how much to write for english paper 2

IB English Paper 2 Explained

Free introductory guide to IB English Paper 2 by IB45 and IB7 graduates.

This guide will explain IB English Paper 2 and what you need to ace the exam come May or November, when the IB Gods throw you this (seemingly) insurmountable task.

If you don't know all about Paper 1 already, do check out LitLearn's amazing guide  for IB English Paper 1. Paper 1 is all about on-the-spot thinking and  adrenaline-pumping analysis . What about Paper 2?

Well, IB English Paper 2 is  all of those things , plus extensive preparation . But don't fret! I survived Paper 2, and so have many others before you. All you need is a couple sprinkles of guidance from a seasoned Paper 2 veteran (ahem).

Meet your instructor Jackson Huang, Founder of LitLearn. His mission is to make IB English as pain-free as possible with fun, practical lessons. Jackson scored an IB45 and was accepted to Harvard, Amherst, Williams Colleges, and full scholarships to University of Melbourne & Queensland.

What is IB English Paper 2?

You're in the exam room. You stare at the page and wipe the sweat from your forehead and try to focus on the words on the page:

"We are all prisoners of ourselves.” Discuss how the sense of imprisonment shapes the meaning and the effect on the audience of at least two texts you have studied."

A Paper 2 exam consists of four of these prompts. From these options, you choose one prompt and write a 1000 to 1300-word essay on it.

How long do you get? 1 hour 45 minutes for both Standard Level (SL) and Higher Level (HL) students.

In these 1000 to 1300 words, your task is to write a comparative essay , which — you guessed it — means comparing similarities and contrasting differences between the texts you've studied in class for Paper 2 (i.e., poems, novels, plays or short stories) .

Now that you understand what a Paper 2 essay involves, let's jump into how to properly answer one of these IB English Paper 2 prompts.

How to answer a Paper 2 Question

Let's stick with the above example about the theme of “imprisonment”.

First, see that philosophical quote at the start of the prompt? It's there to spark ideas, to get the juices flowing in your brain. You don't have to refer to it directly unless the questions explicitly asks you to do so. So the take-away message here is to not be ‘imprisoned' by the philosophical quotes at the start of the prompts.

Second, notice the command term “discuss”. This is usually replaced by words like “evaluate”, “analyse”, “examine”. Don't worry about it too much : it doesn't mean anything too important, because at the end of the day you still have to analyse, you still have to compare, and you still have to contrast.

The key of the prompt

The part after the command term is the most important part of the prompt:

"[…] how the sense of imprisonment shapes the meaning and the effect on the audience […]"

Here the “sense of imprisonment” — the key of the prompt — tells us exactly what we need to write about in the essay.

Can you find the key in this next prompt?

"Compare and contrast the effectiveness of the use of irony in two or more texts you have studied."

Notice the command term “compare and contrast” and the important part after it. The key of this prompt is “ the use of irony “.

Get comfy with morphing stuff

More often than not, our texts do not contain anything explicitly related to the prompt's key, say, the theme of “imprisonment”.

Pay attention to this next paragraph…

The secret to scoring a 7 in IB English Paper 2 is to get very comfortable with bending, morphing and twisting your texts and/or the prompt so that they are as compatible with each other as possible.

There are two ways that this can be achieved:

1. Morphing existing ideas in your own texts to fit the prompt

While Jane Sherwood's (some random character) nostalgia in your Incredible Text 1 may not directly relate to “imprisonment”, you could twist the character's nostalgia into the idea that emotions can trap or “imprison” an individual in a treasured memory or a past experience.

Nostalgia and imprisonment seem like unlikely brothers at first, but with a bit of justification they look almost like identical twins.

2. Redefining the prompt (reasonably)

The key of the prompt can often be vague . For example, there was a real IB exam prompt that asked whether “male characters were more interesting than female characters.” What does “interesting” even mean?

The IB Gods are inviting you to constrain the topic in a way that works for your texts specifically. You could write in the first sentence of your introduction:

"Interest, an important part of dramatic works, is often generated by emotional conflict and the subsequent creation of tension." "

Here I have restricted the broad topic of “interesting” to the more clearly-defined topic of “emotional conflict” because this redefinition works well for the texts I've studied for IB English Paper 2. You should do the same.

In reality, you have to morph both your texts and the prompt in order to reach a snug fit between the two. Getting to this point, which all happens during the planning stage, is the most difficult part of the Paper 2 process because it requires you to know your texts so well that you can apply the ideas in your texts to different situations.

How many texts to compare and contrast?

Before we continue with this introductory guide, we need to address the age-old question of how many texts should we compare and contrast in an IB English Paper 2 comparative essay?

In the old syllabus, you had the choice to compare and contrast up to three texts.

Luckily, in the new syllabus (First assessment 2021), you don't have to make a choice: the IB requires you to compare and contrast just two texts . One less decision for you to make!

However, you are still recommended to prepare three texts, so that you have 3 possible combinations of texts to answer your prompts (Texts 1 & 2, Texts 1 & 3 and Texts 2 & 3).

Now that we agree on how many texts to compare and contrast, let's see how we can make the texts work together.

Choosing the best points across your two texts

There's an easy way, and there's a hard way.

If you want a score of 5 or below , you can simply think of two points to answer the prompt for Text 1 and two other points to answer the prompt for Text 2. Then, slap them together into different paragraphs, regurgitate some shallow comparison and contrast, and call it a comparative essay. That doesn't sound very sophisticated, does it?

On the other hand, if you want a score of 6 or 7 , you'll need to use a lot more brainpower and insight. The points that you choose for your two texts are very important, in terms of how the points relate to each other and to the prompt. The points need to have enough overlaps that similarities can be analysed, but not too much similarity because you also want to contrast differences.

What ends up happening is you enter an algorithm — a set of steps, sort of like a recipe — where you repeatedly attempt to find good points for the prompt, gradually morphing them while re-defining the prompt itself, until you reach a good plan for your Paper 2 essay.

What does a good plan generally look like?

• Your re-defined prompt has not strayed far, or at all, from the original prompt.
• The points for Text 1 fit well with the prompt.
• The points for Text 2 fit well with the prompt as well as the points your chose for Text 1.

The million dollar question is: How do we get to this optimum stage where the prompts and the texts and married so harmoniously ? The answer is brainstorming.

