English B: Higher Level

1. 1.

   Read the short text “Shifting register”. A student’s formal letter to a newspaper: “Dear Editor, I am writing in response to your article on youth unemployment. Your writer claims young people are lazy, which is honestly ridiculous. Like, have they even met a teenager? Many of us work part-time while studying full-time.” (a) Identify two phrases where the register becomes inappropriate. (b) Rewrite one of them in a register suitable for the letter. (c) Explain why this inconsistency would affect criterion C.

   [3 marks] · no calculator

   Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Text types and register (HL): identifies text type, audience and register in an original sample.

   Worked explanation

   1. Decide the text type, audience and purpose from the layout and wording, then quote the features that prove each point.
   2. Model answers: (a) Any two of: “honestly ridiculous”; “Like,”; “have they even met a teenager?” (b) A suitable formal rewrite, e.g. “This claim is unfounded” or “I question whether the writer has consulted young people.” (c) Criterion C assesses whether register and tone suit the audience and purpose; fluctuating register shows incomplete conceptual understanding.

   Common mistake: Naming a feature ("it is informal") without quoting it or linking it to the audience and purpose of the text.

   Marking points

   • (a) Any two of: “honestly ridiculous”; “Like,”; “have they even met a teenager?”
   • (b) A suitable formal rewrite, e.g. “This claim is unfounded” or “I question whether the writer has consulted young people.”
   • (c) Criterion C assesses whether register and tone suit the audience and purpose; fluctuating register shows incomplete conceptual understanding.

   Examiner tip: Strong feelings can be expressed formally: “I strongly disagree” is persuasive without breaking register.

2. 2.

   Marking analysis: A learner attempts the following task: “Read the short text “Shifting register”. A student’s formal letter to a newspaper: “Dear Editor, I am writing in response to your article on youth unemployment. Your writer claims young people are lazy, which is honestly ridiculous. Like, have they even met a teenager? Many of us work part-time while studying full-time.” (a) Identify two phrases where the register becomes inappropriate. (b) Rewrite one of them in a register suitable for the letter. (c) Explain why this inconsistency would affect criterion C.” Their response addresses only this point: “(a) Any two of: “honestly ridiculous”; “Like,”; “have they even met a teenager?”” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [3 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: (a) Any two of: “honestly ridiculous”; “Like,”; “have they even met a teenager?”
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) A suitable formal rewrite, e.g. “This claim is unfounded” or “I question whether the writer has consulted young people.”
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) Criterion C assesses whether register and tone suit the audience and purpose; fluctuating register shows incomplete conceptual understanding.

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

3. 3.

   For each task, choose the most appropriate text type and give one reason. (1) Persuade the school board to fund a new science lab. (2) Share, for a wide online audience, your experience of learning a new language. (3) Inform residents about changes to rubbish collection. (4) Help a friend who is nervous about starting university.

   [4 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 2 receptive skills (reading). Text types and register (HL): language use in a theme-related context.

   Worked explanation

   1. Read the whole sentence on both sides of each gap and decide which structure or meaning it needs before choosing.
   2. Model answers: (1) A proposal or formal letter, because the audience is an official decision-making body. (2) A blog post, because it is personal and aimed at a wide online readership. (3) An official notice, leaflet or email to residents, because it gives practical information to the public. (4) An informal email or personal letter, because it is private advice to a friend.

   Common mistake: Choosing an answer from the word next to the gap instead of the grammatical structure and meaning of the whole sentence.

   Marking points

   • (1) A proposal or formal letter, because the audience is an official decision-making body.
   • (2) A blog post, because it is personal and aimed at a wide online readership.
   • (3) An official notice, leaflet or email to residents, because it gives practical information to the public.
   • (4) An informal email or personal letter, because it is private advice to a friend.

   Examiner tip: The best text type follows from audience and purpose together; justify your choice with both.

4. 4.

   Marking analysis: A learner attempts the following task: “For each task, choose the most appropriate text type and give one reason. (1) Persuade the school board to fund a new science lab. (2) Share, for a wide online audience, your experience of learning a new language. (3) Inform residents about changes to rubbish collection. (4) Help a friend who is nervous about starting university.” Their response addresses only this point: “(1) A proposal or formal letter, because the audience is an official decision-making body.” Evaluate the response against the complete 4-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [4 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: (1) A proposal or formal letter, because the audience is an official decision-making body.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (2) A blog post, because it is personal and aimed at a wide online readership.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (3) An official notice, leaflet or email to residents, because it gives practical information to the public.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (4) An informal email or personal letter, because it is private advice to a friend.

