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  1. 69 likes
    My classmate sent me this for tomorrows exam and I found it to be most helpful, so I wanted to share it with you guys A good way is to discuss the following for both prose and poetry: · The five W’s – What? Who? When? Where? Why? · Ambiguities · Diction · Imagery · Tone · Mood · Structure · Pattern · Voice · Syntax Prose-specific: · Plot · Narrative point of view · Characterization · Chronology (Use of time) · Setting · Paragraphing Poetry-specific: · Layout · Stanzas · Metre · Sound Organization of Time: 30 minutes – Read the passage, over and over again until you feel confident about the passage and have absorbed its contents. Then analysis and structure your commentary with a thesis statement. Exemplary Thesis Statement: A’s work B shows C through the following devices D to achieve overall effect(s) E. Outline: Introduction – Opener containing author and title. Discuss the main issues of your commentary, e.g. devices, in such a way that you are “attempting” to understand the meaning of the work (e.g. the overall effect). Do not present yourself in such a manner that you seem entirely self-assured in the introduction, but rather you have noticed something and plan to explore it further through the commentary. Conclude with the thesis statement. Literary devices #1 (e.g. Structure, Diction, Imagery) – Open with the general intent of the paragraph – e.g. A uses archaic diction to rectify the Victorian setting. Then, discuss the evidence for this, showing the effects of these devices and the author’s intention with this. The closing sentence should present what device you were exploring and the overall effect you feel this had for the passage, and in its heightening of the “overall effect and intentions” of the passage. Repeat this for every group of literary devices, mentioning all the relevant devices and aspects (see previous lists). Conclusion – state that extent of the effect’s effectiveness. Then state the devices that contributed. Then conclude with a clincher. 90 minutes – Write, using proof from the text, in accordance with your previously made outline. Discuss the effects of the devices and show “professional” personal interpretation. Ensure that your vocabulary is eloquent and coherently verbose. Tips: 1. The structure of your commentary is probably the single most important way of gaining (and losing marks). Write a strong Introduction and Conclusion (in a similar format as previously described) and ensure that every body paragraph has a strong opener with the intent of the paragraph and a clincher which emphasizes the addition to meaning that the devices provide. This is incredibly easy to do - but if forgotten, it will make a difference in your grade. 2. ‘So what?’ mentality – every single device you mention should have you thinking “So what?” what does this device do for the passage? How does it contribute to the overall effect or meaning? This will strengthen your discussion of the effects (key for HL). If you cannot mention the effect or the significance DO NOT mention the device! 3. Do not seem definitive, rather seem to “struggle” – use words like ‘perhaps’, ‘seems to’, etc, to ensure that you do not say “This is what the poem is, take it or leave it.” The examiner has most definitely read the passage well and will not be pleased to see a butchering of the text, which is definitive (and most likely pompous in their eyes). Also, this will allow you to point out the text’s ambiguities and describe their significance. 4. Use ‘the reader,’ ‘the audience,’ and possibly even ‘we’ to reinforce the reader. 5. Do not state the obvious – show your thought process and analysis. Example, in commenting on a passage from Life of Pi, where the author mentions the tiger and child are scared: “link 1: the boat is sinking and tiger is too (obviously) link 2: the tiger is scared (clearly implied by text) link 3: fear is an emotion, therefore the tiger is experiencing human emotions (low level thinking) link 4: if the tiger is experincing human emotions, the author is trying to humanize the tiger (slightly higher level thinking) link 5: why is the author humanizing the tiger? perhaps the tiger is supposed to be a metaphor for a concept (higher level thinking) link 6: what is the concept and what are the author's reasons? (thesis statement) link 7: since these emotions are humans, there is personification going on (more higher level thinking). An example of an explication written for a timed exam (non-IB specific): The Fountain Fountain, fountain, what do you say Singing at night alone? "It is enough to rise and fall Here in my basin of stone." But are you content as you seem to be So near the freedom and rush of the sea? "I have listened all night to its laboring sound, It heaves and sags, as the moon runs round; Ocean and fountain, shadow and tree, Nothing escapes, nothing is free." —Sara Teasdale (American, l884-1933) As a direct address to an inanimate object "The Fountain" presents three main conflicts concerning the appearance to the observer and the reality in the poem. First, since the speaker addresses an object usually considered voiceless, the reader may abandon his/her normal perception of the fountain and enter the poet's imaginative address. Secondly, the speaker not only addresses the fountain but asserts that it speaks and sings, personifying the object with vocal abilities. These acts imply that, not only can the fountain speak in a musical form, but the fountain also has the ability to present some particular meaning ("what do you say" (1)). Finally, the poet gives the fountain a voice to say that its perpetual motion (rising and falling) is "enough" to maintain its sense of existence. This final personification fully dramatizes the conflict between the fountain's appearance and the poem's statement of reality by giving the object intelligence and voice. The first strophe, four lines of alternating 4- and 3-foot lines, takes the form of a ballad stanza. In this way, the poem begins by suggesting that it will be story that will perhaps teach a certain lesson. The opening trochees and repetition stress the address to the fountain, and the iamb which ends line 1 and the trochee that begins line 2 stress the actions of the fountain itself. The response of the fountain illustrates its own rise and fall in the iambic line 3, and the rhyme of "alone" and "stone" emphasizes that the fountain is really a physical object, even though it can speak in this poem. The second strophe expands the conflicts as the speaker questions the fountain. The first couplet connects the rhyming words "be" and "sea" these connections stress the question, "Is the fountain content when it exists so close to a large, open body of water like the ocean?" The fountain responds to the tempting "rush of the sea" with much wisdom (6). The fountain's reply posits the sea as "laboring" versus the speaker's assertion of its freedom; the sea becomes characterized by heavily accented "heaves and sags" and not open rushing (7, 8). In this way, the fountain suggests that the sea's waters may be described in images of labor, work, and fatigue; governed by the moon, these waters are not free at all. The "as" of line 8 becomes a key word, illustrating that the sea's waters are not free but commanded by the moon, which is itself governed by gravity in its orbit around Earth. Since the moon, an object far away in the heavens, controls the ocean, the sea cannot be free as the speaker asserts. The poet reveals the fountain's intelligence in rhyming couplets which present closed-in, epigrammatic statements. These couplets draw attention to the contained nature of the all objects in the poem, and they draw attention to the final line's lesson. This last line works on several levels to address the poem's conflicts. First, the line refers to the fountain itself; in this final rhymed couplet is the illustration of the water's perpetual motion in the fountain, its continually recycled movement rising and falling. Second, the line refers to the ocean; in this respect the water cannot escape its boundary or control its own motions. The ocean itself is trapped between landmasses and is controlled by a distant object's gravitational pull. Finally, the line addresses the speaker, leaving him/her with an overriding sense of fate and fallacy. The fallacy here is that the fountain presents this wisdom of reality to defy the speaker's original idea that the fountain and the ocean appear to be trapped and free. Also, the direct statement of the last line certainly addresses the human speaker as well as the human reader. This statement implies that we are all trapped or controlled by some remote object or entity. At the same time, the assertion that "Nothing escapes" reflects the limitations of life in the world and the death that no person can escape. Our own thoughts are restricted by our mortality as well as by our limits of relying on appearances. By personifying a voiceless object, the poem presents a different perception of reality, placing the reader in the same position of the speaker and inviting the reader to question the conflict between appearance and reality, between what we see and what we can know. SUGGESTIONS FOR IMPROVEMENT: The writer observes and presents many of the most salient points of the short poem, but she could indeed organize the explication more coherently. To improve this explication, the writer could focus more on the speaker's state of mind. In this way, the writer could explore the implications of the dramatic situation even further: why does the speaker ask a question of a mute object? With this line of thought, the writer could also examine more closely the speaker's movement from perplexity (I am trapped but the waters are free) to a kind of resolution (the fountain and the sea are as trapped as I am). Finally, the writer could include a more detailed consideration of rhythm, meter, and rhyme. Hope this helps, best regards from Teresa in Iceland
  2. 35 likes
