Part 3: Importance of Variety

Top students tend to use evaluative verbs in their writing. However, we must push beyond the
obvious and look for synonyms for ‘suggests’ or ‘shows’. Here is an example of a such a list:

Analytical Verbs For Writing About Texts

Advises Conveys Examines Persuades

Affects Creates Exemplifies Presents

Alludes to Demonstrates Expands Refers

Argues Denotes Explains Reflects

Articulates Depicts Explores Relates

Builds Describes Exposes Remarks

Clarifies Determines Highlights Represents

Connotes Displays Hints Reveals

Builds Encourages Illustrates Shows

Clarifies Emphasises Introduces Signifies

Confirms Establishes Juxtaposes States

Connotes Evokes Manifests Suggests

Constructs Exaggerates Portrays Underlines

Part 3: Adding Evaluative Language

With the advent of the evaluation aspect in IB English language specifications, teachers have now
placed a greater onus on ensuring their pupils use the language of evaluation to ensure that
examiners can tell they are attempting to sum up the quality of a piece of writing or the technique
that the writer has deployed.
Take a look at the rubric for Criterion B:

3 ● The response demonstrates a generally appropriate analysis of textual features

and/or authorial choices.

4 ● The response demonstrates an appropriate and a times insightful analysis of

textual features and/or authorial choices. There is a good evaluation of how
such features and/or choices shape meaning.

5 ● The response demonstrates an insightful and convincing analysis of textual

features and/or authorial choices. There is a very good evaluation of how such
features and/or choices shape meaning.

For B5, you therefore need to be routinely identifying word choice, language/stylistic/structural
devices and recurring themes and ideas. You should be able to say what their function is within the
text and how they have been used. You then need to evaluate how this function influences the
meaning and interpretation of the text.

We notice that to move from a 3 to a 4 on the mark band, we need to evaluate the effectiveness of
techniques and/or of the author’s choices. To move from a 4 to a 5, we need to do it well.

Often evaluating choices takes the form of the ubiquitous adverb ‘effectively’ and adjective
‘effective’. For example ‘Orwell effectively portrays the unpleasant conditions …”

What we find, however, is that the most successful students evaluate consistently, whether or not
the question prompts them. On assessments, consider how a writer ‘ridicules’, ‘trivialises’,
‘demonises’ or how a character ‘coerces’, ‘sentimentalises’ or ‘derides’ another.

Additionally, you can you use adverbs to indicate evaluation:

Powerful Verbs for Criterion B

effectively cleverly powerfully wisely

rightfully bravely interestingly shrewdly

curiously astonishingly astutely sensibly

energetically intentionally strongly skillfully

Moreover, here is a sample list of the evaluative verbs students might use in their writing. Note
that some of the verbs are only evaluative if used in a particular context.

Powerful Verbs for Criterion B

Verb: Snynonyms

Criticizes rebukes, admonishes, chastises, lambasts, castigates, demonises, condemns

Questions queries, disputes, casts doubt upon, refutes, interrogates, examines,

challenges, exposes, provokes

Ridicules mocks, trivialises, satirises, lampoons, derides, pillories, parodies, caricatures

Celebrates commemorates, honours, salutes, recognises, acknowledges, memorialises,

lionises, fetishises, idealises, eulogises, elevates, glorifies, sentimentalises,
romanticises, beautifies, deifies

Subverts undermines, overturns, alters, modifies, corrupts

Accepts welcomes, embraces, affirms, reaffirms, internalises, externalises

Source: Adapted from https://markrobertsteach.wordpress.com

Thus, each time you analyze a language technique, contemplate on what emotions, thoughts or
wants emerge as a result.

When someone gives you a compliment, you probably feel flattered, or maybe you feel proud. And
this is exactly what you need to include in your analysis! These everyday examples can help you
understanding how language can influence you.

So if we break it down with our normal highlightinig colors:

Evidence: "You are my kindest and most supportive friend and I am in a serious bind and
need your help!"

Authorial Choice: Superlative

Effect: You feel proud and as a result want to assist your friend.

And let's put it all together coherently and concisely:

The compliment and use of superlatives, “You are my kindest and most supportive
friend and I am in a serious bind and need your help!" encourages the listener to feel a
sense of pride and this in turn, may encourage them to assist their friend.

