Mastering IB English Literature Paper 1
A complete guide to excelling in the unseen analysis exam including:
- Understanding Paper 1
- The key to success using a structured approach
- Marking rubric
- Key Strategies for High Marks
- Exemplar answer (20/20) with annotations
1. Understanding Paper 1
Assessment Breakdown
Paper 1 is a guided textual analysis of unseen literary texts. You are required to analyze one (SL) or two (HL) unseen texts from different text types, such as:
- Prose fiction – such as short stories or excerpts from novels
- Prose non-fiction – including memoirs, essays, or articles
- Drama – extracts from plays or theatrical scripts
- Poetry – covering a range of poetic forms and styles
Key Details
| Assessment Component | SL (Standard Level) | HL (Higher Level) |
|---|---|---|
| Time Allocation | 1 hour 15 minutes (1.25 hours) | 2 hours 15 minutes (2.25 hours) |
| Number of Texts Analyzed | 1 | 2 |
| Weighting of Final Grade | 35% | 35% |
The goal is to analyze how meaning is constructed through textual and visual features and demonstrate your ability to interpret and evaluate texts critically.
2. The Key to Success: A Structured Approach
Step 1: Read and Annotate the Text Carefully
Read the text(s) twice
- First read: Get the overall meaning.
- Second read: Focus on techniques, tone, and structure.
Annotate strategically
- Identify the audience and purpose.
- Highlight key language features (diction, syntax, figurative language, persuasive techniques).
- Identify tone and mood (serious, sarcastic, nostalgic, critical, etc.).
- Look for structure and form (headlines, paragraphs, stanza breaks, white space).
Step 2: Develop a Strong Thesis Statement
Your thesis should summarize the main idea of the text and how it is conveyed.
- Sample Question: How does the speaker use language and rhetorical techniques to persuade their audience in the speech?
- Thesis Statement: In this speech, (Text Type) the speaker effectively employs emotive language to evoke strong feelings, repetition to reinforce key messages, and rhetorical questions to engage the audience (Main Techniques) in order to persuade listeners, inspire action, and emphasize the urgency of their cause. (Main Idea & Purpose)
Step 3: Use a Clear Essay Structure
1. Introduction (5-7 minutes)
The introduction should set up your argument and provide a roadmap for your essay.
What to Include:
- Text Type & Context – Identify the text type (e.g., article, speech, advertisement). If relevant, mention any clear context.
- Author’s Purpose & Audience – Explain who the text is aimed at and its intended effect.
- Thesis Statement – Clearly state how the author uses language and structure to create meaning.
- Roadmap – Briefly outline the key techniques/themes you will analyze.
Example Introduction for a Speech:
- Text Type & Context: Barack Obama’s 2008 victory speech, delivered in Chicago after his historic election as the first African American president of the United States, is a powerful example of political rhetoric designed to inspire unity and hope.
- Author’s Purpose & Audience: Addressing a nation grappling with economic uncertainty and social division, Obama speaks directly to both his supporters and the wider American public, aiming to reinforce his message of change and collective progress.
- Thesis Statement: Through the use of inclusive language, rhetorical devices such as anaphora and repetition, and emotionally charged anecdotes, Obama fosters a sense of shared responsibility and optimism.
- Roadmap: This essay will analyze how Obama’s speech uses these techniques to establish credibility, evoke emotion, and reinforce his vision for the future.
2: Body Paragraphs (50-60 minutes per essay)
Each body paragraph should analyze a key aspect of the text using the PEEL structure:
- P (Point) – State your main idea (e.g., "The use of repetition reinforces the speaker’s message.")
- E (Evidence) – Provide a direct quote or example from the text.
- E (Explanation) – Explain the effect of the technique on the audience.
- L (Link) – Connect the analysis back to the thesis and transition to the next point.
Example PEEL Paragraph:
- P (Point): The use of repetition reinforces the speaker’s message by emphasizing key ideas and making them more memorable for the audience.
- E (Evidence): In the speech, the speaker repeatedly states, "We must act now."
- E (Explanation): This repetition creates a sense of urgency, compelling the audience to recognize the immediacy of the issue. By reinforcing the need for action, the speaker ensures that their call to action resonates more strongly with listeners.
