Advertisements, speeches, cartoons, poems, short stories… IB English Paper 1 can involve a wide variety of text types, and knowing what to expect can make a huge difference to your exam preparation.

But with so many possible formats, which ones should you actually revise?

The key isn't predicting the exact text you'll receive. It's understanding the conventions, features and techniques associated with different text types so you can confidently analyse an unfamiliar passage.

In this guide, we'll break down common literary and non-literary text types relevant to IB English Paper 1, explain what to look for in each one and share practical revision tips.

Table of Contents

1. What Text Types Appear in IB English Paper 1?
2. Common Non-Literary Text Types in IB English Language and Literature
3. Common Literary Text Types in IB English Literature Paper 1
4. Literary vs Non-Literary Texts: What's the Difference?
5. How to Prepare for Different IB English Paper 1 Text Types
6. Frequently Asked Questions

What Text Types Appear in IB English Paper 1?

First, it's important to distinguish between the two IB English A courses.

IB English A: Language and Literature focuses on non-literary texts in Paper 1, including advertisements, articles, speeches, infographics and other forms of communication.

IB English A: Literature focuses on literary passages, such as poetry, prose fiction, drama and literary non-fiction.

Both SL and HL students receive two unseen passages. SL students choose one to analyse, while HL students analyse both separately.

The following text types are useful revision categories, not an official ranking of exam frequency. You should prepare broadly rather than relying on predictions.

Common Non-Literary Text Types in IB English Language and Literature

1. Advertisements

Advertisements aim to promote a product, service, cause or idea. They often combine persuasive language with striking visual elements.

Common techniques:

• Slogans and catchy headlines
• Emotive language
• Colour symbolism
• Typography
• Visual imagery
• Direct address
• Imperatives

Example:

A sports advertisement featuring an athlete running through heavy rain with the slogan "Nothing Can Stop You."

The dramatic imagery reinforces perseverance, while the absolute language associates the brand with determination and resilience.

What to analyse: How do visual and linguistic choices work together to influence the target audience?

2. Opinion Articles and Editorials

Opinion articles present a particular perspective on an issue and often attempt to persuade readers to agree with the writer.

Common techniques:

• Rhetorical questions
• Emotive language
• Statistics and evidence
• Counterarguments
• Inclusive language
• Persuasive tone
• Argument structure

Example:

"How many more hours must commuters waste before our cities take action?"

The rhetorical question encourages readers to share the writer's frustration while framing transport congestion as an urgent issue.

What to analyse: How does the writer build their argument and position the reader to accept their perspective?

3. Speeches

Speeches are designed to be delivered to an audience, often with the purpose of persuading, motivating or inspiring listeners.

Common techniques:

• Repetition and anaphora
• Inclusive pronouns
• Rhetorical questions
• Emotive language
• Parallelism
• Direct address
• Calls to action

Example:

"We will rebuild. We will recover. We will rise."

The repetition and parallel sentence structure create rhythm and reinforce collective determination.

What to analyse: How do rhetorical techniques create emotional engagement and strengthen the speaker's message?

4. Cartoons and Comic Strips

Cartoons frequently communicate social or political commentary through humour, satire and visual exaggeration.

Common techniques:

• Caricature
• Exaggeration
• Irony and satire
• Symbolism
• Juxtaposition
• Speech bubbles
• Facial expressions

Example:

A cartoon depicts a politician standing in a flooded street while declaring, "There is no environmental problem."

The contradiction between the visual evidence and dialogue creates irony, highlighting the politician's apparent denial.

What to analyse: How do images and words interact to communicate criticism or humour?

5. Infographics

Infographics combine statistics, visual elements and concise language to communicate information efficiently.

Common techniques:

• Graphs and charts
• Statistics
• Icons and symbols
• Colour coding
• Typography
• Visual hierarchy
• Layout

Example:

An infographic about water scarcity uses a large red percentage to emphasise the number of people affected.

The prominent statistic establishes scale, while the red colouring reinforces urgency.

What to analyse: How does the organisation and presentation of information influence the reader's understanding?

6. Blogs and Online Articles

Blogs often use an accessible, conversational style to communicate personal experiences, advice or commentary.

Common techniques:

• Conversational tone
• First-person narration
• Direct address
• Rhetorical questions
• Informal language
• Subheadings
• Digital conventions

Example:

"Ever wondered what it's like to wake up overlooking the Swiss Alps?"

The rhetorical question creates a conversational relationship with the reader and encourages curiosity.

What to analyse: How does the writer establish authenticity, credibility or a connection with the audience?

7. Brochures and Travel Writing

Brochures and promotional travel texts typically aim to inform readers while encouraging interest in a destination or experience.

Common techniques:

• Descriptive language
• Positive adjectives
• Imperatives
• Attractive imagery
• Testimonials
• Selective information
• Layout and typography

Example:

"Escape the ordinary and discover paradise."

The imperative "Escape" encourages action, while "paradise" creates an idealised representation of the destination.

What to analyse: How does the text construct an appealing image of the destination or experience?

8. News Reports and Feature Articles

News reports generally aim to inform readers about events, while feature articles may incorporate storytelling, interpretation and human-interest perspectives.

Common techniques:

• Headlines
• Factual evidence
• Expert quotations
• Formal or semi-formal tone
• Photographs and captions
• Information hierarchy
• Selection of sources

Example:

"Record Heatwaves Sweep Across Europe."

The word "Record" emphasises the exceptional nature of the event, framing it as significant before the reader encounters the article's evidence.

What to analyse: How do word choice, source selection and information structure shape the reader's understanding?

9. Letters and Open Letters

Letters are written communications directed towards particular recipients. Open letters are often intended for public audiences and may aim to persuade or raise awareness.

Common techniques:

• Direct address
• Formal or informal register
• Personal anecdotes
• Emotive language
• Appeals to authority
• Rhetorical questions
• Persuasive conclusions

What to analyse: How does the relationship between the writer and intended recipient influence tone and language?

10. Social Media Posts and Digital Campaigns

Digital campaigns use concise, visually engaging content designed to attract attention and encourage interaction.

Common techniques:

• Hashtags
• Slogans
• Concise language
• Visual imagery
• Calls to action
• Informal tone
• Platform-specific conventions

What to analyse: How does the digital platform shape the text's presentation, tone and intended audience engagement?

Common Literary Text Types in IB English Literature Paper 1

Students studying IB English A: Literature should prepare for unfamiliar literary passages.

1. Poetry

Poetry often explores complex ideas and emotions through condensed language, imagery, sound and structure.

Common techniques:

• Metaphor and simile
• Imagery and symbolism
• Enjambment
• Caesura
• Rhyme and rhythm
• Repetition
• Stanza structure

Example:

"The city swallowed the last light of day."

The personification of the city creates an image of an overwhelming urban environment, potentially suggesting isolation or loss.

What to analyse: How do language, sound and poetic structure contribute to the poem's meaning?

2. Prose Fiction

Prose fiction includes extracts from novels and short stories.

These passages often explore characters, settings, conflicts and relationships through narrative.

Common techniques:

• Characterisation
• Narrative perspective
• Dialogue
• Setting
• Imagery
• Foreshadowing
• Sentence structure and pacing

Example:

"She watched the train disappear, knowing she had missed more than a departure."

The departing train may symbolise a lost opportunity, while the character's reflection suggests regret.

What to analyse: How do narrative choices shape the reader's understanding of characters, conflict and themes?

3. Drama

Drama extracts come from plays and are written for performance.

Meaning is often communicated through dialogue, stage directions and interactions between characters.

Common techniques:

• Dialogue
• Stage directions
• Dramatic irony
• Conflict
• Pauses and silence
• Character relationships
• Symbolic props

Example:

A character declares, "I trust you completely," while stage directions reveal another character hiding a letter.

The contrast creates dramatic irony, building tension because the audience knows something the speaker does not.

What to analyse: How do dialogue, stage directions and dramatic structure influence the audience's experience?

4. Literary Non-Fiction

Literary non-fiction uses creative literary techniques to explore real people, experiences or events.

Examples include memoirs, autobiographical writing and personal essays.

Common techniques:

• First-person narration
• Reflection
• Imagery
• Anecdotes
• Tone
• Narrative structure
• Juxtaposition

Example:

A memoir describes a childhood home using warm sensory imagery before shifting to a more distant, reflective tone.

The contrast might highlight the narrator's changing relationship with memory and identity.

What to analyse: How does the writer shape personal experience into a meaningful narrative?

Literary vs Non-Literary Texts: What's the Difference?

Although literary and non-literary texts share many techniques, their typical conventions and purposes differ.

These categories aren't absolute. Literary texts can persuade readers, and non-literary texts can use symbolism, narrative techniques and sophisticated imagery.

The important skill is understanding how a creator's choices contribute to meaning within a particular text.

How to Prepare for Different IB English Paper 1 Text Types

1. Learn the Conventions of Each Text Type

Understanding typical features helps you recognise significant choices quickly.

For example, infographics often rely on statistics and visual hierarchy, while speeches frequently use repetition and direct address.

2. Practise a Variety of Formats

Don't only revise the text types you find easiest.

Language and Literature students should practise a range of non-literary formats, while Literature students should become comfortable with different literary forms.

3. Focus on Analysis, Not Technique Spotting

Identifying a technique is only the first step.

You also need to explain how it contributes to the text's meaning, purpose or effect.

For example:

Descriptive: "The advertisement uses a rhetorical question."

Analytical: "The rhetorical question directly challenges the audience's assumptions, encouraging them to reconsider their position on the issue."

4. Practise With Unseen Texts

Use past papers and unfamiliar texts to develop your ability to interpret material without prior preparation.

This is particularly important because Paper 1 assesses how well you can analyse an unfamiliar passage under timed conditions.

5. Learn a Flexible Analytical Framework

Regardless of text type, start by identifying:

• Text type and context
• Intended audience or readership
• Central message or theme
• Significant techniques
• How those choices contribute to meaning

Want to learn exactly how to turn these observations into a high-scoring response? Read our step-by-step guide to analysing non-literary texts for IB English Paper 1, including a worked example and analytical paragraph structure.

🚀 Need Help Scoring Top Marks in IB English Paper 1?

With so many possible text types, preparing for IB English Paper 1 can feel overwhelming.

At KIS Academics, our experienced IB tutors can help you understand different text conventions, strengthen your analysis and prepare confidently for your exams.

Personalised tutoring can help you:

• Recognise techniques across different text types.
• Develop stronger literary and non-literary analysis.
• Improve your analytical paragraph structure.
• Practise unfamiliar Paper 1 questions.
• Receive targeted feedback on your writing.

Ready to improve your IB English results? Explore our IB tutors at KIS Academics and find personalised support for your next assessment.

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You've just opened your IB English Paper 1 exam and you're faced with an unfamiliar advertisement, opinion article or infographic. Where do you even begin?

The challenge with IB English Language and Literature Paper 1 is that you can't simply memorise an essay beforehand. You need to analyse an unseen non-literary text, identify the writer's choices and explain how they create meaning.

But the good news is that almost every non-literary text can be approached using the same analytical framework.

In this guide, we'll explain how to analyse non-literary texts for IB English, including the techniques to look for, a step-by-step analysis method, a worked example and strategies to help you work towards a Level 7.

Table of Contents

1. What Is a Non-Literary Text in IB English?
2. What Are Examiners Looking For in IB English Paper 1?
3. How to Analyse Non-Literary Texts: A 5-Step Framework
4. Worked Example: Analysing a Non-Literary Advertisement
5. How to Structure an IB English Paper 1 Response
6. Common Mistakes Students Make in Non-Literary Analysis
7. Five Tips to Improve Your IB English Paper 1 Analysis
8. Frequently Asked Questions

What Is a Non-Literary Text in IB English?

A non-literary text is a text that communicates information, ideas or perspectives outside traditional literary forms such as poetry, novels and plays.

In IB English Language and Literature, these might include:

• Advertisements and promotional posters
• Speeches and public addresses
• Opinion articles and editorials
• Infographics and informational posters
• Political cartoons and comic strips
• Blogs and online articles
• Brochures, letters and social media campaigns

Unlike literary analysis, which often examines elements such as characterisation, narrative perspective and symbolism, non-literary analysis places particular emphasis on audience, purpose, context and how language or visual choices communicate a message.

For example, an advertisement might use emotive imagery to encourage donations, while an opinion article might use statistics and rhetorical questions to persuade readers.

Want to know what techniques to expect from each format? Read our guide to common IB English Paper 1 literary and non-literary text types.

What Are Examiners Looking For in IB English Paper 1?

IB English Language and Literature Paper 1 assesses your ability to interpret and analyse unseen non-literary texts.

At Standard Level (SL), students choose one of two unseen texts and write one guided analysis in 1 hour and 15 minutes. At Higher Level (HL), students analyse both texts separately in 2 hours and 15 minutes.

Each analysis is marked out of 20 using four criteria:

The most important thing to understand is the difference between identifying a technique and analysing its effect.

Weak analysis:

"The advertisement uses the colour red to attract attention."

Stronger analysis:

"The prominent use of red creates a sense of urgency, reinforcing the campaign's warning and encouraging the audience to view the issue as requiring immediate action."

The stronger example doesn't just identify the technique. It explains why the choice matters.

📝 How to Analyse Non-Literary Texts: A 5-Step Framework

When you encounter an unfamiliar text, use the following five steps to guide your analysis.

Step 1: Identify the Text Type, Audience and Purpose

Before looking for techniques, establish the text's context.

Ask yourself:

Text type: Is it an advertisement, speech, article, infographic or something else?

Audience: Who is the text targeting? Consider age, interests, values, experiences and social context.

Purpose: What does the creator want the audience to think, feel or do?

For example, a public health advertisement might target teenagers and encourage them to reconsider the risks of vaping.

Identifying these three elements gives your analysis direction.

Exam tip: Avoid vague statements like "the author wants to persuade the audience." Be specific about what the audience is being persuaded to believe or do.

Step 2: Identify the Central Message and Tone

Next, ask yourself what the text is communicating.

Is it criticising a social issue? Promoting a product? Challenging an assumption? Encouraging action?

Then consider the tone.

A text might be:

• Urgent or alarming
• Humorous or satirical
• Hopeful or inspirational
• Critical or confrontational
• Formal or authoritative
• Conversational or reassuring

For example, an environmental campaign might begin with an alarming tone to highlight the consequences of climate change before shifting towards hope to encourage action.

Identifying changes in tone can help you understand how the text guides the audience's response.

Step 3: Identify Language, Visual and Structural Techniques

Now look closely at the author's choices.

For written texts, you might identify rhetorical questions, emotive language, repetition, inclusive pronouns or statistics.

For visual texts, you might examine colour, imagery, composition, typography and layout.

For multimodal texts, consider how the written and visual elements interact.

Here are some common non-literary techniques:

Remember, you don't need to identify every technique.

Choose the ones that contribute most meaningfully to the text's message.

Step 4: Explain the Effect on the Audience

This is where your response moves from description to analysis.

For every technique you identify, ask:

1. What choice has the creator made?
2. How does that choice work?
3. What meaning or response does it encourage?
4. How does this support the text's overall purpose?

For example:

Basic: "The advertisement features a photograph of a crying child."

Improved: "The close-up photograph emphasises the child's distressed expression, encouraging an emotional connection with viewers and reinforcing the advertisement's appeal for humanitarian support."

Notice how the improved version connects the technique to the audience and purpose.

A useful sentence structure:

"The use of [technique] emphasises [idea], positioning the audience to [response] and reinforcing the text's purpose of [purpose]."

Use this as a starting point, but vary your sentence structure so your analysis doesn't become repetitive.

Step 5: Connect Your Analysis to the Guiding Question

Each Paper 1 text comes with a guiding question.

For example:

"How do visual and linguistic features work together to persuade the audience?"

Your response should maintain a clear focus on the question or an alternative relevant analytical focus.

If the question asks about persuasion, don't spend an entire paragraph describing the colours of an advertisement without explaining how they contribute to persuasion.

The strongest responses connect specific techniques to a broader argument about how the text creates meaning.

Worked Example: Analysing a Non-Literary Advertisement

Let's apply the framework to an example.

Example Text: Environmental Awareness Advertisement

Imagine a fictional environmental campaign poster featuring:

• A polar bear standing on a small piece of melting ice.
• A dark blue background.
• The headline: "Their Future Is in Your Hands."
• A smaller slogan: "Act Today. Protect Tomorrow."
• A donation link at the bottom.

This is an illustrative example created for this guide, not an official IB examination text.

Guiding question: How do visual and linguistic features encourage the audience to take action against climate change?

Step 1: Identify the Audience and Purpose

Text type: Environmental awareness advertisement.

Audience: Members of the public who may be concerned about environmental issues.

Purpose: To raise awareness of climate change and encourage viewers to take action or donate.