In these Pro lessons from our study guide, we go into detail about the exact strategies for brainstorming for Paper 2 under exam conditions, choosing the right Paper 2 essay structure, and writing a strong Paper 2 thesis.

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How to best prepare for Paper 2

We've talked a lot about the skills and questions necessary to tackle an IB English Paper 2 prompt, but all of that happens during the exam itself. What can we do before Paper 2 to put ourselves in the best position?

• (Really) understanding your text
• Choosing great quotes for your Paper 2 (covered in a later lesson )
• Practice past Paper 2 exams

Let's go through Steps 1 and 3.

Understanding your text

IB English Paper 2 tests skills that require a deep understanding . First, to compare and contrast effectively, you need to know your texts well enough that you can find similarities and differences in the micro-details and in the macro themes, in the characters and in the techniques. Second, in order to adapt the ideas in your text to the prompt , you need to know how far you can stretch those ideas while maintaining their validity.

Without a deep understanding, you're dead in the water.

In our Paper 2 Preparation guide, we tell you exactly how to prepare your Paper 2 knowledge and notes, down to the specific questions you should be able to answer. The preparation is organized into Level 1 to Level 4 to give you a structured study roadmap for Paper 2. That way you don't get overwhelmed.

No sign up or credit card required.

Practising Past Paper 2s

The most challenging part of Paper 2 is bringing together three aspects:

• The quotes you've memorised
• Your analysis skills
• Your ability to adapt the quotes and ideas to a new prompt that you've never, ever encountered before

Grabbing that 7 in IB English Paper 2 requires that you are solid on all three fronts . You cannot just practice each of these aspects individually. Practising to plan and write Paper 2 responses ensures that you practise this core trifecta of skills together, all at once.

Practising past Paper 2s was the core of my IB English Paper 2 preparation schedule. It helped me to memorise quotes, learn which quotes are better than others, and learn certain pairs of themes, characters and techniques that work well in my texts for comparison and contrast.

By practising Paper 2s extensively, you increase your awareness of what works (and what doesn't) for your texts. Hence, the main thing you have to worry about on the day of your exam is the prompt itself--the only variable that you cannot control.

In the Paper 2 study guide, we have an exemplar IB English Paper 2 essay from a past exam: See the exemplar essay .

Question​bank

Paper 1 Practice Exams

Past Paper 1 Solutions

Paper 2 Guide

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Learn Analysis

The 3 basic principles essential to IB English analysis

Learn how to analyze diction for IB English

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Questionbank

Try Question 7 from the Analysis Questionbank

Try Question 23 from the Analysis Questionbank

Free introductory guide to the Paper 1 guided analysis exam

The 3 ingredients you're not including in your thesis

Free introductory guide to the Paper 2 comparative analysis exam

Covers the levels of knowledge crucial to Paper 2 preparation

Individual Oral

Free introductory guide to the Individual Oral assessment

Helpful list of global issue starters to kickstart your imagination.

Higher Level Essay

Free introductory guide to the HLE assessment

Paper 2 is back!  That’s right, we all have tackle this beast in May 2023, so it’s time to master the basics about comparative literary analysis.  Remember that this task demands attention to authorial choices and how they shape meaning.  So, when reading your literary works, pay attention to the moves the writer makes to communicate important ideas.

Part of our  IBDP English A Student Toolkit , The Complete Study Guide for Paper 1 and Paper 2 includes:

• 250+ pages of updated review material!
• The best of our website videos and documents 
• NEW content not available on our website
• 20 highlighted papers with examiner notes 
• Discussion videos justifying marks on sample papers
• Full assortment of graphic organizers
• Sentence stems and guidance for analysis

Paper 2 Exam Review Video Course

Looking for more detailed instruction?  Our Paper 2 Exam Review course leverages two short stories and guides you step-by-step through the writing process in 10 videos.  In the end, you will have written a strong sample response for your selected texts.  This course is for dedicated students looking to do the hard work necessary to improve their Paper 2 skills.

Part of our  IBDP English A Student Toolkit , this resource includes:

• Step-by-step approach to building the Paper 2 response
• 10 asynchronous lessons and 2 hours of NEW video
• Two short stories with completed graphic organizers to model the entire Paper 2 writing process
• Blank graphic organizers to use with your Paper 2 texts
• Guidance on using generative AI for Paper 2 revision

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Paper 2 From Start to Finish

In this 9-video series, we’ll show you the entire process from start to finish.  We’ll use two short stories as our model and follow the “we go, you go” protocol.  We’ll show you the steps with our sample stories, and then encourage you to do the same steps with your chosen Paper 2 texts.  In the end, you will have written an entire sample paper under our guidance.  So, be sure to download and complete all the graphic organizers.  Stay with us.  Follow the models.  Do like we do.  Paper 2 success is within reach!

Unpacking the Paper 2 Task

• Document: Nuts and Bolts
• READING: Two Short Stories

Breaking Down Text 1

Document: 1-Text Organizer   – TEXT 1

Breaking Down Text 2

Document: 1-Text Organizer   – TEXT 2

Comparing Texts 1 and 2

Document: Comparative Organizer

Writing the Outline and Thesis

Document: Getting ready to write

Writing the Introduction:

Document: Writing the Intro

Writing Body Paragraphs.

Document: Body Paragraphs

Writing the Conclusion

Document: Paper 2 Conclusions

Scoring the Sample Paper 2

Document: Examiner Scoring

Paper 2 - Breaking Down the Skills

Sure, we understand that you want to see sample papers and examiner comments.  Those are coming.  However, none of those support materials matter unless you know the basics of Paper 2.  Watching the videos and reading the accompanying documents will put you in an excellent position to showcase your best comparative writing on assessment day.  Once you have mastered, these skills, then it’s time to move on to practice papers.

Meet the assessment and understand how to achieve success on Paper Two.

Paper 2 Details and Tips

Learn how to break down the question and get stay focused.

Document: Breaking Down the Question

Don’t forget to brainstorm and mind map!

Document: Brainstorming and mindmapping

The thesis is important…watch this video!

Document: Writing the Thesis

Block style or alternating style?  Watch this video to find out.

Document: Structuring the Response

How can I get off to a strong start in this paper?  We’ve got the answer.

It’s critical to write strong comparative body paragraphs.  Watch this!

Mr. Giles always says to “end strong.”  Watch this video and find out how!

