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2016 Paper 1 (HL) Environment

The May 2016 examination featured two texts about the environment.  The first text is a booklet that was adapted into a website about sustainability and biosensitivity.  It was published by the Frank Fenner Foundation.  The second text is a comic strip by Ted Rall, posted on his website titled “When We’ll Take the Environment Seriously.”   

You can find text 1 here and text 2 here.  Do know that we can’t reproduce the actual exam and these were found online.  Interestingly enough, the comic strip was modified.  The panel about Viagra was cut.  Perhaps the IB didn’t want to have to define that term!  Also know that the actual exam did not include all 17 comments.  Instead, they just chose one.  It starts with “All this doom and gloom is self-serving….”

You'll find the model example to be very good in many respects.  It isn't perfect and there is room for improvement, but this is a great exemplar to show students of what is possible. 

Sample Student Response

May 2016 Paper 1 HL Environment

May 2016 – Paper 1 – Texts A and B

Many people have been calling for environmental protection for a long time. Internationally, people and organization have been attempting to increase support for movement to sustainability. Text A, a website of the Frank Fenner Foundation, attempts to promote biounderstanding and appeal to large groups of people to join and contribute to the cause. The website is an Australian website, which has been updated (in 2015). Alternatively, text B is a comic strip by a political cartoonist name Ted Rall, who uses satire to mock society’s lack of activism in the area of environment protection. Text B is also found on a website called Ted Rall, which features his work in comics, animation and other publications, appealing to an audience of young adults. While both text A and text B are similar in theme, promoting environmental protection, they have different methods of approaching the topic. This is most likely due to the context of production, and the large purposes of both Ted Rall and the FFF.

            Text A and text B both identify the need for society to gain a better understanding of the significance of environment protection. However, while text A approaches the subject with a very serious tone, and uses fear to appeal to the audience, text B uses humor and satire. Text A discusses the need to appreciate nature, and how we depend on it “for our very existence.” The use of the word “our” is an example of the first person plural, and is used throughout the passage consistently. This is done in order to generate a feeling of unity and community among the audience or reader, inspiring them to become part of the movement, and to identify that what happens to nature happens equally to humankind. The writer continues on to describe how “keeping (nature) healthy must be our first priority.” The word “must” give readers a sense of the organization’s passion for the cause as if they won’t stop at anything to protect the Earth.  After using many emotions to enunciate the organization’s passion’s for protecting the environment and “processes of life,” the writer moves on to then use fear to appeal to the audience’s personal fears and selfishness. The writer states that if people don’t take action, it could result in “grave consequences for humankind and for the planet.” This ultimatum in a way gives reader a choice, but implies that what happens could harm them, tapping into their sense of fear. The writer also suggests that there will be an “ecological collapse of society.”  In both examples, words such as “grave” and “collapse” are used to further the author’s serious and dire tone, creating an atmosphere of tension. Finally, the FFF website accuses the “dominant culture of our time” for losing sight of “their reality.”  This accusation is carefully phrased as not to insult or vilify any individual, and the term “dominant culture” is even clarified at the bottom, showing that the criticism has no ill intention. However, it does cast a shadow over the readers, elucidating the fact that people are more affected by “shared knowledge” and values than they believe. The desire for people to feel individually and turn against the social norm to be different would then inspire them to join the cause to protect the environment.

            On the other hand, text B uses satire to intentionally criticize society and its culture, mocking those who are economically privileged and unable to see the reality of the situation clearly. The cartoon depicts a seemingly middle class man, who appears to symbolize society in general, going through a normal day and realizing that he has lost luxury items as a result of pollution, over population and global warming. The look of shock on the character’s face at the idea of “no beer” is used to demonstrate that the priorities of society are seriously misaligned. His increasingly distressed reactions, which reach a climax at the end when he screams (demonstrated by capitalization” to “MAKE IT STOP” in response to “meat cattle” (becoming “an endangered species” is humorous and depicts society as selfish and uncaring of the environment. The fact that he is saying “make it stop” because he wants to eat meat rather than because overpopulation has caused meat cattle to be nearly extinct only emphasizes his desire for self-satisfaction. From the comfort of his living room and on his luxurious couch, Ted Rall also appears to be mocking the importance people place on material possessions, making it clear that the cartoonist is directly accusing those of economical ability and who are distant from environmental issues as being guilty for, as he states in the caption, not “taking the destruction of the environment seriously.”  The comparison of the cartoon in juxtaposition with the caption that includes short sentences of real problem such as “the artic melts the gulf stream stutters” is a startling contrast to the cartoon, making the whole situation ironic. Short sentences are used in order to create a punchier and blunter tone. The title affirms this irony by implying that there are truly serious things occurring due to climate change, but society’s selfishness only allows them to “take the environment seriously” when pleasures and luxury items are gone. This, unlike text A, accuses the audience directly, in order to encourage action to change, or at least to reevaluate one’s decisions and attitudes, and to gain a better understanding in the subject, as the audience would not want to be the target of the author’s disdain or associated with such a negative image of society.