Example 2:

Text: CAN Website promoting pet ownership to help mental health of the elderly.
 Criterion C - Transitions

It’s important that writers move fluidly between ideas and paragraphs when they write. Not only
will this help you score points in Criterion C for organization and structure, but it will also help
your reader clearly navigate and understand the argument of your writing. Accordingly, it is
important to understand how to transition between ideas within paragraphs and ideas between
paragraphs. Let’s explore.

Video Link

Part 1: Transitioning Within Paragraphs

Most of us are writing complex academic paragraphs with multiple ideas, and that’s certainly to be
expected at this level. However, if we don’t show the relationships between our ideas, readers may
be confused as we articulate and defend our ideas. The following document adapted from the
University of North Carolina Writing Center may help you choose transition words to navigate
between ideas.

Helpful Transition Words Within Paragraphs

Similarities also, in the same way, just as … so too, likewise, similarly

Differences But, however, in spite of, on the one hand … on the other hand,
nevertheless, nonetheless, notwithstanding, in contrast, on the
contrary, still, yet
 Time, Order, Sequence After, afterward, at last, before, currently, during, earlier,
immediately, later, meanwhile, now, recently, simultaneously,
subsequently, then

Additional Evidence additionally, again, also, and, as well, besides, equally important,
further, furthermore, in addition, moreover, then

Cause/Effect accordingly, consequently, hence, so, therefore, thus

Conclusion finally, in a word, in brief, briefly, in conclusion, in the end, in the

final analysis, on the whole, thus, to conclude, to summarize, in
sum, to sum up, in summary

So, when transitioning between ideas within paragraphs, it’s important to think about the
relationship between the ideas you are presenting. Are you showcasing similarities and
differences, or adding further evidence in support of your argument? Are you discussing a
cause-and-effect relationship, or are you unpacking a particular sequence of ideas from the text?
These are the things we must think about when selecting appropriate transitions.

Part 2: Observing Transitions Within Paragraphs

We think the best way to understand transitions is to see them “in the wild” and pay close
attention to the function of these keywords in each instance. Let’s observe transitions within
paragraphs as we look at this response to a Malcolm X speech from our Countdown to Paper 1
Playlist.

Please keep in mind the guiding question for this text:

How does the speaker employ rhetorical techniques to provoke the audience to take action?

The recent murder of George Floyd infuriated people worldwide. While some responded
with shock, horror, and sadness, others pursued another course of action - they wanted to take up
arms and defend themselves. Malcolm X suggested the same in his speech delivered at the Ford
Auditorium on February 13, 1965. Aimed primarily at African Americans with the purpose to
provoke action, a secondary audience could also be the white majority of the United States of the
Civil Rights era for the purpose of instilling fear and forcing action. Through the clever use of
rhetoric, Malcolm X not only gains the trust of his audience, but he also leverages emotion to
provoke action, thus resulting in a contrasting form of protest to the status quo.
 Introductions and Conclusions

The introduction is the handshake (bow, namaste, wai, etc.) for your paper. It’s your first
impression, and you want the examiner to know you mean business. Accordingly, there are key
elements that should be included so you can prove to the examiner that you understand the
course and the requirements of the task. But that’s not all! Make sure you get to the conclusion as
well. We call them the “bookends” to your paper for a reason. You will see many similarities
between the two paragraphs, and they frame your powerful ideas and analysis. So, start strong,
end strong, and be sure to follow our tips for success.

Video Link

Part 1: The Components of the Intro

While we hate to advocate for fomulaic writing, there are times we need to simply get in and out of
the introduction in a clear and effective way. Knowing the essential details will help guide your
writing and get your to the analysis and body paragraphs quicker. Remember these elements:

1. Topic and hook

○ Be sure to start with an engaging sentence or idea that catches the reader’s
attention and lets them know you’ve understood the big idea of the text

2. Author and Audience

○ This alerts the reader that you’ve consider to whom the creator of the text is aiming
at with respect to purpose
 3. Text type and Year
○ While this may be obvious, adding this information shows you’ve thought about
how the medium (text type) influences the message

4. Purpose
○ You’re going to be evaluating the text and considering the effectiveness. So, it’s
important you have a clear understanding of purpose in order to do just that.

5. Final transition
○ Don’t forget that final shift to let your reader know your main argument is about to
come out.

Part 2: Reading a Sample

Aging can be difficult. In Western countries, this often results in seniors moving from
independent living situations to assisted living. Sadly, this loneliness is often compounded when a
beloved pet must be left behind due to rigid regulations. Campaign Animal Network Australia
(CAN combats this important social issue on their website published in 2022. Aimed primarily at
Australian families with aging members with the purpose of informing and persuading, this
particular page of the site, nested under the tab “Pet Projects'' suggests there are ways to keep
seniors and their pets together, and they offer a solution to this dilemma. Accordingly, through the
clever use of layout and website features, CAN makes their message clear: seniors live happier and
healthier lives with their pets, and by enlisting the support of the general public, CAN can make a
difference and keep these loved ones together, ensuring a happy and full life for both humans and
pets.