Document: Writing Conclusions

Paper 2 - Refining Our Skills

Now that you’ve seen the entire process from beginning to end, let’s combine some of these ideas and refine our understanding of the key skills needed to master this assessment.  

How can we quickly understand the question, brainstorm ideas, and get to the thesis?

Document: From Question to Thesis

Still stuck with that introduction?  Here is some more support.  Watch and nail this important step!

Document: Introduction 2.0

The more body paragraphs we read, the better we get at this difficult task.  Watch the video!

Document: Comparative Body Paragraphs

Once you have all the skills in place, it’s time to make sure you understand all the key tips and details of this important assessment.  Looking at student and teacher models is also helpful, and we will continue to populate this section as the year progresses.

In this video, notice how the student approaches the work, maintains focus, and shows complete command of references, features, and the language of the question. 

Document: Paper Two - Student Sample

This video presents 10 important tips students should remember when getting ready to write Paper 2.

Document: Paper Two - Top Ten Tips

This video shows students how to formulate their own sample questions. Give it a try!

Document: Spitballing Paper 2

Watch this video right before exams. Don't miss this checklist!

Document: Paper 2 Checklist

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Conquering IB English Paper 2: Key Tips for Top Marks

IB English Paper 2 presents an opportunity to showcase your understanding of literature within a specific context. In this blog post, we will explore six essential elements to focus on as you prepare for the exam, paving the way for excellent performance and achieving top marks.

1. Familiarize Yourself with Genres:

Develop an understanding of the basic genres of literature, such as gothic, magical realism, bildungsroman, dystopian, modernist, fantasy, romance, historical, crime, and thriller. Knowing these genres will enable you to recognize their defining characteristics and effectively analyze texts within their respective genres.

2. Consider Socio-Historical and Literary Movements:

Context is crucial. Understand the historical and political backdrop in which a literary work was created. Consider movements such as feminism, civil rights, apartheid, political ideologies, and significant events of the time. Examining the socio-historical context provides valuable insights and enhances your interpretation of the text.

3. Analyze Styles:

Pay attention to the narrative voice, tense, and style employed by the author. Identify whether the narrative is in first person, third person, or an unconventional second-person/over the shoulder narration. Determine if the novel is written in past or present tense. Familiarize yourself with narrative techniques like stream-of-consciousness. Analyzing and explaining the chosen style effectively adds depth to your analysis.

4. Plan Your Essay:

Allocate ten minutes for planning before you begin writing. A well-structured outline saves time and ensures a coherent and logical essay. Include an introduction that poses an intriguing question, provides necessary factual information, and presents your main idea. Plan the main body paragraphs, assigning specific points for each paragraph along with supporting evidence and analysis. Lastly, outline your conclusion, summarizing your main points and providing final contextual connections.

5. Practice with Blen Concepts and Exam-Style Questions:

Reviewing past papers exposes you to the types of questions that commonly appear. Blen has already categorized these questions into themes and practice writing essays on common topics. Examples may include exploring the representation of justice, the impact of setting, or analyzing a particular narrative voice. Utilize 100% curriculum aligned resources curated by IBDP  Examiners and Teachers on Blen to refine your essay-writing skills and enhance your familiarity with the exam format.

6. Compare and Contrast:

In many cases, you will compare and contrast two literary works. From the beginning, consider your texts side by side, identifying points of contrast and similarity. Look beyond surface differences and explore thematic connections. Examine shared themes, such as political crises, power dynamics, human resilience, or societal limitations. Even seemingly dissimilar novels can reveal surprising commonalities upon deeper analysis.

By incorporating these six key elements into your preparation for IB English  Paper 2, you will strengthen your analytical skills and enhance your chances of achieving top marks.

Good luck in your exam preparation!  Sign up  with Blen today for a smarter exam experience!

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What is the best way to prepare for IB English Paper 2?

Table of Contents

• 1 English Paper 2
• 2 Grade Weightage
• 3 Example guiding questions from the 2018 exam:
• 4 Example preparation schedule

The comparative literary essay

Every IB student has to write Paper 2. It doesn’t matter whether they choose Language & Literature, or Literature, SL or HL. Since 2021, even the questions and marking guides are the same.

Related article: Differences Between IB Literature and Language & Literature

English Paper 2

• A comparative analysis of two works studied
• Choose from four general questions
• 1 hour 45 minutes

Grade Weightage

• Language & Literature SL, 35%
• Language & Literature HL, 25%
• Literature SL, 35%
• Literature HL, 25%

At least 3 months before the exam, students should revise several works to be ready for Paper 2. The IB suggests preparing three works. Some works will be more flexible than others, and some students in the past have aced this paper by preparing just two works. Of course, it is better to prepare 2 works in a responsible way than 3 works in a sloppy way. If a student is trying to decide how much to prepare, they should look at Paper 2 questions from past exams and make sure that their chosen works are flexible enough to answer any of the guiding questions.

Example guiding questions from the 2018 exam:

• How do the two works you have studied show that good can come out of destruction or violence?
• How and to what effect are strangers or strangeness represented in the two works you have studied?
• Discuss how one or more of the formal characteristics of a genre influence meaning in the two works you have studied.

Conventional advice is that students should annotate their works to prepare for Paper 2. But how do you annotate a work for Paper 2 and annotate it well? The most common problem is annotating too much. When students are worried about finding material for every kind of question, they start highlighting anything that could be even a little relevant, and their annotations become cluttered. A struggling student might create a “key” that looks like this:

When a student looks at these cluttered pages, it will be impossible to tell what is really important. They may not even remember why they highlighted a sentence. Instead, students should choose a few open-ended questions which actually interest them.

Using simple questions like “Which characters demonstrate courage?” or “Who feels guilty?” may seem like poor preparation for specific IB questions. But students are unlikely to guess what the IBO is thinking anyway. In a proper annotation of a work, the same few scenes and quotes will always stand out. When a student does this, they will also start to understand how the parts of the work relate to the whole, because questions like “Which characters demonstrate courage” require the student to carefully read every part of the book looking for the best evidence.

