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English B course falls under the “Language Acquisition” subject group, one of the six subject groups that IB Diploma students choose from, in addition to the three core components of the course (TOK, EE & CAS). English B is available at both Standard Level (SL) and Higher Level (HL), with key differences in teaching hours and assessments. SL students focus on communication and cultural awareness through language use without studying literature. Meanwhile, HL students explore literary works, such as novels, learning text analysis and exploring themes like Identity, Experience, and Human Ingenuity through literature, adding to the communication and cultural awareness that SL students learn.
Both SL and HL courses include internal and external assessments. The internal assessment, known as the Individual Oral (IO) assessment or Speaking Test, involves SL students presenting and analyzing a picture, while HL students do the same with an extract from a literary work. The entire test, including the presentation and discussion with the teacher, takes about 12-15 minutes, plus preparation time.
External assessments, marked by the IB organization, include Writing (Paper 1) and Listening and Reading (Paper 2). The main difference between SL and HL students in these assessments lies in the number of texts and audios and the length of the writing required. To know more, please read our blog post, “Smooth Transition from IGCSE to IBDP English B,” which explains how to transition smoothly from non-IB programs.
As a parent, understanding that mastering speaking and writing in a foreign language takes time is important. Schools often cannot provide the individual attention each student needs. To ensure your child receives the education they deserve for future academic and career success, consider enrolling them in one of our courses. Our programs consistently improve their skills, monitor their progress, and collaborate with you. Achieving proficiency in writing 13 different text types and confidently discussing 15 different sub-themes requires continuous weekly effort and cannot be accomplished overnight.
The English A: Language and Literature course is part of the “Studies in Language and Literature” subject group, one of the six academic areas that IB Diploma students must study, in addition to the three core components of the program (TOK, EE & CAS). This course is offered at both Standard Level (SL) and Higher Level (HL). The main difference between these two levels lies in the number of literary works, such as novels and poems, that students study throughout the course, which also affects the teaching hours. Additionally, HL students must complete an HL essay, a 1200-1500 word essay exploring a line of inquiry connected to a studied literary work.
The internal assessment, known as the Individual Oral (IO) or Speaking Test, is the same for both SL and HL students. After preparation, the student presents an extract from a literary work for about 10 minutes, followed by a 5-minute discussion with the teacher about a global issue related to the extract.
Unlike “Language Acquisition” courses, the Language and Literature course does not focus on basic communication skills. Instead, it aims to prepare students to read, analyze, and write complex texts for future academic and career endeavors. English A students are not directly assessed on their listening and reading skills as English B students are, but they must develop strong reading comprehension skills to understand analytical texts and discussions. This skill is crucial for writing analytical, comparative, and explanatory texts and for discussing global issues in reference to literature.
Schools often struggle to provide individual attention to each student’s needs and to prepare them for their assessments. Mastery and proficiency in writing extensive analytical and comparative texts, as well as a highly academic essay, along with the ability to discuss a global issue in depth for 15 minutes in reference to literature, cannot be achieved with just a few hours of practice before exam day. You can learn more about the challenges of English A assessments and how to overcome them by reading our blog post “IBDP English A Assessments – How to Excel in Language and Literature.”
Parents! Ensuring your child’s success in assessments requires constant and continuous study at an uninterrupted pace, allowing them to master both the writing and speaking skills needed for English A: Language and Literature assessments. At Photon Academy, our courses prepare your child on a weekly basis, keeping them engaged without adding to their existing and exhausting workload. We continually assess their progress and report to you, ensuring gradual learning and collaboration with parents. This consistent approach enables students to master their presentations and essays, achieve the highest marks possible, make you proud, and open the doors to future success.
As parents, you can provide your children with essential resources like necessary literary works, extra study materials, and private tutors to prepare them for these challenging assessments. However, experience spanning decades shows that students who procrastinate and seek help from a tutor at the last minute often have lower success rates compared to those who participate in a semester-long Language and Literature course. Such a course not only prepares them to achieve an A in assessments but also helps them master language and literature, progressing through their academic years without the hassle and fear of writing academic papers every couple of months.
Here at Photon Academy, we offer both private tuition and Language and Literature individual and group courses, meticulously tailored to students’ needs. These courses first prepare students for assessments and then help them feel confident in their future academic and professional life. More than 80% of students who took the Language and Literature complementary course achieved an A in paper 1 and paper 2, and a remarkable 18 or above in their HL essay.
English A focuses on literature and language at a higher level of proficiency, intended for native or near-native speakers. English B is designed for non-native speakers and focuses on language acquisition and communication skills.
