Analysing Literary Texts (DP IB English A: Literature: HL): Revision Note

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

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

  • Retrospective first-person narration positions Amir as someone whose identity has been shaped by a past he cannot leave behind

  • Vocabulary of cold and the unburied past (“frigid”, “frozen”, “claws its way out”) conveys displacement as pain that resurfaces in the present

  • Imagery of a decaying childhood landscape connects physical Afghanistan to an interior, fractured sense of self

  • The non-linear opening of the novel links geographic and temporal displacement

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!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Nick Redgrove

Author: Nick Redgrove

Expertise: Curriculum Expert

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

Deb Orrock

Reviewer: Deb Orrock

Expertise: Development Editor

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.