Step 2: Identify Significant Techniques

The advertisement uses:

• Symbolism: The melting ice represents environmental destruction.
• Emotive imagery: The isolated polar bear creates sympathy.
• Direct address: "Your Hands" establishes personal responsibility.
• Imperatives: "Act Today" encourages immediate action.
• Juxtaposition: The bear's vulnerability contrasts with the audience's implied power to help.

Step 3: Write an Analytical Paragraph

Example response:

"The advertisement combines emotive imagery and direct address to encourage viewers to recognise their responsibility for climate change. The image of a solitary polar bear stranded on melting ice symbolises the vulnerability of wildlife, while the dark blue background reinforces its isolation. This visual representation of environmental destruction is strengthened by the headline, 'Their Future Is in Your Hands', which directly addresses the audience and positions them as capable of influencing the outcome. The imperative 'Act Today' further establishes urgency, transforming the advertisement's emotional appeal into a direct call for action. Together, these visual and linguistic choices encourage viewers to perceive climate change as both an immediate threat and a problem requiring personal responsibility."

Why Does This Work?

The paragraph:

• Uses specific evidence from the text.
• Identifies relevant techniques.
• Explains how those techniques contribute to meaning.
• Connects the analysis to the target audience.
• Addresses the guiding question.

Rather than simply describing the advertisement, it explains how its features work together to achieve its purpose.

How to Structure an IB English Paper 1 Response

Once you've analysed the text, you need to organise your ideas into a coherent essay.

Introduction

Your introduction should establish the text type, audience, purpose and central analytical argument.

For example:

"The environmental advertisement uses emotive imagery, direct address and imperative language to highlight the consequences of climate change and encourage its audience to take action. By combining representations of environmental vulnerability with appeals to personal responsibility, the advertisement positions viewers as capable of contributing to meaningful change."

Body Paragraphs

Organise each paragraph around a clear analytical idea.

A useful structure is PEEL:

• Point: Introduce your argument.
• Evidence: Refer to a specific feature or quotation.
• Explanation: Analyse how it contributes to meaning.
• Link: Connect your analysis to the guiding question and overall argument.

For the environmental advertisement, you could structure your response around:

Paragraph 1: How visual imagery establishes vulnerability and emotional appeal.

Paragraph 2: How direct address and imperatives establish personal responsibility.

Paragraph 3: How the layout and call to action transform awareness into action.

You don't need to use exactly three body paragraphs. Prioritise a clear argument and sufficient analytical depth.

Conclusion

Your conclusion should reinforce your central interpretation and explain how the text's choices work together to achieve its purpose.

Avoid introducing new evidence.

Common Mistakes Students Make in Non-Literary Analysis

1. Describing Instead of Analysing

Don't simply describe what you see or read.

Explain why the creator has made particular choices and how those choices contribute to meaning.

2. Technique Spotting

Identifying ten techniques without explaining their significance won't automatically produce a strong response.

Focus on analysing a smaller number of important choices in detail.

3. Ignoring the Audience

Non-literary texts are created for particular audiences.

Consider how the intended audience's interests, experiences or values might shape their interpretation.

4. Using Generic Explanations

Avoid repeatedly writing "this catches the reader's attention."

Instead, explain what the audience is encouraged to notice and why that matters.

5. Ignoring the Relationship Between Techniques

Strong analysis often explores how different choices work together.

For example, how does an advertisement's headline reinforce its imagery? How does the layout support the call to action?

Five Tips to Improve Your IB English Paper 1 Analysis

1. Practise a range of non-literary text types. Don't limit yourself to advertisements. Try speeches, infographics, opinion articles and cartoons.

2. Learn the conventions of each text type. Knowing typical features helps you identify meaningful choices more quickly.

3. Develop an argument before writing. Spend some time planning your central interpretation and paragraph structure.

4. Prioritise depth over quantity. Analyse significant techniques thoroughly rather than listing everything you notice.

5. Practise under timed conditions. Use unseen texts and past Paper 1 questions to improve your speed and confidence.

If you're unsure which text types to practise, check out our complete guide to IB English Paper 1 literary and non-literary text types.

Need Help With IB English Paper 1? KIS Academics Can Help!

Understanding literary techniques is one thing. Applying them confidently to unfamiliar texts under exam conditions is another.

At KIS Academics, our experienced IB tutors can help you improve your analytical writing and exam technique through personalised support.

Whether you're struggling to identify techniques, structure analytical paragraphs or interpret unfamiliar texts, a tutor can help you:

• Develop stronger analytical arguments.
• Understand how authorial choices create meaning.
• Improve your Paper 1 essay structure.
• Practise with unseen texts and targeted feedback.
• Build confidence for your final IB English exams.

Ready to improve your IB English results? Explore our IB tutors at KIS Academics and find the right support for your goals.

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One of the best things about IB Mathematics? You don't have to memorise every formula!

Whether you're studying IB Mathematics: Analysis and Approaches (AA) or Applications and Interpretation (AI), you'll have access to an official IB Mathematics Formula Booklet during your exams.

But there's a catch: having the formulas doesn't automatically mean knowing how to use them. You'll still need to understand which formula applies, what each symbol means, and how to use it to solve unfamiliar problems.

In this guide, we'll walk you through everything you need to know about the IB Math Formula Booklet, including where to find it, what's included for SL and HL students, and how to make the most of it to maximise your marks.

Table of Contents

1. What Is the IB Mathematics Formula Booklet?
2. Download the IB Math AA and AI Formula Booklets
3. What's Included in the IB Math Formula Booklet?
4. IB Math AA vs AI: What's the Difference?
5. How to Use the Formula Booklet in IB Maths Exams
6. Common Mistakes Students Make
7. Five Tips to Succeed in IB Mathematics
8. Frequently Asked Questions

What Is the IB Mathematics Formula Booklet?

The IB Mathematics Formula Booklet is an official resource provided by the International Baccalaureate (IB) containing mathematical formulas students may need throughout their Diploma Programme mathematics course.

Rather than memorising every equation, students can refer to the booklet during their exams to find formulas for topics such as algebra, geometry, statistics, probability and calculus.

There are two main versions of the booklet, corresponding to the two IB Mathematics subjects:

• Mathematics: Analysis and Approaches (AA): Focuses on mathematical reasoning, algebra, functions, calculus and analytical problem-solving.
• Mathematics: Applications and Interpretation (AI): Focuses on mathematical modelling, statistics, practical applications and the use of technology.

Both subjects are available at Standard Level (SL) and Higher Level (HL). Each subject has its own formula booklet, with separate SL and additional HL content.

⭐️ Important: The formula booklet is a reference tool, not a replacement for understanding the mathematics. The IB still expects you to recognise the appropriate method, apply formulas correctly and explain your reasoning.

Download the IB Math AA and AI Formula Booklets

Looking for the official IB Math Formula Booklet PDF?

The IB provides separate booklets for Analysis and Approaches and Applications and Interpretation. Make sure you're using the correct one for your course.

Where can you get the official booklet?

The official examination booklets are available to IB schools through the IB Programme Resource Centre or IBIS. Ask your mathematics teacher for the current PDF used by your school.

You can also refer to the official IB subject guides:

• IB Mathematics: Analysis and Approaches Guide
• IB Mathematics: Applications and Interpretation Guide

Our tip: Download or print the correct formula booklet at the beginning of your course. Keep it beside you when completing homework, topic questions and practice exams so you become familiar with its layout long before your final assessments.

What's Included in the IB Math Formula Booklet?

The formula booklets cover the major mathematical topics studied in IB Mathematics. However, the exact formulas available depend on whether you're studying AA or AI, and SL or HL.

Let's break down the key sections and some examples of the formulas you'll encounter.

1. Number and Algebra

This section covers important formulas involving sequences, series and algebraic relationships.

For example, the sum of the first (n) terms of an arithmetic sequence is:

Example: An arithmetic sequence starts at 5 and increases by 3 each term. Find the sum of its first 10 terms.

Substituting into the formula:

Exam tip: Before choosing a formula, identify whether the sequence is arithmetic (constant difference) or geometric (constant ratio). Confusing these two is an easy way to lose marks.

2. Functions

Functions are an important part of both IB Math AA and AI, particularly when working with graphs, transformations and mathematical models.

The booklet includes relevant relationships and formulas for functions, depending on the course and level.

For example, the quadratic formula is:

Exam tip: The booklet won't tell you when a problem requires factoring, the quadratic formula or a graphical approach. You still need to recognise the most efficient method.

3. Geometry and Trigonometry

Geometry and trigonometry formulas are particularly useful for questions involving triangles, angles, distances and areas.

Exam tip: Draw and label a diagram before using trigonometry formulas. This makes it much easier to identify the correct sides and angles.

4. Statistics and Probability

Statistics and probability are particularly important in IB Math AI, although both subjects cover relevant statistical concepts.

Depending on your course, the booklet provides formulas for statistical measures, probability distributions and related calculations.

For example, the variance of a binomial distribution is:

Example: A basketball player has a 70% chance of scoring a free throw. If they attempt 20 independent free throws, find the variance in the number scored.

Exam tip: Before applying a probability formula, check whether the assumptions of the distribution are satisfied. For a binomial distribution, this includes a fixed number of independent trials and a constant probability of success.

5. Calculus

Calculus is especially important in IB Math AA, although it is also included in AI.

The formula booklet provides selected differentiation and integration formulas, with additional content for HL students.

However, simply knowing the differentiation rules isn't enough. You'll also need to understand how derivatives relate to gradients, stationary points, rates of change and optimisation.

Exam tip: Practise identifying when to differentiate or integrate before looking at the formula booklet. In more challenging questions, recognising the mathematical technique is often harder than performing the calculation.

What About Higher Level Formulas?

Higher Level students study additional mathematical content and therefore have access to extra formulas.

For example, depending on the subject, HL content can include more advanced calculus, complex numbers, vectors, probability distributions and differential equations.

If you're studying HL, make sure you're comfortable navigating both the SL and HL sections of your booklet. Don't limit your revision to the additional HL pages!

IB Math AA vs AI: What's the Difference?

Although both courses use formula booklets, the way you'll use them can be quite different.

Which booklet should you study?

If you're taking IB Math AA, prioritise understanding algebraic techniques, functions, trigonometry and calculus. For IB Math AI, pay particular attention to statistical methods, modelling and interpreting results in context.

Regardless of your course, the most important skill is knowing why and when to use a formula, rather than simply finding it on the page.

How to Use the Formula Booklet in IB Maths Exams

Knowing your way around the formula booklet can save valuable time during an exam.

Here's a simple approach to using it effectively.

Step 1: Identify what the question is asking

Before opening the booklet, underline the important information in the question.

Are you finding a probability, solving an equation, calculating an area or determining a rate of change?

Identifying the topic first will help narrow down which formula you need.

Step 2: Locate the relevant formula

Turn to the appropriate topic section of your booklet.

For example, if a question asks for the sum of a geometric series, go straight to Number and Algebra rather than searching through every page.

Step 3: Check what each symbol represents

One of the most common mistakes students make is substituting values into the wrong variables.

Before calculating, identify what each symbol means and check that the given information matches the formula.

Step 4: Substitute and show your working

Write down the formula, substitute your values and show the key calculation steps.

This is particularly important because IB Mathematics markschemes award marks for mathematical methods and reasoning, not just final answers.

Step 5: Check whether your answer makes sense

Does your answer have the correct units? Is a negative length or probability greater than one reasonable? Have you rounded appropriately?

Checking your answer can help catch simple errors before you move on.

Common Mistakes Students Make With the IB Math Formula Booklet

Even with access to the correct formulas, students can lose marks through avoidable mistakes.

1. Relying on the booklet instead of understanding the mathematics

The booklet provides formulas, but it doesn't explain every method or tell you which equation to choose.

How to avoid it: Focus on understanding the purpose of each formula and practise recognising the situations where it applies.

2. Assuming every formula is included

Not every mathematical fact, algebraic technique or procedure is written explicitly in the booklet.

How to avoid it: Review your syllabus and identify the essential skills and relationships you must know independently.

3. Using the wrong formula

For example, students may confuse arithmetic and geometric series formulas or use the sine rule when the cosine rule is more appropriate.

How to avoid it: Learn the conditions under which each formula applies, not just what it looks like.

4. Spending too long searching for formulas

If you only open the booklet during your final revision, finding the right section can take longer than necessary.

How to avoid it: Use the booklet consistently throughout the course and during timed practice papers.

5. Forgetting to show working

Writing only the final answer can cost valuable method marks, particularly if your answer is incorrect.

How to avoid it: Write out your formula, substitution and key steps clearly, even when using a calculator.

Five Tips to Succeed in IB Mathematics

1. Familiarise yourself with the booklet early

Don't wait until exam season to learn what's inside.

Spend time browsing the sections and identifying where important formulas are located. The more familiar the booklet becomes, the less time you'll waste searching during exams.

2. Practise questions with the booklet beside you

When completing topic questions and past papers, use the formula booklet as you would in an actual exam.

Over time, you'll begin recognising formulas and their applications naturally.

3. Understand the formulas, don't just memorise them

Rather than trying to memorise every equation, ask yourself:

• What does this formula calculate?
• When should I use it?
• What does each variable represent?
• What assumptions or restrictions apply?

Understanding these questions is far more useful than memorising symbols without context.

4. Practise under timed exam conditions

Once you're confident with individual topics, move on to timed past papers.

Use only the resources permitted for your particular paper, including the correct formula booklet and calculator where allowed.

This will help you develop the speed and confidence needed for your final exams.

5. Review your mistakes and target weak areas

After completing a practice paper, don't just look at your final mark.

Review where you lost marks. Was it because you chose the wrong formula, misunderstood the question, made an algebraic error or struggled to interpret the result?

Keep a record of recurring mistakes and revisit those topics during revision.

🚀 Need Help Scoring Top Marks in IB Mathematics?

Having the IB Mathematics Formula Booklet is one thing. Knowing how to use it to tackle challenging exam questions is another.

At KIS Academics, our experienced IB tutors can help you build the mathematical understanding and exam techniques needed to succeed in IB Math AA or AI.

Whether you're struggling with calculus, probability, algebra or exam preparation, personalised tutoring can help you:

• Understand challenging mathematical concepts rather than memorising procedures.
• Learn how to apply formulas confidently to unfamiliar questions.
• Develop effective exam strategies and time-management skills.
• Identify and improve your weakest topics.
• Prepare for IB Mathematics assessments with targeted practice and feedback.

Ready to improve your IB Mathematics results? Explore our IB tutors at KIS Academics and find the right support for your goals.

Frequently Asked Questions (FAQs)

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The IB Mathematics Internal Assessment (IA) is worth 20% of your final IB Maths grade, making it a valuable opportunity to boost your results outside your final exams.

But unlike a typical maths exam, your IA isn't just about finding the correct answer. You need to choose an interesting problem, investigate it using mathematics and clearly explain your thinking.

So, what does a high-scoring IB Maths IA actually look like?

In this guide, we'll break down the IB Maths IA structure, marking criteria and worked examples to help you create a mathematical exploration that targets the highest mark bands.

Table of Content

• What Is the IB Maths Internal Assessment?
• How to Choose a Strong IB Maths IA Topic
• How to Write Each Section
• Understanding the IB Maths IA Marking Criteria

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What Is the IB Maths Internal Assessment?

The IB Maths IA, officially called the Mathematical Exploration, is an individual written investigation of a mathematical topic of your choice.

It applies to all four IB Mathematics courses:

• Mathematics: Analysis and Approaches (AA SL and HL)
• Mathematics: Applications and Interpretation (AI SL and HL)

Your exploration is assessed against five criteria:

Key things to know:

• Weighting: 20% of your final IB Mathematics grade.
• Length: Approximately 12–20 pages is suggested by the IB, although this is not a strict page limit.
• Assessment: Marked by your teacher and externally moderated by the IB.
• HL vs SL: Both use the same five criteria, but the expectations for the use of mathematics differ.

Remember, your IA is marked out of 20, not given a separate grade of 7. A strong IA contributes to your overall subject grade alongside your examinations.

1. How to Choose a Strong IB Maths IA Topic

One of the hardest parts of the Maths IA is choosing what to investigate.

The best topics combine three things:

1. Personal interest: Something you're genuinely curious about.
2. Mathematical depth: Enough mathematics to support meaningful exploration.
3. A focused aim: A clear mathematical question you can investigate and answer.

For example:

Weak topic: "The mathematics of basketball."

This is far too broad. It doesn't tell the examiner what you're actually investigating.

Stronger topic:

"How accurately can a quadratic function model the trajectory of a basketball shot, and what does the model suggest about the ball's path through the hoop?"

This is better because it identifies a clear mathematical problem, involves modelling with quadratic functions and provides opportunities for calculations, graphical analysis and reflection.

IB Maths IA Topic Ideas

Need inspiration? Here are some ideas to get you started.

For Maths AA, topics involving algebraic reasoning, calculus, functions or mathematical proofs can work particularly well.

For Maths AI, modelling, statistics, real-world data and appropriate use of technology can provide strong starting points.

