OR, how does the text relate to the identity of the ?
This summary is vague, so let's go in-depth on a couple of these concepts to really show you what you should be doing in the HLE.
Identity is what makes you, YOU. Here are some questions the concern your own personal identity:
Now apply this same logic to characters within your text.
Let's take a look at a concrete example of how we might choose evidence and quotes for a HLE on cultural identity. This example is based on a Vietnamese work in translation “Ru” by author Kim Thúy. For context, “Ru” is an autobiographical fictional account which explores Kim Thúy's move from Vietnam to Canada as an immigrant and her consequent struggles. The structure of her novel is largely lyrical and poetic.
Let's look at a section from her novel that may help us come up with an essay idea based on the concept of Identity. When she returns to Vietnam, she attends a restaurant, however this becomes a major awakening for her in terms of how she views her own personal identity. Kim narrates within her novel:
The first time I carried a briefcase, the first time I went to a restaurant school for young adults in Hanoi, wearing heels and a straight skirt, the waiter for my table didn't understand why I was speaking Vietnamese with him. Page 77, Rú
This is a perfect quote for the Identity concept. Can you see why? Let's think through it together…
Why would the waiter be confused if Kim, a “briefcase”-carrying individual in “heels” and a “straight skirt”, was speaking Vietnamese with him?
What does being “Vietnamese” look like to the waiter? Why does Kim not conform to his expectation? Was it perhaps due to what she was wearing?
Now, if we look at the section which follows this in the novel, we are able to see the impact this had on the character of Kim's sense of identity.
the young waiter reminded me that I couldn't have everything, that I no longer had the right to declare I was Vietnamese because I no longer had their fragility, their uncertainty, their fears. And he was right to remind me. Page 77, Rú
Here, we can clearly see that this character is now questioning her Vietnamese cultural identity. This is just one example that demonstrates the concept of Identity.
Culture seems to be this confusing thing. Does it have to do with religion? Race? Beliefs? What does it mean? Does the monster from Frankenstein fit into a certain culture?
The easiest way to put it is this: Culture is the way someone lives. It is their “way of life.” Think of it as an umbrella term. “Culture” can include so many different things; the list just goes on, for example religion, values, customs, beliefs, cuisine, etc.
Now think, how would I form an essay from this concept?
It seems odd writing an essay about “creativity” because… like… how can anyone definitively say what ‘counts' as being creative–or not? When I say the word creativity , I think of new inventions, or maybe those weird and wacky art installations living inside those ‘modern art' museums. But hey, what's creative to me might not be creative to you!
When formulating a HLE on the concept of creativity we have two main pointers for you. Look for:
Now, for this concept, let's look at how we might select supportive evidence and quotations for a HLE on creativity within the narrative style of author Mary Shelley in “Frankenstein”. The narrative style uses epistolary narration . This is a narrative technique in which a story is told through letters. This was something that I found both interesting and recurring within Frankenstein, which I believe worked to create a personal touch within the novel.
Additionally, Mary Shelley allows different characters to narrate Frankenstein during different volumes. Let's investigate this! I have written out different character profiles of the narrators below:
These 3 characters, each relate a part of the novel Frankenstein. This is an example of a creative authorial choice that allows us, as readers to explore different points of view within the text. This is just one example of a creative aspect of a text which you can analyze for your HLE.
Representation is all about how something is portrayed, conveyed, shown, described, illustrated, depicted . There are many different things that can be ‘represented' within a text, and it doesn't have to be tangible.
For instance, you can look at how a belief, idea or attitude is depicted within a text through different characters or devices.
Again, let's explore a concrete example to make things clear: this time the graphic novel “Persepolis”. We'll consider an HLE on how a text represents the impact of political turmoil on society .
Chapter 10 of “Persepolis” highlights societal changes occurring due to the Iranian Revolution. The panels below list the authorial choices relevant to the negative representation of political change in a society. When looking at the techniques highlighted in the slides below, think about how you feel when you look at the panels below. Can you sense a more positive or negative feeling?