Highlighting Key:

Topic
Author/Audience
Text Type, Year
Purpose
Final transition
Part 3: Components of the Conclusion

We always tell our students that if they don’t make it to the ocnclusion, they have an incomplete
paper. Accordingly, you need to leave aboutu 5-7 minutes at the end of the assessment time to
crank out your final thoughts. Here’s one method to write effective conclusions:

1. Concluding transition
○ It’s time to notify your reader that you’re wrapping things up. Make sure to use a
phrase such as “in conclusion” or similar to start the conclusion.

2. Refocus Guiding Question language and main claim

○ Hopefully, you’ve been focused on your main argument for the entire paper. Close
things out by stating it loud and proud one final time.

3. Summarize, not synthesize

○ This is NOT the time to rehash the entire paper. Instead, try to show relationships
between the main ideas of body paragraphs and how they relate to each other.

4. Final Transtion
○ This is it! You’ve made it to the end of the paper and it’s time to sign off with one
final transition word or phrase

5. Reconnect to topic and end strong

○ Link back to the main topic from your introduction. Reades love the circular
structure and want to hear one final insightful idea.

Student Sample:

In the end, CAN uses layout and website features to frame “positive aging in the company
of animals” in a powerful way. By showing the benefits of human-animal companionship, the
mission of their organization, and how everyday Australians can help, they highlight the ease and
necessity of keeping seniors together with their furry friends. In the end, nobody should have to
live their final years in a state of loneliness. We’ve all felt that joy of receiving a kiss from a dog or
listening to the purring of a cat while stroking their coat. The bond is real, and the bond is love.
Through organizations such as CAN, perhaps regulations regarding animals and assisted living will
be relaxed. Only then will both humans and their pets receive the dignity and respect they
deserve.

Highlighting Key:

Concluding transition
Refocus main claim and GQ
Synthesize not summarize
Final Transition
Link to topic and finish strong
Discussing implications:

The name of the game for Criteria A is showing understanding of the literal meaning but also
reaching out to demonstrate an awareness of the larger conclusions and implications of the text.
Try some of these:

○ This phrase implies that…

○ Although not explicitly stated, the reader can imply that…
○ The author suggests that…
○ While not stated explicitly, the author hints that…
○ The implications are clear: ( …) .
○ The reader can deduce that…
○ Readers can infer that…
○ Readers can conclude that…
○ The audience can reason that…
○ While not overtly stated, we can infer that…

Incorporating evaluation:

It’s not enough to simply analyze for Criteria B. You need to evaluate the effectiveness of the
analyzed authorial choices. The language below will prove helpful in guiding your students to
show their best thinking:

Adjectives/Adverbs Indicating Evaluation

effective(ly) skillful(ly)
clever(ly) intentional(ly)
powerful(ly) clear(ly)
wise(ly) conscious(ly)
subt(ly) surreptitious(ly)
Try combining the adverbs above with the following analytical verbs to help your students make
some insightful claims about the text they are exploring.

Verbs Indicating Analysis

Articulates Illustrates
Conveys Portrays
Depicts Reveals
Evokes Signifies
Explores Suggests

Putting it all together:

○ Through metaphor, the author cleverly illustrates the idea that…

○ This clever use of juxtaposition demonstrates that…
○ The speaker uses this phrase to clearly depict…
○ This effective use of euphemism articulates the main claim that…
○ This phrase, although seemingly unimportant, subtly suggests that…

The Magic Sentence:

While we’re not trying to make robots around here, we understand that many IB students speak
multiple languages and sometimes want a “formula” to help them express themselves more
effectively. The “magic sentence” might just prove to be that missing element you need to better
show analysis and insight.

The Magic Sentence = Writer + Verb + Technique + Purpose + Idea

We encourage you to watch this video, but here is “The Magic Sentence” in summary. We love
Death and the Maiden by Ariel Dorfman, so this table applies to his fantastic play:

Kindly refer to our YouTube video to learn more about The Magic Sentence.
Writer Verb Technique Purpose Idea

Paulina’s sense of
unease and fear as
Dorfman introduces stage directions to show she awaits the
arrival of her
husband.

a feeling of
the setting and uncertainty,
Ariel Dorfman uses to create
time of day isolation and
tension.

