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IB English HL 1: The Higher Level Essay

A Comprehensive Student Guide

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 literary text, or selection of
short works, studied during the course. The HL essay offers students an opportunity to develop
as independent, critical and creative readers, thinkers and writers. The essay requires students to
construct a focused, analytical argument examining the work from a broad literary or linguistic
perspective.

Connection to the Learner Portfolio

The HL essay is based on the exploration the student has carried out in the Learner Portfolio.
During this exploration process, the student will have investigated a number of works and texts
from a variety of different perspectives. In the lead-up to the drafting of the essay, the student
must decide which text or texts to focus on for further investigation, and which topic to write
about in connection with them. In choosing the topic, the student can consult the course’s seven
central concepts (the 7 CCs). Choose carefully because you will not be able to use this text again
for any other IB assessment.

Selection of Text, Texts or Work

Candidates must select the texts and topic for their essay independently; however, consultation
with the teacher is essential in this process. Care must be taken to make sure that the chosen texts
or works are rich enough to support a developed, focused, and analytical argument.

Determining the Topic

The chosen topic should enable a broad literary or linguistic focus for the essay. In achieving
this, the course’s seven central concepts may be a helpful starting point for students in generating
or determining a topic for the essay. While students do not have to trace their essay back to one
of the seven concepts and the assessment criteria do not require it, working with one of the seven
concepts will allow students to begin thinking about their topic as they refine their ideas and
arguments. The seven concepts are briefly discussed here in relation to the assignment:

Identity The student might be interested in an aspect of the representation of identity of a

particular character or group of characters in the text, or on the way in which the text
relates to the identity of the writer.

Example: How does Ralph Ellison, in the novel Invisible Man, succeed in making his
narrator a convincing spokesperson for the concerns of African Americans in the 20 th
century?
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Culture The student might be interested in an aspect of the representation of the culture of a
particular place, institution or group of people, or on the way in which the text itself
relates to a particular culture.

Example: How does Robert Capa represent post-Second World War II France to
exemplify the brutalities of the French population on former Nazi collaborators in La
Femme Tondue?

Creativity The student might be interested in an aspect of the representation of individual or

collective creativity, or lack of creativity, within the text, or on the way in which the
text represents the creativity of the writer.

Example: How do Marjane Satrapi’s panels manage to convey the personalities of

those portrayed in original ways?

Communication The student might be interested in an aspect of the representation of acts of

communication, or failures in communication, in the text, or on the way in which the
text itself represents an act of communication.

Example: Which view of love does Matt Groening convey in Love is Hell?

Transformation The student might be interested in an aspect of the representation of transformation or

transformative acts in the text, or on the way in which the text itself is a
transformative act either of other texts through intertextual reference to them or of
reality by means of a transformative effect on the reader’s identity, relationships,
goals, values, and beliefs.

Example: In what ways does the Allen Parsons Project, Tales of Mystery and
Imagination, offer a transformative rereading of Edgar Allen Poe’s tales?

Perspective The student might be interested in an aspect of the representation of a particular

perspective or perspectives within the text, or on the way in which the text represents
the writer’s perspective.

Example: How does Mary Shelley’s protagonist in Frankenstein use the motif of
dangerous knowledge to show the perspective of fear and anxiety of excesses in
scientific enterprise in early 19th century Europe?
Example:
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Representation The student might be interested in an aspect of the way in which the text represents
different themes, attitudes and concepts, or in the extent to which language and
literature can actually represent reality.

Example: Through what means does Juan Rulfo successfully convey the
representation of realistic and non-realistic characters and situations in Pedro
Paramo?

