IB Exam Study Guide

Part 3: Literature – Texts and Contexts

Complete the following study guide

Literary Terms

Define each of the following

Characterization Figurative Language
Protagonist Metaphor
Antagonist Simile
Minor characters Personification
Foil character Hyperbole
Static
Dynamic Irony
Round Dramatic irony
Flat Situational irony
Verbal irony
Narrative Mode
First person Diction
Second person Connotation
Third person Denotation
Limited
Omniscient Symbolism
Unreliable narrator
Motif
Narrative structure
Chronological v. not chronological Imagery
Frame narrative
Allusion
Setting
Allegory

Text-Specific Information

Whenever possible, utilize literary terms as defined above in responding to the questions about each work.
Novel 1

Author Name and Nationality:

Year Published:
Notable or unique characteristics (in terms of literary choices - narrative style, plot structure, character types, use of
symbols, etc.)

Setting (time period, geographic place, if known; specific setting, i.e. house, store, rural, urban, etc.):

Context - this is significant for Criterion A – Knowledge and understanding (of the text’s context) – the historical, political,
and cultural conditions of the time during which the novel was written and published:

Major characters and their attributes and/or purpose (do they represent something?):

Character Name Attributes / Purpose

Minor characters and their attributes and/or purpose (do they represent something?):

Character Name Attributes / Purpose

Major themes (more than a topic – needs to state what the author is arguing about the topic):
1. Major theme #1
a. Topic:
b. What the author is arguing or asking about the topic (i.e. theme):

c. What literary choices the author makes to develop this topic (Speak in terms of Criterion C –
understanding of the use and effects of stylistic features, referencing the literary terms as defined
above):

d. Significant quotes or moments (paraphrased with precision) to support – list at least FIVE

Quote / Paraphrased Moment Context (what is happening at this Significance (for example, if it’s a
point in the novella?) symbol, what does it represent?)
2. Major theme #2
a. Topic:
b. What the author is arguing or asking about the topic (i.e. theme):

c. What literary choices the author makes to develop this topic (Speak in terms of Criterion C –
understanding of the use and effects of stylistic features, referencing the literary terms as defined
above):

d. Significant quotes or moments (paraphrased with precision) to support – list at least FIVE

Quote / Paraphrased Moment Context (what is happening at this Significance (for example, if it’s a
point in the novella?) symbol, what does it represent?)
 Novel 2

Author Name and Nationality:

Year Published:
Notable or unique characteristics (in terms of literary choices - narrative style, plot structure, character types, use of
symbols, etc.)

Setting (time period, geographic place, if known; specific setting, i.e. house, store, rural, urban, etc.):

Context - this is significant for Criterion A – Knowledge and understanding (of the text’s context) – the historical, political,
and cultural conditions of the time during which the novella was written and published:

Major characters and their attributes and/or purpose (do they represent something?):

Character Name Attributes / Purpose

Minor characters and their attributes and/or purpose (do they represent something?):

Character Name Attributes / Purpose

Major themes (more than a topic – needs to state what the author is arguing about the topic):
3. Major theme #1
a. Topic:
b. What the author is arguing or asking about the topic (i.e. theme):

c. What literary choices the author makes to develop this topic (Speak in terms of Criterion C –
understanding of the use and effects of stylistic features, referencing the literary terms as defined
above):

d. Significant quotes or moments (paraphrased with precision) to support – list at least FIVE:

Quote / Paraphrased Moment Context (what is happening at this Significance (if it’s a symbol, what
point in the novella?) does it represent?)
4. Major theme #2
a. Topic:
b. What the author is arguing or asking about the topic (i.e. theme):

c. What literary choices the author makes to develop this topic (Speak in terms of Criterion C –
understanding of the use and effects of stylistic features, referencing the literary terms as defined
above):

d. Significant quotes or moments (paraphrased with precision) to support – list at least FIVE

Quote / Paraphrased Moment Context (what is happening at this Significance (if it’s a symbol, what
point in the novella?) does it represent?)
Novel 3

Author Name and Nationality:

Year Published:
Notable or unique characteristics (in terms of literary choices - narrative style, plot structure, character types, use of
symbols, etc.)