            As both texts emphasize the importance of protecting the environment, it would thus seem natural to encourage people to act. Text A emphasizes the importance of creating a “new understanding” called “biounderstanding,” in which people understand “the human place in nature and the importance of ecological and health issues of the present day.” The FFF considers people’s contribution as important to the success of the movement, and appeal to their readers to “express their views on the contents of the booklet” and methods to achieve biosensistivity. This involvement with the audience is used to promote action and the movement, furthering the purpose of gaining main support. Contextually speaking, many individuals already have a fair understanding of environmental protection, and in a country such as Australia that is so devoted to environmental protection (with the Great Barrier Reef issues with pollution) would have a community that is prepared to join the movement. Readers who have the context of being an Australian in the present day would most likely be aware of coral bleaching in Australian oceans. Therefore, the FFF is not only encouraging such people to join the cause, but also giving them a platform to have a voice in the matter by “contributing” and purchasing their books. On the side bar of the website, there is an evident transition in the purposes of each page on the site. Beginning with an overview of “the role of humans, the pages progress towards how people can help with regarding “the transition” and its “framework,” giving people an opportunity to understand the FFF’s plan for action and to contribute. Finally, at the top of the page, there is a button that states “join us,” as well as another engaging button about “our projects.” As mentioned before, the use of the first person plural rather than direct address aids in increasing the feeling of community, thus promoting engagement and action.

            Text B also encourages people to act, and does give them a platform to voice their opinions and increase awareness. At the end of the accusatory caption, Rall asks a question to readers saying, “what would it take for that to change?” This leaves the reader questioning their actions regarding climate change, and using guilt to encourage them to do something to change. As this is the last thing that the reader sees from the author, it is what the audience retains in his or her memory from the text. Right underneath the question, the page provides an opportunity to share the cartoon with their friends or family on Facebook, Twitter, email and other social platforms. This is an attempt to make audiences help spread the message by sharing the cartoon, making the audience feel that they are taking action by doing so. Furthermore, the page provides a space for readers to respond to the text. One of the replies, however, can seriously undermine the author’s message, showing how people “assume that man is all that important,” and likening the human race to a “bad zit.”  Anyone reading these comments thus have an opportunity to change their opinions because of another reader’s influence, which would dilute Rall’s message. However, keeping open a section for comments does provide interactivity and engagement, and therefore does allow a discussion about the environment to be generated.  Even if there are negative comments such as this one, there is no doubt that out of 17 replies, at least one will encourage others to change contextually. It is the nature of such blogs to generate discussion and sometime even heated debate. Thus, the platform gives an opportunity to take action.

            However, although A and B both advocate for environmental awareness, they have different overall aims as an organization and individual. The short-term purpose of A appears to be attracting attention for the books and the website. The text does this by bringing in discussions of the booklet and how it “stimulate(s) thought and discussion,” effectively advertising it. It also has, in the notes at the bottom, examples of its own books and a link to “publications.” The FFF also advertises its Nature and Society Forum (maybe even more than environmental protection, along with the booklet) to complete goals such as “the constructive exchange of ideas.” While many would see this as self-promotion, it is evident that the FF sees this as a step to achieving a larger goal of generating biosensitivity and discussion. The masthead of the website has an image of water, leaves and soil, clueing audiences into the idea that environmental protection is their ultimate goal. The subheading underneath the heading, “for healthy people on a healthy planet” serves to associate the FFF with the idea of “health” as this repeated for emphasis. The FFF also includes, after enunciating its short-term goals regarding the booklet, that its larger purpose as non-governmental organization regards “the well-being of humankind and the natural environment,” demonstrating to the audience that that is where its larger purpose as an organization lies.

            On the other hand, Ted Rall’s website has many features that could show the website’s truer purpose. The large masthead with his name, allows the good, altruistic message of the cartoon to be associated with him. Underneath this, there are link to “comics,” “animations” and other media by Ted Rall, demonstrating how (unlike the FFF), the large purpose is to gain popularity and views among the demographics of young adults. On the page (and presumably on every page) is a small column about Ted Rall, describing him as a “political cartoonist,” a “syndicated columnist” and more. This allows first-time viewers on his website to immediately know who he is, increasing recognition for his name and his brand. The webpage also provides opportunity for one to sign up for newsletters, increasing viewership and also allowing his target demographics to have constant reminder of his work.

            It is fascinating how two texts with a similar theme of environmental protection can take the topic into two completely different directions, one with engagement and a serious attitude and another with a light-hearted mocking tone. These differences can be attributed to the larger purpose of the texts overall, as well as the audiences to whom the texts aim to appeal to. This is an example of how a message can be conveyed in two different ways, a pattern seen throughout the text.

Examiner's Comments

Criterion A - Understanding of the text - 5 marks

The analysis of the text should show an understanding of the text's purpose, its context (where this can be deduced) and a target audience.  One's analysis of the text needs to be supported by relevant examples from the text.

5 out of 5:  The candidate understands the texts, contexts, and purposes.  This remains constant throughout the entire comparative commentary.

Criterion B - Understanding of the use and effects of stylistic features- 5 marks

The analysis of the text must show an awareness of how stylistic features, such as tone, style and structure, are used to construct meaning. A good analysis comments on effects of these features on its target audience.

4 out of 5: There is consistent analysis of the stylistic features, but the effect isn't yet perceptive. 

Criterion C - Organization and development - 5 marks

The analysis must contain coherent arguments that are well-developed. The analysis must be organized effectively.

4 out of 5: The argument is developed and thorough.  It is well-organized rather than effectively organized. 

Criterion D - Language - 5 marks

The language of the analysis must be clear, varied and accurate.  The register of the analysis must be appropriate, meaning it contains formal sentence structure, good choice of words and effective terminology.

4 out of 5: The language is clear and carefully chosen and the style is consistently appropriate.