (PEE)
Have one core point in the topic sentence, but two to three subpoints and examples of evidence
Link back to your thesis at the end:
This completes the circle of your argument and shows focus
Writing successful topic sentences
Topic sentences are the signposts guiding the reader (the examiner) through your analysis. Therefore, they are very important in signalling good control of your arguments and good organisation of your ideas, both of which are necessary to score highly in Criterion C.
Good topic sentences should:
Be a clear and concise statement about what the paragraph will be about
Be connected to your thesis statement
Give clarity as to where your argument is going
Be specific rather than vague
Be connected to how and/or why the writer did something
Be analytical rather than descriptive
After your topic sentence, you should make two or three analytical points that are supported with evidence from the text and explained clearly.
If using textual evidence, cite it precisely and integrate it smoothly into your own writing. For visual features, refer to specifics so the reader knows exactly which feature you are referring to.
Examiner Tips and Tricks
You should be able to name textual features with subject-specific terminology. However, avoid trying to create an academic tone simply by using complex vocabulary that you are not fully confident with. Make sure you fully understand the meaning of terms and can use them accurately within your response. Clear and precise analysis is always much more effective than misused technical language.
Writing a conclusion
The conclusion is the final impression you leave the examiner with, so it is worth giving it some care and attention.
A strong conclusion should:
Sum up and restate your thesis in slightly different words
Comment on the effectiveness of techniques in achieving the writer’s purpose and impact on the intended audience
Close with an overarching/general statement about the text or the topic or context or your feelings about it
Possible ways to structure your ideas
There are three main structural approaches you could choose to use when writing your Paper 1 essay: by technique, by section, or by idea.
Approach | Benefits | Example |
|---|---|---|
The technique approach | Groups techniques in a logical way and makes them your topic sentence | “The visual elements of symbols and colour connotation are effective in creating a sombre mood.” |
The section/sequence approach | If you order by section/sequence, you analyse the text in chunks and deal with numerous techniques in each section | “On page 1 of the brochure, the writer aims to raise awareness of the issue and persuade the reader to take action. Through effective use of logos and allusion…” |
The idea approach | Consistently links your analysis to purpose | “The artist uses clever transitions and repeated patterns to highlight the passage of time and the impact of rapid change in that time.” |
Examiner Tips and Tricks
Generally, the idea approach lends itself to the most comprehensive analysis and avoids repetition and listing of features in disjointed claims.
However, some texts are better analysed in the technique or sequence approach. In the planning stage, pay attention to whether your ideas are too muddled, too repetitive or too disjointed and try an alternative structure to see if that helps resolve the problem.
Sample texts and possible structures
Here, we will explore four non-literary texts and how you might structure an analysis of them.
Sample text 1: Travel writing: Don George, ‘Hiking into the Heart of Muir Woods’ | |
|---|---|
Most suitable structure | The idea approach |
Possible thesis statement | With beautiful imagery and evocative language, George presents the woods to attract nature lovers, but also to encourage the reader to find solace in nature and to remember that times of crises will pass. |
Possible topic sentences | 1. Both the practicalities and charms of a hike in the woods are detailed to encourage readers to explore the Muir Woods or similar in their area. |
2. George imbues the woods with spirituality and immense beauty to emphasise the restorative power of time spent in nature. | |
3. The ancient and evolving characteristics of the trees become a symbol for the wider world to remind us that the current times are a mere moment in the bigger story of Planet Earth. | |
Sample text 2: Comic: Debbie Ohi, My Life in a Nutshell: ‘Minecraft’ | |
|---|---|
Most suitable structure | The technique approach |
Possible thesis statement | Ohi uses textual and visual elements to create a sense of shared understanding with her fellow writers about the frustrations and realities of the creative process. |
Possible topic sentences | 1. The transition between the panels and repetition of objects emphasise the desire for concentration. |
2. The emanata and typography humorously explore the reality of how easily writers are distracted. | |
3. The tone and juxtaposition of the speakers mock the faux-seriousness that writers feel about their work. | |
Sample text 3: Speech: Dr Martin Luther King Jr, ‘I Have a Dream’ | |
|---|---|
Most suitable structure | The section approach |
Possible thesis statement | In his famous speech, Dr King brings his audience on a moral journey from the values of the past, through to the unjust present and to an aspirational future to appeal to their ethics and national pride and embrace civil rights for all. |
Possible topic sentences | 1. The early sections of the speech allude to the foundations of America to remind the audience that the plea for civil rights is not a new or unrealistic expectation. |
2. The speech then juxtaposes this past notion of an honourable country with the present reality of trauma, abuse and inequality in many sections of society to highlight the hypocrisy of Americans. | |
3. Finally, the speech moves into the call for change by presenting an aspirational future with equality and justice. | |
Sample text 4: Time Magazine cover ‘Trump’s Next Move’ | |
|---|---|
Most suitable structure | The technique approach |
Possible thesis statement | The Time Magazine cover combines visual and textual elements to present the power and arrogance of the US president. |
Possible topic sentences | 1. The colour, lighting and graphic weighting convey a seriousness and grandeur, but also hint at self-aggrandising and hubris. |
2. The symbolism and connotations around chess and game-play suggest an arrogant approach to serious global topics. | |
3. The gaze, body language and clothing juxtaposed with the motifs of games presents the combination of power and arrogance. | |
Once you have selected your structure and written your thesis and topic sentences, you need to ensure each paragraph moves beyond description and becomes analytical.
What examiners reward in a top-band response
Examiners reward essays that demonstrate perceptive knowledge and understanding of the unseen texts, insightful and convincing analysis of how authorial choices make meaning and have impact, well-organised and clear ideas, and effective and accurate language.
A top-band response presents a strong thesis from the outset, responds to the guiding question and maintains an analytical lens throughout
It moves beyond description of features to analyse how writers use language, structure, and style to shape meaning
It evaluates how effective these choices are on an intended audience and in terms of achieving a purpose
The strongest essays are focused, well-organised and written in a confident academic register
Sources
King Jr., M. L. (1963), ‘I Have a Dream’, American Rhetoric, https://www.americanrhetoric.com/speeches/mlkihaveadream.htm (opens in a new tab)
George, D. (2020), ‘Old Growth: A Day Trip Hiking into the Heart of Muir Woods’, GeoEx, https://www.geoex.com/blog/old-growth-hiking-into-the-heart-of-muir-woods (opens in a new tab)
Ohi, D. R. (2014), ‘Minecraft’, My Life in a Nutshell, https://debbieohi.com/webcomic-series/my-life-in-a-nutshell/ (opens in a new tab)
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