Example preparation schedule

4 Months before: Choose three works to annotate carefully and thoroughly 2 Months before: Practice writing Paper 2 1 Month before: Review and improve annotations

Students should be able to reread a book in 12 hours, depending on the length of the book. They should also spend time thinking about several thematically focused questions and analyse parts of the book that are relevant to the chosen focus areas. Ideally, students will finish annotating their works two months before the exam. In the last two months, students should practice several examples of paper 2. Every practice paper should be strictly timed for 1 hour and 45 minutes. When a student doesn’t have time to write a full practice paper, they can practice for the topic by writing a short outline that includes all the evidence they might use.

Students usually find that they need to go back into their works to revise their annotations and investigate some additional questions. This is normal, and also a reason why responsible students should start preparing for paper 2 early.

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IB English A: Paper 2 Assessment Considerations

Please note:  The purpose of this information is to elaborate on the nature of the IB assessment tasks, define and explain the assessment criteria and their implications, share observed challenges in students’ submitted assessment work, and offer strategies and approaches for assessment preparation. 

This post is not meant to replace a reading of the IB Language A Subject Guides or the Teacher Support Materials available on MY IB .  Those resources should always be a first stop for teachers in checking the requirements of each assessment task and how the task should be facilitated.

Paper 2 Overview

35% at sl; 25% at hl, nature of the task.

• Students are asked to compare and contrast two literary works studied in the course in response to one of four general questions on literature. 
• The assessment task, time (1 hour and 45 minutes), and criteria are the same for SL and HL in both Language A courses. [1]   Students do not have access to the works during the exam.
• The focus of the essay’s analysis and evaluation is on comparing and contrasting the ways in which authorial choices shape significant meaning in two works.
• In the marking of the assessment task, there is more quantitative value placed on the ideas presented in the essay (20 marks) than on the essay’s organization and use of language (10 marks).  Maximum: 30 marks.

Nature of the questions

• The questions will have a conceptual, literary focus .  They may ask about: (1) a specific concept, idea or issue developed in the works, (2) an authorial choice (that is not form/genre specific), or (3) a mix of both. [2]
• The four questions must be suitable for a range of works.  However, it is possible that some questions will not be applicable to one or more of the works the student has studied.   
• For examples of “General Questions on Literature”, teachers may consult IB English A1 past Paper 2 exams from 2000-2012; these questions are located at the end of the examination paper.

Selection of works

• Students are not allowed to write about a work they used for their IB Individual Oral exam and HL Essay submissions. [3]  
• Students must focus their response on two literary works.  Language and Literature students may not use the non-literary works they have studied in the course for this assessment.
• Students can compare two different literary forms (i.e., genres) in the essay.
• The subject guide recommends that students prepare three works studied in the course for the exam, even though students are only writing about two.   This will ensure students have more options when choosing a suitable question. [4]
• The pre-selection of Paper 2 works might be done as a class, in small groups, or individually.

What is the Paper 2 assessing?

Criterion a:  knowledge, understanding, and interpretation (10 marks), defined terms.

• The heart of the essay is to compare and contrast two works in response to an unseen question. 
• The task requires flexible thinking and invites the student to consider the works in new and enlightening ways.  The most effective essays use the question and the comparative and contrasting analysis to achieve new insight into the works. 
• The conclusions the student draws in response to the question might be the same for both works , or they might differ .  An essay exploring contrasts can be just as enlightening as an essay exploring comparisons, especially when students are comparing different literary forms.
• Students need to understand the difference between demonstrating understanding of the works and offering interpretations of the works’ meanings in response to the question.  An essay must offer interpretations of the works’ implications to score at least a “satisfactory” mark in this criterion.
• Good to excellent knowledge and understanding comes from knowing the works very well which usually requires multiple readings .  Clear references, explanations, and detailed analysis in support of asserted interpretations are a more effective demonstration of knowledge and understanding than summary.  There is no need to memorize quotes for this exam. [5]
• When a literary work contains multiple texts (such as collections of poetry, short stories, and essays), students should refer to at least 2-3 texts in the work. [6]

Activities and protocols that develop skills related to knowledge, understanding, and interpretation

3-Check Questions Socratic Seminar

This activity encourages students to engage with texts through inquiry.  Identifying the level of comprehension required to respond to each question invites students to be […]

Continue Reading

Stir the Classroom

This protocol requires that members take ownership of the ideas discussed within a group so that if called, they can synthesize them for their next […]

Most Important Point

This simple protocol helps students identify and synthesize the most important point in a work.    As students share their most important points with one another, […]

People, Place, Thing Cards

This activity uses “third point objects” that help students think critically and creatively about a work.  When students are faced with physical and abstract juxtapositions, […]

Criterion B:  Analysis and Evaluation (10 marks)

• This criterion asks students to critically analyze, evaluate, and compare how meaning is constructed and communicated in two works. 
• The discussion and analysis of literary features must contain clear links to the question.  This is a common shortcoming in student essays.
• The interrelationships of authorial choices and their effects may be complex, which requires careful planning . 
• Assertions that make judgements about a writer’s competency or simply state a preference for an author or style are not literary evaluations.
• An insightful literary analysis usually includes an appreciation of form-specific features.
• When comparing and contrasting the features of two works, students tend to compare more than contrast.  Contrasting two works’ features and effects can yield just as much insight as a comparative analysis, especially when students are analyzing different forms (or genres) of literature. 

Activities and protocols that develop skills related to analysis and evaluation

Ladder of Abstraction

This activity allows students to process the ways in which details from a work might represent larger abstract ideas. Process Divide students in groups of […]

Breaking Down the Question/Prompt

Essay or commentary prompts usually either point students to a specific textual feature or a specific effect/meaning/feeling created within the text. It is up to the […]

This activity helps students visually see and appreciate the ways in which parts make up a whole.  One of the challenges many students have is […]

Diversity Rounds

This protocol directs students to reflect on the ways in which their identity shapes their reading/ audience response compared to others in a group.  The […]

Musical Chairs Interview

At the beginning of a unit, this protocol works well with discussion questions that focus on the students’ personal response to a work (regarding characters, […]

Criterion C:  Focus and organization (5 marks)

• The thesis (or argument) for the essay is an answer to the question that should be clearly communicated in the introductory paragraph.
• Encouraging “logical development” helps students maintain focus and achieve cohesion .  This means considering the most effective way to present the argument and its supporting evidence and analysis (chronologically, most persuasive evidence first, cause and effect, first impressions vs. later reflections, claims and counter claims, etc.).
• Each paragraph should be a point of development that supports the argument.  The nature of the argument and the substance of the analysis should determine the number of paragraphs, their length, and their order.  Students should not force an argument into a formulaic essay structure. [7]
• While using formulaic comparative structures might help students achieve balance (e.g., block v. alternating method), this is not a requirement of the task. 
• Essays organized by authorial choices tend to be limiting because they struggle to appreciate the interdependency of features’ effects.

