english essay 2 question paper

IB English Paper 2 Explained

Free introductory guide to IB English Paper 2 by IB45 and IB7 graduates.

This guide will explain IB English Paper 2 and what you need to ace the exam come May or November, when the IB Gods throw you this (seemingly) insurmountable task.

If you don't know all about Paper 1 already, do check out LitLearn's amazing guide  for IB English Paper 1. Paper 1 is all about on-the-spot thinking and  adrenaline-pumping analysis . What about Paper 2?

Well, IB English Paper 2 is  all of those things , plus extensive preparation . But don't fret! I survived Paper 2, and so have many others before you. All you need is a couple sprinkles of guidance from a seasoned Paper 2 veteran (ahem).

Meet your instructor Jackson Huang, Founder of LitLearn. His mission is to make IB English as pain-free as possible with fun, practical lessons. Jackson scored an IB45 and was accepted to Harvard, Amherst, Williams Colleges, and full scholarships to University of Melbourne & Queensland.

What is IB English Paper 2?

You're in the exam room. You stare at the page and wipe the sweat from your forehead and try to focus on the words on the page:

"We are all prisoners of ourselves.” Discuss how the sense of imprisonment shapes the meaning and the effect on the audience of at least two texts you have studied."

A Paper 2 exam consists of four of these prompts. From these options, you choose one prompt and write a 1000 to 1300-word essay on it.

How long do you get? 1 hour 45 minutes for both Standard Level (SL) and Higher Level (HL) students.

In these 1000 to 1300 words, your task is to write a comparative essay , which — you guessed it — means comparing similarities and contrasting differences between the texts you've studied in class for Paper 2 (i.e., poems, novels, plays or short stories) .

Now that you understand what a Paper 2 essay involves, let's jump into how to properly answer one of these IB English Paper 2 prompts.

How to answer a Paper 2 Question

Let's stick with the above example about the theme of “imprisonment”.

First, see that philosophical quote at the start of the prompt? It's there to spark ideas, to get the juices flowing in your brain. You don't have to refer to it directly unless the questions explicitly asks you to do so. So the take-away message here is to not be ‘imprisoned' by the philosophical quotes at the start of the prompts.

Second, notice the command term “discuss”. This is usually replaced by words like “evaluate”, “analyse”, “examine”. Don't worry about it too much : it doesn't mean anything too important, because at the end of the day you still have to analyse, you still have to compare, and you still have to contrast.

The key of the prompt

The part after the command term is the most important part of the prompt:

"[…] how the sense of imprisonment shapes the meaning and the effect on the audience […]"

Here the “sense of imprisonment” — the key of the prompt — tells us exactly what we need to write about in the essay.

Can you find the key in this next prompt?

"Compare and contrast the effectiveness of the use of irony in two or more texts you have studied."

Notice the command term “compare and contrast” and the important part after it. The key of this prompt is “ the use of irony “.

Get comfy with morphing stuff

More often than not, our texts do not contain anything explicitly related to the prompt's key, say, the theme of “imprisonment”.

Pay attention to this next paragraph…

The secret to scoring a 7 in IB English Paper 2 is to get very comfortable with bending, morphing and twisting your texts and/or the prompt so that they are as compatible with each other as possible.

There are two ways that this can be achieved:

1. Morphing existing ideas in your own texts to fit the prompt

While Jane Sherwood's (some random character) nostalgia in your Incredible Text 1 may not directly relate to “imprisonment”, you could twist the character's nostalgia into the idea that emotions can trap or “imprison” an individual in a treasured memory or a past experience.

Nostalgia and imprisonment seem like unlikely brothers at first, but with a bit of justification they look almost like identical twins.

2. Redefining the prompt (reasonably)

The key of the prompt can often be vague . For example, there was a real IB exam prompt that asked whether “male characters were more interesting than female characters.” What does “interesting” even mean?

The IB Gods are inviting you to constrain the topic in a way that works for your texts specifically. You could write in the first sentence of your introduction:

"Interest, an important part of dramatic works, is often generated by emotional conflict and the subsequent creation of tension." "

Here I have restricted the broad topic of “interesting” to the more clearly-defined topic of “emotional conflict” because this redefinition works well for the texts I've studied for IB English Paper 2. You should do the same.

In reality, you have to morph both your texts and the prompt in order to reach a snug fit between the two. Getting to this point, which all happens during the planning stage, is the most difficult part of the Paper 2 process because it requires you to know your texts so well that you can apply the ideas in your texts to different situations.

How many texts to compare and contrast?

Before we continue with this introductory guide, we need to address the age-old question of how many texts should we compare and contrast in an IB English Paper 2 comparative essay?

In the old syllabus, you had the choice to compare and contrast up to three texts.

Luckily, in the new syllabus (First assessment 2021), you don't have to make a choice: the IB requires you to compare and contrast just two texts . One less decision for you to make!

However, you are still recommended to prepare three texts, so that you have 3 possible combinations of texts to answer your prompts (Texts 1 & 2, Texts 1 & 3 and Texts 2 & 3).

Now that we agree on how many texts to compare and contrast, let's see how we can make the texts work together.

