# **Mastering IB English Literature Paper 2** [7d6cffaa1173] A complete guide to excelling in the comparative essay exam including: 1. **Understanding Paper 2** 2. **The key to success using a structured approach** 3. **Marking rubric** 4. **Exemplar answer (30/30) with annotations** ## **1. Understanding Paper 2** [697d4721e3ce] ### **Assessment Breakdown** [3519aa999f2e] Paper 2 is a **comparative essay** where students respond to **one out of four provided questions, using two previously studied literary works.** ### **Key Details** [53c24cdedab8] | Assessment Component | SL (Standard Level) | HL (Higher Level) | | --- | --- | --- | | Format | Comparative essay based on two literary works in response to one of four questions | Comparative essay based on two literary works in response to one of four questions | | Time Allocation | 1 hour 45 minutes (1.75 hours) | 1 hour 45 minutes (1.75 hours) | | Weighting of Final Grade | 35% | 25% | [{"_key":"92e9d3f67eb9","_type":"block","asset":null,"children":[{"_key":"60f5b310037e","_type":"span","text":"The essay must provide a "},{"_key":"266fb4b4619e","_type":"span","marks":["strong"],"text":"comparative analysis"},{"_key":"d4fa8728d54f","_type":"span","text":" of "},{"_key":"2721fd7b0479","_type":"span","marks":["strong"],"text":"two texts"},{"_key":"756f024d089f","_type":"span","text":", "},{"_key":"5a2074ad2493","_type":"span","marks":["strong"],"text":"focusing on similarities and differences"},{"_key":"354a9ec41826","_type":"span","text":" in relation to the chosen question"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"33e1fa32972e","_type":"block","asset":null,"children":[{"_key":"438f73fd3a8c","_type":"span","text":"Texts can be from "},{"_key":"80c36d7e2728","_type":"span","marks":["strong"],"text":"any genre (novel, play, poetry, etc.)"},{"_key":"5aa8b131f935","_type":"span","text":", but they "},{"_key":"a579b8e3c651","_type":"span","marks":["strong"],"text":"must"},{"_key":"de0651e4b2cc","_type":"span","text":" be "},{"_key":"82051ac24994","_type":"span","marks":["strong"],"text":"works studied during the course"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"5c16102cfef4","_type":"block","asset":null,"children":[{"_key":"eaa07ccdbbc1","_type":"span","text":"The "},{"_key":"c6e39377df1f","_type":"span","marks":["strong"],"text":"best essays explore both thematic and stylistic elements"},{"_key":"722370c4c4c6","_type":"span","text":" in a "},{"_key":"b215e1d5030f","_type":"span","marks":["strong"],"text":"well-structured, coherent manner."}],"level":1,"listItem":"bullet","style":"normal"}] ## **2. The Key to Success: A Structured Approach** [61535519708e] ### **Step 1: Choose Your Question Wisely** [c6f30dfb8acb] 1. The exam provides **four essay questions** covering different literary themes or concepts. 2. Pick a question that allows for a **meaningful comparison** between your two chosen texts. 3. Consider which question enables you to **showcase both depth and breadth** in your analysis. [{"_key":"3494a3831ae3","_type":"block","asset":null,"children":[{"_key":"4a63831e3ed3","_type":"span","marks":["strong"],"text":"Mock Exam Questions:"}],"style":"normal"},{"_key":"f7ba76112882","_type":"block","asset":null,"children":[{"_key":"3350fb1b17f6","_type":"span","marks":["strong","em"],"text":"To what extent do the protagonists in the two works you have studied struggle with societal expectations?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"fbd41a9e875f","_type":"block","asset":null,"children":[{"_key":"2ef2a77ce7c4","_type":"span","marks":["strong","em"],"text":"Compare the role of memory in shaping identity in the two texts you have studied."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"6de811efcfd3","_type":"block","asset":null,"children":[{"_key":"9e8cc4d12f39","_type":"span","marks":["strong","em"],"text":"How do the authors of the two works you studied use symbolism to enhance their central themes?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"0a49c3ad0157","_type":"block","asset":null,"children":[{"_key":"497a38045a41","_type":"span","marks":["strong","em"],"text":"Discuss how setting influences the conflicts in the two works you have studied."}],"level":1,"listItem":"bullet","style":"normal"}] ### **Step 2: Develop a Strong Thesis Statement** [b3a039c28ee5] Your **thesis statement** **must** consist of the following: 1. **Directly answer the question** 2. **Clearly state your argument** 3. **Highlight the key comparison points** [{"_key":"2842239c47ca","_type":"block","asset":null,"children":[{"_key":"5091c1fc608a","_type":"span","marks":["strong"],"text":"Example Thesis Breakdown for Question: "},{"_key":"688d95fadeee","_type":"span","marks":["strong","em"],"text":"To what extent do the protagonists in the two works you have studied struggle with societal expectations?"}],"style":"normal"},{"_key":"13cbbe37a907","_type":"block","asset":null,"children":[{"_key":"73ce601e8662","_type":"span","marks":["strong"],"text":"Directly answering the question: "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"51c03f63d3ca","_type":"block","asset":null,"children":[{"_key":"bdf9af2736fb","_type":"span","text":"While both Orwell’s "},{"_key":"4c83c790ecbb","_type":"span","marks":["em"],"text":"1984"},{"_key":"46efefeba706","_type":"span","text":" and Atwood’s "},{"_key":"e97f9063c50b","_type":"span","marks":["em"],"text":"The Handmaid’s Tale"},{"_key":"84628765b9d9","_type":"span","text":" depict protagonists grappling with oppressive societal expectations, their struggles manifest in distinct ways. "}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"e0029f544ef0","_type":"block","asset":null,"children":[{"_key":"25e89143231e","_type":"span","marks":["strong"],"text":"Clearly stating the argument: "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"e91b99cda0e5","_type":"block","asset":null,"children":[{"_key":"f4d1bca391b2","_type":"span","text":"Orwell presents Winston’s defiance as "},{"_key":"be09c738edca","_type":"span","marks":["strong","em"],"text":"an outward act of rebellion against totalitarian control, highlighting the consequences of resisting an all-powerful regime."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"81dc32c3cc2f","_type":"block","asset":null,"children":[{"_key":"30c96f515904","_type":"span","text":"In contrast, Atwood portrays Offred’s struggle as "},{"_key":"5cbfa997c671","_type":"span","marks":["strong","em"],"text":"a quieter, internal conflict, where memory and hope serve as forms of resistance against a system designed to strip individuals of identity and autonomy. "}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"169ebd39a267","_type":"block","asset":null,"children":[{"_key":"f0dd502e3389","_type":"span","marks":["strong"],"text":"Highlighting the key comparison points: "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"7fd673c1fdfb","_type":"block","asset":null,"children":[{"_key":"bac9fcea4f23","_type":"span","text":"By contrasting "},{"_key":"deb67a2071c2","_type":"span","marks":["strong","em"],"text":"external rebellion with internal resilience"},{"_key":"93a29d4b69f3","_type":"span","text":", both novels "},{"_key":"1564231cf943","_type":"span","marks":["strong"],"text":"explore the complexities of defying societal norms in dystopian worlds."