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

5. 5.

   A national newspaper has published an article claiming that teenagers no longer read books. Write a text responding to this claim, drawing on your own experience and wider evidence. Choose one of these text types: formal letter to the editor, opinion article, speech at a literature festival. Write 450–600 words.

   [6 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Text types and register (HL): HL writing task on a prescribed-theme context.

   Worked explanation

   1. Decide the text type first, then list what the task requires: the audience, the purpose and every content point. Plan one paragraph for each main idea and aim for 450–600 words. For this task: responds directly to the claim with a clear position, using personal experience. draws on wider, plausible evidence or examples (e.g. reading habits, formats, libraries) without inventing precise statistics.
   2. Check each line of the self-check list against your draft: two content points (criterion B), clear linked paragraphs (B), the conventions of your chosen type and a consistent register (C), and accurate, varied language (A).

   Common mistake: Writing a generic essay that ignores the stated audience, purpose and text type, which limits criteria B and C however accurate the language is.

   Marking points

   • Content (criterion B): responds directly to the claim with a clear position, using personal experience.
   • Content (criterion B): draws on wider, plausible evidence or examples (e.g. reading habits, formats, libraries) without inventing precise statistics.
   • Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
   • Conventions (criterion C): uses features of the chosen type, e.g. reference to the original article, formal salutation and sign-off for a letter; headline and argued paragraphs for an article; audience address and rhetorical shape for a speech.
   • Register (criterion C): formal and assured, critical of the claim while remaining respectful.
   • Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

   Examiner tip: Avoid inventing exact figures in exam writing; general evidence (“many libraries report…”) is safer and still convincing. This checklist is a self-review aid; the real paper is marked with criteria A (12), B (12) and C (6), and a response that ignores audience, context and purpose can score zero for B and C.

6. 6.

   Marking analysis: A learner attempts the following task: “A national newspaper has published an article claiming that teenagers no longer read books. Write a text responding to this claim, drawing on your own experience and wider evidence. Choose one of these text types: formal letter to the editor, opinion article, speech at a literature festival. Write 450–600 words.” Their response addresses only this point: “Content (criterion B): responds directly to the claim with a clear position, using personal experience.” Evaluate the response against the complete 6-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [6 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: Content (criterion B): responds directly to the claim with a clear position, using personal experience.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): draws on wider, plausible evidence or examples (e.g. reading habits, formats, libraries) without inventing precise statistics.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Conventions (criterion C): uses features of the chosen type, e.g. reference to the original article, formal salutation and sign-off for a letter; headline and argued paragraphs for an article; audience address and rhetorical shape for a speech.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): formal and assured, critical of the claim while remaining respectful.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

7. 7.

   Read the short text “Blog opening”. “Three weeks into my year in Seoul, I still bow at the wrong moments. Yesterday I bowed to a vending machine. (In my defence, it said ‘thank you’ first.) If you are thinking of moving abroad, this blog is for you: the confusion, the small victories, and the very patient vending machines.” (a) Identify two features that mark this as a blog. (b) How does the writer create a personal, engaging voice? Give two examples. (c) Who is the intended audience, and how do you know?

   [3 marks] · no calculator

   Syllabus placement evidence: Language B guide: text types and conceptual understanding (criterion C). Text types and register (HL): identifies text type, audience and register in an original sample.

   Worked explanation

   1. Decide the text type, audience and purpose from the layout and wording, then quote the features that prove each point.
   2. Model answers: (a) Any two of: first-person personal account; direct address to readers (“If you are thinking…”); informal, conversational asides (the bracket); an introduction to what the blog will cover. (b) Any two: self-deprecating humour (bowing to a vending machine); a witty aside in brackets; specific, concrete detail; a playful callback in the final phrase. (c) People thinking of moving abroad: the writer states “this blog is for you”.

   Common mistake: Naming a feature ("it is informal") without quoting it or linking it to the audience and purpose of the text.

   Marking points

   • (a) Any two of: first-person personal account; direct address to readers (“If you are thinking…”); informal, conversational asides (the bracket); an introduction to what the blog will cover.
   • (b) Any two: self-deprecating humour (bowing to a vending machine); a witty aside in brackets; specific, concrete detail; a playful callback in the final phrase.
   • (c) People thinking of moving abroad: the writer states “this blog is for you”.

   Examiner tip: A blog in Paper 1 needs more than a date: a distinctive voice and reader interaction are what show the conventions.

8. 8.

