IB English A: Internal Oral Guidance

The International Baccalaureate (IB) program offers a variety of assessments for students, including Internal Assessments (IAs), which are pieces of coursework marked by students’ teachers. The Language A Language and Literature Internal Assessment takes the form of an Individual Oral, which is a presentation and conversation between the student and their teacher.

What is the Individual Oral?

In the Individual Oral, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied.

This will be supported by an extract from one non-literary text and one from a literary work. Students can choose their extracts and global themes from the texts studied in class. In the Oral, the student should present a well-supported argument about the ways in which both represent and explore the global issue.

What global issue should I talk about?

The global issue which you choose to discuss should follow these guidelines:

• It has significance on a wide/large scale
• It is transnational
• Its impact is felt in everyday local contexts

The IB presents the topics below as a starting point to choosing a global issue, but the issue you talk about should be more specific, and more relate to more than one of these topics.

Culture, identity and community

Students could focus on the way in which texts explore aspects of family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. They might also focus on issues concerning migration, colonialism and nationalism.

A student could use this to look at gender, and would need to choose a more specific issue within gender, such as how gender bias manifests in different contexts.

Beliefs, values and education

Students might focus on the way in which texts explore the beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

Politics, power and justice

Students might focus on the ways in which texts explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights and peace and conflict.

Art, creativity and the imagination

Students might focus on the ways in which texts explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

Science, technology and the environment

Students might focus on the ways in which texts explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.

How should I use the extracts?

If the extract comes from a literary work that is part of a larger work studied, such as a short story, or if it is a complete text that is part of a work studied, such as a poem, students must discuss relevant aspects of the broader work in their individual oral. If the extract is a complete non-literary text, students should discuss relevant aspects of the author's broader body of work.

For instance, in the case of a photograph, students should refer to other photographs by the same photographer. If identifying the single author of a non-literary text is impossible, students should broaden their discussion of the global issue by using a broader definition of authorship. For example, in the case of an advertisement, students could refer to other advertisements or commercials belonging to the same campaign, to other campaigns of the same brand, or to other work produced by the advertising agency. In the case of an article, students could refer to other articles by the same author or to the general editorial line of the medium in which the article was published. In such cases, students should clearly define their understanding of authorship.

Expert IB English tutors deduced that the extracts are intended to assist students in focusing their responses, removing the need to memorize quotations, and allowing them to explore more precise issues, such as style, specific devices, and other distinct techniques used by authors to present the global issue. The choice of extracts should demonstrate the student's understanding of the relevance of the part to the whole and enable coverage of larger and smaller choices made by the writers to shape their perspectives on the global issue.

Have a look at our comprehensive set of IB Study Notes and IB Practice Questions, developed by expert IB teachers and examiners!

How is the Individual Oral assessed?

There are 40 marks available for the IO, and it will form 30% of SL students’ grades and 20% of HL students’.

Source: IBDP Subject Brief

The oral is internally assessed by the teacher and externally moderated by the IB at the end of the course.

There are four assessment criteria which your grade will be based on, each worth 10 marks out of the total 40.

Criterion A: Knowledge, understanding and interpretation

You should demonstrate excellent knowledge and understanding of the extracts and the works/texts and a persuasive interpretation of their implications in relation to the global issue. References to the extracts and to the works/texts should be well-chosen and effectively support the candidate’s ideas.

Criterion B: Analysis and evaluation

Analysis and evaluation of the extracts and their works/texts should be relevant and insightful. There should be a thorough and nuanced understanding of how authorial choices are used to present the global issue.

Criterion C: Focus and organization

The oral should maintain a clear and sustained focus on the task; treatment of the extracts and works/texts is well-balanced. The development of ideas should be logical and convincing; ideas should be connected in a cogent manner.

Criterion D: Language

The language should be clear, accurate and varied; occasional errors do not hinder communication. Vocabulary and syntax should be varied and create effect. Elements of style (for example, register, tone and rhetorical devices) should be appropriate to the task and enhance the oral.

Conclusion

The IB English A Internal Oral is a critical component of the IB Diploma, demanding deep analysis and effective communication skills. Students must exhibit their ability to critically examine literature and articulate their insights coherently. The assessment, which involves thorough preparation and an understanding of literary techniques and context, is a testament to their analytical prowess in English studies. Additionally, leveraging IB tutoring for targeted assistance can further strengthen their preparation, ensuring a more confident and comprehensive performance.