However, both courses allow a broad range of mathematical investigations. The most important thing is choosing mathematics appropriate to your course and demonstrating your understanding.

Our tip: Don't choose the most complicated topic you can find. A straightforward investigation with original reasoning, thorough analysis and meaningful reflection can be more successful than advanced mathematics you don't fully understand.

2. IB Maths IA Structure: How to Write Each Section

Unlike the sciences, the Maths IA doesn't follow a rigid experimental-report format.

However, a strong mathematical exploration generally has four main sections:

Introduction and Aim

Your introduction should explain:

• What you're investigating.
• Why you chose the topic.
• Your mathematical aim or research question.
• The approach you intend to use.

Example introduction:

As a basketball player, I've always been interested in how the trajectory of a shot influences whether it reaches the basket. In this exploration, I will investigate whether a quadratic function can accurately model the path of a basketball. By analysing the coordinates of a shot, I aim to develop a mathematical model, determine its maximum height and examine whether the predicted trajectory passes through the hoop.

Why does this work?

The student establishes a clear aim, explains their interest and identifies the mathematics they intend to explore.

Mathematical Exploration and Calculations

This is the most important part of your IA.

You need to demonstrate the mathematics behind your investigation, explain your calculations and interpret your results.

Let's continue with our basketball example.

A quadratic function can be written as:

y = ax² + bx + c

Where:

• x: Horizontal distance travelled by the basketball (m).
• y: Height of the basketball above the ground (m).
• a, b, c: Constants describing the trajectory.

Suppose we obtain the following illustrative measurements.

Using these three points, we can solve for the coefficients and obtain:

y = −0.20x² + 1.21x + 2.00

Now, let's determine the maximum height of the basketball.

For a quadratic function, the x-coordinate of the vertex is:

x = −b / (2a)

Substituting our values:

x = −1.21 / (2 × −0.20) = 3.025 m

Substituting this back into the function gives:

Maximum height ≈ 3.83 m

Therefore, the model predicts that the basketball reaches its maximum height approximately 3.03 metres horizontally from the release point.

But don't stop here!

A strong exploration would go further by comparing predictions with actual measurements, investigating how changes in the model affect the trajectory and considering whether the mathematical assumptions are reasonable.

For instance, the model predicts a height of 3.05 m at a horizontal distance of 5.0 m. Although this matches the standard basketball hoop height, it doesn't automatically guarantee a successful shot. The ball's size, entry angle and position relative to the rim also matter.

Key takeaway: Showing the correct formula isn't enough. Explain why you're using it, what your answer means and how it helps answer your investigation's aim.

Reflection and Discussion

Reflection is one of the most overlooked parts of a Maths IA.

You should evaluate your mathematical approach rather than simply describing your results.

Weak reflection:

The quadratic model worked well and helped me understand basketball trajectories.

Stronger reflection:

Although the quadratic function provides a useful approximation of the basketball's trajectory, the model assumes that the ball travels along a parabolic path. This ignores factors such as air resistance and spin, which may influence the actual trajectory. Additionally, using only three measured points produces an exact quadratic fit to those points, but does not establish whether the model accurately predicts the rest of the shot. Collecting more measurements and comparing residual errors would provide a stronger assessment of its accuracy.

Notice how the stronger example identifies limitations, explains their mathematical significance and suggests ways to improve the model.

Our tip: Don't save all your reflection for the conclusion. Include meaningful observations throughout your exploration, particularly when you make decisions, encounter limitations or refine your mathematical approach.

Conclusion

Your conclusion should return to your original aim and explain what your mathematical investigation revealed.

Example conclusion:

This exploration demonstrated how quadratic functions can be used to approximate the trajectory of a basketball. The model predicted a maximum height of approximately 3.83 m and a height of 3.05 m at the horizontal position of the hoop. However, because the model was constructed using only three points, further measurements are required to assess its predictive accuracy. Extending the investigation to compare multiple shots could reveal how consistent the quadratic model is across different trajectories.

A strong conclusion provides a clear answer, supports it with mathematical findings and recognises the limits of those findings.

3. Understanding the IB Maths IA Marking Criteria

Now that we've covered the structure, how do you maximise your marks?

Criterion A: Presentation (4 Marks)

Your exploration should be coherent, organised and concise.

Make sure your introduction, calculations, graphs, discussion and conclusion follow a logical sequence.

Top tip: Put important graphs and calculations near the paragraphs discussing them rather than sending everything to the appendix.

Criterion B: Mathematical Communication (4 Marks)

Use correct mathematical notation, terminology and representations throughout your investigation.

This means:

• Define important variables.
• Label graph axes and include units where relevant.
• Present equations consistently.
• Explain your mathematical working clearly.

Avoid dumping calculator screenshots into your report without explaining them.

Criterion C: Personal Engagement (3 Marks)

Personal engagement isn't simply writing about your hobbies.

Examiners want evidence that you've taken ownership of the mathematics through independent thinking, creative approaches, personal decisions or original exploration.

For example, collecting your own basketball data and comparing alternative mathematical models demonstrates more engagement than reproducing a ready-made solution from the internet.

Criterion D: Reflection (3 Marks)

Reflect on your mathematical findings and decisions throughout the investigation.

Ask yourself:

• What does this result actually tell me?
• Are my assumptions reasonable?
• How reliable is my model?
• Could another mathematical approach work better?

Strong reflection involves evaluating the mathematics, not just commenting that the investigation was interesting.

Criterion E: Use of Mathematics (6 Marks)

This criterion considers whether your mathematics is relevant, appropriately challenging and correctly understood.

For HL students, there are higher expectations for mathematical sophistication and rigour.

However, using advanced formulas doesn't automatically earn more marks. You must show genuine understanding of the mathematics you apply.

4. Common IB Maths IA Mistakes That Cost Marks

Even a promising topic can lose marks through avoidable mistakes.

1. Choosing a topic that's too broad

A focused investigation with a clear aim is easier to develop into a coherent exploration.

2. Including complicated mathematics you don't understand

Examiners reward mathematical understanding, not just impressive-looking equations.

3. Using technology without explaining the mathematics

Tools such as Desmos, GeoGebra, Excel and graphing calculators can be useful, but you still need to explain what you did and interpret the results.

4. Forgetting personal engagement

Don't simply reproduce a mathematical investigation you found online. Make meaningful decisions and develop your own approach.

5. Describing results instead of reflecting on them

Explain the limitations, implications and reliability of your findings.

6. Including unnecessary calculations

Every calculation should contribute to the aim of your exploration. More pages don't automatically mean more marks.

5. Final IB Maths IA Checklist

Before submitting your mathematical exploration, make sure you can tick off the following:

• My investigation has a clear mathematical aim.
• My chosen topic allows for meaningful mathematical exploration.
• I've explained why I chose my topic and demonstrated independent thinking.
• My mathematical calculations are accurate and clearly explained.
• I've used appropriate graphs, diagrams and mathematical notation.
• My exploration follows a logical structure without unnecessary content.
• I've interpreted results in the context of my investigation.
• I've critically reflected on assumptions, limitations and improvements.
• My conclusion directly addresses my original aim.
• I've referenced any external sources, data and mathematical methods appropriately.

Need Help With Your IB Maths IA?

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The IB Chemistry Internal Assessment (IA) is worth 20% of your final IB Chemistry grade, making it an important opportunity to earn marks outside your final exams.

But getting a high score isn't just about conducting a successful experiment. Your scientific investigation needs to demonstrate strong experimental design, accurate data analysis, scientific reasoning and critical evaluation.

So, what does a top-scoring IB Chemistry IA actually look like?

In this guide, we'll break down the IB Chemistry IA structure, marking criteria and worked examples to help you write a scientific investigation that targets the highest mark bands.

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What Is the IB Chemistry Scientific Investigation?

The IB Chemistry IA is an independent scientific investigation in which you develop a research question, collect and analyse data, and present your findings in a written report.

Under the current IB Chemistry syllabus (first assessed in 2025), your investigation is assessed against four criteria:

Key things to know:

• Weighting: 20% of your final Chemistry grade.
• Word limit: 3,000 words.
• HL vs SL: Both levels use the same IA criteria.
• Investigation types: Laboratory experiments, simulations and database investigations are possible.

Your teacher marks your IA, which is then subject to external IB moderation.

Important: Your Chemistry IA is marked out of 24, not graded separately from 1–7. Achieving high marks can contribute towards a final grade of 7, but there is no single IA score that guarantees it.

1. How to Choose a Strong IB Chemistry IA Research Question

Your research question is the foundation of your entire investigation.

A strong question should be specific, measurable and achievable with the equipment and time available to you.

For example:

Weak research question:

"How does acid concentration affect reaction rate?"

This question is too vague. Which acid? Which chemical reaction? How will you measure the rate?

Stronger research question:

"How does hydrochloric acid concentration (0.50–2.50 mol/L) affect the average rate of hydrogen gas production when reacting with magnesium ribbon at 25°C?"

This is better because it identifies:

• Independent variable: Hydrochloric acid concentration.
• Dependent variable: Average rate of hydrogen gas production.
• Controlled variables: Temperature, magnesium mass and surface area, solution volume and measurement procedure.

It also allows you to explore collision theory and reaction kinetics.

IB Chemistry IA Research Question Examples

Need some inspiration? Here are a few investigation ideas:

1. Reaction kinetics: How does temperature affect the rate constant of a chosen chemical reaction?
2. Acid-base chemistry: How does temperature affect the pH of a buffer solution?
3. Electrochemistry: How does copper(II) ion concentration affect the potential of a copper concentration cell?
4. Energetics: How does alcohol chain length affect the experimentally determined molar enthalpy of combustion?
5. Analytical chemistry: How does storage temperature affect the vitamin C concentration of orange juice over time?

These are starting points. Each question needs a clearly defined method, suitable variable ranges and enough chemical depth to support a meaningful investigation.

Our tip: The best Chemistry IA topics aren't necessarily the most complicated. A relatively simple experiment with reliable measurements, strong calculations and thoughtful evaluation can be more successful than an ambitious experiment with unreliable data.

2. IB Chemistry IA Structure: How to Write Each Section

Although there is no mandatory report-heading structure, your IA should clearly address all four assessment criteria.

Let's walk through each criterion using our magnesium and hydrochloric acid investigation as an illustrative example.

Criterion 1: Research Design (6 Marks)

Your research design should explain what you're investigating, the chemistry behind it and how your experiment will produce sufficient data to answer your research question.

Include:

• A focused research question.
• Relevant chemical theory and balanced equations.
• Independent, dependent and controlled variables.
• A reproducible methodology with justified experimental choices.
• Relevant safety and environmental considerations.

Example — Chemical background

Magnesium reacts with hydrochloric acid to produce magnesium chloride and hydrogen gas, according to the equation:

Mg(s) + 2HCl(aq) → MgCl₂(aq) + H₂(g)

According to collision theory, increasing the concentration of hydrochloric acid increases the frequency of collisions involving hydrogen ions at the magnesium surface. This is expected to increase the rate of reaction, provided other factors remain constant.

Notice how this explanation connects the independent variable to the underlying chemistry rather than simply predicting that the reaction will become faster.

Example — Methodology

For our investigation, we could:

1. Prepare hydrochloric acid solutions with concentrations of 0.50, 1.00, 1.50, 2.00 and 2.50 mol/L.
2. Add an equal volume of each solution to a suitable reaction flask connected to a gas syringe.
3. React each solution with the same measured mass and surface area of magnesium ribbon.
4. Record the time required to collect 20.0 mL of hydrogen gas.
5. Repeat each concentration five times and calculate the mean reaction time.

A strong methodology would also explain how temperature is maintained, how gas loss at the start is minimised, how measurements are timed and why the selected concentration range and number of replicates are appropriate.

Safety is particularly important because hydrochloric acid is hazardous and hydrogen gas is flammable. This investigation should only be carried out under appropriate laboratory supervision and risk controls.

🔥 Key takeaway: Don't just describe your procedure. Explain why each important experimental choice helps produce reliable, relevant data.

Criterion 2: Data Analysis (6 Marks)

This is where Chemistry students can gain valuable marks by demonstrating accurate calculations and a strong understanding of uncertainty.

Your data analysis should include:

• Clearly labelled raw and processed data tables.
• Appropriate calculations with correct units and significant figures.
• Graphs showing relevant relationships.
• Analysis of measurement uncertainties.
• Interpretation of trends and anomalies.

Let's imagine we obtained the following data.

Example — Processed results (illustrative data only)

For this investigation, we can calculate the average rate of hydrogen gas production using:

Average rate (mL/s) = Volume of hydrogen produced (mL) ÷ Time taken (s)

For the 1.00 mol/L hydrochloric acid solution:

Average rate = 20.0 ÷ 36.0 = 0.556 mL/s

This gives us a quantitative measure of how quickly hydrogen gas was produced over the measured interval.

However, calculations alone aren't enough!

To strengthen your analysis, you should also:

• Calculate the mean and standard deviation of your replicate measurements.
• Plot average reaction rate against acid concentration.
• Include appropriate error bars and explain what they represent.
• Account for gas-syringe, timing and concentration uncertainties.
• Discuss whether the relationship is linear or nonlinear and what this suggests about the reaction.

Remember that the calculated value represents the average gas production rate over the measured interval, not necessarily the initial reaction rate.

Our tip: One of the biggest differences between an average and excellent Chemistry IA is how well the student handles uncertainty. Don't simply list equipment uncertainties. Explain how they affect your calculations and the reliability of your conclusions.

Criterion 3: Conclusion (6 Marks)

Your conclusion should directly answer your research question using quantitative evidence, while explaining your findings through accepted chemical theory.

Compare these two responses.

Weak conclusion:

Increasing hydrochloric acid concentration increased the reaction rate. This supports collision theory, so the hypothesis was correct.

This identifies the trend, but doesn't provide much supporting evidence or consider the limitations of the findings.

Stronger conclusion example:

The results indicate that increasing hydrochloric acid concentration increased the average rate of hydrogen gas production. Between 0.50 and 2.50 mol/L, the average rate increased from 0.303 mL/s to 1.176 mL/s, representing approximately a 3.9-fold increase. This trend is consistent with collision theory, as higher acid concentrations increase the frequency of collisions between reacting particles. However, the rate did not increase in direct proportion to concentration across the entire range, suggesting that other factors, such as changes in the exposed magnesium surface, may have influenced the results.

Why is this stronger?

It directly answers the research question, uses numerical evidence, connects the findings to chemical theory and acknowledges that the results may have more than one explanation.

For a top-band conclusion, you should also discuss the strength of the evidence, measurement uncertainties and how your findings compare with relevant scientific literature.

Key takeaway: Your conclusion should explain not just what happened, but why it happened and how confidently your results support your interpretation.

Criterion 4: Evaluation (6 Marks)

Your evaluation demonstrates whether you understand the limitations of your investigation.

Simply writing "human error affected the results" is not enough!

You need to identify specific methodological weaknesses, explain their effects and propose realistic improvements.

Example — Chemistry IA Evaluation Table

Now compare these two evaluation responses.

Weak evaluation:

Some hydrogen gas may have escaped, making the results inaccurate. Better equipment should be used next time.

Stronger evaluation example:

A potential systematic limitation was the loss of hydrogen gas during the initial sealing of the reaction vessel. This would cause the recorded gas volume to underestimate the amount produced, particularly during faster reactions at higher acid concentrations. As a result, the calculated average reaction rates may have been underestimated. Initiating the reaction only after the apparatus is sealed would minimise this source of error and improve the validity of the concentration comparison.

The second response explains the cause, consequence and a specific improvement.

That's exactly the kind of reasoning your evaluation should demonstrate.

3. Common IB Chemistry IA Mistakes That Cost Students Marks

Even a promising investigation can lose marks through avoidable mistakes.

1. Choosing an overly complicated topic

Make sure you understand the chemistry behind your investigation. Complex experiments are not automatically rewarded with higher marks.

2. Poor control of variables

Factors such as temperature, concentration, reaction time and surface area can significantly affect results. Clearly explain how relevant variables were controlled.

3. Ignoring measurement uncertainty

Using precise equipment doesn't eliminate uncertainty. Consider the limitations of your measurements and how these affect calculated values.

4. Presenting graphs without interpreting them

A graph isn't an analysis on its own. Explain gradients, trends, anomalies and their chemical significance.

5. Making unsupported conclusions

Always support your findings with quantitative evidence and relevant chemical principles. Avoid claiming your hypothesis has been proven.

6. Writing generic evaluations

Focus on specific weaknesses that actually matter to your experiment, rather than listing every imaginable source of error.

4. Final IB Chemistry IA Checklist

Before submitting your Chemistry scientific investigation, check that you can confidently tick off the following:

• My research question is focused, measurable and chemically relevant.
• My background theory explains the chemistry behind the investigation.
• My independent, dependent and controlled variables are clearly identified.
• My methodology is detailed, justified and reproducible.
• My results include appropriate raw data and processed calculations.
• My graphs have labelled axes, units and relevant uncertainty information.
• I've interpreted the trends and considered anomalous results.
• My conclusion answers the research question using quantitative evidence.
• My evaluation explains meaningful limitations and specific improvements.
• My sources are appropriately referenced.
• My report follows the 3,000-word limit and current IB criteria.