Activities and protocols that develop skills related to organization and development

Generate, Sort, Connect, Elaborate: Concept Mapping Significant MOMENTS in a Work

This activity asks students to individually identify significant moments in a work and collaboratively connect the moments to ideas, issues, and other moments in the […]

Generate, Sort, Connect, Elaborate: Concept Mapping IDEAS in a Work

This activity asks students to individually identify ideas and issues developed in a work and collaboratively connect and develop one another’s ideas.  This ultimately helps […]

Significant Quotes

Who said it?  What is the context? and Why is this quote significant? may seem like an archaic exercise in today’s educational landscape, but the […]

Free Write Response

Peter Elbow is known for his advocacy of free writing practices and provides the following arguments in his book, Writing with Power (1981): Freewriting… helps […]

Criterion D:  Language (5 marks)

• A wider vocabulary and knowledge of sentence structures gives students more language tools to express abstract and complex thoughts. 
• Correct use of literary terminology may be considered in awarding marks in this criterion; however, jargon is not the sole focus. 
• When students use vocabulary and sentence structures that are comfortably in their repertoire, they usually express their thinking more clearly.  When students stretch to use words or sentences structures with which they are not familiar, they risk miscommunication.
• An essay does not need to be flawless to earn top marks in this criterion. 
• Voice is welcomed in all IB assessment tasks: formal writing does not need to be turgid.

Activities and protocols that develop skills related to use of language

Interpretive Statement Wall

This protocol helps students develop revision skills by asking clarifying and critical questions about each other’s interpretive statements or thesis statements.  This helps students develop […]

Evaluating Thesis Statements

This activity helps students understand the role language plays in communicating specific and complex ideas in a thesis statement.  The approach invites active collaboration, and […]

This protocol helps students generate ideas in response to a work. Process Give students a writing task, asking them to identify one thing they think […]

Stem Completion

This activity provides students the language and framework to “get them going” on cognitively challenging tasks.  This activity also helps students appreciate the important role […]

[1] Language A: Literature Guide, First assessment 2021 , IBO: 2019. pp. 38 .  Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 37.

[2] Language A Teacher Support Material, First assessment 2021, IBO: 2019 (updated February 2022).  pp. 47-48.

[3] Language A: Literature Guide, First assessment 2021 , IBO: 2019. pp. 38 .  Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 37.

[4] Language A: Literature Guide, First assessment 2021 , IBO: 2019. pp. 44 .  Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 42-43.

[5] Language A: Literature Guide, First assessment 2021 , IBO: 2019. pp. 44 .  Language A: Language and Literature Guide, First assessment 2021 , IBO: 2019. pp. 43.

[6] “10 tips for schools & teachers for the Paper 2”. My IB Website , IBO: 2020.

[7] “10 tips for schools & teachers for the Paper 2”. My IB Website , IBO: 2020.

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IB English A Language and Literature Paper 2: How to get top marks

April 28th, 2022 Last updated: July 7th, 2023

In this blog, Francesca, an experienced IB teacher, shows us that full marks in Paper 2 are achievable if we understand the mark criteria.

IB English paper 2 requires students to compare and contrast two literary works they have studied as part of their course. This paper can seem daunting but it needn’t be: this blog will help show you exactly what examiners will be looking for, grouped under each assessment criteria, as well as providing you with some concrete tips.

The IB offers a choice of four questions for students to choose from and they will focus on different elements of literary works including:

• Structure and plot development
• Literary techniques
• Purpose and authorial intention

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The IB Assessment Criteria – English Paper 2

Criterion a (knowledge and understanding).

This assessment focus is on how much knowledge and understanding of the texts you can demonstrate to the examiner. Firstly, stay focused on the question. Your examples and references need to be relevant to the specific question you have chosen. Make sure your links to the question are clear: use the language of the question throughout your essay. Try not to assume the examiner knows a literary work as well as you do: think of it as helping them to understand the work better. 

Secondly, make sure you compare and contrast: it will help to show an excellent understanding of your two works if you can explore both similarities and differences. Ensure you have some key quotations memorised which you can draw on for each work. The examiner needs to see evidence of interpretation. This means you need to explain why an author has made the choices they have made, and not simply describe them. For each example you give, ask yourself:

What is the author’s purpose here?

Why is this moment/quotation/literary technique so significant?

What is the author’s intended message?

How does this moment/quotation/literary technique further the plot or the character development?

How does the author want the reader/audience to react to this moment/quote/literary element?

Does this mark a change or a shift in the work? 

Criterion B (Analysis and Evaluation)

This assessment focus is on language choices, authorial intent, and a comparison of the two texts based on this. It can help if you choose two different text types for this paper (e.g. a play and a novella). In this way you are giving yourself maximum opportunity to explore how the authorial choices of the works function differently depending on the text type, but also contain areas of similarity.

Firstly, aim to explore a range of authorial choices in both works; I recommend at least three per work. Some might overlap between both works but make sure you show that you appreciate the different authorial choices in both works. Treat all authorial choices in the works as deliberate: the author has included them for a reason, and it’s up to you to offer an explanation as to “why”.

Secondly, aim to explore more obscure techniques such as perspective, paradox, irony and ambiguity. As with criterion A, link all your analysis back to the question. Don’t underestimate the power of the word “therefore”. For example, “Therefore, this clearly shows…”

Criterion C (Focus and Organisation)

This assessment focus is on the organisation of your essay. The examiners are looking for a structure that is logical and effectively developed. To achieve this, make sure you consider how to group your ideas prior to starting the essay. Examiners like to see evidence of a plan.

The IB expects candidates to have an introduction and a conclusion: make sure you plan for this and allow yourself enough time to bring your ideas to a close at the end.

I recommend using the 5 paragraph structure:

Introduction

Point of contrast 

Point of similarity

Point of contrast/similarity

Firstly, introductions should offer a brief overview as to why your chosen works are relevant to the question. However, don’t get carried away providing a long synopsis of both works here. If it isn’t relevant to the question or your argument, it doesn’t need to be included.