Choosing the best points across your two texts

There's an easy way, and there's a hard way.

If you want a score of 5 or below , you can simply think of two points to answer the prompt for Text 1 and two other points to answer the prompt for Text 2. Then, slap them together into different paragraphs, regurgitate some shallow comparison and contrast, and call it a comparative essay. That doesn't sound very sophisticated, does it?

On the other hand, if you want a score of 6 or 7 , you'll need to use a lot more brainpower and insight. The points that you choose for your two texts are very important, in terms of how the points relate to each other and to the prompt. The points need to have enough overlaps that similarities can be analysed, but not too much similarity because you also want to contrast differences.

What ends up happening is you enter an algorithm — a set of steps, sort of like a recipe — where you repeatedly attempt to find good points for the prompt, gradually morphing them while re-defining the prompt itself, until you reach a good plan for your Paper 2 essay.

What does a good plan generally look like?

• Your re-defined prompt has not strayed far, or at all, from the original prompt.
• The points for Text 1 fit well with the prompt.
• The points for Text 2 fit well with the prompt as well as the points your chose for Text 1.

The million dollar question is: How do we get to this optimum stage where the prompts and the texts and married so harmoniously ? The answer is brainstorming.

In these Pro lessons from our study guide, we go into detail about the exact strategies for brainstorming for Paper 2 under exam conditions, choosing the right Paper 2 essay structure, and writing a strong Paper 2 thesis.

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How to best prepare for Paper 2

We've talked a lot about the skills and questions necessary to tackle an IB English Paper 2 prompt, but all of that happens during the exam itself. What can we do before Paper 2 to put ourselves in the best position?

• (Really) understanding your text
• Choosing great quotes for your Paper 2 (covered in a later lesson )
• Practice past Paper 2 exams

Let's go through Steps 1 and 3.

Understanding your text

IB English Paper 2 tests skills that require a deep understanding . First, to compare and contrast effectively, you need to know your texts well enough that you can find similarities and differences in the micro-details and in the macro themes, in the characters and in the techniques. Second, in order to adapt the ideas in your text to the prompt , you need to know how far you can stretch those ideas while maintaining their validity.

Without a deep understanding, you're dead in the water.

In our Paper 2 Preparation guide, we tell you exactly how to prepare your Paper 2 knowledge and notes, down to the specific questions you should be able to answer. The preparation is organized into Level 1 to Level 4 to give you a structured study roadmap for Paper 2. That way you don't get overwhelmed.

No sign up or credit card required.

Practising Past Paper 2s

The most challenging part of Paper 2 is bringing together three aspects:

• The quotes you've memorised
• Your analysis skills
• Your ability to adapt the quotes and ideas to a new prompt that you've never, ever encountered before

Grabbing that 7 in IB English Paper 2 requires that you are solid on all three fronts . You cannot just practice each of these aspects individually. Practising to plan and write Paper 2 responses ensures that you practise this core trifecta of skills together, all at once.

Practising past Paper 2s was the core of my IB English Paper 2 preparation schedule. It helped me to memorise quotes, learn which quotes are better than others, and learn certain pairs of themes, characters and techniques that work well in my texts for comparison and contrast.

By practising Paper 2s extensively, you increase your awareness of what works (and what doesn't) for your texts. Hence, the main thing you have to worry about on the day of your exam is the prompt itself--the only variable that you cannot control.

In the Paper 2 study guide, we have an exemplar IB English Paper 2 essay from a past exam: See the exemplar essay .

Question​bank

Paper 1 Practice Exams

Past Paper 1 Solutions

Paper 2 Guide

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Free introductory guide to the Paper 2 comparative analysis exam

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AQA GCSE English Language Paper 2 – Revision Guide

Welcome to the complete revision guide for AQA GCSE English Language paper 2. Keep reading for our top tips and advice on each question, as we break down the English Language paper 2. Find out what to expect from each question, how to revise effectively and how to get top marks. 

To revise effectively for GCSE English Language you do need to set aside plenty of revision time. Our tutors always hear students say that they don’t need to – or even can’t – revise for English Language. That’s all wrong. You must   revise for the subject, you just need to know how. 

You should focus on:

• understanding how each of the papers is structured; 
• knowing what the examiner is looking for on each question; and
• doing lots of practice questions and marking your own work to improve quickly. 

You can also find our guide to AQA GCSE English Language Paper 1 here .

Alongside our revision guides, our team of top English tutors provide one-to-one lessons designed specifically to help you succeed in the exams. Contact us directly to book your first lesson. 

Overview of the paper

AQA GCSE English Language paper 2 explores non-fiction writers’ viewpoints and perspectives. Section A consists of 4 questions, in which you’ll analyse two linked sources across different time periods and genres. Section B consists of a single big question where you will write your own text for a specified audience, purpose and form. Here you’ll provide your own perspective on a task related to the theme that was introduced in section A. 

There is 1 hour 45 minutes to complete the paper. There are 80 marks at stake, making up 50% of your GCSE English Language qualification. 

AQA English Language Paper 2 Section A

Read the sources carefully – spend 15 mins here.

