Writing Essays in IB History

1. Writing Essays in IB History Daniel W. Blackmon Coral Gables Senior High

2. Purpose • Essays in IB HL History are Expository Essays, • That is, they are arguments whose purpose is to convince the Reader.

3. Purpose • You should always pay attention to your audience, and adjust your style to that audience. • In this case, your audience is a Reader who wants to be swayed by your fact-based logic.

4. Purpose • The most important stylistic qualities therefore are • Clarity (This is not “Mystery History”!),

5. Purpose • followed by Analysis • and Specific Factual Information (SFI).

6. Purpose • Do Not try to be stylistically creative! • Creativity lies in the way in which you develop your argument.

7. IB History Markbands • This is the rubric that I will use to grade all of your essays. • The principle Examiners use is “the Best Fit.” • An essay need not show ALL of the qualities which describe a markband, rather it must demonstrate a PREPONDERANCE of those qualities.

8. The IB History Markbands • Markband 0 (F)No Rewrite Permited • The work does not reach a standard described by the descriptors below

9. The IB History Markbands • Markband 1-2 (F) (Rewrites allowed) • Answers lack understanding of the demands of the question or accurate/relevant historical knowledge. • Answers show little or no evidence of structure and consist of little more than unsupported generalizations

10. The IB History Markbands • Markband 3-4 (F) (Rewrites allowed) • Answers reveal little understanding of the question. • While historical details are present, they are largely inaccurate and/or of marginal relevance to the task.

11. The IB History Markbands • Markband 3-4 (F) (Rewrites allowed) • There is little or no understanding of historical context or historical processes. • While there may be a recognizable essay structure, answers consist of little more than poorly substantiated assertions.

12. The IB History Markbands • Markband 5-6 (F) (Rewrites allowed) • Answers indicate some understanding of the question. • There is some relevant, accurate historical knowledge but detail is insufficient.

13. The IB History Markbands • Markband 5-6 (F) (Rewrites allowed) • Understanding of historical processes and (where appropriate) comparison and contrast may be present but underdeveloped. • While there may be a recognizable essay structure, the question is only partially addressed.

14. The IB History Markbands • Markband 7-8 (F) (Rewrites allowed) • Answers indicate that the demands of the question are generally understood. • Relevant in-depth historical knowledge is present but is unevenly applied throughout.

15. The IB History Markbands • Markband 7-8 (F) (Rewrites allowed) • Answers are presented in a narrative or descriptive manner. • Alternatively, there is a limited argument that requires further substantiation. • Some attempt at analysis may be present but limited.

16. The IB History Markbands • Markband 7-8 (F) (Rewrites allowed) • There has been some attempt to place events in their historical context and to show an understanding of historical processes and (where appropriate) comparison and contrast.

17. The IB History Markbands • Markband 7-8 (F) (Rewrites allowed) • There is evidence of an attempt to follow a structured approach, either chronological or thematic.

18. The IB History Markbands • Markband 9-11 (D) (Rewrites allowed) • Answers indicate that the demands of the question are understood and addressed, though not all implications are considered.

19. The IB History Markbands • Markband 9-11 (D) (Rewrites allowed) • Relevant, largely accurate in-depth historical knowledge is present and applied as evidence. Critical commentary indicates some understanding.

20. The IB History Markbands • Markband 9-11 (D) (Rewrites allowed) • Events are generally placed in their historical context. There is an understanding of historical processes and (where appropriate) comparison and contrast.

21. The IB History Markbands • Markband 9-11 (D) (Rewrites allowed) • There may be some awareness of different approaches to, and interpretations of, historical issues and events.

22. The IB History Markbands • Markband 9-11 (D) (Rewrites allowed) • However, responses that mainly summarize the views of historians and use these as a substitute for, rather than a supplement to, the deployment of relevant historical knowledge cannot reach the top of this band.

23. The IB History Markbands • Markband 9-11 (D) (Rewrites allowed) • There is a clear attempt to structure answers chronologically or thematically.

