English B HL/SL
© International Baccalaureate Organization 2022
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
May 2022 subject report
English B HL/SL
Contents
Grade boundaries
3
Internal assessment (standard and higher level)
4
Higher level paper one
14
Standard level paper one
17
Higher level paper two listening
20
Standard level paper two listening
23
Higher level paper two reading
26
Standard level paper two reading
28
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© International Baccalaureate Organization 2022
May 2022 subject report
English B HL/SL
Grade boundaries
This DP/CP M22 subject report contains overall subject boundaries only, unlike previous reports where
component boundaries were also published, component boundaries for this session are available in IBIS.
The IB advises schools not to use component boundaries for this session as direct indicators of academic
standards for future exam preparation because they have been set in response to the particular needs of
the M22 cohort. Two significant conditions which do not normally feature in grade boundary setting have
had to be satisfied during the boundary setting for the M22 session; the need to apply reasonable
standards to adjusted assessment models for students who have restricted access to learning during the
COVID pandemic and the need to maintain parity with students who undertook the non-examination
route.
Los informes generales de las asignaturas del PD y el POP de mayo de 2022 contienen solo los límites de
calificación de las asignaturas en sí, a diferencia de los informes de otros años, que también incluían los
límites de calificación de los componentes. Estos últimos se publicarán en IBIS para esta convocatoria. El
IB aconseja a los colegios no usar los límites de calificación de los componentes de esta convocatoria como
indicadores de estándares académicos para la preparación de exámenes en el futuro, ya que se han
establecido como respuesta a las necesidades particulares de la promoción de mayo de 2022. Durante el
establecimiento de los límites de calificación para la convocatoria de mayo de 2022 se tuvieron que acatar
dos condiciones importantes que normalmente no están presentes en este proceso: la necesidad de
aplicar estándares razonables a los modelos ajustados de evaluación para los alumnos con acceso
restringido al aprendizaje durante la pandemia de la COVID y la necesidad de mantener la paridad con
aquellos alumnos que tomaron la opción sin exámenes.
Ce rapport pédagogique de la session de mai 2022 pour le Programme du diplôme et le POP ne fait état
pour la matière, contrairement aux rapports précédents dans
lesquels les seuils des composantes étaient également publiés. Pour cette session, vous pourrez consulter
les seuils des composantes sur
r les seuils des
composantes de cette session comme indicateurs des normes pédagogiques à suivre pour la préparation
aux prochains examens. Ces seuils ont été établis pour couvrir les besoins particuliers de la cohorte de
mai 2022. En effet, nous avons dû prendre en compte deux nouveaux éléments importants pour les seuils
ge a été freiné
pendant la pandémie. Puis, nous avons dû assurer une parité avec les élèves qui ont suivi le modèle
Higher level overall
Grade:
Mark range:
1
2
3
4
5
6
7
0 - 12
13 - 26
27 - 39
40 - 54
55 - 70
71 - 86
87 - 100
1
2
3
4
5
6
7
0 - 10
11 - 22
23 - 38
39 - 54
55 - 70
71 - 87
88 - 100
Standard level overall
Grade:
Mark range:
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© International Baccalaureate Organization 2022
May 2022 subject report
English B HL/SL
Internal assessment (standard and higher level)
Teachers must not underestimate the importance of their own preparation. It is essential to know the
strengths and weaknesses of each candidate in order to maximise the former and not to expose the latter.
Throughout the oral, teachers must work hard to make candidates feel less anxious, and listen to what
they say in order to support the candidates in developing their ideas. Teachers should always keep in mind
that the IB wants to ascertain what candidates can express rather than what they cannot.
Teachers should familiarise themselves with the relevant sections of the guide (pp. 40-56).
Range and suitability of submissions
Schools generally handle the individual oral appropriately. However, attention should be paid
to the following points:
Literary Extracts (higher level)
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Literary extracts should stimulate thoughtful and lively interactions and must be of an
adequate length (around 300 words). Very simple passages or those lacking in detail make it
difficult for candidates to give presentations which demonstrate their engagement with the
extract. They also tend not to generate lively interactions. On the other hand, longer texts do
not allow for thorough or effective analysis as candidates may not be able to cover the
meaningful parts of the extract in the required time.
Extracts from graphic novels should not exceed 3 to 4 pages and must provide enough details
for the candidate to explore.
Extracts must be based on works originally written in the target language. Teachers must
prepare enough extracts to ensure that the choice remains unknown to all candidates,
regardless of the timing of their individual oral examinations.
Extracts must be labelled with the name of the work from which they have been selected.
Teachers must ensure that the quality of the copy of the literary extract is appropriate.
Visual stimuli (standard level)
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Visual stimuli must stimulate thoughtful and lively interactions. Very simple pictures or
those lacking in detail make it difficult for candidates to give interesting presentations. They
also tend not to generate lively interactions. Images must clearly introduce the topic for the
presentation, must represent a situation from the prescribed themes and must be related to the
target culture. Even when the topic chosen is not specific to the culture or cultures of the target
language, it is essential that a relationship to the target culture can be established. For the
purposes of the SL individual oral assessment, a visual stimulus may be a photo, a poster, an
illustration or an advertisement (p. 43 Language B guide).
Candidates must explicitly link their presentation (part 1) to the target culture(s). This
must be done during the presentation itself, and cannot be left solely to the follow-up
discussion (part 2).
Teachers must prepare enough visual stimuli to ensure that the choice remains unknown to
all candidates, regardless of the timing of their individual oral examinations.
General
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The quality of the recordings is very important. It is essential to ensure that the sound quality
of both teacher and candidate is clear and that the venue for the assessment is free from
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© International Baccalaureate Organization 2022
May 2022 subject report
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English B HL/SL
disturbances. Background noise should be minimised as far as possible to prevent interference
ral performance and to avoid causing them undue stress.
Candidates must NOT be identified in any way on the audio recording: either by name, by
the Teacher Comment form.
Teachers must ensure that they are familiar with the marking criteria. Inconsistent or
incorrect (too harsh / too generous) application of the criteria can result in the revision of marks
for all candidates from the school.
At Higher Level, the followpresentation of the literary extract, and the general discussion (part 3) must be based on
the course themes.
prior knowledge. Teachers should clearly signal the change from part 2 to part 3.
At Standard Level, the follow-up discussion (part 2) and the general discussion (part 3)
must be based on different course themes.
presentation and be on the same theme. Part 3 must be on one of the other themes of the
s should
clearly signal the change from part 2 to part 3.