    The best part about this is that you recognize that you are struggling. Lots of students don't get around to this realization (or choose to ignore it) till about 3 months before the exams, and by then a high score is impossible due to the bad IAs, terrible EEs and rather blasphemous ToK work. Many of us had trouble with IB at the start - its not the easiest program to excel in constantly. It's important to make a conscious decision to do well in the IB. As in, tell yourself "okay I am going to achieve 45 points". Then, tell yourself why. Why do you want to get a good score? Is it to show off to your friends? To get into a good university? Mine was that I wanted to walk between the dreaming spires of Oxford. To feel the place in slightly chilly air, at night, strolling through what is one of the prettiest places ever. Yes, of course to a Singaporean kid like me, all I knew about Oxford was from TV, youtube and some online forums. I'd never experienced anything even close to it, but it's the inspiration I drew from it that counts. Once you've got that core inside you, every time you feel like faltering in your IB journey, refer back to it. It helps if you've got a few songs that you associate with that feeling. Jamiroquai's "High Times" does it for me Now onto the gritty bits. I will answer this with Math HL and econs. 1) Hopefully, your holidays are coming up. This is your chance. For each of your subject, catch up on work you're behind on. You haven't said what subjects you're doing, so I'll use Math HL as an example. Let's say you've done the first 7 chapters so far, and you've got about negative six percentage knowledge in them. Now's the time to start from chapter 1 example 1.1. Work through each and every example, and then each and every practice question. They serve three purposes: to "Internalize" basic processes in that topic, to make you expand your knowledge by forcing you to think with slightly interesting questions, and to draw links to other topics. Do this for every chapter you're behind on. The process will be slightly different for each subject - econs, for example, make notes. Draw up lists. etc. Once you are up to date (and this will take up most of your holidays), you can now have a fresh start. No more procrastination, handing in terrible work, falling asleep in class, etc. Here's what you do with your fresh start. 2) Stay awake in class. Listen to your teacher. He or she may be the most boring person in the world, but they are still a teacher. There will be some gold nuggets in that mountain of crap. This is assuming that your teacher is terrible. If you have even a halfway decent teacher, hang on to their words like your life depends on it. There will be some very useful things they will have to say, and this will reduce your own workload by at least 50%. 3) Go home and review what you learned in class. Do this everyday after school. Did you learn about elasticities in econs today? Good. Go home and read the chapter again (you just learned it so re-reading will be super quick). Do some of the practice questions in the book. I don't mean write full-blown essays, but just jot down the important points of your answer. These questions often make you actually think about the content which you have learned, which is always a good thing. For math, practice the questions in that topic or sub topic. Do the harder ones and really stretch yourself. Its okay to be terrible at it - put some effort, and if you still really can't get it, go to your teacher the next day. Take the effort to google the content a bit. Lots of times it can be very interesting stuff - Mandelbrot fractals for example, when studying calculus/complex numbers. This really helps to understand the content. You will find that understanding something is about ten times more valuable than just memorising it. 4) Review at the end of the week, and again at the end of the month. I know this seems like overkill, but this is just to make sure you've constantly got it in your mind. This way, you'll get more and more used to it, so that by the end of a few months, you'll be shocked at the amount of stuff you can talk about with authority and style. Honestly. Foreign concepts like Theory of Firm, with its odd graphs and downright strange curves, start to make sense when you constantly try to compare that to real life scenarios, and see how they fit. At the end of each week and month, just read through your stuff again, and attempt exam questions. That's the real test of any IB subject - the exam questions. Especially the trickier math stuff - they really make you think. I don't mean spend all your weekends burning through exercises and exam papers and books. Just do a few questions, keep yourself "warmed up" to the content, if you know what I mean. Constantly do this, and when you do eventually get to the exam period, you'll find revision to be a breeze - after all, you've been doing it for a year and a half already! 5) IAs are a gift - get 25/20. Yes, get beyond full marks. IAs are IB's consolation prize to students. Sympathy marks. However, do not take them lightly. They can make or break your 7. Get every possible mark in your IA to reduce the pressure on yourself for exams. Start your IAs the day you receive them. With each IA, do the content first. Then, agonize over the details. Make sure everything is perfect. Get all the presentation marks. You should be shot if you don't get them. Grab a copy of the marking scheme (this goes for every bit of work done in the IB), and make sure you hit each and every point. Bang bang bang. They should be like a red flag to a bull (your teacher). Wave each mark/point in front of their face. There's loads of help here on IBS, for all of your IAs. Ask questions here, contribute loads yourself, perhaps even sign up for a VIP membership (the files section is pretty good). Just ensure that your IA is as perfect as you can make it. 6) Get your EE and ToK done ASAP. Once again, you should get all three points here. ToK is the smaller of the two tasks. Get it out of the way as soon as you can. Work hard at both the presentation and the essay. The presentation is especially easy to score well in if you can use the ToK terminology (however contrived it may be) well. EE is a different animal altogether, but choose the right subject/topic and it can be a dream come true. From what my friends have said, economics is the best subject to do an EE in, followed by the sciences. Last in the list are the Arts subjects. Do whichever you want, but keep in mind the end goal. There's loads of advice here on EE and ToK, so I will not go further. 7) T-minus 3 months. Google and find every exam paper for your subject. Ask your teachers if you need. Get it all the way to the session just before yours. Get 10 years worth of papers if you can, but know which ones are your syllabus. You should have been revising using the day/week/month technique, so your subject content should be second nature to you. Really internalized. Spend a week perhaps really hammering home everything. You are ready. More ready than you've ever been in the past one and a half years. Take a math HL paper. Look at the annoying cover sheet and think to yourself, You don't scare me, IB. Now, do the paper. 39/120? Of course you failed. IB papers are notoriously weird/eccentric/drunk. This is when you begin the process of checking each question. Where did you go wrong? Why did you not get this or that. How could you fail so terribly? The answer is that the topics are all linked. Every question is on like three topics, minimum. There's a catch though - lots of questions repeat. Do the same paper, understanding the methods used to solve. Often, you'd have never done questions on that topic in this particular way. Add it to your vocabulary in that topic. Wash, rinse and repeat. Do another paper. Repeat. Repeat. Repeat. By the end of it all, you should be ready to do any question, any paper, any subject. Under a time limit. Possibly with your hands tied behind your back, and blindfolded. You are Tony Montana, your pen is your little friend, and the paper is going to say hello to it (I am sorry if you do not get this reference). 8) Exam technique. You shouldn't have to think about supplies. Have pens, pencils, erasers, rulers, GDC, etc all ready. No brainpower should be wasted on trying to find a ****ing sharpener 2 minutes before the exam. Spend reading time, well, reading. Do not let your mind dawdle, as is likely to happen when you tell it to focus. Grab all the low hanging fruit. Get all the easy marks. About 60% of the Math HL papers should be familiar questions - routine hand movements that you barely even think about anymore. Get all these marks. Do not lose out on even one. Work quickly, but always check your work, after each line. Better to spend a few extra minutes being careful than to lose lots of marks owing to a stupid mistake. Return back to the hard questions, and really think through them. Remember, most of the time a very hard question is simply hard because the trick is hard to spot. But there is a trick. Think of all your basic math rules. Really basic, TOA CAH SOH stuff, for example. If you'd followed my method of revising and practice, you'll have no trouble whatsoever scoring at least 100/120 for your math papers. For econs, lists. Really. Spit the lists back at the examiners, and give them a healthy dose of evaluation. Really dig into the evaluation, give some original ideas, and use examples. Follow the methods outlined above, and you will get your grades, I guarantee you. 9) Crap your pants waiting for your result. 10) Change pants, and collect result. 11) Go have a beer and celebrate. You have completed the IB. On the 8th of December 2013, I landed in London. At 4:15 PM, from Paddington station, I took a train to Oxford. By the time I reached, it was getting dark. At about 6 PM, I got out of the cab near a Sainsbury's. Trolley-bag a-rolling (I'm cool), with Jamiroquai playing on my earphones, I walked in a quaint little town, with the most amazing buildings. Alone, in a new country, with the chilly wind blowing, christmas lights glowing, I found the college I applied to. That walk was everything I'd imagined Oxford to be, and more than I could have ever imagined. For a person who'd grown up in tall narrow buildings, in a sterilized environment, this was beyond words. You will have to put in tons of hard work. There will be doubt, questions, fun photos on facebook that you could've been in, etc. If you have a goal though, and you really believe its worth it, take it from me, stick to it. You will thank yourself a million times over. I hope I've been of help to you, and perhaps just a little bit of inspiration
  3. 34 likes
