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5.1 Marking Toolkit | RevisionDojo

1.1 Essentials of the EE 2.1 Criterion A: Framework for the essayPRO 2.2 Criterion B: Knowledge and UnderstandingPRO 2.3 Criterion C: Analysis and line of argument 2.4 Criterion D: Discussion & EvaluationPRO 2.5 Criterion E: ReflectionPRO 3.1 Examiners’ InsightsPRO 4.1 EE Checklist 4.2 Referencing and Citation GuidePRO 4.3 Academic Honesty and Plagiarism PreventionPRO 5.1 Marking Toolkit 6.1 EE Suggested TimelinePRO 7.1 Student Planning Sheets

EE Guides
5.1 Marking Toolkit

5.1 Marking Toolkit

English A Lit

Overview

The English A Extended Essay (EE) is externally assessed by IB examiners against five criteria (A–E) with a total of 30 marks.
Supervisors are not responsible for final marking but must provide a predicted grade when the EE is uploaded to IBIS.
To ensure consistency and accuracy, predicted grades should be based on the IB assessment criteria and the best-fit model used by examiners.

Criterion A: Framework for the Essay (6 marks)

Focus: Assesses how effectively the research question, rationale, and structure establish a coherent foundation for the essay.
Look for:
1. A clearly formulated, focused research question that aligns with the subject area
2. A logical, purposeful structure that supports argument development
3. guiding the essay’s direction

Evidence of planning and organisation

An introduction that situates the topic within a relevant literary or linguistic context

High-level indicators:

The essay is sharply focused and structured to sustain a convincing argument throughout.
The research question is consistently addressed and reflected in every section.

Common Mistake

Vague or unfocused research questions
Overly broad essays lacking a guiding framework

Tip

Encourage students to test their research question early by outlining how each paragraph contributes to answering it.

Criterion B: Knowledge and Understanding (6 marks)

Focus: Assesses the student’s understanding of the text(s), authorial techniques, and relevant literary or linguistic contexts.
Look for:
1. Accurate and detailed understanding of the chosen work(s)
2. Awareness of how contextual factors inform interpretation
3. Effective use of subject terminology and concepts
4. Integration of relevant critical sources or theoretical frameworks
High-level indicators:
1. Demonstrates deep, nuanced understanding of the work and its broader significance.
2. Contextual information enhances, rather than replaces, textual analysis.

Common Mistake

Overreliance on summary or paraphrase
Context used descriptively rather than analytically

Tip

During drafting, ask students to highlight where their analysis shows understanding rather than description.

Criterion C: Analysis and Line of Argument (6 marks)

Focus: Evaluates how effectively the essay analyses textual or linguistic features and sustains a coherent argument.
Look for:
1. Consistent focus on the research question through close analysis
2. Clear explanation of how language, structure, and style shape meaning
3. Logical progression of ideas supported by well-chosen evidence
4. Integration of analysis with argument rather than isolated commentary
High-level indicators:
1. Analysis is insightful, precise, and integrated into a sustained line of reasoning.
2. Each analytical point advances the overall argument.

Common Mistake

Disconnected analytical points with weak links to the argument
Description of literary features without discussing effect or purpose

Tip

Encourage students to use paragraph-level topic sentences that explicitly link back to their research question.

Criterion D: Discussion and Evaluation (8 marks)

Focus: Assesses how effectively the essay engages with multiple perspectives, evaluates interpretations, and sustains an informed discussion.
Look for:
1. Consideration of alternative interpretations or counterarguments
2. Use of secondary criticism to support or challenge ideas
3. Awareness of the implications or limitations of the argument
4. A conclusion that synthesises findings and reflects evaluative thinking
High-level indicators:
1. The essay presents a well-balanced, critical discussion that goes beyond description.
2. Evaluation demonstrates conceptual depth and independence of thought.

Common Mistake

Overreliance on critic quotations without synthesis
Conclusions that summarise but do not evaluate

Tip

When giving feedback, ask: “Does the student discuss why their argument matters, not just what it is?”

Criterion E: Reflection (4 marks)

Focus: Assesses the student’s intellectual engagement with the research process and their ability to evaluate their own learning.
Look for:
1. Awareness of challenges faced during research and how they were addressed
2. Reflection on how understanding of the topic evolved
3. Evidence of independent thinking and personal growth
4. Insights into the value of the research process itself
High-level indicators:
1. Reflection is thoughtful, specific, and directly related to the essay’s development.
2. The student demonstrates growth in understanding both the topic and their method of inquiry.

Common Mistake

Generic comments about “learning a lot” without clear examples
Retrospective summaries rather than genuine critical reflection

Tip

During supervision meetings, prompt students to record specific turning points or changes in their approach for later use in their reflection writing.

Applying the Best-Fit Model

Teachers should adopt the best-fit approach when marking or predicting grades.
This involves judging where the essay best aligns overall within each criterion, rather than averaging strand performance.
Steps for using the best-fit model:
1. Read the entire essay before marking.
2. Start from the lowest descriptor and work upward until you find the best overall match.
3. If the essay falls between two levels, reread both descriptors and select the one that best represents the overall performance.
4. When a level includes two marks, use the higher mark if the essay meets the descriptor to a great extent, and the lower mark if it meets it partially.

Note

Marking Principles
- Award marks positively: Focus on demonstrated achievement.
- Do not average across strands: Use holistic judgment.
- Do not penalize minor language errors: Focus on argument quality.
- Base predicted grades on criterion totals: Avoid impressionistic judgments.
- Remember that high marks do not require perfection: The best-fit model rewards consistency and conceptual clarity.

Tip

Encourage early clarity: Have students write and test their research question by mapping it against the five criteria.
Model analytical writing: Share exemplar paragraphs showing how analysis connects to argument.
Use criterion-based feedback: Instead of broad comments like “needs more depth,” specify which criterion strand can be improved.
Promote self-assessment: Ask students to mark their own draft using the same descriptors.
Prioritise quality over quantity: Essays that are clear, controlled, and analytical perform better than those that are broad but unfocused.

Comparing and Contrasting the Methods of Exploration
of Censored Themes in Contemporary Literature
through the Analysis of A Thousand Splendid Suns by
Khaled Hosseini and 10 Minutes 38 Seconds in This
Strange World by Elif Shafak

Extended Essay

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English A Lit

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