Need Help With Your IB Chemistry IA?

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Frequently Asked Questions About the IB Chemistry IA

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The IB Biology Internal Assessment (IA) might only be worth 20% of your final grade, but it's one of the biggest opportunities to demonstrate your scientific skills outside the exam room.

The challenge? A successful Biology IA isn't just about conducting an interesting experiment. You need to design a rigorous investigation, analyse your results and convince the examiner that you understand the biology behind them.

So, what does a high-scoring IB Biology IA actually look like?

In this guide, we'll break down the IB Biology IA structure, marking criteria and examples to help you write a scientific investigation that targets the top mark bands.

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What Is the IB Biology Scientific Investigation?

The IB Biology IA is an independent scientific investigation in which you explore a biological research question and present your findings in a formal report.

Under the current IB Biology syllabus (first assessed in 2025), the IA is assessed using four criteria:

Key things to know:

• Weighting: 20% of your final IB Biology grade.
• Word limit: 3,000 words.
• HL vs SL: Both follow the same IA assessment criteria.
• Investigation types: Laboratory experiments, fieldwork, database analysis and simulations are all possible.

Your investigation is marked by your teacher and externally moderated by the IB.

Importantly, there is no guaranteed IA mark that automatically earns you a final grade of 7. However, targeting the highest descriptors in each criterion puts you in a much stronger position.

1. Choosing a Strong IB Biology IA Research Question

Before you start writing, you need a research question that is specific, measurable and realistic.

One of the most common mistakes is choosing a topic that's too broad. An interesting topic doesn't automatically make a good investigation!

For example:

Weak research question:

"How does salt affect plant growth?"

This leaves too many unanswered questions. Which plant? What salt concentration? How will growth be measured?

Stronger research question:

"How does sodium chloride concentration (0–4% w/v) affect the germination percentage of Lepidium sativum (garden cress) seeds over five days at 22°C?"

This is much stronger because it identifies:

• Independent variable: Sodium chloride concentration.
• Dependent variable: Germination percentage.
• Controlled variables: Seed species, temperature, germination period and other experimental conditions.

It also gives you a clear biological relationship to investigate.

Other IB Biology IA Research Question Examples

If you're struggling for ideas, consider questions such as:

1. How does temperature affect the rate of catalase activity in yeast?
2. How does pH affect amylase activity during starch digestion?
3. How does light intensity affect the rate of photosynthesis in aquatic plants?
4. How does sucrose concentration affect the percentage change in mass of potato tissue?

These are starting points rather than finished research questions. You'll need to specify the experimental range, measurement technique and biological system.

Our tip: Don't choose the most complicated experiment you can think of. Choose one that allows you to collect reliable data, explain meaningful biological mechanisms and evaluate your method critically.

2. IB Biology IA Structure: How to Write Each Section

Your Biology IA should be organised around the four marking criteria. Let's walk through each one using the garden cress investigation as our example.

Criterion 1: Research Design (6 Marks)

Your research design explains what you're investigating, why it matters and how you will collect meaningful data.

A strong research design should include:

• A clearly defined research question.
• Relevant biological background and scientific theory.
• Identification and justification of variables.
• A detailed, reproducible methodology.
• Relevant safety, ethical and environmental considerations.

Example — Biological background

High concentrations of sodium chloride can reduce the water potential of the surrounding solution, making water uptake by seeds more difficult. As water absorption is necessary to initiate germination, increasing salinity may reduce the proportion of seeds that germinate.

Notice that this explanation doesn't just say salt affects seeds. It identifies the biological mechanism behind the predicted outcome.

Example — Methodology

For our hypothetical investigation, we could:

1. Prepare sodium chloride solutions of 0%, 1%, 2%, 3% and 4% (w/v).
2. Set up five Petri dishes for each concentration, with ten garden cress seeds per dish.
3. Add an equal measured volume of the appropriate solution to each dish.
4. Maintain all dishes at 22°C under consistent environmental conditions.
5. Record germination after five days, defining germination as visible radicle emergence.

A top-band response would go further by justifying the concentration range, sample size and control methods, alongside enough detail for someone else to repeat the investigation.

Key takeaway: Examiners need to understand not just what you did, but why your experimental choices were appropriate.

Criterion 2: Data Analysis (6 Marks)

This is where many students lose avoidable marks.

Collecting data is only half the job. You need to process, present and interpret your results appropriately.

Let's say our experiment produced the following results.

Example: Germination results (illustrative data only)

Germination percentage is calculated as:

Germination (%) = (Seeds germinated ÷ Total seeds) × 100

For the 2% NaCl solution: (24 / 50) × 100 = 48%

However, calculating percentages alone isn't sufficient for a top-scoring analysis.

You should also:

• Present raw data and processed results in clearly labelled tables.
• Use appropriate graphs with axes, units and captions.
• Consider variability between replicate dishes, not just total germination.
• Calculate statistics such as standard deviation where appropriate.
• Discuss measurement uncertainty and any anomalous results.
• Apply statistical tests when justified by your research question and data.

For example, you could graph mean germination percentage against NaCl concentration, using variation between the five replicate dishes to show error bars.

A suitable statistical analysis could then help assess whether germination is associated with salt concentration.

🔥 Hot tip: Don't include statistical tests just because they look impressive. Choose calculations that genuinely help answer your research question, and explain what their results mean biologically.

Criterion 3: Conclusion (6 Marks)

Your conclusion should directly answer the research question, support that answer with processed data and relate your findings to accepted biological knowledge.

Avoid simply repeating your results.

Weak conclusion:

The results showed that salt affected seed germination. Higher salt concentrations led to less germination, so the hypothesis was correct.

This identifies a trend but provides little scientific reasoning.

Stronger conclusion example:

The results indicate that increasing sodium chloride concentration reduced the germination percentage of garden cress seeds over five days. Germination decreased from 92% in the control group to 8% at 4% NaCl, representing an 84-percentage-point reduction. This trend is consistent with the expectation that increasing external solute concentration lowers water availability, potentially limiting the water uptake required for germination.

Why is this better?

It answers the research question, uses quantitative evidence and connects the findings to biological theory.

For a top-band conclusion, you should also consider statistical evidence, relevant uncertainty and comparisons with reliable scientific literature.

🔥 Key takeaway: A strong conclusion doesn't just tell the examiner what happened. It explains how confidently the data support the conclusion and why the findings make biological sense.

Criterion 4: Evaluation (6 Marks)

Evaluation is your opportunity to demonstrate critical thinking.

Simply listing experimental errors isn't enough. You must explain how limitations affect your results and suggest realistic improvements.

Here's an example:

Compare these two responses.

Weak evaluation:

Human error may have affected the results. More accurate equipment should be used next time.

Stronger evaluation example:

Evaporation from the Petri dishes may have increased sodium chloride concentrations above their intended values. This could have reduced germination independently of the nominal concentrations being investigated, potentially exaggerating the observed salinity effect. Using covered dishes and monitoring solution volumes would help reduce this source of systematic error.

The second example identifies a specific weakness, explains its effect on the results and recommends a targeted improvement.

That's the level of critical thinking you should aim for.

3. Common IB Biology IA Mistakes That Cost Marks

Even a well-designed experiment can lose marks through poor reporting. Watch out for these mistakes:

1. Choosing an overly broad research question

Make sure your independent and dependent variables are clearly defined and measurable.

2. Collecting insufficient data

Plan enough appropriate measurements and independent replicates to support a meaningful analysis. There is no universal number of trials that guarantees full marks.

3. Including graphs without explaining them

Don't expect your examiner to interpret the graph for you. Discuss the trend, variability and biological significance.

4. Ignoring uncertainty

Biological data naturally vary. Consider measurement uncertainty, repeatability and how these affect your confidence in the findings.

5. Writing generic evaluations

Avoid vague statements about "human error". Identify specific weaknesses and their effects.

6. Forgetting scientific references

Support biological explanations and comparisons with appropriate, credible scientific sources.

4. Final IB Biology IA Checklist

Before submitting your scientific investigation, make sure you can confidently tick off the following:

• My research question is specific and clearly measurable.
• My biological background directly supports my investigation.
• My experimental method is reproducible and justified.
• My results include clearly presented raw and processed data.
• My graphs, statistics and treatment of uncertainty are appropriate.
• My conclusion directly answers the research question using quantitative evidence.
• I've compared my findings with accepted biological knowledge.
• My evaluation explains limitations, their effects and realistic improvements.
• My scientific sources are correctly referenced.
• My report follows the 3,000-word limit and current IB assessment criteria.

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Frequently Asked Questions About the IB Biology IA

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IB English Paper 1 can feel intimidating: you're given an unseen text, a blank page and a limited amount of time, and somehow you're expected to produce a sophisticated literary analysis. The good news? You don't need to spot every technique in the text. Focus instead on building a convincing argument about how the writer has constructed meaning.

Table Of Contents 

• What does paper 1 consist of? 
• What is required
• 2025 Release
• Exemplar response 

What does paper 1 consist of? 

IB English Paper 1 is essentially an exercise in close analysis. You are given an unseen text and asked to explore how the creator’s choices communicate meaning. You can be given either literary (novels, short stories, plays, poems) or non-literary (news articles, speech transcripts, blog posts) extracts. Depending on the text, these choices may include language, structure, tone, imagery, symbolism, typography, layout, colour, visual composition and the relationship between words and images. The key word is analyse. You aren’t rewarded for simply pointing out techniques. You’re rewarded for explaining why these choices matter. Depending on whether English is taken at a standard or higher level, paper 1 contributes anywhere between 25-35% of your final grade. 

What is required of IB English A Language and Literature Paper 1?

You are asked to use language, structure, and style to interpret the meaning of the provided texts. Additionally, you should be able to identify and explain how stylistic or linguistic techniques such as imagery, symbolism, tone, perspective, and structure contribute to how meaning is conveyed in the work. I like to think of it in 3 different ways:

a) What did the creator do? 

What linguistic, visual or structural choices did the writer make? 

b) Why did they do it?

What does that choice make the reader notice, think or feel?

c) Why does that matter? 

How does it contribute to the creator’s message, purpose or representation of the issue?

As you read the response below, pay attention not just to the identified techniques, but to how each technique is connected to the campaign’s overall purpose.

2025 Release

Exemplar response  

The campaign by the National Road Safety Partnership Program seeks to persuade drivers that mindfulness can reduce distracted driving and consequently make roads safer. [Begin with a clear introduction and ‘purpose statement’.] To achieve this, the campaign combines accessible explanatory language with simple, colourful illustrations, repeatedly contrasting mindfulness with distraction. While the written text establishes mindfulness as a practical and evidence based solution, the accompanying images make the concept visually immediate and memorable. Together, these elements transform an abstract idea into a clear behavioural message: drivers should remain focused on the road and consciously manage distractions. [Avoid simply naming textual and visual features. Instead, analyse their effect on the intended audience.]

The campaign first uses typography, colour and hierarchy to establish its central message immediately. The title, “Distracted driving and Mindfulness”, appears in large white lettering against a bright green background, making it one of the first elements to attract the reader's attention. [Start with what is most striking about the campaign.] The contrasting colours further establish a visual association with safety and positivity, while the large typeface gives the campaign an authoritative and accessible appearance. Beneath this, the question “What is mindfulness?” introduces the concept in a conversational and explanatory manner. Rather than assuming that its audience already understands mindfulness, the campaign defines it as being “fully engaged” in the present and “free from distraction”. This language directly connects mindfulness to the problem of distracted driving. The visual hierarchy therefore mirrors the campaign's intended reasoning: to first introduce mindfulness, explain its relevance, and finally encourage the driver to apply it. [Clear, succinct explanations conveying the message. To note: You could further elaborate on the choice of diction: simple, uncomplicated which can reach a wider target audience.]

The campaign reinforces this message through a repeated visual contrast between mindfulness and distraction. In the upper section, two illustrations of a person's head are placed beside an equals sign. [Describe the images to someone as if they never have the photo in front of them.] In the first, the brain is associated with a single mindfulness symbol, whereas in the second, the brain is accompanied by distracting objects such as a vehicle. The accompanying statements claim that “Mindful people are more task focused” and that increased mindfulness is associated with decreased time spent on potentially distracting tasks. This relationship is later reversed: a second pair of illustrations shows a distracted mind surrounded by numerous objects, while the text explicitly states that “Mindfulness” decreases as “Distraction” increases. The repeated equation-like structure makes the relationship almost mathematical: mindfulness is presented as a force that reduces distraction. This simplification is particularly effective for a broad public audience because a potentially complex psychological relationship becomes something that can be understood almost instantly. [Again, break the images apart when explaining them.]

The images themselves also externalise an otherwise invisible mental process. Distraction is normally something occurring inside a driver's mind, and therefore difficult to represent visually. The campaign solves this problem by placing recognisable objects including mobile phones, food, dialogue bubbles and other visual stimuli around the illustrated heads. The audience can consequently “see” what distraction looks like. [Think in the shoes of the author of these texts, and the effect of size, shape and colour]. In contrast, the mindful figure contains fewer competing stimuli and is visually less cluttered. This creates a strong visual binary between a focused and distracted driver. The campaign therefore does not merely tell its audience that distraction is dangerous; it gives the audience a simple visual model of how distraction operates. [For visual texts, be really specific about each choice of image/tool.]

This relationship between text and image becomes particularly persuasive in the central illustration of the driver with a divided visual field. [The argument is clear in the topic sentence.] The driver is shown holding the steering wheel, while the area around her head contains different coloured segments and objects representing potential distractions. Above her, a second visual depicts the same concept from the perspective of the driver's mind. The accompanying statement asks, “Distracted driving and mindfulness: where is the connection?” and then explains that “Focused attention” is particularly important because drivers need to keep their attention on the road. The campaign subsequently provides the imperative slogan, “Keep your eyes and mind on the road!” The conjunction of “eyes” and “mind” is significant: safe driving requires not merely physical observation but mental attention. The image reinforces this by visually locating potential distractions around the driver's head. Thus, the campaign connects the abstract concept of mindfulness directly to the physical act of driving.

The campaign also uses direct address and imperative language to move from education to behavioural change. [Notice the persona, point of view, and pronouns used throughout the campaign.] In the blue “Mindfulness tips for driving” box, the reader is instructed to “take a minute or two to sit” before driving, to “notice” their emotional state and to return their attention to driving when they recognise that their mind has wandered. The repeated use of imperatives creates a practical and encouraging tone rather than simply presenting mindfulness as an abstract theory. Similarly, the final recommendation to “keep in mind” that everyone shares the road appeals to the driver's sense of social responsibility. This is important because the campaign's purpose is ultimately behavioural: informing drivers about mindfulness is insufficient unless that knowledge changes how they drive.

However, the campaign's simplicity may also be viewed as a deliberate limitation. The use of cartoon illustrations, bright colours and simplified cause and effect relationships risks making the issue appear less complex than distracted driving actually is. Nevertheless, this apparent simplicity is arguably what makes the campaign effective for its intended audience. [Good to always have different interpretations of the same tools.] A road safety campaign must communicate quickly to a broad population, and the combination of short sections, bold headings, visual contrasts and practical instructions allows the central message to be understood without requiring specialist knowledge.

Ultimately, the campaign's effectiveness comes from the interdependence of its textual and visual elements. [Conclusion to your entire argument is really key- draw the attention of the marker back to the main point(s).] The text defines mindfulness, explains its relationship with distraction and provides practical instructions, while the images simplify and reinforce these ideas through repetition, contrast and visual symbolism. Most importantly, the campaign progresses from explanation to visual demonstration and finally to direct instruction. By presenting mindfulness not as an abstract psychological concept but as a practical driving behaviour, the campaign encourages its audience to recognise distraction, regain their attention and ultimately “keep (their) eyes and mind on the road”.

5 Key takeaways for your own responses 

1. Answer the question, not the text.

The question is your compass. Keep returning to its key words throughout the response.

2. Don't technique-dump.

Purely identifying a metaphor, colour or imperative isn't analysis by itself. Explain why the creator made that choice.

3. Always ask "so what?"

What does the choice make the audience notice, feel, understand or question?

4. Analyse combinations.

Especially for non-literary texts, look at how language, images, layout, typography and structure work together.

5. Have a line of argument.

Your paragraphs shouldn't feel like five unrelated observations. Each should contribute to your overall interpretation of the text. 

A high-scoring Paper 1 response isn't about identifying the greatest number of techniques or pointing out the use of colours and visuals. It's about building a clear argument about how the creator's choices construct meaning. Use the questions above as a checklist when you plan, but remember that the strongest responses are selective, specific and written in your own voice.

