Analysing Literary Texts (DP IB English A: Literature: HL): Revision Note
Analysing literary extracts enables you to explore how writers construct meaning and present global issues through specific authorial choices. This section will help you to develop your analytical skills and show you how to connect your extract to the wider work it comes from. It consists of:
Analysing your extracts
Linking your extracts to your wider texts
Understanding how your teacher can support you
Analysing your extracts
It is important to remember that your extracts must both feature your global issue and also be rich in authorial choices. If your chosen extracts present the global issue but lack strong authorial choices, you will struggle to analyse how meaning is constructed. Similarly, if your extract has strong authorial choices but does not link clearly to your global issue, then your analysis will lose focus and relevance.
Your extracts are meant to help you focus your response:
They remove the need to learn quotations and enable you to explore more precise issues
For example, style, specific devices and other distinct techniques used by authors to present the global issue
Your choice of extracts should show your understanding of the relevance of the part to the whole:
They should enable coverage of larger and smaller choices made by the writers to shape their perspectives on the global issue
Exploring authorial choices
A strong understanding of authorial choices is essential when preparing for the IO. The strongest presentations move beyond identifying techniques and instead explain how and why those choices shape meaning.
Criterion B in the mark scheme specifically assesses the extent to which you analyse and evaluate how the creator’s use of language, technique, style and broader authorial choices shapes meaning. Your analysis must demonstrate that these choices are deliberate and significant and show how they link to your global issue.
Let’s explore some key authorial choices and how they can be used effectively in your presentation.
December 2001 I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975. I remember the precise moment, crouching behind a crumbling mud wall, peeking into the alley near the frozen creek. That was a long time ago, but it’s wrong what they say about the past, I’ve learned, about how you can bury it. Because the past claws its way out. Looking back now, I realize I have been peeking into that deserted alley for the last twenty-six years. One day last summer, my friend Rahim Khan called from Pakistan. He asked me to come see him. Standing in the kitchen with the receiver to my ear, I knew it wasn’t just Rahim Khan on the line. It was my past of unatoned sins. After I hung up, I went for a walk along Spreckels Lake on the northern edge of Golden Gate Park. The early-afternoon sun sparkled on the water where dozens of miniature boats sailed, propelled by a crisp breeze. Then I glanced up and saw a pair of kites, red with long blue tails, soaring in the sky. They danced high above the trees on the west end of the park, over the windmills, floating side by side like a pair of eyes looking down on San Francisco, the city I now call home. And suddenly Hassan’s voice whispered in my head: For you, a thousand times over. Hassan the harelipped kite runner. I sat on a park bench near a willow tree. I thought about something Rahim Khan said just before he hung up, almost as an after thought. There is a way to be good again. I looked up at those twin kites. I thought about Hassan. Thought about Baba. Ali. Kabul. I thought of the life I had lived until the winter of 1975 came and changed everything. And made me what I am today. |
Global issue (GI): The impact of displacement and migration on identity | |||
Voice/Narration | Diction | Imagery | Structure |
|
|
|
|
You should aim to highlight 3–4 points within your extract to focus on. These should be the most significant aspects of the extract which offer the strongest opportunities for you to analyse.
Authorial choice | Imagery of harshness in the Afghan landscape |
How choice shapes meaning and links to GI | The decaying, cold landscape captures both the Afghanistan that Amir has left behind and the emotional condition of someone whose identity has been displaced. The imagery suggests an Afghanistan in ruins, mirroring Amir’s fractured sense of self, while the coldness conveys the emotional numbness of being cut off from one’s roots. Hosseini shows that displacement is not simply geographic but psychological: Amir is defined by what he cannot return to. Through this imagery, the global issue of migration and displacement becomes a question of how identity is reshaped, and partially lost, when home is no longer accessible. |
Examiner Tips and Tricks
Focus on depth rather than breadth. Remember you only have approximately 2 minutes to discuss 2–3 aspects about your extract which means you cannot cover everything. Try to identify the most relevant points by selecting the ones which demonstrate the most effective authorial choices.
Linking your extracts to your wider texts
Once you have explored one of your extracts, you need to also demonstrate how the GI is explored across the wider text.
Here are some examples of how you might link your GI to both extracts while also connecting them to the larger work.
Literary extract 1 | Work | Literary extract 2 | Work 2 | Global issue |
2–3 panels from Chapter 1, ‘The Veil’ | Marjane Satrapi’s Persepolis (in translation, French) | Opening lines of Chapter 1, beginning, “It was a bright cold day in April, and the clocks were striking thirteen” | George Orwell’s 1984 (English) | Impact of political systems on individual freedom |
Blanche's “soft people” monologue, Scene 5 | Tennessee Williams’ A Streetcar Named Desire (English) | Firdaus' account of her marriage to Sheikh Mahmoud | Nawal El Saadawi’s Woman at Point Zero (in translation, Arabic) | Construction of gender roles |
Obierika's “knife on the things that held us together” speech, Chapter 20 | Chinua Achebe’s Things Fall Apart (English) | The arrival of the banana company, Chapter 12 | Gabriel García Márquez’s One Hundred Years of Solitude (in translation, Spanish) | Cultural identity and impact of colonialism |
Understanding how your teacher can support you
Your teacher plays an important role in guiding you through the preparation process and ensuring that you meet the assessment criteria.
Your teacher can help to:
Check that your work follows academic guidelines
Monitor your progress regularly:
They can provide you with regular feedback and ensure your focus is relevant
Guide you in shaping a global issue:
They can help you refine your global issue and ensure it is relevant and not broad or narrow
Support your understanding of how to analyse your chosen texts
Structure your outline effectively:
They can support you in identifying how the texts create meaning in relation to the global issue
Clarify the assessment criteria
Examiner Tips and Tricks
Your learner portfolio is not specifically assessed but it is an important place for you to explore and reflect upon your works in relation to global issues. When preparing for the Individual Oral, the learner portfolio provides an opportunity for you to:
Keep an ongoing record of the different global issues that could be related to each of the texts you read
Explore links that could be established between different texts on the basis of common global issues they address
Unlock more, it's free!
Was this revision note helpful?