Make sure you spend the first 10-15 minutes of the exam carefully reading the sources. You should: 

• read the texts carefully and thoroughly;
• read the questions; and
• highlight important parts of the sources for use later. 

Question 1 – select 4 true statements – spend 5 mins here

The first question should be fairly straightforward but do ensure you take a few minutes to think it through carefully. You’ll be asked to focus on a small part of source A and select four true statements from a selection of eight. Be a little careful here because there will be some statements that you think could possibly be true, but you should be able to point to where you’re told this in the text for it to be true. That will confirm your choice. 

Things to remember on this question: 

• focus only on the specific section of source A; 
• pinpoint where in the text the writer tells you each of your choices; and
• don’t spend more than 5 minutes here. 

Question 2 – summary of differences or similarities – spend 10 mins here

For question 2 you need to refer to both source A and B. The question is out of 8 marks. You’ll be asked to write a summary of the differences or similarities between something/ someone in source A and something/ someone in source B. You don’t need to worry about analysing language or structure here, simply identify 3-4 differences or similarities (focused on what is in your specific question). Summarise each of the differences in turn, with quotations, and explore perceptive inferences from both texts. Inferences are not explicitly said, they are the extra layers of understanding that are suggested by the writer and which you pick up  from “reading between the lines”. To get top marks you need to examine what the writers imply about the issue.  

Things to remember for this question: 

• you do  not  need to analyse any language or structure here;
• focus on explaining perceptive inferences from both texts to explain the key differences or similarities; and
• cover three or four points with quotations. 

Question 3 – the writer’s use of language to describe something – spend 12 mins here

There are 12 marks up for grabs here. You will always be asked, ‘how does the writer use language to describe…’ followed by something specific from part of one source. You need to analyse the effects of the writer’s choice of language. Make around four points and explore them using good quotations and sophisticated use of subject terminology. The language features you pick out could include things like: metaphors, similes, alliteration, onomatopoeia, personification, sentence forms and the use of specific types of words or phrases. 

• focus on analysing the effects of the writer’s choice of language; 
• use accurate subject terminology by identifying specific language techniques; and
• cover four points with excellent quotations. 

Question 4 – comparing different perspectives – spend 18 mins here

Question 4 is a bigger, extended question with 16 marks at stake. As such, the examiner is expecting more from you. The question will always ask you to “compare how the writers convey their different perspectives/attitudes about…” something specific to the sources. You need to perceptively compare their different perspectives or attitudes, and most importantly,  compare the methods the writers use  to convey their different perspectives or attitudes. Everything is in scope here, so you can analyse any methods, including both language and structure. Aim to write about four good comparison points. These four paragraphs will cover both sources (in order to compare them properly) and they’ll be more developed than in the earlier questions. 

• keep focused on the specific task in the question;
• analyse the methods used by the writers to convey their attitudes to the topic; and
• consider both language and structure. 

AQA GCSE English Language Paper 2 Section B

Question 5 – writing to present a viewpoint – spend 45 mins here.

Question 5 provides your opportunity to show the examiner how you can write effectively to explain your point of view on a specific issue. There are a whopping 40 marks up for grabs here, so make sure you spend the full 45 mins doing this question. You’ll be given a statement on an issue related to those discussed in section A. Your task will be to write in a specific form, for a specific audience, to present your point of view on the issue. You might be asked to write a newspaper article, letter or speech, amongst other forms. The marks are allocated specifically, with 24 marks available for content and organisation and 16 marks for technical accuracy (spelling, punctuation and grammar). 

To do well in this question we recommend spending the first 5 minutes thinking deeply about the task and planning your answer. This plan will ensure your answer has a good, consistent argument and structure. When writing, make sure your style and use of language reflects the form and audience of the task. Use ambitious vocabulary, language techniques and structural features to really demonstrate what you can do. You should, of course, always ensure your spelling, punctuation and grammar are spot on. Leave a couple of minutes at the end to double check your technical accuracy. 

• match your style of writing to the purpose and audience of the task; 
• plan your answer first;
• leave the full 45 minutes to complete the task fully; and
• use ambitious vocabulary, language and structural features to present your viewpoint and really show the examiner what you can do. 

Now Keep revising for your AQA GCSE English Language Paper 2

The key thing after reading this guide is to practise. Do as many past papers and practice questions as you can. Mark your own work and try answering the questions again focusing on areas to develop. You can find all of the past AQA papers here . For fully personalised advice and support, why not try a lesson with one of our online GCSE English experts? Simply drop us a quick message and we’ll arrange your free tutoring consultation. 

AQA GCSE English Language Past Papers

This section includes recent GCSE English Language past papers (9-1) (8700) from AQA. You can download each of the AQA GCSE English Language past papers and marking schemes by clicking the links below.