🚀 Want to Know If Your Essay Is A High Scoring Response?

Extra Resources

How to Get 10/10 in the TOK Exhibition | Your Ultimate TOK Exhibition Guide

In this IB TOK guide, we will unpack everything you need to achieve a Grade A in your TOK Exhibition. Gain insights into what markers are looking for and how to approach prompts designed around the marking criteria.

KIS Academics BlogManoj Arachige

High Scoring IB Extended Essay Guide | How to Choose a EE Topic

Discover the best IB Extended Essay (EE) topics. Get subject-specific examples, fresh ideas, and practical tips on how to choose the perfect EE topic for you.

KIS Academics BlogManoj Arachige

IB English: Breaking down the paper and how to Ace it (updated 2025) | KIS Academics

Want to score a 7 in IB English Paper 1? Keep reading to find out how…

KIS Academics BlogManoj Arachige

IB English Paper 2 - A Complete Guide to Scoring a 7

The English Paper 2 is one of the most difficult papers for students. However, achieving a 6 or even a 7 is doable. In this guide, we will focus on Paper 2, discussing its format, requirements, marking criteria, and effective strategies to help you excel.

KIS Academics BlogManoj Arachige

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KIS Summary:

• An annotated breakdown of a High Scoring IB Individual Oral Response
• Insights to help you consistently craft high-scoring assignments

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To write a high-scoring English IO script, you must very thoroughly analyse your two works and ensure you really make your global issue the centre of your oral.

I scored a Band 7 in my oral, which had Carol Ann Duffy’s poem collection ‘The World’s Wife’ as my literary work, and Liza Donnelly’s cartoons as my non-literary work. My global issue was how patriarchal systems can be detrimental to a woman’s sense of self-worth.

Below, I have annotated my oral script so you can see what makes a high-scoring IO!

🌟 Annotated A-Grade Individual Oral Exemplar

From poetry to political cartoons, the influence of the patriarchy on women has been profoundly explored by many. 

Today, I’ll be discussing the field of inquiry of culture, identity, and community, and delve into the global issue of how patriarchal systems can be detrimental to a woman’s sense of self-worth.

My literary text is Carol Ann Duffy’s poem Medusa, which reimagines the Greek myth from Medusa’s perspective, highlighting how prejudice against women distorts their self-perception. My non-literary text is a cartoon by Liza Donnelly, which critiques how the patriarchy conditions women to prioritise male perspectives, ultimately diminishing their own worth. Both works hence thoroughly examine how male-dominated structures are oppressive towards a woman’s self-value.

Starting with the literary extract Medusa, we see here the aftermath of the curse that transformed her into a monstrous figure whose gaze turns living beings to stone. This punishment was imposed upon her, as she was wrongfully forced to bear the blame for the god Poseidon within the patriarchy of ancient Greece.

 In the first stanza, lines 3 to 4, Medusa proclaims that now she is “foul mouthed, foul tongued / yellow fanged.” The use of visual imagery degrades Medusa’s identity, as she now finds herself to be tainted and unwelcome, which is evidently destructive to her sense of self-worth. These metaphors also very effectively display how the surrounding misogyny has manipulated her into internalising the punishment inflicted upon her, ultimately leading to self-blame. 

Using parallelism throughout the 3rd, 4th, and 5th stanzas, Duffy also includes anaphoras in each of them: “I glanced”, “I looked”, and “I stared” respectively. Her gaze—once loving—is now destructive, and the semantic field of words related to sight suggests how the prejudicial punishemtn doomed her into a perpetuating miserable cycle of confronting the fatal ramifications of her curse. This firmly demonstrates how the patriarchy cursed her to lose her benign demeanour, leading her to devalue herself. 

Next, one particular striking use of visual and auditory imagery is in the lines 16 and 17, where Medusa inadvertently transforms “a singing bird” into “a handful of dusty gravel.” The juxtaposition between an active creature and mere dust is likened to Medusa’s own self-perception—that her once joyful heart has transformed into dull self-hatred as a consequence of discrimination against her femininity.

Furthermore, in lines 35 and 36, Medusa inquires, “Wasn’t I beautiful? / Wasn’t I fragrant and young?” The use of past tense suggests loss, as she sees herself to no longer possess these admirable qualities as a result of the punishment imposed upon her by the patriarchy, leading to self-doubt. The rhetorical questions here also effectively expose the patriarchal ideal that a woman’s worth is tied to her beauty; now that Medusa’s appearance has been stained, she perceives herself as worthless.

Finally, in the last line numbered 37, the direct address and lack of embellishment in “look at me now” makes Medusa’s monstrosity brutally final, as though she has resigned herself to her impure existence, emphasising to audiences how the unjust and misogynistic punishment has reduced her to nothing more than her curse, stripping her of self-worth.

Now moving on to Duffy’s whole ‘World’s Wife’ collection, the theme of patriarchy presents itself in numerous other poems.

For instance, the poem Thetis recounts the story of a shapeshifting woman who struggles against the relentless pursuit of a man. She transforms into “a bird,” “a fish,” and “a snake,” all acting as symbols that reveal how many women desperately try to escape male dominance over their lives.

 Duffy seamlessly intertwines this mythical ability to shapeshift with the occurrences of the modern world to form a broader commentary on how women are often forced to shrink and contort themselves in order to evade the grasp of a patriarchy that seeks to control them, therefore causing her to lose her authentic sense of self-worth. This reinforces Duffy’s enduring theme of women struggling to find their real value in their own womanly identity whilst living under patriarchal systems.

Another prominent poem titled Pygmalion’s Bride provides the perspective of Galatea, a woman Pygmalion beautifully sculpted who was then brought to life. Pygmalion, who is a man, violently “scratches” Galatea with his “claws,” conveying that he longs not only to love but also to possess and control her, shedding light on a patriarchal society that dictates women’s worth through male desire. Once Galatea pretends to enjoy his advances, Pygmalion disappears from her sight.

Duffy appropriately uses irony here to suggest that Pygmalion’s sole interest in Galatea was ludicrously about fulfilling his own masculine selfish lust, promoting male supremacy whilst disparaging women. This further implies that in a patriarchal framework, a woman’s value exists not in her femininity and being, but only in her ability to conform to male expectations. 

Hence, throughout all three poems, Duffy fruitfully encapsulates how deep-rooted patriarchies ultimately lead to a deteriorating sense of self-worth.

 Now, shifting our focus onto my non-literary extract, this cartoon by Liza Donnelly depicts women with red scars as a result of the physical violence perpetrated by a man.

To start, the use of speech bubbles with short, dismissive phrases, such as: “It’s okay. He didn’t mean it. It’ll never happen again,” display how systemic misogyny has conditioned women to rationalise their male-inflicted abuse, minimising their own pain to accommodate for male dominance. The sorrowful tone in these phrases expose how women are discouraged from asserting their own value, subverting their self-worth as they are taught to prioritise male viewpoints over their own well-being.

Body language is also effectively used as the women stand with downcast expressions, reflecting their acceptance of a fate shaped by a patriarchal society that has silenced them for so long that they internalise their own oppression. She also juxtaposes this with the man who appears unbothered, showing no remorse. The stark contrast highlights how such misogyny that overlooks women’s suffering can heavily erode their self-worth. 

Moreover, Donnelly also utilises irony effectually through the portrayal of the judge, who is supposedly representing justice, yet is serving as a symbol for prejudice against women in the patriarchy. This symbol conveys that powerful men are celebrated despite their crimes, revealing how a misogynistic system that glorifies men therefore fails women, leaving them trapped in cycles of silence and self-doubt.

 The minimalist style and lack of elaborate background powerfully enhances the overwhelming sense of isolation and powerlessness experienced by women who are denied justice. This visual emptiness mirrors the void left by a male-centric society that refuses to validate women’s pain, underscoring how misogyny may subvert a woman’s sense of self-esteem in their identity.

This is paired well by Donnelly with the absence of any vibrant colors, which also prompts audiences to confront the frightening reality of a world where women are fundamentally brainwashed into accepting male violence. It emphasises how women who are subjugated under patriarchal rules have their worth wholly dictated, being robbed of their true value.

Now, to consider how this theme is manifested in Donnelly’s wider works, I have chosen two other cartoons. Both of these cartoons depict two young girls in a bedroom, but with slightly varied features and two different captions.

The first cartoon has the caption: “I can’t decide what I’m going to be when I grow up—a good girl or a slut,” indicating that the patriarchy has restricted women to a false dichotomy. The second cartoon’s caption is: “When are you thinking of losing your self-esteem?”, alluding to a patriarchy that promotes a sheepish and unconfident attitude for women. Both these cartoons utilise dialogue to display how women have been taught to pedestalise male perspectives, ultimately stripping away their true self worth that supposedly comes from within, expressing a recurring theme of patriarchy in all her works.

Colour choice is also very effectively utilised in Donnelly’s cartoons, as aforementioned in my non-literary extract. In the first wider cartoon I chose, the bedroom contains soft pink colours to juxtapose childlike innocence with the tragic misogyny of the world,  showcasing how even from a younge age, girls are drilled to define themselves through the lens of men, thus undermining their self-worth. However, in the second cartoon, a black-and-white colour scheme is used to elucidate to a more serious and inevitable reality where it is absurdly normal for women to lose their self-esteem amidst a patriarchal system. This reinforces the devastating repercussions of male-inflicted oppression on a woman’s worth.

Donnelly also carefully chooses her setting to convey her message, using a courthouse atmosphere in my non-literary extract and a girl’s bedroom in both wider cartoons, to reveal how deeply ingrained misogyny is, being evident in different aspects of life. This hence suggests how the patriarchy is so strong that the dignity of women are being compromised as a result.

All in all, throughout the 3 cartoons, Donnelly denotes how women are programmed to prioritise the patriarchy’s expectations, ultimately damaging their value.

To conclude, how patriarchal systems can be detrimental to a woman’s sense of self-worth is a global issue that permeates through both Duffy’s poetry and Donnelly’s cartoons. Whilst Duffy explores how the exercise of male power in patriarchal ancient Greek society is fatal to a woman’s self-esteem, Donnelly discusses how contemporary women’s self-perceptions are often defined by male perspectives. 

In a global context, both works successfully reveal the timeless nature of gender inequality and how deeply embedded it is worldwide, as women across a plethora of cultures are forced to navigate such oppressive systems that dictate their worth all throughout their daily lives. 

Thank you.

🚀 Want to Know If Your Oral Is A High Scoring Response?

Extra Resources

How to Get 10/10 in the TOK Exhibition | Your Ultimate TOK Exhibition Guide

In this IB TOK guide, we will unpack everything you need to achieve a Grade A in your TOK Exhibition. Gain insights into what markers are looking for and how to approach prompts designed around the marking criteria.

KIS Academics BlogManoj Arachige

High Scoring IB Extended Essay Guide | How to Choose a EE Topic

Discover the best IB Extended Essay (EE) topics. Get subject-specific examples, fresh ideas, and practical tips on how to choose the perfect EE topic for you.

KIS Academics BlogManoj Arachige

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The IB extended essay is an in-depth study of a focused topic chosen from the list of available IBDP subjects. This is normally one of your six chosen subjects. It is intended to promote academic research and writing skills, providing you with an opportunity to engage in personal research in a topic of your choice!

It is presented as a formal piece of academic writing containing no more than 4,000 words, accompanied by a reflection form of no more than 500 words.

I scored a high A in my IB extended essay on English Language and Literature and this guide will focus on an extended essay for that subject.

To write a high-scoring English extended essay, you must very deeply analyse your works in the context of a broad issue, using supporting evidence and discourse outside of those works themselves.

There are 3 categories for an English extended essay:

1. Studies of one or more literary works originally written in the language in which the essay is presented.
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.)
3. Studies in language based on one or more texts originally produced in the language in which the essay is presented

I chose category 2, comparing the play Hamlet by William Shakespeare and the novel The Stranger, originally written in French, by Albert Camus.

Below, I have annotated my extended essay so you can see what makes a high-scoring English EE!

This is going to be pretty long, so get ready. 

🌟 Annotated A-Grade Extended Essay Exemplar

Essay question

In what ways do Hamlet by William Shakespeare and The Stranger by Albert Camus explore the existentialist view of freedom?

Introduction

Hamlet by William Shakespeare and The Stranger (L'Étranger) by Albert Camus are seminal works that carefully examine the human response to external pressures, prompting profound enquiries into agency, meaning, and mortality across varying cultural and philosophical contexts. Hamlet, first performed in 1601, portrays the struggle of a noble prince burdened by external constraints, striving to find purpose in a world he cannot comprehend. The Stranger, published in 1943 and translated from French to English in 1988 by Matthew Ward, presents an ordinary man’s authentic confrontation with the absurdity of life rooted in his indifference to his surroundings. Whilst Hamlet arose from the contemplations of an English playwright who was then grieving the loss of his son, The Stranger grew from the tragic wars and misfortunes witnessed by a French philosopher. Despite differences in literary style and a three-century gap in publication, it is worthwhile to explore the thematic parallels between the two literary masterpieces with regard to existentialist values—specifically in domains of religion, rank, and gender—all of which were extremely pertinent within their respective historical contexts.

Hamlet and The Stranger’s protagonists, Prince Hamlet and Meursault, respectively, are linked by their experiences with choice, freedom, and the consequences of their actions. French existentialist philosopher Jean-Paul Sartre outlined the theme of existential freedom in a 1964 lecture titled ‘Existentialism is a Humanism’—that it is defined as the individual ability to make authentic choices and live wholly according to one’s own will, define their own meaning, and be liberated from external pressures. Although containing existentialist elements, the works of Shakespeare have been rarely compared to those of true philosophers in any detail, such as Albert Camus, who greatly contributed to the rise of absurdism, a philosophical theory that the universe is inherently irrational and meaningless. This essay hence not only highlights the timeless relevance of existentialism but also engages with a topic of minimal literature exploration, intending to study: in what ways do Hamlet by William Shakespeare and The Stranger by Albert Camus explore the existentialist view of freedom?

As both works enquire into how freedom can be achieved amidst the existence of external constraints, this essay intends to elucidate the universal nature of human existence in their quest for complete freedom of choice, entailing findings that will apply to all human beings. To investigate the question posed, by explicating Shakespeare and Camus’ tragedies through an existentialist lens, instances of Hamlet and Meursault that expose their reflections on their circumstances in the context of religious beliefs, social status, and gender roles—whether by their authentic selves or morphed by external forces—will be identified, and their emotions at such moments will be examined. Both works are regarded as literary classics, inspiring scholarly essays across different time periods and backgrounds, from renowned philosophers to emerging academics, thereby providing a diverse and extensive range of critical discourse on Shakespeare and Camus.

Religion and Faith

Religion often binds individuals to external moral codes, hence potentially curtailing their personal autonomy and ability to live authentically according to their own desires. It is also unsurprising that Hamlet is rich in biblical allusions—a natural consequence of Shakespeare’s exposure to the religious climate of the Elizabethan era.

Following Prince Hamlet’s encounter with the ghost who proposes that his uncle, the new King Claudius, was guilty for the murder of his father, the former King Hamlet, Hamlet is brought into deep despair. His first soliloquy presents a debate, weighing the merits of enduring life’s hardships against committing suicide: “Or that the Everlasting had not fix'd / His canon 'gainst self-slaughter!" (1.2.135-136). Shakespeare uses an epithet when referring to God as “the Everlasting,” emphasising his significance in Hamlet’s life whilst revealing an inner conflict between personal desire and religious obligation. Additionally, before the start of Hamlet’s soliloquy, Shakespeare effectively incorporates the stage direction “flourish,” which is defined as a “fanfare of horns or trumpets, usually accompanying an entrance or exit.” By adding sound, this dramatic gesture emphasises the severity of Hamlet’s yearning to escape his miserable existence after recognising that suicide is forbidden by divine law, overall illustrating how Christian doctrine limits his existential freedom. Hamlet becomes unable to make decisions aligned with his own will, seeing as his actions are no longer dictated by his authentic self but rather the religious responsibility he must uphold. Hamlet, albeit seriously considering committing suicide, rejects it due to his “fidelity to Christian doctrine,” proving that his thoughts and actions are determined by his Christian values, hence remaining bound to an unbearable life, trapped by the external framework of religion. It is unequivocal that his duty to Christianity prevents him from comprehending the liberation that existentialists, like Sartre, advocate for.

Another aspect of Hamlet’s life that is complicated by religious notions of purgatory is his act of revenge. As he hides in King Claudius’ bedroom, he witnesses Claudius in prayer and hesitates to murder him in fear that Claudius will “go to heaven; / And so am I revenged" (3.3.79-80). This biblical allusion is particularly striking, as Hamlet’s decision to spare Claudius not only demonstrates how his religion limits his ability to act authentically on his personal desire, thereby impeding his freedom, but also exposes the dramatic irony of his quest for justice, as audiences are made aware that Claudius’ prayer is insincere. This dramatic irony powerfully undermines the apparent moral high ground Hamlet assumes, revealing the limitations of his religiously governed judgement. His hesitation, though rooted in religious caution, ultimately contributes to the escalation of moral chaos in the play, thus while Hamlet appears to “operate within God’s will,” his reliance on religious reasoning may be more of a “psychological crutch” than a true noble compass. This moment therefore encapsulates how oppressive religious constraints not only undermine personal freedom, but may also have further external ramifications.