    Now that I'm done with my History finals (which I've been panicking so much about for the last few months) I'm going to procrastinate by writing some tips on how to do well in IB History while trying not to repeat things that have been said in previous posts on the forum too much. The historical investigation I wrote my historical investigation on Ancient Rome and regret it somewhat, although I did find it interesting. Unless you are very much into history as a subject (and even then), doing your HI on a topic that somewhat interests you and is likely to be of some use in your exams is, I think, the best option. This is simply because having spent so much time on your HI, you can probably spend a lot less time in general on revision of that topic, cutting your study time by a lot during what will probably be the busiest time in your IB years, the month or two leading up to the final exams. Don't spend too much time on the HI and also don't get stuck in refining small details - same advice goes for all IB assignments. Don't underestimate its importance, either - it is worth 20% (or 25%) and could potentially save your grade in case the finals do not go according to plan. Make use of the resources in this forum, including examples. Also, keep a very close eye on the marking criteria when finishing work; you should aim to achieve the highest one in every aspect. The same advice goes for your EE if you choose to write it in History; although in this case, choosing something you're passionate about and actually want to research is much more important than for the IA which is comparatively simpler and shorter. The essays There's a number of important points concerning essays. There's plenty of good resources for actual essay writing both online and in here, so I won't go into that. Some history specific tips follow... The subject reports for history seem to indicate that a thematic approach is preferable to a chronological one. This means that, for example, if you're writing an essay on Hitler's successes and failures, you could have body paragraphs for political, social, cultural, economic, and foreign policy, rather than going through everything he did from 1933 to 1945. Be as analytic as you can make doing so very explicit in your essays for the benefit of the examiner. Some ideas to show analytical skills: Refer back to the question at the end of every paragraph you write. The last few sentences should sum up why, how, and to what extent the things you introduced are significant to the question. Use connectors of addition and contrast such as "however", "on the other hand", "in addition" to make it very clear that you're analysing. Examine causes and effects for different groups of people. For example, in a Hitler's successes essay, you could discuss the point of view of supporters of liberal democracy, the population, the state, and Hitler himself, and make it clear that this wasn't necessarily the same thing. Define the terms used in the question in your introduction (eg ideology) as well as the scope if you're responding to a more open-ended question. Challenge the assumptions in the question if there are any. For example, if you need to discuss the conditions in the rise to power of two leaders, you can briefly say that the methods were perhaps even more important in their rise to power. This should not, however, be a major point in your essay! If you can use actual figures or specific primary sources in your essay, that's great. Memorising them in large quantities and for everything, however, is probably not worth the time. Dates are not very important; it is important to know the broad chronology of events, but not the exact dates! So you should learn years for most things, and months for some more short-term issues (eg. collapse of the Provisional Government in 1917 or the 1945 Cold War conferences). You can place events in context by, for example, discussing the events in the long-term (for example, when discussing the Russian revolution, you can say that WWI was particularly problematic for tsarism since the Romanov dynasty had linked itself greatly to military success) or discussing events in other places at the same time (once again, when discussing the Russian revolution you can say that it may not be surprising that the tsar was overthrown as WWI tended to illegitimise rulers all over Europe and even regimes where the social situation was much more stable pre-1914 collapsed as a result of the war). Also see the section below for historiography! Effectively using historiography When making notes, include a couple of historians for every subtopic, especially those which are more likely to come up in exams (for example, for the Russian option, Alexander II and the revolutions). Make little lists such as: It's pretty easy to find summaries of historians' views on the internet or on this forum, so use them to your advantage. Saying that, there's no substitute for actually reading proper history books at least for the topics you are focusing on. It helps you gain an understanding of the nuances of the events in question and also a deeper grasp of historiography which should show in your essays. This is especially true if you're aiming for the higher mark bands (although it is perfectly possible to get a 7 without wider reading). Shorter works eg. Pipes' Three Whys of the Russian Revolution give you a lot of benefit for a small investment in time. This also helps you see the kind of style you should aim for in essays. Although style isn't something you should be particularly concerned about, assessment in history will always be in some ways subjective; it might help you score a few extra points! Integrate the historians well in your essays and critically examine their views. Try to refute them if you can using facts. For example, for the above Soviet view, you could refer to the results of the Constituent Assembly elections following their coup, where the Social Revolutionary party won twice as many seats. Historiography should complement your facts, but it's in no way a replacement for them. In any given paragraph, roughly 50% should be facts, 30% your own analysis, and less than 20% should be historiography. Also show an awareness of the factors that affect history writing. So for example when discussing a Soviet view you could refer to state pressure and political ideology; when discussing the view that Hitler was the "Master of the Third Reich" (Bullock) you could refer to the experiences of the victims of the Third Reich and perhaps the fact that emotional and historical distance hadn't had the time to develop. Revising for the final exam and the exam itself HL History is probably one of the most time-consuming subjects to revise for since you need to have a good grasp of a large quantity of events and also a fairly good depth of information. You should not study everything you've gone through in class. The smart thing to do is to use a combination of past papers and the syllabus to determine what you should study. If your teacher has planned the course well (and even if he/she hasn't), there should be a considerable amount of overlap; for example, the paper 1 topic Peacemaking, Peacekeeping, overlaps to some extent with the Causes, practices, and effects of war in paper 2, and the interwar years topic in paper 3. Naturally, you should choose the topics with the most overlap to minimise work and maximise grades. Focus on the questions that come up a lot (such as Alexander II, origins of WWI and Cold War, and the Russian revolutions), but also ensure that whatever the combination of questions, you can answer at least the minimum required amount – you might get very unlucky. When considering what you should revise, it might be helpful to keep your own interests and strengths in mind. I am, for example, terrible at memorising practices of war since I have no interest whatsoever in military strategy or weapons... So I decided to skip that entirely for my final exams. I've mentioned notes (see this topic by Julie especially!) a couple of times above. You should have your class notes, but actually rewriting (and expanding) them while keeping the points above in mind is a good way to revise. Markschemes for past papers show the kind of things you should have knowledge on for every topic. As for all subjects, make yourself a schedule to make it easier to keep up with revision. At the point where you have a good grasp of the facts – which should ideally be no less than a week before your history exams start – the thing to do is to start going through past papers and writing as many essays and essay outlines as you can. This should be done using the actual timing, so about 45 minutes per essay. Aim to do at least one essay on every topic that is likely to come up. If your teacher is nice, he/she’ll give you comments on essays even during the study break. During the exam… Try to relax and breathe. Have a sip of water Use the reading time to your advantage. Read through all questions (and the sources in paper 1). Decide which ones you’ll write essays on. Start mentally planning the first one if you have any time left over. Writing essays against the time limit while revising also lets you know the way you work the best. If you need to plan, do so, as it is 5 minutes well spent. Keep up with the time limit and keep an eye on the time. Having three essays worth 15 points is better than having two essays worth 20 points and one introduction. If you get lucky and get a question that you find easy, I’d say it’s better to leave it last. This is for two reasons: first, you’ll be tired at that point, and writing on an easy topic will be easier for you; second, if you find that you have more time left than the 45 minutes you’ve planned for, you can use it to your advantage more efficiently by using more of your knowledge (rather than starting with that and finding yourself in the scenario above)
  4. 33 likes
    Reading, Notetaking and Knowing in History The following information was given to me by my HL History professor who is also an annual IB grader for History and it is also my own advice that I use all of the time fr my History HL class. These are the major tips my professor has given my classmates and I on creating class-notes and study-notes from books,historiography, etc. that are incredibly organized and the methods aim at reaching each type of persons study-style and note-taking style. I hope this is beneficial. It really helped me. Quick Tips to Utilize: Dividing notes Internal (Micro) vs. External (Macro) Capitalizing Arguments/ Marking Arguments in a Specific Way Compare/ ContrastResult/ EffectsCauses/ Origins Use analysis to understand Coercion, Persuasion, Consent analysis for capitalized argumentsRetrospective Determinism Chronological and Thematic organizationGive the sections titles after you finish making the notes After realizing what the text is about Breakdown the Effects Long-term vs. short-term Major Tips In General for Reading: Look for the Main Theme publisher's commentcontents pagesubheadingintroductionconclusion Active Approach Be clear what you are looking forRecognize the form and structure of the book (this helps discover the central of the book) Use the SQ3R Method when reading A sequence formula for effective reading What is the SQ3R? SurveySurvey the chapter (using the Major Tips for Reading) [*]Question Notice and question the writer's interpretations and argumentsDecide what is needed for your purpose Read, Recall, ReportRead: This is not surveying or skimming. This is in-depth, slow, comprehensive readingRecall: Move away the book and recall what you have learned (say it aloud or in your head)Report: Write it down! Major Tips for solid/comprehensive Noting: (this is done after the "report". You go back and fix up your jotted-down notes) Make heading and subheadings larger Don't use complete sentences - Use bullet-points - Use contractions Use legible handwriting only for yourself - Who cares if someone else can't read it? You are the one who will study from it Space out your notes - What if you have to add something in later? Graded Indentation - one of the most vital features Structure your notes Note