2019 EE Category 1 (N.W.A Song Lyrics)
At the time of writing (August 2020), protests over the killing of Black men by the police in the United States continues after another Black man – Jacob Blake – was shot and seriously injured in an encounter with the police in Kenosha, Wisconsin.
We have posted about the Black Lives Matter movement here, here, here and here since the killing of George Floyd in May of 2020. There is ample material for you and your students to look at the language that is used in the movement (post 1), a documentary depicting the systemic discrimination in the criminal justice system (post 2), a series of opinion columns arguing for reform (post 3), and a look at how protest movements have evolved over time (post 4).
This post, the 5th and final one in the series, looks at how a student could take a personal interest (a love of music) and turn it into an Extended Essay. The student analyzes N.W.A songs under the larger question "How is police brutality protrayed through N.W.A's music?" Sadly, we are still discussing much of what they are rapping about on this album from the late 1980s. While not the most profound EE you will ever read, what’s important here is that the student liked what he was doing, was engaged in the process, learned what academic research entailed, and tried his best at critically analyzing song lyrics while framing the argument within a larger socio-cultural context. Still, this is a high school student, and that means his essay isn't the crispest in terms of how he writes about race, brutality and the police. He's trying, with the best of intentions, and that's what matters here.
Sample Essay
2019 EE Category 1 NWA Song Lyrics
N.B. Available as a pdf file only
Teacher's Comments
Criterion A: Focus and method - 6 marks
This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.
4 out of 6: The purpose and the focus of the research is adequately clear and the methodology is mostly complete. A few more song lyrics would have helped throughout the entire essay.
Criterion B: Knowledge and understanding - 6 marks
This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.
4 out of 6: Knowledge and understanding of the topic – police brutality – is good, but not yet excellent. Again, a few more song lyrics would have aided the overall essay. This is not to double penalize, but to suggest there wasn’t enough done to show excellent understanding.
Criterion C: Critical thinking - 12 marks
This criterion assesses the extent to which critical-thinking skills have been used to analyze and evaluate the research undertaken.
7 out of 12: The research, analysis, and evaluation are all good, but on the lower end, especially as it relates to in-depth discussion of a writer’s choices and how language creates meaning. It’s there. More is needed.
Criterion D: Presentation - 4 marks
This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.
4 out of 4: The presentation is good. It’s clearly structured the layout is effective. It’s in correct MLA style (the style the writer chose to use as an academic style is acceptable).
Criterion E: Engagement - 6 marks
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student’s Reflection on planning and progress form.
5 out of 6: The engagement is excellent and the ability for the student to explain the shifts in their thinking helps here.
Reflection on planning and progress
Reflection sessions 1-3
First Reflection Section:
Originally I had the idea to run a comparative EE between rock and roll and rap, looking at the differences between them and the effect or stigma around both as they are both regarded in the same light during their time. However this idea did not allow for close analysis of the language. Instead it would lead to more comparison between news articles and less at the lyrics themselves. I therefore chose rap to study as it is more relatable and has more to say about todays society. NWA’s music discusses many topics in a way that makes people think and reflect. I was mainly focusing on depiction of police brutality in their music however it seemed too narrow and expanded my view into how does NWA present black male identity in the years 88-92.
Interim Reflection:
Writing the first draft I ran into several problems. Selecting the correct songs to analyse, which had similar messages and themes. Beyond that finding the correct lyrics to intertwine between themes was difficult as they explore different aspects making it hard to integrate them as a coherent argument. Additionally finding and integrating the secondary research was very difficult as the time period in which the songs took place was very different from now. The articles written in 88-92 reflected events poorly especially around subjects like police brutality. Articles rarely described the actions of the police fully and therefore did not support my thesis. Whilst writing I realised the structure of my essay was very weak and therefore very hard to understand, moreover it was too long and therefore not concise. I also found that all of my initial ideas that I planned to write about eventually evolved during the course of my writing and would then lead to analysing something very different. As I delved deeper into the analysis the more complicated it was to cover all the aspects the group was trying to address.
Final Reflection:
The topic was very sensitive and controversial, therefore I was not able to deal with all of the racial issues that come about with it. Initially I was going to write about police brutality in N.W.A’s music but decided it was too narrow and therefore to broaden my views changed to how is male black identity portrayed through their music. This proved to be too large of a topic and I was unable to delve deep enough into all the different aspects. I reverted back to my original question of how is police brutality portrayed through N.W.A’s music as it is a prevalent and quintessential aspect of male black identity. I broke down the stories that N.W.A was weaving through their songs and sectioned my essay to the most prominent aspects of police brutality. The process of writing the EE helped me develop my analytical skills as well as taught me how to be more concise in my writing. This allowed me to create a narrative that delved into a specific topic.