The discussion in parts 2 and 3 works best when teacher questions are supportive and
stimulating.
answers in their own way, or ask questions which follow up and explore statements that
interaction. Teachers should ensure that the questions asked clearly relate to what the
candidate has said and that they offer an adequate level of challenge.
Questions should be specific to each candidate. Questions posed to candidates using the
same literary extract (HL) or visual stimulus (SL) should vary from candidate to candidate as
teachers will be reacting to what the candidate has said rather than asking questions from a list.
At both levels, in part 3, questions to candidates in the same school should also vary from
candidate to candidate. Teachers should also be ready to address any spontaneous question
that arises from the presentation or any important point that the student fails to comment on
during their presentation.
The order of the oral examination should be respected. Teachers must keep in mind that
topics discussed in part 3 should be different from those related to the visual stimulus (standard
level only).
Timing must be observed: Examiners are instructed to stop listening after the maximum time
allowed (15 minutes). Incorrect timings occur most often when candidates give presentations
that are too long in part 1. Teachers should politely stop the presentations if candidates go over
the time allocated for part 1 (4 minutes). Similarly, for parts 2 and 3, teachers must make sure
they prepare for and ask enough questions to fill the time allocated for these parts. Teachers
should note that they do not need to force the conversation up to 15 minutes if the last few
In some cases, it is observed that the candidate seems to have over-prepared the presentation or overrehearsed the discussion. Teachers should guide candidates to avoid these types of performances as they
do not allow for spontaneity and naturalness of de
10 bullet points) are permitted as an aide-memoire (Guide p. 43, 50), the candidate should not read aloud
a prepared script.
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© International Baccalaureate Organization 2022
May 2022 subject report
English B HL/SL
Higher Level: Candidate performance against each criterion
Criterion A: Language
This criterion applies to all parts of the oral.
Criterion A assesses how successfully and effectively the candidate uses spoken language. At Language B
higher level, candidates need to have sufficient command of the spoken language to be able to
communicate and express their ideas using appropriate and varied vocabulary and grammatical
structures. In addition to being able to engage in effective communication with accurate language,
candidates need to employ pronunciation and intonation that do not impede communication.
Orals with higher marks were characterized by:
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skilful and imaginative use of a wide and expressive range of vocabulary and structures, and
authentic phrasing, demonstrating awareness of the subtleties of language
language which is natural and authentic, and effectively demonstrates fluency, with very few
language errors. Authentic and idiomatic language does not necessarily include the use of
idioms
expressive intonation, and generally clear pronunciation to enhance communication
solid linguistic competence and a sense of cultural competence
Orals with lower marks were characterized by:
• marked language inaccuracies, which interfered with communication
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communicate fully
• inappropriate use of colloquial or idiomatic expressions
• hesitancy, and language delivered with difficulty, or in fragmented ways
• marked intonation issues, and/or unclear and confusing pronunciation, which hampered
communication
• heavy reliance on notes during presentation which undermined fluency and naturalness.
Criterion B1: Message literary extract
This criterion applies to part 1 (presentation) only.
Criterion B1 assesses how well the candidate engages with the literary extract in the presentation, and
how relevant the ideas are to the selected extract. At this level, candidates are generally able to present
their ideas and opinions in a clear and coherent way, but it should be remembered that the presentation
must focus on the extract and not on the overall literary work from which the extract has been taken.
Presentations with higher marks tended to:
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be well-focused and well-organised, for example with a brief introduction and outline to guide
cohesive devices
be consistently relevant to the chosen literary extract
present ideas and opinions on the extract in a clear and coherent way
use direct quotations from the extract to derive relevant, sound, and convincing observations
about events, characters, plot, themes, message, etc.
offer interesting observations, opinions and/or conclusions that are meaningfully and clearly
focused on the extract
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English B HL/SL
demonstrate ability to link the literary extract to the options studied, and to the target culture.
Presentations with lower marks tended to:
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be poorly organised and offer a superficial summary of the extract
communicate simple ideas with difficulty
deviate by giving information about the work and/or the author that is irrelevant to the content
of the extract
make superficial use of the extract, with observations and opinions that were generalized,
simplistic, and mostly unsupported; or present confused or unclear ideas that were mostly
irrelevant to the literary extract
refer to parts of the work that were not included in the extract
omit personal observations and/or opinions
The presentation must relate specifically to the content of the extract provided. Pre-rehearsed
not directly focus on the content of the extract provided are not the objective of this exercise.
Criterion B2: Message conversation
This criterion applies to parts 2 and 3 of the oral.
appropriately and thoroughly the candidate responds to questions. At this level, candidates are generally
questions sufficiently for the conversation to flow.
Candidates gaining higher marks tended to:
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respond promptly, with consistently relevant and developed answers which broaden the
discussion
provide a good number of examples to justify their opinions and personal interpretations both
in the answers to the questions related to the extract (part 2) and in the second topic of
discussion (part 3)
demonstrate effective handling of a good range of ideas and in-depth analysis
interesting and inviting in the conversation, with clear awareness of how to present them
Candidates gaining lower marks tended to:
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engage in fragmented conversations, in which responses were short, undeveloped, delayed,
confused or unclear
respond with laboured, disorganized or incoherent answers
express only very simple ideas with some clarity
produce responses which were limited in scope and depth and only offered simple opinions or
sweeping generalisations without further explanations or justifications.
rely heavily on rehearsed responses
Criterion C: Interactive Skills communication
This criterion applies to parts 2 and 3 of the oral.
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English B HL/SL
Crite
the discussion, including their capacity to show independence beyond a reliance on a simple question
and answer format. Candidates at this level generall
the conversation to flow, although levels of independence in their contributions vary.
Candidates gaining higher marks tended to:
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converse naturally and authentically with consistent comprehension and interaction
produce responses that were consistently in the target language and which demonstrated
comprehension
show a great ability to be involved, interested and even enthusiastic about the topics discussed
introduce new ideas in the form of critical thinking
demonstrate an ability to make personal contributions naturally and effortlessly, using
appropriate conversational phrases
demonstrate an ability to interact with ease and express themselves spontaneously
demonstrating understanding and confidence
giv
skills which allow them to move the conversation forward.
Candidates gaining lower marks tended to:
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fail to understand questions and/or lack the linguistic tools needed to ask for clarification
produce limited responses in the target language
have a limited participation or interaction in the conversation, and require frequent repetition
or restructuring of questions
provide monosyllabic answers or give very short responses
engage in limited interaction, finding it challenging to express their views in both parts 2 and 3
demonstrate limited engagement or enthusiasm for maintaining the conversation or
broadening the discussion
rely on the teacher to move the conversation forward, rather than contributing to an organic
development of the discussion
Standard Level: Candidate performance against each criterion
Criterion A: Language
This criterion applies to all parts of the oral.
