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With the new school year successfully afoot and the Class of 2023 navigating IA deadlines, Extended Essays, and as much curricula learning as possible in the classrooms across the globe, pragmatic attentions..."><small class="gray text-normal">26 Sep 22</small><br><span style="color: #00517a;">What's new?</span></a><a class="list-group-item" href="../2860/preparing-for-m23.html" title="What will the new academic year hold? For many of us, August or September marks the start of a new academic year and the commencement of the final furlong for the May 2023 cohort. For Language A: Language & Literature, this also represents the..."><small class="gray text-normal">3 Sep 22</small><br><span style="color: #00517a;">Preparing for M23</span></a><a class="list-group-item" href="../2783/m22-examinations-calling.html" title="Are you ready for May 12th? For all students of the M22 session, May 12th is the red-letter day for the Paper 1 examination for English A: Language & Literature. And the burning question on all of (y)our lips right now is: Am I ready? What..."><small class="gray text-normal">12 Apr 22</small><br><span style="color: #00517a;">M22 Examinations Calling</span></a><a class="list-group-item" href="../2755/key-to-success-in-paper-1.html" title="How to write a great Paper 1 This is a very brief Blog post for all of those Senior students (and teachers) with one or both eyes on the Paper 1 examination. There's nothing more important than having a clear strategy for addressing whatever..."><small class="gray text-normal">24 Mar 22</small><br><span style="color: #00517a;">Key to Success in Paper 1</span></a><a class="list-group-item" href="../2723/what-should-i-be-doing-in-ib1-right-now.html" title="Considering text choices for upcoming assessments As we move into March, a lot of the attention in your school will turn to your friends and colleagues in Grade 12 / Year 13 / IB2 / Senior year - they who will be taking their final examinations..."><small class="gray text-normal">26 Feb 22</small><br><span style="color: #00517a;">What should I be doing in IB1 right now?</span></a><a class="list-group-item" href="../2695/ias-and-pgs-what-i-need-to-know.html" title="Finalising internal assessments and predicted grades For students of the May session, February and March are critical months as you finalise your internal assessments, undertake the mock examinations, and vye for the best predicted grade possible...."><small class="gray text-normal">30 Jan 22</small><br><span style="color: #00517a;">IA's and PG's - What I need to know</span></a><a class="list-group-item" href="../2420/what-can-we-expect-from-paper-1.html" title="Predicting the text type of Paper 1 can help us to be well-prepared It is important to be well-prepared and to have some knowledge of the features of different text types for Paper 1. However, there is little worse than rote-learning a list..."><small class="gray text-normal">12 Dec 21</small><br><span style="color: #00517a;">What can we expect from Paper 1?</span></a><a class="list-group-item" href="from-the-horses-mouths.html" title="Publication of the M22 Subject Report gives timely guidance in advance of mock examinations and finalising the Higher Level Essay One of the most useful and least read and appreciated document published by the IB is the Subject Report. Each..."><small class="gray text-normal">24 Nov 21</small><br><span style="color: #00517a;">From the Horses' Mouths</span></a></div> <div class="hidden-xs hidden-sm"> <button class="btn btn-default btn-block text-xs-center" data-toggle="modal" data-target="#modal-feedback" style="margin-bottom: 10px"><i class="fa fa-send"></i> Feedback</button> </div> </div> <div class="col-md-9" id="main-column"> <h1 class="page_title"> From the Horses' Mouths <a href="#" class="mark-page-favorite pull-right" data-pid="2414" title="Mark as favorite" onclick="return false;"><i class="fa fa-star-o"></i></a> </h1> <ol class="breadcrumb"> <li><a href="../../../englishalanglit.html"><i class="fa fa-home"></i> Home</a><i class="fa fa-fw fa-chevron-right divider"></i></li><li><span class="gray">From the Horses' Mouths</span></li> </ol> <article id="main-article"> <div class="intro-card img-right" readonly="false"> <div class="panel panel-purple"> <div class="panel-heading"><a class="expander" href="#"><span class="fa fa-plus"></span></a> <div> <p><strong>Publication of the M22 Subject Report gives timely guidance in advance of mock examinations and finalising the Higher Level Essay</strong></p> </div> </div> </div> </div> <div class="navyblue"> <p>One of the most useful and least read and appreciated document published by the IB is the Subject Report. Each examination session, the examiners put their thoughts together into this document, which often makes not just for informative reading, but is occasionally entertaining, too. Ask your teachers to let you see it.