}],"level":2,"listItem":"bullet","style":"normal"}] ### **Step 3: Plan a Strong Comparative Structure** [7f509bf6e5d0] **Two effective ways to structure your essay:** #### **1. Thematic Approach (Recommended for Stronger Comparisons)** [a2622d3f7336] Each paragraph discusses a **theme or concept** present in both texts. [{"_key":"3729d6509f35","_type":"block","asset":null,"children":[{"_key":"d4c093eb2757","_type":"span","marks":["strong"],"text":"Example for Question 2 (Memory and Identity):"}],"style":"normal"},{"_key":"792a1d166380","_type":"block","asset":null,"children":[{"_key":"6f9cc05b67e5","_type":"span","marks":["strong"],"text":"Paragraph 1:"},{"_key":"3d5d99d1007b","_type":"span","text":" How "},{"_key":"32403a799ddd","_type":"span","marks":["em"],"text":"Beloved"},{"_key":"75b5097c01bf","_type":"span","text":" (Toni Morrison) and "},{"_key":"92e14c273636","_type":"span","marks":["em"],"text":"The Remains of the Day"},{"_key":"9ee0569c3db6","_type":"span","text":" (Kazuo Ishiguro) depict "},{"_key":"1a2dab82eae1","_type":"span","marks":["strong"],"text":"memory as a burden"},{"_key":"01d6b1769a96","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"f70f4daeecbf","_type":"block","asset":null,"children":[{"_key":"7d3bf13a6a69","_type":"span","marks":["strong"],"text":"Paragraph 2:"},{"_key":"8879c5e7b308","_type":"span","text":" How characters in both texts attempt to "},{"_key":"d0f55b92186b","_type":"span","marks":["strong"],"text":"suppress or reshape"},{"_key":"a7e1e61c7ebf","_type":"span","text":" their memories."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"41d25e44f533","_type":"block","asset":null,"children":[{"_key":"425dc3c8893a","_type":"span","marks":["strong"],"text":"Paragraph 3:"},{"_key":"02c95f322025","_type":"span","text":" How memory ultimately "},{"_key":"a6f29b72dc53","_type":"span","marks":["strong"],"text":"defines the identity"},{"_key":"be02e585b534","_type":"span","text":" of key characters in both texts."}],"level":1,"listItem":"bullet","style":"normal"}] #### **2. Text-by-Text Approach (Better for Clearer Organization)** [6deeea6f7f53] Each paragraph focuses on **one text at a time**, but **always links back** to the other text for comparison. [{"_key":"79927777327a","_type":"block","asset":null,"children":[{"_key":"bb2d9c69054c","_type":"span","marks":["strong"],"text":"Example for Question 3 (Symbolism):"}],"style":"normal"},{"_key":"22e274984d7d","_type":"block","asset":null,"children":[{"_key":"62574f2af500","_type":"span","marks":["strong"],"text":"Paragraph 1:"},{"_key":"09bd408d3c2b","_type":"span","text":" Symbolism in "},{"_key":"90383a0133a2","_type":"span","marks":["em"],"text":"The Great Gatsby"},{"_key":"1225bbe99642","_type":"span","text":" (e.g., green light representing unattainable dreams)."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"802651578070","_type":"block","asset":null,"children":[{"_key":"330ec7c399e8","_type":"span","marks":["strong"],"text":"Paragraph 2:"},{"_key":"23da2f65d7b2","_type":"span","text":" Symbolism in "},{"_key":"33a4ebd605b9","_type":"span","marks":["em"],"text":"Death of a Salesman"},{"_key":"8c6fb51bc038","_type":"span","text":" (e.g., seeds representing Willy Loman’s failed dreams)."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"c55aca4a714b","_type":"block","asset":null,"children":[{"_key":"1486e3610c56","_type":"span","marks":["strong"],"text":"Paragraph 3:"},{"_key":"86a504cc3485","_type":"span","text":" "},{"_key":"804d02139ae8","_type":"span","marks":["strong"],"text":"Direct comparison"},{"_key":"7a067d539518","_type":"span","text":" of how both authors use symbols to critique the American Dream."}],"level":1,"listItem":"bullet","style":"normal"}] [{"_key":"d1a214d0edf2","_type":"block","asset":null,"children":[{"_key":"71e632644348","_type":"span","marks":["strong"],"text":"Avoid discussing texts in isolation"},{"_key":"b837f6360a7f","_type":"span","text":"—ensure that every paragraph "},{"_key":"681952d135b4","_type":"span","marks":["strong"],"text":"draws clear connections between the two works"},{"_key":"494da43eb554","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"}] ### **Step 4: Write a Strong Essay** [5b1883075fc3] #### **Introduction (10 minutes)** [1fc467a2f496] 1. **Text Type & Context** – Identify the text type (e.g., article, speech, advertisement). If relevant, mention any clear context. 2. **Author’s Purpose & Audience** – Explain who the text is aimed at and its intended effect. 3. **Thesis Statement** – Clearly state how the author uses **language and structure to create meaning**. 4. **Roadmap** – Briefly outline the key techniques/themes you will analyze. [{"_key":"0c3b114bf8fe","_type":"block","asset":null,"children":[{"_key":"04e51a77c131","_type":"span","marks":["strong"],"text":"Breakdown of a Comparative Essay Intro"}],"style":"normal"},{"_key":"07392bf51ffd","_type":"block","asset":null,"children":[{"_key":"732032f8c906","_type":"span","marks":["strong"],"text":"Text Type & Context: "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"1b6a891a3d80","_type":"block","asset":null,"children":[{"_key":"12917b35b405","_type":"span","text":"F. Scott Fitzgerald’s novel "},{"_key":"cd0e4ef827b6","_type":"span","marks":["em"],"text":"The Great Gatsby"},{"_key":"0629543a70e6","_type":"span","text":" (1925) and Arthur Miller’s play "},{"_key":"244323fe3575","_type":"span","marks":["em"],"text":"Death of a Salesman"},{"_key":"bc3d41ae1ba3","_type":"span","text":" (1949) "},{"_key":"0d55692092fa","_type":"span","marks":["strong"],"text":"explore the American Dream’s failures"},{"_key":"1a762d3a51eb","_type":"span","text":". "},{"_key":"b4e39fc5560a","_type":"span","marks":["strong"],"text":"Fitzgerald"},{"_key":"253347d76aed","_type":"span","text":" critiques the"},{"_key":"d1b653c5267f","_type":"span","marks":["strong"],"text":" illusion of success in the wealth-driven 1920s, "},{"_key":"5679feea161b","_type":"span","text":"while "},{"_key":"87a50956f3a4","_type":"span","marks":["strong"],"text":"Miller"},{"_key":"89cb4a6eef92","_type":"span","text":" exposes the "},{"_key":"246a81d226ad","_type":"span","marks":["strong"],"text":"harsh reality of working-class disillusionment in post-war America."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"a6154fa9a748","_type":"block","asset":null,"children":[{"_key":"91d16b094020","_type":"span","marks":["strong"],"text":"Author’s Purpose & Audience:"},{"_key":"b8162bd6b171","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"8fdf23853f7f","_type":"block","asset":null,"children":[{"_key":"089ae50c555f","_type":"span","text":"Fitzgerald "},{"_key":"57988f8d821b","_type":"span","marks":["strong"],"text":"targets a society obsessed with material wealth"},{"_key":"e88b003fd699","_type":"span","text":", revealing its emptiness, whereas "},{"_key":"aa5db213b678","_type":"span","marks":["strong"],"text":"Miller warns working-class audiences of the dangers of blind ambition"},{"_key":"1bbd92d238d4","_type":"span","text":" and misplaced faith in success."