hl essay japanese

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IB Japanese A HL Written Assignment（国際バカロレア 日本語A HL 小論文記述課題）の書き方を徹底解説！

• IB(国際バカロレア)

Japanese Aの小論文記述課題では、翻訳文学を2400から3000字の小論文を書く必要があります。どのようなトピックを用いて文学を分析するかは自由です。自由に分析できるという点から、 「何をどのように分析すれば良いのかわからない」 、 「トピックはどれを選ベば良いのかわからない」 などの疑問は尽きないかと思います。 そこで本記事では、Japanese Aの小論文記述課題のトピック選びから書き方までの流れを筆者の体験談を踏まえてご紹介していきます。

この１ページで悩み解決！IBDPブログ記事まとめ IB(国際バカロレア)、Japanese A Literature(日本語A文学)の科目選択や勉強法、対策について Japanese Literature A Paper 1コメンタリーの書き方とおすすめ対策法３選！（国際バカロレア(IB)勉強法）

IB Japanese A HL Written Assignment（国際バカロレア 日本語A HL 小論文記述課題）：トピックと本選び

Ib japanese a hl written assignment（国際バカロレア 日本語a hl 小論文記述課題）：文学の分析方法, ib japanese a hl written assignment（国際バカロレア 日本語a hl 小論文記述課題）：書き方, ib japanese a hl written assignment（国際バカロレア 日本語a hl 小論文記述課題）：小論文でお困りのあなたへ.

【姉妹サイトUniv-it!のご紹介】 Univ-it!はIB（国際バカロレア）生のための大学進学ポータルサイト。IB生が進学できる国内外の大学を出願条件で検索できます！

Japanese Aの小論文記述課題で一番最初に行うのはトピック選びと本選びです。本を先に選ぶべきか、それともトピックを先に選ぶべきか迷っている方も多いと思います。 選択できる本のラインナップが限られている場合は本を先に選ぶと良いでしょう。 あまり興味のない本や内容がわかっていない本を選んでしまうと、「選択したトピックがどのようにストーリー全体に影響を与えたか」論じることができなくなってしまいます。本の選択肢が複数ある場合、 自分が書き慣れているトピックを選ぶと良いでしょう。 書き慣れたトピックを基に、 「どの本が一番トピックの影響を受けているのか」を考えてみると良いでしょう。

考えられるトピックを洗い出して、それぞれの意味を調べよう

トピックは小論文記述課題において「分析の切り口」となるため、調べながら選択することがおすすめです。 「自分が書いたことのあるトピック」や「自分が本を分析するときに使うトピックや表現技法」をまずリストアップ することで、 トピックの選択肢を増やせます。 そして、それぞれどのような意味なのか調べることで、効果や意味なども再確認することができます。

「（選択肢にある本）＋（選択肢にあるトピック）」で調べてみよう

一部の文学は「ある一つのトピックに大きく影響されている」ということもあります（例.『マクベス』ではアイロニーが多く使われており、アイロニーが暗喩の役割を担っていると有名です)。 「選択した文学には大きな特徴があるのに、なぜその特徴を分析しないのか」と採点官に思われないよう、きちんと下調べをしましょう。

本とトピックを選んだら、分析に移ると思います。この分析過程はJapanese Aの小論文記述課題で書く内容となるので、 きちんと時間を設けましょう。

上の写真は筆者がIB生時代に書いた分析ノートです。このノートは『舞姫』の分析ノートとなっています。 ＊『舞姫』は翻訳文学ではないです。Japanese Aの一般的な分析方法として参考にしてください。

本のストーリーで気になった点はメモしておこう

本を読んでいく中で、「これってどういう意味なんだろう？」や「この表現方法面白いな！」など思うことは多々あると思います。 文学において目を引く工夫がしてある箇所は、ストーリーにおいて重要な役割を担っている 傾向があります。Japanese Aの小論文記述課題で有効的に使える可能性があるので、ページ番号や内容をメモしましょう。

選択したトピックが本に出てきたらメモしておこう

Japanese Aの小論文記述課題は 「選択したトピックがどのように作品に影響を与えたのか？」を分析することが求められている ので、 選択したトピックや表現技法が本に出てきたらメモをする ようにしましょう。また、メモをする際は「トピックや表現技法が出てきた前後のストーリーで何か変化はあったか？」に目を向けることです。ここに留意することで、選択したトピックと本の関係性を知る糸口となるかもしれません。

気になった点と選択したトピックに関連があるか考えよう

先ほども述べた通り、「面白い！」や「この表現はどういう意味なんだろう？」と気になった点の多くはストーリーにおいて重要な役割を担っていることが多いです。 気になった点と選択したトピックに関連があった場合、トピックの重要性を見つけることができます。

全ての段落の意図を考えよう

「なぜこの段落が必要なのか？」「この段落は自分が掲げたリサーチクエスチョンと関連しているのか？」という視点を持つことは重要 です。全ての段落を「リサーチクエスチョンに答える形」で構成するようにしましょう。このように書くことで、描写的・記述的な小論文ではなく分析的な小論文を書くことができます。

トピックセンテンスは具体的に書こう

トピックセンテンスは「この段落はどういった内容なのか」を示します。Japanese Aの小論文記述課題では段落の内容だけでなく、 「この段落の内容がどのように質問の答えになっているのか」も示せるようにしましょう。

結論では「この研究から学んだこと」も書こう

IBDPでは「研究の意義」を重要視 しています。「この結論を導く上でどのようなことを学んだのか」や「この結論は社会にとってどのような意味があるのか」を結論で書くことで、研究に意義があったとアピールできます。

Japanese Aの小論文記述課題の書き方をご紹介してきましたが、いかがでしたか？ IB Japaneseでは適切なトピックとそれに合った本選びが重要 になるので、これらに時間をかけるようにしましょう。 EDUBALでは国際バカロレアの情報を取り揃えているので、何かお困りでしたら ご気軽にお問い合わせください 。

EDUBALは難関大学に通う帰国子女や元IB生の大学生教師と、家庭教師を探している現役IB生やPre IB生をつなぐオンライン家庭教師サービスです。

EDUBALでは、インターネットのビデオ通話を通して授業を行うため、 世界中どこにいても授業を受けることができます。 また、帰国子女大学受験を経験している教師も多く在籍しています。

• Japaneseのサポートをしてほしい！
• エッセイの書き方を知りたい！
• 苦手科目対策をしたい！

などのお悩みを抱えた生徒さまに、IBを経験した大学生の教師をご紹介し、 オンライン家庭教師の指導によってIBの勉強のサポート をしてきました。

EDUBALには 約600名 のIB経験者の大学生が教師登録をしています。 実際にIBで高得点を取得した教師が、 自らの経験に基づいてIBの勉強をサポート いたします。 東京大学や京都大学をはじめとする国内外の難関大学に通っている教師 や、 IBで40点以上を取得している教師 も多く在籍しています。

実際に、EDUBALを受講した方からは、

「実際にIBを経験した方だったので、的確な指導をしてもらえた上に、日本語で教えていただけたことで今まで分からなかった点が理解できるようになりました。」

「担当の先生も過去に私と同じように英語力に悩んでいた経験があり、同じ悩みを抱えていた先生から指導を受けることができたのでとても参考になりました。」

といった声をいただいています。

現在、 無料体験授業も実施しておりますので、 IBや国内外の大学進学でお困りの皆さま、まずはEDUBALにご相談ください！

この記事のカテゴリー・タグ

下記では、今までEDUBALで指導を受講された生徒様、保護者様から寄せられた声を掲載しています。 EDUBALで家庭教師をつけるかどうか迷われている方は、ぜひ参考にご覧ください。

とても真面目な先生に計画的に指導していただいています。 おかげでテストで高得点がとれました。

日本語で授業させていただいてますが、説明が分かりやすく質問にも丁寧に答えてくれています。授業科目以外の経験やアドバイスもシェアしていただいてるのでIB全体の参考になり助かっています。

指導のためのノートがとてもわかりやすく、見やすいです。そしてわからないところを図式化して教えてくれるのでてくれるので内容が理解しやすく、記憶に残りやすいです。

細やかなところまで心配りができる先生に担当していただきました。優秀なのにおごったところがひとつもなく、いつも謙虚でいらっしゃるので、安心して任せることができました。

英語のご指導だけでなく、先生の経験に基づいたアドバイスを頂けるので、情報が少ない中でも自信を持って受験に臨めております。毎回の丁寧なご指導も勿論ですが、娘が楽しく授業を受けさせていただいていることに感謝しております。

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IB English HLE Explained

Free introductory guide to IB English Higher Level Essay (HLE) by IB44 and IB45 graduates Lareina Shen and Saesha Grover.

In this guide, LitLearn students (and 2022 IB grads!)  Lareina Shen and Saesha Grover share their wisdom on how to conquer the IB English Higher Level Essay (HLE).

Lareina achieved an IB44, and Saesha achieved an IB45 as well as the coveted IB7 in IB English Literature HL, so you are in safe hands.