Cool, but what do we do to turn all this into an actual HL essay? Here is a sample response. The introduction might begin like this:
In the captivating graphic novel “Persepolis,” the author Marjane Satrapi explores the social and political impacts of the Iranian revolution. In particular, Satrapi conveys a disapproving viewpoint on political turmoil within the text. Throughout the graphic novel, Satrapi carefully represents how social isolation, hypocrisy and confusion is experienced by a young girl living in Tehran, as a result of political turmoil. Example HLE Introduction
Then, in a body paragraph, on one of the key ideas mentioned above, we could analyze the different literary techniques. For example, Panel 1 is a great representation of the experience of confusion in the midst of political turmoil:
Marji is the younger girl pictured in the panels above. While her parents appear quite concerned by the news on the TV, she appears to not be in full comprehension of the cause for their distress. This is demonstrated by the visual imagery and dialogue, in panel 7, for instance, if you observe the facial expressions by each of the characters. Example of analysis in body paragraph
This is just a short example from one particular text. To help you unpack any text, try look for the following when analyzing chapter to chapter:
If you're having trouble picking your text and line of inquiry, then use this simple 20-minute process to brainstorm potential questions for your HLE:
Choosing a question with good scope is extremely important, and it's one of the biggest challenges in the HLE. Here's why:
So, to help you get the balance just right , here are three examples of HLE questions, specifically for the concept of Identity which we mentioned in the table above (by the way, the example is a made-up novel for illustration purposes).
There are many things that contribute to a 7 in your HLE and your IB English grade overall. But if we had to boil it down to one secret, one essential fact… then it'd have to be this: Get really good at analysis .
Analysis is the key to a 7 in IB English. It doesn't matter if it's Paper 1, Paper 2, HLE, IO… You must learn how to analyze quotes at a deep level, and structure your analysis in a way that flows and delights your teachers and examiners.
Start with the basic foundations of analysis for free inside LitLearn's Learn Analysis course.
Our free and Pro resources have helped IB English students skyrocket their grade in weeks, days and even overnight... Learn Analysis for IB English , the simplest guide to a 7 in IB English.
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Since you're in HL, you'll also be needing Advanced Analysis skills if you want to impress your examiner. We've got all of that covered inside our Pro lessons.
Advanced Analysis
Also, you'll need to find good quotes for your text. Some good sources where you can find relevant quotes include Goodreads , SparkNotes , LitCharts , and Cliffnotes . Of course, you could just find quotes yourself directly–this will ensure your quotes are unique.
An essential step to getting a high mark on the HL Essay is understanding the rubric! It is SO important that you know what IB English examiners are looking for when grading your essay, as this helps you to shape the content of your essay to match (or even exceed) their expectations.
The IB English HL Essay is graded out of 20 marks . There are 4 criteria, each worth 5 marks.
Use the checklist below to make sure you're not making simple mistakes! Note that this is not the official marking criteria, and I strongly recommend that you reading the official rubric provided by your teacher.
Criterion A: Knowledge, understanding, and interpretation
Criterion B: Analysis and evaluation
Criterion C: Focus, organization, and development
Criterion D: Language
Here's everything we discussed:
Good luck, and may the odds be ever in your favor 💪
Questionbank
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Higher Level Essay
Crash course on HLE basics.
Whether you are an HL Literature student or HL Lang/Lit student, the HLE requires some special attention. The good thing about this assessment is that it’s a processed – rather than on-demand – piece of writing. This means you can take your time, put in the work, and produce something that you love and makes you proud. Our students crush this assessment! Use the same resources they do and enjoy your success.
Writing this assessment doesn’t have to be challenging. In fact, we think it can be fun and rewarding! Let us guide you through the entire writing process, from line of inquiry to the last word of your conclusion. Our students do well on this assessment, and so can you.
Part of our IBDP English A Student Toolkit , this resource includes:
The Line of Inquiry (LOI) and thesis are the cornerstone of the assessment, so don’t proceed until these are under control. Sadly, many students get off to a poor start with this step, and this means they end up writing either a shallow essay or one that doesn’t really satisfy the requirements of the task. These videos should help you unlock the task.
Start with a text you love and work toward developing a literary or linguistic perspective. Watch this video and start your pathway to success.
How To Write the Line of Inquiry
If the first method didn't work for you, please try another approach.
