IB Literature SL study plan

Map the three domains onto your two or three set texts, noting which text best serves each domain's assessment emphasis.

Build a one-page glossary of reader/writer/text terms (implied reader, narrative stance, register, tone, voice, foregrounding) with a self-written example from each text.

Annotate the opening 200 lines or pages of your first text for choices of narrator, address, and implied audience.

Draft three practice guiding questions for Paper 2 that each target a different domain.

Analyse how two texts construct different implied readers through direct address, irony, or withholding of information.

Write close-reading paragraphs on three short passages, each arguing how form shapes a reader's response.

Identify and log five recurring authorial choices (imagery pattern, syntax, punctuation habit, motif, structural device) per text.

Compare how each text handles a single shared theme without naming the theme in your topic sentence.

Situate each text in its composition context, listing three historical or cultural pressures visible in the writing.

Trace how time is manipulated in each text (chronology, flashback, tense shifts, pacing) and record the effect of two manipulations per text.

Compare two texts' treatment of a shared setting or place, noting how space carries meaning.

Draft a comparative thesis that links context to technique rather than to biography.

Write a full comparative essay under timed conditions on a time-and-space prompt, using at least two texts.

Revise the essay to sharpen topic sentences so each names a technique and a claim.

Evaluate how one text's reception in a different era changes what a contemporary reader notices.

Identify where contextual knowledge strengthens an argument and where it merely decorates it.

Identify three deliberate intertextual links across your set texts (allusion, parody, shared myth, genre convention) and quote the evidence.

Analyse how one text reworks a source or genre expectation to produce new meaning.

Compare how two texts use a shared archetype, form, or motif differently.

Construct a thesis that treats intertextuality as an argument about influence, not a list of similarities.

Write a comparative essay that uses intertextuality to illuminate a reader-and-writer question.

Integrate at least four short quotations per text without letting quotation replace analysis.

Practise Paper 2 planning: generate a thesis and three body-point outlines for two unseen prompts in 30 minutes.

Audit your essays for the trap of retelling plot rather than analysing choice.

Sit a full mock Paper 2 under timed conditions and mark it against the assessment criteria.

Diagnose your three weakest recurring errors and write a correction rule for each.

Rehearse the individual oral structure: extract, global issue, two works, ten minutes, with a practised conclusion.

Build a one-page quotation bank of 15 short, flexible quotations spanning all three domains.

Consolidate all three domains into a single revision sheet linking each text to a domain-specific argument.

Rehearse the individual oral twice aloud, timing each run and refining transitions between works.

Redo your two weakest timed tasks from weeks 4 and 6 and compare scores.

Finalise a personal checklist for exam-day planning, timing, and quotation recall.