Meet your instructor Jackson Huang, Founder of LitLearn. His mission is to make IB English as pain-free as possible with fun, practical lessons. Jackson scored an IB45 and was accepted to Harvard, Amherst, Williams Colleges, and full scholarships to University of Melbourne & Queensland.

What is IB English HLE?

The HL Essay (HLE) is a 1200-1500 word essay about a text studied in the IB English course. For Lang Lit, the work you choose to analyze can be literary or non-literary, but for IB English Literature the text must be literary.

The HLE will make up  25% of your final IB English HL grade , and it is graded externally. You must choose your own line of inquiry   (i.e. a question that you will answer in your HLE–more on this later).

How do I choose my text for HLE?

Do NOT choose the “easiest” text. Life is always better when you do things you're interested in, and that advice applies to the HLE, too. Choose the literary / non-literary work that interests  you the most, so that you can (semi?)-enjoy the HLE planning and writing process.

You could start by thinking of a theme that you find particularly interesting and determining which text studied in class demonstrates this theme well.

How do I choose my line of inquiry for HLE?

The line of inquiry is the core question that you will answer in your essay. A quick example might be:

"To what extent is masculinity undermined by the characterisation of Little Thomas?"

Now, it's your job to forge your destiny and come up with your own line of inquiry. But it's not a complete free-for all! There are rules. The main rule is that your line of inquiry must fall under one of the 7 main concepts of IB English (see below for a quick summary).

This summary is vague, so let's go in-depth on a couple of these concepts to really show you what you should be doing in the HLE.

Identity is what makes you, YOU. Here are some questions the concern your own personal identity:

• What is your favourite colour? And why is it your favourite?
• What makes you different from others? Why do you think these qualities came to be?
• How would someone describe you in three words?

Now apply this same logic to characters within your text.

• How would you describe this character in three words?
• How do their actions within a text influence your view of their identity?
• How has the author crafted this character to make you view the character in a certain way?

Let's take a look at a concrete example of how we might choose evidence and quotes for a HLE on cultural identity. This example is based on a Vietnamese work in translation “Ru” by author Kim Thúy. For context, “Ru” is an autobiographical fictional account which explores Kim Thúy's move from Vietnam to Canada as an immigrant and her consequent struggles. The structure of her novel is largely lyrical and poetic.

Let's look at a section from her novel that may help us come up with an essay idea based on the concept of Identity. When she returns to Vietnam, she attends a restaurant, however this becomes a major awakening for her in terms of how she views her own personal identity. Kim narrates within her novel:

The first time I carried a briefcase, the first time I went to a restaurant school for young adults in Hanoi, wearing heels and a straight skirt, the waiter for my table didn't understand why I was speaking Vietnamese with him. Page 77, Rú

This is a perfect quote for the Identity concept. Can you see why? Let's think through it together…

Why would the waiter be confused if Kim, a “briefcase”-carrying individual in “heels” and a “straight skirt”, was speaking Vietnamese with him?

What does being “Vietnamese” look like to the waiter? Why does Kim not conform to his expectation? Was it perhaps due to what she was wearing?

Now, if we look at the section which follows this in the novel, we are able to see the impact this had on the character of Kim's sense of identity.

the young waiter reminded me that I couldn't have everything, that I no longer had the right to declare I was Vietnamese because I no longer had their fragility, their uncertainty, their fears. And he was right to remind me. Page 77, Rú

Here, we can clearly see that this character is now questioning her Vietnamese cultural identity. This is just one example that demonstrates the concept of Identity.

Culture seems to be this confusing thing.  Does it have to do with religion? Race? Beliefs? What does it mean? Does the monster from Frankenstein fit into a certain culture?

The easiest way to put it is this:  Culture is the way someone lives. It is their “way of life.” Think of it as an umbrella term. “Culture” can include so many different things; the list just goes on, for example religion, values, customs, beliefs, cuisine, etc.

Now think, how would I form an essay from this concept?

• When you read a text in class, you will notice that authors let you form an opinion on the culture of certain characters or groups within a text, but how is this done?
• How does the author represent the culture of a certain community?
• What types of patterns in daily routines are discussed?

It seems odd writing an essay about “creativity” because… like… how can anyone definitively say what ‘counts' as being creative–or not? When I say the word creativity , I think of new inventions, or maybe those weird and wacky art installations living inside those ‘modern art' museums. But hey, what's creative to me might not be creative to you!

When formulating a HLE on the concept of creativity we have two main pointers for you. Look for:

• Interesting + Unique techniques or literary devices used within a text by the author. You can learn more in the  Learn Analysis section of LitLearn.
• Recurring stylistic choices by the author

Now, for this concept, let's look at how we might select supportive evidence and quotations for a HLE on creativity within the narrative style of author Mary Shelley in “Frankenstein”. The narrative style uses  epistolary narration . This is a narrative technique in which a story is told through letters. This was something that I found both interesting and recurring within Frankenstein, which I believe worked to create a personal touch within the novel.

Additionally, Mary Shelley allows different characters to narrate Frankenstein during different volumes. Let's investigate this! I have written out different character profiles of the narrators below:

These 3 characters, each relate a part of the novel Frankenstein. This is an example of a creative authorial choice that allows us, as readers to explore different points of view within the text. This is just one example of a creative aspect of a text which you can analyze for your HLE.

Representation

Representation is all about how something is  portrayed, conveyed, shown, described, illustrated, depicted . There are many different things that can be ‘represented' within a text, and it doesn't have to be tangible.

For instance, you can look at how a belief, idea or attitude is depicted within a text through different characters or devices.

Again, let's explore a concrete example to make things clear: this time the graphic novel “Persepolis”. We'll consider an HLE on how a text  represents the  impact of political turmoil on society .

Chapter 10 of “Persepolis” highlights societal changes occurring due to the Iranian Revolution. The panels below list the authorial choices relevant to the negative representation of political change in a society. When looking at the techniques highlighted in the slides below, think about how you feel when you look at the panels below. Can you sense a more positive or negative feeling?

Cool, but what do we do to turn all this into an actual HL essay? Here is a sample response. The introduction might begin like this:

In the captivating graphic novel “Persepolis,” the author Marjane Satrapi explores the social and political impacts of the Iranian revolution. In particular, Satrapi conveys a disapproving viewpoint on political turmoil within the text. Throughout the graphic novel, Satrapi carefully represents how social isolation, hypocrisy and confusion is experienced by a young girl living in Tehran, as a result of political turmoil.  Example HLE Introduction

Then, in a body paragraph, on one of the key ideas mentioned above, we could analyze the different literary techniques. For example, Panel 1 is a great representation of the experience of confusion in the midst of political turmoil:

Marji is the younger girl pictured in the panels above. While her parents appear quite concerned by the news on the TV, she appears to not be in full comprehension of the cause for their distress. This is demonstrated by the visual imagery and dialogue, in panel 7, for instance, if you observe the facial expressions by each of the characters. Example of analysis in body paragraph

This is just a short example from one particular text. To help you unpack any text, try look for the following when analyzing chapter to chapter:

• What is the main idea of the chapter?
• Why did the author write it? What purpose does it serve?
• What do you believe is the overarching importance of the passage?

Brainstorming Tips

If you're having trouble picking your text and line of inquiry, then use this simple 20-minute process to brainstorm potential questions for your HLE:

• For each text / non-literary work, go through each concept in the table below.
• Write down a question for each of the two prompts for each category.
• Repeat for all of your texts.
• Pick the question-text combination that has the greatest potential for strong analysis.

How do I ensure my HLE question has a good scope?

Choosing a question with good scope is extremely   important, and it's one of the biggest challenges in the HLE. Here's why:

• If your scope is too broad , you may have too much to write about in order to answer the question, and therefore you won't be able to write deep analysis (which is super important–more on this later…)
• If your scope is too narrow , you may not have enough to write about and end up overanalyzing unnecessary and obscure details. Also something to avoid!

So, to help you get the balance just right , here are three examples of HLE questions, specifically for the concept of  Identity which we mentioned in the table above (by the way, the example is a made-up novel for illustration purposes).

• Too broad: “How does Irene Majov in her novel  Deadly Men effectively make her narrator a powerful mouthpiece?”
• Too narrow: “How does Irene Majov in her novel  Deadly Men effectively make her narrator a powerful mouthpiece for the concerns of Asian-Americans toward discrimination in the workforce in the 21st century?”
• Just right: “How does Irene Majov in her novel  Deadly Men effectively make her narrator a powerful mouthpiece for the concerns of Asian-Americans in the 21st century?”

How to get a 7 on IB English HLE

There are many things that contribute to a 7 in your HLE and your IB English grade overall. But if we had to boil it down to one secret, one essential fact… then it'd have to be this: Get really good at analysis .

Analysis is the key to a 7 in IB English. It doesn't matter if it's Paper 1, Paper 2, HLE, IO… You must learn how to analyze quotes at a deep level, and structure your analysis in a way that flows and delights your teachers and examiners.

Start with the basics

Start with the basic foundations of analysis for free inside LitLearn's Learn Analysis course.

Our free and Pro resources have helped IB English students skyrocket their grade in weeks, days and even overnight...   Learn Analysis for IB English , the simplest guide to a 7 in IB English.

