English Language and literature

© International Baccalaureate Organization 2024

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
May 2024 subject report English Language and literature

Overall grade boundaries

Grade: 1 2 3 4 5 6 7

Mark range: 0 - 11 12 - 22 23 - 36 37 - 46 47 - 55 56 - 65 66 - 80

General comments
This report is based on marks awarded in each criterion (Analysing, Organising, Producing Text and Use of

2024 session observed a wide range of performance, with most students performing at the adequate to
effective levels. Students submitted work that appropriately addressed the prompts and that displayed
critical and creative thinking. Students consistently demonstrated a variety of literary and linguistic skills
suitable to a range of contexts and were able to draw on the texts and images provided as well as on
their own imaginations, knowledge, and experiences to create original, insightful and engaging writing.

The areas of the programme and examination which appeared difficult for the
students
Across the exam, most students had difficulty achieving at the highest levels, with few students reaching
the perceptive and sophisticated bands of performance. As in past exams, this can be attributed to their
use of detail, use of organisational structures, and use of stylistic elements. Very few students developed
ideas and with extensive, precise detail. Additionally, very few students consistently employed a
sophisticated, varied range of organisational structures or stylistic elements. Use of language continues to
be a shortcoming for some students, particularly the correct use of the conventions of grammar,
punctuation and syntax.

The areas of the programme and examination in which students appeared well
prepared
Overall, students appeared well prepared for the examination. Students responded appropriately to all
prompts, varying their style, register and use of detail to suit the demands of each task. Most students
were well able to organise ideas with at least a degree of logic and coherence, with many confidently using
a range of organisational structures. Producing text was a strength across the exam, with many students
effectively demonstrating creative, original and imaginative thinking through the creation of literary and
non-literary texts. Many students also appeared well-prepared to analyse unseen literary and video texts,
to compare and contrast texts, and to develop analysis with examples, explanations and terminology.
Across the exam, most students were also able to communicate clearly, even when they did not show full
mastery of conventions, grammar and syntax.

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© International Baccalaureate Organization 2024
May 2024 subject report English Language and literature

The strengths and weaknesses of the students in the treatment of individual

questions
Task one
Across the exam, students performed well on the short answer questions in task one, capably analysing

justifying ideas with examples and explanations.

When comparing and contrasting texts in task one, students were able to make appropriate connections
between the text and the film. They explored a range of connections, including similarities and differences
t
students demonstrated strong basic analysis skills, using appropriate terminology, commenting on
obvious and sometimes implicit connections between the texts, and developing their ideas with
references to both texts. An area of weakness for many students was supporting their interpretations of
the texts with specific examples, detailed justifications and clear explanations.
Some students were able to produce more subtle, nuanced and detailed analysis in their compare and
contrast responses. Students who achieved at the effective or sophisticated levels consistently explored
implicit connections between the texts, developed their analysis by citing textual evidence, drew
conclusions beyond the texts, demonstrated their understanding of how technique contributed to the

and explanation of evidence to justify ideas.

When organising ideas in their compare and contrast responses, most students employed appropriate
organisational structures, providing at least a basic introduction and conclusion and using paragraphs and
transitions to organise ideas with some logic and coherence. A few students struggled to organise ideas
appropriately, writing single-paragraph responses with minimal use of transitional words and phrases, or
writing responses that lacked clear introductions or conclusions.
Overall, there was a lack of sophisticated organisational structures evident, but there were a few students
who performed at the sophisticated level in organisation. These students presented arguments of
coherence and complexity by using their introductions to establish a strong thesis, employing a range of
transitional words and phrases to smoothly integrate examples into their writing and move from idea to
idea, presenting a balanced consideration of similarities and differences, and providing a conclusion that
represented the culmination of a sustained argument.

Task two
There was a strong range of creativity evident in students Students consistently
exhibited creative thought, imagination and individualistic approaches to the task.
Students appropriately addressed both the image and the prompt in their writing, using details from the
image to develop believable characters who reflected on decisions. Some students portrayed a character
reflecting on a past decision. Others portrayed a character in the process of making a decision. In some
responses, the nature of the decision was not explicitly stated, but there was thoughtful exploration of the
emotions and impact of the choice on the character. Some responses ended with a clear choice being
made, while other students
appropriate and allowed students to demonstrate their skill producing literary text.

