IB English Analysis Vocabulary

IB English analysis vocabulary should help students explain how a text constructs meaning rather than reward device spotting. In IB English A: Language and Literature, students study literary and non-literary texts, develop critical literacy and learn to analyse interactions between text, audience and purpose. Paper 1 requires analysis of an unseen non-literary text, so the useful vocabulary is the language of choices, structures, representation, persuasion, viewpoint, visual design and audience effect.

Students searching for IB English analysis vocabulary, IB English Paper 1 terms, language and literature devices, non-literary text analysis vocabulary or analytical verbs often know dozens of labels but still write thin commentary. The problem is usually the missing relationship: what does the feature do, how does it shape interpretation, whose interests or assumptions does it foreground, and how does the choice fit audience, context and purpose?

The IB describes Language A: Language and Literature as developing critical analysis of communication, attention to interactions between text, audience and purpose, and understanding of how language, culture and context contribute to meaning. The course is available at SL and HL, and the formal examination includes an unseen non-literary analysis paper. See the official IB Language A: Language and Literature course page. This guide builds 120 analytical terms around that work.

Quick Read

120 analytical terms for unseen non-literary text analysis.
Move beyond device spotting to function, audience, context and representation.
Analyse verbal, visual and structural choices together.
Use analytical verbs to describe relationships, not generic ‘shows’.
Paper 1 commentary should build an argument about how meaning is constructed.

120 analytical terms for IB English Paper 1

Text and purpose

1. text type

Use text type to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

2. genre

Use genre to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

3. purpose

Use purpose to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

4. audience

Use audience to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

5. context

Use context to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

6. register

Use register to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

7. tone

Use tone to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

8. stance

Use stance to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

9. message

Use message to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

10. claim

Use claim to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

11. thesis

Use thesis to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

12. position

Use position to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

13. perspective

Use perspective to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

14. voice

Use voice to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

15. persona

Use persona to describe a specific choice or relationship connected to text and purpose. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Language choices

16. diction

Use diction to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

17. connotation

Use connotation to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

18. denotation

Use denotation to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

19. semantic field

Use semantic field to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

20. jargon

Use jargon to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

21. colloquialism

Use colloquialism to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

22. euphemism

Use euphemism to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

23. dysphemism

Use dysphemism to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

24. modality

Use modality to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

25. imperative

Use imperative to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

26. pronoun

Use pronoun to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

27. parallelism

Use parallelism to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

28. repetition

Use repetition to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

29. rhetorical question

Use rhetorical question to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

30. syntax

Use syntax to describe a specific choice or relationship connected to language choices. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Rhetoric and persuasion

31. ethos

Use ethos to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

32. pathos

Use pathos to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

33. logos

Use logos to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

34. appeal

Use appeal to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

35. credibility

Use credibility to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

36. authority

Use authority to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

37. anecdote

Use anecdote to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

38. statistics

Use statistics to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

39. testimony

Use testimony to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

40. endorsement

Use endorsement to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

41. framing

Use framing to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

42. loaded language

Use loaded language to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

43. call to action

Use call to action to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

44. inclusive language

Use inclusive language to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

45. direct address

Use direct address to describe a specific choice or relationship connected to rhetoric and persuasion. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Representation

46. representation

Use representation to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

47. stereotype

Use stereotype to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

48. identity

Use identity to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

49. othering

Use othering to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

50. visibility

Use visibility to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

51. silencing

Use silencing to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

52. agency

Use agency to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

53. power

Use power to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

54. ideology

Use ideology to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

55. norm

Use norm to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

56. value

Use value to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

57. assumption

Use assumption to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

58. bias

Use bias to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

59. perspective

Use perspective to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

60. marginalisation

Use marginalisation to describe a specific choice or relationship connected to representation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Visual analysis

61. layout

Use layout to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

62. composition

Use composition to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

63. salience

Use salience to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

64. framing

Use framing to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

65. gaze

Use gaze to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

66. vector

Use vector to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

67. colour

Use colour to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

68. contrast

Use contrast to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

69. typography

Use typography to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

70. font

Use font to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

71. image

Use image to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

72. symbol

Use symbol to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

73. logo

Use logo to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

74. white space

Use white space to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

75. hierarchy

Use hierarchy to describe a specific choice or relationship connected to visual analysis. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Structure and organisation

76. sequence

Use sequence to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

77. juxtaposition

Use juxtaposition to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

78. contrast

Use contrast to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

79. progression

Use progression to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

80. opening

Use opening to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

81. closing

Use closing to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

82. headline

Use headline to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

83. subheading

Use subheading to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

84. caption

Use caption to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

85. paragraphing

Use paragraphing to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

86. fragment

Use fragment to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

87. list

Use list to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

88. refrain

Use refrain to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

89. cyclical structure

Use cyclical structure to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

90. narrative arc

Use narrative arc to describe a specific choice or relationship connected to structure and organisation. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Audience relationship

