An extended essay (EE) in studies in language and literature gives students an opportunity to undertake independent research into a topic of special interest to them within the subject. It is intended to promote advanced research and writing skills, intellectual discovery and creativity. The essay is open to students who are writing in a language that they would be capable of offering as a language A. It must be written in the language for which it is registered. Students must not submit a Group 1 EE in their Group 2 language. Studies in language and literature EEs are divided into three categories:
Category 1: Studies of one or more literary works originally written in the language in which the essay is presented.
Category 2: Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)
Category 3: Studies in language based on one or more texts originally produced in the language in which the essay is presented. Texts can be compared with a translated text originally written in another language.
Categories 1 & 2
An EE in categories 1 and 2 gives students an opportunity to:
study in depth a literary topic
engage in independent literary criticism
engage with established critical comment
develop the ability to put forward their views persuasively and in a well-structured manner, using a register appropriate to the study of literature.
Students must situate their analysis of their chosen text(s) in the wider context of the discipline. This should include other literary texts, or particular critical perspectives or insights. However, this wider discussion should enhance the knowledge and understanding of their chosen texts for the reader, without detracting from the main focus of their research question.
Category 3
A category 3 studies in language and literature EE gives students the opportunity to:
demonstrate skills of textual analysis by considering how language, culture and/or context influence the ways in which meaning is constructed in texts
examine critically the different relationships and interactions that exist between texts, audiences and purposes
engage with established (or developing) critical writing, as appropriate
develop the ability to put forward their views persuasively and in a well-structured manner, using a register and terminology appropriate to the subject.
Choice of Topic
EEs submitted in studies in language and literature (language A registrations) cannot be based on a text studied as part of a student’s course. Students can base their essays on different texts by the same author. Please note that this applies to all students without exception, including those retaking the EE from earlier sessions. Categories 1 and 2—literature
Studies of one or more literary works originally written in the language in which the essay is presented.
Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)
Through the work they have already undertaken, students may have developed an interest they wish to pursue further, for example:
a particular genre of writing
a particular author
a philosophical, political or social question addressed by a literary work.
Categories 1 and 2—appropriate textsStudents can choose literary works from any source, including the IB Diploma Programme prescribed list of authors. Crucially, students’ chosen text(s) should be of sufficient literary merit to sustain in-depth analysis. Categories 1 and 2—examples of topicsThese examples are just for guidance. Students must ensure their choice of topic is focused (left-hand column) rather than broad (right-hand column).
Category 3 Studies in language based on one or more texts originally produced in the language in which the essay is presented. Texts can be compared with a translated text originally written in another language. A category 3 EE emphasizes the production and reception of texts in social, historical and/or cultural contexts. Essays that simply offer a general overview of a topic are not appropriate. Category 3—appropriate texts For the purpose of a category 3 language EE, “texts” include the widest range of oral, written and visual materials present in society:
single and multiple images with or without written text
literary written texts and text extracts
media texts, for example, advertising campaigns; films, radio and television programmes and/or their scripts
electronic texts that share aspects of a number of media texts, eg video-sharing websites, web pages, SMS messages, blogs, wikis and tweets
oral texts, eg readings, speeches, broadcasts and transcripts of recorded conversation.
When writing the essay, students must bear in mind that any narrative and/or descriptive material included should be directly relevant to the critical analysis. A summary of the student’s reading is not sufficient. Where relevant to the topic, students may compare and contrast different languages and cultures. However, the essay’s main focus should be the language and culture(s) of the language in which the student is writing.
Treatment of the Topic
Students should use both primary and secondary sources for their research. Primary sources refer to the novels, poems, stories, plays or essays by the author whose work is the focus of the student’s research. Secondary sources are scholarly works about:
the primary author’s work and biography
the genre the student is focusing on
literary techniques.
Secondary sources include:
books
academic journal articles
edited essays in book collections
reviews incorporated in the publication that is the focus of the student’s research.
Categories 1 and 2—literature Students should always consider how the text(s) work as literature, dealing with aspects such as the effects they achieve, the devices they use and the way they are written. Philosophical, political or social issuesStudents can choose as their topic a philosophical, political or social issue arising from a work of literature. However, the major focus of their essay should be the literary treatment of the issue. They must not treat the literary work(s) simply as documentary evidence in a discussion of the particular issue. In addition, students should not use the essay solely as a vehicle for their own thoughts on the issue. Students must focus first on their analysis of the presentation of the author’s ideas. Then they can present their personal views on the way the author has treated the subject. Use of literary criticism Students should aim for a compromise between building on the wisdom of experienced critics and introducing new personal elements. An essay that simply repeats the views of established literary critics will not receive a high mark. Use of literary biography Essays that interpret literary works in terms of the writer’s life tend to produce reductive readings based on second-hand information. Such essays receive low marks and the IB therefore advises students to avoid biographical topics.
Examples of Topics, RQs, & Approaches: Category 1
Examples of Topics, RQs, & Approaches: Category 2
Examples of Topics, RQs, & Approaches: Category 3
Students should give focused and critical attention to the text or texts being considered. The approach should aim to be balanced, coherently argued, and illustrated by relevant supporting examples. Students are encouraged to:
adopt an analytical, critical position
show awareness of potentially conflicting viewpoints on the text(s) and their meaning in a wider social context.
Their analysis must include a wider discussion of the contexts in which the text(s) are produced and understood. Essays that attempt to interpret the text(s) without considering the original audience and context are unlikely to offer a fully successful discussion. Examples of topics, research questions and suggested approaches—category 3 The examples are just for guidance. Apart from examples 1 and 7, each specifies a particular language so that the research question is precise. However, they may also work in another language and context. Examples 1, 2 and 3—language in a cultural context Students can explore how language develops in specific cultural contexts, how it impacts on the world, and the ways in which language shapes both individual and group identity.
Examples 4, 5, 6 and 7—language and mass communication Students are able to consider the way language is used in the media, and may address how the production and reception of texts is influenced by the medium in which they are written.
Note: All information on this webpage has been copied or adapted from the IB Extended Essay Guide (2018) and is used for educational purposes only.