How does Ruta Sepetys employ literary techniques in “Between Shades of Gray” to explore the cultural identity of characters and their experiences during the Lithuanian deportation in World War II?SL
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B
Official IB Result
25/34
Criteria A: Focus and Method
4/6
0
3
6
Criteria StrandsPro
A.1Topic communication and appropriateness
Good
A.2Research question clarity and focus
Good
A.3Methodology completeness
Moderate
Criteria Feedback
- The student communicates a relevant and recognisable literary investigation with a clear link to the novel and its historical context.
- The student's research question is stated explicitly and stays connected to the essay throughout.
- The student shows some awareness of research method by combining close reading with contextual sources.
- The focus is still too broad, especially where personal development is included but not sustained in the discussion.
- The method is not explained in enough detail, so the reader cannot clearly see how sources were selected or evaluated.
- The investigation would benefit from a more precise explanation of which techniques the student is prioritising and why.
1.1·Strength
Page 1
The research question is clearly stated and recognisably academic, and it gives the essay a clear literary and historical direction. The focus on Sepetys, literary techniques, and Lithuanian deportation helps the reader understand the intended scope from the outset.
1.2·Weakness
Page 1
The topic is broader than the body of the essay sustains. The discussion mainly examines cultural identity, resistance, and memory, so the inclusion of "personal development" creates a mismatch between the stated focus and the actual argument. The topic would be stronger if it matched the sustained line of inquiry more precisely.
1.3·Suggestion
Page 3
The introduction would be stronger if it briefly explained which techniques will be prioritised and why. Naming the main methods up front, rather than only later in the body, would give the investigation a clearer roadmap and make the methodology feel more deliberate.
1.4·Weakness
Page 4
This explanation of method remains very general. It says secondary sources will be studied, but it does not explain how they will be chosen, compared, or evaluated for reliability and relevance. The student should make the research process more explicit so the reader can see how the evidence supports the argument.
Criteria B: Knowledge and Understanding
4/6
0
3
6
Criteria StrandsPro
B.1Application of source material
Moderate
B.2Subject knowledge
Moderate
B.3Use of terminology and concepts
Moderate
Criteria Feedback
- The student uses a range of relevant quotations and contextual references that mostly support the topic of cultural identity.
- The student demonstrates clear knowledge of the novel’s setting, characters, and central historical pressures.
- The student uses literary terminology with reasonable confidence, which helps communicate their interpretation.
- Some secondary material is only loosely connected to the main argument, and one source choice weakens the overall relevance of the research base.
- The contextual knowledge is sometimes broad and descriptive rather than tightly integrated into the literary reading.
- Several literary terms are used imprecisely, especially when literal description is presented as figurative language.
2.1·Strength
Page 4
This is a strong use of primary evidence because the quotation is directly tied to the theme of cultural identity and is followed by explanation. The student shows awareness that the drawings matter not just as objects, but as carriers of memory and identity.
2.2·Weakness
Page 5
The term "metaphor" is not convincingly justified here. The phrase describes focused attention, but it does not clearly create a figurative comparison. The student should distinguish between literal description and genuine figurative language to keep the analysis accurate.
2.3·Suggestion
Page 7
The analysis would be sharper if the student explained the effect of this language in more detail. For example, how does this bodily image help the reader feel Lina’s fear, and how does it connect to the pressure of speaking the oppressor’s language?
2.4·Strength
Page 8
This is effective source use because the quotation is precise and the commentary connects dialogue to solidarity. The student shows that ordinary speech can carry thematic weight, which is exactly the kind of close reading expected in literary analysis.
2.5·Weakness
Page 9
This explanation becomes vague and abstract at the end, which weakens the source application. The student should replace phrases such as "sovereignty and dignity focus on illustrating their patriotic essence" with clearer analytical language that directly links the anthem to the characters’ collective identity and resistance.
2.6·Question
Page 10
Which is more important in this argument: memory as emotional survival, or memory as cultural preservation? Clarifying that distinction would help the student make the discussion more focused and analytically precise.
Criteria C: Critical Thinking
9/12
0
6
12
Criteria StrandsPro
C.1Research quality
Moderate
C.2Analysis depth
Poor
C.3Discussion and evaluation
Poor
Criteria Feedback
- The student often moves beyond summary and makes relevant links between textual details and the theme of identity.
- The student's line of argument is clear overall and remains aligned with the question.
- The student shows effective use of the novel as the main research base, supported by contextual material.
- A lot of the analysis stays at the level of explanation, where themes are stated rather than developed through close examination of language and form.
- Some points are repeated in different sections instead of being synthesised into a more focused argument.
- The discussion rarely weighs alternatives, tensions, or differing interpretations, so the argument can feel additive rather than evaluative.
3.1·Question
Page 6
How does connecting the novel to contemporary Lithuanian practice change the argument: does it strengthen the historical realism, or does it risk shifting the focus away from Sepetys’s literary craft?
3.2·Suggestion
Page 7
Consider comparing this point with a specific moment where Russian is needed for survival. That would let the student weigh identity against necessity more convincingly, instead of treating the language contrast only as a fixed symbol.
3.3·Weakness
Page 8
This claim is clear but still broad. The student should show more precisely how community is constructed in the novel through particular scenes, choices of diction, or narrative moments, rather than stating the theme in general terms.
3.4·Strength
Page 9
The analysis here moves beyond summary by linking repetition to collective power. That is a strong analytical step because it shows how a stylistic feature contributes to meaning rather than simply identifying the technique.
3.5·Weakness
Page 10
This comment stays at the level of general effect and does not fully evaluate how the flashback works. The student should explain why the flashback is emotionally or structurally effective, and how it changes the reader’s understanding of Lina’s present suffering.
Criteria D: Presentation
4/4
0
2
4
Criteria StrandsPro
D.1Structure appropriateness
Excellent
D.2Layout considerations
Excellent
Criteria Feedback
- The student's report is clearly organised and easy to follow, with a logical academic structure.
- Headings, page numbers, and bibliography placement support readability and navigation.
- The document looks polished and generally follows expected academic conventions.
- Some headings and quotation formats are uneven, which slightly interrupts consistency.
- The section sequence could be shaped even more around analysis of technique and effect.
- A few formatting details could be tightened to make the layout fully uniform throughout.
4.1·Strength
Page 2
The subheading system creates a clear internal structure and shows that the student has divided the investigation into manageable parts. This makes the essay accessible and helps each thematic section maintain focus.
4.2·Strength
Page 2
The report is organised in a clear academic sequence, with an introduction, thematic body sections, conclusion, and bibliography. This structure helps the reader follow the investigation logically and makes the argument easy to navigate.
4.3·Suggestion
Page 2
The organisation would be even stronger if the section headings reflected a more analytical sequence, such as moving from technique to effect. That would make the argument feel more deliberately constructed rather than mainly thematic.
4.4·Weakness
Page 5
The heading appears without spacing here, which may make navigation slightly less clear. The student should ensure headings are consistently formatted so that section boundaries are easy to read at a glance.
4.5·Strength
Page 12
The bibliography is clearly separated from the main argument, which is good academic practice. It also supports the reader in locating the sources used throughout the essay.