Mastering IB English HL Essay (HLE)
A step-by-step guide to structuring and writing a high-scoring essay including:
- Understanding what the HLE entails
- Choosing the Right Text for HLE
- Developing a Strong Line of Inquiry
- Structuring Your HL Essay
- Writing a Strong Introduction
- Developing Strong Body Paragraphs
- Writing a Strong Conclusion
- Literary Devices Guide
- Marking rubric
- Final Tips for a High-Scoring HLE
- Exemplar answer (20/20) with annotations
1. What is IB English HLE?
The HL Essay (HLE) is a 1,200–1,500 word literary analysis based on a text studied in the IB English HL course.
Key Details
| Aspect | Details |
|---|---|
| Weighting | 25% of the final IB English HL grade |
| Assessment | Externally graded |
| Task | Develop an original line of inquiry (LOI) and analyze a work through one of IB’s 7 key concepts |
- The HL Essay allows you to explore themes, literary techniques, and authorial choices in depth.
2. Choosing the Right Text for HLE
- Mistake: Choosing the "easiest" text just because it seems straightforward
- Best Approach: Select a text that genuinely interests you—this will make researching and writing far more engaging.
How to Choose the Best Text:
- Think of a theme that interests you (e.g., identity, oppression, morality).
- Identify a text you studied that explores this theme in a complex and meaningful way.
- Consider how the text’s stylistic elements and techniques contribute to this theme.
If you are fascinated by power and control, you might choose:
- 1984 by George Orwell (Literature) – A dystopian novel that examines totalitarianism, surveillance, and the manipulation of truth through symbolism, political language (Newspeak), and a controlling narrative structure.
- A political speech that uses persuasive techniques (Language & Literature) – A real-world example of rhetoric, propaganda, and emotional appeals used to shape public opinion and assert authority.
If you are interested in female oppression and gender inequality, you might choose:
- The Handmaid’s Tale by Margaret Atwood (Literature) – A dystopian novel that critiques patriarchal control, reproductive oppression, and the loss of female agency through first-person narration, biblical allusions, and oppressive imagery.
- A feminist speech or manifesto (Language & Literature) – A real-world text that explores women’s rights, systemic oppression, and gender roles using persuasive rhetoric, historical references, and calls to action.
3. Developing a Strong Line of Inquiry (LOI)
The Line of Inquiry (LOI) is the research question that guides your essay.
| Concept | Sample LOI Ideas |
|---|---|
| Identity | How is the protagonist’s identity shaped by societal expectations? |
| Culture | How does the text depict cultural displacement? |
| Creativity | How does the writer use unconventional narrative techniques? |
| Communication | How does the text explore failures in communication? |
| Transformation | How does the protagonist’s transformation reflect historical change? |
| Perspective | How is a marginalized perspective portrayed? |
| Representation | How are gender roles represented through symbolism? |
Sample Structure for Identity:
- Example How:
- "How does the character of [character name] in [text title] struggle with conflicting aspects of their identity due to societal pressures?"
- Example To What Extent:
- "To what extent does [author's name]'s portrayal of [character name] in [text title] reflect the broader societal issues related to [race/class/gender]?"
Best Practices for a Strong LOI:
- Avoid Yes/No questions → Use “To what extent” or “How does” to allow for nuanced analysis.
- Ensure a balance in scope → Too broad = superficial analysis; Too narrow = lack of material.
| Too Broad | Too Narrow | Just Right |
|---|---|---|
| How does the author explore oppression? | How does the author explore oppression through the use of red imagery in two paragraphs? | How does the author explore oppression through symbolism across the novel? |
4. Structuring Your HL Essay
Overview of the Essay Structure
| Section | Purpose | Word Count Guide |
|---|---|---|
| Introduction | Present the text, LOI, and argument | 150–200 words |
| Body Paragraphs (3-4) | Provide analysis using evidence and literary techniques | 1,000–1,200 words |
| Conclusion | Summarize findings and offer final insights | 150–200 words |
5. Writing a Strong Introduction (150–200 words)
Your introduction sets up your argument and establishes direction. What to Include:
- Introduce the Text – Mention the title, author, and genre.
- Present the LOI – Clearly state your research question.
- Thesis Statement – Summarize your main argument.
- Roadmap – Briefly outline key techniques/themes you will analyze.
Example Introduction with Clear Linkage to Key Points
- Introduce the Text:
- Margaret Atwood’s novel The Handmaid’s Tale is a dystopian work that explores themes of oppression, power, and identity through the experiences of Offred, a woman forced into servitude in the authoritarian Republic of Gilead.
- Present the LOI:
- This essay investigates the question: "To what extent does Atwood use Offred’s characterization to critique female oppression and societal control?"