Brief Overview:

● All Higher Level students have to write a 1200-1500 word formal, academic essay.
● The essay is based on text(s) studied on the course.
● This essay is completed internally. Students select their own topic, title, line of
inquiry and thesis, with limited guidance from the teacher.
● The essay is externally assessed by IBO and is weighted as 20% of your total grade.
● It is expected that the essay will be developed over time and based on explorations
done in the Learner Portfolio.
● Students cannot base their essay on any work or text that was/will be used for the
Individual Oral or Paper 2.
● It is not a requirement to use or consult secondary sources, but students have the
freedom to do so.
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Developing a Line of Inquiry: The Focus Question

Constructing a preemptive focus question is the first step in exploring the topic of your essay.
Your goal is to generate a refined lens that provides parameters for your paper that keeps your
main ideas concise and focused. Keep in mind that an effective focus question will not simply
explore a concept itself, but also the way it is presented throughout the text.
Here is a starting example that merely focuses on the concept:
An exploration of the concept of identity in the play Death of a Salesman
It is further refined:
Through what means does the play Death of a Salesman explore the concept of
identity?
Then, even more so:
In what ways does Arthur Miller make use of the past in its representation of Willy
Loman’s search for identity in Death of a Salesman?
Don’t forget literary craft! The final stage of your focus question development is to include an
aspect of authorial technique or bring a ‘literary feature’ alongside a concept or idea. For
example:

How important is Arthur Miller’s use of monologue to the way Death of a Salesman
presents the impact of one’s past in Willy Loman’s search for identity?
OR
In what ways does Arthur Miller make use of symbolic elements in its
representation of Willy Loman’s search for identity in Death of a Salesman?
OR
How does Arthur Miller implement theatrical props to enhance the importance of
one’s past in the representation of identity in the play Death of a Salesman?
Further examples:

Authorial Technique: How does F. Scott Fitzgerald foreshadow how Gatsby’s unnatural
attachment to the past causes his downfall in The Great Gatsby?

Theme: Through the implementation of various motifs, what does Amy Tan convey regarding
the familial struggles between generational immigrants in The Joy Luck Club?

Critical Theory: In what ways would the Marxist theory lens concerning the stratification of
wealth and power explain the violence that runs through the action of the novel, A Hundred Years
of Solitude, by Gabriel Garcia Marquez?
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Crafting the Introduction Paragraph

Due to the word limitations of the essay, your introduction paragraph will not necessarily follow
the same structure that we have practiced in class. Unless you finish with excess words available
to you, it is unnecessary to include a well-developed hook and the background of the novel,
author, or time period--unless these are essential to your main argument. Here are some helpful
tips to get you started:

● DO focus on the title from the very beginning - perhaps using its words and/or phrases in
your first sentence.
● DO provide some degree of overview – e.g. the main areas your essay is going to cover.
● DO introduce a clear thesis you intend to pursue.

● DO NOT write lots of unnecessary contextual material – the author’s life, a summary of the
plot, etc.
● DO NOT stray away from your chosen topic into irrelevant areas.
● DO NOT write too much. The best introductions are focused, cogent and relatively brief.

Here are two model introductions:

How does Mishima use the relationship between Noboru and Ryuji to explore notions of
tradition and change in The Sailor Who Fell from Grace with the Sea?
In The Sailor Who Fell from Grace with the Sea, Mishima uses the relationship between Noboru
and Ryuji to explore the conflict between traditional Japanese values and encroaching western
values in order to investigate the nature of culture and society in post-war Japan. The majority of
this exploration is achieved through the establishment and subsequent decay of Ryuji as a
symbol of Japanese values in Noboru’s eyes and his later relationship to Noburu as a
replacement father figure. However, even when trying to preserve a glorious and traditional final
image of Ryuji’s death, the encroachment of western values is apparent. The ultimate effect of
this is somewhat ambiguous and the reader is invited to reflect on the complexity of the
relationships between individuals and societies.
How does Marjane Satrapi implement the role of the hijab to reflect the narrator’s
personal growth throughout Persepolis?
French-Iranian author Marjane Satrapi’s memoir Persepolis illustrates the story of young
Satrapi’s childhood in the midst of political turmoil within the country, and explores how these
challenge her life. As Marjane grows in age, she is forced to adapt to her changing surroundings
and accept the societal norms around her. Satrapi uses the motif of the hijab in order to signify
the effect of society on her own life and convey her growth as a person. The hijab manifests itself
as three different concepts: initially establishing itself as devotion and revolution, eventually
morphing into that of oppression following the rise of the Islamists, and finally forming into
redemption as Marjane returns from Austria. This evolution parallels Marjane’s own growing
personality as she ventures through the different stages of her life.
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Structuring the Essay
1. Make sure, as far as possible, that one paragraph deals with one main topic only
2. Make sure that each paragraph develops. By the end of a paragraph, your exploration of the
topic should have gone somewhere - do not just repeat a point or points
3. Make sure that the essay as a whole develops. By the end of the essay, your argument needs to
have gone somewhere
4. The best essays are organised in a way that is logical and purposeful. If swapping paragraph 5
with paragraph 3 makes no difference to the essay or the argument then either:
● The essay has not developed an argument OR
● The essay is repetitive

Poor Focus Question: How does Tim O’Brien’s work, The Things They Carried, fulfill the
qualities of Postmodern literature?
Proficient Focus Question: How do the Postmodern elements of Tim O’Brien’s The Things
They Carried generate a ___________ effect on the reader?
Think in terms of a house or apartment block: you could not build the 3rd floor before you had
built the first, and that, in turn, could not have been built without a foundation. Everything about
the first level, or foundation, depends on what has come before it - and it is exactly the same
principle with a well-organised, and well-developed essay.
5. Make sure that you connect ideas - between sentences, between paragraphs and between
sections of your argument. Ideas are usually connected in one or two ways:
● Points of similarity and/or continuation
● Points of contrast or reversal

_____________________________________________________________________________
Topic sentences and structure checklist:

• Are there clear topic sentences that create a logical outline for the argument of the essay - if you read through just
the topic sentences, do you get a sense of a clear, logical and progressive argument?
• Is each topic sentence clearly answering the question? Do the claims include specific aspects of the broader
question?
• Does each topic sentence start the paragraph with a clear focus on the author and their choices in relation to the
question?
• Do the claims show an insightful interpretation of the text i.e. they don’t just narrate what happens in the text - do
they show a critical understanding?
• Does the order of topic sentences and ideas make sense? Is this order the most logical for the argument being put
forth?
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Crafting the Conclusion Paragraph

Weaker conclusions will typically not really say anything that has not been said before. There is
nothing wrong with making one or two statements to affirm some key points, but you should aim
to go further in order to affirm capacity for independent critical thinking about the essay topic.
● Extract something fundamental from the ideas you have explored. Ideally, this will be
something that has not yet been said - but emerge from the various elements
mentioned, a bit like the single stream of liquid to emerge from the bottom of a
funnel. It will therefore be a new point but connected inherently with things already
said.
● Sometimes it can be useful to relate what you have said to the human condition, or
human experience generally. Does some kind of point or comment emerge on the
nature of being alive?
● It can occasionally be constructive to adopt a more personal approach in the
conclusion e.g. to introduce the first person pronoun and say what it is that you feel
personally about the poem, the extract, text or the ideas that have been discussed.
● Provide some kind of evaluative statement. What do you think is the most important
or most significant element to have emerged from your discussion?