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"9790eea65e26","_type":"block","asset":null,"children":[{"_key":"56918d4a1eec","_type":"span","marks":["strong"],"text":"Thesis Statement:"},{"_key":"2508e1068be5","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"9c07cbacc2cb","_type":"block","asset":null,"children":[{"_key":"4a9d0fede9ee","_type":"span","text":"While both Gatsby and Willy Loman struggle with "},{"_key":"67cb4434b63c","_type":"span","marks":["strong"],"text":"societal expectations and the pursuit of the American Dream"},{"_key":"07693c55eb0c","_type":"span","text":", Gatsby’s downfall stems from "},{"_key":"2e21c855805c","_type":"span","marks":["strong"],"text":"his illusion of love and status"},{"_key":"c9aea894d6e8","_type":"span","text":", whereas Willy’s tragedy lies in "},{"_key":"6b40a8c6748d","_type":"span","marks":["strong"],"text":"his unwavering belief in a broken system"},{"_key":"b83984233753","_type":"span","text":"."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"ea5e2f02de53","_type":"block","asset":null,"children":[{"_key":"64a519bda677","_type":"span","marks":["strong"],"text":"Roadmap:"},{"_key":"ca7476588b1a","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"dd725213ca93","_type":"block","asset":null,"children":[{"_key":"e7ada110e0d6","_type":"span","text":"This essay will examine "},{"_key":"9b14a08e92e8","_type":"span","marks":["strong"],"text":"symbolism, characterization, and setting"},{"_key":"7665b4cc534f","_type":"span","text":" to explore how "},{"_key":"98a96fcf23f6","_type":"span","marks":["strong"],"text":"both authors critique the American Dream and its emotional toll."}],"level":2,"listItem":"bullet","style":"normal"}] #### **Main Body (75 minutes)** [83f66adc0312] Each paragraph should: 1. **P (Point)** – State your **main idea** (e.g., "The use of repetition reinforces the speaker’s message.") 2. **E (Evidence)** – Provide a **direct quote or example **from the text. 3. **E (Explanation)** – Explain the** effect of the technique on the audience.** 4. **L (Link)** – **Connect the analysis back to the thesis **and **transition to the next point** [{"_key":"c91ecf6e4950","_type":"block","asset":null,"children":[{"_key":"e2540f13e8c4","_type":"span","marks":["strong"],"text":"Example PEEL Paragraph for Question 3 (Symbolism in"},{"_key":"ac578b6099e5","_type":"span","text":" "},{"_key":"597ccd4be128","_type":"span","marks":["strong","em"],"text":"The Great Gatsby "},{"_key":"7c37ba2fdc5f","_type":"span","marks":["strong"],"text":"and"},{"_key":"e3d19e246cf5","_type":"span","text":" "},{"_key":"8fe47655c85c","_type":"span","marks":["strong","em"],"text":"Death of a Salesman"},{"_key":"e1bc70c5e41b","_type":"span","marks":["strong"],"text":") with Integrated Comparison"}],"style":"normal"},{"_key":"b7baef7d5340","_type":"block","asset":null,"children":[{"_key":"bc118a572470","_type":"span","marks":["strong"],"text":"P (Point - Clear Statement with Comparison):"},{"_key":"36cf6de0bff2","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"dd8ad1e57f54","_type":"block","asset":null,"children":[{"_key":"5416b3518264","_type":"span","text":"Both "},{"_key":"c142f39da420","_type":"span","marks":["em"],"text":"The Great Gatsby"},{"_key":"857ee49b14f4","_type":"span","text":" and "},{"_key":"817f80b320fd","_type":"span","marks":["em"],"text":"Death of a Salesman"},{"_key":"91a97cbf3114","_type":"span","text":" use "},{"_key":"2b805cc00b10","_type":"span","marks":["strong"],"text":"symbolism"},{"_key":"68b14eea77c6","_type":"span","text":" to critique the unattainability of the American Dream, but while Fitzgerald presents it as an "},{"_key":"5c1c5feea906","_type":"span","marks":["strong"],"text":"illusion of success"},{"_key":"e51611e3e5de","_type":"span","text":", Miller portrays it as "},{"_key":"42de7a8b401f","_type":"span","marks":["strong"],"text":"a desperate struggle against inevitable failure"},{"_key":"3904e17f5fb5","_type":"span","text":"."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"b520a7694d9a","_type":"block","asset":null,"children":[{"_key":"696726dcedc0","_type":"span","marks":["strong"],"text":"E (Evidence - Direct Textual Examples from Both Texts):"},{"_key":"4f451980ce17","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"268869f1721f","_type":"block","asset":null,"children":[{"_key":"ad4a1df90125","_type":"span","text":"In "},{"_key":"acecc3421b28","_type":"span","marks":["em"],"text":"The Great Gatsby"},{"_key":"89f4857eb1fe","_type":"span","text":", "},{"_key":"4363883ca553","_type":"span","marks":["strong","em"],"text":"the green light"},{"_key":"cf6113425005","_type":"span","text":" represents Gatsby’s impossible dream of rekindling his past with Daisy and his relentless pursuit of wealth as a means to achieve happiness. Similarly, in "},{"_key":"de06f2134d8b","_type":"span","marks":["em"],"text":"Death of a Salesman"},{"_key":"179e1faa8187","_type":"span","text":", "},{"_key":"f086dffc5db3","_type":"span","marks":["strong","em"],"text":"Willy’s seeds"},{"_key":"95dd4773e590","_type":"span","text":" symbolize his final attempt to plant something meaningful—both literally and figuratively—after a lifetime of failed ambitions."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"d16e2e8d4ba8","_type":"block","asset":null,"children":[{"_key":"78ea643383ef","_type":"span","marks":["strong"],"text":"E (Explanation - Effect of Literary Techniques with Direct Comparison):"},{"_key":"147b2755f6c8","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"dc5f42944a29","_type":"block","asset":null,"children":[{"_key":"3d0afb6400b9","_type":"span","text":"Fitzgerald’s "},{"_key":"3e45a247581c","_type":"span","marks":["strong"],"text":"use of the green light as a distant and ethereal symbol"},{"_key":"2e7077b1f9a1","_type":"span","text":" reflects Gatsby’s illusion that success and love are always just out of reach, reinforcing the idea that the American Dream is built on false hope. "}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"a96751f89050","_type":"block","asset":null,"children":[{"_key":"8ced0c1476a8","_type":"span","text":"In contrast, "},{"_key":"1aa92f034db2","_type":"span","marks":["strong"],"text":"Miller’s use of seeds as a physical and immediate symbol"},{"_key":"8e62493bb6c7","_type":"span","text":" highlights Willy’s urgent need to create a lasting impact before he is completely forgotten. This difference in symbolism reflects the protagonists' distinct struggles—Gatsby is blinded by an unattainable fantasy, while Willy is crushed by the weight of reality. While Gatsby’s dream remains forever out of reach, Willy’s final act of planting seeds represents his futile attempt to take control of his fate, despite already being doomed to failure."