- Thesis Statement:
- Atwood portrays Offred’s identity as fragmented and constrained by Gilead’s patriarchal structures, illustrating how systemic oppression erases autonomy. However, Offred’s narrative voice, internal monologues, and moments of defiance reveal her resistance, emphasizing the enduring strength of individual thought even in oppressive systems.
- Roadmap:
- This essay will analyze how Atwood employs narrative perspective, symbolism, and intertextual references to explore female agency, power dynamics, and resistance within a dystopian framework.
6. Developing Strong Body Paragraphs (1,000–1,200 words)
Each body paragraph should analyze a key aspect of the text using the PEEL method:
- P (Point) – Introduce the argument of the paragraph
- E (Evidence) – Provide a direct quote or reference to a literary device
- E (Explanation) – Analyze the technique and how it answers the LOI
- L (Link) – Connect to the thesis and transition to the next point.
Example PEEL Paragraph (for LOI on Identity in The Namesake)
- P (Point): Lahiri uses names and renaming as symbols of Gogol’s internal struggle with identity.
- E (Evidence): Gogol reflects on his two names: “He wonders how his parents chose the weirdest namesake, a Russian writer they barely knew” (Lahiri 76).
- E (Explanation): The protagonist’s discomfort with his name represents his disconnect from both his cultural heritage and his personal identity. The name “Gogol” becomes a symbol of his struggle to define himself outside of his parents’ expectations. As he later changes his name to “Nikhil,” the transformation reflects his attempt to take control of his own narrative.
- L (Link): By illustrating Gogol’s fluctuating relationship with his name, Lahiri highlights the challenges of cultural duality, reinforcing the novel’s central theme of identity.
7. Writing a Strong Conclusion (150–200 words)
Your conclusion should reinforce your thesis and provide a final insight. What to Include:
- Restate the Thesis – Summarize your main findings.
- Reflect on the LOI – Answer the question explicitly.
- Final Thought – Consider the broader implications of your analysis.
Example Conclusion Breakdown
- Restate the Thesis:
- Atwood’s The Handmaid’s Tale uses narrative perspective, symbolism, and intertextual references to highlight the oppression of women in Gilead while also illustrating Offred’s subtle forms of resistance. Through her fragmented identity and moments of defiance, Atwood critiques the erasure of female autonomy under patriarchal rule.
- Reflect on the LOI:
- By portraying Offred’s internal conflict and constrained agency, Atwood exposes the mechanisms of societal controland demonstrates how oppression functions not only through physical restriction but also through psychological manipulation.
- This analysis underscores the extent to which Offred’s characterization serves as a critique of female oppression and the loss of identity under totalitarian regimes.
- Final Thought:
- Ultimately, The Handmaid’s Tale remains a powerful exploration of gender, power, and resistance, resonating beyond its dystopian setting. Atwood’s warning about the dangers of political and social control remains deeply relevant, urging readers to question systems that seek to silence and subjugate individuals.
8. Literary Devices Guide
“7s” Vocabulary List
You do not need to know all of these, just pick a few that resonate and roll with them. However, make sure the ones you pick are varied and cover most of your bases.
Tones
| 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
| 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
| 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
| 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
| 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. |
9. IB English HL Essay Rubric (20 Marks)
Your HLE is graded based on four criteria, each worth 5 marks:
| Criterion | Focus | Max Marks |
|---|---|---|
| A: Knowledge, Understanding & Interpretation | Depth of insight, engagement with LOI, analysis of text | /5 |
| B: Analysis & Evaluation | Literary techniques, depth of analysis, evaluation of meaning | /5 |
| C: Focus & Organization | Coherence, logical structure, flow of argument | /5 |
| D: Language | Clarity, academic tone, grammar | /5 |
10. Final Tips for a High-Scoring HLE
- Start Early – Give yourself time for research and multiple drafts
- Refine Your LOI – Ensure it’s clear, analytical, and specific
- Focus on Analysis, Not Summary – Explain the why and how behind literary choices
- Edit and Proofread – Check for coherence, grammar, and proper citation.
11. Model Answer: 20/20 IB English HL Essay (HLE)
Title:
How and why does P.J. Griffiths challenge the glorification of war in Vietnam Inc.?
Introduction (150-200 words)
The media has long played a crucial role in shaping public perception of war, often presenting a glorified, heroic image of soldiers and combat. However, P.J. Griffiths’ Vietnam Inc. serves as a striking counterpoint, exposing the brutal realities of the Vietnam War through a series of unfiltered, harrowing photographs. By juxtaposing moments of extreme violence with deeply humanizing portrayals of both soldiers and civilians, Griffiths dismantles the romanticized notion of war as a noble endeavor.