November 2022 AQA GCSE (9-1) English Language (8700) Past Exam Papers

November 2022: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

November 2022: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert    -    Download Past Paper    -    Download Mark Scheme

June 2022 AQA GCSE (9-1) English Language (8700) Past Exam Papers

June 2022: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

June 2022: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

November 2021 AQA GCSE (9-1) English Language (8700) Past Exam Papers (Labelled as June 2021)

November 2021: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

November 2021: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

November 2020 AQA GCSE (9-1) English Language (8700) Past Exam Papers (Labelled as June 2020)

November 2020: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

November 2020: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

June 2019 AQA GCSE (9-1) English Language (8700) Past Exam Papers

June 2019: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

June 2019: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

November 2018 AQA GCSE (9-1) English Language (8700) Past Exam Papers

November 2018: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert   -    Download Past Paper    -    Download Mark Scheme

November 2018: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert     -    Download Past Paper    -  D  ownload Mark Scheme

June 2018 AQA GCSE (9-1) English Language (8700) Past Exam Papers

June 2018: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert   -     Download Past Paper     -     Download Mark Scheme

June 2018: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -     Download Past Paper     -     Download Mark Scheme

November 2017 AQA GCSE English Language (8700) Past Exam Papers

November 2017: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper    -    Download Mark Scheme

November 2017: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -     Download Past Paper     -    Download Mark Scheme

June 2017 AQA GCSE English Language (8700) Past Exam Papers

June 2017: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -    Download Past Paper    -    Download Mark Scheme

June 2017: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -     Download Past Paper     -    Download Mark Scheme

For more GCSE English Language past papers from other exam boards  click here .

Paper 2 Marked Answers

Looking at examples of marked answers is a great way to help you understand the skills you need to show for each question and the level of detail you need to include. on each answer you'll see annotations from the examiner in the margin. these show where the student has included a skill and at what level. at the end you'll see the final mark., these are example answers from the june 2019 paper 2. you can find the whole paper  here ..

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• Knowledge Base

The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Write your essay conclusion

Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Practice paper 2s.

What do Paper 2 exams look like? What kinds of questions appear on the Paper 2 exam? The links below shows several Paper 2-style questions. Feel free to 'make a copy' of these Google Docs and edit them for your own purposes. The documents will change continually, as the IB makes more information and past papers available. 

Study the questions in the Practice Paper 2s. What kinds of trends and patterns do you notice? If you were to make a prediction about the kinds of questions that will appear on this year's exam, what would you predict?

Compare the questions from the Practice Paper 2s to the Areas of Exploration. How are they similar or different? Check out the page on the 7 concepts from this course. How do these questions encourage you to explore these concepts ?

The Practice Paper 2s consist of four questions. Actual IB Paper 2 may not be organised this way, but these practiced questions are designed to help you prepare for the following types of questions: 

The first question is about a stylistic or structural feature. These types of questions lend themselves well to Criterion B: analysis and evaluation. If the feature is about 'narrative perspective', for example, you may want to write body paragraphs on related features, such as flashbacks, dialogue and characterisation. As always, connect form to meaning, while answering the question. 

The second question is intentionally difficult. The IB has been known to include questions that require deeper understanding of literature and contexts. Questions about how the meaning of a work has evolved over or how the author 's life has influenced the work are difficult if not impossible to answer. If you do not feel confident exploring answering these types of questions, avoid them! 

The third question is often about some kind of conflict or struggle. These struggles may be between competing concepts , such as 'new' and 'old', or juxtaposed settings, like 'rural' and 'urban', or characters, such as 'men' and 'women'. As you prepare your works, consider conflict, paradox and juxtaposition. You may be able to do something with these ideas or your Paper 2 response. 

The fourth question in the Practice Paper 2s relates to an abstract concept, such as justice, faith, home, wealth or identity. These may or may not be related to one of the 7 concepts from the course: identity, communication, creativity, representation, transformation, perspective or culture. Discussing literary works in relation to these concepts is good preparation for Paper 2. 

Even though you will not know the essay questions before the exam, you can still prepare for the exam. You can practice connecting works, by making diagrams like the diagram on this page . You can practice unpacking P2 questions , using activities like the one on this page . You'll notice on both pages that novels, plays and graphic novels tend to work well for Paper 2 responses, as question often ask about setting, events, characters, conflicts and other literary features of these literary forms. 

Related pages

• Paper 2 instructions
• Guide and outline: Areas of exploration
• Guide and outline: Concepts
• Paper 2 example: The Great Gatsby and The Reluctant Fundamentalist