Secondly, develop a thesis statement that is relevant to the question; make sure it is included in your introduction and return to it in the conclusion. Some possible sentence starters for a good Paper 2 thesis statement are:

In this essay, I will be exploring how both works explore ____ but in very different ways.

In this essay, I will be arguing that my two chosen works present ___ in order to…

Thirdly, begin each paragraph with a topic sentence that relates back to your thesis statement – this will help keep your essay focused and relevant. Discourse markers such as firstly, furthermore and similarly are essential, especially at the start of each paragraph.

Finally, conclusions should be short but sweet: return to your thesis statement and summarise in a sentence or two how you have proved it. Leave the examiner with a positive impression of your essay.

Criterion D (Language) 

This assessment focus is on how you use language. The examiner wants to see a good range of relevant text and subject-specific terminology applied with accuracy. I recommend students revise terminology related to language, structure and form to ensure they are well equipped for any question that is thrown their way. One way to do this is to create your own terminology lists for each work to help you revise.

Make sure you maintain an academic register – your essay needs to sound formal. This will include not only the vocabulary you use but also the sentence structures and punctuation. Read examples of effective essays to help you understand what an effective academic register looks like and ask for help from your tutor if you want to see ‘model’ answers.

The best essays use language effectively: this means showing confidence in your writing and putting forward an argument persuasively. The examiner wants to be engaged and interested in what you are writing. Think about the first and last sentence of your essay very carefully – how can you immediately engage your examiner in the beginning, then leave them with a lasting impression at the end? For example, you could begin your essay with a relevant rhetorical question, and then end your essay with an answer to that rhetorical question. 

Now all that’s left to do is practise! Have a go at the Paper 2 Practice paper provided and see how you get on. Good luck, and do remember that here at Owl Tutors we are happy to help with exam preparation and general essay skills. 

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AQA GCSE English Language Paper 2 – Revision Guide

Welcome to the complete revision guide for AQA GCSE English Language paper 2. Keep reading for our top tips and advice on each question, as we break down the English Language paper 2. Find out what to expect from each question, how to revise effectively and how to get top marks. 

To revise effectively for GCSE English Language you do need to set aside plenty of revision time. Our tutors always hear students say that they don’t need to – or even can’t – revise for English Language. That’s all wrong. You must   revise for the subject, you just need to know how. 

You should focus on:

• understanding how each of the papers is structured; 
• knowing what the examiner is looking for on each question; and
• doing lots of practice questions and marking your own work to improve quickly. 

You can also find our guide to AQA GCSE English Language Paper 1 here .

Alongside our revision guides, our team of top English tutors provide one-to-one lessons designed specifically to help you succeed in the exams. Contact us directly to book your first lesson. 

Overview of the paper

AQA GCSE English Language paper 2 explores non-fiction writers’ viewpoints and perspectives. Section A consists of 4 questions, in which you’ll analyse two linked sources across different time periods and genres. Section B consists of a single big question where you will write your own text for a specified audience, purpose and form. Here you’ll provide your own perspective on a task related to the theme that was introduced in section A. 

There is 1 hour 45 minutes to complete the paper. There are 80 marks at stake, making up 50% of your GCSE English Language qualification. 

AQA English Language Paper 2 Section A

Read the sources carefully – spend 15 mins here.

Make sure you spend the first 10-15 minutes of the exam carefully reading the sources. You should: 

• read the texts carefully and thoroughly;
• read the questions; and
• highlight important parts of the sources for use later. 

Question 1 – select 4 true statements – spend 5 mins here

The first question should be fairly straightforward but do ensure you take a few minutes to think it through carefully. You’ll be asked to focus on a small part of source A and select four true statements from a selection of eight. Be a little careful here because there will be some statements that you think could possibly be true, but you should be able to point to where you’re told this in the text for it to be true. That will confirm your choice. 

Things to remember on this question: 

• focus only on the specific section of source A; 
• pinpoint where in the text the writer tells you each of your choices; and
• don’t spend more than 5 minutes here. 

Question 2 – summary of differences or similarities – spend 10 mins here

For question 2 you need to refer to both source A and B. The question is out of 8 marks. You’ll be asked to write a summary of the differences or similarities between something/ someone in source A and something/ someone in source B. You don’t need to worry about analysing language or structure here, simply identify 3-4 differences or similarities (focused on what is in your specific question). Summarise each of the differences in turn, with quotations, and explore perceptive inferences from both texts. Inferences are not explicitly said, they are the extra layers of understanding that are suggested by the writer and which you pick up  from “reading between the lines”. To get top marks you need to examine what the writers imply about the issue.  

Things to remember for this question: 

• you do  not  need to analyse any language or structure here;
• focus on explaining perceptive inferences from both texts to explain the key differences or similarities; and
• cover three or four points with quotations. 

Question 3 – the writer’s use of language to describe something – spend 12 mins here

There are 12 marks up for grabs here. You will always be asked, ‘how does the writer use language to describe…’ followed by something specific from part of one source. You need to analyse the effects of the writer’s choice of language. Make around four points and explore them using good quotations and sophisticated use of subject terminology. The language features you pick out could include things like: metaphors, similes, alliteration, onomatopoeia, personification, sentence forms and the use of specific types of words or phrases. 

• focus on analysing the effects of the writer’s choice of language; 
• use accurate subject terminology by identifying specific language techniques; and
• cover four points with excellent quotations. 

Question 4 – comparing different perspectives – spend 18 mins here

Question 4 is a bigger, extended question with 16 marks at stake. As such, the examiner is expecting more from you. The question will always ask you to “compare how the writers convey their different perspectives/attitudes about…” something specific to the sources. You need to perceptively compare their different perspectives or attitudes, and most importantly,  compare the methods the writers use  to convey their different perspectives or attitudes. Everything is in scope here, so you can analyse any methods, including both language and structure. Aim to write about four good comparison points. These four paragraphs will cover both sources (in order to compare them properly) and they’ll be more developed than in the earlier questions. 

• keep focused on the specific task in the question;
• analyse the methods used by the writers to convey their attitudes to the topic; and
• consider both language and structure. 

AQA GCSE English Language Paper 2 Section B

Question 5 – writing to present a viewpoint – spend 45 mins here.