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"658de2135275","_type":"block","asset":null,"children":[{"_key":"9bf93bfca638","_type":"span","marks":["strong"],"text":"L (Link - Connecting to the Thesis and Next Point):"},{"_key":"d71cf7f7c56d","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"8813d3063eff","_type":"block","asset":null,"children":[{"_key":"9aaa6c8dee6b","_type":"span","text":"Both Fitzgerald and Miller critique the American Dream, but whereas Gatsby’s pursuit is driven by "},{"_key":"3b228ae11108","_type":"span","marks":["strong"],"text":"romanticized illusion"},{"_key":"771e99183fc3","_type":"span","text":", Willy’s is fueled by "},{"_key":"5b4eea5d035d","_type":"span","marks":["strong"],"text":"desperation and disillusionment"},{"_key":"330784fa900d","_type":"span","text":". "}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"7d57428cfcb5","_type":"block","asset":null,"children":[{"_key":"38fbe35447fc","_type":"span","text":"This contrast in symbolic representation emphasizes how the American Dream can either be an unreachable ideal or a burden that leads to self-destruction. The idea of "},{"_key":"013223a376a1","_type":"span","marks":["strong"],"text":"false hope"},{"_key":"22369541580d","_type":"span","text":" is further reinforced through "},{"_key":"644542310b9a","_type":"span","marks":["strong"],"text":"setting"},{"_key":"266e5339181b","_type":"span","text":", where Gatsby’s extravagant yet empty world contrasts with Willy’s confined, decaying home, highlighting the broader societal structures that trap both characters."}],"level":2,"listItem":"bullet","style":"normal"}] #### **Conclusion (10 minutes)** [aa5ee1367f1d] 1. **Restate the thesis** – Summarize how the **author uses language to achieve their purpose.** 2. **Summarize key findings** – Briefly mention the **main techniques explored.** 3. **Final Insight** – End with a **thought-provoking statement** about the **effectiveness of the text**. [{"_key":"27c44f674264","_type":"block","asset":null,"children":[{"_key":"78362110a2df","_type":"span","marks":["strong"],"text":"Example Conclusion for a Comparative Essay with Breakdown"}],"style":"normal"},{"_key":"b7071a7ab052","_type":"block","asset":null,"children":[{"_key":"8a8bb138498c","_type":"span","marks":["strong"],"text":"Restate the Thesis:"},{"_key":"fa68ee7dc71b","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"60dd3932d274","_type":"block","asset":null,"children":[{"_key":"a2f16c215c23","_type":"span","text":"Both "},{"_key":"ca26b44dcd2e","_type":"span","marks":["em"],"text":"The Great Gatsby"},{"_key":"248437c3cc9b","_type":"span","text":" and "},{"_key":"30ac17822873","_type":"span","marks":["em"],"text":"Death of a Salesman"},{"_key":"8c5b9d26534a","_type":"span","text":" "},{"_key":"4f11383f487d","_type":"span","marks":["strong"],"text":"critique the American Dream by portraying protagonists whose relentless pursuit of success leads to their downfall."},{"_key":"5baeaf9cae69","_type":"span","text":" While Fitzgerald illustrates Gatsby’s struggle through "},{"_key":"a526fcf1b258","_type":"span","marks":["strong"],"text":"illusion and unattainable ideals"},{"_key":"cb28230296e3","_type":"span","text":", Miller presents Willy Loman’s failure as a "},{"_key":"d0bccd0fa6a1","_type":"span","marks":["strong"],"text":"tragic consequence of blind faith in a flawed system"},{"_key":"7d71e307d498","_type":"span","text":"."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"500f1fa10298","_type":"block","asset":null,"children":[{"_key":"457e59682988","_type":"span","marks":["strong"],"text":"Summarize Key Findings:"},{"_key":"6232cfb4c4bd","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"dcd39e69fc04","_type":"block","asset":null,"children":[{"_key":"b107901f88ce","_type":"span","text":"Through "},{"_key":"71dfea339afd","_type":"span","marks":["strong"],"text":"symbolism, characterization, and setting"},{"_key":"b43ed7118db7","_type":"span","text":","},{"_key":"4c034074e293","_type":"span","marks":["strong"],"text":" Fitzgerald highlights the emptiness behind material wealth,"},{"_key":"ebd9c3390003","_type":"span","text":" while"},{"_key":"b4fc0d5fbcb9","_type":"span","marks":["strong"],"text":" Miller exposes the personal cost of a lifetime chasing unrealistic success"},{"_key":"7b52212f5220","_type":"span","text":". Both authors demonstrate how "},{"_key":"7f447a7fe792","_type":"span","marks":["strong"],"text":"societal expectations can lead individuals toward self-destruction."}],"level":2,"listItem":"bullet","style":"normal"},{"_key":"d532f796b581","_type":"block","asset":null,"children":[{"_key":"dc7b29e72ce9","_type":"span","marks":["strong"],"text":"Final Insight:"},{"_key":"aa07724533dc","_type":"span","text":" "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"ec0890a9212d","_type":"block","asset":null,"children":[{"_key":"6dc977c6f97c","_type":"span","text":"Ultimately, these texts remain relevant today, as they "},{"_key":"df28849f2796","_type":"span","marks":["strong"],"text":"challenge audiences to question whether the American Dream is truly attainable or merely an illusion that perpetuates false hope"},{"_key":"2c8c471e7c21","_type":"span","text":". By "},{"_key":"984b8c13b5c4","_type":"span","marks":["strong"],"text":"exposing the gap between aspiration and reality,"},{"_key":"c91f37015a67","_type":"span","text":" Fitzgerald and Miller force readers to confront the emotional and psychological toll of chasing an ideal that may never be within reach."}],"level":2,"listItem":"bullet","style":"normal"}] [{"_key":"1062cf49e783","_type":"block","asset":null,"children":[{"_key":"d7dcec420713","_type":"span","marks":["strong"],"text":"Common Mistakes to Avoid"}],"style":"h3"},{"_key":"ccee5dfbadb1","_type":"block","asset":null,"children":[{"_key":"3bad6096d241","_type":"span","marks":["strong"],"text":"Summarizing Instead of Analyzing"},{"_key":"8a6cf17fbecd","_type":"span","text":" – Focus on the "},{"_key":"44c18e7bcc11","_type":"span","marks":["strong"],"text":"\"how\" and \"why\""},{"_key":"27b2ed240c86","_type":"span","text":", not just what happens in the text"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"30e9007a0c9e","_type":"block","asset":null,"children":[{"_key":"bd6a744b77bf","_type":"span","marks":["strong"],"text":"Listing Techniques Without Explanation"},{"_key":"ca6a4ccaebd4","_type":"span","text":" – Always explain the "},{"_key":"a7e3c3e86d57","_type":"span","marks":["strong"],"text":"effect"},{"_key":"edbe92e3d3f2","_type":"span","text":" of a technique, don’t just identify it"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"5f600ff34e7a","_type":"block","asset":null,"children":[{"_key":"21897298ffcc","_type":"span","marks":["strong"],"text":"Ignoring the Audience and Purpose"},{"_key":"8f752220f122","_type":"span","text":" – Every text is written for a reason—"},{"_key":"1125dfbc8c44","_type":"span","marks":["strong"],"text":"analyze its intended impact"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"b6ec67b274eb","_type":"block","asset":null,"children":[{"_key":"6068bd939e7d","_type":"span","marks":["strong"],"text":"Weak Thesis Statement"},{"_key":"0eab5d2a5413","_type":"span","text":" – Your introduction should make your argument "},{"_key":"d07d69259b78","_type":"span","marks":["strong"],"text":"clear and specific"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"9571dc57a4e4","_type":"block","asset":null,"children":[{"_key":"2c92476465ba","_type":"span","marks":["strong"],"text":"Disorganized Structure"},{"_key":"85c34a4f80e0","_type":"span","text":" – Choose either "},{"_key":"8bf7349e2cdf","_type":"span","marks":["strong"],"text":"Thematic"},{"_key":"ac63a4268690","_type":"span","text":" or "},{"_key":"4ffdb1582a97","_type":"span","marks":["strong"],"text":"Text-by-Text"},{"_key":"a2728534455b","_type":"span","text":", and stick to it!"