How to Write the Line of Inquiry (part 2)
Turn that LoI into a clear, precise, and insightful thesis statement that will drive the essay.
HLE Sample Thesis Statements and Writing
We feel this is some of our best work. Teachers and students around the world have commented that this HLE series gets the job done and results in some powerful writing that makes students proud. Please take the time and work through the videos sequentially. Work along side with us. Let us guide you to HLE success!
Choose your text and write the LOI.
Student planning doc
Model Student planning doc
Time for brainstorming and outlining.
Student Organizer
Completed Sample Organizer
Master the intro and conclusion.
Sample Intro and Conclusion
Learn how to write strong HLE body paragraphs.
Sample Body Paragraphs
Learn to revise, edit, and polish the final product.
Final instructions before submission
Dave’s complete sample HLE
Sometimes it’s easier to just look at a final product, break it down, and see how other students have approached the HLE. That’s why Dave and Andrew selected some strong papers, highlighted them, and discussed their strengths and weaknesses. We’ve examined tons of these things, so listen carefully. Lots of tips and tricks in these videos to help you pick up some extra points and crack into that mark band you want and deserve. Understand the task. Work hard. Defeat the HLE and allow yourself to beam with pride. Go ahead, you’ve earned it.
You’ve probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they’re amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman. What can you steal from this essay in terms of ideas, organization, and overall approach? Document: HLE Student Sample – Drama
Poetry anyone? Andrew and Dave love poetry for the HLE. They are complete “mini works” with a clear beginning, middle, and end. They are rich in techniques. They are complex and have deep meaning. In short, they rock. Just remember that for the HLE, “short texts need friends.” Document: HLE Student Sample – Poetry
Hey, nobody said this thing would be easy. No worries. We’ve got you covered. Perhaps you want to see some more student writing? Check. We’ve got that. Perhaps you want to know some key points to include? Check. We got that too. You’re almost there! Finish these last two videos, add some finishing touches to your work, and submit that baby in with pride and confidence.
So you watched the videos above but are still concerned about “showing deep thinking” on the HLE? It’s ok – we know this is tough. Check out this video to see several samples of how to build big thinking into your writing. Document: Showing Deep Thinking in the HLE
We know, we know. The content is overwhelming and it’s just too much at times. You just want the top ten tips for success? Fine. Here you go. But don’t forget to go back and watch the rest of these videos when you’re feeling more energy. They’re a set. Watch them all and ace the HLE.
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Please note: The purpose of this information is to elaborate on the nature of the IB assessment task, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation.
This post is not meant to replace a reading of the IB Language A Subject Guides or the Teacher Support Materials available on MYIB. Those resources should always be a first stop for teachers when checking the requirements of each assessment task and how the task should be facilitated.
Nature of the task.
Criterion a: knowledge, understanding, and interpretation (5 marks), defined terms.
Knowledge of a work is shown by recalling For literary works, this includes details related to plot, characters, conflicts, setting, use of language, etc., and specific details about a work’s genre, era, or style. For non-literary works, this includes details related to the subject of the writing (people, places, context, etc.) and specific details about a work’s text-type, publication medium, place of origin, audience, etc. In both text forms, these details are clearly evident and verifiable. | |
Understanding may be demonstrated through summary, interpretations, inferences, and explanations because they require students to from the work. In this construction, students use their general knowledge and understanding (of people, relationships, cultures, literary principles, text forms, etc.) to process or infer meaning that is communicated , heavily implied, or self-evident. | |
An “interpretation” is an argument about a work’s . Sometimes this “meaning” is thought of as the “author’s purpose” but works might also communicate meaning to a reader unintended by the author. Interpretive arguments identify complex ideas and issues developed by an author and usually pay close attention to details and ambiguities in a work. Because the communication and deconstruction of implicit meanings is a complex process, interpretations tend to appreciate tensions and contradictions in a work as well as the ways in which a work’s culture or the reader’s culture might influence interpretive conclusions. In all cases, interpretations are persuasive arguments that need to be supported with clear references to the work. | |
Implications refer to the ideas the work may be without explicitly stating them or feelings the work may be evoking without explicitly telling the viewer or audience to feel them. | |
Students are expected to make references to the work that may include . Depending on the student’s claim, one may be more appropriate than the others (e.g., claims about language and style often benefit from direct quotes; broader authorial choices can be explained through paraphrase.) |
This activity scaffolds the process of developing an “interpretive statement” in response to a text or work. This is achieved through a sentence completion exercise […]
Continue Reading