- L (Link): This use of repetition aligns with the speaker’s overall goal of persuasion by ensuring their message is both impactful and memorable. Additionally, alongside repetition, the speaker also employs rhetorical questions to directly engage the audience, further strengthening their argument.
Choosing a Structure for Your Body Paragraphs
You can structure your essay in two effective ways:
1. Thematic Approach (Recommended for Most Texts)
- Organizes paragraphs by themes or key ideas rather than individual techniques.
- Allows for a deeper and more interconnected analysis.
Example (for an opinion article):
- Paragraph 1: Persuasive techniques (direct address, rhetorical questions)
- Paragraph 2: Emotive language and tone
- Paragraph 3: Structural choices (short paragraphs, repetition)
Best for: Political speeches, opinion pieces, advertisements
2. Section-by-Section Approach (Best for Chronological Texts)
- Analyzes the text in the order it unfolds, focusing on its structure and progression.
- Works well for news articles, short stories, poems, and sequential texts.
Example (for a news article):
- Paragraph 1: Analysis of the introduction (hook, opening argument)
- Paragraph 2: Analysis of the main body (persuasive techniques, evidence)
- Paragraph 3: Analysis of the conclusion (final appeal, tone shift)
Best for: Newspaper articles, narratives, blog posts
Step 3: Conclusion (5-10 minutes)
The conclusion should reinforce your main points and leave a final impression on the reader.
What to Include:
- Restate the thesis – Summarize how the author uses language to achieve their purpose.
- Summarize key findings – Briefly mention the main techniques explored.
- Final Insight – End with a thought-provoking statement about the effectiveness of the text.
- Summarizing Instead of Analyzing – Focus on the "how" and "why", not just what happens in the text
- Listing Techniques Without Explanation – Always explain the effect of a technique, don’t just identify it
- Ignoring the Audience and Purpose – Every text is written for a reason—analyze its intended impact
- Weak Thesis Statement – Your introduction should make your argument clear and specific
- Disorganized Structure – Choose either Thematic or Section-by-Section, and stick to it!
Rules of Thumb
- Each answer should be 800-1100 words
- Writing concisely reflects better on you than writing long (“the author does this to” vs. “the author does this in order to”)
- Always be thinking of the author’s purpose.
- What is their primary and secondary goal?
- Who is their primary and (maybe) secondary audience?
- How do the techniques they use help them achieve this?
- Paper 1 is a lot more grounded “in real life” than you think.
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. |
3. Marking Rubric
In both SL and HL, students can earn up to 20 points per essay. However, HL students write two essays, making their total score out of 40 points. The essays are evaluated based on the following criteria:
Criterion A: Understanding and Interpretation (5 points)
What it assesses:
- Your ability to understand and interpret the text in depth.
- Whether you recognize themes, audience, purpose, structure, and stylistic features.
- How well you support your points with textual evidence.
How to get full marks (5/5):
- Identify the text type, purpose, and target audience
- Include a clear thesis statement summarizing how the text achieves its purpose
- Demonstrate an excellent understanding of themes, structure, font, images, and stylistic devices
- Provide insightful and well-developed analysis that goes beyond surface-level interpretation
- Use textual evidence naturally, embedding quotations seamlessly in your argument.
Criterion B: Analysis and Evaluation (5 points)
What it assesses:
- Your ability to analyze and evaluate the text’s techniques.
- How well you break down the text’s structure, style, and literary devices.
- Your understanding of how these elements contribute to the text’s purpose.
How to get full marks (5/5):
- Identify and evaluate key literary devices (imagery, metaphor, juxtaposition, tone, etc.)
- Explain how these features contribute to the text’s meaning and effect
- Discuss the text’s structure, font, layout, and colors (if applicable)
- Connect all analysis to the text’s purpose and audience.
Criterion C: Focus and Organization (5 points)
What it assesses:
- The clarity and logical structure of your essay.
- How well you develop and maintain a coherent argument.
How to get full marks (5/5):
- Clear introduction with text type, audience, purpose, and a strong thesis statement
- Logical paragraph structure with topic sentences and smooth transitions
- Each paragraph focuses on a specific theme or technique
- Well-structured argument with no unnecessary repetition
- Strong conclusion that summarizes key points and restates the thesis.