Criterion A assesses how successfully and effectively the candidate uses spoken language. At this level,
candidates generally have sufficient command of the spoken language to be able to communicate their
ideas effectively.
Orals with higher marks were characterized by:
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solid linguistic competence and fluency, with few errors
a wide range of basic and topic-specific vocabulary in all themes discussed
use of varied structures, without resorting to pre-learnt complex patterns, and the ability to
manipulate complex structures
use of language which is natural and authentic. Authentic and idiomatic language does not
necessarily include the use of idioms
expressive intonation, and clear pronunciation
Orals with lower marks were characterized by:
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English B HL/SL
marked language inaccuracies, which interfered with communication
gaps in common vocabulary and use of basic structures, sometimes incorrectly, which limited
the ability to communicate fully
inappropriate use of colloquial or idiomatic expressions
hesitation, delivering language with difficulty or in fragmented ways
vocabulary and structures clearly influenced by the native language
marked intonation issues, and/or unclear and confusing pronunciation, which hampered
communication
Criterion B1: Message visual stimulus
This criterion applies to part 1 (presentation) only.
Criterion B1 assesses how well the candidate engages with the stimulus in the presentation, how relevant
the ideas are to the selected stimulus, and how well the ideas are linked to the target culture(s). At this
level, candidates are generally able to present their ideas and opinions in a clear and coherent way, but it
should be remembered that the link to the target culture is an essential element of this assessment
criterion.
Presentations with higher marks tended to:
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be clearly structured and well-focused
be consistently relevant to the visual stimulus
effectively present both simple and complex ideas
include brief descriptions, drawing on explicit and implicit details of the visual stimulus, and
focus predominantly on showcasing cultural knowledge and giving interpretations/opinions
establish and develop clear links to the target culture throughout the presentation
demonstrate the ability to link the visual stimulus to the relevant Language B theme
provide personal interpretations related to the stimulus, which were supported by justifications
and/or evidence.
Presentations with lower marks tended to:
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be poorly structured with poorly organized ideas
present simple ideas with difficulty, in some cases not meeting the minimum time requirements
(3 minutes)
devote too much time to describing the visual stimulus and concentrate on explicit or basic
details, leaving too little time to explore more complex issues
describe the stimulus without offering any personal interpretation
fail to establish clear links to the target culture or omit developing even a brief link to the target
culture(s)
fail to link the image clearly to the given course theme.
Criterion B2: Message conversation
This criterion applies to parts 2 and 3 of the oral.
appropriately and thoroughly the candidate responds to the questions. At this level, candidates are
generally able to present ideas and opinions clearly and coherently and engage in a conversation which
for the most part flows.
Candidates gaining higher marks tended to:
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English B HL/SL
provide responses which we
ed on
direct responses to broaden the discussion
demonstrate a broad scope in the response particularly across two different themes
communicate relevant ideas effectively and clearly
consistently develop ideas and opinions with clarifications, examples and reasons
show an ability to draw comparisons and evaluate different points of view
demonstrate a good range of ideas and in-depth analysis, including personal interpretations
and/or attempts to engage the teacher in the conversation through use of phrases such as
Candidates gaining lower marks tended to:
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rely too often on short answers to teacher questions and thus offer simple answers without
development and which were limited in both scope and depth
require basic or simple questions, generating little or no development or further discussion
fail to cover two distinct topics
fail to go beyond the realms of simple personal experience to include exploration of the wider
aspects of a topic
give only simple opinions and sweeping generalisations, without any explanation or
justification
rely on over-rehearsed monologue responses to questions, rather than engaging in a natural
and authentic conversation.
Criterion C: Interactive skills communication
This criterion applies to parts 2 and 3 of the oral.
the discussion, including their capacity to show independence beyond a reliance on a simple question
the conversation to flow, although levels of independence in their contributions vary.
Candidates gaining higher marks tended to:
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maintain a conversation which flows coherently at a natural pace
demonstrate an excellent comprehension of questions that are both simple and complex
demonstrate the ability to respond readily and appropriately to questions in the target
language
demonstrate a consistent willingness to participate in a spontaneous exchange of views
demonstrate the ability to move the conversation forward independently of any teacher
prompts
demonstrate an ability to sustain the conversation and make some independent personal
contributions.
Candidates gaining lower marks tended to:
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fail to understand questions, or rely on simple questions asked by the teacher, and/or lack the
linguistic tools needed to ask for clarification
engage in fragmented conversation, with responses that were limited, brief, undeveloped,
delayed, confused or unclear
rely heavily on rehearsed responses, to the detriment of the flow of the conversation
frequently need questions to be repeated, rephrased or clarified
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English B HL/SL
demonstrate a struggle to maintain or participate in the conversation and rely on the teacher
to carry the conversation forward
give up too quickly when stuck for the right words.
Recommendations and guidance for the teaching of future candidates
During the course, teachers should:
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strive to ensure that their students have as much practice as possible in lively, genuine and
engaged conversations in the classroom.
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without being prompted, participating actively to keep the conversation going and taking the
initiative to move the conversation forward.
encourage students to show enthusiasm and to demonstrate they have understood their
interlocutor and offer ideas related to the conversation.
give students practice in using questions as starting points for a conversation, rather than
treating them as items on a short-answer test. Teach students to take the initiative and steer the
conversation where appropriate.
teach students to respond when asked for clarification or examples, or when challenged to
defend their opinions or points of view. In class, such questioning and challenging does not
always have to come from the teacher, but can be practised very well in student pairs or small
groups.
at HL, practise with different text types (plays, short stories, poetry, graphic novels, novels) in
order to help students develop critical thinking and analytical skills. Teachers should avoid texts
which are mostly narrative in nature, or classic plays, as they may be too obscure, intricate or
sophisticated or have a level of complexity that demands too much from Language B
candidates.
at SL,
critical thinking by encouraging them to compare their cultures to the target culture.
at SL, encourage students to develop ideas beyond a simple description of the visual stimulus,
to see the image as a prompt for a more analytical approach to the related Language B theme.
focus on correcting flaws in expression and encourage the use of an ever-wider range of
vocabulary and phrasing. Making students aware of their common slips in language use should
lead to the development of self-correction.
help students practise organising their ideas, especially for part 1, with continuous reference to
the extract (HL) or linking the visual stimulus to the target culture (SL). Practice in using notes
to organize presentations during the course should naturally lead to a more organized pattern
of ideas in spontaneous conversation. Teach students how to use their preparation time
effectively to plan their presentations.
provide students with good knowledge of the different cultures of the target language.
teach students to contextualize the course themes within life or society in general in parts 2 and
3. If candidates do not treat ideas deeply or meaningfully, they run the risk of repeating
themselves, and thus may fail to demonstrate they can handle a wider range of ideas.