Basic Analysis

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Free signup required.

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Level up to Advanced Analysis

Since you're in HL, you'll also be needing Advanced Analysis skills if you want to impress your examiner. We've got all of that covered inside our Pro lessons.

Advanced Analysis

Finding Quotes

Also, you'll need to find good quotes for your text. Some good sources where you can find relevant quotes include  Goodreads , SparkNotes ,  LitCharts , and Cliffnotes . Of course, you could just find quotes yourself directly–this will ensure your quotes are unique.

Understanding the IB English HLE rubric

An essential step to getting a high mark on the HL Essay is understanding the rubric! It is SO important that you know what IB English examiners are looking for when grading your essay, as this helps you to shape the content of your essay to match (or even exceed) their expectations.

The IB English HL Essay is graded out of 20 marks . There are 4 criteria, each worth 5 marks.

Use the checklist below to make sure you're not making simple mistakes! Note that this is not the official marking criteria, and I strongly recommend that you reading the official rubric provided by your teacher.

Criterion A: Knowledge, understanding, and interpretation

• Accurate summary of text in introduction
• Focused and informative thesis statement
• Effective and relevant quotes
• Relevant and effective summary and ending statement in conclusion

Criterion B: Analysis and evaluation

• Relevant analysis of a variety of stylistic features 
• Relevant analysis of tone and/or atmosphere
• Relevant analysis of broader authorial choices i.e. characterization, point of view, syntax, irony, etc.

Criterion C: Focus, organization, and development

• Introduction, body paragraphs, conclusion
• Organized body paragraphs – topic sentence, evidence, concluding statement/link to question
• Appropriate progression of ideas and arguments in which evidence (i.e. quotes) are effectively implemented

Criterion D: Language

• Use expansions (e.g. “do not”) instead of contractions (e.g. “don't”)
• Use of a variety of connecting phrases e.g. “furthermore”, “nonetheless”, “however”, etc.
• Complete sentence structures and subject-verb agreement
• Correct usage of punctuation
• Appropriate register – no slang
• Historic present tense : the use of present tense when recounting past events. For example, we want to write “In  The Hunger Games , Peeta and Katniss work   together to win as a district” instead of using the word “worked”.
• Avoid flowery/dictionary language just to sound smart; it is distracting and difficult to read. As long as you concisely communicate your message using appropriate language, you will score a high mark under this criterion.

Here's everything we discussed:

• IB English HLE is tough work! Start early.
• Brainstorm using the table of concepts to come up with a strong HLE question. Don't give up on this!
• Analysis is the key to a 7 in IB English HLE (and in fact all IB English assessment). Check out LitLearn's course  Learn Analysis for IB English   for immediate help on the exact steps to improve in IB English analysis.

Good luck, and may the odds be ever in your favor 💪

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Learn Analysis

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Exam prep, planning and writing guide. Exemplar essay.

Individual Oral

Preparation guide, examples and full exemplar script.

Higher Level Essay

Crash course on HLE basics.

国際バカロレア(IB) 日本語A HL

こんにちは、今回は私がIBでとっているHLのJapanese A Language and Literatureについて書いていきたいと思います！

HLのJapanese A Language and Literatureでは基本的にIBのExamとHL論文、個人口述の３種類で評価されます。内容自体はほとんどが文学作品や広告、評論文などの分析が多いように感じます。授業の流れは、最初に課題の作品のプリントを配られるので、それを一旦自分で分析した後にクラス全員で話し合い、その内容を踏まえて小論文を書く、というものが多いです。学校の規模にも寄ると思いますが、私の学校はもともと日本人が少ないため、Japanese A Language and LiteratureはSLもHLも合同で授業を受けていました。でも最近はHLの生徒５人のみというすごく小規模なクラスとなっています。近いうちにそのうちの一人の生徒がEarlyで卒業するので４人になってしまいますね..笑　小規模なクラスだと、先生が生徒一人一人にあてられる時間が長くなるので、人数が多い大規模なクラスよりもたくさんのアドバイスやサポートをしてもらえるのはうれしいところです。

最近私たちが対策をしているPaper１は、135分で未読の異なる２つの文学形式のものを分析し、設問に答える小論文を書く必要があります。時間配分や、何が重要なポイントなのかを見つけ出すのが毎回難しいです.. あと、最低でも原稿用紙３ページ分は書かないと内容がどうしても薄くなってしまって評価が低くなってしまうという話を聞いたので、私みたいにWritingが苦手な人は文の形式のテンプレートをある程度覚えたり、分析したものがどのように設問に関係しているのかなどの解説をしっかりするように意識するといいかもしれないです。

他の課題としては、HL論文は授業で学習した作品から一つを選択して、それについて3000字程の小論文を書きます。私は初めはカフカの『変身』について書いたのですが、先生から今年は同じ作品を選んでいる生徒が多いから余程よくできたものが書けないと高評価を狙うのは難しいと言われたので、村上作品のどれかに変更して新しく書き直そうと思っています。

個人口述は文学作品と非文学作品の二つを選んで、自分の選んだ一つのグローバル課題に関連付けながらなぜそれが深刻な問題なのかについて発表します。私はまだ本番はしていないのですが、友達から聞いた話によると事前に作成した原稿をできるだけ覚えておくと発表するときにパニックになりにくくて良いそうです。

IBのHLのJapanese A Language and Literatureの授業の感想はこんな感じです！最近は専らPractice Examの対策でWritingばかりやってるのでそろそろ頭がパンクしそうです..なんでテストって存在するのかな..()

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IBDP English A: Language & Literature

Website by David McIntyre & Tim Pruzinsky

Updated 30 May 2024

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• HL Essay: Exemplar 11 (The Remains of the Day)
• Higher level essay
• HLE sample work

Sample HL Essay

HL Essay: In what ways is English identity represented in Kazuo Ishiguro’s novel, The Remains of the Day ?

Kazuo Ishiguro’s novel, The Remains of the Day , opens with a prologue set in 1956. The novel is narrated by the ageing English butler, Stevens, who has served at Darlington Hall since 1918 and who, in a series of flashbacks, slowly reveals details of his life in the stately home throughout the years preceding World War 2. By 1956, Lord Darlington, exposed as a Nazi-sympathizer, is dead, and Darlington Hall, his ancestral estate, is owned by an American, Mr Farraday. This, in itself, is symbolic of the decline of British power, and the emergence of America as one of the world’s dominant superpowers. Significantly too, 1956 was the year of the Suez Crisis (The Editors of Encyclopaedia Britannica), a series of events, never mentioned in the novel, that saw Britain humiliated and its influence in the Middle East decline. Stevens, as narrator and protagonist, embodies English identity, or at least a particular anachronistic version of this identity. A man of outdated beliefs, he does not recognize Britain’s diminished status in 1956, failing to keep pace with broader societal change. Seemingly, too, he is blind to the historical attitudes, values, and class structure of English life which have contributed to the nation’s waning influence and his own wasted life of domestic service. It is, then, through the lens that Steven’s offers and the characters with whom he interacts that Ishiguro surveys English identity in a time of change. His representation is a multi-dimensional one, both critical and affectionate, but also comical as he highlights the absurdity of English attitudes and characteristics.

Through a series of contradictory claims, readers learn that Stevens is a particularly unreliable narrator and, through rereading his narrative, they understand how Steven’s self-deception obscures the truth. A key trope in the novel is ‘blindness’, and this is most obvious in Stevens’ reluctance or inability to fully recognize reality. The underlying reason for Stevens’ self-deceit hinges on his unwillingness to concede that his life has been wasted in his devotion to the disgraced Lord Darlington. In fulfilling the role of a perfect butler to an antisemite, he also rejects the love of Miss Kenton, the former housekeeper of Darlington Hall. It is these life choices that are central to Steven’s ultimate regret and to the sense of pathos that pervades the novel. Additionally, it is Stevens’ blindness and his unreliable narration that Ishiguro, the writer, exploits to characterize less flattering aspects of English identity. In the Prologue, for example, Mr Farraday urges Stevens to take a short break away from Darlington Hall to “see” England, to which Stevens’ responds that “it has been my privilege to see the best of England over the years, sir, within these very walls” (p.4). Ironically, readers eventually learn, the opposite is true, and Stevens has in fact been witness to the naivety of Lord Darlington, the quintessential English aristocrat, in his dalliance with the Nazis. Naivety, therefore, comes to represent a particularly English trait, and the American, Mr Lewis, makes this clear during the 1923 conference when he tells delegates that Lord Darlington is “ an amateur ” at politics (p.102). Interestingly, Mr. Lewis precedes this charge by saying that Lord Darlington is “a classic English gentleman. Decent, honest, well-meaning” (ibid). Here, Mr. Lewis highlights an underpinning aspect of Englishness – that is, a sense of ‘fair play’ – which is precisely what the Nazis exploit. It is a view that Lord Darlington himself concedes. Motivated by misplaced altruism, and notions of the English ‘stiff upper-lip’, Lord Darlington wishes to reverse aspects of the Treaty of Versailles that bring poverty to the lives of Germans, including his friend, Herr Bremann. This is revealed in an exchange between Stevens and Lord Darlington in 1920 when he says, “it does us discredit to treat a defeated foe like this. A complete break with the traditions of this country” (p.71). Readers recognize that, like Stevens, Lord Darlington is blind, unable to see the treachery of Hitler and his Nazi party.