}],"level":1,"listItem":"bullet","style":"normal"}] ### **Literary Devices Guide** [8bdb85b86d05] #### **“7s” Vocabulary List** [ac9074118412] [{"_key":"7b612033168f","_type":"block","asset":null,"children":[{"_key":"983016b30e83","_type":"span","text":"You"},{"_key":"fbc470cf90b9","_type":"span","marks":["strong"],"text":" do not need to know all of these, just pick a few that resonate and roll with them."},{"_key":"b5b4c85ae5ca","_type":"span","text":" However, make sure the ones you pick are "},{"_key":"b079c7d45ede","_type":"span","marks":["strong"],"text":"varied and cover most of your bases."}],"style":"normal"}] #### **Tones** [1846148886d1] | Positive | Neutral | Negative | | --- | --- | --- | | Optimistic | Factual | Angry | | Joyful | Informative | Cynical | | Confident | Objective | Sarcastic | | Hopeful | Detached | Pessimistic | | Enthusiastic | Impartial | Disdainful | | Grateful | Formal | Critical | | Admiring | Serious | Apathetic | | Humorous | Concise | Melancholic | | Playful | Unemotional | Mournful | #### **Writing Style ** [f73c0519ee16] | Articulate | Idiomatic | Verbose | | --- | --- | --- | | Chatty | Informal | Tongue-in-cheek | | Circuitous | Journalistic | Vague | | Conversational | Literary | Sententious | | Eloquent | Parenthetical | Poetic | | Empathetically | Ponderous | Picturesque | | Flowery | Punchy | Grandiose | | Formally | Rambling | Epigrammatic | | Gossipy | Slangy | Economical | #### **Literary Devices** [f9fd2220359c] | Definition | Example | Device | | --- | --- | --- | | A figure of speech that describes an object or action in a way that isn’t literally true, but helps explain an idea or make a comparison. | "The world's a stage." | Metaphor | | A figure of speech that compares two different things using the words "like" or "as." | "Her smile was as bright as the sun." | Simile | | Giving human traits to non-human entities. | "The wind whispered through the trees." | Personification | | Exaggerated statements or claims not meant to be taken literally. | "I'm so hungry I could eat a horse." | Hyperbole | | The occurrence of the same letter or sound at the beginning of adjacent or closely connected words. | "She sells seashells by the seashore." | Alliteration | | A word that phonetically mimics or resembles the sound of the thing it describes. | "The bees buzzed in the garden." | Onomatopoeia | | A figure of speech in which two opposite ideas are joined to create an effect. | "Deafening silence." | Oxymoron | | A contrast or incongruity between expectations for a situation and what is reality. | "A fire station burns down." | Irony | | The use of symbols to represent ideas or qualities. | A dove is a symbol of peace. | Symbolism | | A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. | "Animal Farm" by George Orwell is an allegory for the Russian Revolution. | Allegory | | The repetition of the sound of a vowel in non-rhyming stressed syllables near enough to each other for the echo to be discernible. | "Men sell wedding bells." | Assonance | | The repetition of a word or phrase at the beginning of successive clauses. | "Every day, every night, in every way, I am getting better and better." | Anaphora | | A mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing. | "Passed away" instead of "died." | Euphemism | #### **Structure** [e9c86b740f9f] | Term | Definition | | --- | --- | | Chronological | Presents events in the order they occurred | | Epistolary | Composed of letters or diary entries written by characters | | Stream of Consciousness | Presents a continuous flow of the characters thoughts, feelings, and perceptions | | Nonlinear | Isn’t chronological and may use flashbacks or other techniques to jump around in time | #### **Visuals** [6c7d6905da3c] | Term | Definition | | --- | --- | | Color | Use of color can convey mood, highlight important information, or categorize content. E.g., Red for urgency. | | Position | The placement of elements on a page can dictate the order in which the viewer's eye will see them. E.g., Top-left to bottom-right in Western cultures. | | Visual Style | The overall aesthetic or look of the text, which can include the choice of fonts, imagery, and layout. E.g.Modernist style with minimalist design. | | Contrast | The difference in luminance or color that makes an object distinguishable. E.g., Black text on a white background for readability. | | Alignment | The arrangement of text and graphics in a straight line or along a margin which creates order and tidiness. E.g., Left-aligned text blocks. | | Proximity | Grouping related items together to show they are connected. E.g., Captions placed close to images. | | White Space | The space between elements in a composition; also known as negative space. It can be used to prevent clutter and focus attention. E.g., Ample margins around text. | | Texture | The feel, appearance, or consistency of a surface. It can be used to add depth and dimension. E.g., A grainy background behind smooth text. | | Hierarchy | An arrangement of elements in a way that implies importance. E.g., Title, subtitle, and body text in descending order of size. | ## **3. Marking Rubric** [ede0a8368c9a] The essay is scored **out of 30 points** based on four key criteria: ### **Criterion A: Knowledge, Understanding, and Interpretation (10 points)** [9fc8eb0f083d] [{"_key":"c394ae0765ee","_type":"block","asset":null,"children":[{"_key":"65437c38f0b9","_type":"span","marks":["strong"],"text":"Mock Self-Check:"}],"style":"normal"},{"_key":"ab2f84082fa1","_type":"block","asset":null,"children":[{"_key":"2f20cee5a291","_type":"span","text":"Have I clearly demonstrated "},{"_key":"597ad9c081ea","_type":"span","marks":["strong"],"text":"understanding"},{"_key":"c7ff47947e97","_type":"span","text":" of both texts?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"665c1e21df77","_type":"block","asset":null,"children":[{"_key":"5687a8d43834","_type":"span","text":"Have I "},{"_key":"ff0d0ff1c2e9","_type":"span","marks":["strong"],"text":"gone beyond summary"},{"_key":"ed4ef8190522","_type":"span","text":" to interpret key themes?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"62ea4d9b4f00","_type":"block","asset":null,"children":[{"_key":"f9d99efa8102","_type":"span","text":"Have I "},{"_key":"896b8542f1c0","_type":"span","marks":["strong"],"text":"compared"},{"_key":"455183d3eeb8","_type":"span","text":" the texts throughout?"