HL students study two or more literary works (novels) during the course, while SL students are exempt from studying literature. Assessments for HL students are more time-consuming and complex compared to those for SL students.
Assessments include external exams (Paper 1: Writing, Paper 2: Listening and Reading) and internal assessments (Individual Oral).
Five themes of IBDP English B are Identities, Experiences, Human Ingenuity, Social organization, and Sharing the Planet. Text types range from essays, speeches, and reports to letters, reviews, and blog posts or diaries.
For HL students, the Individual Oral assessment is a conversation with the teacher, based on an extract from one of the literary works (novels) studied in class, followed by discussion based on one or more of the five themes of the IBDP English B.
For SL students, the Individual Oral assessment is a conversation with the teacher, based on visual stimulus (a picture), followed by discussion based on one of the five themes of the IBDP English B.
HL students have 20 minutes for preparation, approximately 3-4 minutes for their presentation, 4-5 minutes for follow-up discussion, and 5-6 minutes for general discussion. SL students have 15 minutes for preparation, with the same timings as HL students for the presentation, follow-up discussion, and general discussion (3-4 minutes for presentation, 4-5 minutes for follow-up, and 5-6 minutes for general discussion).
HL students should thoroughly read and analyze the literary works they study, developing a clear understanding of themes, characters, symbols, and literary devices. They should also practice presenting extracts from these works as provided by their teacher or tutor. SL students should focus on analyzing visual materials such as posters and advertisements, connecting these to the themes of the English B course.
Students may need to write articles, speeches, blogs, brochures, essays, formal letters, reports, and reviews.
HL students often make the mistake of spending too much time discussing the author’s biography and background of the novel, instead of focusing on the analysis. They frequently overlook mentioning literary devices, fail to recognize the specific part of the novel the extract is from, and neglect to discuss the characters and their relationships within the extract. Additionally, they sometimes forget to provide textual evidence for their analysis, omit mentioning the theme related to the extract or novel, and use overly simple language instead of more sophisticated vocabulary and expressions.
SL students should avoid just describing the image. They should provide deeper analysis, connecting it to broader themes. They must support their interpretations with evidence from the image itself, avoiding vague claims. Clear and straightforward language helps ensure their analysis is coherent and effective.
In IB English B Paper 1, students often make several common mistakes that you should avoid. These include selecting an inappropriate text type for the task, writing either too briefly or overly lengthy, not adhering to the appropriate structure for the chosen text type, failing to consider their target audience, and using an inappropriate language register (formal or informal). Additionally, they may struggle with using overly simple or complex sentence structures and vocabulary, as well as providing insufficient conclusions for their analyses.
English A: Language and Literature focuses on both literary and non-literary texts, while English A: Literature focuses exclusively on literary texts.
The course is divided into three main areas: readers, writers, and texts; time and space; and intertextuality (connecting texts).
Students study a mix of literary texts (novels, plays, poetry) and non-literary texts (media articles, advertisements, speeches).
Assessment includes external examinations (Paper 1 and Paper 2), a Higher Level Essay, and an Individual Oral assessment.
Paper 1 consists of two non-literary passages, from two different text types, each accompanied by a question. Students choose one passage and write an analysis of it. Practice analyzing unseen texts, focusing on understanding and interpreting various text types, and develop structured, coherent written responses. Paper 2 consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course.
Global issues are broad, transnational concerns (e.g., identity, culture, politics) that students explore through their texts and oral assessments.
Select a topic that interests you and allows for deep analysis of one of the texts studied, focusing on a specific aspect or theme.
The IB English HL Essay (HLE) is a 1200-1500 word essay analyzing a text studied in the course, which can be literary or non-literary depending on your track. It constitutes 25% of your final IB English HL grade and is externally graded. Choosing a text and formulating your own focused line of inquiry is crucial; select a work that genuinely interests you to enhance your engagement in planning and writing. Ensure your question falls under one of the 7 main concepts of IB English, such as Identity or Culture, and prioritize deep analysis supported by specific textual evidence to maximize your essay’s effectiveness and potential for success.
Common mistakes that students make include misinterpreting assignment prompts, failing to provide sufficient textual evidence, offering superficial analysis, neglecting comparative analysis, struggling with time management, disregarding assessment criteria, and using limited vocabulary. To excel, students should carefully analyze prompts, incorporate specific textual evidence, offer deeper analysis, practice comparative skills, manage time effectively, adhere closely to assessment criteria, and expand their vocabulary through diverse reading.
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