ENGLISH HOME LANGUAGE PAPER 2 GRADE 12 QUESTIONS - NSC EXAMS PAST PAPERS AND MEMOS NOVEMBER 2018

ENGLISH HOME LANGUAGE PAPER 2 GRADE 12  NSC EXAMS PAST PAPERS AND MEMOS NOVEMBER 2018

INSTRUCTIONS AND INFORMATION 

•  Read these instructions carefully before you begin to answer the questions. 
• Do not attempt to read the entire question paper. Consult the table of contents  on page 4 and mark the numbers of the questions set on texts you have  studied this year. Thereafter, read these questions and choose the ones you  wish to answer. 
• This question paper consists of THREE sections: SECTION A: Poetry (30) SECTION B: Novel (25) SECTION C: Drama (25) 
• Answer FIVE questions in all: THREE in SECTION A, ONE in SECTION B  and ONE in SECTION C as follows: SECTION A: POETRY PRESCRIBED POETRY – Answer TWO questions. UNSEEN POEM – COMPULSORY question SECTION B: NOVEL Answer ONE question. SECTION C: DRAMA  Answer ONE question.
• Answer questions ONLY on the novel and the drama you have studied
• Answer ONE ESSAY QUESTION and ONE CONTEXTUAL QUESTION.  If you answer the essay question in SECTION B, you must answer the  contextual question in SECTION C.  If you answer the contextual question in SECTION B, you must answer  the essay question in SECTION C.  Use the checklist to assist you. 
• The essay question on Poetry should be answered in about 250–300  words.
• Essay questions on the Novel and Drama sections should be answered  in 400–450 words.
• The length of answers to contextual questions should be determined by  the mark allocation. Candidates should aim for conciseness and  relevance. 
• Follow the instructions at the beginning of each section carefully.
• Number your answers correctly according to the numbering system used in  this question paper.
• Start EACH section on a NEW page.
• Suggested time management: SECTION A: approximately 40 minutes SECTION B: approximately 55 minutes SECTION C: approximately 55 minutes 
• Write neatly and legibly.

TABLE OF CONTENTS 

NOTE: In SECTIONS B and C, answer ONE ESSAY and ONE CONTEXTUAL question. You may NOT answer TWO essay questions or TWO contextual questions. CHECKLIST  Use this checklist to ensure that you have answered the correct number of questions.  

NOTE: In SECTIONS B and C, ensure that you have answered ONE ESSAY and ONE  CONTEXTUAL question.  You may NOT answer TWO essay questions or TWO contextual questions.

SECTION A: POETRY  PRESCRIBED POETRY  Answer any TWO of the following questions.   QUESTION 1: POETRY – ESSAY QUESTION  Read the poem below and then answer the question that follows. 

In 'First Day after the War', the speaker focuses on the celebration of new beginnings.  With close reference to diction, imagery and tone, critically discuss the validity of this  statement.  Your response should take the form of a well-constructed essay of 250–300 words  (about ONE page). [10]

QUESTION 2: POETRY – CONTEXTUAL QUESTION  Read the poem below and then answer the questions that follow. 

2.1 Account for the repetition of the word, 'remember' throughout the poem. (2) 2.2 Refer to lines 5–8: 'Remember me when … then or pray.' Explain what these lines suggest about the speaker's relationship with her  loved one. (2)  2.3 Comment on the significance of the reference to 'the darkness and corruption' (line 11) in the context of the poem. (3)  2.4 Refer to lines 13–14: 'Better by far … and be sad.' Critically comment on how the speaker's tone in these lines reinforces the  central idea of the poem. (3) [10]

QUESTION 3: POETRY – CONTEXTUAL QUESTION  Read the poem below and then answer the questions that follow. 

3.1 Refer to lines 1–2: 'somewhere i have never travelled,gladly beyond/any  experience'. What impression of the speaker is created by the use of 'gladly' (line 1)? (2) 3.2 'Spring' (line 7) is the only word that is capitalised in the poem. Explain the effect of this capitalisation in context. (2) 3.3 Refer to line 4: 'or which i cannot touch because they are too near'. Discuss the significance of the paradox in this line. (3) 3.4 Refer to lines 17–19: '(i do not … than all roses)'. Critically comment on how the speaker's tone in these lines reinforces the  central idea of the poem. (3) [10]

QUESTION 4: POETRY – CONTEXTUAL QUESTION  Read the poem below and then answer the questions that follow. 

4.1 Refer to line 8: 'Do you see the mystery of our pain?' Suggest a reason for the inclusion of the rhetorical question. (2) 4.2 Refer to line 9: 'That we bear poverty'. Explain what the word, 'bear' implies about the local people. (2) 4.3 Refer to lines 16–17: 'That is why … the air remember.' Comment on the significance of the music's being 'so sweet' that it 'makes the  air remember'. (3)  4.4 Refer to the final stanza. Critically comment on how the speaker's tone conveys the central idea of the  poem. (3) [10]  AND

UNSEEN POETRY (COMPULSORY)  QUESTION 5: UNSEEN POETRY – CONTEXTUAL QUESTION  Read the poem below and then answer the questions that follow. 

5.1 How does the description of the landscape in the first stanza support the title  of the poem? (2)  5.2 Refer to lines 3–4: 'The khaki veld hums, a long singing/Late-noon dream.' Explain how these lines convey the mood of the first stanza. (2) 5.3 Refer to line 13: 'And feel the fine air stabbing out at me'. Comment on the effectiveness of the image in this line. (3)  5.4 By referring to the poem as a whole, discuss the change in the speaker's  attitude toward his father. (3) [10] 

TOTAL SECTION A: 30

SECTION B: NOVEL  Answer ONLY on the novel you have studied.  THE PICTURE OF DORIAN GRAY – Oscar Wilde  Answer EITHER QUESTION 6 (essay question) OR QUESTION 7 (contextual  question).  QUESTION 6: THE PICTURE OF DORIAN GRAY – ESSAY QUESTION  In The Picture of Dorian Gray, the inability to distinguish between art and reality has  tragic consequences.  Critically assess the validity of the above statement.  Your response should take the form of a well-constructed essay of 400–450 words  (2–2½ pages). [25]  QUESTION 7: THE PICTURE OF DORIAN GRAY – CONTEXTUAL QUESTION  Read the extracts below and then answer the questions that follow.  EXTRACT A  