Stevens claims that English identity is like its landscape. In a lengthy description of the English countryside, he argues that while the English landscape is undramatic, it is exactly this quality, a “ lack of obvious drama”, that contributes to the nation’s “greatness” (p.28). It is a typically priggish claim, but it is also an ironic one. Stevens has spent most of his life confined to Darlington Hall. His view of England, reserved and understated, is almost entirely second-hand and vicarious. At several points in the novel, Stevens mentions Mrs Jane Symon’s work, The Wonders of England , a title that shares Stevens’s own jingoistic arrogance. It is primarily from this encyclopedia, filled with line drawings rather than photographic representation, that Stevens derives his sense of England. When he argues that the book, originally written in the 1930s, “would still be up to date” (p.11), he is surely wrong or delusional. His view of England is of a glorious, imagined past that, if it ever existed, no longer does.

The undemonstrative English landscape stands as a metonym for English identity. For Stevens, this identity is embodied in qualities of restraint and ‘dignity’, qualities that, he claims, the greatest butlers possess. In fact, paralleling Lord Darlington’s own racist opinions, it is Stevens’ view that it is only the English who innately possess the essential characteristics for ‘butlering’. He says, “continentals are unable to be butlers because they are as a breed incapable of emotional restraint” (p.43). For Stevens, therefore, it is this ‘quality’ of emotional suppression that is an essential characteristic of English identity and of great butlers. Stevens aspires to be and, in fact, superciliously regards himself as the ‘perfect butler’. As he says, “great butlers are great by virtue of their ability to inhabit their professional role and inhabit it to the utmost” (pp.42-43). However, it is this ambition, which includes the suppression of desire and personal fulfillment, that underpins the novel’s comic and tragic qualities.

Stevens uses the extended metaphor of the ‘tiger under the table’ to illustrate the English quality of self-restraint. He demonstrates this in a series of anecdotes, two of which involve his father, William. This particularly English trait of composed dispassion is expressed in ways to suggest that it is an admirable quality. However, it is not only an attribute; in his final anecdote, Stevens reveals how his father briefly worked as a valet to a general whose incompetence led to the death of William’s son, Leonard (Stevens’ older brother) during the Second Boer War. For Stevens, his father’s dutiful service to the general exemplifies the characteristically English quality of stoicism, but readers are likely to imagine that Stevens’ father had clear grounds to express indignant anger. Moreover, the anecdote is an example of English class stratification, and the apparently ‘natural’ servility of the lower-classes in an ingrained class structure that prevents progressive change in English society. Stevens fails to question England’s class-based hierarchy, and instead seems to endorse it in his ambition to be the perfect butler. The consequence of this world-view for Stevens is immense, and is central to his sense of regret for a wasted life as he approaches old age. Readers may be frustrated by Stevens lack if self-insight and irritated by his pompous, archaic attitudes. However, they surely share his pain as he chooses to serve port during the 1923 conference rather than attend to his dying father in his own ‘tiger under the table’ moment.

While Stevens and Lord Darlington share a belief that what characterizes English identity are qualities such as even-handedness and reserve, it is this distinguishing trait that leads to Lord Darlington’s downfall, Stevens’ ultimate sense of regret, and it is also the source of much of the novel’s slapstick humour. English reserve may also be regarded as repression, and this is most acutely observed in the episodes where Steven’s euphemistically attempts to teach the soon-to-be-married Reginald Cardinal about sex. Since Stevens is unable to express himself directly, to great comic effect, they misunderstand one another, each believing that they are discussing quite different things.

It is repression that leads Stevens to reject Miss Kenton in favour of Lord Darlington, and the repression is made clear in Stevens’ outmoded speech where he frequently uses neutral and ambiguous words such as “quite” and “indeed”, never able to assert what he actually thinks or feels. This inner-suppression, typical of the English, is made apparent in the considerable differences of attitude and voice as a cast of Americans, French, and Germans appear in the novel. However, readers would be wrong to assume that Stevens and Lord Darlington are the singular representation of English identity. Instead, they are one version of it. Readers can be somewhat hopeful that English identity is heterogeneous and in the process of progressive change. During his journey, Stevens encounters a cross-section of English society, and not least the characters of Dr Carlisle and Harry Smith who hold more socially liberal outlooks, apparently determined to bring to an end class-based feudalism. 

Word count: 1494

Works Cited:

Britannica, The Editors of Encyclopaedia. "Suez Crisis". Encyclopedia Britannica, 5 Feb. 2023, https://www.britannica.com/event/Suez-Crisis. Accessed 16 February 2023.

Ishiguro, Kazuo. The Remains of the Day . 1989.

Teacher's Comments

Criterion A: Knowledge, understanding and interpretation (5 marks)

• To what extent does the student show knowledge and understanding of the work or text?
• To what extent does the student use their knowledge and understanding to reach conclusions about the work or text in relation to their chosen topic?
• How well does the student use references to the work or text to support their ideas in relation to their chosen topic?

5 out of 5: There is an excellent knowledge of the work. Reference to the work effectively supports the student’s discussion. Some ideas are arguably underdeveloped, and this is reflected in the criterion C mark.

Criterion B: Analysis and evaluation (5 marks)

• To what extent does the student analyze and evaluate how language, style, and wider authorial choices influence meaning in relation to their chosen topic?

4 out of 5: There is an appropriate and at times insightful exploration of textual features. The reading of the novel is close and critical. In particular, the student appears to recognise the relevance of unreliable narrator to her reading of the novel.

Criterion C: Focus, organization, and development (5 marks)

• To what extent is the presentation of ideas organized, focused, and developed?
• How effectively has the student integrated supporting examples into their essay?

4 out of 5: This is an organized and cohesive essay (suggesting 5 marks). However, the line of inquiry is not always clearly or fully developed. In addition, the student seems to ask the reader to identify the developing argument rather than make this obvious as she transitions between paragraphs.

Criterion D: Language (5 marks)

• How clear, varied, and accurate is the student's language?
• To what extent is the student's choice of register, style, and terminology appropriate?

5 out of 5: Very well written in the main. Often sophisticated. Obviously 5 marks.

Higher Level Essay

Whether you are an HL Literature student or HL Lang/Lit student, the HLE requires some special attention.  The good thing about this assessment is that it’s a processed – rather than on-demand – piece of writing.  This means you can take your time, put in the work, and produce something that you love and makes you proud.  Our students crush this assessment!  Use the same resources they do and enjoy your success.

HLE Writing Guide

Writing this assessment doesn’t have to be challenging.  In fact, we think it can be fun and rewarding!  Let us guide you through the entire writing process, from line of inquiry to the last word of your conclusion.  Our students do well on this assessment, and so can you.

Part of our  IBDP English A Student Toolkit , this resource includes:

• 100-page course book with guidance on films, photos, cartoons, and many other non-literary BOWs
• 5 sample papers across genres
• Examiner scores and comments
• Line of Inquiry guidance
• Step-by-step approach to building the HLE in small and manageable chunks
• Complete set of graphic organizers to guide students from start to finish

Developing a Line of Inquiry and Thesis

The Line of Inquiry (LOI) and thesis are the cornerstone of the assessment, so don’t proceed until these are under control.  Sadly, many students get off to a poor start with this step, and this means they end up writing either a shallow essay or one that doesn’t really satisfy the requirements of the task.  These videos should help you unlock the task.

Start with a text you love and work toward developing a literary or linguistic perspective. Watch this video and start your pathway to success.

How To Write the Line of Inquiry

If the first method didn't work for you, please try another approach.

How to Write the Line of Inquiry (part 2)

Turn that LoI into a clear, precise, and insightful thesis statement that will drive the essay.

HLE Sample Thesis Statements and Writing

The HLE Complete Course from Start to Finish

We feel this is some of our best work.  Teachers and students around the world have commented that this HLE series gets the job done and results in some powerful writing that makes students proud.  Please take the time and work through the videos sequentially.  Work along side with us.  Let us guide you to HLE success!

Choose your text and write the LOI.

Student planning doc

Model Student planning doc

Time for brainstorming and outlining.

Student Organizer

Completed Sample Organizer

Master the intro and conclusion.

Sample Intro and Conclusion

Learn how to write strong HLE body paragraphs.

Sample Body Paragraphs

Learn to revise, edit, and polish the final product.

Final instructions before submission

Dave’s complete sample HLE

Some Sample Papers

Sometimes it’s easier to just look at a final product, break it down, and see how other students have approached the HLE.  That’s why Dave and Andrew selected some strong papers, highlighted them, and discussed their strengths and weaknesses.  We’ve examined tons of these things, so listen carefully.  Lots of tips and tricks in these videos to help you pick up some extra points and crack into that mark band you want and deserve.  Understand the task.  Work hard.  Defeat the HLE and allow yourself to beam with pride.  Go ahead, you’ve earned it.