Question 5 provides your opportunity to show the examiner how you can write effectively to explain your point of view on a specific issue. There are a whopping 40 marks up for grabs here, so make sure you spend the full 45 mins doing this question. You’ll be given a statement on an issue related to those discussed in section A. Your task will be to write in a specific form, for a specific audience, to present your point of view on the issue. You might be asked to write a newspaper article, letter or speech, amongst other forms. The marks are allocated specifically, with 24 marks available for content and organisation and 16 marks for technical accuracy (spelling, punctuation and grammar). 

To do well in this question we recommend spending the first 5 minutes thinking deeply about the task and planning your answer. This plan will ensure your answer has a good, consistent argument and structure. When writing, make sure your style and use of language reflects the form and audience of the task. Use ambitious vocabulary, language techniques and structural features to really demonstrate what you can do. You should, of course, always ensure your spelling, punctuation and grammar are spot on. Leave a couple of minutes at the end to double check your technical accuracy. 

• match your style of writing to the purpose and audience of the task; 
• plan your answer first;
• leave the full 45 minutes to complete the task fully; and
• use ambitious vocabulary, language and structural features to present your viewpoint and really show the examiner what you can do. 

Now Keep revising for your AQA GCSE English Language Paper 2

The key thing after reading this guide is to practise. Do as many past papers and practice questions as you can. Mark your own work and try answering the questions again focusing on areas to develop. You can find all of the past AQA papers here . For fully personalised advice and support, why not try a lesson with one of our online GCSE English experts? Simply drop us a quick message and we’ll arrange your free tutoring consultation. 

Leaving Cert English Masterplan  by Paul McCormack

In this article, Paul McCormack takes a look at the Leaving Cert Higher Level English papers and breaks down exactly what you need to cover with tips on what to focus on and the depth required. 

Download the Masterplan in PowerPoint

If you want to be a good writer, you need to concentrate not just on what you say, but also on how you say it.

Marking Scheme - PCLM

• Purpose (30%)
• Coherence of Delivery (30%)
• Language (30%)
• Mechanics (10%)

Paper 1 -200 marks

Timing – 2hrs 50mins = 170 mins

• QA – 60 minutes
• QB – 30minutes
• Composition – 70 minutes
• 10 minutes – ‘wriggle-room’

Comprehension – QA  - 50m = 12.5%

• 3 texts – Answer on 1
• 3 Questions: 2x15m + 1x20 marks
• Expectation – 5 marks = 1 paragraph
• NO opening or closing paragraph required

Expect Q(i) to be very straightforward – often a simple character analysis task.

Based on your reading of the written element of TEXT 3, explain three insights you gain into the character of Ariadne O’Neill. Support your response with reference to the text.

Expect Q(iii) to be a style question – vital to prepare and be able to identify the key qualities of different styles of writing: a)    Argument -----> Discursive  b)    Persuasion ----> Speech / talk c)    Story / narrative d)    Description / Aesthetic e)    Personal writing

Expect Q(ii) to be the most challenging . In recent years, these questions have required candidates to be imaginative . These questions often do not require direct reference to the attached Reading Comprehension passage.  

Example: In TEXT 1, Jeanette Winterson claims that, “We go to Shakespeare to find out about ourselves now.” With reference to a Shakespearean play you have studied for your 2019 Leaving Certificate course, identify an image, moment or episode that revealed something to you about “yourselfnow”. Explain the insight(s) you gained from engaging with this image, moment or episode.

Comprehension – QB - 50m = 12.5%

• 3 tasks – Answer on 1
• Pick QB first
• Imaginative tasks – often requires candidate to adopt a persona
• Task usually involves a ‘framework’ instruction, i.e. A speech; a talk; an introduction to a collection of essays; a magazine article / blog post / article for school website; a formal letter; a Diary entry

Questions will also usually contain a list of tasks that must be addressed across the response. The key here is to be:  1)    Accurate 2)    Consistent 3)    Imaginative 4)    Concise  

Example: In TEXT 1, Jeanette Winterson extols the virtues of the arts, arguing that artistic activities are beneficial both for individuals and for society in general. She also gives her views on the relationship between art and money. Write an opinion piece, suitable for publication in a broadsheet newspaper, in which you extol the varied virtues of sport, put forward a reasoned argument to persuade readers that sport benefits both individuals and society, and give your views on the appropriate relationship between sport and money.

Composition – 100m = 25%

• The most important section of the exam
• 7 choices – select one
• Questions always genre-specific
• A personal essay
• A short story
• A discursive essay

There will also likely be an option to write: 

• A descriptive essay
• A persuasive essay
• A magazine / newspaper article

The style of writing is the most important criteria for assessment here. Tasks are genre-specific, so:

• A short story should contain obvious elements of narrative / aesthetic language
• A speech should display an understanding of persuasive and argumentative techniques
• A discursive essay should display a balanced, informed, considered approach
• A personal essay should be reflective and contain ‘individual observation’

The marking schemes very clearly lay out the expectations related to each style of essay and should be studied closely.

The quality of language and expression  will be closely examined in this task above all others. The expectation is that the candidate will display a strong understanding of the particulars of the selected genre and will write in an articulate and clear style.

Imagination and Originality are key factors in a successful composition.

Paper 2 – 200m – 200 minutes.

Time management: take one hour to write each essay, and then spend 20 minutes on Unseen Poetry at the end.

There is an expectation that all answers on Paper 2 will be:

• Substantial (anywhere between 1,000 & 1,200 words is a reasonable expectation)
• Evidence-based. Quotation is vitally important here. There is an absolute expectation of supporting quotation for answers to Single Text and Studied Poetry answers. Quotation also adds to the quality of comparative answers.
• Analytical – the expectation is that answers will contain thoughtful and considered question-facing commentary. All Paper 2 tasks are exercises in CRITICAL THINKING.
• Properly structured.  

Note: In responses to Single Text and Studied Poetry tasks, opening and closing paragraphs certainly should be written . However, they should be brief and only need to accomplish one task – state the candidate’s response to the statement proposal in the question. Every answer on Paper 2 must be written in the language of argument  so provide your THESIS and move on. Closing paragraphs should again be brief and simply re-iterate the thesis. Candidates do not need to ‘list’ points on the OP or CP.