, teachers should:
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interrupt candidates if their presentation (part 1) goes beyond 4 minutes so that the oral can be
moved on to part 2.
strive to make their questions clear and precise, aiming to encourage candidates to speak as
much and as easily as possible and to ask questions that stimulate discussion.
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avoid asking very basic questions about details of the extract (HL) or visual stimulus (SL) or about
trivial factual background, which do not help candidates to achieve high marks.
avoid asking too many questions related to personal experience, as these often result in
simplistic responses.
avoid asking too many fact-based questions or questions which rely on the recall of factual
course content.
challenge candidates by asking questions which prompt them to explain or justify statements
in more depth. Teachers should also include questions with varied grammatical structures to
allow candidates to use and demonstrate their command of both basic and complex
grammatical structures.
ask questions which require candidates to discuss the target culture. The Language B guide
states that in parts 2 and 3, candidates should demonstrate that they are able to express their
-53).
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them every opportunity to show the full extent of their language skills.
rephrase questions when necessary to reduce the stress for candidates who fail to understand.
Teachers may also slow down the pace of their speech or ask more basic questions if candidates
are struggling, but should take this help into account when awarding marks for criterion C.
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allow candidates adequate time to respond to the questions without being interrupted in parts
2 and 3. Teachers should expect and encourage candidates to develop their answers. However,
they should take care not to allow candidates to make speeches or presentations in parts 2 and
3. These parts must be a conversation, with interaction between the teacher and the candidate.
respond
should challenge candidates within the limit of their ability by asking questions which prompt
them to explain or justify statements in more depth.
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at ease in an otherwise stressful situation.
avoid unnecessary and long interventions, explanations or repetition of information. These
reduce the time candidates have to demonstrate their knowledge.
not pass personal judgement on candidate comments.
ensure that the transitions between parts 1, 2 and 3 are clear, as specified in the Language B
guide.
ensure that the IAs they submit comply with the guidance provided in the Range and Suitability
of Submissions section, above.
It is also important that teachers are relaxed, as this is likely to make the students feel more at ease.
After the examination, teachers should:
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ensure that the correct extract (HL) or visual stimulus (SL) is uploaded along with the
corresponding candidate audio file, so that criterion B1 can be assessed; please upload only the
extract or visual stimulus discussed by the candidate. Do not upload the other text or image
that was not chosen.
ensure that any additional documentation and comments are anonymous: they should not
(not even the alphanumeric number) or any other way of identifying the candidates.
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© International Baccalaureate Organization 2022
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English B HL/SL
Session-specific Information
Higher Level
Performance in Criterion B1 was not as consistent as performance in the other criteria. Besides appropriate
support based on details from the extract, an important indicator of success was often a sound
introduction signalling the organisation of the presentation. Such an introduction does not need to be
lengthy, but the absence of this usually results in ineffective performances.
Occasionally, the extract remained the focus of the entire interview and in Part 3, questions related to the
book persisted. This affected candidates ability to demonstrate breadth in scope as required in Criterion
B2.
Standard Level
While most schools conducted the oral very well, it was unfortunate that a large minority continued to
target culture during their presentation in Part 1. Candidates should specifically relate the stimulus image
to one or more named countries where English is spoken; and then, preferably, develop the link to make
it a significant part of the presentation. The most obvious countries for candidates to have in mind, and
refer to
Canada, Australia and New Zealand. Many candidates, however, mistakenly thought it was sufficient to
in general; or simply discuss a general issue which may
or not be important in an unspecified English-speaking country. Sadly, this omission lost several marks for
those candidates.
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English B HL/SL
Higher level paper one
General comments
The most popular choice by far was Task 2, followed by Task 1 with Task 3 being the least popular. The
reason for the popularity of Task 2 was likely the topic of climate change, with which many candidates
appeared very familiar.
Based on the feedback received from teachers, it seemed that most considered the paper to be
appropriate, but some reported that a particular vocabulary item was not clear in Task 1 and that the
appropriate text type for each task was not always clear.
In assessment, all three tasks proved suitable for the level in terms of contextual clues and cognitive
demand. Candidates who scored higher were more alert to the expectations inherent in the tasks, both in
terms of content, and in terms of context, audience and purpose.
A number of teachers felt that the term fell out in Task 1 was not clear. This phrasal verb should be within
the range of Language B HL. In addition, there were clues in the task to bring out its meaning clearly: there
is a disagreement and a situation to resolve, both of which indicate a verb loaded with negative emotions
even if the candidates could not identify its exact meaning. With these clues, most managed at least to
infer the meaning, if they were not familiar with the specific phrasal verb.
Overall, the tasks were challenging though still accessible. As always, the candidates who ranked higher
used nuanced vocabulary and varied syntax for effect. They developed all three required elements
thoroughly and methodically. Similarly, notions of context, audience and purpose were successfully
applied. At the opposite end of the spectrum, there were some candidates who lacked control of
language, and this interfered with the message. They had difficulty grasping task requirements and failed
to demonstrate conceptual understanding.
The areas of the programme and examination which appeared difficult for the
candidates
Control of language conventions: The main difficulty regarding language form that the candidates
experienced was the misuse of punctuation marks. This led to run-on sentences, with commas where there
should be full stops, and small case letters where there should be capitals. In most cases, this blurred
meaning, leading the reader to miss the line of thinking. Illegible handwriting and untidiness were other
features that did not aid understanding. Another problem evident in the scripts was the ambitious attempt
to use memorised lexical items or chunks, in ways which were unfortunately inappropriate. At other times,
simple and plain language was used in tasks such as an email to a friend, thus failing to demonstrate the
command of language as described in the upper end of the HL criteria.
Requirements of the message: Many candidates had difficulty recognising mandatory elements to be
covered in their response. The tasks contained three main required elements
you ), all of which needed thorough development. In many cases, otherwise excellent responses in
Criterion A and B were placed in the 4-6 band in Criterion B because one or two elements were ignored,
because they were mentioned but not developed, or because they were approached superficially. Focus
and relevance were also an issue in cases where the candidates forced their background knowledge into
a text without analysing the task requirements properly.
