One of the most common pieces of feedback IB students receive on their Internal Assessment is that their work is “too descriptive.” This can be confusing and frustrating, especially when the writing is accurate, detailed, and well researched. Many students don’t understand what description actually means in an IA context — or why it limits marks so quickly.
Understanding why IAs become descriptive is the first step toward fixing the problem.
Description Feels Safer Than Analysis
Description feels safe because it relies on knowledge rather than judgment. When students describe:
- What happened
- What something is
- What the data shows
they are unlikely to be “wrong.” Analysis, however, requires interpretation, explanation, and decision-making — which feels riskier.
As a result, students often default to description, especially when they are unsure what examiners expect.
Description Explains What — Analysis Explains Why
A useful way to identify description is to look at the type of thinking involved.
Descriptive writing:
- Explains facts or processes
- Summarises information
- Reports results
Analytical writing:
- Explains why something happened
- Interprets significance
- Links evidence to the research question
If most paragraphs stop at “what,” the IA will struggle to access higher marks.
Too Much Background Encourages Description
Many IAs become descriptive because students spend too long on background sections. While some context is necessary, excessive background often leads to:
- Repeating textbook information