91. alignment

Use alignment to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

92. distance

Use distance to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

93. intimacy

Use intimacy to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

94. solidarity

Use solidarity to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

95. authority

Use authority to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

96. trust

Use trust to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

97. identification

Use identification to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

98. inclusion

Use inclusion to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

99. exclusion

Use exclusion to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

100. positioning

Use positioning to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

101. engagement

Use engagement to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

102. expectation

Use expectation to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

103. recognition

Use recognition to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

104. familiarity

Use familiarity to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

105. address

Use address to describe a specific choice or relationship connected to audience relationship. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Analytical judgement

106. foreground

Use foreground to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

107. emphasise

Use emphasise to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

108. reinforce

Use reinforce to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

109. undermine

Use undermine to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

110. destabilise

Use destabilise to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

111. normalise

Use normalise to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

112. challenge

Use challenge to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

113. legitimise

Use legitimise to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

114. question

Use question to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

115. satirise

Use satirise to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

116. idealise

Use idealise to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

117. marginalise

Use marginalise to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

118. privilege

Use privilege to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

119. qualify

Use qualify to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

120. complicate

Use complicate to describe a specific choice or relationship connected to analytical judgement. Pair the term with evidence, then explain function, audience effect and significance. The term should make the interpretation more precise; if removing it leaves the analysis unchanged, the label may not be doing useful work.

Paper 1 is an argument about construction

A strong commentary is not a tour through techniques. It argues how the text constructs a particular relationship with its audience and advances a purpose through verbal, visual and structural choices. Devices become evidence inside that argument.

A useful thesis can connect text type, purpose, audience and two or three dominant strategies. Example frame: “The campaign combines intimate direct address with high-salience visual contrasts to turn an abstract public issue into an immediate personal responsibility.” The body paragraphs then prove that interpretation.

The four-part analytical move

Choice → evidence → function → significance. Example: “The repeated second-person pronoun positions the reader as directly implicated, reducing distance between the campaign’s claim and the audience’s personal responsibility.” This is stronger than “The writer uses ‘you’ to engage the reader” because it names the relationship created.

Students can extend the move with context: why might this strategy matter for this audience, platform or cultural moment? Context should illuminate the textual choice, not replace close analysis.

The Fencing Method: IB analysis terms that blur

tone / mood

Tone concerns the speaker or text’s attitude; mood concerns the atmosphere or emotional effect experienced by the audience.

purpose / effect

Purpose is what the text appears designed to achieve; effect is what a particular choice contributes to the audience’s reading.

audience / reader

Audience is the intended or actual group addressed; reader is one mode of audience for written texts.

bias / perspective

Perspective is a viewpoint; bias implies a systematic slant or partiality.

representation / reality

Representation is the textual construction of a person, group or issue, not reality itself.

salience / size

Size can create salience, but salience is the broader degree to which an element attracts attention.

framing / frame

A visual frame is a boundary; framing more broadly concerns how information is selected and presented to shape interpretation.

ethos / authority

Ethos is a rhetorical appeal to credibility; authority can be one source used to construct that credibility.

juxtaposition / contrast

Juxtaposition is placement side by side; contrast is the difference that placement reveals.

ideology / opinion

Ideology is a broader system of beliefs and assumptions; an opinion is a specific judgement.

Analytical verbs: replace ‘shows’

1. constructs

Use constructs only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

2. positions

Use positions only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

3. frames

Use frames only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

4. foregrounds

Use foregrounds only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

5. emphasises

Use emphasises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

6. reinforces

Use reinforces only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

7. normalises

Use normalises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

8. privileges

Use privileges only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

9. marginalises

Use marginalises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

10. aligns

Use aligns only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

11. distances

Use distances only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

12. invites

Use invites only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

13. encourages

Use encourages only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

14. challenges

Use challenges only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

15. undermines

Use undermines only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

16. destabilises

Use destabilises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

17. complicates

Use complicates only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

18. qualifies

Use qualifies only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

19. legitimises

Use legitimises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

20. satirises

Use satirises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

21. idealises

Use idealises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

22. humanises

Use humanises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

23. dehumanises

Use dehumanises only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

24. amplifies

Use amplifies only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

25. softens

Use softens only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

26. contrasts

Use contrasts only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

27. juxtaposes

Use juxtaposes only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

28. echoes

Use echoes only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

29. mirrors

Use mirrors only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

30. signals

Use signals only if it accurately describes the relationship between textual choice and meaning. Write one analytical sentence using it, then replace it with “shows” and compare the loss of precision.

Visual analysis without inventing symbolism

Begin with observable composition: placement, size, colour contrast, gaze, direction, typography, spacing and relationship between image and text. Then infer function. Do not leap immediately from “red means danger” to a fixed symbolic reading. Colour meaning depends on genre, culture, surrounding elements and purpose.

A useful visual paragraph identifies what attracts attention first, how the eye is guided, what relationship is created between represented participants and audience, and how text anchors or changes the image’s meaning.