Text-type conventions: Most emails lacked the subject line, while the closing salutation was generally
present but not always expressed in the appropriate register. Very few candidates realised that they
needed to write a proposal in Task 3 or else they ignored this option because they were not familiar with
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English B HL/SL
the text-type. The letter to the editor was treated in a similar way, and when this option was selected,
candidates often failed to make reference to the original article/issue raised.
The areas of the programme and examination in which candidates appeared well
prepared
Sophisticated command of language: A considerable number of scripts this session used nuanced
vocabulary and structures which enhanced communication. The texts flowed smoothly in many cases and
presented a sound control of grammatical structures, both simple and more complex ones.
Methodical development: Overall the thread of meaning was clear with precise use of cohesive devices
and sound paragraphing. In most cases, the majority of ideas presented were relevant to the task and
focused properly on the context, audience and purpose demanded.
Insightful conceptual understanding: The majority of text type choices were
appropriate , or
choices, and suitable tone and register were utilized with only a few exceptions.
This indicates that candidates had a good understanding of context, audience and purpose and an ability
to apply this in their responses.
The strengths and weaknesses of the candidates in the treatment of individual
questions
Task 1
This was the most popular choice, probably because the candidates were interested in the topic as it
related to their lives, or because the email was the obvious and approachable text type. However, some
failed to give enough details about how their feelings had changed.
The email was considered the appropriate choice as it is suitable for communicating to an individual about
a personal issue. In almost all cases, candidates chose this text type and it was handled well except that
many candidates failed to include the subject line. In several cases the tone was not apologetic but the
plan was usually a conciliatory one.
The journal entry was considered a generally appropriate choice of text, as the normal audience for a
journal is the writer, while here the target audience was a friend. The choice was considered appropriate
if the entry was clearly designed as a draft of ideas to be communicated to the friend in some way. A
proposal was considered generally inappropriate as such texts are not usually used to communicate
personal issues to another individual.
Task 2
Many candidates focused on the causes and consequences of climate change but were not precise or
specific about their frustration because of the world s inability to address the issue. The plan for action was
usually good but many forgot to include the reasons why it is important to act now.
The Letter to the editor was considered the appropriate choice as this text type is suitable for raising
awareness among the wider community. Many candidates chose to write a blog, which was only a
generally appropriate choice, as the audience for a blog is normally a community of followers rather than
the wider community. Where the blog encouraged the audience to engage the attention of the wider
community, the choice was considered appropriate . The email was considered a generally
inappropriate choice as emails are not usually used to reach the wider community.
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English B HL/SL
Task 3
The proposal was considered the appropriate choice for this task as the text was intended for someone in
authority and the purpose of the task was to outline a problem and to suggest strategies for addressing it.
However, those candidates who chose to write a proposal often did not use the appropriate conventions
of such a text. The email was
it contained a
proposal and the email was addressed directly to the principal or other school authority. Those who
adopted this approach often did better in terms of fulfilling the required elements of the task. The element
that was most frequently
explain the effects of cyberbullying on the school community
Recommendations and guidance for the teaching of future candidates
•
•
•
•
•
•
Identify key language weaknesses and work on them in class.
Advise students to carefully read all parts of the question. ALL aspects mentioned in the
question need to be addressed.
Expose students to a wide range of texts in the target language, and include a discussion of the
text type, the target audience and purpose of each text.
Ensure that students understand that the appropriateness of a text type is defined by the
context, audience and purpose of the communication.
Provide plenty of opportunity for students to handwrite responses. Instil in them the habit of
proof-reading their writing.
Practise with students how to develop ideas coherently and effectively.
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© International Baccalaureate Organization 2022
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English B HL/SL
Standard level paper one
General comments
The majority of candidates performed well overall with effective responses produced. The percentage of
candidates whose command of language was partially effective or limited was small compared to the
effective and very effective levels demonstrated in the majority of responses. In the latter, candidates used
a reasonable range of sophisticated and varied vocabulary and structures along with some idiomatic
expressions.
At the bottom end, there were some responses that demonstrated lack of coherence and/or organization
coupled with superficial/ambiguous handling of the required aspects of the task. On the other hand, the
majority of candidates demonstrated very good understanding of the task with the message delivered
clearly and coherently. There seemed a sound understanding of the audience, context and purpose in the
Most teachers considered the paper to be of an appropriate level of difficulty with wording, presentation
and suitability being within expectations.
The areas of the programme and examination which appeared difficult for the
candidates
In many cases, and despite the effective language used, there seemed to be evidence of poor planning
and drafting, which resulted in disconnected ideas or ambiguity when handling one or more aspects of
the task
ed both aspects required by the task but in an underdeveloped manner which left ideas only partially effective.
In many cases, ideas were poorly linked or there was no logical argument revealed. This ability to produce
a coherent argument distinguished the best answers, which developed ideas in separate paragraphs and
supported each idea with specific points and examples rather than talking in general.
A good number of weaker candidates displayed repeated errors in grammar (e.g. tenses, subject-verb
agreement, pronouns, plural forms), which interfered with communication. There were also some strong
candidates who made repeated errors (often in basic areas of grammar, such as use of pronouns,
word/verb forms), while at the same time handling the language with skill and confidence in all other
respects.
It is worth mentioning that, in many cases, illegible handwriting was a challenge to the examiners, and
this is something that requires urgent attention to help candidates avoid disadvantaging themselves.
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English B HL/SL
The areas of the programme and examination in which candidates appeared well
prepared
The thorough handling of the required aspects of the task and the methodical and analytical skills
evident when expressing ideas in several responses suggested that majority of the candidates had been
well prepared for this component.
Candidates seemed familiar with the three topics and expressed creative ideas and supporting details,
especially in Task 2 and Task 3.
Many candidates revealed very good awareness of context, audience and purpose, which was reflected
in their choice of an appropriate text type and the appropriate use of register and tone. Even when a
generally appropriate text type was used, some students managed to successfully set a context
reflecting the purpose intended and explicitly referring to the target audience, thus making the choice
by their handling of the text type.
The strengths and weaknesses of the candidates in the treatment of individual
questions
All three tasks were attempted and seemed accessible to candidates, but Tasks 2 & 3 seemed most
popular, probably due to their nature, where personal experience could be used to support ideas.