7.1 Place this extract in context. (3) 7.2 Refer to line 5: 'The prayer of your pride has been answered.' Explain the meaning of Basil's statement in context. (3) 7.3 Refer to lines 2–4: 'Pray, Dorian, pray … not into temptation.' Using these lines as a starting point, discuss how they reflect the differences between Basil Hallward's and Lord Henry's attitude toward life. (3)  7.4 Refer to lines 7–8: 'It is too late, Basil'. Comment on Dorian's assertion that it is 'too late' for him to repent. (3)  7.5 Refer to lines 15–16: 'suddenly an uncontrollable feeling of hatred for Basil  Hallward came over him'. In your view, is Dorian's 'hatred for Basil' justified? Motivate your response. (3) 

AND  EXTRACT B  

7.6 Refer to line 11: 'She knew nothing, but she had everything that he had lost.' Explain how this line reflects Dorian's mood at this point in the novel. (3) 7.7 Refer to lines 8–9: 'He had told … and very ugly.' Comment on whether Hetty's assertion in these lines reflects the general  attitude of people in Victorian society. (3)  7.8 Refer to lines 13–19: 'Was it really … hope for him?' Dorian's eventual ruin offers a warning about the dangers of following  a hedonistic lifestyle.  Using your knowledge of the novel as a whole, discuss the extent to which  you agree with the above statement. (4) [25]

LIFE OF PI – Yann Martel   Answer EITHER QUESTION 8 (essay question) OR QUESTION 9 (contextual  question).  QUESTION 8: LIFE OF PI – ESSAY QUESTION  The novel, Life of Pi, suggests that, despite offering contradictory approaches to life,  reason and faith can co-exist.  Critically discuss the extent to which you agree with the above statement.  Your response should take the form of a well-constructed essay of 400–450 words  (2–2½ pages). [25]  QUESTION 9: LIFE OF PI – CONTEXTUAL QUESTION  Read the extracts below and then answer the questions that follow.  EXTRACT C 

9.1 Refer to lines 1–2: 'Richard Parker kept out of sight.' Explain Richard Parker's presence on the lifeboat. (3) 9.2 Refer to lines 4–7: 'I watched the ship … flotsam of tragedy.' What do these lines suggest about Pi's state of mind as the ship sinks? (3) 9.3 Refer to lines 20–21: 'It was the … a spotted hyena.' Comment on the significance of the hyena in the context of the novel as a  whole. (3)  9.4 In the light of the novel as a whole, critically discuss how Pi's knowledge of  animals ensures his survival on the lifeboat. (3) 

AND  EXTRACT D 

9.5 Place the extract in context. (3) 9.6 Refer to lines 9–10: 'Giving me a … of the island.' Based on your knowledge of the novel as a whole, discuss the implication of  Richard Parker's behaviour in these lines. (3)  9.7 Refer to lines 16–17: 'To go for … have so many'. Comment on the extent to which these lines foreshadow the effect that Pi's  ordeal will have on his life. (3)  9.8 Refer to lines 11–12: 'I passed the … bathing in bliss.' Do you agree that the island represents the contrast between reality and  illusion? Justify your response, using this extract as a starting point. (4) [25] 

TOTAL SECTION B: 25

SECTION C: DRAMA  Answer ONLY on the play you have studied.  HAMLET – William Shakespeare  Answer EITHER QUESTION 10 (essay question) OR QUESTION 11 (contextual  question).  QUESTION 10: HAMLET – ESSAY QUESTION  Gertrude and Ophelia's passivity makes them vulnerable to exploitation and  manipulation.   Critically discuss the extent to which you agree with the above statement.   Your response should take the form of a well-constructed essay of 400–450 words  (2–2½ pages). [25]  QUESTION 11: HAMLET – CONTEXTUAL QUESTION  Read the extracts below and then answer the questions that follow.   EXTRACT E

11.1 Refer to lines 1–4: 'But we both …To be commanded.' Explain what has prompted Claudius and Gertrude to send for Rosencrantz  and Guildenstern. (3)  11.2 Refer to line 8: 'My too much changéd son.' Account for the change that has come upon Hamlet. (3) 11.3 Refer to lines 18–20: 'Assure you, … my gracious king'. Discuss how this statement is typical of Polonius's character. (3) 11.4 Refer to line 36: 'At such a time I'll loose my daughter to him.' Based on your knowledge of the play as a whole, comment on the role  Ophelia plays in influencing Hamlet's attitude toward women. (3)  11.5 Refer to lines 10–11: 'Heavens make our … helpful to him!' Comment on the irony of Guildenstern's words in the above lines. (3) AND EXTRACT F 

11.6 Refer to line 3: 'Pray can I not'. Account for Claudius's inability to pray for forgiveness. (3) 11.7 Refer to Hamlet's words and the stage directions in lines 7–9: '(Approaches  the entry … draws his sword)'. If you were the director of a production of Hamlet, how would you instruct the  actor to deliver these lines? Pay specific attention to body language and tone.  Motivate your instructions. (3)  11.8 Hamlet's hesitation in taking revenge is a sign of cowardice. Critically comment on the extent to which you agree with this statement. (4) [25]