the book title, author and page number you are on How to Approach Paper 1? What should you know going into your exam? Question 1.a Do you understand what the source says?Display literacy and understanding of the source. Question 1.b is always about the last source (table, photograph or cartoon)- what does the source convey? Make more than 2 points, but not more than 4, in order to make sure you get the 2 full points you needDo not explain the source, say what is conveys. Question 2 Always asking to compare and contrastIf you are uncomfortable with writing: compare in one paragraph, contrast in the second paragraphIf you are comfortable with writing: run-on comparison/contrast (gives more points because it shows that you can think and write about the sources) Question 3 Origin, purpose, values, limitationsspecific/sophisticatedIf you have nothing to say, be clever about how you say it so it sounds goodAvoid the word "biased" Question 4 Combines all of the sourcesUse both the source and your own knowledge; make sure you have all of the sources"mini essay"Must write an outline for your systematic writingTake about 20 minutes to write the essayUse transition words and phrases between sources and ideasIf you run out of time for the essay, write it in note form (outline, neat, indentations)- only do this if you truly messed up Moving through the source: read actively (read, annotate, write, underline, etc.)Be able to summarize each source into about two sentencesQuality, not quantityDo not be repetitive with different wordsHow to Approach Paper 2 and 3? What should you know going into your exam? Make an outline to organize your thoughts - Students who do not make an outline generally donot do well because they lose their train of thought half way through the essay Introduction - Short - State exactly what the essay will be dealingwith - Set the frame - Be very clear about the language Body paragraphs - Add in natural, subtle details to paint apicture - Give evidence in support of statements/arguments - Vital; makes a huge difference between a lowerand a higher mark - Evidence, for instance numbers/statistics toback up arguments show that you know the material - Don't just tell the story; analyze the situation - Reference back to the question Remember for the Exam: Be able to use historiography (names of historians and their arguments).Define words mentioned in the question (ex. Revolution)Three rules of writing:Coherence/Consistency (Reinforcement)New IdeasHistoriography (Argument) Writing a History Essay (Quick Tips Only) NOTE: Everything in history is a question you are trying to answer. Tips: do not write the essay as if it were an English paper (meaning, no need fr voice and style usage to a great extent)the title should be the actual question (turn the question into a statement for the title)do not volunteer knowledge that is not asked for in the questionbe very sure, concrete and specific in what you are explainingdo not hide you weaknesses in History behind you knowledge in writing styleyour audience: intelligent people, yet have no knowledge about the topic Three Aspects You Essay Must Contain: Clarity- think of the easiest and most precise way to say thingsPrecision- if there is a word or way to say it precisely, say it. Be straight to the point.Concision- if you can say it in two words than do not say it in fifteen. Use the right words In you History Essays, never... use first personchange tenses (always write in past tense)use passive voice
  5. 27 likes
    Tips for the A1 Individual Oral Presentation (IOP) Skip to: Marking Criteria 1. Topics can be quite general This isn't like the World Literature papers where your question has to be absolutely dead on target. You can pick from themes, characters, symbols, sections and so on. You're at liberty to make this into something of a discussion topic and you shouldn't fret too much about what title you give to the presentation, provided you can give it a decent introduction and conclusion. Even something as simple as "the theme of Death in Book X" should be fine. Remember the IOP is pretty chilled out (which is why it's often the first thing to be tackled). 2. Use your presenting skills When you're presenting to somebody, you have to use basic presentation skills. If you learn them now, you'll have them for later life, courtesy of IB Finishing School Absolute basics include being audible (not mumbling, not whispering, trying not to stammer or stutter such that your whole thing is incomprehensible etc.) and making eye contact with the audience. Some quick tips for how to raise your game above the absolute basics include... - Varying the tone of your voice so you're not speaking in a monotone. People will sit up and pay attention. - Trying to look at everybody at some point during your presentation, even if they're asleep on their bags or something, because you'll be showing the teacher your extreme eye contact skills. - Using props where necessary, or perhaps a powerpoint presentation (these are nonessential... lots of presentations won't really need props at all) - Use body language. Stand up and stand confidently (not hunched over wishing you weren't there). Use your hands to aid your speech as you would in normal conversation, perhaps slightly more. 3. Think about your own visual cues Don't read off a piece of paper! However, this doesn't mean you have to be totally off-paper (that would be crazy). Some people can go without any notes at all, and they will be the people who've memorised what they're about to say. Good for them, but no worries for everybody else, it's not compulsory! Besides, it's easy to drop into a monotone when you're just repeating things. The majority of people sit somewhere in the middle, and I would urge you to think about what works for you, and to remember one simple thing: it's not about what you have with you, it's about how you deliver it. They say not to read off paper because of the sort of delivery it produces (total lack of engaging the audience, stumbling whilst trying to read your own terrible handwriting etc.). You could technically have it written out word for word but only look down at it twice and it would be brilliant. SO what I'm really trying to get at is that you should go with whatever visual cues will best aid you being able to present in an engaging manner with minimal reference to said cues. To give my own personal experience, I liked to write out reasonably detailed notes (not word for word, but more sentences than just bullet points) because I felt much more secure presenting if I knew that looking down would put me back on track instantly without having to worry about what my bullet point meant, or having a mind blank. Use your cues to work for you and not against you and avoid lapsing into either reading or terrible silence. 4. Refer to the text Just because you're presenting something, it doesn't mean you can forget about literary analysis. Include examples in the form of quotes from novels, i.e. don't forget the basics. 5. Express enthusiasm or prepare for audience apathy You don't actually lose marks for doing something boring but it's so much more rewarding (and easy) to present if you can get the audience on side. You'll probably have to sit and watch each other's presentations for several lessons until everybody has finished and the audience will therefore be split into 2: people who're nervously clutching damp pieces of paper because they're in the firing line for going next, and people who're sleeping contentedly on their desks. Neither of these groups are likely to want to listen to you unless you're telling them something interesting, but if they DO start listening and you spot them doing this, you'll feel your nerves melting away. So if you at least pretend to be enthusiastic about a topic (or even better select something interesting!) I guarantee you'll find that not only do they pay more attention and enjoy it more, but you'll also get more positive feedback, nicer questions (if they ask questions), and will give a much better delivery. 6. Although the option is there, don't feel you have to make it too interactive You can be really interactive and creative, or not interactive at all. If you are not interactive at all, you should ask for questions at the end. You don't HAVE to be interactive if there's no point or you don't want to be. If it's clearly idiotic and a sop to the concept of interactivity to take a poll on who the class's favourite character is, don't do it! You don't have to do polls or ask questions throughout your presentation if you don't want to. 7. Think about how to make your preparation work best for you Some people like to practice their presentation over and over again before giving it so they feel secure in what they're doing. Other people find the whole thing much easier if they don't practice it before so they don't get distracted or monotonal by thinking how they did it the previous times. Do what's best for you, not what's best for whoever you're talking to about it. If you DO like to practice it, practice with a friend or family member so they can tell you what you should change (if anything). Regardless of whether you do or don't like to practice it in advance, a really good idea is to ask your teacher to let you do a practice IOP on a different topic before you sit down to devise the actual thing. It'll build up your confidence and let you have some individual feedback. 8. Time yourself! ... or if you don't like practising it, think very hard about how long it might take and what you should do if you find yourself going over time. Don't forget about this bit! 9. If you're nervous... Imagine it's just a conversation like you'd have with your classmates at any other time! Or imagine you're somebody else, or that you're performing on a stage in the character of somebody else... really, imagine whatever helps you. Make sure you feel secure about the amount of supporting material you have, make sure you think you've done a good job with the topic (even better that you're enthusiastic about telling everybody what you've found) and if you find practice useful, that you've practised well in advance and are happy about it. Then just chill out. People tend to pick up lots of marks in the IOP. Relative to other assessments for A1, it's very light-hearted and relaxed. The more nervous you are, the less likely you are to perform at your best, so build up your confidence in what you're doing and how you're going to do it. Hopefully those're all helpful hints. Please feel free to post some of your own and I'll edit them into this thread with some credit, or if you have constructive comments to make on the tips already up there, those are also welcome! Marking Criteria These are taken directly from the syllabus. Ask yourself all these questions and see if you're hitting all of the marks! As with everything Lit A1, the criteria are somewhat vague and difficult to self-assess, but do your best to aim for these as goals.