Through Hamlet, Shakespeare reveals to contemporary audiences the restrictions that religious frameworks place on one’s autonomy. The Stranger fully agrees with this statement, however it provides the reverse perspective of Meursault, who rejects religion. During Meursault’s interrogation for his act of murder, the examining magistrate asserted his belief that all men have faith in God. When Meursault’s atheism challenged the magistrate’s conviction, he questioned Meursault in desperation, asking “Do you want my life to be meaningless?” The use of a rhetorical question in dialogue exposes the existential anxiety that can arise when religious belief is challenged. This exposes how religion has made individuals overly reliant on it and thus struggle to authentically construct their own meaning, as a result, those restricted by religion will remain trapped within its boundaries, unable to be free. Emotive language also illustrates the fragility of a life built on external meaning, which links back to Hamlet, who finds himself relying on divine justice and Christian teachings as a basis for his thoughts and actions, remaining under constraint. This reveals that adopting an absurdist mindset like Meursault—being indifferent to external frameworks in life and fully focusing on himself—will allow one to achieve freedom. Nonetheless, it could also be argued that Meursault’s freedom comes at the cost of human isolation as his absurdism strips his life of meaning. One may understand that Hamlet’s reliance on Christian doctrine, though a constraint, also reflects a yearning for moral order and redemption, suggesting that external frameworks can offer psychological solace, which may be far more desirable than freedom.

Meursault then justifies his rejection of religion by stating he “had only a little time left and [he] didn’t want to waste it on God.” Camus’ use of literary realism conveys that Meursault’s acceptance of the absurd—that life has no inherent meaning and death is inevitable—allows him to live authentically, free from the constraints of seeking purpose from a higher power. Completely different from Hamlet who is resolute in his religion and facing inner turmoil, Meursault understands that life’s meaning is not derived externally, thus embraces his life in its present state. From his plain language, audiences perceive his tone as detached and unyielding, thus it is clear that Meursault’s liberation comes from accepting the simplicity of life as an absurdist. It is said that in “disrespecting” religious offerings, Meursault “respects” his privilege of free will. As contradictory to Hamlet whose actions revolve around Christianity and struggles to be at peace with his existence, Meursault asserts his existential freedom by rejecting religion therefore living authentically in his final moments. Though it cannot be guaranteed through Hamlet that Shakespeare critiques the existence of religion, both works agree that religion and existential freedom are opposites; religion provides law and purpose, acting as an external force that undermines individual meaning-making.

Status and Society

Existential freedom is grounded in the idea that human beings are fundamentally free to define their own existence. Jean-Paul Sartre famously states that “existence precedes essence,” meaning that individuals are not born with a predetermined purpose. Shakespeare finds this different for Hamlet, who is born as the prince of Denmark, carrying the weight of vengeance for his father and restoration of justice and honour in the nation. He reveals the burdens Hamlet faces as a nobleman and the existential struggle that arises from his forced acceptance of duty. He declares that “time is out of joint: O cursed spite, / That ever I was born to set it right!" (1.5.210-211). Diction in the term “born” demonstrates that his roles and responsibilities have been predetermined, leaving him little room to act according to free will. The metaphor of disjointed time with exclamatory language indicates that Hamlet’s role in Denmark is so monumental that it leaves him trapped within a preordained cycle, further highlighting the constraints on his agency. This ultimately results in an internal conflict between duty and desire, implying that Hamlet does not have the privilege of freedom. As expressed by German philosopher Friedrich Nietzsche, Hamlet feels that it is “ridiculous or humiliating that [he is] asked to set right a world that is out of joint” on the belief that within the larger framework, reality is predetermined and his actions have no power to change it.

This struggle against freedom is reinforced where a rhetorical question captures Hamlet’s frustration with his own inaction despite the expectation as a prince to avenge his father’s murder to maintain the honour of the royal family: "How stand I then, / That have a father kill’d, a mother stain’d" (4.4.59-60). The apostrophes and omission of auxiliary verbs focus readers’ attention to Hamlet’s lack of freedom to choose alternative responses that align with his personal conviction, but instead is burdened by the weight of noble obligations. This reflects a struggle to reconcile the demands of his nobility with his individuality. Hamlet’s subsequent claim that his “thoughts [must] be bloody, or be nothing worth!" (4.4.69). The metaphor of bloody thoughts, as well as Hamlet’s construction of a false dichotomy—violent revenge or worthlessness, implies a forced conformity to the fierce expectations of his role rather than a freely chosen path driven by genuine desire. This marks the surrender of his individual freedom to the deterministic forces of duty and honour. Through these moments, Shakespeare critiques the rigidity of social structures and portrays Hamlet as one whose noble status erodes his freedom instead of elevating it.

On the other hand, Meursault in The Stranger is a man of unremarkable background, clashing drastically with Hamlet’s nobility. As Meursault expresses no remorse after murdering a man, the prosecutor describes the “emptiness of [Meursault’s] heart” to be an “abyss threatening to swallow up society.” The personification of his heart denotes the depth of society’s discomfort with Meursault’s nonconformity. As a man lacking any elevated status, he feels no compulsion to abide by societal norms or seek approval from society, nurturing his indifference toward life and his surroundings. This detachment liberates rather than isolates him, allowing for authentic action as opposed to Hamlet, who wrestles with constraints rooted in attachment to expectations of his predetermined nobility. While Meursault’s ordinariness allows him to be at peace with his character, audiences may realise that Meursault becomes alienated and his existence becomes fleeting with the desolation of his heart.

Meursault also possesses no illusion of grandeur or desire for higher ambition. In Part 1, Chapter 5, he rejects a job opportunity in Paris, stating his belief that “in any case, one life was as good as another.” The use of literary minimalism underscores how his ordinary role as a modest clerk places him where societal pressures to pursue higher ambitions hold little significance. Incorporating irony to state that all life paths are to be equally “good”, Camus exemplifies that Meursault has no duty to justify himself against society and therefore has the freedom to act authentically. While Hamlet finds that his actions must be defined by his status, Meursault’s lack of extraordinariness grants him the freedom to live on his own terms without relying on external values, all in all embodying Sartre’s idea that true freedom comes from embracing existence as it is. French critic Rene Girard finds that this is because Meursault is “compelled to repay with indifference the indifference of society” who has “doomed [him] to mediocrity.” Meursault, as an ordinary man, can recognise that societal acceptance does not imbue life with meaning, amplifying his absurdist viewpoint and enabling him to achieve freedom, as opposed to Hamlet who finds purpose in living according to the pressures of his status. Whilst Shakespeare effectively portrays Hamlet to possess a capricious state of mind under societal expectations, Camus does not fail to showcase the emptiness of a free yet absurdist life. Both authors intelligently contrast the burden of purpose shaped by heavy expectations against the freedom of detachment that comes at the cost of meaning and desire.

Prince Hamlet is nobility and Meursault is ordinary, yet towards the end of both works, the protagonists reach a similar conclusion. Meursault, who is able to act upon his own desires, concludes before his execution that “the lives people choose” do not matter because ultimately all men are “elected by the same fate.” The blunt matter-of-fact tone emphasises the impartial and universal nature of death. In Meursault’s case, his ordinariness enables him to accept that all lives, regardless of their paths, culminate in the same fate of death, allowing him to achieve clarity with life and liberation from societal pressures. Although Hamlet grapples with expectations from his status, towards the end of the play, he questions the nature of existence by reminiscing about Alexander the Great’s fate, inquiring why “the noble dust of Alexander is found stopping a bung-hole?” (5.1.210-211). The oxymoron of “noble dust” diminishes the significance of earthly power, suggesting the futility of nobility and reinforcing that life is devoid of meaning. The metaphor for Alexander’s remains serving a mundane purpose highlights the extreme irony that, despite his royalty, Hamlet is subject to the same fate as the humblest of men. Just like Meursault, in Hamlet’s epiphany, he embraces the idea of rejecting the purpose dictated by his noble status to attain true freedom.

Meursault as a common man is unburdened by societal pressures of status, yet Hamlet’s actions are shaped by the obligations of his predetermined nobility. Nonetheless, in the end, the two protagonists communicate a similar notion: death serves as the ultimate equaliser, stripping life of any inherent meaning. Whilst one cannot verify whether Shakespeare intended to advocate the attainment of existential freedom, both authors convey that one may achieve such liberation in denying the roles externally forced upon oneself and recognising the transient nature of existence.

Feminine Influence

Whilst both male protagonists Prince Hamlet and Meursault possess strong relationships with women, however they provide differing responses to the women who play conventional roles in their lives, displaying how existential freedom can be attained in one but not the other. This section seeks to reveal the often overlooked connection between gender roles and freedom in Hamlet and The Stranger.

Following King Hamlet’s death, his wife Gertrude marries his brother less than two months after. Prince Hamlet is conflicted that the mother he loved is wed to his father’s murderer who he must take revenge against. He exclaims, “Frailty, thy name is woman!” (1.2.150), using an apostrophe to express his deep disillusionment with his mother whom he perceives as overly reliant on male structures for security, evidenced by her “wicked” and “incestuous” (1.2.161-162) remarriage his uncle within a preposterously short time frame. He critiques his mother’s extreme femininity that prioritises her need for male companionship, becoming torn between his filial duty to his mother and his desire to avenge his father. Consequently, his decision-making becomes paralysed, and he finds himself unable to act freely. Shakespeare powerfully conveys that Hamlet’s frustration with what he views as a female weakness from his mother impedes his ability to act decisively according to his own will. It is crucial to note that though Hamlet insults Gertrude, Shakespeare carefully uses a soliloquy where Gertrude has exited, instead of conversation, to serve as a direct communication channel between Hamlet and the audience, making them privy to thoughts he cannot share with other characters. This creates a sense of intimacy and empathy, allowing audiences to understand the depth of his anguish and isolation that ultimately reinforces his lack of freedom.

Ophelia, Hamlet’s fiancée and another key female figure in the play, submits to the demands of her father Polonius, a devoted advisor of King Claudius, who urges her to sever ties with Hamlet. Learning of Ophelia’s betrayal, Hamlet orders that she goes “to a nunnery. / Why wouldst thou be a breeder of sinners?” (3.1.131-132). The use of juxtaposition reflects his deep cynicism towards Ophelia, believing she is inherently unfaithful through her obedience to other male figures including her father. Hamlet, with conflicting feelings of Ophelia’s loyalty, reveals his desire to rid himself of Ophelia and the constraints she presents, as her compliance with Claudius’ regime leaves Hamlet utterly alone with further uncertainty in his quest for vengeance. Here, Shakespeare clearly makes known to audiences that Hamlet is distancing himself from a woman that exacerbates his paralysis and hinders his ability to act freely. Feeling confined in a world governed by gender roles, he yearns for the freedom to act without being influenced by a female role in his life. Pragati Das notes in this moment that the inconsistency and unreliability of both women in Hamlet’s life has manifested into bitterness against femininity. However, Das also argues that Gertrude’s decision to remarry so quickly after her husband’s death defies traditional feminine expectations to remain in a state of grief and devotion to the late King Hamlet. While it is reasonable to contend that Gertrude’s lack of mourning betrays feminine norms, it is equally important to consider that her hasty remarriage stems from her dependence on men. This creates a conflicted and ambiguous female identity for Gertrude, which further aggravates Hamlet’s frustration with the women around him.

The most crucial female figure in The Stranger, Marie, was a woman Meursault had an affair with shortly after his mother’s death. For him, Marie’s role is superficial. While she embraces life’s emotional connections, Meursault remains distant and dismisses these bonds as unimportant. In Chapter 5 of Part 1, Marie asks Meursault “if [he] wanted to marry her,” to which he replied that it “didn't make a difference to [him] and that [they] could if she wanted to do.” Camus’ straightforward tone and use of monosyllabic diction characterises Marie as a foil to Meursault, as expressing her desire to marry Meursault aligns with traditional feminine expectations of emotional depth, seeking meaning through relationships. Disagreeing nonchalantly with Marie’s outlook on relationships, Meursault does not feel the necessity to listen to her, unrestricted by her personal values. Whilst many contend that Meursault is mildly dependent on Marie as a female for companionship and thus he holds onto some existential constraint, the quoted conversation between the two rejects such a perspective and exemplifies Meursault’s authentic liberation from Marie evidenced by his indifference to their relationship. Despite their differences, both Ophelia and Marie display societal expectations of femininity: Ophelia is blindly obedient to her father and brother, Marie is emotionally invested in love and relationships. Hamlet was susceptible to Ophelia; although he was not deeply attached to her, her submissive nature becomes a constraint that weighs heavily and prevents him from being his true self. Conversely, Meursault remains unaffected by Marie's femininity, embracing a sense of liberation, prioritising his own authenticity. In this way, Shakespeare and Camus vividly present audiences with a dichotomy where Hamlet fails to achieve freedom whereas Meursault succeeds.

Nearing the end of the novel, Meursault, in his contemplation shortly before his execution, declared, “What did it matter that Marie now offered her lips to a new Meursault?” Marie is again used as a tool by Camus to emphasise Meursault’s indifference to romance. The “new Meursault” not only symbolises Marie’s feminine values that drive her to pursue other men with Meursault’s impending death, but also highlights the interchangeability of a woman’s partner as they are dependent on men. This is similar to Gertrude’s persona as portrayed by Shakespeare where she quickly remarries following the death of her late husband, enraging Hamlet who feels trapped by her need for relational validation. Marie is also a woman who feels the necessity to be amongst a man, however Meursault is different to Hamlet, not faltered by her actions and remains a man detached from women so as to act in accordance with his true self. Meursault’s indifference to Marie’s values or ideas of meaning-making through relationships allows him to accept a reality that aligns with Sartre’s view: humans must reject externally imposed meanings, and in that way they are free.

The existential freedom Meursault accomplishes by dismissing Marie stands in stark contrast to Hamlet, who is deeply affected by Ophelia and Gertrude’s character and struggles to take decisive action. However, one must acknowledge that Hamlet’s emotional entanglements underscore his capability for genuine connection—a quality that Meursault’s radical aloofness ultimately denies him. Nevertheless, the divergence between the two ultimately reinforces how freedom is not merely achieved by rejecting external expectations, but requires the emotional detachment that Hamlet fails to sustain.

Conclusion

In examining the ways in which the existentialist view of freedom is explored through Hamlet and The Stranger, this essay illuminates the divergent ways in which the protagonists, Prince Hamlet and Meursault, navigate their respective struggles with authenticity and the constraints imposed by their environments. Hamlet, burdened by religious doctrine, societal expectations, and emotional entanglements, embodies the tragedy of a man who struggles—and ultimately fails—to sustain authenticity and achieve freedom. In contrast, Meursault’s indifference to religion, status, and relational ties enables a radical form of existential freedom grounded in acceptance of life’s absurdity. However, while Meursault achieves autonomy, his emotional detachment also strips his existence of depth and purpose, presenting freedom not as triumph but as isolation. This comparative analysis hence demonstrates that existential freedom is not merely the rejection of constraints but the ability to confront the profound cost of doing so. More importantly, it highlights that freedom, while theoretically desirable, demands a reckoning with meaninglessness—a challenge that Hamlet resists and Meursault embraces, albeit at the price of emotional impoverishment. To Meursault, who has never considered surrendering himself to external forces, the profundity of finding meaning in one’s existence will always remain unknown to him. Only by confronting it can he comprehend the implications of a life without existential freedom.

By exploring universal themes of religion, societal status, and feminine personas, it becomes evident in both works, despite cultural and philosophical differences, that existential freedom is not a collective experience but rather a deeply personal and context-dependent journey morphed by extraneous aspects of life that either restrict or enable an individual to attain such liberation.

The structure of my essay (IB English Language and Literature category 2) looked like this:

1. Introduction
   1. Tell the reader what to expect in the essay
   2. Make clear to he reader the focus of the essay, the scope of the research, in particular an indication of the sources to be used, and an insight into the line of argument to be taken
2. Section 1
   1. Analysis of first work
   2. Analysis of second work, with comparisons to the first work
3. Section 2
   1. Analysis of first work
   2. Analysis of second work, with comparisons to the first work
4. Section 3
   1. Analysis of first work
   2. Analysis of second work, with comparisons to the first work
5. Conclusion
   1. What has been achieved, including notes of any limitations and any questions that have not been resolved

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Extra Resources

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Thinking about what to write for your Theory of Knowledge (TOK) essay? Not sure where to even start? Don’t worry, you’re not alone. 