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© International Baccalaureate Organization 2024
May 2024 subject report English Language and literature

Students also made appropriate use of the given text type: monologue. Most students wrote using a first
person point of view. Sometimes the characters spoke to themselves, either internally or out loud. Other
times they addressed their monologue to another character, or they gave a speech. Most students wrote
in prose. A few wrote the monologue as though it were a part of a script. All approaches were appropriate.
Most students demonstrated a clear understanding of how to use imagery, suspense, repetition, sensory
details, dialogue and figurative language; they made clear attempts to use at least some stylistic elements,
showing at least an adequate awareness of the audience.
Students who achieved at the higher levels consistently developed ideas with substantial relevant details,
elaborated on the images with consistent sensitivity and originality, created effective openings and
endings for their pieces, and used a varied range of stylistic elements. They also used an effective range of
vocabulary and tended to use punctuation and varied sentence structures to create a range of effects,
students, use of conventions was a
weakness, with inconsistent punctuation, run-on sentences, sentence fragments, and grammar errors
hindering clear communication.

Task three
Students students were able to
relate the prompt to their own experiences and used relevant, real world examples to develop ideas. They
-answer format to logically organise ideas and
capably wrote in a register appropriate for a student publication.
Most students created an interview in which one student interviewed another student about how they
adapted to their new school. A few students had an adult or teacher serve as the interviewer or
interviewee. Both options were appropriate. Students took a variety of approaches to creating their
interviews they wrote for written publications, for radio, for podcasts, and for the school TV news. All
approaches were appropriate. Students also wrote thoughtfully about a range of adaptations, exploring
how newcomers adapt to culture, language, physical environments, and new circles of friends.
In some instances, the connection with the global context could have used further development. Another
weakness for some students was the use of details to develop ideas. Some students also struggled to
employ a variety of stylistic elements appropriate to the task.
Students who achieved at the higher levels made in-depth connections to the global context,
demonstrated sensitive insights into the impact of adapting to a new culture or new place, developed
ideas with a range of detailed examples, and used a range of stylistic devices to engage the audience.

Recommendations and guidance for the teaching of future students

In general, students appear to have been well-instructed as to the expectations of the assessment as a
whole and to the individual task requirements. As noted above, most students performed adequately or
effectively on all tasks, with some performing at sophisticated levels. The examiner team has a number of
recommendations and guidance for teaching of future students.
All students will benefit from regular, frequent opportunities to read and write in all genres as well as from
additional opportunities to delve deeply into the meaning and applications of the global contexts.
Students would appear to benefit from frequent opportunities to compare and contrast texts. Students
would also benefit from additional practice in structuring a literary argument, with a particular focus on
developing thesis statements, supporting arguments with direct references to the texts, and creating

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© International Baccalaureate Organization 2024
May 2024 subject report English Language and literature

explanations that focus on the effects of techniques and on how techniques are used to develop a concept
or theme within a text. Additionally, it is recommended that students continue to practise integrating
direct quotations into their own writing, as well as employing a greater range of linking words and
transitional phrases to develop coherent, logical arguments.
It was apparent that many students had received explicit instruction in how to respond to task two and
task three. Teachers are encouraged to continue offering explicit instruction in writing strategies such as
crafting strong openings and conclusions, drawing on examples that relate to the world outside the
classroom, using detail to develop descriptions, incorporating a variety of literary and linguistic elements
into literary and non-literary texts, drawing details and ideas from their own interests and personal
experiences, and including sensory details for effect.
Additionally, all students will continue to benefit from continued instruction and practice in employing a
variety of sentence structures in their writing, using different forms of punctuation correctly (particularly
using end punctuation and commas correctly to avoid run-on sentences), and communicating in a
consistent, purposeful register that showcases their own writing voice.
In general, it is recommended that the teachers of future students expose them to as many written and
visual prompts as possible, and take the time to study and discuss good examples of descriptive and
creative writing. In that way, the students would have a better idea of the kind of language, structure, and
other conventions that are expected of them across the exam. Examiners also suggested that teachers
provide more thorough explanations of each criterion with explicit examples to help students understand
their marking.

under examination conditions. These recommendations include: practising the annotation of texts and
visual prompts, practising time management when writing under timed conditions (particularly when
responding to the short answer questions), reviewing the meanings of command terms, writing about
previously unseen texts, previewing questions 1a-1e before reading the text and viewing the film, reading
all questions and prompts carefully, and proofreading responses to ensure communication is clear.
Overall, examiners were pleased with the students' performance across the tasks and enjoyed reading the
work they produced.

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© International Baccalaureate Organization 2024