Here are two model conclusions:

Kundera’s recurring narrative suggests that humans can use different types of repetition to add
meaning to their single “shadow” lives. Kundera adopts the abilities of fiction and narrative
structure to replay a single scene, and each repetition creates a larger understanding for the
reader and adds more significance to that one moment. His shifting and close narrative
perspective also showcases how humans themselves can overcome the limitations of a single life
through repetitive thoughts, which imitate the reiteration noticeable in Kundera’s narrative
structure. While Kundera employs the power of novels to create meaning from random
occurrences, he also suggests how the readers can accomplish this themselves within their own
minds.
A playwright seeks to show inner life, to deepen their character’s personalities in order to make
them seem more realistic and genuine human beings, giving complexity to their temperament
and justifying their actions. Evidently, Wilde achieves this by implementing dramatic irony to
bare Algernon and Cecily’s personalities. In Algernon’s case, dramatic irony allows the character
to maintain secrecy about his egotistical actions inside the play’s universe, whilst still allowing
the audience to see his true colors explicitly. In Cecily’s case, dramatic irony increases tension
between her and Gwendolen, exposing the hidden wits behind Cecily’s apparent immaturity,
whilst also constructing comedic relief to the audience members, who know that the conflict is
nonsensical. Wilde exposes his characters’ inner life effectively because he allows the audience
to be a part of this discovery by implementing dramatic irony, instead of only showing the rawest
aspects of his characters’ personalities through action onstage, making the play a true engaging
experience to the audience member.
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HL Essay IBO Rubric

0 Marks 1 Mark 2 Marks 3 Marks 4 Marks 5 Marks

Criterion A The work There is little There is some There is There is good There is
Knowledge, understanding and does not knowledge and knowledge and satisfactory knowledge and excellent
interpretation reach a understanding understanding knowledge and understanding of knowledge and
● How well does the candidate standard of the work or of the work or understanding of the work or text understanding of
demonstrate knowledge and described text shown text shown the work or text shown through the the work or text
understanding of the work or by the through the through the shown through essay and a shown through
text chosen? descriptors essay in essay in relation the essay and an sustained the essay and a
● To what extent does the below. relation to the to the topic interpretation of interpretation of its persuasive
candidate make use of topic chosen. chosen. its implications in implications in interpretation of
knowledge and understanding of References to References to relation to the relation to the topic their implications
the work or text to draw the work or the work or text topic chosen. chosen. in relation to the
conclusions in relation to the text are are at times References to the References to the chosen topic.
chosen topic? infrequent or appropriate in work or text are work or text are References to the
● How well are ideas supported by are rarely relation to the generally relevant and work or text are
references to the work or text in appropriate in chosen topic. relevant and support the well-chosen and
relation to the chosen topic? relation to the mostly support candidate’s ideas in effectively
chosen topic. the candidate’s relation to the support the
5 marks ideas in relation chosen topic. candidate’s ideas
to the chosen in relation to the
topic. chosen topic.

Criterion B The work The essay is The essay The essay The essay The essay
Analysis and evaluation does not descriptive demonstrates demonstrates a demonstrates an demonstrates a
● To what extent does the reach a and/or some generally appropriate and at consistently
candidate analyze and evaluate standard demonstrates appropriate appropriate times insightful insightful and
how the choices of language, described little relevant analysis of analysis and analysis and convincing
technique and style, and/or by the analysis of textual features evaluation of evaluation of analysis and
broader authorial choices shape descriptors textual features and the author’s textual features textual features and evaluation of
meaning in relation to the below. and/or the broader choices and the author’s the author’s broader textual features
chosen topic? author’s in relation to the broader choices choices in relation and the author’s
AKA CRAFT! broader choices chosen topic, in relation to the to the chosen topic. broader choices
in relation to but is reliant on chosen topic. in relation to the
5 marks the chosen description. chosen topic.
topic.

Criterion C The work Little Some The essay is The essay is well The essay is
Focus, organization and development does not organization is organization is adequately organized and effectively
● How well organized, focused reach a present. No apparent. There organized in a mostly cohesive. organized and
and developed is the standard discernible line is little generally The line of inquiry cohesive. The
presentation of ideas in the described of inquiry is development of cohesive manner. is adequately line of inquiry is
essay? by the apparent in the a line of inquiry. There is some developed. well developed.
● How well are examples descriptors essay. Supporting development of Supporting Supporting
integrated into the essay? below. Supporting examples are the line of examples are examples are
examples are rarely integrated inquiry. mostly well well integrated
5 marks not integrated into the Supporting integrated into the into the structure
into the structure of the examples are structure of the of the sentences
structure of the sentences and sometimes sentences and and paragraphs.
sentences and paragraphs. integrated into paragraphs.
paragraphs. the structure of
the sentences and
paragraphs.