This essay examines how Griffiths challenges the glorification of war by employing visual composition, juxtaposition, and perspective to evoke strong emotional responses. Through his portrayal of war’s devastating impact on children, the psychological trauma of soldiers, and the dehumanization of both American troops and Vietnamese victims, Griffiths forces the viewer to confront the true horrors of combat. In doing so, he conveys a powerful anti-war message that remains relevant in contemporary discussions about militarization and media propaganda.
Body Paragraphs (1,000-1,200 words)
1. The Vulnerability of Children as a Rejection of War’s Heroic Narrative
A recurring motif in Vietnam Inc. is the representation of children as innocent victims of war. In one particularly striking photograph, a young boy is shown fleeing a combat zone, his face contorted with fear. Griffiths employs an eye-level camera angle to align the viewer’s gaze with the child’s, fostering a sense of immediacy and empathy. The child appears small and defenseless, contrasting with the vast, chaotic warzone around him.
Additionally, the image composition reinforces the idea of abandonment—the boy is distanced from other figures, emphasizing his isolation. A cropped rifle remains in the frame, a haunting symbol of the violence from which he cannot escape. This strategic framing not only highlights the immediate danger he faces but also serves as a commentary on the inescapable reach of war, even for the most vulnerable.
Wide Analysis: By focusing on children, Griffiths subverts traditional war photography, which often highlights soldiers’ bravery. Instead, he presents war as an unjust force that indiscriminately victimizes the innocent, challenging the notion that war is a righteous or necessary endeavor.
2. Psychological Trauma and the Disillusionment of Soldiers
In another powerful image, Griffiths captures a wounded American marine, supported by his comrades. His face, twisted in anguish, and the blood smearing his uniform starkly contrast with the glorified image of the fearless, indestructible soldier. Griffiths’ use of high contrast lighting emphasizes the rawness of his pain, stripping away any illusion of heroism.
However, perhaps the most haunting element of this photograph is the background soldier, sitting motionless, staring blankly into the distance. His wide eyes and vacant expression suggest shell shock, a visual representation of the emotional detachment that war fosters. The soldier’s posture and placement in the composition create an unsettling contrast between the immediate suffering of the wounded marine and the psychological scars that linger long after physical wounds heal.
Wide Analysis: This image challenges the glorification of war by humanizing soldiers as victims rather than conquerors. Instead of depicting them as unwavering warriors, Griffiths reveals the psychological toll of combat, reinforcing his broader anti-war stance. The juxtaposition of physical and mental suffering dismantles the idea that soldiers emerge from war as victors; instead, they leave as broken men, haunted by their experiences.
3. The Dehumanization of Both American and Vietnamese Forces
Griffiths also critiques war by depicting the dehumanization of both American soldiers and their Vietnamese adversaries. In one particularly unsettling photograph, American troops are shown handling Vietcong prisoners with brutality reminiscent of livestock handling—a soldier grips a rope tied around a prisoner’s neck, his expression disturbingly indifferent. The wide shot composition allows the viewer to observe the captors and captives in full, reinforcing the systematic cruelty of war.
By capturing this moment, Griffiths forces the viewer to confront the reality that war fosters moral degradation, turning men into desensitized enforcers of violence. The passivity of the American soldier’s posture contrasts with the contorted expressions of suffering on the Vietnamese prisoners’ faces, amplifying the power imbalance and stripping the conflict of any illusion of honor or righteousness.
Wide Analysis: The dehumanization of the enemy is a key tactic in wartime propaganda, often used to justify extreme violence. Griffiths, however, exposes this process, forcing his audience to recognize the humanity of both sides. By showing that war corrupts all participants, Griffiths delivers a profound critique of the fundamental immorality of armed conflict.
4. War as a Paradox: Violence and Compassion Coexisting
Despite his bleak portrayal of war, Griffiths also highlights rare moments of compassion amidst conflict. In one photograph, an American soldier tends to a wounded Vietcong fighter. The soldiers form a triangular composition, a shape traditionally associated with stability and unity, which contrasts sharply with the chaos of war. The proximity between the figures suggests an unexpected moment of solidarity, undermining the conventional narrative of enemy divisions.
Furthermore, the soft lighting on the soldier’s face evokes a sense of humanity, countering the previous depictions of dehumanization. The Vietcong soldier, usually demonized in American media, is depicted not as an adversary, but as a fellow human being in need.
Wide Analysis: This image introduces an important paradox—even in the most violent of conflicts, moments of empathy persist. Griffiths uses this contrast to reinforce his anti-war message, suggesting that the true enemy is not the individual soldier, but the war machine that pits them against one another. This reframing encourages viewers to reconsider their perspectives on warfare, dismantling the glorified hero-villain dichotomy often found in war propaganda.