Paulina’s desire for

escape and her
Dorfman builds the set to show sense of loneliness
and fear of the real
world.

The trauma that

victims of political
violence and
Dorfman develops Paulina’s character to illustrate sexual abuse
endure and the
psycological
aftermath.

The dynamic and

tense
confrontation
Ariel Dorfman constructs the plot to establish between victim
and victimizer and
the precarious
middleman.

The tension in the

marriage and the
The playwright creates dialogue to reflect lack of trust
between Paulina
and Gerardo.

The threat of
violence and the
props (such as the paranoia of those
The playwright inserts to convey
gun) recovering from an
oppressive regime.
 Paper 1 Checklist

Introduction
Hook that introduces the topic of the paper
Identification of text, text type, author, and audience
Clear thesis statement with language of the GQ and rich idea(s)

Body Paragraphs
Clear topic sentences with a rich idea that echos ideas from the thesis
Precise textual references
Each reference “pinned” to a literary, visual, or structural authorial choice
Clear and accurate labeling of authorial choices
Explanation of how authorial choices shape meaning for the reader
Inferences, implications, or conclusions the reader can draw from “reading between the
lines”
Evaluation of the effectiveness of authorial choices with respect to authorial purpose
Transition words between ideas within paragraphs
Transitional phrases between ideas between paragraphs
Concluding sentences the link to the language of the GQ and rich ideas from the thesis

Conclusion
Restate the thesis in a new and insightful way
Synthesize - not summarize - the main ideas of each body paragraph
Final thought that links out to further implications of the text

Language
Clear academic register with no casual slips into colloquial language
Grammatical accuracy
Mix of simple and complex sentences
Carefully chosen academic vocabulary
Voice throughout the paper to increase readability
 Rubric - Paper 1 - Guided Textual Analysis

1 2 3 4 5 Comments
A: Understanding & The response The response The response The response The response
Interpretation demonstrates little demonstrates some demonstrates an demonstrates a demonstrates a thorough
understanding of the understanding of the understanding of the thorough understanding and perceptive
How well does the candidate of the literal meaning of
demonstrate an literal meaning of the literal meaning of the literal meaning of the understanding of the
text. text. text. There is a the text. There is a literal meaning of the text.
understanding of the text and convincing
draw reasoned conclusions satisfactory There is a convincing and
interpretation of some interpretation of many insightful interpretation of
from implications in it? implications of the text.
implications of the text. larger implications and
How well are ideas supported subtleties of the text.
by references to the text?

References to the text References to the text References to the text are References to the text References to the text are
are infrequent or are are at times generally relevant and are relevant and well-chosen and
rarely appropriate. appropriate. mostly support the support the candidate’s effectively support the
candidate’s ideas. ideas. candidate’s ideas.

1 2 3 4 5 Comments
B: Analysis & Evaluation The response is The response The response The response The response demonstrates
To what extent does the descriptive and/or demonstrates some demonstrates a generally demonstrates an an insightful and convincing
candidate analyze and demonstrates little appropriate analysis of appropriate analysis of appropriate and at analysis of textual features
evaluate how textual features relevant analysis of textual features and/or textual features and/or times insightful analysis and/or authorial choices.
and/or authorial choices textual features and/or authorial choices, but is authorial choices. of textual features
shape meaning? authorial choices. reliant on description. and/or authorial
choices.

There is a good There is a very good

evaluation of how such evaluation of how such
features and/or choices features and/or choices
shape meaning. shape meaning.
 1 2 3 4 5 Comments
C: Focus & Organization Little organization is Some organization is The presentation of ideas The presentation of The presentation of ideas is
How well organized, coherent apparent in the apparent in the is adequately organized ideas is well organized effectively organized and
and focused is the presentation of ideas. presentation of ideas. in a generally coherent and mostly coherent. coherent.
presentation of ideas? manner.
No discernible focus is There is little focus in There is some focus in the The analysis is The analysis is well focused.
apparent in the analysis. the analysis. analysis. adequately focused.