Task 1
This task was attempted by a good number of candidates, especially those who have had an experience
using one of the language-learning apps. The best responses clearly presented how the app was used and
the usefulness of its functions. In some scripts, a lower mark was awarded for message due to candidates
many candidates expressed general ideas and descriptions of the application without clearly explaining
how it could help in language learning.
Although the blog wa
, using appropriate tone
affected the Criterion C mark. In a good number of responses, the review addressed a generic audience or
students in general, and thus failed to reveal conceptual understanding fully.
Task 2
This task was extremely popular: there were many creative responses, and many demonstrating a clear
understanding of the aspects required. The majority provided a very interesting and detailed description
of what happened to upset the friend and cause them to feel stressed, along with ways to rectify the
situation. In many scripts, however, candidates provided a lengthy recount of the event with limited
reflections and very superficial or no mention of how to fix the problem. This resulted in a lower mark for
message, despite the excellent language produced and, at times, the appropriate choice of text type.
Many diary entries were well produced with effective conventions and the clear purpose of reflecting on
email the
appropriate choice of text type was chosen; this was accepted as
only when the friend
with whom the writer needed to rectify the situation was directly addressed and the writer demonstrated
a clear understanding of context and purpose.
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English B HL/SL
Task 3
This task proved to be as popular as Task 2. In many responses, sophisticated language was used and clear
interest in the topic was revealed. The best responses methodically and coherently explained advantages
and disadvantages of either/both method(s). However, candidates lost marks for message through either
lack of organization and coherence or the loss of focus by, for example, shifting to discussing technology,
computer evolution or online experience in general.
Many candidates chose blogs for this task
his was accepted as
only when the response clearly addressed friends in a personal blog. It is worth mentioning
that many candidates
(email) but addressed it to one friend only,
revealing lack of understanding of audience as stated in the task and thus also the context and purpose
of the task.
Recommendations and guidance for the teaching of future candidates
Teachers are strongly advised to:
•
•
•
•
•
•
•
•
explain to students how to carefully read the task, identifying key elements and aspects
required.
expose students to a wide range of texts in the target language, and include a discussion of the
text type, the target audience and purpose of each text.
ensure that students understand that the appropriacy of a text type is defined by the context,
audience and purpose of the communication.
practise analysing who the audience is in tasks and adapt the tone and register accordingly.
practise with students how to develop ideas coherently and effectively.
remind students of the importance of maintaining legible handwriting. This needs practice well
before the examination, and students need to form the habit of proofreading their drafts.
ensure that students use correct paragraphing and understand how to use cohesive devices
effectively.
identify repeated language weaknesses of each student and help them to correct these.
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English B HL/SL
Higher level paper two listening
General comments
The examination paper included a good variety of audio texts and topics, a generally well-measured
progression in difficulty from Text A to Text C, and the questions on each text were generally accessible.
It presented few substantial problems for the average candidate, as noted by both examiners, and
teachers in the teacher comment forms.
The areas of the programme and examination which appeared difficult for the
candidates
Several candidates had problems with the short answer questions in Text B, and the majority of those
problems centred around paraphrasing answers, which often resulted in providing more detail than
required, or offering words and phrases that completely changed the meaning and could not, therefore,
be accepted. For example, the key target word for Q6
not awarded the
mark as the change from passive to active changed the meaning. The same can be said for
, which
was accepted as a possible written representation of the key target phoneme, and
, which was not
awarded the mark because it changed the meaning significantly. A third example is
,
which was accepted
, which was not.
Another reason why candidates lost the mark in a short answer question was changing the preposition in
a way that altered the meaning
n
equivalent
, and neither was jump through fire on a bike , which combined the
two possible answers given in the markscheme. Both responses lost the mark because they constituted a
change in meaning.
The areas of the programme and examination in which candidates appeared well
prepared
The majority of candidates found the examination audio texts and range of questions accessible. They
were able to identify the relevant information and speakers. The multiple-choice questions were handled
well and so were the true statement questions.
The strengths and weaknesses of the candidates in the treatment of individual
questions
Text A
In general, most candidates found Text A manageable. If candidates dropped a mark in text A, it was often
because of Q5, where a good number of candidates answered C rather than A.
Text B
Text B presented greater challenges, with Q7 generally presenting the most difficulties for the betterperforming candidates.
•
Qs 6-9: The set was generally the most difficult in the paper. As mentioned earlier, a number of
candidates often lost marks because they paraphrased their responses, which often resulted in
changing the meaning, or added extra detail, or did not include enough detail. The most
difficult item in the set was Q7 because of the use of the word sentient . A good number of
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English B HL/SL
candidates offered sensitive or scented , which were not accepted. The second most
challenging question was Q9, and although there were 7 acceptable responses for this question,
, which was not accepted because of its
ambiguity, or breeding on its own, which was too generic to be an example of violations of
animal rights.
Qs 10-14: The set was accessible to the majority of candidates. The most difficult question was
Q10 where a number of
Text C
This text was generally managed well by a good number of candidates. The majority were able to identify
at least 3 true statements and choose the correct answer for the multiple-choice questions.
•
•
Q15: It was unusual for candidates to find fewer than three correct answers, with the most
common incorrect response being D, often given in place of the correct H.
Qs 16-20: The set was managed well by the majority of candidates. The least accessible
question in the set was Q17, with C often given in place of the correct B.
Recommendations and guidance for the teaching of future candidates
Teachers should encourage and coach their students to:
•
•
•
•
•
•
•
•
•
actively practise note-taking by listening to clips, news items, and similar audio material in
English so that they can make the best use of the notes they take when answering the questions.
use their preparation time wisely to gather information and develop understanding from the
rubric as well as from the questions themselves, to imagine what they may hear and also to
anticipate areas of particular difficulty.
recognise stated and implied information. Students ought to remember that what they hear
will often be paraphrased or will be expressed via synonyms in the questions.
remember that
, and
runs the significant risk of
get nothing as the text did not make such a link. Similarly, if two correct answers were given for
Q9a, only 1 mark would be given, while if one was correct with the other incorrect, no mark
would be given.
realise that when they hear a word that may be unfamiliar to them, the text may offer an
explanation or an alternative wording. For example
differentiate between relevant and irrelevant information when formulating their answers, so
that they do not lose marks for the addition of words that are not required, or for not providing
a key word in a response.
write their answers in the provided answer boxes.
clearly cross out responses they do not wish to be marked. Please note that if the student clearly
crosses out the answer inside the box and writes the correct one next to the box, there is no
need to use a whole answer booklet just to clarify that a letter has been corrected.
pay extra attention to the legibility of their responses in general, and to write their answers
clearly in questions where a letter is required. Unclear/ambiguous answers will NOT be awarded
the mark. Examples of potentially ambiguous multiple-choice answers are C/G, E/F, E/L, I/J, and
B/D.