You’ve probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they’re amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman. What can you steal from this essay in terms of ideas, organization, and overall approach? Document: HLE Student Sample – Drama

Poetry anyone? Andrew and Dave love poetry for the HLE. They are complete “mini works” with a clear beginning, middle, and end. They are rich in techniques. They are complex and have deep meaning. In short, they rock. Just remember that for the HLE, “short texts need friends.” Document: HLE Student Sample – Poetry

Looking For More Support?

Hey, nobody said this thing would be easy.  No worries.  We’ve got you covered.  Perhaps you want to see some more student writing?  Check.  We’ve got that.  Perhaps you want to know some key points to include?  Check.  We got that too.  You’re almost there!  Finish these last two videos, add some finishing touches to your work, and submit that baby in with pride and confidence.

So you watched the videos above but are still concerned about “showing deep thinking” on the HLE? It’s ok – we know this is tough. Check out this video to see several samples of how to build big thinking into your writing. Document: Showing Deep Thinking in the HLE

We know, we know. The content is overwhelming and it’s just too much at times. You just want the top ten tips for success? Fine. Here you go. But don’t forget to go back and watch the rest of these videos when you’re feeling more energy. They’re a set. Watch them all and ace the HLE.

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English A: Language and Literature Support Site

Othello (hle).

The following HL Essay aims to answer the line of inquiry: 

Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script before reading the examiner's marks and comments. How different were your marks and comments from the examiner's marks and comments? What improvements would you make to this essay to achieve better results?

What's the role of secondary sources on the HL Essay ? Both the poor and the good essay have secondary sources. Compare the bibliographies of these essays. Clearly, the better essay cites more relevant sources. In other words, make sure that your sources are actually about the primary source and not just about cultural phenomena. 

Related pages

• HL Essay: Assessment criteria
• HL Essay: Skills: HLE Builder

IB DP Language A Language and Literature – sample text analysis – essay

Source: Extract from Junichiro Tanizaki’s In Praise of Shadows (Leete’s Island Books, 1977)

Before you read the “spoiler” bullet points below take a careful look at the text. Imagine it is a text you are using for one of your DP Language A Language and Literature assessments: the individual oral, the HL essay, or Paper 1 and analyze it accordingly. (This text would not be appropriate for Paper 2).

Note: This text was originally published in Japanese. Check the guidelines in the Subject Guide for the using texts in translation in DP Language A and Literature assessments.

“Every time I am shown to an old, dimly lit, and, I would add, impeccably clean toilet in a Nara or Kyoto temple, I am impressed with the singular virtues of Japanese architecture. The parlor may have its charms, but the Japanese toilet is truly a place of spiritual repose. It always stands apart from the main building, at the end of a corridor, in a grove fragrant with leaves and moss. No words can describe that sensation as one sits in the dim light, basking in the faint glow reflected from the shoji, lost in meditation or gazing out at the garden. The novelist Natsume Sōseki counted his morning trips to the toilet a great pleasure, “a physiological delight” he called it. And surely there could be no better place to savor this pleasure than a Japanese toilet where, surrounded by tranquil walls and finely grained wood, one looks out upon blue skies and green leaves.

As I have said there are certain prerequisites: a degree of dimness, absolute cleanliness, and quiet so complete one can hear the hum of a mosquito. I love to listen from such a toilet to the sound of softly falling rain, especially if it is a toilet of the Kantō region, with its long, narrow windows at floor level; there one can listen with such a sense of intimacy to the raindrops falling from the eaves and the trees, seeping into the earth as they wash over the base of a stone lantern and freshen the moss about the stepping stones. And the toilet is the perfect place to listen to the chirping of insects or the song of the birds, to view the moon, or to enjoy any of those poignant moments that mark the change of the seasons. Here, I suspect, is where haiku poets over the ages have come by a great many of their ideas. Indeed one could with some justice claim that of all the elements of Japanese architecture, the toilet is the most aesthetic. Our forebears, making poetry of everything in their lives, transformed what by rights should be the most unsanitary room in the house into a place of unsurpassed elegance, replete with fond associations with the beauties of nature. Compared to Westerners, who regard the toilet as utterly unclean and avoid even the mention of it in polite conversation, we are far more sensible and certainly in better taste. The Japanese toilet is, I must admit, a bit inconvenient to get to in the middle of the night, set apart from the main building as it is; and in winter there is always a danger that one might catch cold. But as the poet Saitō Ryoku has said, “elegance is frigid.” Better that the place be as chilly as the out-of-doors; the steamy heat of a Western-style toilet in a hotel is the most unpleasant.”

Some elements of the text to consider:

• How this essay differs from more formal / academic essays
• The first person perspective
• The unusual choice of topic (toilets) and the way that Japanese toilets are described
• The frequency use of descriptive language throughout the text
• The fairly long paragraphs and the complexity of many of the sentences
• The way in which westerners are compared to Japanese in the second paragraph

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The Comprehensive Guide to IB Japanese A Literature

If you have chosen to study IB Japanese A Literature, you are embarking on an enriching journey into the world of Japanese literature. This comprehensive guide will provide you with essential information about the course, its components, assessment criteria, and tips for success. Let's explore the fascinating world of IB Japanese A Literature!

Understanding the Course

IB Japanese A Literature is a course that focuses on the study of Japanese literary works, both in their original language and in translation. Through the exploration of various texts, including novels, short stories, poetry, and drama, you will develop critical thinking skills, literary analysis abilities, and an appreciation for Japanese literature.

Components of the Course

The IB Japanese A Literature course consists of several key components that contribute to your overall learning and assessment:

Literary Works

In this component, you will engage with a range of Japanese literary works. You will analyze the themes, styles, and techniques employed by authors to convey their messages and explore the cultural and historical contexts that influenced the creation of these works.

Contextual Study

The Contextual Study component focuses on understanding the social, cultural, and historical contexts in which the literary works were produced. By examining the cultural values, traditions, and events relevant to the texts, you will gain deeper insights into the meaning and significance of the literature.

Critical Study

In the Critical Study component, you will analyze and evaluate different critical approaches to the study of Japanese literature. You will explore various interpretations and perspectives, considering the influence of different literary theories and methodologies.

Written Assignments

Throughout the course, you will be assigned written tasks that require you to demonstrate your understanding of the literary works, your ability to analyze them critically, and your skills in constructing well-structured and coherent arguments.

Assessments

The IB Japanese A Literature course is assessed through a combination of internal and external assessments. Internal assessments include oral presentations, commentaries on literary works, and written assignments. External assessments include written exams that test your knowledge, analysis, and interpretation of the literature.

Tips for Success

To excel in IB Japanese A Literature, consider the following tips:

Read Widely

Engage with a variety of Japanese literary works, including both classic and contemporary texts. Read novels, short stories, poetry, and plays from different periods and genres to broaden your understanding of Japanese literature.

Analyze and Interpret

Develop your analytical and interpretive skills by closely examining the literary works. Pay attention to themes, symbolism, narrative techniques, and cultural references. Consider the historical and social context in which the works were written to deepen your understanding.

Research Cultural Context

Go beyond the text and research the cultural, historical, and social background of the literary works. This will provide you with a deeper appreciation of the connections between the literature and the larger Japanese cultural landscape.

Participate Actively

Engage actively in class discussions, group activities, and literary analyses. Share your interpretations, insights, and questions with your classmates and teacher. Actively participating in discussions will enhance your understanding and expose you to different perspectives.

Improve Language Skills

Work on improving your Japanese language skills, both in terms of reading and comprehension. Practice reading Japanese texts, watching Japanese films or TV shows, and engaging in conversations with native speakers. Improving your language skills will enhance your ability to engage with the literary works in their original language.

Do I need to be fluent in Japanese to excel in IB Japanese A Literature?

While fluency in Japanese is beneficial, it is not a requirement to succeed in the course. Translations of the literary works are available, allowing you to study the texts even if you are not proficient in Japanese. However, developing your Japanese language skills will enhance your understanding and appreciation of the original texts.

Can I choose my own literary works for analysis?

No, the IB Japanese A Literature course has prescribed texts that you must study. These texts are carefully selected to represent different genres, time periods, and themes in Japanese literature. It is important to engage with these prescribed texts to meet the course requirements.

How can I improve my writing skills for the written assignments?

Practice writing analytical essays and commentaries on the literary works. Pay attention to structure, clarity, and coherence in your writing. Seek feedback from your teacher and revise your work accordingly. Additionally, read exemplary essays or literary critiques to understand effective writing techniques.

What resources can I use to deepen my understanding of Japanese literature?

In addition to the prescribed texts, explore literary criticism, scholarly articles, and books about Japanese literature. Visit libraries, cultural centers, and online resources dedicated to Japanese literature. Engage with Japanese literary events, such as book fairs or author talks, to expand your knowledge.

How can I prepare for the external assessments?

Familiarize yourself with the assessment criteria and practice answering past exam questions. Develop your ability to analyze and interpret literary texts by practicing close reading and developing well-supported arguments. Seek guidance from your teacher and consider joining study groups to exchange ideas and practice exam techniques.