I’m not sure how many of you can say you love the subject theory of knowledge, but I do think it is one of the most interesting subjects I’ve studied in school, and one whose frameworks and learning methods have carried me way past year 12. In this article, we break down what the TOK essay really is, and run through an analysis of a high scoring essay. 

What is the TOK essay? 

The TOK essay is a maximum 1,600 word response to one of the prescribed titles. It is externally assessed and contributes two-third of the final TOK grade, while the TOK exhibition contributes the remaining one-third. Together with the Extended Essay, TOK can contribute up to 3 bonus points to your total IB score. 

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Example Question

Q5 from the prescribed titles released for November 2025

In the pursuit of knowledge, is it possible or even desirable to set aside temporarily what we already know? Discuss with reference to the natural sciences and one other area of knowledge 

⭐️ Annotated High Scoring Example Response

Knowledge is cumulative, and what we already know shapes what we notice, which questions we ask and what counts as an answer. The German philosopher Otto Liebmann asserted that human consciousness can know nothing of true reality beyond the world that the consciousness forms within itself. If an individual's knowledge is fully contained within consciousness, then setting aside what we already know seems almost paradoxical, as there would be nothing left to think with. Yet in the pursuit of knowledge we are repeatedly asked to do exactly this: scientists must suspend their expectations to let evidence speak, and the Arts invite us to set aside our self-importance in order to perceive something greater. By "setting aside", I deliberately mean suspending a belief or self-interest so that it does not govern how we interpret the world, and "temporarily" implies it can be reconsidered afterwards. Examining the Natural Sciences and the Arts, I will argue that setting aside is possible only partially, but that it is desirable when it is voluntary and directed towards something beyond the individual.

The Natural Sciences seek to procure great discoveries, yet the scientists who make them can find it hardest to set aside what they already believe. Driven by the power and status associated with a specialised field, scientists may assume their knowledge dominates it and reject contradictory claims, resulting in priority disputes across history. In 1672, Newton claimed that light was a particle, contradicting Hooke's own ideas on the matter. Their tension exploded in 1686 when Newton published the first volume of Principia containing his Law of Universal Gravitation, an idea originated by the scientific community where Hooke was a key figure. Unlike Newton, Hooke did not create rigorous proof for the idea he postulated. Neither man could set aside his investment in his own knowledge, which shows the obstacle is not only cognitive but social. Such tensions continue today as scientists presumably care about the truth, but what drives their behaviour is less the search for truth than the social life entailed by a community of knowledge. Setting aside what we know is therefore difficult to achieve through individual willpower, because our knowledge is tied to our status and identity.

If individuals struggle to set aside their knowledge, the scientific community can arguably do so collectively, since at the heart of scientific endeavour is the strengthening of past theories through repeated testing and falsification, where disagreement and collaboration complement knowledge production. The COVID-19 pandemic offers a contemporary example, as a community of scientific bodies engaged in a race against time to find a vaccine, circulating shared medical expertise. This contrasts with the Spanish Flu of 1918, when knowledge about the disease was barely made known to nearby countries, with censorship and scepticism likely exacerbating the situation. In 1918, knowledge was held within each country; in 2020, scientific bodies were prepared to set aside the assumption that their knowledge was theirs alone. This suggests that setting aside is both possible and desirable when structured by a community.

The Arts approach the question differently. While scientific knowledge carries a high level of validity based on evidence, the Arts place more emphasis on human experience. Albert Camus once said, “If the world were clear, Art would not exist.” Here, what is set aside is not a particular theory but the self's sense of its own importance. Sand Mandalas, ancient art forms of the Tibetan Buddhist tradition, not only represent the universe but also function as a contemplative aid in visual meditation, offering followers an opportunity to observe creation and the manifestation of deities. Through this contemplation, faith gives leeway to ponder the transience and impermanence of life. It is only by conceiving of the infinite unknown outside of one's own consciousness that our importance in the universe can be put in perspective. Here, setting aside is temporary and voluntary, as the follower returns to everyday life with a changed outlook, and it appears desirable because it widens rather than narrows what they are able to know.

Setting aside knowledge is not always desirable, however, particularly when it is imposed. In Orwell's dystopian novel 1984, the totalitarian regime of ‘Big Brother’ introduces Newspeak, a language that aims to narrow the range of thought by limiting vocabulary. The regime's logic is that too much knowledge allows for free will and thought, a dangerous component of the human personality that must be subdued. In doing so, Big Brother controls the sole medium of knowledge transfusion, suppressing interaction through language and imagination. This is setting aside in its most undesirable form: it is enforced and serves those in power. Comparing it with the mandala suggests that desirability depends on who decides what is set aside and whether it can be recovered. Arguably, the novel itself, as a work of art, also invites readers to recognise this danger, using artistic knowledge to preserve what the regime seeks to remove.

Even voluntary setting aside has limits, as the Parthenon helps to show. It is agreed by general consensus to be a great work of art, but to contemplate its aesthetic standing, one has at some point to turn their reflections from the beauty of the building to identifying with the religious scene and culture of Ancient Greece. Here, understanding comes not from emptying the mind but from adding context, and the viewer's prior knowledge of that culture is what makes appreciation possible. Likewise, scientific collaboration depends on a shared body of knowledge. What is set aside is therefore always one particular belief, while the rest of our knowledge remains in place to make sense of what we find.

However, interpreting a work of art is not the same as accepting the knowledge it represents. An individual can critically examine their own assumptions, as Winston does in 1984, and decide which knowledge to retain or reject. This raises an objection to my argument: perhaps what appears to be “setting aside” knowledge is merely replacing one set of assumptions with another. This has some force, because a follower who contemplates a mandala still brings their own faith and experience to it. Nevertheless, the process of filtering sharpens and refines an individual's worldview, which is enough for setting aside to be meaningful, even if it is never total.

In conclusion, our analysis casts doubt on the idea that we can set aside what we know completely, for as fallible beings we cannot step outside our own consciousness. Yet it is possible to suspend particular beliefs temporarily: the scientific community does so through testing, falsification and collaboration, and the Arts through contemplation that redirects our identity towards greater entities than ourselves. This is desirable when it is voluntary, reversible and aimed at the larger good, as the contrast with Newspeak shows. Perhaps the question is not whether we can set aside what we know, but who decides what is set aside, and for whose benefit.

Key takeaways for your own essay 

1. Answer the exact question 

Define key terms in the title and keep returning to them. 

2. Pair every example with a link-back. 

Each one should end with a sentence tying it to the title. 

3. Include a counterclaim. 
4. Use specific, varied, well researched examples. Mention citations in your essays (they were omitted here for readability). 
5. Write in your own voice!                                                                                   

Conclusion 

A high scoring TOK essay isn’t about having the most impressive examples. It’s about answering the exact question, defining your terms, building a line of reasoning from one paragraph to the next, and testing your argument against its strongest objection. Use the annotations above as a mini checklist when you plan your own essay, then make it yours by choosing examples that genuinely interest you and write in your own voice.

Extra Resources

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In this IB TOK guide, we will unpack everything you need to achieve a Grade A in your TOK Exhibition. Gain insights into what markers are looking for and how to approach prompts designed around the marking criteria.

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The VCE Specialist Mathematics formula sheet gives you access to a large number of important formulas, but the challenge in the exam is rarely just remembering the equation.

The harder part is knowing which formula applies, what each variable means and how to use it correctly in context.

That is why we created an annotated VCE Specialist Mathematics Formula Sheet that explains the formulas in more detail and highlights common exam mistakes.

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What is included in the annotated formula sheet?

The guide covers the major formula-sheet topics in Specialist Mathematics, including:

• mensuration
• complex numbers
• probability and statistics
• differentiation and integration
• differential equations
• kinematics
• vectors
• circular-function identities

For each formula, the guide explains:

• what the formula does
• what each variable means
• when to use it
• how to interpret the result
• common exam traps
• short examples where useful

This is particularly helpful in Specialist Mathematics, where questions often combine several topics and require you to choose the correct method before you begin calculating.

Why you still need to understand the formulas

The formula sheet should be treated as a reference, not as a replacement for knowing the course.

For example, having the dot-product formula available does not automatically tell you whether a question is asking for an angle, perpendicularity or a projection.

Similarly, seeing an integration formula does not tell you whether the question is better approached using substitution, integration by parts or a trigonometric identity.

The key exam skill is recognising the structure of the problem quickly.

🚀 Download our Annotated VCE Specialist Mathematics Formula Sheet

Use the annotated formula sheet alongside past exams and practice questions so you become familiar with both the formulas and the situations in which they are used.

By exam time, the official formula sheet should act as a quick reminder rather than something you need to decode under pressure.

How to use the formula sheet when studying

When completing a practice question:

1. Identify the topic first.
2. Decide what quantity you are trying to find.
3. Choose the relevant formula or theorem.
4. Define the variables before substituting.
5. Check any conditions such as radians, independence, constant acceleration or domain restrictions.
6. Make sure your final answer makes sense in context.

This approach is especially useful for complex numbers, vectors and calculus, where several formulas may initially look relevant.

🚀 Want to feel more confident using the formula sheet in your SACs and final exam?

If you want more personalised help, work with a KIS Academics VCE Specialist Mathematics tutor to practise applying these formulas to real exam-style questions.

Extra Resources

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Access VCE Mathematical Methods past exams with worked solutions, exam tips, VCAA resources and revision strategies to prepare for Methods Exams 1 and 2.

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Confused about VCE Maths? Compare Foundation, General, Mathematical Methods and Specialist Maths, including difficulty, content, scaling and which subject you should choose.

KIS Academics BlogManoj Arachige

VCE Maths Methods: The Ultimate Guide to ACEING Maths Methods - How to Ace VCE Maths Methods - Tips to Ace the VCE Maths Methods (updated 2025) | KIS Academics

Don’t get me wrong, Maths Methods is a very intense subject across units 1 through to 4 but there are strategies to make Maths Methods more manageable and set yourself up for success

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The VCE Mathematical Methods formula sheet gives you many of the formulas you will need in Exam 1 and Exam 2, but having the formula in front of you does not necessarily mean you know how to use it.

The harder part is usually recognising:

• which formula applies to the question
• what each symbol represents
• whether you need to manipulate the formula first
• what assumptions or conditions apply
• how to interpret your final answer

That is why we have created an annotated VCE Mathematical Methods formula sheet that explains each formula in much more detail.

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What is on the VCE Mathematical Methods formula sheet?

The formula sheet is broadly divided into four areas.

Mensuration

Mensuration covers common formulas for the area, surface area and volume of geometric shapes.

This includes formulas for:

• area of a trapezium
• curved surface area of a cylinder
• volume of a cylinder
• volume of a cone
• volume of a pyramid
• volume of a sphere
• area of a triangle using two sides and the included angle

These often appear inside larger application questions, so make sure you can identify the correct radius, height, angle or base area before substituting values.

Calculus

Calculus makes up a large section of the formula sheet and includes both differentiation and integration.

You are given important differentiation rules including:

• the power rule
• exponential and logarithmic derivatives
• sine, cosine and tangent derivatives
• product rule
• quotient rule
• chain rule

The sheet also provides common antiderivatives, as well as Newton's method for approximating roots and the trapezium rule for approximating the area under a curve.

Knowing the rule exists is only the first step. You still need to recognise the structure of the function.

For example, if two functions are multiplied, you may need the product rule. If one function sits inside another, you may need the chain rule.

Probability

The probability section includes some of the most important rules used throughout VCE Mathematical Methods.

These include:

• complement rule
• addition rule
• conditional probability
• expected value
• variance
• binomial coefficients

It also contains formulas for discrete, binomial and continuous probability distributions, including their means and variances.

A common source of lost marks is using the correct-looking probability formula for the wrong type of event. Before substituting numbers, ask whether the question involves a union, intersection, complement or conditional probability.

Sample proportions

The final section covers sample proportions and confidence intervals.

Important formulas include:

• sample proportion
• mean of the sampling distribution
• standard deviation of the sample proportion
• approximate confidence intervals

You should also understand the difference between the true population proportion and the sample proportion. Confusing these can quickly lead to errors in statistics questions.

Download our annotated VCE Mathematical Methods formula sheet

Our expanded formula sheet goes beyond simply listing the equations.

For each major formula, we explain:

• what the formula calculates
• what each variable means
• when you should use it
• common mistakes to avoid
• how to interpret the result
• worked examples where useful

What isn't on the VCE Mathematical Methods formula sheet?

One of the biggest mistakes students make is assuming that everything they need to know will be provided.

There are still several important results and skills that you should know independently.

These include:

• exact circular-function values
• logarithm and exponential laws
• interpreting rates of change
• rules for independent and mutually exclusive events
• medians and interquartile ranges
• common critical z-values, such as z=1.96 for an approximate 95% confidence interval

The formula sheet should therefore be treated as a reference, not a replacement for knowing the course content.

How should you practise using the formula sheet?

Keep the formula sheet beside you while completing practice questions and past exams.

Rather than immediately looking for a formula, first ask yourself what mathematical idea the question is testing. Then use the sheet to confirm the exact equation or coefficient you need.

Over time, you should become familiar with both where formulas are located and when they are appropriate.

By exam day, the sheet should mainly act as a quick reminder rather than something you need to search through extensively.

Using the formula sheet during the exam

During reading time, identify questions that may require formulas you are less confident with, particularly longer calculus, probability or statistics questions.

For each question:

1. Identify the topic.
2. Decide which mathematical relationship is required.
3. Check the formula sheet if necessary.
4. Define each variable before substituting.
5. Check that your answer makes sense in context.

For calculus questions involving circular functions, also remember to ensure you are working in radians.

Final tip

You do not need to memorise every formula that appears on the VCE Mathematical Methods formula sheet.

You do, however, need to understand them well enough that you can quickly recognise which formula applies and how to use it correctly.

The best way to develop that skill is through repeated exam-style practice.

If you want to improve your Methods preparation further, use our annotated formula sheet alongside VCE Mathematical Methods past exams and worked solutions so that you can practise applying each formula under realistic exam conditions.

🚀 Want to feel more confident using the formula sheet in your SACs and final exam?

If you want more personalised help, work with a KIS Academics VCE Mathematical Methods tutor to practise applying these formulas to real exam-style questions.

Extra Resources

🌟 VCE Mathematical Methods Past Exams and Worked Solutions

Access VCE Mathematical Methods past exams with worked solutions, exam tips, VCAA resources and revision strategies to prepare for Methods Exams 1 and 2.

KIS Academics BlogManoj Arachige

VCE Maths Explained | Which VCE Math subject should you do?

Confused about VCE Maths? Compare Foundation, General, Mathematical Methods and Specialist Maths, including difficulty, content, scaling and which subject you should choose.

KIS Academics BlogManoj Arachige

VCE Maths Methods: The Ultimate Guide to ACEING Maths Methods - How to Ace VCE Maths Methods - Tips to Ace the VCE Maths Methods (updated 2025) | KIS Academics

Don’t get me wrong, Maths Methods is a very intense subject across units 1 through to 4 but there are strategies to make Maths Methods more manageable and set yourself up for success

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The VCE General Mathematics formula sheet is one of the most useful resources you get in the exam, but only if you actually know what each formula means and when to use it.

Simply having the formula sheet in front of you is not enough. In an exam, the difficult part is usually identifying which formula applies, what each variable represents, and how to interpret the answer correctly.

That is why we have created an annotated version of the VCE General Mathematics Formula Sheet that breaks down each major formula in much more detail.

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What is included in the annotated formula sheet?

Our explained formula sheet covers the major formulas across the General Mathematics course.

For each formula, we explain:

• What the formula calculates
• What every variable means
• When you should use it
• How to interpret your answer
• Common exam mistakes to avoid
• A simple worked example

This builds on the structure of the standard formula sheet by turning each equation into something you can actually use when solving exam questions. For example, instead of only giving the standardised score equation, the guide explains what the score tells you about an observation relative to the mean and how the sign of the result should be interpreted. general maths formula sheet

Why you should learn the formulas even though they are provided

A common mistake in VCE General Mathematics is assuming that because formulas are provided, you do not need to learn them.

You generally do not need to memorise every equation word-for-word. However, you should be able to recognise:

1. What type of question a formula is used for.
2. What information you need to substitute into it.
3. What the result represents.
4. Any assumptions or limitations associated with it.

For example, the least-squares regression formulas can help you construct a line of best fit, but you still need to correctly identify the explanatory and response variables and avoid inappropriate extrapolation. general maths formula sheet

Similarly, knowing that a residual is calculated as actual value − predicted value can prevent one of the simplest but most common sign errors in data analysis questions. general maths formula sheet

Download the VCE General Mathematics Formula Sheet Explained

Use the annotated formula sheet alongside practice questions and past exams. Instead of just reading each formula, try to identify which formula you would use before looking at the solution.

The goal is that by exam time, the official formula sheet acts as a quick reference rather than something you need to decode during the exam.

How to use the formula sheet when studying

The most effective approach is to practise using the formulas in context.