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    One of the most important things I found was when you were doing a exam, was to remember that every question has to be doable with the content you have learnt. Even the weirdest questions have to be solvable with something you have done in class. So make sure you know the basic concepts of everything really well, usually by doing practice question, but then know what you know. For example, nearly every year they try to through in a horrendous vector question, but there is only so much you can do with vectors so if you are solid with the basics, what looked like an impossible question becomes possible by eliminating all that you know you cant do with it, so that your only option for solving the question is the one left over. Its not going to work every time, but when you come to the end of the exam and there is nothing left that you feel you know how to solve, it can often help get the last few of marks to improve your grade.
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    Just throwing this out there, because I see a lot of questions and a lot of wishy-washy answers about this... Your score in certain subjects is made up of components that are internally assessed and externally moderated Addition: some components, like your World Literature essay(s), ToK essay, and of course Extended Essay, are not moderated but assessed (i.e. all sent off) [thanks for lynyrd and imopotato for pointing out that the WL is not moderated] For others, like your IOC, Mathematics portfolios, Science Lab Reports, Economics Portfolio, (and so on), your teacher sends out a "representative" sample The size of this sample depends on the number of students in your class (imopotato cites the following; students in class : number of students' samples sent off: 5 or less : all | 6-20 : 5 | 21-41 : 8 | more than 41 : 10 |. This sounds reasonable to me. The sample consists of: the best score(s); the worst score(s); and the score(s) closest to the three quartiles (25%; 50%; 75%)... in other words a sample spread fairly accross the board The IB responds with a moderating curve, to adjust your teacher's scoring to the IB-school-wide standard This mechanism is not entirely easy to understand, but all you need to know is Sometimes all of the samples have been marked up, leading to a higher mark for all pieces handed in in the class Sometimes they are all marked down, leading to lower grades for everybody Sometimes (often, apparently) the top scores drop 1-2 marks, and the bottom ones gain 1-2 marks (imagine a sinuous sort of curve) I can't really vouch for the technical accuracy of these statements, because my teachers gave them to me (semi-confidentially), but you can be almost certain that they are correct. In terms of the implications ... the main one I guess is make sure you don't beg your teacher for marks, because you are putting an entire class' grades into jeopardy. An interesting side note is you can "cheat" in a sense and ensure your pieces of work aren't sent off for moderation, if you have a very obliging teacher. But I wouldn't recommend this; firstly because, as well all know from ToK, induction is not a reliable process (i.e. this could change for next year), and secondly, a teacher that obliging probably will cause the entire grade to be moderated down anyways. One thing you can do is contact your IB Coordinator if you think your teacher is grading you poorly. Because if he is, and you're still doing top-notch work, your own score might suffer. Anything to add or subtract from this is appreciated. Update on external assessment. Turns out your IB Coordinator sends materials directly to the Examiners as told by IBO, who mark a large stack of papers and send a certain sample (following the same guidelines as above) to be remarked by another Examiner. It goes up in terms of seniority, in some way or another, so some papers end up being marked three times (the honour!) and some end up on the Chief Examiner's desk. The mechanism isn't entirely clear either but it seems to be quite close to a foolproof system, and you can also ask for a remark.
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    when it rains you put the umbrella over your bag
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    I'd love it if you could share some tips and tricks for papers 1, 2 and 3. I'm at a stage where maths is kinda worrying me. I'm on my holiday break right now, but when I get back to school, my teacher's getting us to do all the papers to 'give us a chance to get higher predicted grades' for our uni applications. He's also said that if we don't manage to get at least a 4/5 overall, he'll enter us for the standard level maths paper which I really, really, really don't want and can't afford at all. As the dreaded may exams are inching closer (four months to go!), the worry's slowly consuming me. So, I thought about perhaps starting a thread where we could somehow gather a sort of guide on the types of tricks someone could use in the papers. There might be paper specific tips, or just general tips. Tips on how to memorise key values or other bits for paper 1, or how to do better in paper 2. It doesn't matter,as long as it's helpful. My hope is that this also helps others like me,who aren't as great when it comes to sitting maths exams. For example, I've discovered a way to memorise the special angles which to me is useful. I posted it as a status update not too long ago, but in case anyone's missed it, here it is: "The method uses your right hand. (Lefties, you'll have an advantage here: you can write down answers while you're looking at your hand.) With your palm facing you, count off the basic reference angles, starting with your thumb: 0°, 30°, 45°, 60°, and 90°. To find a trig value, you'll lower the finger corresponding to that angle, keeping your palm facing you. For the sine value, you'll take the square root of the number of fingers to the right of the lowered finger, and divide by 2; for the cosine value, you'll take the square root of the number of fingers to the left of the lowered finger, and divide by 2; for the tangent, you'll divide the number of fingers to the right by the square root of fingers to the left." Many thanks for your help. nametaken.
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    Grades determine how systematically adjustable you are to the system
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    As much as I believe in gender equality, I find it hard to accept the term 'feminism' because of the connotation many women have given to it throughout the years. Don't get me wrong, but nowadays there are many women who use feminism as an excuse for a special treatment. Even in my limited experience of things, I've come across many women who were not too scrupulous when insulting the other gender. Why is this acceptable? Does an empowered woman really have the right to pigeonhole all males as "stupid pigs"? Maybe if we started calling it "equality", some individuals would not use it as a justification to back up their actions.
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    Hi!! This is my second year of IB and in order to study ESS more efficiently, I made a summary of the whole book. Let me know if you want it
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    I regularly browse through forums and see other people STATS, therefore I think I am proficient at evaluating the chances you have at attending some of the top universities in the USA. So, if anyone wants me to chance them, please list your stats and also your university list below and I will reply ASAP. I am only able to chance the top universities, such as the ivies, stanford, caltech, mit, rice, georgetown, duke, etc. Please follow this format: (only an example, not mine lol) Background Status: Asian Male Country: Greenland School Type: Small Private Catholic Academics: Scores: SAT I: M800CR800W800 (M=maths, CR=critical reading, W=writing) SAT II: Physics800Chemistry800 GPA: 4.0UW 6.0W (uw=unweighted, w=weighted, All ib courses are weighted) Rank: 1/1000 (rank/class size) Senior year course schedule and predicted grades: Chemistry HL - 7 Physics HL - 7 Maths HL - 7 Further Maths HL - 7 English A1 HL - 7 English A2 HL - 7 Swahili B HL - 7 Extracurriculars: 1. Cured Cancer 2. Had an affair with George Clooney 3. Built the twin towers Colleges of Interest: 1. Harvard 2. Princeton 3. Williams (ED) (Ed= early decision) Hooks: Legacy at Harvard, both parents went to harvard, 4 grandparents went to harvard, 7 great grand parents went to harvard.