Criterion D The work Language is Language is Language is clear Language is clear Language is very
Language does not rarely clear and sometimes clear and carefully and carefully clear, effective,
● How clear, varied and accurate reach a appropriate; and carefully chosen with an chosen, with a good carefully chosen
is the language? standard there are many chosen; adequate degree degree of accuracy and precise, with
● How appropriate is the choice of described errors in grammar, of accuracy in in grammar, a high degree of
register and style? (“Register” by the grammar, vocabulary and grammar, vocabulary and accuracy in
refers, in this context, to the descriptors vocabulary and sentence vocabulary and sentence grammar,
candidate’s use of elements such below. sentence construction are sentence construction; vocabulary and
as vocabulary, tone, sentence construction fairly accurate, construction register and style sentence
structure and terminology and little sense although errors despite some are consistently construction;
appropriate to the HL essay). of register and and lapses; register appropriate to the register and style
style. inconsistencies and style are task. are effective and
5 marks are apparent; mostly appropriate to the
the register and appropriate to the task.
style are to task.
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some extent
appropriate to
the task.

Total: 20 marks

Top Assessment Tips

Criterion A measures the extent to which your “topic is clear and allows for an in-depth
exploration of the work/text. There is excellent knowledge and understanding of the works/texts
through the essay. References to the text are well chosen and effectively support the candidate’s
ideas in relation to the chosen topic.” Notices that this descriptor mentions “topic” twice. In the
HL Essay you have complete freedom to choose a topic that interests you. Keep in mind,
however, that your argument or thesis needs to be debatable and subject to the rigorous close
interpretation of the textual evidence you select.
Criterion B looks for the demonstration of “an insightful and convincing analysis and evaluation
of the features and/or writer’s choices in relation to the chosen topic.” This is where you can
consolidate all of the close reading skills you have acquired/enhanced and display that at full
force. The advantage here is that you have the time to edit and revise your work so that it
exhibits the very best of your literary aptitude.

Criterion C measures the effective organization and coherence of the essay such that the “line of
inquiry is well developed” and “supporting examples are well integrated.” Take advantage that
you will have the time required to strategically (re)shape the through-line and progression of
your analysis both vertically (logical stages of argument and the transitions between them) and
horizontally (smooth grammatical integration of quoted evidence into the structure of your
sentences).
Criterion D measures the “very clear, effective” use of language with “carefully chosen and
precise” diction, a “high degrees of accuracy in grammar, vocabulary, and sentence construction”
and a register and style that is “effective and appropriate to the task.” Challenge yourself by
exploring new, innovative, and sophisticated forms of literary expression. Regularly practicing
this in your class discussions and Learner Portfolio—even when your attempt doesn’t always
turn out the way you had intended or hoped—is essential to expanding the depth, breadth, and
precision of our expressiveness.

Sample Essays & Graded Feedback:

HL Essay Student Example #A HL Essay Student Example #B

Graded Feedback Example #A Graded Feedback Example #B
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HL Essay: A Guide for Self/Peer Review

Once your teacher has given you detailed feedback on a draft, they cannot provide more help on
further drafts. However, a lot of improvements can still be made if you take a proactive and
careful approach when revising your work – becoming your own ‘teacher’ or ‘critical friend.’
You can also benefit from other students’ feedback through peer evaluation, so aim to show at
least one other person your work and get their input.

Use the following questions to help you evaluate your essay and/or your peer’s essay. Read one
essay together and use the following questions to help coach each other on areas of
improvement.