IB Japanese A Literature offers a wonderful opportunity to explore the rich and diverse world of Japanese literature. By engaging with the prescribed texts, developing analytical and interpretive skills, and immersing yourself in Japanese culture, you can excel in the course. Embrace the beauty of Japanese literature and enjoy the intellectual and cultural journey that awaits you!

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Choose Your Test

Sat / act prep online guides and tips, the best ib history notes and study guide for sl/hl.

International Baccalaureate (IB)

If you want to do well on the IB History exam, you'll need to have a solid set of notes to study from. This can be difficult though if you're missing notes or feel like some of your own notes don't cover certain topics in enough depth. Luckily, we're here to help! We've assembled the best FREE online IB History notes into this complete study guide.

feature image source: Mount Rushmore Monument America /Pixabay

What's the Format of the IB History Exam?

There are five prescribed subjects for IB History SL and HL:

• Military leaders
• Conquest and its impact
• The move to global war
• Rights and protest
• Conflict and intervention

Your teacher will choose one that you'll cover, and you'll be tested on this for paper 1 (one hour in length).

There is also a list of twelve world history topics. For paper 2 (1.5 hours), you'll cover two of these:

• Society and economy (750-1400)
• Causes and effects of wars (750-1500)
• Dynasties and rulers (750-1500)
• Societies in transition (1400-1700)
• Early Modern states (1450-1789)
• Causes and effects of Early Modern wars (1500-1750)
• Origins, development and impact of industrialization (1750-2005)
• Independence movements (1800-2000)
• Emergence and development of democratic states (1848-2000)
• Authoritarian states (20 th century)
• Causes and effects of 20 th -century wars
• The Cold War: superpower tensions and rivalries (20 th century)

If you're taking IB History HL, you'll also have a final paper (Paper 3) that is 2.5 hours and will cover one of the four Depth Studies:

• History of Africa and the Middle East
• History of the Americas
• History of Asia and Oceania
• History of Europe

If you're interested in taking a look at the entire IBO IB History Guide , you can find it as a .pdf here.

How to Use This IB History Study Guide

If you're hoping for help on one subject, use Command + F to search this guide for specific IB History notes about that subject. As an example, if you want to read about the Cold War, use Command + F to cue the search function. Then type "Cold War," and it'll bring up all of the study materials for the Cold War.

The resource is separated into:

• Quick reference: one-page summary of material if you just need a quick refresher.
• Longer notes: notes (generally 3-10 pages) if you need more of an in-depth explanation.
• Flashcards: online quizzes of key terms.

Common Study Mistakes for IB History SL/HL

Two common mistakes are:

• Trying to ignore the topics you didn't comprehend from your teacher's lesson. If you didn't understand it in class, you need to find additional assistance through this IB History study guide or tutoring. You're still going to be tested over this material whether you understood it in class or not!
• Only trying to learn the material a week or two before the IB papers. There is too much history to learn—one or two weeks will not be enough time to learn it (that's why IB History SL/HL is spread over a year or two). The best solution is keeping up in class and studying the material throughout the year.

Current IB History Guides

Because IB History was recently updated, there aren't that many current notes and study guides, but we've found the best available. These guides follow the syllabus of the current version of IB History. If you are studying the same topics these notes cover, they are a great resource to use because they hit all or most of the main topics you need to know to be well prepared for the IB History exam. There are guides that cover multiple topics as well as guides that cover a single topic.

Multi-Topic Guides and Overviews

IB History Duck covers similar topics. This guide focuses primarily on authoritarian leaders such as Hitler, Mao, and Stalin, as well as the Cold War, histories of China, the USSR, and Imperial Japan.

The Student Room has a plethora of resources for you. Just keep in mind that notes for the 2017 syllabus are mixed in with information from earlier exams , so make sure you're accessing and studying the correct material.

Single Topic Guides

These are notes on single topics that you'll cover on the IB syllabus.

Prescribed Topics: Military Leaders

• Military leaders overview
• Ghenghis Khan (c1200-1227) unit
• Richard I of England (1173-1199) unit

Prescribed Topics: Conquest and Its Impacts

• General overview of ideas you should know
• The final stages of Muslim rule in Spain 
• The conquest of Mexico and Peru (1519-1551)

  Prescribed Topics: Move to Global War

• Move to global war Prezi notes
• Move to global war longer notes
• Japanese expansion in East Asia (1931-1941)  
• German expansion (1933-1940) unit
• Italian expansion (1933-1940)

Prescribed Topics: Rights and Protest

• Rights and protest US Civil Rights overview
• Rights and protest Apartheid South Africa overview
• Rights and protest complete unit

Prescribed Topics: Conflict and Intervention

• Conflict and Intervention general overview
• Conflict and Intervention workbook
• Conflict and Intervention Rwanda flash cards

World History Topics: Society and Economy

• Standard level economics brief
• Higher level economics brief

World History Topics: Causes and Effects of Wars (750-1500)

• Causes and effects of Medieval wars unit

World History Topics: Dynasties and Rulers (750-1500)

Dynasties and rulers (750-1500) unit, world history topics: societies in transition.

• Societies in transition Prezi

World History Topics: Early Modern States (1450-1789)

• Ferdinand/Isabella
• Charles I/Phillip II
• Henry VII (1485-1509)
• Henry VIII (1509-1529)
• Henry VIII (1529-1547)
• Edward VI (1547-1553)
• Mary I (1553-1558)
• Elizabeth I (1558-1603)

World History Topics: Causes and Effects of Modern Wars (1500-1750)

• Causes and effects of modern wars unit

World History Topics: Origins, Development and Impact of Industrialization (1750-2005)

• Origins, development, and impact of industrialization notes

World History Topics: Independence Movements   

• Independence movements longer notes
• Independence movements flashcards
• Independence movements  

World History Topics: Emergence and Development of Democratic States

• Evolution and development of democratic states overview

World History Topics: Authoritarian States (20th Century)

• Authoritarian states longer notes
• Authoritarian states (20th century)

World History Topics: Causes and Effects of 20th Century Wars

• Causes and effects of 20th Century wars general overview
• Causes and effects of 20th Century wars unit

World History Topics: The Cold War — Superpower Tensions and Rivalries (20th Century)

• Origins of the Cold War unit outline
• Origins of the Cold War event overview
• Origins of the Cold War longer notes

HL Depth Studies: History of Africa and the Middle East

• Africa and the Middle East unit

HL Depth Studies: History of the Americas

• History of the Americas longer notes
• History of the Americas unit

HL Depth Studies: History of Asia and Oceania

• History of China and Oceania longer notes
• History of China and Oceania unit

HL Depth Studies: History of Europe

• History of Europe longer notes
• History of Europe unit

Past IB History Guides

These notes are based on the older (pre-2017) version of IB History. They won't fit the syllabus you're currently following in class, but since the two versions cover many similar concepts, they can still be useful for learning more about a specific topic. Just be sure not to use them as your main study resource because they may not focus on the exact same areas you're expected to know.

Peacemaking, Peacekeeping - International Relations 1918-36

• 1.1 Aims of the participants and peacemakers: Wilson and the fourteen points
• 1.2 Terms of the Paris Peace Treaties 1919-20: Versailles, St Germain, Trianon, Neuilly, Sevre
• 1.3 The geopolitical and economic impact of the treaties on Europe and the mandate system
• 1.4 Enforcement of the provisions of the treaties: US isolationism, the retreat from the Anglo-American Guarantee, Disarmament-Washington, London and Geneva Conferences
• 1.5 The League of Nations: effects of the absence of major powers, the principles of collective responsibility, and early attempts at peacekeeping (1920-25)
• 1.6 The Ruhr Crisis (1923), Locarno and the Locarno Spring
• 1.7 Depression and threats to international peace and collective security, Manchuria (1931 to 1933) and Abyssinia (1935 to 1936)
• The Peace Treaties after World War One
• The League of Nations in the 1920s
• The Wall St. Crash / Depression
• The League of Nations in the 1930s

Communism in Crisis 1976–89

• 2.1 The struggle for power following the death of Mao Zedong, Hua Guofeng, the reemergence of Deng Xiaoping and the defeat of the Gang of Four
• 2.2 China under Deng Xiaoping, economic policies and the Four Modernizations
• 2.3 China Under Deng Xiaoping, Political Changes And Their Limits, Culminating In The Demonstrations In Tiananmen Square
• 2.4 Domestic and foreign problems of the Brezhnev era, economic and political stagnation, Afghanistan
• The Cold War c.1945-55
• The Cold War c.1955-91
• The Korean War c.1950-53

Causes, Practices and Effects of Wars

• World War One
• Causes of WW1
• Course / Effects WW1
• The Peace Treaties
• German Involvement in Spanish Civil War
• Causes of the Chinese Civil War
• Causes of WW2

The Cold War

Democratic states—challenges and responses.