}],"level":1,"listItem":"bullet","style":"normal"}] ### **Criterion B: Analysis and Evaluation (10 points)** [e5bebf812af7] [{"_key":"da6adff5bc22","_type":"block","asset":null,"children":[{"_key":"ccfd4c585e7d","_type":"span","marks":["strong"],"text":"Mock Self-Check:"}],"style":"normal"},{"_key":"75261944c340","_type":"block","asset":null,"children":[{"_key":"2987182aeb29","_type":"span","text":"Have I "},{"_key":"af7f40e46898","_type":"span","marks":["strong"],"text":"analyzed"},{"_key":"934a6939d659","_type":"span","text":" the "},{"_key":"161730bcc0d0","_type":"span","marks":["strong"],"text":"authors' techniques and choices"},{"_key":"2fc57fc085e8","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"71f683ea9f11","_type":"block","asset":null,"children":[{"_key":"764618f67a79","_type":"span","text":"Have I "},{"_key":"0524d626bbfe","_type":"span","marks":["strong"],"text":"explained "},{"_key":"677e70e334ae","_type":"span","text":"and "},{"_key":"0059ff47e062","_type":"span","marks":["strong"],"text":"evaluated "},{"_key":"e52e4826bb2e","_type":"span","text":"how these "},{"_key":"c3bfa6c8c541","_type":"span","marks":["strong"],"text":"techniques shape meaning"},{"_key":"fa5776904670","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"334463dd9aa5","_type":"block","asset":null,"children":[{"_key":"91930b18c54e","_type":"span","text":"Have I provided "},{"_key":"dc9e6f0bd123","_type":"span","marks":["strong"],"text":"specific evidence and examples"},{"_key":"cd219f7ae657","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"6368d7bf5c1e","_type":"block","asset":null,"children":[{"_key":"b5e0d4faceb6","_type":"span","text":"Have I "},{"_key":"59022b3d62c6","_type":"span","marks":["strong"],"text":"compared "},{"_key":"b389c26f7fcd","_type":"span","text":"and "},{"_key":"2f3642c178ed","_type":"span","marks":["strong"],"text":"contrasted both texts"},{"_key":"9df71951a3fc","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"}] ### **Criterion C: Focus and Organization (5 points)** [b1ee2709d830] [{"_key":"b8d346f27299","_type":"block","asset":null,"children":[{"_key":"3f3d6f8f15fd","_type":"span","marks":["strong"],"text":"Mock Self-Check:"}],"style":"normal"},{"_key":"85ebf48db5b5","_type":"block","asset":null,"children":[{"_key":"82d436e61c57","_type":"span","text":"Does my essay have a "},{"_key":"39e17738734c","_type":"span","marks":["strong"],"text":"clear introduction, body, and conclusion"},{"_key":"a9f2ccb73118","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"0fea25d46aab","_type":"block","asset":null,"children":[{"_key":"a720ea672443","_type":"span","text":"Does each paragraph "},{"_key":"05b91c9275e2","_type":"span","marks":["strong"],"text":"logically progress"},{"_key":"2e0363187663","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"d95687f0e009","_type":"block","asset":null,"children":[{"_key":"dc1d538582ad","_type":"span","text":"Have I maintained a "},{"_key":"8adee21d0875","_type":"span","marks":["strong"],"text":"balanced comparison"},{"_key":"22851acf5d83","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"}] ### **Criterion D: Language (5 points)** [21b48fa20e70] [{"_key":"13649213ce91","_type":"block","asset":null,"children":[{"_key":"67ec09640448","_type":"span","marks":["strong"],"text":"Mock Self-Check:"}],"style":"normal"},{"_key":"f6e8805e6838","_type":"block","asset":null,"children":[{"_key":"dca53c628771","_type":"span","text":"Is my writing "},{"_key":"ce5c948ce1c9","_type":"span","marks":["strong"],"text":"clear, formal, and precise"},{"_key":"10e898562e62","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"67b9f1deaf48","_type":"block","asset":null,"children":[{"_key":"593278a233f3","_type":"span","text":"Have I "},{"_key":"f166714aa34c","_type":"span","marks":["strong"],"text":"varied my sentence structure"},{"_key":"9840226690bb","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"9614d1f3df71","_type":"block","asset":null,"children":[{"_key":"bb4bf16fd5f8","_type":"span","text":"Have I checked for "},{"_key":"21ab927e0d2a","_type":"span","marks":["strong"],"text":"grammar and spelling errors"},{"_key":"26e01042f4e9","_type":"span","text":"?"}],"level":1,"listItem":"bullet","style":"normal"}] [{"_key":"6dec574f58bb","_type":"block","asset":null,"children":[{"_key":"4eeafd76427c","_type":"span","text":"Excelling in Paper 2 requires "},{"_key":"c0fb331fd854","_type":"span","marks":["strong"],"text":"strong textual knowledge, well-structured arguments, and insightful comparison"},{"_key":"a2943abcf2d1","_type":"span","text":". "}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"ff86a2adcbf0","_type":"block","asset":null,"children":[{"_key":"5938f08c7bed","_type":"span","text":"With "},{"_key":"2e2a8a49998d","_type":"span","marks":["strong"],"text":"consistent practice"},{"_key":"3969ef07c1be","_type":"span","text":", a clear structure, and "},{"_key":"a1b2632875e2","_type":"span","marks":["strong"],"text":"effective time management"},{"_key":"35eeb1bef3c0","_type":"span","text":", you’ll be well-prepared to "},{"_key":"d425491612df","_type":"span","marks":["strong"],"text":"write a high-scoring essay"},{"_key":"e71a6767dba5","_type":"span","text":"!"}],"level":1,"listItem":"bullet","style":"normal"}] ## **4. Model Answer (30/30)** [42dc8806ab36] > **Sample Question: **_To what extent do the works you have studied show how narrative voice and structure can reflect the fragility of human agency within oppressive systems?_ **Introduction (Thesis Bolded)** In literature, narrative structure and voice serve as powerful tools for shaping reader perception and challenging dominant ideologies. **Toni Morrison’s _Beloved_ and Kazuo Ishiguro’s _Never Let Me Go_ exemplify how different narrative techniques influence engagement with historical and ethical dilemmas. Morrison’s use of fragmented, multi-voiced storytelling immerses the reader in the fractured consciousness of formerly enslaved individuals, while Ishiguro’s first-person narration restricts perspective, reinforcing the quiet horror of passive complicity.** By manipulating voice and structure, both authors prompt readers to reconsider the complexities of historical trauma and ethical subjugation. **Body Paragraph 1: Multiperspectivity and the Disintegration of Absolute Truth** Firstly, Morrison’s _Beloved_ challenges singular historical narratives by presenting multiple, conflicting perspectives. The novel employs a polyphonic structure, where Sethe, Denver, Paul D, and even Beloved offer fragmented recollections of the past. This forces the reader to navigate subjective accounts of trauma, underscoring the instability of absolute truth. Morrison conveys this instability through the haunting line, _“I am Beloved and she is mine,”_ where repetition and syntactic ambiguity blur the boundaries between self and other, symbolizing the inescapable grip of historical trauma. On the other hand, Ishiguro’s _Never Let Me Go_ restricts narration to Kathy H., whose detached tone obscures the dystopian horror of her existence. Unlike Morrison’s cacophony of voices, Ishiguro’s singular perspective limits the reader’s understanding, mirroring Kathy’s own conditioned acceptance of systemic oppression. This is evident in Kathy’s reflection, _“Maybe none of us really understand what we’ve lived through, or feel we’ve had enough time,”_ where Ishiguro employs a melancholic, resigned tone to reinforce the insidious normalization of exploitation. By contrasting polyphony with narrative restriction, Morrison and Ishiguro explore different dimensions of suppressed truth and historical erasure. **Body Paragraph 2: Structural Disruptions and Temporal Fluidity** Furthermore, both authors manipulate time to reflect psychological fragmentation and conditioned complacency. In _Beloved_, Morrison disrupts conventional chronology, forcing past and present to collapse into one another. Sethe’s memories intrude upon her present reality without warning, reflecting the cyclical nature of trauma. This disruption is epitomized in her assertion, _“It’s never going away… Even if I die, the picture of what I did, or knew, or saw is still out there.”