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•
remember that what is written in the notes section is not marked.
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© International Baccalaureate Organization 2022
English B HL/SL
May 2022 subject report
English B HL/SL
Standard level paper two listening
General comments
In general, candidates performed very well in this assessment component. Most candidates were able to
comprehend explicitly stated concepts as well as implied meaning. As reflected in the general feedback
from teachers, the paper was level-appropriate in terms of language, topics, and difficulty of questions.
The areas of the programme and examination which appeared difficult for the
candidates
Gap-fill questions appeared in both Text A and Text B. These required candidates to supplement words to
complete the meaning of the given phrases. At times, an incorrect affix was attached to the correct word
in Question 2). Since this changed the meaning, the
response was considered wrong. It is therefore important to be aware of the interface between meaning
and form, especially when tackling this question type. It should also be noted that for this question type
as well as short answer questions questions are set in a way that allows candidates to answer them by
directly quoting words in the audio text. Candidates are thus encouraged to verify their responses carefully
when the audio is played a second time.
Another reminder is that spelling mistakes and phonetic spelling were accepted provided that the
meaning was not altered or obscured. Many candidates lost a mark in Question 8 where, instead of
thereby changing the meaning.
Text C was a conversation between two speakers. The questions were more cognitively demanding, since
candidates had to compare information given by each speaker on different subjects (Questions 12-18),
and the language was more idiomatic. Weaker candidates seemed to have difficulty locating contextual
clues based on the broader discourse. When attempting such questions, candidates are advised to take
notes and pay attention to the tone of the speakers, as well as their words.
The areas of the programme and examination in which candidates appeared well
prepared
Although the Identify True Statements question type (Question 6) required more textual processing, in
general candidates were able to locate the true information in the statements and avoid the distractors. It
demonstrated their strength in identifying keywords and synonyms/antonyms, as well as their ability to
listen for specific details.
On the whole, the paper covered different listening skills. Despite the use of both British and American
understanding and performance. Candidates were generally successful in understanding literal and
implied meaning that required both endophoric and exophoric references.
The strengths and weaknesses of the candidates in the treatment of individual
questions
Text A
Text A seemed very accessible to most candidates. When weaker candidates lost a mark, it was usually
from Question 2,
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•
English B HL/SL
Q1:
mistake was accepted, candidates should be made aware of the difference in pronunciation
between /z/ and /s/.
Q3-5: An easy set.
Text B
Text B presented some challenges. Even stronger candidates had difficulty with Question 8.
•
•
Q6: A moderately accessible question. When candidates lost a mark or two, it was mainly
because they failed to identify key words that rendered a statement false. Quite a few
candidates chose options A and F.
Q7: An easy question, although w
ct wording only).
Q8:
, which were not accepted
which was not accepted because [æs] and [eks] were considered rather phonetically remote.
Q9:
•
response.
Q10-11: No major issue.
•
•
Text C
Text C required more cognitive skills to handle the greater amount of information. Where candidates
stumbled, it was mostly because of Questions 12, 18, and 20. For Questions 12 and 18, candidates likely
colloquial, which seemed to be challenging for weaker candidates.
•
•
•
•
Q13-18: Rather accessible, presenting no major issue.
Q19: An easy one.
Q20: This question required more mental processing since all distractors were mentioned as
good reasons, and the question said, mostly
response on a few utterances and make inferences based on the content and the tone. A
number of weaker candidates wrongly chose option B (winter activities).
Q21: Generally accessible.
Recommendations and guidance for the teaching of future candidates
•
•
•
•
Expose students to a range of authentic texts from various anglophone countries and regions.
Although only the British and American accents were used this session, a variety of accents are
expected to appear in the Listening Comprehension component;
Guide students on how to make inferences and develop their understanding of the pragmatics
of spoken discourse, especially when someone is expressing their views;
varieties of English, not only in terms of accents but also
linguistic variations, and in turn guide them on how to use contextual clues to comprehend
unfamiliar expressions;
correct spelling in their answers, especially with
homophones, to ensure that the intended meaning is conveyed;
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English B HL/SL
Demonstrate to students how to identify keywords in a discourse (as well as in a question).
Adjectives, modals, and quantifiers are particularly important in this regard.
To help students to prepare for the English B Listening Comprehension component, teachers should:
•
•
•
•
•
•
•
Remind students to write their answers clearly, even if this is just a letter. If an answer cannot be
read, it cannot be awarded the mark;
Encourage students to answer as many of the questions as possible using the words they hear
in the audio. While paraphrases and synonyms would be accepted, this increases the risk that
the meaning of the answer is changed, resulting in no mark being awarded.
Ensure that students are familiar with the five question types.
Train students to listen out for a natural break (with extended pause on the repeated play) in
the audio: the first question type in Texts B and C will be based on information before this break,
and the second question type will be based on information after the break.
Practise note taking with students during listening practices. (Reminder: examiners will not
mark answers in the notes section students need to transfer these notes and responses to the
answer boxes.)
Stress the importance of clearly crossing out unwanted responses. When it is not clear what the
intended response to a question is, no mark will be awarded.
Discourage students from leaving anything blank, especially in selected-response questions.
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English B HL/SL
Higher level paper two reading
General comments
differ significantly from previous May
cohorts: the majority of candidates demonstrated similar levels of reading comprehension and
preparedness. General feedback from schools and examiners suggest that Paper 2 Reading was of a similar
level of difficulty to previous years. There were no significant issues reported.
The areas of the programme and examination which appeared difficult for the
candidates
In general, the candidates did not find too much difficulty with the paper. Many of the difficulties
encountered were the result of poor exam technique and a failure to adhere to the requirements of the
rubrics.
The areas of the programme and examination in which candidates appeared well
prepared
The vast majority of candidates seemed very well prepared for tasks that tested their comprehension of a
variety of written texts: in this case, a newspaper report, a set of guidelines for schools, and a literary text.
They generally performed equally well across the three texts.
The strengths and weaknesses of the candidates in the treatment of individual
questions
Certain items proved to be more challenging than others. Candidates performed worst on Q20 (a
True/False with justification question), Q24 (paragraph-heading questions), and Qs 37 and 39 (both
multiple-choice questions): the majority of responses in these four cases were incorrect. The next most
difficult items for candidates were Q15 (sentence-completion), Q19 (a True/False with justification
question), and Qs 29 and 34 (both multiple-choice questions): only half of the responses were correct. On
all other items, the majority of responses were correct.