• Weimar Germany

Origins and Development of Authoritarian and Single-Party States

• Tsarist / Revolutionary Russia
• Stalin's USSR
• Additional Stalin's USSR materials
• Hitler's Germany

• Cold War Origins 

Aspects of the History of the Americas

• United States Civil War: Causes, Course and Effects 1840-1877
• Emergence of the Americas in Global Affairs 1880-1929
• Political Developments in the Americas after the Second World War 1945-79
• The Cold War and the Americas
• Civil Rights and Social Movements in America

Aspects of the History of Europe and the Middle East

#1: The French Revolution and Napoleon

• Longer notes

#2: Unification and Consolidation of Germany and Italy

#3: The Ottoman Empire

#4: Western and Northern Europe 1848-1914

#5: Imperial Russia, Revolutions, Emergence of Soviet State 1853-1924

• Longer notes: Tsarist and Revolutionary Russia to 1924
• Longer notes: Alexander II
• Longer notes: Alexander III
• Longer notes: Nicholas II

#6: European Diplomacy and the First World War 1870-1923

• Longer notes: Causes of WW1 , Course / Effects WW1 , the Peace Treaties

#7: War and Change in the Middle East 1914-49

• Longer notes: The Peace Treaties after World War One
• Longer notes: The League of Nations in the 1920s
• Longer notes: The Wall St. Crash / Depression
• Longer notes: The League of Nations in the 1930s
• Khrushchev and Brezhnev
• Causes for the Collapse of Communism in Europe

#10: The Second World War and Post-War Western Europe 1939-2000

#11: Post-War Developments in the Middle East 1945-2000

• Longer notes: European Option

What's Next?

Looking for more practice material for IB History? Then you'll definitely want to delve into our complete collection of free and official past IB history papers .

Interested in brushing up on some of your historical knowledge? Read about the Platt Amendment , checks and balances in the US government (as well as how the executive branch checks the judicial branch ), and lighthouse keeper Ida Lewis .

Alternatively, boost your esoteric knowledge by learning about the history of the three-hole punch and the real story of David Ghantt and the Loomis Fargo heist .

Finally, you can get practice materials for other IB classes on our blog:

• Every IB Biology Past Paper Available: Free and Official
• Every IB Business and Management Past Paper Available: FREE and Official
• Where to Find IB Chemistry Past Papers - Free and Official
• Every IB Economics Past Paper Available: Free and Official
• Every IB English Past Paper: Free and Official
• The Complete IB Extended Essay Guide: Examples, Topics, and Ideas
• Every IB Geography Past Paper Available: Free and Official
• Every IB Math Past Paper: Free and Official
• Where to Find IB Physics Past Papers - Free and Official

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IBDP History: IB Style Questions -Japan (1912–1990)-HL option 3-Paper 3

IB DP Physics IB DP Maths IB DP History IB DP Geography

Evaluate the strengths and weaknesses of the Taisho Democracy.

Candidates must make an appraisal of the Taisho Democracy that draws out an assessment of both its strengths and weaknesses. Whilst some candidates may choose to finish their response with the end of the Taisho Democracy in 1926, others may choose to discuss the effects of the Democracy up to 1931. Both methods are permissible.

Indicative content

• The Japanese Diet had two houses and the House of Representatives was directly elected by the people.
• Party politics flourished at this time with a wide range of political parties that represented all elements of society.
• Japan was becoming a key player in international relations, for example the League of Nations and Washington Conference.
• In 1925 universal male suffrage was granted and the electorate increased from 3 million to 14 million.

Weaknesses:

• Economic problems existed throughout the period: both and inflation and debt were evident at the close of the First World War.
• The assassination of Prime Minister Hara in 1921 led to some instability.
• Changes to the political structure were banned by the Peace Preservation Law.
• There was suppression of the Communists.
• Politicians were perceived to be corrupt and with little interest in the peasantry and workers.
• The inability of Taisho politicians to deal with effects of the Great Depression (1929) also undermined the Democracy.

The above material is an indication of what candidates may elect to write about in their responses. However, it is not exhaustive and no set answer is required.

Examiners and moderators are reminded of the need to apply the markbands that provide the “best fit” to the responses given by candidates and to award credit wherever it is possible to do so.

To what extent did the social and cultural reforms of the US Occupation (1945–1952) transform Japan as a nation?

Candidates must consider the merits or otherwise of the suggestion that Japan was significantly changed by the social and cultural reforms introduced during the US occupation.

• Social reforms included an increase in the availability of education for all. The repeal of the Imperial Rescript on Education meant that education was more modern, westernized and was based on the US system.
• The status of women changed dramatically; as well as gaining the vote as a result of the 1947 constitution, more women became involved in politics. In the 1946 election 39 women candidates were elected.
• Shintoism was abolished as a state religion; the Emperor was no longer regarded as divine and Japan essentially became a constitutional monarchy although Emperor Hirohito was still revered by the Japanese people.
• The processes of democratization and liberalization may be discussed. Although these are political concepts, it could be argued that they made Japanese society more open and liberal. However, with the intensifying of the Cold War conflict in Asia these ideals were not pursued as vigorously after 1950.
• Some candidates may argue that it was not so much the introduction of reforms that transformed Japanese society but rather the presence of the Americans themselves. It could be argued that the US presence led to westernization of their culture and this could be seen in film, music and theatre.

Examine the reasons why Japan emerged as an economic superpower after 1952.

Candidates must demonstrate a clear understanding of Japan’s economic development between 1945 and 2000 and the reasons for it. Consequently, responses should go beyond the US Occupation and the 1950s.

• Japan’s economic growth after the Second World War began with post-war US Occupation reconstruction and then the changing priorities of the “Reverse Course” after the Communist victory in China in 1949 and the outbreak of the Korean War in 1950.
• The political stability resulting from the US Occupation reforms and social factors such as the culture and character of the Japanese people, also contributed to the rapid economic development.
• The impact of the Korean War was a major factor. Japan became an important supplier of materials to US forces, for which it received payment that helped regenerate and modernize Japanese industry. Trade between Japan and the US flourished in the post-war years due to advantageous tariffs and Japanese imports flooded into the US.
• Japanese management and work practices proved effective in preventing industrial action, and effective marketing and servicing won and retained customers.
• War reparations to those countries occupied during the war were converted into orders for Japanese products, thus opening new markets. The repaired infrastructure was modern and efficient providing a boost for economic expansion in the 1960s.
• Japan dominated the Pacific Asian economy and to maintain their price advantage with the West, Japan moved production facilities to other Asian countries as costs rose domestically in the latter part of the 20th century. Japan effectively expanded its available labour force to include those of other Asian countries as well.
• Japan diversified economic production to sell Japanese products for foreign markets, ranging from children’s toys to electronics and automobiles. Globalization played a key role in the economic development of Japan.

To what extent did Japan have a successful democratic parliamentary system of government by 1929?

Candidates will, in a considered and balanced way, review the extent to which Japan had successfully established a democratic system of government by 1929. Candidates may argue that although Japan was theoretically democratic, by 1929 democratic processes had been significantly undermined.

Successful democratic parliamentary system had been established

• The Japanese Diet had two houses and, the House of Representatives was directly elected by the people.
• Hara Takashi became the first commoner to serve as Prime Minister. He worked effectively with the different political institutions and with the military.
• Initially party politics flourished with a wide range of political parties that represented all elements of society.
• The General Election Law of 1925 granted universal male suffrage and consequently the electorate increased from 3 million to 14 million.

Failings and/or limitations to the establishment of democratic parliamentary democracy

• Hara had used electoral reform and electoral redistricting to ensure a seiyukai majority.
• The assassination of Prime Minister Hara in 1921 and a failed assassination attempt by radicals of Emperor Hirohito in 1923 led to instability.
• Women did not get the vote in the 1925 Election Law and they still had few legal rights.
• Changes to Japan’s political structure were banned by the Peace Preservation Law of 1925. In 1928, an amendment to it banned any political parties that the Communists had infiltrated.
• There was suppression of left wing activists throughout the 1920s. The Tokko was established to monitor socialist and communist activity.
• Politicians were generally perceived to be corrupt and seen to have little interest in the peasantry and workers.
• The inability of Taisho politicians to deal with the effects of the Great Depression (1929) also undermined parliamentary democracy.

The above material is an indication of what candidates may elect to write about in their responses. However, the list is not exhaustive and no set answer is required.

Discuss the reasons for Japan’s changing relations with the West between 1929 and 1940.

Candidates are required to offer a considered and balanced review of the reasons why Japan’s relations with the US, European powers and the League of Nations worsened in this time period. Candidates may also explain how relations with Germany and Italy were strengthened.

Note: Candidates may argue that relations with the West were already tense in 1929 because of events in the 1920s but their response should be primarily focused on the years 1929 to 1940.