OTHELLO – William Shakespeare  Answer EITHER QUESTION 12 (essay question) OR QUESTION 13 (contextual  question).  QUESTION 12: OTHELLO – ESSAY QUESTION  Desdemona and Emilia contradict the idea that Venetian women are submissive and  immoral.  Critically discuss the extent to which you agree with the above statement.   Your response should take the form of a well-constructed essay of 400–450 words  (2–2½ pages). [25]  QUESTION 13: OTHELLO – CONTEXTUAL QUESTION  Read the extracts below and then answer the questions that follow.  EXTRACT G

13.1 Account for Brabantio's approaching the Duke and the Senate on the issue of  Desdemona's marriage. (3)  13.2 Refer to lines 1–3: 'I think this … at the best.' Explain what has prompted the Duke's response in these lines. (3) 13.3 Refer to lines 7–11: 'If she confess … you owe obedience?' Discuss the accuracy of Brabantio's perception of Desdemona. (3) 13.4 Refer to lines 32–37: 'The Turk with … and boisterous expedition.' In the light of later events, comment on how Othello compromises his  reputation. (3)  AND  EXTRACT H 

13.5 Refer to lines 10–15: 'Have you not … his beard with.' Account for Iago's deliberate mention of the handkerchief at this point in the  play. (3)  13.6 Refer to line 1: 'O monstrous, monstrous!' If you were the director of a production of Othello, how would you instruct the  actor to deliver these lines? Pay special attention to body language and tone. Motivate your instructions. (3)  13.7 Refer to line 30: 'Patience, I say. Your mind perhaps may change.' Explain the irony of Iago's advice in the above line. (3) 13.8 Iago's treachery is a sign of cowardice.  Critically comment on the extent to which you agree with this statement. (4) [25]

THE CRUCIBLE – Arthur Miller  Answer EITHER QUESTION 14 (essay question) OR QUESTION 15 (contextual  question).  QUESTION 14: THE CRUCIBLE – ESSAY QUESTION   The manner in which Salem views its women contributes to the tragedy that unfolds. Critically assess the validity of this statement.   Your response should take the form of a well-constructed essay of 400–450 words  (2–2½ pages). [25]  QUESTION 15: THE CRUCIBLE – CONTEXTUAL QUESTION  Read the extracts below and then answer the questions that follow.  EXTRACT I 

15.1 Refer to the stage direction in line 1: '(already taking a step backward)'. Explain what prompts Tituba's behaviour here. (3) 15.2 Refer to line 18: 'There be no unnatural cause here.' Account for Parris's contradiction of this statement when he later supports the  witchcraft allegations. (3)  15.3 Refer to lines 11–12: 'with an endless capacity for dissembling.' Discuss the accuracy of this description of Abigail. (3)  15.4 Based on your understanding of the nature of Salem society, discuss the  reasons for 'the rumour of witchcraft' (line 26) spreading so quickly. (3) 

AND  EXTRACT J 

15.5 Place this extract in context. (3) 15.6 Refer to line 10: 'What's that?' If you were the director of a production of The Crucible, how would you  instruct the actor to deliver these lines? Pay specific attention to body  language and tone. Motivate your instructions. (3) 15.7 Refer to line 3: 'His wife's Rebecca that were condemned this morning.' Using this line as a starting point, discuss how Rebecca Nurse's execution  influences the villagers' changing perception of the court. (3)  15.8 Danforth's refusal to listen to the truth is a sign of cowardice.  Critically comment on the extent to which you agree with this statement. (4) [25] 

TOTAL SECTION C: 25 GRAND TOTAL:  80

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IB English HL Paper 2 Question Bank

The IB English HL Paper 2 Question Bank is an excellent resource for students preparing for the IB English Literature exam. The Question Bank contains a wealth of questions and answers on all aspects of the IB English Literature syllabus, and is an essential tool for any student wanting to do well in the exam. The Question Bank is divided into sections, each covering a different part of the syllabus.

English Paper 2 HL

Time: 1 hour 45 minutes (+5 minutes of silent reading) Instructions to candidates:

• Do not turn over this examination paper until instructed to do so.
• Answer one essay question only. You must base your answer on both of the part 3 works you have studied and compare and contrast these works in response to the question.
• Answers which are not based on a discussion of at least two part 3 works will not score high marks
• You are not permitted to bring copies of the works you have studied into the examination room.
• The maximum mark for this examination paper is [25 marks] .

Answer one essay question only. Your answer should address ways in which language and context contribute to your reading of each work.

1.)  “In literature, it is often the minor characters that have the most significant impact.” To what extent do you agree or disagree with this statement? Discuss with reference to at least two works studied in your course.

Sample Response:

In literature, characters play a crucial role in shaping the story’s narrative and themes. While major characters are often the focus of the plot, minor characters can also have a significant impact on the story’s development and meaning. In this essay, I will argue that minor characters can indeed have a substantial impact on the overall significance of a literary work. To support my argument, I will refer to the novels “To Kill a Mockingbird” by Harper Lee and “The Great Gatsby” by F. Scott Fitzgerald, which are studied in the International Baccalaureate (IB) English HL course.

