How and why does Chinua Achebe explore the connection between gender and identity in his novel Things Fall Apart?
Higher level essay
Weighting: 20% (May change due to COVID)
The nature of the task At HL, students are required to write a 1,200 –1,500 word formal essay which
develops a particular line of inquiry of their own choice in connection with a non-literary text, a collection
of non-literary texts by one same author or a literary text or work studied during the course.
The HL essay offers students an opportunity to develop as independent, critical and creative readers,
thinkers and writers by exploring a literary or language 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 or linguistic
perspective. It also requires them to adhere to the formal framework of an 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 and texts from a variety of
different perspectives. In the lead-up to the drafting of the essay, the student must decide which text, texts
or work to focus on for further investigation, and which topic to write about in connection with them. In
choosing the topic, the student can consult the course’s seven central concepts. Any text, texts or work
previously studied in class may be selected, with the exception of the texts used for the internal
assessment and the works the student plans to use in paper 2.
Selection of text, texts or work
Candidates must select the texts 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 non-literary text or
texts or 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
remember 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 the case of short non-literary texts, it may be necessary for the candidate to use more than one from the
same text type by the same authorship, for example the same creative advertising agency, cartoonist,
photographer or social media user. In this instance, at least one of the texts should be studied in class. If
using language texts in translation, these must be professional and published translations of the text.
Determining the topic
The chosen topic should enable a broad literary or linguistic focus for the essay. In achieving this, the
course’s seven central concepts may be a helpful starting point for students 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 thinking about their topic as they refine their ideas and arguments. The seven concepts are briefly
discussed here in relation to the assignment. The TSM 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 text, or on the way in which the text 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 text 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 text, or on the way in which the text 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 text, or on the way in which the text 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 text, or on the way in which the text itself is a transformative act either of other texts 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 text, or on the way in which the text represents the writer’s perspective.
Representation
The student might be interested in an aspect of the way in which the text represents different themes,
attitudes and concepts, or in the extent to which language and literature can actually represent reality.
Guidance and authenticity
Teachers are expected to guide students throughout the HL essay; from choice of topic to submission of
the essay, monitoring and advising them on the process, giving feedback on plans, and helping them to
stay on task by setting timelines and stages for the essay’s development. Help, guidance and support at the
beginning of this process cannot be emphasised enough.
At the same time, the student must have autonomy throughout; teachers should not assign works or topics,
but should give advice on the appropriateness of ideas, question students to clarify them and make
suggestions for avenues which could be explored or ways in which they might adjust their approach.
Teachers are expected to ensure that essays are students’ own work and address any academic honesty
issues arising before submission of the assessment. It is the teachers’ responsibility to make sure that all
students understand the importance of academic honesty, in particular in relation to the authenticity of
their work and the need to acknowledge other people’s ideas. Teachers must ensure students understand
that the essay they submit for this externally assessed component must be entirely their own work.
While teachers should give regular feedback on students’ work, they should not edit or correct their work
directly. As students draw close to the end of the writing process, teachers are allowed to give advice to
students on a first complete draft in terms of suggestions as regards the way the work could be improved.
This could be done by annotating the draft through comments on the margin. These comments could
consist in questions or prompts for further reflection and improvement. Under no circumstances can a
teacher edit or rewrite the draft. The next version handed to the teacher after the first draft must be the
final one.
Students should make detailed references to their primary source, using such references to support their
broader argument about the text. The use of secondary sources is not mandatory. Any sources used must
be appropriately cited. Essays must be students’ own work, adhering consistently to the IB policy on
academic honesty.
Adapted from the IB Language A: Language and Literature Guide (pages 42-44)
Essay Genre HL Essay
Choose one essay on which to base your HL Essay response:
“The Ugly Tourist”
“What is Poverty?”
“Why We Crave Horror Movies”
“Op-Ed: Why The World Owes Education To An African Woman”
“How To Write About Africa”
“Gender Equality Cannot Wait In Asia And The Pacific”
“Do We Really Have Only 12 Years to Avoid Climate Disaster?”
“Shooting An Elephant”
“A Hanging”
“Down the Mine”
If you choose to work on Orwell, you may choose to work on one or more of his essays.
CHOSEN Topics: Identity and perspective
● How does George Orwell use literary technique to change our perspective on capital
punishment in his essay “A Hanging”?
○ Symbolism, irony, motifs
L&L Criteria – HL Essay
/20
Mark/ Level Descriptor 0 Mark/ Level Descriptor 1 Mark/ Level Descriptor 2 Mark/ Level Descriptor 3 Mark/ Level Descriptor 4 Mark/ Level Descriptor 5
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?
The work does not
reach a standard
described by the
descriptors below.
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.
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.
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.
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.
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/or broader authorial
choices shape meaning in
relation to the chosen topic?
The work does not
reach a standard
described by the
descriptors below.
The essay is
descriptive and/or
demonstrates little
relevant analysis of
textual features and/or
the author’s broader
choices in relation to
the chosen topic.
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.
The essay
demonstrates a
generally appropriate
analysis and
evaluation of textual
features and the
author’s broader
choices in relation to
the chosen topic.
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.
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?
The work does not
reach a standard
described by the
descriptors below.
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.
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.
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.
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.
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).
The work does not
reach a standard
described by the
descriptors below.
Language is rarely
clear and appropriate;
there are many errors
in grammar,
vocabulary and
sentence construction
and little sense of
register and style.
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.
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.
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.
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.
Planning
Essay/Author
Question
Introduction Hook sentence
Introduce Text: text/text type/writer/date of
publication/audience(s)/purpose(s)/answer to your question
Organising principles: the ideas that will drive your response
Organising
principle
Topic
sentence (#2
and #3 will
require a
transition
word, phrase
or sentence)
Textual
evidence
Evidence to
support your
argument
from
secondary
materials
(optional)
Intended
Effects on
the reader
How does
your
evaluation
answer your
question?
#1
#2
#3
Conclusion Provide another hook statement that highlights your macro understanding of
the text, in relation to your question
Provide your personal response to the text – not your life story; the effect of
the text on you as an individual, in relation to your question
Notes:
● You must use MLA 8 formatting for your response (Times New Roman, size 12 font,
double spaced, indented paragraphs, etc)
● Include a word count for your response and a works cited page
● You must submit your final response to the Google Classroom assignment and the
turnitin assignment by 11.59pm on 09.10.21 (erase all of the instructions and planning
from your response before you upload it)
How and why does Chinua Achebe explore the connection between gender and identity in his novel Things Fall Apart?
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