</p> <p>Of course, in the sections entitled, ‘Recommendations and guidance for teaching of future candidates,’ the comments are occasionally barbed (which may explain why you haven’t seen it already!). My favourite one, all the way back in 2011 for the old English A1 (Literature) course, claimed that showing students how to say something specific in relation to the question ‘<em>in the first sentence of the essay</em>’ was ‘<strong>a relatively easy skill to teach</strong>’. Barbed, indeed, but further proof that there’s nothing intuitive about analytical writing, and therefore it is not (as I’ve heard in some classrooms) “spoon-feeding” to show you students how to do it if we want you to do well. It’s only fair, and it’s called teaching. Why should you be left to guess what good might look like?</p> <p>I digress.</p> <p>So, what are the key takeaways from the Subject Report for the May 2021 examinations, which can frame our reflections in <a href="../../page/2419/paper-1-m21-responses.html" title="Paper 1 - M21 Responses">Paper 1 - M21 Responses</a> and in advance of our mock examinations for Paper 1 for M22 students?</p> <ul> <li>A <strong>guided analysis</strong>, and not a commentary:</li> </ul> <p>Rather than trying to comment on the whole text, students must either focus on the Guiding Question and frame the focus of their response that way, or, if not, then establish a clear, alternative focus. This also affected the level of the analysis: if approaching the text too broadly rather than being sharply focused on the Guiding Question, chances of detailed analysis decreased. As is often the case, in weaker responses, there wasn’t enough focus on the effects of authorial choices and the meanings they conveyed. You mustn’t rely on ‘paint-by-numbers, Big 5’ generic blueprints. They say this explicitly.</p> <p>For a quick and useful tip, try writing your own Guiding Questions for non-literary texts you use in class or find within this website. If you can do this, and then ensure your writing keeps closely focused on this through the topic sentences, you will do well.</p> <p>And what can I learn about the Higher Level Essay?</p> <ul> <li>Your response must be to a <strong>body of work </strong>and not just a single text or extract (for example, a single poem, one speech, one political cartoon, or one advertisement):</li> </ul> <p>This was also a key issue with the Individual Oral assessment, however, it seems that most classrooms (students and teachers) had recognised the necessity to comment on the body of work for the IO, but missed the update to the Subject Guide regarding the HL Essay.</p> <p>Without a sufficiently long or detailed text, it is very difficult to have enough material to develop a suitable line of inquiry. Consequently, many students lurched towards discussions of background, context or movements in art history (for example), without focusing enough on the (body of) work itself and how technique and style contribute to thematic meaning, message and impact.</p> <p>Finally, while for many of you M22 students the Individual Oral may already be ‘in the can’, there are important takeaways there, too, other than the same issue with bodies of work:</p> <ul> <li>A successful oral depends upon a <strong>suitable Global Issue</strong>:</li> </ul> <p>Successful orals emanated from thoughtful and sharply-focused global issues. ‘The diminishment of female power by unrealistic beauty standards,’ or ‘toxic masculinity to justify violence,’ led to impressive performances. However, many were too long, too wordy, and this made the oral difficult to follow for the examiner, and difficult to convey a consistently coherent argument for the student.</p> <p>Other than this, the advice is very clear: ensure the ten minutes allow for balance. Balance in discussion of each extract, and each body of work, all with the global issue as the central driving force of the oral.</p> <p>That’s it for now. Do ask your teachers if you can read the Subject Report. I’ve always found it invaluable in preparing students within and outside of the classroom for the mock examinations and, later, for the real thing.</p> </div> <hr class="thin"> <div id="modal-feedback" class="modal fade" tabindex="-1" role="dialog"> <div class="modal-dialog" role="document"> <div class="modal-content"> <div class="modal-header"> <h4 class="modal-title">Feedback</h4> <button type="button" class="close hidden-xs hidden-sm" data-dismiss="modal" aria-label="Close"> <span aria-hidden="true">×</span> </button> </div> <div class="modal-body"> <div class="errors"></div> <p><strong>Which of the following best describes your feedback?</strong></p> <form method="post" style="overflow: hidden"> <div class="form-group"> <div class="radio"><label style="color: #121212;"><input type="radio" name="feedback-type" value="Recommendation"> Recommend</label></div><div class="radio"><label style="color: #121212;"><input type="radio" name="feedback-type" value="Problem"> Report a 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