Setting (time period, geographic place, if known; specific setting, i.e. house, store, rural, urban, etc.):
Context - this is significant for Criterion A – Knowledge and understanding (of the text’s context) – the historical, political,
and cultural conditions of the time during which the novella was written and published:

Major characters and their attributes and/or purpose (do they represent something?):

Character Name Attributes / Purpose

Minor characters and their attributes and/or purpose (do they represent something?):

Character Name Attributes / Purpose

Major themes (more than a topic – needs to state what the author is arguing about the topic):
1. Major theme #1
a. Topic:
b. What the author is arguing or asking about the topic (i.e. theme):

c. What literary choices the author makes to develop this topic (Speak in terms of Criterion C –
understanding of the use and effects of stylistic features, referencing the literary terms as defined
above):

d. Significant quotes or moments (paraphrased with precision) to support – list at least FIVE:

Quote / Paraphrased Moment Context (what is happening at this Significance (if it’s a symbol, what
point in the novella?) does it represent?)
2. Major theme #2
a. Topic:
b. What the author is arguing or asking about the topic (i.e. theme):

c. What literary choices the author makes to develop this topic (Speak in terms of Criterion C –
understanding of the use and effects of stylistic features, referencing the literary terms as defined
above):

d. Significant quotes or moments (paraphrased with precision) to support – list at least FIVE

Quote / Paraphrased Moment Context (what is happening at this Significance (if it’s a symbol, what
point in the novella?) does it represent?)
 All Three Works

The Paper 2 exam is, inherently, a comparative exam. You are to write about “at least two” of the three works and
though the prompts will never directly say “compare and contrast,” the best papers are those which make some sort of
connection between the works they address.
Considering the authors’ topics, use of characters, and use of other literary devices (be as specific as possible – for
example, all three works use symbolism, but is there more than one that uses nature as a symbol, for example?) fill the
Venn diagram below with as many similarities and differences as you can think of. If another sort of comparative chart
works better for you, please feel free to complete one of those instead.

Literary Theory

Define Marxist literary theory and list three questions one can pose as a Marxist literary critic:
 1.

2.

3.

Sample IB Questions

The following is a list of released sample questions from the Paper 2 Exam. Read them all. For five of those whose
perspective or take you have considered to the least degree, i.e. would be least prepared for if those were five of the
options on the exam, write a ½ page reflection on how you might respond (reflection in the sense that you merely
brainstorm, considering a response through written free-form thought.) After you have done this, choose three and
create detailed outlines which demonstrate how you would respond to these three on the actual exam. Include the
specific textual references you would make.

Remember, it behooves you to select prompts about which you are less certain so that you give yourself the opportunity
to explore our works from new and uncomfortable perspectives. No struggle no strength, people.

1. Explain how the authors of at least two literary works have portrayed a social group in a particular way. How
might the contexts of the authors have influenced their portrayal of these social groups?
2. It is often said that literature is a voice for social commentary. How is this true of at least two works that you
have read?
3. To what extent can the meaning of a literary work change over time? How does this question apply to at least
two works that you have read?
4. To what degree are readers influenced by their culture and context? Explain how at least two works could be
read differently depending on the culture of their audience.
5. “Coming of age” is a common theme in literary works. With regards to at least two literary works, explain how
the author's own youth influenced their portrayal of this theme.
6. With regards to at least two literary works, explain how the setting both influences the characters and reflects
the author's own context.
7. How are the characters from at least two literary works representational of people from the time and place in
which they were written?
8. Why might two of your Part 3 works be considered “timeless”?
9. With regards to two literary texts, explain why authors may have chosen to depict events in a particular
sequence or order.
10. How do two literary works both reflect and challenge the spirit of the times in which they were written?
11. Authors are aware of the power of their works to shock the reader. Referring to at least two of the works in your
study, explore some of the methods they have employed to do this.
12. Analyse the extent to which the reliability of the narrator can affect the reader’s understanding of events in at
least two of the works you have studied.
13. The personal history of an author can have a significant influence on the way meaning is constructed in his/her
writing. Comment on specific instances of such influence in at least two of the works you have studied.
14. Texts frequently present two (or more) realities, which are often very different. Referring to at least two of the
works you have studied, show to what extent and in what ways writers have made use of the interest and
tension this creates.
 15. Discuss the ways in which at least two of the works you have studied have sought to undermine or interfere with
the “voices” of their characters in order to persuade, manipulate or instruct their audience.
16. With references to at least two of the works you have studied, show how sub-plots or secondary themes
contribute to the reader’s understanding and appreciation of the work as a whole.
17. Discuss the significance of the rural and/or the urban in at least two of the works you have studied.
18. With reference to at least two of the works you have studied, analyze the techniques used by writers to evoke an
emotional response in the reader.
19. With reference to at least two of the works you have studied, show how sub-plots or secondary themes
contribute to the reader’s understanding and appreciation of the work as a whole.
20. How are challenges to authority presented in at least two of the works you have studied, and what impact have
such challenges had on readers or audiences?
21. The personal history of an author can have a significant influence on the way meaning is constructed in his/her
writing. Comment on specific instances of such influence in at least two of the works you have studied.
22. Examine the presentation of male and female views of the central concerns or issues in at least two of the works
you have studied, and discuss the ways in which these views differ.
23. Identify some of the forms intolerance can take, and discuss how its effects on both the victims and the
intolerant are presented in at least two of the works you have studied.
24. Often the appeal for the reader of a literary work is the atmosphere a writer creates (for example, peaceful,
menacing, or ironic.) Discuss some of the ways atmospheres are conveyed and to what effect in at least two of
the works you have studied.
25. Writers often choose words, phrases, and names of characters and places not only for their literal meaning, but
for further meanings that they may suggest to the reader. With reference to at least two of the works you have
studied, discuss how such words and their associations contribute to your understanding and appreciation of the
works.
26. In what way(s) can the term “artificial” be applied to at least two of the works you have studied?
27. Referring to at least two of the works you have studied, discuss both how and why the text invites the reader to
identify with situations, characters, and/or ideas.
28. How is “home” depicted in at least two of the works you have studied and what is its significance?