1. The Introduction.

• Does your introduction start with a strong, relevant opening sentence that elicits the attention of
the reader?
• Is there a claim/thesis in response to the question?
• Does the answer to the question show an interpretation of the text and link to meaning
created for the reader?
• Is there a clear awareness of the genre of the text?
• Is there a sense of direction and purpose established for the rest of the essay and does it outline
the key areas on which the essay will focus (without saying 'This essay will...').
• If there is contextual information, is it directly relevant to the question? If not, it should not be
there.
• Does it include statements that are empty, obvious or meaningless (e.g. 'the author achieves this
through the use of language'). If so, rewrite or remove these.

2. Topic sentences and structure

• Are there clear topic sentences that create a logical outline for the argument of the essay - if
you read through just the topic sentences, do you get a sense of a clear, logical and progressive
argument?
• Is each topic sentence clearly answering the question? Do the claims include specific aspects
of the broader question?
• Does each topic sentence start the paragraph with a clear focus on the author and their choices
in relation to the question?
• Do the claims show an insightful interpretation of the text i.e. they don’t just narrate what
happens in the text - do they show a critical understanding?
• Does the order of topic sentences and ideas make sense? Is this order the most logical for the
argument being put forth?

3. Supporting claims
• Are the claims justified and supported convincingly?
• Are they well evidenced – is there enough evidence in the paragraph to make the claim
convincing?
• Is the evidence relevant/the best for the question?
• Is the evidence analysed to explain how it justifies the claim (see below)?

4. Analysis and evaluation

• Does the analysis show a detailed understanding of the author’s specific choices?
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• Is literary terminology used accurately and precisely?
• Does the writer analyze and evaluate how the author’s choices create meaning in relation to the
chosen topic?
• Is there an understanding of how authorial choices can create multiple or nuanced
meanings?

5. Coherence and connections

• Are ideas connected--between sentences, between paragraphs and between sections of the
argument? Particular words and/or phrases that will help with transitions are as follows:
Points of similarity and/or continuation Points of contrast or reversal

In addition; furthermore; moreover; In contrast; on the one hand/on the other;

similarly; equally; moreover; comparatively;
in the same way; correspondingly; besides;
indeed; above all; also; therefore; in
consequence; firstly ... secondly etc
even so/though; although; instead; whereas;
however; conversely; nevertheless; on the
contrary; despite/in spite of; instead; for all
that;
alternatively; notwithstanding; all the same;
otherwise; and yet; after all

6. Conclusion
• Does the conclusion concisely synthesise (rather than repeat) what has gone before?
• Does it extract something fundamental from the ideas explored and end the essay with a new
perspective – not an idea that should have been in the main body of the essay, but a new way of
considering the text that has emerged from the ideas stated?
• Is there a sense the writer and reader have learned something through the process of the essay?

7. Language
• Does the language the essay is written in make it easy to understand?
• Is the grammar and spelling correct?
• Is the register appropriate?
• Is the language precise, varied and effective?
• Is sentence structure clear, varied and effective?
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HL Essay: Final Checklist

It is vitally important that you take time before final submission to ensure your work is of the
best possible standard. At this stage it is not advisable to make any significant changes to
content, but you are encouraged to check your essay through carefully. Below you will find a
checklist to help you edit your work and ensure that you have presented it effectively:

1. Cover Page (*also see pg. 14)

A cover page is not a requirement, but if you do include one, it can include the following
information:
International Baccalaureate

Exam Session: May 202 –

HL English A Literature essay

Text(s) Written On:

Title and/or Question:

Word Count:

Make sure there is nothing on the document that identifies you or your school –your name,
school name and candidate number should not appear on any coursework. You can include your
personal code although this is not a requirement: ask your teacher/DP Coordinator if they want
this included.

2. Formatting

• Are pages numbered?