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    I was in your same position about a year ago (I am just finishing my finals now!) I do Physics HL and Maths SL, and although I obviously don't know what my final marks are, my predicted marks for both of the subjects are a 7. However, when I first took Physics HL I was barely passing, and also got a 3 at one point. Similarly for SL maths, there was a a term or 2 where I got a 5, and couldn't manage to pull my marks up. Here are a few tips I used to change my marks around: Firstly for Physics, the main thing is understanding the concepts really well -- for this to happen, you need to study from a good book or resource which explains all the concepts in a student-friendly way. As a bit of background information, I completely hated Physics HL until about a few months ago when I started using these books -- I was not naturally talented in this subject like a few of my other peers, and really struggled to enjoy or understand it. However, a few months in the lead up to my final exams, I used the Oxford 2014 Physics Study Guide and the Cambridge 2016 2nd edition Physics book (written by Tsokos) simultaneously to form my notes. Although some people may tell you that these books are a bit funny, I personally found them very easy to learn from; furthermore, as you may have heard, the May 2016 exams were unbelievably hard. I used these above two books to study, and managed to push my way through the May exams for my mocks (got a 7) and found the November exams a few days ago quite easy. In terms of study, what I did was firstly look at Chapter 1 in the Tsokos book and made my notes; then, I went back to the Oxford study guide, and added to my notes accordingly. This way, you get to see 2 different viewpoints from 2 different books. Secondly, for physics, the best thing you can do is to try practice papers. Whilst you may have heard this from everyone, there is no point in just completing past paper after past paper, and then expecting to do well. Firstly, you need to complete the physics paper under timed conditions; if the HL Paper 2 exam runs for 2 hrs 15 mins, then push yourself to finish it by 2 hrs. This way, when you're in a stressful place like the exam room, you're not pushed until the last minute. However, the most important thing about completing practice papers is once you've finished it, mark it and really look over the questions you got wrong. If the question you got wrong was a polarization question, then go back to Question Bank, and try all the polarization questions you can find. Maybe go and watch a few physics videos online about this topic -- this way, you target your weaknesses well. If you spend 2 hrs doing the exam, I would recommend at least spending 1 hr on looking back over the exam. Also, highlight the questions you got wrong on the exam, and try them again about 2-3 weeks later. This allows you to see if you have learnt something from when you first did the exam. For maths, the best thing to do is Question Bank. Maths is something that requires daily practice even for the smartest students. Personally, I would recommend doing 1 hour of maths every 2 days regularly in order to keep your mind refreshed. However, in this 1 hour, this doesn't mean you simply rote-learn things from your maths textbook. I used to try 10 random questions from Questionbank every 2 days, and this really ensured that I didn't forget the maths I learnt over time. Furthermore, although trying questions from the textbook is good, Question Bank pushes you to complete difficult questions. In terms of the maths paper, I think there's 10 questions throughout the paper (7 in Section A and 3 in Section B). You need to give the most amount of time for Section B because they make up a lot of marks. If you don't complete a question from Section A, the maximum you can lost is 7-8 marks but for Section B, you can easily lose 15-17 marks. Everyone has different ways to approach the maths exams, however for me, I generally push myself to complete the first 5-6 questions in Section A within 25 minutes. This sounds very short, but the first few questions in the exam become easier and easier as you start to do more practice from places like Questionbank. Usually question 7 in Section A takes about 10 minutes roughly. So, for Section A, you should spend approximately 35-40 minutes and NO MORE. If you're in the exam and you get to the 40-minute limit and still haven't finished all of Section A, just move on regardless. You can lose 5-6 marks there, rather than waste time and realise you're going to miss 15 marks in a section B question you didn't have time for. For section B, if you follow the time I've mentioned, you will have almost 50 minutes, which is plenty of time for you to stay calm and think the questions through. Looking at the format of Section B questions across the years, 1 question from Section B is always about vectors, or probability (i.e. binomial distribution, normal distribution etc). Therefore, know these two topics very well because you're guaranteeing yourself approximately 15 marks when they come up. However, regardless of all the advice I've mentioned, the most important thing you need to do is stay calm and confident. I know how it feels to have everyone surrounding you do much better than you regardless of how well you study -- however, with the correct tips, you can improve beyond what you think. As cliched as it sounds, it's not about how much you do, but how well and efficiently you study. This is coming from someone who went from the same marks you mentioned to getting a predicted score of 44. Stay calm, don't worry about what everyone else is getting because believe me, things will change over time in unexpected ways. You still have a long time before your exams so there is plenty of time to change things around.
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    I give some overall guidance of how I and many of my friends approach these two subjects. Emotional/Psychological: You should prepare for defeat. You should also prepare to overcome any fear of completely not knowing what's going and persevere to understand the material. Believe in yourself that it is not impossible, not by others' measures, but by your own capabilities. Actions to take: Never give up on a problem. Ensure you understand the material. Never go too quickly to the answers. It is more beneficial to get 3 hard questions right on your own (with help of graphing calculators even notes) than to get over 10 hard questions right with partially glancing at answer key. Understand that it is normal for struggle in many questions and cherish the learning process. Mindset: 1) Ask questions. Be skeptical. Do not take physics or math for granted or as a matter of fact. You should understand the principals and all the subtle features. 2) Justify all your work logically. Hastily jumping to an answer often results in errors. Practice: Physics and math are not subjects you can study for simply by reviewing notes. You need to practice regularly, way ahead of examinations, and practice questions that link multiple topics (eg forces and energy, or probability and distribution)
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    OK, so there are people who are asking for things such as "Give me an RQ" or along those lines. This thread is kind of like a super doc that will tell you the do's and the don'ts in terms of courtesy, asking for help etc. What we can help with! a) We can help narrow or broaden an RQ b) We can comment on how to improve an RQ c) We can help with explaining citations etc d) We can help explain what you have to do in an assessment. e) Tell you if an article is OK or not for an Econ IA. What we can't do! a) Give you an RQ b) Do your work for you c) Tell you a fail proof formula for a 7 (its not possible!) d) Allow you to discuss papers before 24 hours are up. IB rules. Forum Courtesies! a) Please don't bump threads b) Thank people! They take time out of their day to hep you, at least be decent. But, to reduce traffic, just like the post and/or send a PM to the person. c) Please don't beg for likes or files. It's rude, annoying and frankly, a waste of everyone's time. d) Please don't scream or be offensive towards people. Once again, they take time to help you. e) Reviving old threads is a bad idea. It blocks out current user's questions, and it also is stupid because chances are the person has had the question answered. Also, it unnecessarily increases traffic. Stuff we don't tolerate: a) Abuse. If you randomly abuse someone, we will take serious action. b) Spamming. Posting stuff that's completely random, over and over again will get you in trouble. c) Porn. Posting porn will get you a direct ban. Read THESE rules, they are awesome, and are highly detailed! Plus, they will explain anything I've missed. This is by no means an exhaustive list, and I'm gonna keep updating it as time goes by. So please give this a read and follow it. Do ask any questions by replying to this thread, or dropping me a PM. Thanks! Cheers, King112
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    ummm... mine is kind of terrible. So once we had an exam in our history class, and the teacher was absent, so he had a substitute present. The substitute was waaay too nice, and didn't bother to even tell anyone to be quiet. So, the kids in my class started cheating off of each other. Not even covertly. Like legit, students were walking around in the class, going to different tables and ask for answers. Pretty soon it seemed like the whole exam was turned into a massive discussion session. Some of my classmates went so far as to snatching papers from other kids and copy down the answers (needless to say, these people didn't last too long in IB). Anyways, what they didn't know was the substitute was secretly noting people's names down. And so, when our teacher returned he was soooo furious, and there was a whole deal of drama in our class after that. We were punished by having to create our own lessons and teach our peers ourselves for about a month. We were shamed by all the IB teachers (this was just kept between the IB teachers and classes) and the parents were summoned. After that we were offered a retest. But our teacher was really mad at us.... it took a few months for him to forgive us... The whole experience terrified everyone so much that they decided to never cheat again. At least overtly. Now we look back on that incident and laugh at how foolish we were...It became our inside joke.
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    Personally, (and this is just based off the small information I have) I would go to your neighborhood school. I would imagine that music is more difficult to learn without a program, however with most languages, if you really want to learn it badly enough and you have internet access, it is possible to learn it on your own. If your neighborhood school really is better, then you might be able to get it to start a French class if you can get some others interested, or at least start a French or music club after school. As far as not travelling abroad in the IB Program, I'm not sure if this is a rule you read somewhere or if it is just because of the work load that would prevent travel, but the point of IB is to be international- if you talk to an IB coordinator, they might be able to help you with that. I can't say much about whether or not you should do IB- that is on a person to person basis. Getting advice from your peers and age group is good, but make sure you also talk to your guidance counselor, as they get paid to give advice on situations like this, and are probably better at it than anyone most people on this site. Cheers!
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    This one happened recently. So, a bunch of kids found the exam online (it was a past paper.) They memorized the answers. On the day of the test, they were done in 1/2 hour. So, as they leave the room, they pass by the teacher's room whose exam they cheated on. Now, I'll tell you that while these kids may be intelligent grades-wise, they weren't the sharpest tool in the shed when it comes to common sense and street smarts. So, the ringleader starts talking about the exam and says "Yeah, the exam was sooo easy. Even if we hadn't found it online and memorized the answers, I would have gotten 100% " right in the front of the teacher. Another time, in the exam room, some one was trying to copy off my paper as I was waiting to hand it in. Here, all the grades write their exams at the same time in the gymnasium. So, the girl didn't realize that she was copying off the wrong exam. Wonder how that went for her Lastly, somebody was cheating off their phone and Siri activated.....and read out the question they were looking up. The teacher either couldn't figure out who it was or liked her enough to pretend that he couldn't tell it was her. Still, he confiscated all phones for the remainder of the exam...which he should have done BEFORE handing out the exam.
