Paper 1: Guided Textual Analysis Overview
Paper 1 is a guided textual analysis of a non-literary text. A guided question is provided for each
text - it is highly recommended you respond to it, as it gives you a clue as to what to look for. If
you don’t wish to respond to the Guiding Question provided, you must create your own
Guiding Question.
At SL, you have 1 hour, 15 minutes to select one of two passages to respond to. At HL, you have 2
hours, 15 minutes to read both passages and to write two separate analyses.
For your first Paper 1, aim to write 500-700 words, which is approximately 2-2 ½ sides of
writing.
Introduction
Starting your introduction
You’re in a test environment and examiners realise this. It is completely acceptable to start with
something like: Text A is an advertisement promoting Pumpkin Spice Lattes, published in
Cosmopolitan magazine.
The in-between stuff
After this opening statement, you should briefly identify the context (if possible, don’t force it),
audience and purpose (you should always be able to identify these two elements in a text).
Remember that in a real exam, you won’t have access to the internet, so if you aren’t aware of
the context or not confident of the context, skip addressing it. Audience and purpose you
should be able to tell based on the text type.
To finish your introduction
THESIS STATEMENT (the last sentence of your introduction)
After reading the text and considering the guiding question, develop a thesis statement. This will
help focus your argument as you continue writing the essay. Be sure to continually refer back to
your thesis statement and make sure you stay focused on proving your thesis statement to be
true.
Body Paragraph #1-2 (for sure), 3 and beyond (if you want):
Authorial Choice Paragraphs
To score top points for Criterion C: Organization, you should consider using the P-E-E-L format.
Point: Do you make the “point” (AKA, the “big idea”) right away at the beginning of the
paragraph?
For “bonus” points - do you make a connection between the previous paragraph and this
current paragraph, as well as tie back to your thesis statement?
Evidence: Write down the textual evidence used to support your point.
Does it support the point I made at the beginning of the paragraph?
Do I naturally incorporate it into my discussion?
Try to avoid saying things like “One piece of textual evidence that supports my point
is ‘this is the piece of textual evidence.’”
INSTEAD say something like
First, she uses Emily Linden as an example of someone who is completely fine if
“some innocent men’s reputations will take a hit” as the #MeToo movement continues
to go on (line 5).
Explanation: Does the explanation support your initial point made and the thesis?
**If you want to provide the explanation first, then textual evidence you can; if you want to
provide textual evidence, then explanation after, you can; if you want to provide an explanation,
textual evidence and a further explanation you can; if you want to provide textual evidence,
explanation, textual evidence 2, explanation, you can. Just be sure to include both once within
the body paragraph**
Link: While not required, to get top marks for Criterion C, you should consider making a miniconclusion for each body paragraph. This mini-conclusion should wrap up your point and make a
clear connection to the thesis, furthering your argument.
Conclusion
SO WHAT?
Your final paragraph should answer the “so what?” or “why does this matter”. Think beyond
explanations like “it helps readers understand more about the topic” or “it helps readers visualize
better”. Is the message of the text universal? Does it apply to all people? What can we learn
about language / writing / human nature through these texts? What is the big message of the
text?
Example conclusion
In conclusion, through the use of simile, allusion, personal anecdotes to incite pathos and
pronoun shifts and usage of “we”, Barack Obama is able to instill pride and hope of the
American identity ot the American public, building a connection between him, and subsequently
the Democratic Party, and the audience. Through this, he is able to enforce his identity as a
future political leader and gain the audience’s trust and support toward his future endeavours. It
can be said that Obama is not only referencing the Democratic Party as the driving force of
America’s development, but the entirety of America and its citizens are what drives and makes it
the beacon of hope that it is. He gathers all of America to work together and help make the
American Dream possible for all, and to reaffirm that the greatness of their nation comes from
being a place of freedom and opportunity. Through this, one can see the further implications of
how although the speech is meant to persuade the audience to trust him and the Democratic
Party, Obama truly believes that by working together as one nation, America can become the
epitome of the American Dream.
Here, the student rephrases the thesis from the introductory paragraph.
The student then goes onto connect ideas discussed in the different body paragraphs and
discuss how they work together to build the argument of the text.
Finally, the student has a final statement about the ultimate message of
the speech → that it’s meant for all American people, regardless of their
political party.