24. The IB History Markbands • Markband 9-11 (D) (Rewrites allowed) • Synthesis is present but underdeveloped.

25. The IB History Markbands • Markband 12-14 (C) • Answers are clearly focused responses to the demands of the question.

26. The IB History Markbands • Markband 12-14 (C) • Relevant in-depth historical knowledge is applied as evidence. Critical commentary indicates some in-depth understanding but is not consistent throughout.

27. The IB History Markbands • Markband 12-14 (C) • Events are placed in their historical context. There is a sound understanding of historical processes and (where appropriate) comparison and contrast.

28. The IB History Markbands • Markband 12-14 (C) • There may be awareness and some evaluation of different approaches to, and interpretations of, historical issues and events. These are used to supplement, in a relevant manner, the arguments presented.

29. The IB History Markbands • Markband 12-14 (C) • Answers are well structured using evidence to support relevant historical arguments.

30. The IB History Markbands • Markband 12-14 (C) • Synthesis is present but not always effectively or consistently integrated.

31. The IB History Markbands • Markband 15-17 (B) • Answers are clearly focused responses, showing a high degree of awareness of the demands of the question. Where appropriate, answers may challenge the question successfully.

32. The IB History Markbands • Markband 15-17 (B) • In-depth and accurate historical knowledge is applied consistently and convincingly to support critical commentary.

33. The IB History Markbands • Markband 15-17 (B) • Events are placed in their historical context. There is a clear understanding of historical processes and (where appropriate) comparison and contrast.

34. The IB History Markbands • Markband 15-17 (B) • There may be evaluation of different approaches to, and interpretations of, historical issues and events. This evaluation is integrated effectively into the answer to support and supplement the argument.

35. The IB History Markbands • Markband 15-17 (B) • Answers are well structured and clearly expressed, using evidence to support relevant, balanced and focused arguments.

36. The IB History Markbands • Markband 15-17 (B) • Synthesis is well developed, with knowledge and critical commentary fully and effectively integrated.

37. The IB History Markbands • Markband 18-20 (A) • Answers are clearly focused responses, showing a high degree of awareness of the demands of the question. Where appropriate, answers may challenge the question successfully.

38. The IB History Markbands • Markband 18-20 (A) • In-depth and accurate historical knowledge is applied consistently and convincingly to support critical commentary. In addition, answers may reveal a high level of conceptual ability.

39. The IB History Markbands • Markband 18-20 (A) • Events are placed in their historical context. There is a clear understanding of historical processes and (where appropriate) comparison and contrast.

40. The IB History Markbands • Markband 18-20 (A) • There may be evaluation of different approaches to, and interpretations of, historical issues and events. This evaluation is integrated effectively into the answer to support and supplement the argument.

41. The IB History Markbands • Markband 18-20 (A) • In addition, an awareness of the reasons for circumstances that produced differing and often conflicting historical interpretations is present.

42. The IB History Markbands • Markband 18-20 (A) • Answers are well structured and clearly expressed, using evidence to support relevant, balanced and well-focused arguments. Synthesis is highly developed, with knowledge and critical commentary fully and effectively integrated.

43. Rewrites • A reminder: my long-standing policy is that essays and document based questions which do not receive a mark of at least a “C” may be rewritten and the original grade replaced.

44. Rewrites • There is a new IB rubric in effect as of the May 2010 Examinations. • The mark to receive a “C” has been raised: from “8” to “12.”

45. Rewrites • A rewrite is to be written at home, typed, and turned in by the due date for rewrites (usually a week after the essay is returned) with the original essay stapled to the back.

46. Rewrites • I expect a strong, well thought-out effort on any rewrite.

47. History Command Terms

48. Account for • Asks candidates to explain a particular event or outcome. Candidates are expected to present a reasoned case for the existence of something.

49. Account for • For example: • How do you account for the length and stability of the government of either Leopold Senghor in Senegal or Felix Houphouet-Boigny in the Ivory Coast?

50. Analyze • Asks candidates to respond with a closely argued and detailed examination of a perspective or a development.