1 2 3 4 5 Comments
D: Language Language is rarely clear Language is sometimes Language is clear and Language is clear and Language is very clear,
and appropriate; there clear and carefully carefully chosen with an carefully chosen, with effective, carefully chosen
How clear, varied and accurate are many errors in chosen; grammar, adequate degree of a good degree of and precise, with a high
is the language? grammar, vocabulary vocabulary and accuracy in grammar, accuracy in grammar, degree of accuracy in
How appropriate is the choice and sentence sentence construction vocabulary and sentence vocabulary and grammar, vocabulary and
of register and style? construction and little are fairly accurate, construction despite sentence construction; sentence construction;
sense of register and although errors and some lapses; register and register and style are register and style are
style inconsistencies are style are mostly consistently effective and appropriate
apparent; the register appropriate to the task. appropriate to the to the task.
and style are to some task.
extent appropriate to
the task.

Grading Scale Equivalencies

Raw Score 20-18 17-15 14-12 11-9 8-6 5-3 2-0

IB Score 7 6 5 4 3 2 1

Descriptor Excellent Very Good Good Satisfactory Mediocre Poor Very Poor
 Appendix - Brainstorming Chart

Part of writing a comparative essay is really brainstorming and thinking about similarities
and differences across texts. Use this chart to guide your thinking and help you make
meaningful connections across texts. (complete sample)

Literary Text A (Title, Author) Text B (Title, Author)

Elements
or
Points of
Comparison
Author
(Significant
Details)

Setting (social/
historical/political

Themes and
deeper ideas

What message is
shared through
this text?

Really expand this

Genre and
Conventions

Tone / Mood /
Atmosphere

Conflicts (internal
/ external)
Characterisation -
Supporting
Characters

Secondary
character and
minor character

Moments of
“Enlightenment” /
Epiphanies
(What does the
main character
learn?)

Flashbacks /
Foreshadowing

Symbols / Motifs

Conclusion /
Resolution
 Appendix - Conflict Chart

Literature is about conflict. Spend some time identifying the different types of conflicts
that are presented in two of the words you have studied. Identify the conflict and
consider where this occurs in the text. This will also make a great study guide as you
prepare for paper 2! (See Sample)

Conflict/theme Text A: Text B:

Internal Conflict: What

internal conflicts are faced by
characters?

How is the internal conflict

resolved?

External Conflict:
Character/Character

How is the conflict resolved?

External Conflict:
Character/Group

How is the conflict resolved?

External Conflict:
Character/Society

How is the conflict resolved?

External Conflict
(Character/Nature)

How is the conflict resolved?

 Appendix - Structure Chart

Use this chart to compare the structure of two of the works you have studied. Try to take
notes in each box and give details. This can be a great study guide as you move forward
and prepare for Paper 2. (See Sample)

Text A: Text B

Opening

○ What happens in the

opening scene?
○ What ideas and characters
are established?
○ What is the mood of the
opening?
○ What questions does the
opening pose for the
audience?

Climax

○ Is there a central climax?

○ What is the climactic
moment?
○ How is it/are they
established dramatically?
○ How does this alter the
direction of the text?

Pace

○ How many sections are

there in the text?
○ Are they of comparable
length? intensity?
○ How does the pace of the
 play affect the
audience’s/reader’s
response?

Transitions

○ What techniques are used

to indicate the movement
from one section to the
next?
○ Are these transitions
sharp, abrupt, smooth,
give the audience time to
reflect, subtle …

Closing

○ What is the closing scene?

○ How does this encourage
the audience to respond
to the protagonist? How
does it indicate the
dominant idea of the text?
 Appendix - Themes and Concepts

Here is a chart that you can use to identify and discuss various themes and concepts that
are presented in two works you have studied. Look at various sources (Litcharts, Notes
from Class, enotes) and identify the key themes and concepts from both of the works.
Write a short explanation how each of them is presented in the work. Keep expanding this
and use it to study the two works! (See Sample)

Theme/Concept Text A: Text B:

 Appendix - Practice Questions

1. Discuss the concept of home in two of the works you have studied.

2. Compare the role of violence in at least two works studied in class.

3. Compare the ways in which at least two works you have studied portray individual
weakness.

4. Is it possible to free ourselves from prejudice? Discuss with reference to the

literary texts you have studied?

5. Discuss how two of the works you have studied explore change and
transformation?

6. Show how changes in setting or time are important in the literary works you have
studied.

7. With reference to your study of literary texts, discuss the appeal of nostalgia, or a
return to a more appealing time in the past.

8. A common saying is “power corrupts”. With reference to the literary texts you have
studied, to what extent is this saying correct?