_ Here, Morrison employs analepsis and elliptical phrasing to emphasize the relentless persistence of past horrors. In contrast, Ishiguro’s _Never Let Me Go_ adopts a structured yet deceptive approach to time. Kathy’s memoir-like narration unfolds with a sense of nostalgia, concealing the grim reality of her fate. The novel’s gradual revelation of the clones’ purpose mirrors the slow realization of oppression, compelling readers to experience Kathy’s limited agency alongside her. The delayed disclosure serves as an extended metaphor for societal denial, reinforcing how systemic exploitation thrives on a lack of urgency. While Morrison’s fragmented time structure immerses readers in the chaos of memory, Ishiguro’s controlled pacing fosters a growing sense of quiet dread. **Body Paragraph 3: Emotional Manipulation and Reader Engagement** Additionally, both authors employ emotional engagement to deepen the reader’s investment in their narratives. Morrison achieves this through visceral, raw depictions of trauma, particularly in Sethe’s act of infanticide. Rather than condemning or justifying her actions outright, Morrison presents them in an unfiltered stream-of-consciousness style: _“I stopped him. I took and put my babies where they’d be safe.”_ The abrupt, staccato phrasing mimics Sethe’s fractured mindset, compelling readers to grapple with the ethical ambiguity of her choices. Conversely, Ishiguro evokes emotion through restraint rather than intensity. Kathy’s composed narration and absence of direct rebellion make her story all the more tragic. Her acceptance of fate is encapsulated in the phrase, _“We all complete,”_ where Ishiguro’s use of euphemistic language underscores the dehumanization of the clones. This subtle emotional manipulation forces readers to recognize the quiet horror of institutionalized control, making the absence of overt resistance even more unsettling. Through contrasting emotional techniques, both authors provoke introspection on the ethics of survival and complicity. **Conclusion** In conclusion, Morrison and Ishiguro manipulate narrative voice and structure to dismantle traditional notions of truth, agency, and oppression. While _Beloved_ fractures perspective and time to mirror the ongoing psychological scars of slavery, _Never Let Me Go_ employs narrative constraint and gradual revelation to expose the passive acceptance of systemic dehumanization. Despite their stylistic differences, both novels confront readers with unsettling truths about historical and speculative oppression, compelling them to reconsider the fragility of autonomy in the face of deeply ingrained societal structures. Through these literary techniques, Morrison and Ishiguro exemplify the power of literature in challenging perspectives and fostering critical engagement with ethical dilemmas. ## **In-Depth Analysis of How the Essay Meets the IB Paper 2 Marking Criteria** [2202baba8d03] This essay achieves full marks (30/30) by excelling in all four **IB Paper 2 assessment criteria**: 1. **Criterion A (Knowledge, Understanding, and Interpretation)** – Demonstrating strong knowledge of the texts, exploring key themes, and making insightful interpretations. 2. **Criterion B (Analysis and Evaluation)** – Analyzing literary techniques and evaluating their effects on meaning and reader perception. 3. **Criterion C (Focus and Organization)** – Structuring a well-balanced and comparative argument that flows logically. 4. **Criterion D (Language)** – Using clear, precise, and sophisticated language to present ideas effectively. Below is a breakdown of how each part of the essay meets these criteria. ## **Criterion A: Knowledge, Understanding, and Interpretation (10 marks)** [c6f3a2edd02a] #### **Key Requirements:** [e17f25e00e4e] 1. Demonstrates an **excellent understanding of both texts.** 2. Goes **beyond summary to interpret key themes and perspectives.** 3. Uses a **comparative approach effectively.** #### **Introduction: Strong Demonstration of Textual Knowledge** [48392fe0d909] 1. The introduction **clearly defines the scope of the essay** by linking Morrison’s _Beloved_ and Ishiguro’s _Never Let Me Go_ to the theme of literature exposing readers to different perspectives 2. The thesis is **precise and comparative**, outlining how the two authors use **narrative voice, character perspectives, and structural choices** to convey different viewpoints [{"_key":"1b07c0381daf","_type":"block","asset":null,"children":[{"_key":"8a3ad1921fb2","_type":"span","marks":["strong"],"text":"Why this meets Criterion A:"}],"style":"normal"},{"_key":"eec23e4e4d3d","_type":"block","asset":null,"children":[{"_key":"81b8531ee486","_type":"span","text":"The essay is "},{"_key":"76480e3f0e16","_type":"span","marks":["strong"],"text":"not just recounting"},{"_key":"c8dcffa7c59e","_type":"span","text":" what happens in the books; it "},{"_key":"121bc9f6e473","_type":"span","marks":["strong"],"text":"interprets and evaluates"},{"_key":"5adcbe3a78d9","_type":"span","text":" the way perspectives are shaped by literary techniques."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"bd2d9b9c7df3","_type":"block","asset":null,"children":[{"_key":"eea01f6f63c3","_type":"span","text":"It establishes a "},{"_key":"3c8ed166b971","_type":"span","marks":["strong"],"text":"strong comparative framework"},{"_key":"d0c94a1ec613","_type":"span","text":" from the start."}],"level":1,"listItem":"bullet","style":"normal"}] #### **Body Paragraphs: Deep Interpretative Engagement** [529fd6ac4b93] **Body Paragraph 1 (Multiperspectivity and Subjective Truth):** 1. Morrison’s **polyphonic narrative** is discussed in relation to how it prevents a singular historical perspective from dominating the text. 2. Ishiguro’s **first-person limitation** is analyzed as a means of shaping the reader’s engagement with ethical dilemmas. 3. **Direct comparisons** are made—e.g., Morrison presents history as fragmented, while Ishiguro’s protagonist internalizes oppression. **Body Paragraph 2 (Structural and Thematic Juxtaposition):** 1. Morrison’s **non-linear structure** is linked to how trauma distorts time and memory. 2. Ishiguro’s **gradual revelation** technique is analyzed in relation to the reader’s realization of ethical horrors. 3. The essay **compares how both techniques engage readers in moral reflection**. **Body Paragraph 3 (Emotional Engagement):** 1. Morrison’s **raw emotional intensity** is contrasted with Ishiguro’s **detached tone**, emphasizing how both manipulate emotions to expose perspectives. 2. The analysis extends beyond **themes** and into **reader response**, demonstrating **a sophisticated interpretation** of how literature shapes engagement. [{"_key":"2ab486f92ab1","_type":"block","asset":null,"children":[{"_key":"0dfecbcf8f8e","_type":"span","marks":["strong"],"text":"Why this meets Criterion A:"}],"style":"normal"},{"_key":"25a37008039f","_type":"block","asset":null,"children":[{"_key":"cf168522b155","_type":"span","text":"Each paragraph "},{"_key":"e8e2eeb86443","_type":"span","marks":["strong"],"text":"clearly connects textual evidence to the essay’s main argument"},{"_key":"e22b7249e634","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"0e6f68615267","_type":"block","asset":null,"children":[{"_key":"2ee1e622ffad","_type":"span","text":"There is a "},{"_key":"b05c96e2b473","_type":"span","marks":["strong"],"text":"consistent comparative focus"},{"_key":"7617706c0dd5","_type":"span","text":"—the texts are never analyzed in isolation."