Criterion D: Language (5 points)
📌 What it assesses:
- The clarity, precision, and sophistication of your writing.
- Your ability to use an academic and formal register.
How to get full marks (5/5):
- Use precise and sophisticated language with a wide vocabulary
- Maintain a formal, academic tone throughout the essay
- Avoid grammatical errors and awkward phrasing
- Use varied sentence structures to keep writing engaging
- Ensure smooth flow and coherence in writing.
4. Key Strategies for High Marks
- Practice with Past Papers – The more unseen texts you analyze, the better!
- Memorize Key Terminology – Be precise with literary and linguistic terms
- Time Yourself – Simulate exam conditions when practicing
- Develop a Strong Personal Voice – Avoid summarizing; instead, offer insightful analysis
- Use Connectives – Make your essay flow (e.g., Furthermore, Conversely, This reinforces…)
- Review Mark Schemes – Understand IB’s assessment criteria.
- Mastering Paper 1 requires a balance of critical thinking, structured writing, and time management.
- The key is to analyze, not summarize, and to provide clear evidence for your arguments.
- With enough practice, you'll develop the confidence and skills to excel!
5. Model Answer (20/20)
Guiding Question:
How does the writer use reflection and imagery to explore the relationship between language and identity in this extract?
Introduction
In the memoir extract Tongue-Tied, the writer reflects on their evolving relationship with Cantonese, a language once learned instinctively, later lost through cultural assimilation, and ultimately reclaimed with effort and longing. As a personal narrative grounded in memory and emotion, the extract uses the memoir form to explore how language functions as a repository of identity, belonging, and emotional truth. Through the use of reflective tone, evocative imagery, and extended metaphor, the writer shows how language loss is not merely linguistic, but deeply existential—impacting one’s connection to family, culture, and self.
Body Paragraph 1: Reflection and Narrative Voice
From the very beginning, the extract is rooted in personal reflection. The memoir opens with a startling line: “I used to think there was something wrong with my mouth.” This intimate and confessional tone immediately establishes a deep sense of internalised shame and emotional disconnection. The focus on the mouth as a physical and symbolic site reinforces the idea that language is more than speech—it is a measure of self-worth and cultural fluency. As the narrator recounts memories of struggling to speak Cantonese among more fluent family members, their voice blends vulnerability with self-awareness. The transition from childhood fluency to adult estrangement is handled subtly, with phrases like “English grew louder. More urgent.” This auditory metaphor captures the force of cultural assimilation, portraying English as a dominating force that pushes Cantonese into silence. The reflective style, characteristic of memoir, allows the writer to convey not just what happened, but what it means to them now—with the benefit of hindsight and emotional maturity.
Body Paragraph 2: Imagery and Cultural Memory
Throughout the extract, the writer uses sensory and domestic imagery to ground language in memory and material experience. Early recollections of learning Cantonese are tied to physical objects and rituals: “names for vegetables before she let me touch them—gai lan, wu tao, seng choi.” These moments are not presented as abstract lessons, but as tangible interactions between food, family, and language. The decision to keep these names untranslated reflects how deeply embedded they are in the narrator’s sense of cultural identity. The comparison of these words to “spells” elevates them to symbols of inherited knowledge and power, linking language to intimacy and ancestral connection. This deeply personal imagery gives emotional weight to the later absence of language; the narrator does not mourn vocabulary alone, but the rituals, relationships, and identity markers language once made possible. Even grief is shaped by this loss—when the narrator attempts to comfort their grandmother after a funeral, they describe fumbling for the right words, failing to express “the right tone for ‘loss.’” This moment encapsulates how language failure becomes emotional failure, deepening the reader’s understanding of what is truly at stake.
Body Paragraph 3: Metaphor and Reclamation
The writer's use of extended metaphor is particularly powerful in articulating the complexity of language and identity. The phrase “language slipped out the back door” conveys the quiet, unnoticed nature of language erosion, as well as the regret that follows. Later, the description of relearning Cantonese—“sticky notes… characters I copied by hand”—emphasizes not only the labor involved, but also the narrator’s commitment to reconnecting with a lost part of themselves. The metaphor reaches its most lyrical expression in the final lines: “Maybe language doesn’t leave. Maybe it just waits for you, tucked between syllables and soup recipes, humming beneath the surface like an old song you forgot you knew.” This richly layered metaphor combines domestic imagery (soup recipes) with musical resonance (an old song) to suggest that language is never truly gone, but dormant, tied to memory, family, and identity in deeply emotional ways. In a memoir, such moments serve as revelations—emotional turning points that resolve the narrative’s central tension.