   Marking analysis: A learner attempts the following task: “Read the short text “Blog opening”. “Three weeks into my year in Seoul, I still bow at the wrong moments. Yesterday I bowed to a vending machine. (In my defence, it said ‘thank you’ first.) If you are thinking of moving abroad, this blog is for you: the confusion, the small victories, and the very patient vending machines.” (a) Identify two features that mark this as a blog. (b) How does the writer create a personal, engaging voice? Give two examples. (c) Who is the intended audience, and how do you know?” Their response addresses only this point: “(a) Any two of: first-person personal account; direct address to readers (“If you are thinking…”); informal, conversational asides (the bracket); an introduction to what the blog will cover.” Evaluate the response against the complete 3-mark task. Identify what earns credit and state every additional requirement needed for full marks.

   [3 marks] · no calculator

   Marking points

   • Recognises credit for the stated point: (a) Any two of: first-person personal account; direct address to readers (“If you are thinking…”); informal, conversational asides (the bracket); an introduction to what the blog will cover.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (b) Any two: self-deprecating humour (bowing to a vending machine); a witty aside in brackets; specific, concrete detail; a playful callback in the final phrase.
   • Checks this criterion, crediting equivalent work already shown or identifying what is missing: (c) People thinking of moving abroad: the writer states “this blog is for you”.

   Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

9. 9.

   You have been asked to give the welcome address to new international students at your school. Write the text, helping them understand the school community and how to make the most of their first term. Choose one of these text types: speech, welcome letter, guide for new students. Write 450–600 words.

   [6 marks] · no calculator

   Syllabus placement evidence: Language B guide: Paper 1 productive skills (writing), criteria A–C. Text types and register (HL): HL writing task on a prescribed-theme context.

   Worked explanation

   1. Decide the text type first, then list what the task requires: the audience, the purpose and every content point. Plan one paragraph for each main idea and aim for 450–600 words. For this task: explains specific aspects of the school community (values, routines, people to approach). offers practical, encouraging advice for the first term.
   2. Check each line of the self-check list against your draft: two content points (criterion B), clear linked paragraphs (B), the conventions of your chosen type and a consistent register (C), and accurate, varied language (A).

   Common mistake: Writing a generic essay that ignores the stated audience, purpose and text type, which limits criteria B and C however accurate the language is.

   Marking points

   • Content (criterion B): explains specific aspects of the school community (values, routines, people to approach).
   • Content (criterion B): offers practical, encouraging advice for the first term.
   • Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
   • Conventions (criterion C): uses features of the chosen type, e.g. greeting, signposting and a warm close for a speech; welcome letter layout and sign-off; headings and sections for a guide.
   • Register (criterion C): welcoming and inclusive, semi-formal, aware of an international audience with varied English levels.
   • Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

   Examiner tip: For a speech, write for the ear: short sentences, repetition of key ideas and clear signposts help listeners follow. This checklist is a self-review aid; the real paper is marked with criteria A (12), B (12) and C (6), and a response that ignores audience, context and purpose can score zero for B and C.

10. 10.

    Marking analysis: A learner attempts the following task: “You have been asked to give the welcome address to new international students at your school. Write the text, helping them understand the school community and how to make the most of their first term. Choose one of these text types: speech, welcome letter, guide for new students. Write 450–600 words.” Their response addresses only this point: “Content (criterion B): explains specific aspects of the school community (values, routines, people to approach).” Evaluate the response against the complete 6-mark task. Identify what earns credit and state every additional requirement needed for full marks.

    [6 marks] · no calculator

    Marking points

    • Recognises credit for the stated point: Content (criterion B): explains specific aspects of the school community (values, routines, people to approach).
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Content (criterion B): offers practical, encouraging advice for the first term.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Message (criterion B): ideas are developed with specific details or examples and organised in clear, logically linked paragraphs.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Conventions (criterion C): uses features of the chosen type, e.g. greeting, signposting and a warm close for a speech; welcome letter layout and sign-off; headings and sections for a guide.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Register (criterion C): welcoming and inclusive, semi-formal, aware of an international audience with varied English levels.
    • Checks this criterion, crediting equivalent work already shown or identifying what is missing: Language (criterion A): varied vocabulary and a range of accurate simple and complex structures; any errors do not obstruct meaning.

    Examiner tip: Check each criterion, including equivalent work already shown. Do not demand an extra step merely to rewrite an equivalent answer. Do not award the same idea twice or infer work the learner did not show.

Original, unofficial practice questions from SubjectScout — not official past-paper questions or complete syllabus coverage.