In this activity, students use small examples to establish what a concept is (and is not). This inductive strategy works to give depth, ownership, and […]
Critical lenses help students engage with different perspectives with which to approach the reading and interpretation of a work. Each lens contains questions that provoke […]
Journal writing helps students develop important thinking skills. There are the traditional approaches used in the younger years, like imagining a minor character’s point of […]
Textual features are aspects of the work that the reading experience. These include aesthetic features (images, graphs, bold, italics, etc.), organizational features (such as a table of contents, headings, index, etc.), supplemental features (such as a glossary, footnotes, primary source material, captions, etc.), literary features (such as figurative language, analogies, conceits, etc.), and linguistic features (such as rhetoric, sentence structure, ellipses, parentheses, etc.). | |
“Broader” authorial choices are embedded the work and effect the work as a . These might include choices in structure, narrative perspective, genre, style, setting, characters, repeated patterns of imagery or figurative language, motifs, etc. | |
To analyze is to separate and identify the parts of a whole to discover its . The “whole” is the work. One can begin to breakdown the parts of a literary or non-literary work by considering its form, mode, structure, features, and use of language. | |
When students “evaluate”, they are appraising the author or creator’s choices in the context of their interpretations. Students show appreciation for the features that play a significant role in developing interpretive meaning and producing relevant effects by critically examining of choices made within the work. | |
Meaning can refer to the the author or creator consciously or unconsciously conveys to the reader or audience as well as the feelings created for the reader or audience in relation to those ideas. |
This activity gets students to think about the significance of minor details in a work. These details can be used as evidence to form the […]
This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]
This protocol invites divergent thinking in a group and works to facilitate a culture where different ideas are viewed as collaborative rather than combative. Preparation […]
This activity helps students visually see and appreciate the ways in which parts make up a whole. One of the challenges many students have is […]
A focused essay sustains its attention on developing the line of inquiry. | |
An essay is organized when claims, details, references, and analysis are purposefully arranged. On an essay level, students carefully consider how to most logically and persuasively develop the line of inquiry based on the points and evidence they have collected in support of their central argument. On a paragraph level, students consider how to arrange their claim, evidence, analysis, and evaluation so that the paragraph’s point is effectively communicated to the reader. | |
On an essay level, paragraphs work together to effectively develop an argument. On a paragraph level, the evidence, analysis, and evaluation are connected entities that effectively develop the paragraph’s claim. | |
To develop an argument is to gradually make the argument clearer and more detailed as claims, references, explanations, and analysis build upon one another in an illustrative manner. | |
Supporting examples can be references, quotes, or excerpted images from a work; but they can also come in the form of a précis , which is helpful when students are analyzing broader authorial choices. | |
Supporting examples are integrated when they are infused with the explanation, analysis, and evaluation that develops the essay’s central argument. This includes: (1) embedding quotes, fragmented quotes, or references into the essay’s sentences, (2) embedding relevant images into the body of the essay, (3) effectively using complex and compound sentence structures so that references to the work are connected to the essay’s analysis and evaluation. |
This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas. This ultimately helps […]
This activity guides students on how to distill a text into 100-200-word précis or summary. This is a helpful skill for preparing a passage response […]
This protocol helps students consider which ideas, issues, and feelings are playing a significant role in shaping their personal response to a work. Process Give […]
This activity helps students organize information and identify conceptual trends. This activity models a process that students can use when planning their own essays and […]
Who said it? What is the context? and Why is this quote significant? may seem like an archaic exercise in today’s educational landscape, but the […]
Clear language | Language is clear when the selection of words and the arrangement of words effectively articulate meaning. |
Varied language | Language is varied when the student uses different words to acutely communicate knowledge, understanding, and meaning. |
Accuracy | Language is accurate when it uses grammatically correct structures, spelling, and capitalization. |
Register | The “register” refers to the style of the written language. |
This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements. This helps students develop […]
This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement. The approach invites active collaboration, and […]
This formative assessment gives students an opportunity to personalize their learning while engaging in collaborative discussion with their peers around their chosen text(s) or work. […]
This protocol helps students generate ideas in response to a work. Process Give students a writing task, asking them to identify one thing they think […]
[1] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 42.