Resources

http://www.wwnorton.com/college/english/nawol3/literaryterms.aspx

Paper 2 Rubric
Criterion A: Knowledge and understanding
How much knowledge and understanding of the part 3 works and their context has the student demonstrated in relation to the question
answered?
0 The work does not meet a standard described by the descriptors below.
1 Little knowledge is shown of the part 3 works and the way context affects their meaning.
 2 Knowledge of the part 3 works and the way context affects their meaning is sometimes illustrated; understanding is superficial.
3 Knowledge of the part 3 works and the way context affects their meaning adequately illustrated; understanding is satisfactory.
4 Knowledge of the part 3 words and the way context affects their meaning is pertinently illustrated and the understanding shown is
good.
5 Knowledge of the part 3 words and the way context affects their meaning is thoroughly and persuasively illustrated and the
understanding shown is perceptive.

Criterion B: Response to the question

To what extent is an understanding of the expectations of the question shown?
How relevant is the response to these expectations, and how far does it show critical analysis?
0 The work does not meet a standard described by the descriptors below.
1 There is little awareness of the expectations of the question.
2 There is some awareness of the expectations for he question; the response is only partly relevant and is mostly unsubstantiated
generalization.
3 There is adequate awareness of the expectations of the question; the response is generally relevant and critical.
4 There is good understanding of the expectations and some of the subtleties of the question; the response is consistently relevant and
critical.
5 There is excellent understanding of the expectations and many of the subtleties of the question; the response is relevant, focused and
insightful.

Criterion C: Understanding of the use and effects of stylistic features

To what extent does the essay show an awareness of how the writer’s choices of the stylistic features in the texts (for example,
characterization, setting, theme, narrative point of view, structure, style and technique) are used to construct meaning?
To what extent does the essay show understanding of the effects of stylistic features?
0 The work does not meet a standard described by the descriptors below.
1 There is limited awareness or illustration of the use of stylistic features.
2 There is some awareness and illustration of the use of stylistic features, with limited understanding of their effects.
3 There is adequate awareness and illustration of the use of stylistic features, with adequate understanding of their effects.
4 There is good awareness and illustration of the use stylistic features, with good understanding of their effects.
5 There is excellent awareness and illustration of the use of stylistic features, with very good understanding of their effects.

Criterion D: Organization and development

How logical and developed is the argument of the essay?
How coherent and effective is the formal structure of the essay?
0 The work does not meet a standard described by the descriptors below.
1 There is little focus, structure, sequencing of ideas and development.
2 There is some focus, structure, sequencing of ideas and development.
3 There is adequate focus, structure, sequencing of ideas and development.
4 There is good focus and structure, with a logical sequence and development.
5 There is precise focus and excellent structure; the work is coherently sequenced and thoroughly developed.

Criterion E: Language
How clear, varied and accurate is the language?
How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as
vocabulary, tone, sentence structure and terminology appropriate to the task.)
0 The work does not meet a standard described by the descriptors below.
1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction and little sense of
register and style.
2 Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although
errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.
3 Language is clear and carefully chosen with an adequate degree of accuracy in grammar, vocabulary and sentence construction
despite some lapses; register and style are mostly appropriate to the task.
4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register
and style are consistently appropriate to the task.
5 Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence
construction; register and style are effective and appropriate to the task.