Recommendations and guidance for the teaching of future candidates
As far as the challenge of reading comprehension is concerned, it seems that in most cases schools are
preparing candidates well, ensuring that they have extensive exposure to written texts from a range of
genres and a variety of English-speaking cultures. However, if candidates are to realise their true potential
when they sit the exam, there are specific exam-related guidelines that teachers need to give to their
students and exam-related techniques that should be practised:
•
•
Students must appreciate the importance of reading the question carefully and understanding
the precise requirements of that question as stated in the rubric. If they fail to do so, then they
can easily lose marks even when they give the impression of having broadly understood the
point being tested. Examples where this occurred included the reference questions (Qs 7-10)
and the sentence completion questions (Qs 14-17) where both rubrics state for the answers to
as they appear in the text / paragraphs x-x Further examples are Q30, which
specifically
Which phrase
and Q32, which specified
When preparing students for the true/false with justification questions, it is essential to remind
them of the importance of the justification (without it, no mark can be awarded) and the
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•
•
•
•
English B HL/SL
associated requirements. Specifically, a) the justification must be a direct quote from the text,
and b) all parts of the statement must be justified: no more and no less. When a response
includes more words than necessary, this sometimes takes the form of a long rambling
justification, seemingly written in the vain hope of including sufficient information to gain a
mark. However, the addition of one inappropriate/unnecessary word in the proposed
justification can be enough to lead to the loss of the mark. The latter affected a significant
number of candidates in questions 19 and 20. At the same time, when a response includes
insufficient information, it can be the omission of a single important word from the justification
that results in the loss of the mark, as happened on several occasions in question 18. There is
always a set of True/False with justification questions in Paper 2 Reading comprehension.
Students need extensive practice of these exam techniques in order not to be at a disadvantage
when they sit the exam.
Even when it is not specifically required by the rubric, it is always wise to answer open-ended
questions using the exact wording of the text as much as possible.
It is important to discourage students from writing out long quotations in order to answer the
questions. An excessively lengthy response containing information that is irrelevant to the
question will not receive the mark, even if the response includes the target answer.
Students should be discouraged from answering in full sentences, unless specifically required
to do so. Answering in such a way runs the risk of a) appearing to ignore the question rubric or
b) including irrelevant information.
Students need to be reminded to write their answers clearly, even if the answer is just a letter. If
an answer cannot be read, it cannot be awarded the mark.
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English B HL/SL
Standard level paper two reading
General comments
feedback provided by the teachers, the paper was of a similar level of difficulty to last year.
The areas of the programme and examination which appeared difficult for the
candidates
As in previous years, many candidates had difficulty with True/False questions (Qs 26-30). A good number
of candidates provided long justifications full of extra details. It is important to remember that a brief and
precise quotation must be provided to get the mark. It is advisable to practise how to answer these
questions using past papers.
Completing the sentences with the words as they appear in the text (Qs 11-14) was challenging for many
candidates. It is important to remind candidates that the answers for these questions must be copied
exactly from the text, as no changes are accepted.
Another area that proved difficult for many candidates was finding the headings for each paragraph (Qs
19-22).
The areas of the programme and examination in which candidates appeared well
prepared
This session, most candidates did very well in choosing the true statements. Moreover, they succeeded in
answering multiple choice questions correctly.
The strengths and weaknesses of the candidates in the treatment of individual
questions
Text A
•
•
•
•
Q1: Quite accessible. A good number of candidates got 5 out of 5 correct and only very weak
candidates got fewer than 3 right.
Qs 2-5: Reference questions. For Q2,
most difficult of the set.
Qs 6-9: Medium difficulty, but no significant issues.
Q10: An easy question, which most candidates got correct.
Text B
•
•
•
Qs 11-14: Sentence completion questions: a challenging set. Many were left incomplete, or
candidates failed to use the exact wording from the text.
o Q11:
o Q12:
in the singular, therefore, they lost the mark.
o Q13: some
Qs 15-18: An accessible set. Q15 was very easy, and most candidates answered correctly. In
Q16,
Q18: was the most difficult in the set.
Qs 19-22: Medium difficulty
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English B HL/SL
Qs 23: Quite easy. Most candidates got this answer right.
Text C
•
•
•
•
Qs 24-25: Many c
to Q24
Qs 26-30: True/False with justification questions, which proved challenging for many.
o
o
for the mark.
o
o Q30: the easiest in the set and most candidates got this question right.
Qs 31-34: This set was quite accessible for most candidates.
Qs 35-36: An easy set to finish off the exam.
Recommendations and guidance for the teaching of future candidates
•
•
•
•
•
•
•
•
•
For multiple choice questions, students should be reminded to avoid offering multiple
responses as only one answer is accepted.
In the True/ False questions, the justification must be a direct quote from the text, and all parts
of the statement must be justified. It is important to remind students that no paraphrasing is
accepted.
For reference questions, train students to look for the direct reference in the text. They should
ble to
remind students that they should not underline part of the answers given, as the whole answer
will be considered, not just what is underlined. For example, for Q4 some students
the
invention does not look good to the customer
his was not accepted, as brackets
and underlining are ignored when marking.
Similarly, train candidates to answer the sentence completion question type using the exact
wording from the text. No paraphrasing is accepted, and the sentences must be grammatically
correct. It is also advisable to remind students to reread their answers as they tend to forget one
or more words when copying.
Practise with students the techniques for answering all types of questions, and reading the
questions carefully. Where one word is required, a candidate who gives more than one word
runs the risk of losing the mark. Where one phrase is required, candidates should not provide
the whole sentence, as such an answer is usually not accepted.
Warn students against offering multiple responses. If more than the requested number of
answers are given, all answers must be correct for the mark to be awarded.
It is a good idea to use the exact wording of the text as much as possible and to avoid
paraphrasing. However, point out to students that they should avoid writing out long
quotations. An overly long response containing information that is irrelevant to the question
will not receive the mark even if that response contains the correct answer within it.
Remind students to write their answers inside the boxes provided. If they make a mistake,
instruct them to clearly cross out the answer inside the box. If the answer is a single letter, write
the correct letter next to the crossed-out box; there is no need to use a whole booklet just to
clarify that a letter has been corrected.
It is a good idea to work on the legibility of
responses. If an answer cannot be read,
it cannot be awarded the mark.
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