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    As someone who's been through it and survived, IB is a challenge. To tell you otherwise would be lying. For me, it was kind of a love-hate relationship with the program while in it. On one hand is great to be able to call myself an IB student. To able to run around my high school and know I was among the best of the best, academically at least. On the other hand, the workload is intense and you don't get to do much else. It was a lot of coming home and after school and doing school work until I went to bed. With the exception of Friday nights when my friends and I would go watch high school football (and talk IB). Now that I'm done with IB and in college, I don't regret IB. I have more 'free time' than most of the kids in my college. While they are all worried about how to write a 5-page paper, I have a been there done that attitude. I've written longer papers and have learned how to effectively communicate ideas through writing most of the time. IB taught me time management skills and how to study effectively. I remember the homework would come in waves. Weeks with nothing major just some textbook reading and maybe a reflection or two.Then there would be weeks where it seemed like every class had a test or essay due. But, I also knew somehow it would pass and I would survive. Whatever your teachers throw at you, just know it will eventually end. You will eventually get through it and be able to look back on it.
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    You know you are in ib when every conversation inside/outside ib turns into tok at some point
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    Agree! You know you're IB when you find yourself analyzing all your childhood movies for symbolism, hidden jokes, allusions, etc...
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    Hi everyone! I love this question as it deals frequent complex type question. Especially the exact angle part :)! Enjoy!
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    If you're going into engineering, you'll have to do 4+ years of hard math anyways. Might as well get used to the difficulty now with HL Math instead of being underprepared with SL (not to mention most 'good' schools won't accept you with just SL Math). If you have the option of HL, take it. Most of what you're hearing is probably just rumours. If you're 100% sticking with SL Math, start doing your research now as to what schools you can get into. Canadian unis take either SL or HL Math, so maybe consider some top universities there.
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    I would personally recommend taking HL Maths as opposed to English as it may prepare you better for the Math heavy courses in Engineering.
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    Written Task 1 is an “imaginative piece” in which you demonstrate your understanding of the course work and a type of text. It is based on the current literature you are studying. It has to show understanding of the literature. WT1 is about 800 to 1000 word long, with an additional 200 to 300 word rationale summarizing the purpose of your WT. The rationale whould show the examiner the necessary background information and a good understanding of your task. The WT1 is not a creative writing, it has to be an extended piece of work that is related with the literature. Some of the text types are: diary, script, police report, litter... The types are unlimited as long as the content relates with the literature you are focusing on.
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    Your friend shouldn't buy a mother****ing IA in the first place? Maybe it's just me, but as someone who tries to put in a crap ton amount of effort into his work, people pulling stunts like that really rattles my nails. It depends on whether or not the IA has been published online e.g. if a google search can yield it, then it's published already and the IBO will know that it's not your friend's work. Get your friend to have the work tested via Turnitin to see how much "plagiarism" is present in the work. I don't know how your friend's school does it, but most schools have IAs due in March as they're sent off to the IBO during late March or early April. Which is enough time for him/her to put in about 5-8 hours of work that can ideally yield a decent, original, internal assessment.
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    B.A Chemistry + B.F.A Graphic Design dual degree M.F.A Design+Media Ph.D Art History, perhaps? I love chemistry very much and I want to become an multidisciplinary artist. I think both science and humanities knowledge are important for an artist to enrich himself/herself and create meaningful artworks. Artists do not only draw; artists can make ideas come to life and shape the future. P.S. Recently I am designing the 4 new elements proposed by the IUPAC This one's nihonium.
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    Hi everyone! Need CAS hours, but not sure where to start? Passionate about writing and society? Stop looking. The Modern Filament wants YOU. We are looking for new writers for our digital student-run newspaper focusing on critiquing contemporary societal issues. Whether you’re an economic enthusiast or a social justice warrior, this is a great way to get creativity/service hours and give yourself a voice in our dynamic world. There is no limit on what you can write about, but your articles must be analytical in nature. Ready? Let’s get started. Shoot us an email at [email protected] if you're interested. We hope to hear from you soon. themodernfilament.com
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    I took the ESS exam this past May and got a 7. My main study tool was the Oxford course companion. Two weeks before the papers, I began to carefully read through the companion, taking notes on on the case studies and definitions. In these two weeks and throughout the course in general, I relied a lot on Quizlet and the YouTube channels Dan Dubay and NicheScience. Quizlet helped me a lot with definitions, which always, always show up on the papers. For example, here is a link to a Quizlet for the glossary terms found in the syllabus for the course: https://quizlet.com/_1dr29i. The YouTube videos give you break from constantly reading, but still allow you to absorb some of the material. And, be sure to do past papers! Hope this helps!
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    Haha! Disagree, LUCKILY I have not lost any data while I was working on my IAs You know you are in IB when you procrastinate by complaining about IB...
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    Agree! Been there, done that.. You know you are an IB student when you've asked "Does this count as CAS?" several times
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    Just going to add... 1. Help us help you. This means you put in the effort to show us what you have done, explain what you need help with, and put in a relevant topic title. "Need help focusing my RQ" is better than "Urgent help needed!!!" 2. Thank members through the reputation system, with the like button at bottom right of a post, not with a post that says "thank you". This is to reduce the traffic on the site. 3. Do not ask for past papers, or post links to IBO copyrighted material(yes, past papers are copyrighted material). IBS doesn't want to be sued by the IBO for distributing this stuff. We ask that you look elsewhere through a Google search, ask your teachers for them, or buy them from the IBO itself. Threads/posts made asking for this will be closed immediately when seen. 4. As King112 said, we can't do your work for you. This means we can't give you completely original ideas, or give you key comparison points or your lit. works, or tell you what would be a great idea for your Design IA. This ultimately defeats the purpose of you learning as an individual. We can guide you and give you feedback on your ideas, but do not tell us that you have ____ due in ___ days, and you need an idea of how to do it. We just can't do that. 5. Don't revive year old threads, especially if the question has already been answered. This is common sense. The person who made the thread probably doesn't even hang around the site anymore, not to mention they already got the help they needed. 6. If you find anything wrong, or have a problem with someone or staff on the site, report it or send any active staff member a PM. I know sometimes I may come off as an *******, but I/we(the staff)/our intention is to maintain the integrity of the website. We're humans too and IB students just like you, and we'd appreciate your understanding whenever we close threads, give you a warning PM, etc. 7. Spamming. Just don't do it. Posts that are one line long are usually considered to be spam because they likely won't provide any meaningful input. Keep your posts relevant on the threads you're writing. 8. Reading the board rules makes the forum run much more smoothly. We're not going to force members to read it, but when you find out one of your threads or posts are missing, or have somehow accumulated some warning points, you've probably breached one of our rules. The moderating staff take action at their own discretion and will do our best to tell you what's going on, but if I see advertising, or a recently made account made just to reputation boost or spam, I might just consider suspending it just off of that. This is obvious. The point of the website is for IB students to help each other.