[2] To gain an understanding or confidence in evaluating analysis that is “appropriate for the discipline”, teachers may want to invest some time perusing scholarly articles written on works they teach or are familiar with using a database such as JSTOR or Ebscohost. These titles and articles an also be shared with students as guides and exemplars.
[4] Ibid, pp. 45.
[5] Ibid, p. 42.
[6] Ibid, p. 43.
[7] A list of text types can be found on p. 22 of the Language A: Language and Literature Guide. As mentioned in the guide, the list is not exhaustive.
[8] “Selection of work”. Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019, p. 43.
[11] Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. p. 44.
[12] Definition: a short statement of the main points.
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P2 - examination questions, individual oral.
Essential knowledge.
Hl essay - choosing a topic.
The Higher Level (HL) essay is a formal academic essay of between 1,200 - 1,500 words. It is, obviously, a task that is only completed by HL students. Based on what you study in your course, the essay gives you the opportunity to choose an area that is of particular interest to you and, with guidance from your teacher, write a focused essay that shows an understanding of a literary work or a non-literary body of work you have studied. This website has been written to help you gather and formulate your ideas, and to draft and write an excellent academic essay.
Essential Questions
On what stimulus material should the higher level essay be based, can i write the higher level essay on a single non-literary text, how do i design a suitable line of inquiry for the higher level essay, what does a really good higher level essay look like.
This section will:
This page provides you with a clear and basic introduction to the HL Essay, an academic essay based on literary works or non-literary texts studied during your course. Later pages provide you with tips, models, and activities to help you...
For Higher Level students, the fourth assessment component is the Higher Level essay. What to choose for a topic is the biggest challenge.
Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. You can compare your marks with those of the examiner.
Being able to see really good model examples is essential to learning skills. All the better if those models are truly assessed by examiners as part of a session, and if they adhere to our guidelines for organising and structuring an excellent...
Which of the following best describes your feedback?
Othello (hle).
The following HL Essay aims to answer the line of inquiry:
Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script before reading the examiner's marks and comments. How different were your marks and comments from the examiner's marks and comments? What improvements would you make to this essay to achieve better results?
What's the role of secondary sources on the HL Essay? Both the poor and the good essay have secondary sources. Compare the bibliographies of these essays. Clearly, the better essay cites more relevant sources. In other words, make sure that your sources are actually about the primary source and not just about cultural phenomena.
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This chapter, based on ethnographic fieldwork, explores cosmopolitanism through the prism of unifying and dividing processes and their impact on the identity of young Armenians living within the Armenian community in southern Russia's Krasnodar krai. The empirical research presented shows the ways in which cosmopolitan practices allow young Armenians to draw selectively on a variety of discursive cultural meanings, enabling them to combine sameness and difference into their everyday lives. Sameness is understood in terms of belonging to the Armenian diaspora – a discourse of unity that is encouraged by Armenian voluntary organizations and the Armenian Apostolic Church. Conversely, difference is the result of diverse narratives of migration, different places of origin and different dialects of Armenian language which all serve to form a hierarchy of power within the Armenian diaspora in Krasnodar krai.
Vahe Sahakyan
This essay complicates dominant discourse(s) on Armenian diaspora by exploring the concepts of 'ethnic' and 'diasporic' leadership in theoretical and comparative perspectives.
Nationalities Papers
Dmitry Chernobrov
In this paper, we explore the role of the early 20 th century Armenian genocide and the unresolved Karabakh conflict of the 1990s in identity among the new generation of Armenian diaspora-those who grew up after the establishment of the independent Armenian state in 1991. We draw on original interviews with diasporic youth in France, the United Kingdom and Russia-diasporas which were largely built in the aftermath of the genocide and the Karabakh war. Diaspora youth relate to these events through transmitted collective memories, but also reconnect with the distant homeland's past and present in new ways as they engage with new possibilities of transnational digital communication and mobility. Their experiences of identity shed light on how the new generation of diasporic Armenians defines itself in relation to the past; how this past is (re)made present in their interpretations of the Karabakh conflict and in everyday behaviors; and how diasporic youth experience the dilemmas of 'moving on' from traumatic narratives that for a long time have been seen as foundational to their identity.