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"b49d15fedeff","_type":"block","asset":null,"children":[{"_key":"0a130c171caf","_type":"span","text":"The interpretations are "},{"_key":"2f3e46474616","_type":"span","marks":["strong"],"text":"thoughtful and go beyond surface-level observations"},{"_key":"6a85929f2731","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"}] #### **Conclusion: Synthesizing Interpretation** [a83fd7ec9de3] 1. The conclusion does not merely **restate** the argument but **synthesizes** key ideas 2. It reinforces how **literature fosters empathy, critical reflection, and moral engagement**, expanding beyond the individual texts. 3. The final statement makes a **broader literary argument**, demonstrating **mature and insightful interpretation**. [{"_key":"87b409c214ee","_type":"block","asset":null,"children":[{"_key":"f8a08088dc87","_type":"span","marks":["strong"],"text":"Why this earns full marks:"}],"style":"normal"},{"_key":"8e398a90a7fe","_type":"block","asset":null,"children":[{"_key":"09422299329b","_type":"span","text":"It "},{"_key":"49d6cb12259c","_type":"span","marks":["strong"],"text":"interprets rather than summarizes"},{"_key":"ce55b25d0dfa","_type":"span","text":" the texts."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"868daec76240","_type":"block","asset":null,"children":[{"_key":"017d8b133a75","_type":"span","text":"The analysis is "},{"_key":"8b8dd4c1521b","_type":"span","marks":["strong"],"text":"deep and comparative throughout"},{"_key":"c23305fda093","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"1bb975173ecb","_type":"block","asset":null,"children":[{"_key":"d0e58fc91f25","_type":"span","text":"There is "},{"_key":"3f71830a0d36","_type":"span","marks":["strong"],"text":"a clear understanding of how literary techniques influence perspective"},{"_key":"423cd89ea08d","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"}] ## **Criterion B: Analysis and Evaluation (10 marks)** [793fcd7bd1cd] **Key Requirements:** 1. Shows an ability to **analyze **literary techniques. 2. Evaluates the effect of these techniques on the **reader’s perception**. 3. Avoids mere description and instead explores the **author’s choices** in shaping meaning. 4. Effectively **compares **and **contrasts both texts whilst analyzing and evaluating them. ** **Sophisticated Analysis of Literary Techniques** 1. Morrison’s **polyphonic narration** is not just mentioned—it is analyzed in relation to its **fragmented historical perspective**. 2. Ishiguro’s **limited perspective and controlled prose** are shown to **create emotional detachment**, which **increases the novel’s unsettling effect**. 3. The comparison is **not just thematic but structural**—contrasting Morrison’s **chaotic narration** with Ishiguro’s **controlled pacing**. **Evaluation of Authorial Choices** 1. Instead of just identifying literary techniques, the essay **explains why they matter**. 2. Morrison’s **shifting perspectives** are evaluated in terms of **challenging historical singularity**. 3. Ishiguro’s **subtle emotional restraint** is evaluated in terms of **highlighting social complacency**. [{"_key":"12f7767e1438","_type":"block","asset":null,"children":[{"_key":"170818a682f2","_type":"span","marks":["strong"],"text":"Why this earns full marks:"}],"style":"normal"},{"_key":"07af4ee3df85","_type":"block","asset":null,"children":[{"_key":"b2b870c9ed9d","_type":"span","text":"The analysis is "},{"_key":"40bd1e91fed8","_type":"span","marks":["strong"],"text":"specific, well-explained, and comparative"},{"_key":"b7a8bac3fbb9","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"2b576b6d354a","_type":"block","asset":null,"children":[{"_key":"981642b6ce5f","_type":"span","text":"Literary choices are "},{"_key":"24e816bbf102","_type":"span","marks":["strong"],"text":"evaluated rather than just described"},{"_key":"cc0af7828a5f","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"36cc520373b5","_type":"block","asset":null,"children":[{"_key":"df9766fabac3","_type":"span","text":"The essay connects "},{"_key":"ce5e2333567c","_type":"span","marks":["strong"],"text":"structure, technique, and meaning"},{"_key":"5453c1aac7ed","_type":"span","text":" consistently."}],"level":1,"listItem":"bullet","style":"normal"}] ## **Criterion C: Focus and Organization (5 marks)** [22436bc29951] **Key Requirements:** 1. The essay must be **well-structured** and **coherent**. 2. Each paragraph should **logically progress** and link back to the thesis. 3. The **comparison must be integrated** rather than discussing texts separately. **Clear Comparative Structure** 1. Each paragraph has a **strong topic sentence** that introduces a **comparative idea**. 2. Texts are **discussed together**, ensuring a **fluid comparative discussion** rather than isolated analysis. 3. The **progression from narrative structure → thematic contrast → emotional engagement** is logical and builds towards the final argument. **Balanced Focus on Both Texts** 1. Morrison and Ishiguro are discussed in **equal depth**—no text dominates the analysis. 2. Every argument is **comparative**, avoiding an imbalanced approach. [{"_key":"9443232b3639","_type":"block","asset":null,"children":[{"_key":"f5f792ee93f2","_type":"span","marks":["strong"],"text":"Why this earns full marks:"}],"style":"normal"},{"_key":"2c492dde248c","_type":"block","asset":null,"children":[{"_key":"cd625d87d53b","_type":"span","text":"The "},{"_key":"5cbed2fcca94","_type":"span","marks":["strong"],"text":"comparison is embedded"},{"_key":"646a36cf371d","_type":"span","text":" rather than forced."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"70bdac7795bb","_type":"block","asset":null,"children":[{"_key":"4418b46966b3","_type":"span","text":"The essay "},{"_key":"8da475e9dbe7","_type":"span","marks":["strong"],"text":"flows logically and avoids repetition"},{"_key":"495824329e56","_type":"span","text":"."}],"level":1,"listItem":"bullet","style":"normal"},{"_key":"1fdbabdedcee","_type":"block","asset":null,"children":[{"_key":"0c7d0975b093","_type":"span","text":"There is "},{"_key":"e04a391b78a9","_type":"span","marks":["strong"],"text":"a clear introduction, body, and conclusion"},{"_key":"fc069e8494c1","_type":"span","text":", ensuring coherence."}],"level":1,"listItem":"bullet","style":"normal"}] ## **Criterion D: Language (5 marks)** [0eb7f9cec77e] **Key Requirements:** 1. The writing must be **clear, precise, and formal**. 2. Sentences should be **varied and effective**. 3. Grammar and style should be **flawless**. **Clear and Sophisticated Expression** 1. The essay uses **formal and academic language** appropriate for literary analysis. 2. There are **no grammar or spelling errors**. 3. Sentences are **varied and well-constructed**, avoiding repetition or awkward phrasing. **Effective Use of Terminology** 1. Literary terms (**polyphony, fragmentation, pacing, perspective**) are used **accurately and naturally**. 2. Analysis is **precise and concise**, avoiding unnecessary wordiness. 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