Audience positioning

Texts do not simply “target” audiences; they can construct identities for audiences. A charity appeal may position the audience as compassionate donors. A luxury advertisement may position the audience as discerning insiders. A public campaign may position citizens as responsible participants.

Look for pronouns, imperatives, assumed knowledge, humour, references, testimonials, visual gaze and forms of address. These choices create belonging or distance.

Representation and power

Representation analysis asks who is visible, who speaks, who acts, who is described, and what assumptions are treated as normal. This does not mean every text is secretly ideological in the same way. The claim must be grounded in patterned evidence.

Useful questions include: Who is given agency? Which traits are foregrounded? Are groups generalised? What alternatives are absent? How does the text invite the audience to value or judge represented people and issues?

Non-literary text types and common features

Possible analytical vocabulary: brand identity, visual salience, slogan, endorsement, desire, lifestyle representation, call to action. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Speech

Possible analytical vocabulary: direct address, repetition, rhythm, anecdote, collective pronouns, authority, call to action. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Editorial

Possible analytical vocabulary: thesis, evaluative diction, evidence, concession, framing, judgement, public audience. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Infographic

Possible analytical vocabulary: data selection, hierarchy, icons, colour coding, simplification, captioning, visual sequence. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Campaign poster

Possible analytical vocabulary: high salience, compressed slogan, imperative, image-text relationship, emotional appeal, public positioning. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Website

Possible analytical vocabulary: navigation, hierarchy, multimodal layout, hyperlink structure, call to action, branding, accessibility. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Social media post

Possible analytical vocabulary: platform conventions, caption, image, hashtags, brevity, engagement cues, virality. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Comic/cartoon

Possible analytical vocabulary: caricature, panel sequence, visual metaphor, irony, captions, speech bubbles, exaggeration. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Review

Possible analytical vocabulary: criteria, evaluation, evidence, audience assumption, rating language, comparison, recommendation. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

Letter

Possible analytical vocabulary: address, relationship, purpose, register, direct appeal, structure, closing. Select only what is actually present and relevant. Text-type expectations are useful context, not a checklist that every text must satisfy.

A 12-week IB Paper 1 vocabulary plan

Week 1: text type, purpose and audience

Practise text type, purpose and audience on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 2: diction and connotation

Practise diction and connotation on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 3: rhetorical appeals

Practise rhetorical appeals on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 4: visual composition

Practise visual composition on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 5: audience positioning

Practise audience positioning on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 6: representation and identity

Practise representation and identity on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 7: structure and sequence

Practise structure and sequence on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 8: tone and modality

Practise tone and modality on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 9: multimodal relationships

Practise multimodal relationships on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 10: comparative analytical verbs

Practise comparative analytical verbs on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 11: timed thesis and paragraphs

Practise timed thesis and paragraphs on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

Week 12: full unseen commentary

Practise full unseen commentary on one short non-literary text. Limit terminology deliberately: select five terms that genuinely improve the analysis and discard labels that merely describe surface features.

30 Paper 1 drills

Drill 1

Analyse an imagined charity poster. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 2

Analyse an imagined product advertisement. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 3

Analyse an imagined public-health campaign. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 4

Analyse an imagined editorial. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 5

Analyse an imagined political cartoon used only as a neutral text-analysis exercise. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 6

Analyse an imagined infographic. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 7

Analyse an imagined website homepage. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 8

Analyse an imagined magazine cover. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 9

Analyse an imagined speech extract. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

Drill 10

Analyse an imagined social media campaign. Write one thesis about audience and purpose, then one paragraph using a verbal feature, one visual or structural feature and one analytical verb. Do not state whether you personally agree with the message; analyse how the text constructs it.

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Frequently asked questions

How many devices should I mention in Paper 1?

There is no useful quota. Select features that support a coherent interpretation.

Should I analyse every image and word?

No. Prioritise salient patterns and choices connected to purpose and audience.

Can I discuss context?

Yes, when context helps explain textual choices and meaning. Avoid replacing textual analysis with background information.

Do I need technical visual vocabulary?

A modest set—salience, framing, gaze, composition, typography, contrast—can improve precision when accurately applied.

Should I say ‘the author makes the reader feel’?

Be more precise. Explain how the text positions, invites, aligns or encourages an audience response.

Can multiple interpretations be valid?

Yes, when grounded in textual evidence and coherent reasoning.

How should I revise terminology?

Use original or teacher-provided texts, identify features, then explain function without looking at the glossary.

What shows mastery?

The student can build an argument about meaning and audience using terminology selectively rather than mechanically.

Official reference

The official IB Language A: Language and Literature page outlines the course and assessment model. Always follow current IB documentation and your school’s course guidance.

Final principle

Analytical vocabulary should make the student more observant. The goal is not to name more devices. It is to see more relationships: between image and caption, speaker and audience, representation and power, structure and emphasis, context and meaning. Terminology earns its place when it sharpens that seeing.

eduKate SG

IB English A Language and Literature: 120 Analytical Terms for Paper 1