• Because of the Great Depression, Western countries protected their own economies by restricting imports. Japan’s silk exports to the US dropped dramatically as a result of US protectionism and this led to high unemployment in Japan.
• In 1931, the Kwantung Army invaded Manchuria. The League of Nations investigated this event and, in the Lytton Report, Japan’s action in Manchuria was condemned. In response to this Japan left the League of Nations in 1933.
• The West became concerned about the growing power of the military in Japanese government. In 1932, the Japanese Prime Minister, Tsuyoshi, was assassinated. There was an attempted coup d’état (February 26 Incident) by young Japanese military officers in 1936. These events made the West anxious of the Japanese government.
• In 1936 Japan withdrew from the Second London Naval Conference as tensions over the issue of China escalated.
• From 1937 onwards, the events of the Sino-Japanese War caused tension with the West. Atrocities committed by the Japanese Army, such as the Nanjing (Nanking) Massacre, shocked the West. Japan’s attack on Shanghai caused significant concern due to the amount of foreign legations in the city.
• Japan formed closer ties with Germany and Italy in the 1930s. The Anti-Comintern Pact was signed with Germany in 1936 and then with Italy in 1937. The Tripartite Pact was signed with Germany and Italy in 1940.
• Japan announced the Greater East Asia Co-Prosperity Sphere in June 1940, which was a clear statement of their expansionist policy.
• The Japanese invasion of French Indochina in 1940 led to the Export Control Act of 1940, which restricted US exports into Japan. The sanctions would eventually include oil.

“Taisho democracy (1912–1926) was fragile.” Discuss.

Candidates will offer a considered and balanced review of the statement that Taisho democracy (1912–1926) was fragile. Candidates may agree, partly agree or disagree with the statement. Candidates may refer to events after 1926 as evidence that democracy was not effectively established during the Taisho era or to argue it was only events after this period that undermined democracy however, the bulk of the essay should be focused on the period 1912 to 1926. To support the statement that Taisho democracy was fragile candidates may refer to methods used by Prime Minister Hara to ensure a majority for his party, the Peace Preservation Law, the failure to enfranchise women, the assassination of Hara in 1921 and the failed assassination of Hirohito in 1923. To challenge the statement candidates may refer to the granting of universal male suffrage in 1925 and the appointment of the commoner Takashi as Prime Minister.

To what extent was Japan’s military power responsible for its initial success in the Second World War?

Candidates will consider the merits or otherwise of the statement that Japan’s military power was responsible for its initial success in the Second World War. Candidates may agree, partly agree or disagree with the statement. Candidates may discuss events that predate the Second World War but these must be clearly linked to the issue raised in the question. To support the statement candidates may discuss the nature of the Japanese Military and note its size, discipline, technologies and the experience it had gained in the war with China. Japan’s military plans, the “Southern Plan” and the “Eastern Plan” may also be discussed to show that the Japanese military had clear strategical objectives. Candidates may challenge the statement by identifying other factors for Japanese success. These could include the impact of the Tripartite Pact of 1940 and the weaknesses of the Allied powers in the region.

Academic Affairs

Ib exam in japanese a: literature (hl) or japanese a: language and literature (hl).

International Baccalaureate (IB) exams are offered once a year, usually in high schools that offer IB courses. These tests are not administered on the UT Austin campus. For more information, please visit the  IB website .

UT Austin students who have received an IB Diploma (as opposed to an IB Certificate) are eligible for twenty-four hours of credit based on qualifying test scores of 4-7 on Higher Level (HL) and Standard Level (SL) exams.

Students who transfer to UT Austin, and those who receive an IB Certificate, should refer to eligible scores for Certificate-level students, as they are eligible for credit based on Higher Level (HL) exams only. Cut scores for HL exams often differ for Diploma and Certificate-level students.

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At The Brink

An Introduction: It’s Time to Protest Nuclear War Again

Kathleen Kingsbury, Opinion Editor

The threat of nuclear war has dangled over humankind for much too long. We have survived so far through luck and brinkmanship. But the old, limited safeguards that kept the Cold War cold are long gone. Nuclear powers are getting more numerous and less cautious. We’ve condemned another generation to live on a planet that is one grave act of hubris or human error away from destruction without demanding any action from our leaders. That must change.

In New York Times Opinion’s latest series, At the Brink, we’re looking at the reality of nuclear weapons today. It’s the culmination of nearly a year of reporting and research. We plan to explore where the present dangers lie in the next arms race and what can be done to make the world safer again.

W.J. Hennigan, the project's lead writer, begins that discussion today by laying out what’s at stake if a single nuclear weapon were used, as well as revealing for the first time details about how close U.S. officials thought the world came to breaking the decades-long nuclear taboo.

Russia’s president, Vladimir Putin, threatened in his 2024 annual speech that more direct Western intervention in Ukraine could lead to nuclear conflict. Yet an American intelligence assessment suggests the world may have wandered far closer to the brink of a nuclear launch more than a year earlier, during the first year of Mr. Putin's invasion.

This is the first telling of the Biden administration’s efforts to avoid that fate, and had they failed, how they hoped to contain the catastrophic aftermath. Mr. Hennigan explores what happened during that tense time, what officials were thinking, what they did and how they’re approaching a volatile future.

In the first essay of the series, W.J. Hennigan lays out the risks of the new nuclear era and how we got here. You can listen to an adaptation of the piece here .

Within two years, the last major remaining arms treaty between the United States and Russia is to expire. Yet amid mounting global instability and shifting geopolitics, world leaders aren’t turning to diplomacy. Instead, they have responded by building more technologically advanced weapons. The recent intelligence on Russia’s development of a space-based nuclear weapon is the latest reminder of the enormous power these weapons continue to wield over our lives.

There is no precedent for the complexity of today’s nuclear era. The bipolarity of the Cold War has given way to a great-power competition with far more emerging players. With the possibility of Donald Trump returning as president, Iran advancing its nuclear development and China on track to stock its arsenal with 1,000 warheads by 2030, German and South Korean officials have wondered aloud if they should have their own nuclear weapons, as have important voices in Poland, Japan and Saudi Arabia.

The latest generation of nuclear technology can still inflict unspeakable devastation. Artificial intelligence could someday automate war without human intervention. No one can confidently predict how and if deterrence will work under these dynamics or even what strategic stability will look like. A new commitment to what could be years of diplomatic talks will be needed to establish new terms of engagement.

Over the past several months, I’ve been asked, including by colleagues, why I want to raise awareness on nuclear arms control when the world faces so many other challenges — climate change, rising authoritarianism and economic inequality, as well as the ongoing wars in Ukraine and the Middle East.

Part of the answer is that both of those active conflicts would be far more catastrophic if nuclear weapons were introduced into them. Consider Mr. Putin’s threat at the end of February: “We also have weapons that can strike targets on their territory,” the Russian leader said during his annual address. “Do they not understand this?”

The other answer lies in our recent history. When people around the world in the 1960s, ’70s, ’80s and early ’90s began to understand the nuclear peril of that era, a vocal constituency demanded — and achieved — change.

Fear of mutual annihilation last century spurred governments to work together to create a set of global agreements to lower the risk. Their efforts helped to end atmospheric testing of nuclear weapons, which, in certain cases, had poisoned people and the environment. Adversarial nations started talking to each other and, by doing so, helped avoid accidental use. Stockpiles were reduced. A vast majority of nations agreed to never build these weapons in the first place if the nations that had them worked in good faith toward their abolishment. That promise was not kept.

In 1982 as many as a million people descended on Central Park calling for the elimination of nuclear arms in the world. More recently, some isolated voices have tried to raise the alarm — Jamie Dimon, the chief executive of JPMorgan Chase, said last year that “the most serious thing facing mankind is nuclear proliferation” — but mostly such activism is inconceivable now. The once again growing threat of nuclear weapons is simply not part of the public conversation. And the world is less secure.

Today the nuclear safety net is threadbare. The good news is that it can be restitched. American leadership requires that Washington marshal international support for this mission — but it also requires leading by example. There are several actions that the U.S. president could take without buy-in from a Congress unlikely to cooperate.

As a first step, the United States could push to reinvigorate and establish with Russia and China, respectively, joint information and crisis control centers to ensure that misunderstandings and escalation don’t spiral. Such hotlines have all but gone dormant. The United States could also renounce the strategy of launching its nuclear weapons based only on a warning of an adversary’s launch, reducing the chance America could begin a nuclear war because of an accident, a human or mechanical failure or a simple misunderstanding. The United States could insist on robust controls for artificial intelligence in the launch processes of nuclear weapons.

Democracy rarely prevents war, but it can eventually serve as a check on it. Nuclear use has always been the exception: No scenario offers enough time for voters to weigh in on whether to deploy a nuclear weapon. Citizens, therefore, need to exert their influence well before the country finds itself in such a situation.

We should not allow the next generation to inherit a world more dangerous than the one we were given.

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Poverty Reduction and Growth Trust: 2024 Borrowing Agreements with Belgium, Denmark, France, Japan, Korea, And Qatar

Publication Date:

May 29, 2024

Electronic Access:

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This paper presents the last six borrowing agreements that were concluded between October 2023 and February 2024 to provide new loan resources to the Poverty Reduction and Growth Trust (PRGT) as part of the loan mobilization round launched in July 2021 to support low-income countries (LICs) during the pandemic and beyond. Five of the six agreements use SDRs in the context of SDR channeling. Together these borrowing agreements provide a total amount of SDR 3.9 billion in new PRGT loan resources. The 2021 loan fundraising campaign was concluded successfully. It mobilized total contributions of SDR 14.65 billion from 17 PRGT lenders, well exceeding the SDR 12.6 billion loan target.

Policy Paper No. 2024/028

Monetary policy Political economy

9798400277191/2663-3493

PPEA2024028

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