9. Compare the ways in which two or more of the literary works you have studied
deal with the theme of revenge.

10. How is setting of the city important in two or more of the literary works you have
studied?

11. In what ways may a work’s stylistic features (the writer’s use of language, literary
conventions, devices, etc.) add to or detract from its popularity over time? Discuss
with reference to at least two works you have studied.

12. In what ways do the families depicted in at least two works you have studied help
you to understand cultural similarities and differences?

13. Compare the theme of a young person growing up in two or more literary works
you have studied.
14. To what extent could at least two works you have studied be considered works of
protest?

15. Irony can be used for either humorous or tragic effect. To what purpose has irony
been employed in at least two works you have studied?

16. Discuss the significance of particular times, places or events from real life, either
mentioned or implied, in at least two of the works you have studied.

17. How do at least two of the writers you have studied foreshadow events or ideas to
come later in their works, and what is the effect of such foreshadowing?

18. Discuss the pursuit of happiness in at least two works you have studied.

19. Discuss whether or not the endings/conclusions of at least two of the works you
have studied are satisfactory.

20. Appearances can be deceptive. Discuss the relevance of this statement in regard to
at least two of the works you have studied.

21. Pride can lead to failure and self-destruction or to accomplishment and

self-fulfillment. Discuss the presentation of pride and its consequences in at least
two of the works you have studied.

22. How have writers explored a social or intellectual concern in at least two works
you have studied?

23. Discuss the impact of the form of a literary work on the reader.

24. To what effect is contrast and/or juxtaposition used in at least two of the works
you have studied?

25. How do two of the works you have studied portray the struggle to be understood?
 Appendix - Chat GPT for Revision

Now that most of us have gotten over the initial shock of what ChatGPT can do in the IB
English classroom, let’s use this powerful tool for Paper 2 Revision. Please note that Dave
and Andrew would NEVER allow our students to use this tool until we’ve read texts with
our students and had robust conversations about the similarities and differences in our
chosen texts.

In the end, let’s face it… ChatGPT and AI aren’t going away. However, it’s important we
maintain academic honesty and integrity in the way we use these powerful tools for Paper
2 REVISION.

Activity 1: Who Can Build the Best Essay?

Rationale: You will have to think critically and go beyond the obvious to score well on
Paper 2. This activity requires you to evaluate AI responses for quality and insight. The
strongest essays will have unique and nuanced details and arguments and move beyond
“adequate.” Students who deeply understand the Criteria will likely be able to command
the AI to write advanced essays.

1. Command the AI to answer a Paper 2 question for your literary works.

2. Spend 10-15 minutes working with ChatGPT to construct your best Paper 2 essay.
3. Create small groups or work as a whole class.
4. Select 3 sample essays from your group and discuss the quality of each essay in
terms of any/all of the following:
○ Textual references and overall understanding/interpretation
○ Selection of authorial choices and how they shape meaning
○ Depth of analysis
○ Focus on question
○ Organization and development
○ Word choice, register, sentence variety, voice
5. Award the three essays gold-silver-bronze according to quality and insight.
Activity 2: Notable Nuggets

Rationale: Yes, we know you don’t need to memorize hundreds of quotes for you Paper 2
response. However, many examiners would agree that students who can use key quotes
from a literary work tend to demonstrate more knowledge. And, who doesn’t want to
impress an examiner? This activity might allow you to enter exam day with some key
phrases committed to memory to use during the assessment.

1. Command ChatGPT to write a response to a Paper 2 question.

2. Examine the response carefully.
3. Identify the quotations selected by the AI and the ideas they are supporting.
4. Record quotes in Table 1 of the Notable Nuggets Document.
5. Ask the AI to generate more responses.
6. Identify new quotes and the ideas of subsequent responses.
7. Continue this process for X minutes.
8. Look for patterns and repeated quotes.
9. Complete the Notable Nugget table for possible quotes to use on Paper 2.

Activity 3: Lit Crit

Rationale: While Paper 2 does not require you to include literary criticism, we believe that
exploring the ideas and criticisms from leaders in academia is a worthwhile activity.
Rather than having students look for great readings in JSTOR or other databases, why not
leverage AI to show us some ideas? The idea here is that by streamlining this process, you
will be exposed to many rich ideas in a short amount of time. They can then take these
ideas, reflect, and ponder how they can use this new knowledge to respond to complex
Paper 2 questions.

1. Command ChatGPT to provide literary criticism on your Paper 2 texts.

2. Add this information to our Lit Crit Table.
3. Complete the table with more examples and information that either supports or
refutes the AI’s response.