Paper 1 of IB English Language and Literature asks students to complete a guided analysis of an unseen non-literary text. The exam covers a diverse range of text types, from magazines,  blogs, and articles, to speeches, instruction manuals, and radio transcripts. Typically, at least one of the text types will include some form of visual element such as an image or photo. As a result, comics strips and infographics are popular choices for an IB English Language and Literature Paper 1 analysis. For each text, IB English Language and Literature students will be given a guided question asking them to explain how or why the writer has employed specific language or visual devices to communicate their central ideas.

For Paper 1, all IB Language and Literature candidates will be presented with two non-literary texts. Higher level (HL) Language and Literature students are required to write a guided analysis of both texts, and are given 2 hours and 15 minutes to do so. Standard level (SL) Language and Literature students, on the other hand, will be asked to write a guided analysis of just one text. SL candidates can choose between Text 1 or 2 and are given 1 hour and 15 minutes to complete the paper. IB English Language and Literature Paper 1 affords a total of 40 marks for HL students and 20 for SL students. For both HL and SL candidates, Paper 1 contributes 35% to the weighting of their overall grade. 

A top tip for scoring highly on IB English Language and Literature Paper 1’s unseen analysis is to follow a clear structure:

1. An introduction paragraph containing your thesis and an outline of your three points.

2. Three body paragraphs containing these points.

3. A conclusion that summarises your points and circles back to your initial thesis statement.

We recommend that IB students organise their points by exploring three different ideas or themes of the text, or by examining three different sections of the text in turn. Within these points, IB learners can then imbed their analysis of techniques and stylistic choices. Points that are organised around specific techniques can be restrictive, and many Language and Literature students fail to achieve high marks with this structure. 

Paper 1’s guiding questions will ask candidates to explain how and why elements of the text are used to build a central idea or achieve the author’s purpose. Though IB learners are allowed to choose their own focus and ignore the guiding question, this can be a critical mistake for less confident learners. It is recommended that those sitting the IB English Language and Literature Paper 1 examination take advantage of the guiding question. It is short, open-ended, and ambiguous enough to allow candidates to devise their own thesis statement and select their own points for discussion. The guiding question also helps students to maintain a strong focus on the effect of textual and visual elements in shaping meaning. 

A weak analysis for the IB English Language and Literature Paper 1 exam will only explore the surface-level meanings of a text.

Here is an example of a weak response to a guided question based on an advertisement from Tourism Australia’s website.

How are text and image used in this advertisement to promote domestic tourism?

Through a combination of textual and visual elements, Tourism Australia’s online advertisement promotes domestic tourism by fostering a sense of national pride. The advertisement includes archetypal iconography such as a map of Australia and a logo of a jumping kangaroo. This is paired with the advertisement’s use of colour; particularly gold and blue which suggest warmth, happiness, and a positive experience in Australia. Finally, the writer also compares Australia to the ‘best gift shop in the world’. Overall, through an effective interplay of text and image, the advertisement promotes domestic tourism in Australia through quintessential iconography, the use of warm colours, and superlative metaphors. 

This response is considered weak as it lacks explanation or analysis. For instance, while the student comments on the writer’s use of language devices such as metaphors, they do not explain how this device contributes to the text’s overall purpose of instilling national pride and promoting domestic tourism. Noting language devices and visual techniques without exploring authorial intent or their effect on the audience is a common feature of weak analysis in IB Language and Literature Paper 1. 

Here is another response to the same prompt:

Through a combination of textual and visual elements, Tourism Australia’s online advertisement promotes domestic tourism by fostering a sense of national pride. In the centre of the image, the advertisement states: ‘Australia, we’re living in the best gift shop in the world’. Through the comparison to a ‘gift shop’ and the use of the superlative, ‘best’, the advertisement suggests that there is nowhere else its readers need go, establishing Australia’s supremacy and distinction. Here, the advertisement employs the name of the country to address its audience. By referring to the readers as ‘Australia’, rather than ‘Australians’, the advertisement suggests that the people and the country are inseparable. This fosters a sense of national pride by appealing to a sense of patriotism. This is reinforced through the use of the plural pronoun, ‘we’, which further indicate a sense of unity and collectivism. The advertisement continues to foster national pride by employing a variety of visual elements. The predominant colours of blue and gold suggest happiness, freedom, and warmth, evoking a sense of awe, abundance, and beauty. These colours contribute to the overall appeal of travel experiences in Australia by eliciting a positive emotional response. The photograph in the advertisement depicts a family's stadium climb, suggesting a thrilling and adventurous experience by evoking a sense of achievement and excitement.By pairing this photograph with a map of Australia in the center of the image, Tourism Australia’s advertisement further emphasizes the country as the focal point of these experiences, highlighting its significance and encouraging exploration. Overall, through inclusive language, captivating images, and representations of beauty and adventure, Tourism Australia’s online advertisement effectively utilizes a combination of textual and visual elements to promote domestic tourism in Australia.

As well as describing the advertisements textual and visual devices, this response explains the purpose of these techniques and their effect on the readers. The response maintains a focused analysis by linking the text’s stylistic devices to the advertisement’s overall purpose—promoting domestic tourism and fostering a sense of national pride.

It is difficult for students to objectively assess their own work. Not only that but with no set text to revise, it is easy for IB Language and Literature candidates to neglect their preparation for Paper 1. At BartyED, our expert IB English tutors have access to a wealth of IB Language and Literature resources, as well as an in-depth knowledge of IB mark schemes. Consequently, our tutors are able to offer IB learners the guidance they need to reach their full academic potential. 

If you think that you or your child could benefit from the experience of a BartyED IB English tutor, contact us today by phone (2882 1017) or via email (enquiries@bartyed.com).

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