Conclusion (150-200 words)
Through a masterful interplay of visual composition, juxtaposition, and perspective, P.J. Griffiths’ Vietnam Inc.systematically dismantles the glorified image of war. By emphasizing the vulnerability of children, the psychological trauma of soldiers, the dehumanization of both American and Vietnamese forces, and moments of paradoxical compassion, Griffiths rejects traditional war narratives and forces his audience to confront the true cost of conflict.
His work remains profoundly relevant in contemporary discourse, as governments and media continue to shape public perceptions of war. By exposing the ugly realities that war entails, Griffiths delivers a timeless warning about the dangers of romanticizing violence. In doing so, Vietnam Inc. stands not only as a powerful anti-war statement but also as a reminder of the power of photography to challenge dominant narratives and provoke critical reflection.
IB English HL Essay (HLE) Grading Breakdown & Expanded Feedback (20/20)
Here’s an in-depth breakdown of each criterion, explaining why this essay achieves full marks and providing insights on how it meets IB’s highest standards.
Criterion A: Knowledge & Interpretation (5/5)
- Depth of insight & interpretation
- The essay does more than just describe Griffiths’ photographs; it analyzes their impact, artistic techniques, and historical relevance.
- It moves beyond surface-level discussion by linking Griffiths’ work to broader themes of war propaganda, media influence, and moral corruption.
- Engagement with the text & global significance
- Each paragraph incorporates detailed discussion of Griffiths’ specific images, ensuring close textual analysis.
- The essay connects Griffiths’ anti-war message to real-world contexts, making the argument more relevant and sophisticated.
- Balancing Close & Wide Analysis
- The essay zooms in on specific photographs, explaining their composition, angles, lighting, and framing in depth.
- It zooms out to discuss how these choices reflect Griffiths’ wider message about war’s brutality and dehumanization.
- How It Could Lose Marks:
- If the essay only summarized Griffiths’ photos without offering deeper interpretations.
- If the essay lacked historical/political context, making the analysis feel isolated from real-world implications.
Criterion B: Analysis & Evaluation (5/5)
- Depth of Analysis of Literary & Visual Techniques
- The essay dissects Griffiths’ use of visual composition, contrast, perspective, and lighting.
- It does not just state what the images depict but how Griffiths manipulates visual elements to create meaning.
- Evaluation of Meaning & Purpose
- The essay thoroughly examines Griffiths’ intentions, considering how his work opposes war glorification and subverts traditional war photography.
- It engages with multiple interpretations, recognizing how war’s paradox (violence vs. compassion) adds complexity to his message.
- Consideration of Alternative Perspectives
- The essay acknowledges that Griffiths portrays both American soldiers and Vietnamese victims as casualties of war, rather than framing the conflict as purely one-sided.
- The discussion of soldiers’ psychological trauma and moral corruption adds nuance—rather than painting them as villains, it presents them as victims of a larger war machine.
How It Could Lose Marks:
- If the analysis were too simplistic, focusing only on the literal content of the images.
- If the evaluation failed to explore Griffiths’ artistic and political choices.
Criterion C: Focus & Organization (5/5)
- Clear & Logical Structure
- The essay follows a cohesive structure:
- Introduction: Clearly introduces Vietnam Inc., the Line of Inquiry (LOI), and key themes.
- Body Paragraphs: Each one explores a distinct aspect (children as victims, soldiers’ trauma, dehumanization, war paradox).
- Conclusion: Effectively ties together the discussion, reinforcing Griffiths’ anti-war stance.
- The essay follows a cohesive structure:
- Smooth Transitions Between Ideas
- Each section flows logically into the next, preventing jarring topic shifts.
- The juxtaposition of physical and psychological suffering builds a layered argument, reinforcing Griffiths’ critique of war.
- Balanced Discussion
- No single idea overpowers the essay—there is an even distribution of technique analysis, historical context, and artistic intent.
How It Could Lose Marks:
- If paragraphs were poorly structured or jumped between ideas without clear transitions.
- If one idea dominated the essay while others were underdeveloped, creating an imbalanced argument.
Criterion D: Language (5/5)
- Sophisticated & Precise Academic Writing
- The essay avoids overly complex language while maintaining an elevated, analytical tone.
- The argument is persuasive, clearly articulated, and free from vague phrasing.
- Strong Use of Terminology
- The essay integrates literary and visual analysis terms, such as:
- Composition, contrast, juxtaposition, framing, perspective, eye-level angle, lighting, high contrast, symbolic imagery.
- This precise terminology demonstrates expertise and enhances credibility.
- The essay integrates literary and visual analysis terms, such as:
- Effective Sentence Structure & Flow
- Sentences are concise yet impactful, making complex ideas easy to follow.
- The essay avoids wordiness, repetition, or awkward phrasing.
How It Could Lose Marks:
- If the language was too informal, vague, or conversational.
- If the essay relied on generic or overused phrases without providing specific, well-supported analysis.