When completing a question, first identify the topic and the information provided. Then locate the relevant formula, define the variables, substitute the values carefully and check whether your final answer makes sense.

For areas such as recurrence relations, matrices and financial modelling, it is particularly important to understand what each term represents rather than simply entering numbers into your CAS.

Final tip

Do not wait until the exam to become familiar with the formula sheet.

Keep it beside you while completing practice questions so that you become familiar with where each formula is located and what it is used for. By the time you sit your VCE General Mathematics exam, you should be able to recognise the appropriate formula almost immediately.

If you are still preparing for the exam, combine this guide with VCE General Mathematics past exams and worked solutions to practise applying each formula under exam conditions.

🚀 Want to feel more confident using the formula sheet in your SACs and final exam?

If you want more personalised help, work with a KIS Academics VCE General Mathematics tutor to practise applying these formulas to real exam-style questions.

Extra Resources

🌟 VCE Mathematical Methods Past Exams and Worked Solutions

Access VCE Mathematical Methods past exams with worked solutions, exam tips, VCAA resources and revision strategies to prepare for Methods Exams 1 and 2.

KIS Academics BlogManoj Arachige

VCE Maths Explained | Which VCE Math subject should you do?

Confused about VCE Maths? Compare Foundation, General, Mathematical Methods and Specialist Maths, including difficulty, content, scaling and which subject you should choose.

KIS Academics BlogManoj Arachige

VCE Maths Methods: The Ultimate Guide to ACEING Maths Methods - How to Ace VCE Maths Methods - Tips to Ace the VCE Maths Methods (updated 2025) | KIS Academics

Don’t get me wrong, Maths Methods is a very intense subject across units 1 through to 4 but there are strategies to make Maths Methods more manageable and set yourself up for success

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KIS Summary:

• An annotated breakdown of a High Scoring VCE Economics Long Response
• Marking insights to help you consistently craft high-scoring essays under exam conditions

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Overview of VCE Economics 

To write an exemplary response to a question, we first need to understand how the VCE economics paper is structured. The 2025 VCE Economics examination paper consisted of Section A: 15 multiple choice questions (worth 15 marks) and Section B: 7 written responses (worth 65 marks), for 80 marks total. It includes a mix of data interpretation tasks, short answer responses, extended response questions and policy analysis assessments covering unit 1-4 topics on economic decision-making, economic issues and living standards, Australia’s living standards and managing the economy.

The Ultimate Guide to Getting a 45+ in VCE Economics

Your complete guide to scoring 45+ in VCE Economics. Learn the study design, SAC and exam requirements, key diagrams, real-world examples, and strategies for mastering monetary policy, fiscal policy and economic analysis.

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There are written responses of different mark allocations, including definitions, outlines, explanations, analyses, predictions, evaluations and discussions in section B. Papers from previous years had individual parts ranging from 2 to 6 marks, with some questions combining several parts. The highest mark awarded for a single evaluative/analytical question in section B is 6 marks. There’s good news and bad news. The good news is you never have to sustain an argument for 1,000 words. The bad news is you have a relatively small amount of writing space to define, explain, analyse and reach a conclusion. Not every written response is an essay, but the 6 mark analytical/evaluative response often requires the same skills as a proper compressed essay. 

🌟 Lets break down an example of a high scoring VCE Economics Essay together!

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Exam question 

Let’s take a look at one of the 2025 VCE economics exam questions in section B. 

How to approach the essay question 

Step 1: Understand what the question is asking for. Decode it.  

“In a period of global economic uncertainty, analyse the strengths and weaknesses of aggregate demand policies in achieving the goal of low and stable inflation.” 

This is probably the single most important step to writing a good essay. Importantly in this stem is understanding that your strengths and weaknesses have to lie in the backdrop of a period of global economic uncertainty. 

• Context: a period of global economic uncertainty 
• Subject: aggregate demand policies 
• Goal: low and stable inflation 
• Task word: analyse 
• Scope: strengths and weaknesses 

Step 2: Read the ‘task word’.  

The task in this essay is to analyse. Analyse means going beyond just describing what a policy does. You need to establish relationships between economic concepts and explain why those relationships matter to the question. 

For example, 

Cash rate increasing means → Borrowing costs increasing means → Consumption/investment decreasing means → Aggregate demand decreasing means → Inflationary pressure decreases too.

Step 3: Keep returning to the question  

Finally, read the question again. The question is not asking whether AD policies have strengths and weaknesses in general. It is asking about their strengths and weaknesses during global economic uncertainty, specifically in achieving low and stable inflation. 

Sample Annotated VCE Essay Response

[📍 Annotations are written in grey boxes or underlined in italics]

Aggregate demand (AD) policies, monetary and budgetary policy, influence inflation by altering the level of spending in the economy, shifting AD relative to the economy's productive capacity.

A key strength of monetary policy is its flexibility and independence, which supports the "stable" element of the goal. Strength of monetary policy written and explained using real world examples. The RBA (Reserve Bank of Australia) Monetary Policy Board meets eight times a year and can adjust the cash rate without parliamentary approval, so it can respond as conditions shift. This was evident across the recent cycle: the RBA raised the cash rate to a peak of 4.35% by November 2023 [1], which increased borrowing costs, reduced household disposable income and discouraged credit-funded consumption and investment, contracting AD and easing demand inflation. Clear chain of thought: higher cash rate → higher borrowing costs and lower disposable income → AD falls → demand inflation eases. According to the Australian Bureau of Statistics (ABS), headline inflation fell from 7.8% in the December quarter of 2022 to 2.1% by the June quarter of 2025 [2]. The RBA's operational independence can strengthen the credibility of monetary policy. Greater credibility can help anchor inflation expectations, because households, firms and wage negotiators may have greater confidence that the RBA will act to maintain price stability. Be specific about strengths related to the period of global uncertainty, not a generic list of pros. 

Budgetary policy has the advantage of being targeted, allowing the government to address particular sources of inflation rather than reducing spending across the whole economy. Strength of budgetary policy explained using real world examples. For example, government electricity rebates reduced the price of electricity in the CPI (consumer price index) basket. 

According to the ABS, headline inflation was 2.1% in the June quarter of 2025, compared with 2.7% for underlying (trimmed mean) inflation. [2] Budgetary policies can also use automatic stabilisers, such as income and company taxes. As incomes and company profits rise during an economic boom, tax revenue automatically increases, reducing spending power and helping to moderate demand and inflation. This occurs without the government needing to introduce a new policy, which can be useful when economic conditions are uncertain.  

However, the central weakness of AD policies is that they are poorly suited to inflation originating on the supply side, which is the dominant risk during global economic uncertainty. Address the weakness related to achieving the goal of low and stable inflation. An escalation of US tariffs and retaliatory measures raises the price of imported intermediate inputs and disrupts supply chains, increasing business costs and shifting aggregate supply leftward, producing cost inflation and lower output simultaneously. AD policies cannot address both at once. Tightening to contain the price rise further contracts demand in an economy already facing weaker export income, worsening unemployment; easing to protect employment and growth adds to demand pressures and risks entrenching higher inflationary expectations. This trade-off cannot be resolved by adjusting demand, because the source of the price pressure is a reduction in supply.

A further weakness is that budgetary policy is constrained by implementation lags and political pressures, which can leave the two AD policies working against each other. Aim for balance in your arguments. The number of ‘pros’ and ‘cons’ should be guided by the question, the available marks and how thoroughly you can analyse each point.  Discretionary measures generally require legislation and take effect from a set date, so a response designed for current conditions may arrive after they have changed. Political incentives also encourage expansionary cost-of-living relief even while the RBA is attempting to restrain demand, creating a conflicting policy stance. Moreover, subsidies and rebates suppress measured inflation only temporarily: as these measures unwind, the prices they were offsetting return to the CPI, causing headline inflation to rebound without any change in underlying price pressures, which is why trimmed mean inflation remained above headline through 2025 and why the RBA continued to base its decisions on the underlying measure. Overall, AD policies remain effective against demand-driven inflation and valuable for anchoring expectations, but during periods of global uncertainty where price pressures are largely imported and supply-side, their capacity to deliver low and stable inflation is significantly constrained.

[1] RBA, Statement on Monetary Policy, November 2023

[2] ABS, Consumer Prince Index, Australia, June Quarter 2025 

What makes this a high scoring  response?

1. It answers the exact question 

Every strength and weakness is connected to global economic uncertainty and low and stable inflation. 

2. It uses economic chains of reasoning. 

Policies aren’t merely named’ their effects are traced through AD, inflation and other macroeconomic variables. 

3. Uses contemporary evidence and identify the source where possible 

Eg. “According to the ABS (Australian Bureau of Statistics)” or “The RBA increased the cash rate to ….” 

4. Demand and supply-side inflation are different. 

Carefully distinguishing both allows the responses to explain when AD policies are effective and when their effectiveness is constrained.       

5. A qualified judgement at the end is really important. 

The conclusion explains that the effectiveness of AD policies go beyond ‘good’ or ‘bad’, but its effectiveness depends on the source of inflationary pressure.                                                                 

🚀 Submit your VCE Economics essay to the KIS Academics Marking Service and turn your next draft into a top scoring response.

Extra Resources 

The Ultimate Guide to Getting a 45+ in VCE Economics

Your complete guide to scoring 45+ in VCE Economics. Learn the study design, SAC and exam requirements, key diagrams, real-world examples, and strategies for mastering monetary policy, fiscal policy and economic analysis.

KIS Academics BlogManoj Arachige

VCE Economics: Top 6 Tips from Premier’s Award Winner - Best tips for VCE Economics - 6 Tips from VCE Economics Premier Award Winner (updated 2025) | KIS Academics

Struggling with Economics? Look no further, here are 6 top tips from the VCE Premier’s Award Winner to ace this subject.

KIS Academics BlogManoj Arachige

Frequently Asked Questions About VCE Economics

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Written by KIS Academics Tutor for Year 7-10 and IB Mathematics and Economics, Esther Chua. Esther is currently pursuing a Bachelor of Medical Studies/Doctor of Medicine at UNSW, Sydney. Esther is extremely passionate about equipping students with the best approach to their subject and beyond. You can view Esther’s profile here and request her as a tutor.

The IB TOK Exhibition can feel confusing because the task looks deceptively simple: choose one prompt, select three objects and write a commentary.

But the difference between a mid-range exhibition and a High Scoring TOK Exhibition usually comes down to three things:

• choosing specific real-world objects
• making a clear link between each object and the exact exhibition prompt
• explaining why each object contributes something different to your exploration

The IB’s current examiner guidance makes this very clear. Top-band exhibitions identify three objects in specific real-world contexts, explain their links to the prompt clearly, strongly justify why each object belongs in the exhibition, and support their points with appropriate evidence.

This guide will break down exactly how to do that.

What is the TOK Exhibition?

The TOK Exhibition is the internal assessment component of Theory of Knowledge.

You choose one of the 35 official TOK exhibition prompts, select three objects, and write a commentary explaining how each object helps explore that prompt.

The maximum word count is 950 words, and examiners are instructed to stop reading after that point. IB guidance suggests aiming for roughly 300 words per object.

The exhibition is marked out of 10, using one overall assessment question:

Does the exhibition successfully show how TOK manifests in the world around us?

That question should guide almost every decision you make.

What do examiners look for in a 9–10 TOK Exhibition?

The top band is not about using the most complicated TOK vocabulary.

A strong exhibition does four things well.

1. It uses specific real-world objects

Your objects should be clearly identifiable and situated in a real context.

For example:

Weak: “A newspaper article”

Stronger: “The front page of The Sydney Morning Herald published on 15 September 2025 reporting on…”

The IB explicitly warns that generic objects can make it much harder to establish meaningful real-world context.

A useful test is:

Could another student choose the exact same object description as me?

If yes, it may still be too generic.

2. Every object must clearly answer the prompt

Do not spend 200 words explaining what the object is.

The object is only useful if it helps you explore the TOK prompt.

For every paragraph, ask:

What does this object reveal about the knowledge issue in the prompt?

The IB describes strong links as those where it is clear how the object illuminates an aspect of the prompt.

That means your commentary should continually move from:

object → real-world context → TOK idea → prompt

not simply:

object → description → more description

3. You must justify why that specific object was chosen

This is one of the biggest differences between an average exhibition and an excellent one.

Do not just show that your object relates to the prompt.

Explain why this particular object is useful.

For example:

This object is significant because it shows how expert knowledge can still be disputed when different communities apply different standards of evidence.

That sentence goes beyond describing the object. It explains its contribution.

The IB specifically distinguishes between simply making a link and justifying the particular contribution of the object.

4. Your three objects should do different jobs

A common mistake is choosing three objects that make essentially the same argument.

Instead, try to make each object reveal a different dimension of the prompt.

For example, if your prompt deals with certainty, your objects might explore:

• scientific certainty
• historical uncertainty
• personal or cultural certainty

That gives the exhibition progression rather than repetition.

The best TOK Exhibition structure

You do not need to write the TOK Exhibition like a traditional essay.

In fact, IB examiner guidance states that an introduction is optional and a conclusion is not recommended because the task is not about producing one final answer to the prompt.

A much better structure is:

Object 1

1. Identify the object and its specific real-world context

Keep this concise.

2. Link the object directly to the prompt

Explain what aspect of the prompt it helps explore.

3. Analyse the TOK issue

Move beyond description into ideas such as evidence, certainty, perspective, interpretation, authority or justification where relevant.

4. Justify why this object belongs

Explain what this particular object contributes that another object may not.

5. Refer back to the exact wording of the prompt

This helps keep your commentary focused.

Then repeat that structure for Objects 2 and 3.

How to choose good TOK Exhibition objects

The best TOK Exhibition objects are usually specific, contextualised and analytically useful.

Good options might include:

• a specific photograph
• a page from a textbook
• a scientific model
• a court judgment
• a social media post
• a map
• a piece of artwork
• a personal object with a meaningful real-world context
• a historical document
• a news article

Digital objects are allowed as well as physical objects. IB examiner guidance takes a broad view of what can count as an object, provided it can be placed in a meaningful real-world context.

The important question is not:

“Is this object interesting?”

It is:

“Does this specific object give me something worthwhile to say about the prompt?”

How to choose the right TOK Exhibition prompt

Do not choose a prompt simply because it sounds interesting.

Start by shortlisting three or four prompts and test each one.

For each prompt:

1. Break down the important words.
2. Identify the knowledge issue behind the prompt.
3. Brainstorm several possible arguments or perspectives.
4. Think of possible real-world situations.
5. Only then start selecting objects.

The official prompt should be used as the exhibition title and should not be rewritten into your own question. The IB currently lists 35 permitted exhibition prompts.

A simple test for whether your object is strong enough

Before committing to an object, answer these five questions:

If you cannot answer all five comfortably, consider replacing the object.

How many words should each TOK Exhibition object get?

You have a maximum of 950 words total.

A practical allocation is around:

• Object 1: 300–310 words
• Object 2: 300–310 words
• Object 3: 300–310 words

That leaves a little room for headings or small variations.

The IB itself recommends approximately 300 words per commentary.

Do not waste 100–150 words on a general introduction.

Those words are usually far more valuable in your object analysis.

Common TOK Exhibition mistakes

The biggest mistakes are surprisingly predictable:

• choosing vague or generic objects
• describing the object instead of analysing it
• forgetting to explain the object's specific real-world context
• discussing TOK concepts without linking them back to the prompt
• choosing three objects that make the same point
• writing an essay-style introduction and conclusion
• making unsupported claims
• mentioning the prompt once and then drifting away from it
• exceeding 950 words

The IB's top-band descriptors reward exhibitions that are focused, convincing, lucid and precise, not simply philosophical sounding.

How to edit your TOK Exhibition

Your final edit should not just be a grammar check.

Go through each object and highlight four things:

Context: Have I clearly explained what this specific object is?

Prompt link: Have I explicitly connected it to the wording of my exhibition prompt?

Analysis: Have I explained what the object reveals about knowledge?

Justification: Have I explained why this particular object deserves to be included?

If one colour is missing from a section, that usually shows you where the commentary needs more work.

What Does A Good TOK Exhibition Look Like? 

Here is an annotated version of a high-scoring exhibition. I’ve included the general structure and highlighted key sections that form the backbone of a successful exhibition. 

Final TOK Exhibition checklist

Before submitting, check that:

• you have used one of the 35 official prompts
• the wording of the prompt is unchanged
• you have exactly three objects
• every object has a clear specific real-world context
• every object is explicitly linked to the prompt
• every object has a clear justification for its inclusion
• your claims are supported with evidence or reasoning
• the objects explore different aspects of the prompt
• your total commentary is no more than 950 words

If all of those are strong, you are much closer to what IB examiners describe as a 9–10 level exhibition.

Want help improving your TOK Exhibition?

If you are struggling to choose objects, strengthen your commentary or work out why your exhibition is not reaching the top band, a KIS Academics IB TOK tutor can help you work through your prompt and refine your reasoning.

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