Studies in Ethnicity and Nationalism
Ulrike Ziemer
... awareness of multi-locality amongst diasporic peoples stimulate a constant process of formulating and reformulating diasporic representations. ... Long-Distance Nationalism: Diasporas, Homelands and Identities. ... 'Citizenship and Identity: Living in Diasporas in Post-War Europe?. ...
My dissertation explores the conditions and actions that led to the transformation of a post-genocide Armenian dispersion into a transnational diaspora. Over time, banishment and mistreatment had forced large numbers of Armenians to abandon their ancestral homes in the Ottoman Empire. The most decisive manifestation of such displacement was the deportations and wholesale massacres during WWI, retrospectively defined as genocide, which resulted in large concentrations of survivors in the Middle East, Europe and the Americas. Using histories of Armenian communities and institutions, the Armenian language periodical press, and the information acquired through in-depth interviews with notable diaspora Armenians in Lebanon, France and the United States, I analyze the formative impact that changing international and host-country specific socio-political conditions have had on the ways in which Armenian elites and institutions defined and redefined their attitudes towards Soviet Armenia; how competing discourses on conceptions of the Armenian homeland, diasporic identities and incompatible ideologies and orientations towards Soviet Armenia clashed and led at once to the emergence of different forms of Armenian identity and to a transnational schism in the Armenian diaspora. I suggests that while genocide recognition after the fiftieth anniversary of the Armenian genocide in 1965 introduced a shared ground between the formerly hostile Armenian camps, by the mid-1980s, the prevailing institutional divisions produced homeland-centered and diaspora-centered paradigms of diasporic belongings. Throughout, my research considers the ways in which institutions and leaders aspired to forge and project transnationally coherent, aspirational Armenian identities, to which they worked to rally their constituencies, and juxtaposes these efforts to the actual subjectivity and fluidity of Armenian diasporic identities and self-images of subsequent generations, shaped under different host-country contexts. My study draws on theoretical and methodological principles developed in diaspora studies, transnationalism and globalization. It contributes to social constructivist perspective in diaspora studies by stressing the role of elites and institutions in the formation of the post-genocide Armenian diaspora and diasporic identities, and equally emphasizing the influences of changing international and host-country conditions and the policies of a state, projecting itself as the homeland.
Ethnic and Racial Studies
Tsypylma Darieva
... And, to what extent does an imagined ethnic patriotism create space for generating a new cosmopolitan sensibility and sociability among young people who look for new ways of identifying ... The many faces of cosmo-polis: border thinking and critical cosmopolitanism'. ...
Journal of Eurasian Studies
Nona Shahnazarian
Cultural-Historical Psychology
Maria Bultseva
The article considers whether support for multicultural ideology by the ethnic majority leads to a more inclusive sociocultural context for ethno-cultural minorities. We investigate the role of common superordinate identity in these relations on the example of Soviet identity in Armenia. A socio-psychological survey was conducted among 213 representatives of the ethnic majority of Armenia using the scale of multicultural ideology of J.W. Berry (2020), the scale of Soviet identity by K. Velkova (2020) and the scale of the permeability of social boundaries as adapted by M.R. Ramos et al. (2016). The results show that support for multicultural ideology by Armenians is positively associated with the permeability of social boundaries for Russians only if the Soviet identity is highly important for Armenians. To conclude, recategorization is influential for building inclusive sociocultural context and harmonizing intercultural relations.