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    ^definitely agree with all those - made all those mistakes before. Definitely make sure you're copying down formulas correctly. - With the reading the question thing - make sure you note down from the start what you're actually trying to find and note the UNITS. You can make things a lot easier for yourself if you are for example, aware that t (time) is in days not hours.. and occasionally the paper might ask for an EXACT answer, or an answer to 4 decimal points. - Check the domain when you're graphing/when you're finding an angle answer. - This isn't really a mistake.. but in Paper 2… if you can use the calculator to solve a problem, USE IT. For some reason sometimes I just forget about the calculator.. like if you're trying to solve 2 simultaneous equations with 2 unknowns - you can solve that through the calculator! Saves you from making a numerical error along the way.. Even if you're just doing something like 309 + 281 + 103.. yes you can calculate that quite easily yourself - but you might also make a mistake! Just use the calculator and save yourself the trouble! - Having said that though, do check that when you use the calculator you're inputting the correct numbers - If you're trying to solve an equation with 1 unknown, graphing it is often the fastest and easiest way to find out the x (although do remember to sketch the graph that you've used for the answer). - For graphing - make sure you zoom in and zoom out and adjust your viewing window. It's so easy to miss a section of a graph that's just off the screen. - When solving inequalities with logs, don't forget that when dividing by a log (ln e) between 0 and 1 you need to change the sign because it's negative. - Spending too long on a question. Sometimes you get that question where you know you can work it out, but you just need to experiment a bit.. leave that till later! Especially if it's like Q3, and worth 5 marks. Make sure you leave time for the tougher (in my opinion) Part B questions. If you're stuck, stop thinking about it and move on, then come back to it - you so often see it in a new light. - You might be rushing in your working out and hurry to finish the paper.. but WRITE CLEARLY and set out your working out clearly! You're not going to get any marks if they can't read it! Also, writing clearly will help yourself. Once.. I wrote the + addition sign and tilted it a bit, and went on to multiply the numbers instead.. such careless mistakes can be really costly. - Crossing out work and realising no, that was right and having to waste time writing it all out again. Even if you're certain what you've done is wrong, if you can't think of how else to solve it, just leave the working out there - you never know - you might get 1 or 2 M1/A1 marks! But most importantly, don't cross out work until you've replaced it with something better. I stupidly do a question and go, wait, this is wrong, this other method will work, then I cross out the work, try the other method, and realise what I had before was right... - To sum up, work carefully and avoid careless mistakes. I have literally written something like 13 + 23 = 33 before lol. Those are just a few of my personal 'mistakes' that I've made over the last 2 years..
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    f. scott fitzgeralds ' the great gatsby' was amazing
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    Er, I just wanted to slide in and say that getting a medical degree (or a law degree) is not a guarantee of future financial security - my mom is a doctor and my dad is a lawyer, but we've been on welfare twice in the last four years. So please, please don't think that pushing yourself this hard in high school with the stress of trying to get a 7 in so many difficult HLs. I'm not saying you won't be successful if you do decide to go for a medical degree, but try not to pin your entire future on two years of being stressed out in high school.
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    The workload that comes with art HL is huge. Whilst I do not take art myself (and therefore what I say should be taken with a grain of salt) I definitely see my friend struggle with it despite her absolutely loving the subject to bits. She takes 3HLs and a regular diploma with no sciences at HL, so taking 2 science and art HL would probably be very hard to manage and do well in at the same time. Whilst the difficulty of each subject varies from person to person, I can tell you that 2 sciences at HL are not easy. Since you do not want to pursue an artistic/creative career in the future, I highly recommend you keep doing art as your hobby to unwind from the IB and your HLs rather than make it something that might end up in you absolutely resenting the lone idea of art due to the unnecessary additional workload and stress it will give you. There's no reason not to continue with art as simply something that lets you relax and allows you to do whatever you want to do, without certain aspects needed to be fulfilled for a good grade. I understand your teacher might be disappointed/sad/mad but in IB you truly have to prioritise your time and spend it wisely in order to do well. Good luck.
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    Honestly, I think if you get less than 5's or less for any subject in IB you might as well just give up, become homeless, and panhandle. Okay, so you know that this goes far beyond course selection and that's good. It's natural to not know what you want to do in Grade 10. A lot of us in Grade 12 and first-year of university don't know what we want to do. The first piece of advice that I can give you is easy: don't put stock into what your parents say. Your parents have a large presence in your life right now and no doubt they want to help you, but as you become older they will probably not dominate your life and you likely will not want them to. There's no guarantee that you'll like the career that you choose, but I'd rather realize that I want to switch my career path and that my decision hadn't worked out as opposed to doing something to please my parents and not enjoying it. You're course selection looks good. I thought I was going to hate biology until I took it and really loved it. Also, particularly relevant to your case, I loved literature classes but IB cooled my interest (I still love reading books just as much as I did, it's just that it has disenchanted me a bit from the academic study of literature). Thus, your tastes can change, and it's not a bad thing—it's natural. Taking Bio HL will give you ample time to decide if it's right for you. The one thing that I wonder about is Psychology HL. Is this a course that you really, really want to take? Taking Psych most likely won't be a requirement for any program you wish to do especially considering you're already taking two principal sciences. IB Psych features a lot of memorization, something that you said you disliked about a previous biology class (I don't remember a lot of rote learning for Bio SL, just the animal kingdoms. The other stuff we did was more conceptual). Perhaps you could substitute either History SL or History HL in place of that. Any university you go to will likely have a Gen Ed. requirement so either way Psych HL or History HL will count for course credit. I think that choosing history could potentially strike a nicer balance for you. Again, you want to be able to try different things. P.S. If you're applying to Canadian universities, than they don't generally consider specific subject area scores for actual grades so you should't worry about sciences. They do consider them from you predicted grades, but your final diploma scores are much more along the lines of "Candidate got diploma and didn't score a 2 in any subject; we won't withdraw the offer of admission". And from experience, most teachers will give the benefit of the doubt when assessing predicted grades. Also, as a last note, I just want to say that a lot of professionals change careers. It's becoming a lot more common. Nothing is the end of the world, except the actual, literal end of the world. And in that case IB course selection will be the least of our worries.
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    I put absolutely zero effort into English B and got a 7. I did maybe two past papers on my own as prep, then decided I can't be bothered anymore.
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    Your grades look fine and I think you should be okay for DP. Unless you know you are definitely not getting anything higher than 24 (the minimum points you need to get the diploma). IB is quite unpredictable sometimes, you never know if you are going to rock the whole thing in the last minute. It is always a good thing to try some of the harder challenges. From my knowledge, IB is pretty recognized around the world (mostly in Europe). Even you did not get the diploma at the end or you are unsatisfied with your grade, I believe you can always transfer your IB grade into the grade of the educational grade of the place you are in. Just a note that when you first going into IB, the first two or three months would be a nightmare for you, but don't panic! Things would turn out better! I had struggle with it at the first but now I am totally on track and doing well. I suggest you at least try four months and then decide if you want to stay in the program or not. Gook Luck!
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    I have worksheets for this topic on my website. Maybe they will be helpful. http://www.msjchem.com/topic-13-periodicity-hl.html
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    the 2017 IB cohort at my school just had their PG (predicted grade) exams, and the ones that scored 6s and 7s told us (2018 cohort) what they did. They tried not to memorize. Instead, they tried to understand the material. Also, a lot of them used the Barron's IB Biology study guide. I'm not sure if the study guide will help you or not; however, I think it's worth checking out.
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    To say you have to prove something new in math in EE is to say you have to write a groundbreaking Group 1 or 3 EE, or to make a new discovery in the Group 4 sciences. I recommend that you write an EE in your strongest subject. In a Math EE, you should demonstrate that not only can you problem solve, but also identifying interesting math features that may be omitted in many textbooks. You should choose a topic for which you have a strong foundation. I do not support going after something you have no knowledge or experience in, simply for the matter of "trying something new" or "look I'm so smart". Extensive background research may be required, similar to any other EE, and it may be vital to your success. A big component that Math HL exams is the connections between areas of math. @LoveMyLife wrote an A math EE on solving the cubic equations, and I wrote mine relating 3 linear equations and some tutorials I found online. So it's not just a matter of "complexity" but rather how well you can communicate your creative, imaginative and critical thinking even in the most basic stuff that others may have overlooked. However a math EE is rare, even with my graduating class of over 60 students in the Math HL class, only a small handful choose to write a math EE.
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    Firstly, CALM DOWN. You need to understand that being depressed does not solve any problem at all. And we have a 7 months before the actual exams. Don't Worry (I know, it's easier said than done). Instead, you can start to schedule your time so that you can use it efficiently. Make notes on what subjects and specific topics that struggle you and then make appointments with your teachers regularly. You also can find so many online resources on the internet. I'm gonna insist on the scheduling issue -- it's scientifically proven that those who make deadlines for each task are more successful than the ones who don't. And LOVE the subjects that you take - you'll study them anyway, so try to make the process more enjoyable.
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    Got my results! 7 for maths sl 6 for psychology hl 5 for History 7 for English HL 6 for Chinese SL 5 for Biology SL ( 1 point away from the next boundary!) 1 point bonus
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    You know you're in the IB (or survived it) when your non-IB friends are dancing to the new Pitbull song and you choose to (rather emphatically and proudly) point out the subliminal messages and indirect advertising of sponsors in the (not-so-)cleverly veiled cinematography of the music video.
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    The Picture of Dorian Grey. All of my friends hated it.