Conclusion
In sum, Tongue-Tied uses the memoir form to weave together personal reflection, vivid imagery, and symbolic metaphor in order to examine how language loss fractures identity—and how its recovery begins to heal it. The narrator’s journey is not just about relearning words, but rediscovering a version of themselves that had gone quiet. Through its layered portrayal of memory, grief, and reconnection, the extract affirms that language is not just how we speak—it is how we belong, remember, and return to ourselves.
Why This is a 20/20 Model Answer
This essay achieves full marks by excelling in all four IB Paper 1 marking criteria:
- Criterion A: Understanding and Interpretation (5/5) – The response thoroughly explores the text’s purpose, audience, and message.
- Criterion B: Analysis and Evaluation (5/5) – It effectively analyzes literary, rhetorical, and visual techniques and evaluates their impact.
- Criterion C: Focus and Organization (5/5) – The argument is well-structured, logically sequenced, and cohesive.
- Criterion D: Language (5/5) – The writing is precise, academic, and clearly communicates ideas.
Criterion A: Understanding and Interpretation (5/5)
What the examiner wants:
- A perceptive and detailed grasp of the extract’s themes, purpose, and meaning
- A response that engages both emotionally and intellectually with the text
- An interpretation that is original, nuanced, and supported throughout
Why this answer gets full marks:
- The response clearly identifies the central theme: the relationship between language and identity
- It offers a deep emotional reading (e.g., “language failure becomes emotional failure”)
- It understands the memoir genre, connecting form and function
- Each paragraph reflects thoughtful interpretation, not just summary
- Don’t just tell the examiner what happens — explain why it matters. Use words like suggests, reflects, reveals, and emphasizes to keep your interpretation active and analytical. Always consider how form and genre shape meaning.
Criterion B: Analysis and Evaluation (5/5)
What the examiner wants:
- Close, sustained analysis of language, style, and technique
- Consideration of how the writer achieves particular effects
- Use of well-chosen textual references that support your argument
Why this answer gets full marks:
- Strong, consistent use of literary terminology: metaphor, imagery, structure, tone
- Techniques are linked directly to effect and theme (e.g., “auditory metaphor… portraying English as dominating”)
- The final paragraph shows sophisticated symbolic analysis, interpreting metaphors in a layered way
- Embedded quotes are short, specific, and well-integrated
- Use this formula to guide your analysis: Technique → Example → Effect → Thematic Link. Avoid generic comments like “this creates imagery” and instead push for why that imagery matters to tone, character, or theme.
Criterion C: Focus and Organization (5/5)
What the examiner wants:
- A clear, coherent structure that develops ideas logically
- Each paragraph must be purposeful and well-linked to the guiding question
- Effective signposting and transitions
Why this answer gets full marks:
- The essay follows the standard academic structure: introduction, 3 body paragraphs, and conclusion
- Each paragraph begins with a strong topic sentence and stays focused on a distinct idea (reflection, imagery, metaphor)
- Transitions are smooth: ideas build logically and fluently
- Conclusion synthesizes main points without repeating them
- Use clear topic sentences and transitional phrases like “furthermore,” “this is reinforced by,” or “similarly.” Avoid aimless paragraphs — each one should clearly answer a part of the guiding question.
Criterion D: Language (5/5)
What the examiner wants:
- Sophisticated, precise, and fluent academic style
- Consistent control of tone and register
- Varied sentence structure and effective word choice
Why this answer gets full marks:
- The tone is analytical but expressive — appropriate for literary commentary
- Vocabulary is accurate and precise, using literary terms without sounding forced
- Sentences are varied in length and structure, improving flow and clarity
- Word choices like subconscious identity, domestic imagery, ritualistic and sacred reflect mature control of language
- Don’t overcomplicate your writing. Aim for clarity first, then depth. Use words you understand, and revise your phrasing to be smooth and purposeful. Avoid sounding robotic or too casual.