Hamazasp Danielyan , Nina Kankanyan , Varak Sisserian
Preserving Armenian identity in Lebanon and in those countries where traditional Armenian diaspora institutions exist has been much easier than in Russia. Given the fact that Russia is hosting the largest number of ethnic Armenians? it is utterly important to understand the root-causes and implications for high degree of assimilation of Armenians in Russia? Naturally many factors weigh in the above-mentioned divergent outcomes of Armenians identity preservation in various countries. A big portion of these factors is predetermined by the realities of particular host country (political system, history and geography and etc), and are beyond the influence of Armenian communities of both Lebanon and Russia. However, the research conducted in these two countries showed, there are also factors that influence identity preservation that are within the scope of influence of Armenians. This research sets to claim that the existence of effective and interconnected web of institutions is one of the key reasons behind the success of Lebanese Armenians in keeping their identity strong and thriving. On the contrary, the lack of such sustainable institutions and the experience of sporadic mobilizations have been the characteristic features of the Russian Armenian communities. Based on the lessons learned from the experience of Lebanese Armenians institutions the research has developed a set of policy recommendations that can hopefully enhance the capacity of Russian Armenian institutions and increase the effectiveness of identity preservation efforts in Russia. Some of those recommendations, naturally, are targeting those institutions that exist in various Armenian communities of Russia. Consolidation of Armenian institutions and synchronization of their activities, as well as experience sharing within and beyond Russian Armenians, will positively affect identity preservation efforts among Armenian communities in Russia. However, taking into account the importance of the matter as well as the existing structures and opportunities, (re)organization and institutionalization of Russian Armenians should attract greater attention of the other actors as well; pan-Armenian institutions such as Armenian Apostolic Church and pan-diasporic organizations should do more to assist the efforts of Armenians residing in Russia. Most importantly the Armenian state should have more proactive role in mediating the existing grievances, mistrust and lack of institutional resources in Russian Armenian communities, especially taking into account the fact that there are a number of state institutions mandated with that task, Ministry of Diaspora being the main one.
In this article, we explore the role of the early 20th-century Armenian genocide and the unresolved Karabakh conflict of the 1990s in identity shaping among the new generation of Armenian diaspora—those who grew up after the establishment of the independent Armenian state in 1991. We draw on original interviews with diasporic youth in France, the United Kingdom, and Russia—diasporas that were largely built in the aftermath of the genocide and the Karabakh war. Diaspora youth relate to these events through transmitted collective memories, but also reconnect with the distant homeland’s past and present in new ways as they engage with new possibilities of transnational digital communication and mobility. Their experiences of identity shed light on how the new generation of diasporic Armenians defines itself in relation to the past; how this past is (re)made present in their interpretations of the Karabakh conflict and in everyday behaviors; and how diasporic youth experience the dilemm...
EVN Report Magazine, 6 (Spyurk/Diaspora)
The article foregrounds the complexities of diasporas, and the Armenian diaspora in particular, by briefly examining three conspicuous approaches to diaspora conceptualizations in theoretical and comparative studies of diasporas and the empirical realities of the Armenian diaspora. It is suggested as a conclusion to account both the discrepancies within theoretical and comparative studies of diasporas which complicate the conventional thinking and approaches to diaspora, and also the tensions between homeland-centrism/diaspora-centrism, ethnic/transethnic, Armenian speaking/non-Armenian speaking, religious/secular (and other) which exist within and across segments of the Armenian diaspora.
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Explode a Photo. Follow this example analysis for one of McCullin's work, titled "Young Christian Youth Celebrating the Death of a Young Palestinian Girl, Beirut. 1976". Pay attention to the types of Level One choices that are identified in this example.
IA English A (Lang & Lit) HL Essay HL 6. High scoring IB English A (Lang & Lit) HL Essay Internal Assessment examples. See what past students did and make your English A (Lang & Lit) HL Essay IA perfect by learning from examiner commented examples!
The HL Essay is a 1200-1500 word formal essay and it is based on a literary work studied as part of the course. You cannot use the same work for the IO or the Paper 2 [1] ... photographer or social media user. At least one of these texts must have been studied in class. (If using a text in translation it must be a professional and published ...
HL Essay. HL Essay - Student Samples. 60'. Here you will find examples of real student HL Essays. Take a read and, using the marking criteria, grade them. You can compare your marks with those of the examiner. Student Samples. Student #1. The Characterization of Luis Alberto Molina through the use of Films, Dialogue and Stream of Consciousness ...
