EE Criterion C: Critical Thinking (12 marks)

This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken. (IBO, 2016:)

• For all three categories of studies in language and literature essays, the analysis and argument should focus on the research question and support a personal interpretation.

• Students should aim for a detailed and critical consideration that develops their own argument rather than simply adopting the views of critics. Second-hand interpretations or viewpoints that are derived solely from secondary sources, or purely descriptive essays, will not score highly.

• The essays must focus on the analysis of the research material presented. Personal views should not simply be stated but need to be supported by reasoned argument.

• The conclusion should present a considered evaluation of the topic in the light of the discussion as well as findings or results from the research (as appropriate).

• Students are also encouraged to take a critical perspective on secondary sources: in particular, if students make use of internet-based sources, they should do so critically and circumspectly in full awareness of their potential unreliability.

• For categories 1 and 2 literature essays, a straightforward description of a literary text through plot summary or narration of the action does not usually advance an argument and should generally be avoided.

• This also applies to category 3 language essays that give only straightforward descriptive or narrative accounts of a text or texts that lack critical analysis.