• Is there a Works Cited page at the end?
• Is your essay in a size 12 readable font (Arial, Times New Roman, or similar)?
• Have you removed any identifying information (name, candidate number, school) from
your paper?
• Are text titles italicized?
• Are all of your in-text citations correctly formatted in MLA? (See Purdue Owl for a resource)

3. Word Count

• Is your essay between 1200 and 1500 words?

INCLUDED IN WORD COUNT

• Quotes
NOT INCLUDED IN WORD COUNT
• Citations and references
• Works Cited page (*see pg. 15)

4. Technical / Grammatical Errors

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• Have you spell checked?
• Checked for typos?
• Have you checked sentence punctuation and structure?
• Have you checked the spelling of the author's name, characters' names etc. ?
• Have you used capital letters for titles of works and characters' names?
• Have you placed titles in inverted commas or italics?
• Have you used page references for quotations?

5. Content

As stated above, at this stage it is not advisable to make any significant changes to content.
However, small changes can make a big difference so it is worth using the following questions
to fine-tune your essay.

• Does your introduction start with a strong, relevant opening sentence that elicits the
attention of the reader?
• Is your central argument/thesis well focused and clearly articulated?
• Is there a clear awareness of the genre of the text (poetry, novel, graphic novel, play)?
• If there is contextual information, is it directly relevant to the question? (if not, it
should not be there)
• Have you included statements that are empty, obvious or meaningless (e.g. 'the author
achieves this through the use of language'). If so, rewrite or remove these. • Have you
avoided simply retelling the plot?
• Do your quotations clearly support your claims?
• Are quotations used with precision and either embedded fluently, or introduced
clearly before being stated?
• Are you focused on the writer's craft and style, and the effects of the writer’s
choices?
• Are your paragraphs cohesive units with a clear central point?
• Do your topic sentences answer the question and focus on the author and their
choices?
• Are ideas connected - between sentences, between paragraphs and between sections
of the argument? Particular words and/or phrases that will help with transitions are
as follows:
• Does the conclusion concisely synthesise (rather than repeat) what has gone before?
• Does the conclusion extract something fundamental from the ideas explored and end the
essay with a new perspective – not an idea that should have been in the main body of the
essay, but a new way of considering the text that has emerged from the ideas stated?
• Most importantly - have you answered your focus question???
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Cover Page Directions

International Baccalaureate

May 2022

Higher Level English A Literature Essay

Henrik Ibsen’s A Doll’s House

Focus Question

Word Count: #

*Since you’re including your Focus Question on your Cover Page, your essay will
need a CREATIVE TITLE above your introduction paragraph!
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Works Cited Directions

Works Cited

Cross, Donna Woolfolk. Pope Joan. Broadway Books, 2009.

McNary, Dave. “The Plight of the Medieval Woman.” Variety, Penske Media Corporation, 8 May

2018, https://variety.com/2018/film/news/-winter-1202802946/. Accessed 15 April 2020.

Ross, Don. “City Profile: Rome.” World Events Journal, vol. 14, no. 2, Nov. 2017,

www.wej.edu/Rome-city-profile-9672/. Accessed 15 April 2020.

Author’s Last Name, Author’s First Name. Title of Book. Publishing company, Copyright date.

Author’s Last Name, Author’s First Name. “Title of Article on Website.” Title of Website, Sponsor

or Publisher, Date of resource creation, URL. Date site accessed.

Author’s Last Name, Author’s First Name. “Title of Online Article.” Title of Journal or Magazine,

vol. #, no. #, Date of publication, URL. Date site accessed.

*Things to note:
1. Your Works Cited page STARTS the final page of your paper.
2. The list is in alphabetical order according to the first letter of the citation, whether that be a name or title.
3. Always last name of author and then first name.
4. When there is no author, simply place name of article first.
5. Title of articles are always in quotes, while names of books, journals, or websites are italicized.
6. If the citation runs onto two or more lines, always indent subsequent lines (called a hanging indent).
7. Pay close attention to punctuation! Make sure you follow the format exactly!