Hi, I just wanted to share my HL LangLit essay on photography. It got a 19/20 so I hope it helps other HL English students who are writing their essays :) Here is the link. Congratulations and thank you so much! Reading example essays has been really helpful and I'm grateful you decided to share yours.
What is IB English HLE? The HL Essay (HLE) is a 1200-1500 word essay about a text studied in the IB English course. For Lang Lit, the work you choose to analyze can be literary or non-literary, but for IB English Literature the text must be literary. The HLE will make up 25% of your final IB English HL grade, and it is graded externally.
Sample HL Essays. Below are a range of sample essays that are all "good" to "excellent" and would be marked in the 5-7 range. At the end of each essay are holistic comments by criterion that identify the strengths and limitations of the essay against each of the IB Language A HL Essay assessment criteria. Woman at Point Zero HL Essay.
Exemplar PDFs. Exemplar Mock HL Essay 1. Demonstrating the Ability & Disruptive Power of Photography Giles Peress Challenges the Underlying Causes of Global Complacency & Ignorance Through the Use of Photographic Journalism. Exemplar Mock HL Essay 2. How Does the Amanda Knox Documentary Highlight the Way in Which the Media Manipulates Legal Cases?
Work hard. Defeat the HLE and allow yourself to beam with pride. Go ahead, you've earned it. IB English - Higher Level Essay - Sample Paper (Dorfman) You've probably noticed that Andrew and Dave love drama. Dialogue, stage directions, props…they're amazing! Watch our student crush this HLE on Death and the Maiden by Dorfman.
Page Gordon Parks' photography Not published to students ... As the title suggest, the HL Essay is only for higher level students. It is a 1,200-1,500-word essay on a literary work or non-literary body of work, which has not been used for another form of assessment. The essay must explore a 'line of inquiry' of choice.
The discussion, ideas, and inspiration for the HL Essay will ideally come from the student's Learner Portfolio. Students may expand on an idea, activity, or smaller-scale assessment explored in class as inspiration for selecting a topic and developing a line of inquiry. Students may also explore their own, self-generated lines of inquiry.
Feature Example; Mise en scène: This refers to what goes into the frame, including the subjects, backdrop and props. It refers to the composition of the shot, including the lighting, and can involve a director of photography. How does your film or video use composition (or mise en scène) to capture or frame the director's message?
Visit us at https://ibenglishguys.com/This is video one of a FIVE-VIDEO SERIES demonstrating the entire HL Essay process from choosing the text to submitting...
The Nature of the Task At HL, students are required to write a 1,200 -1,500 word formal essay which develops a particular line of inquiry of their own choice in connection with a non-literary text, a collection of non-literary texts by one same author or a literary text or work studied during the course. 42 Language A: language and literature guide
The Higher Level (HL) essay is a formal academic essay of between 1,200 - 1,500 words.It is, obviously, a task that is only completed by HL students. Based on what you study in your course, the essay gives you the opportunity to choose an area that is of particular interest to you and, with guidance from your teacher, write a focused essay that shows an understanding of a literary work or a ...
The following HL Essay aims to answer the line of inquiry: In what ways does Shakespeare comment on the interdependence of love and jealousy through the portrayal of Iago and Othello in "Othello" ? Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script before reading the examiner's marks ...
Krasnodar - Wikipedia
Novorossiysk (Russian: Новоросси́йск, IPA: [nəvərɐˈsʲijsk]; Adyghe: ЦӀэмэз, C̣ămăz) is a city in Krasnodar Krai, Russia.It is one of the largest ports on the Black Sea. [8] [9] It is one of the few cities designated by the Soviet Union as a Hero City.Population: 262,293 (2021 Census); [10] 241,952 (2010 Census); [4] 232,079 (2002 Census); [11] 185,938 (1989 Soviet ...
This chapter, based on ethnographic fieldwork, explores cosmopolitanism through the prism of unifying and dividing processes and their impact on the identity of young Armenians living within the Armenian community in southern Russia's Krasnodar
Krasnodar is the capital of Krasnodar Krai in southern Russia, with a popolulation in 2018 of just under 900,000. Its main industries are based on agriculture and food. Ukraine is facing shortages in its brave fight to survive. Please support Ukraine, as Ukraine stands as a defender of a peaceful, free and democratic world.