In “To Kill a Mockingbird,” Harper Lee presents a story set in the 1930s American South, dealing with issues of racism, social injustice, and moral integrity. While the protagonist, Scout Finch, and her father, Atticus Finch, are the central characters of the novel, minor characters such as Calpurnia, Tom Robinson, and Boo Radley have a significant impact on the story’s events and themes. For example, Calpurnia, the Finch family’s African American housemaid, serves as a moral compass for Scout and Jem, teaching them about racial discrimination and the importance of empathy and tolerance. Similarly, Tom Robinson, a black man falsely accused of a crime, represents the injustice and racism prevalent in society, highlighting the novel’s central theme of racial inequality. Additionally, Boo Radley, a recluse who lives near the Finch family, symbolizes the societal prejudice and fear of the unknown. His mysterious presence in the story adds depth to the narrative, serving as a catalyst for Scout’s coming-of-age journey and her understanding of the complexities of human nature.

Likewise, in “The Great Gatsby,” F. Scott Fitzgerald uses minor characters to illustrate the corrupt and superficial nature of the American Dream in the 1920s. While Jay Gatsby and Daisy Buchanan are the central characters of the novel, minor characters such as Myrtle Wilson, George Wilson, and Jordan Baker play crucial roles in the story. For example, Myrtle Wilson, Tom Buchanan’s mistress, represents the lower class’s desperate pursuit of wealth and social status, ultimately leading to her tragic demise. George Wilson, Myrtle’s husband, symbolizes the disillusionment and desperation of the working-class, highlighting the emptiness and moral decay underlying the pursuit of the American Dream. Additionally, Jordan Baker, a friend of Daisy and a guest at Gatsby’s parties, serves as a voice of reason in the story, providing insights into the characters’ motivations and flaws. Her detached and cynical perspective adds depth to the novel’s themes of love, wealth, and morality. Furthermore, minor characters can also serve as foils to the main characters, highlighting their strengths and weaknesses. In “To Kill a Mockingbird,” the contrasting characters of Atticus Finch and Bob Ewell provide a stark contrast in their moral values and actions. Atticus represents integrity, fairness, and justice, while Bob Ewell embodies racism, ignorance, and cruelty. The stark contrast between these two characters intensifies the novel’s central theme of moral courage and the fight against prejudice. Similarly, in “The Great Gatsby,” the contrasting characters of Jay Gatsby and Tom Buchanan highlight the contrasting values of illusion and reality. Gatsby, with his idealistic pursuit of the American Dream and his illusions about love and wealth, represents the superficiality and emptiness of the Jazz Age, while Tom, with his brutish and selfish behavior, embodies the harsh realities of the corrupt and materialistic society. The contrast between these characters serves to emphasize the novel’s themes of disillusionment and the fleeting nature of the American Dream.

Additionally, minor characters can also contribute to the overall atmosphere and tone of a literary work. In “To Kill a Mockingbird,” characters such as Miss Maudie, Miss Stephanie Crawford, and Aunt Alexandra add depth and complexity to the story’s setting and mood. Miss Maudie, a neighbor and confidante of the Finch family, represents the voice of reason and tolerance in the community, providing a sense of hope amidst the prevailing racism. Miss Stephanie Crawford, the town gossip, adds a touch of humor and satire, providing insights into the town’s prejudices and hypocrisy. Aunt Alexandra, Atticus’s sister, represents the strict societal expectations placed on women in the 1930s South, highlighting the theme of gender roles and expectations. These minor characters contribute to the novel’s overall tone of social commentary and critique of the society in which the story is set.

Furthermore, minor characters can also serve as vehicles for symbolic representation in literature. In “The Great Gatsby,” characters such as the eyes of Doctor T.J. Eckleburg and the characters of the “valley of ashes” represent the decay and moral bankruptcy of the American Dream. The eyes of Doctor T.J. Eckleburg, a billboard overlooking the desolate “valley of ashes,” symbolizes the eyes of God, watching over the corrupt and morally bankrupt society. The characters of the “valley of ashes,” including George Wilson and Myrtle Wilson, represent the marginalized and forgotten individuals who have been left behind in the pursuit of wealth and success. These minor characters serve as powerful symbols, contributing to the novel’s overall theme of the emptiness and decay of the American Dream in the 1920s.

However, it is important to note that not all minor characters in literature have a significant impact. Some minor characters may simply serve functional roles, such as providing comic relief, advancing the plot, or filling in background details. While these characters may not have a profound impact on the overall significance of a literary work, they still contribute to the story’s overall structure and coherence.

In conclusion, minor characters in literature can indeed have a significant impact on the overall meaning and significance of a literary work. As demonstrated in “To Kill a Mockingbird” and “The Great Gatsby,” minor characters can contribute to the story’s themes, serve as foils to the main characters, add to the atmosphere and tone, and function as powerful symbols. These characters add depth, complexity, and nuance to the narrative, enriching the reader’s understanding of the story and its underlying messages. Therefore, I agree with the statement that in literature, it is often the minor characters that have the most significant impact.

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