Single Text – 60m = 15%

Five texts are prescribed for study:

• All the Light We Cannot See
• A Doll’s House
• Frankenstein
• The Picture of Dorian Gray
• There will be 2 questions on each text and candidates must answer one question.
• The question will contain multiple elements

Examples: #1 Discuss how Shakespeare makes effective use, for a variety of purposes, of the contradictions and inconsistencies evident in Othello’s character. Develop your discussion with reference to Shakespeare’s play, Othello.

#2 Discuss how Shakespeare’s use of language, including imagery, plays an important part in developing our understanding of one of the following aspects of his play, Othello: themes; characterisation; setting and atmosphere. Develop your answer with reference to the text.

Expectations:

• Answers will be question-facing.
• Answers will not ‘narrate’ the studied text.
• Answers will be thoughtful, and points and evidence will be contextualised in the light of the question.
• Between 4-6 relevant points will be presented in a logical and structured essay.

Othello – Key Topics for Revision:

• The story-arc of the main characters
• The modern appeal 
• Universal themes like corruption and deception are particularly important.

Comparative Three modes are prescribed for study:

• The cultural context
• Theme and issue
• Literary genre

CANDIDATES MUST ANSWER ON ONE MODE.

• Each mode will offer a choice between two questions.
• One choice will be a stand-alone 70-mark essay. 
• In 2021, candidates could refer to 2 texts when answering this question WITHOUT FEAR OF PENALTY.
• The other choice will be divided into Part A (30) marks and Part B (40 marks).
• Candidates are expected to be able to refer to three texts when answering this question.

Expectations: Answers will

• Be written in the comparative spirit
• Display a detailed knowledge of the selected texts
• Avoid paraphrasing / narrating the selected texts.

When writing a Comparative answer, ensure you clearly identify your selected texts before you begin to write. The list technique is a very effective way to do this.

Try to develop 3-4 points in a thoughtful and analytical style. 

Studied Poetry: Poets Prescribed for Higher Level 2022

• Expect to see at least one poet from each category on your exam. 
• 4 poets are usually examined
• In 2021, 5 poets were examined.
• Candidates have to answer on one poet.
• Questions will usually explicitly refer to  a)    The thematic content of a poet’s work b)    Aspects of the poet’s style of writing  
• Candidates should refer to between 4-6 poems in an answer.
• Candidates will focus in on 3-4 core poems and then refer to another 1-2 other poems in context.
• Candidates will not summarise the poems. 
• Candidates will be selective in choice of evidence. 
• You do not have to tell the examiner the story of the poem.  
• The questions will vary in difficulty . Decision-making is a key skill here.
• A good example if this comes from the 2020 Paper 2:

Emily Dickinson  Discuss how Dickinson’s unique approach to language, and the balance between beauty and horror in her imagery, help to relieve some of the darker aspects of her poetry. Develop your response with reference to the poems by Emily Dickinson on your course. 

Adrienne Rich Discuss how Rich makes effective use of a variety of characters, often in dramatic settings, to probe both personal issues and wider social concerns in her poems. Develop your response with reference to the poetry by Adrienne Rich on your course.

One of these questions was much easier than the other...

Finally, some comments from the Chief Examiner that are worth considering...

The Leaving Certificate English Syllabus states that, “Developing control and power over language is the most essential educational achievement for all students if they are to become confident, thoughtful and discriminating adults and citizens”, (Leaving Certificate Syllabus, English, para. 3.5). The importance of key language skills is emphasised throughout the Marking Schemes for Leaving Certificate English and candidates who exhibit competence and control in the use of language are rewarded. It should be remembered that  candidates’ language skills are continuously assessed in the marking of answers to all questions on both Papers 1 and Paper 2 of the Leaving Certificate English examination. The criteria for assessment are applied in the case of every answer at both Higher and Ordinary Levels. This means that candidates who exhibit fluency appropriate to the task are rewarded in relation to every question answered. It is worth noting that some examiners identified candidates who were able to demonstrate knowledge of a text or texts but were less able to deliver this knowledge in a lucid and coherent fashion. 

An appropriate awareness of grammatical and syntactical conventions contributed to the cohesiveness of better answers in the 2013 examination, as did the use of correct spelling and punctuation. Weaker responses tended to be characterised by an inability to organise answers in a logical and coherent fashion and a lack of clear expression. The syllabus requires that, “all students will be expected to be assiduous in their attention to paragraphing, syntax, spelling and punctuation.” 

Candidates at both Higher and Ordinary Levels benefited when they exhibited an ability to structure their writing, organise paragraphs, spell accurately and correctly employ punctuation. 

The criteria for assessment also make explicit reference to the “use of lively interesting phrasing, energy, style and fluency”. It is essential that candidates are aware of the many purposes for which language is used and the diverse forms it can take, to appropriately serve particular purposes and audiences. Creative and thoughtful users of language were rewarded.

Paul McCormack is a senior English teacher at the Institute of Education, Leeson Street, Dublin. He is the author of Bridge The Gap TY English and Uncovering History.

Copyright © Folens Publishers 2024. All rights reserved

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Find out how to send mail. 1:53

Video Description: How to Send a Letter or Postcard (TXT 4 KB)

How to Send a Letter or Postcard: Domestic

Sending mail with USPS is easy! Our video will help you with most letters, cards, and postcards you send domestically (inside the U.S.), including U.S. territories and military bases in the U.S. and abroad.

For how to ship a package, see How to Send a Package: Domestic .

Send Mail: Step-by-Step Instructions

Step 1: Choose Envelope or Postcard

Envelopes are for sending flat, flexible things, like letters, cards, checks, forms, and other paper goods. For just 1 $0.68 First-Class Mail ® Forever ® stamp , you can send 1 oz (about 4 sheets of regular, 8-1/2" x 11" paper in a rectangular envelope) to anywhere in the U.S.!

Envelopes must be rectangular and made of paper to qualify for letter prices. Your envelope can be a maximum of 11-1/2" long x 6-1/8" high. (A standard No. 10 envelope is 9-1/2" long x 4-1/8" high.) You can fold what you put in your envelope, but it needs to stay flat—no more than 1/4" thick.

If you want to send letter-sized papers without folding them, you can use a large envelope (called a "flat"); the postage for flats starts at $1.39 . If your large envelope is nonrectangular, rigid (can't bend), or lumpy (not uniformly thick), you'll have to pay the package price.

TIP: If your envelope can't fit through USPS mail processing machines, or is rigid, lumpy or has clasps, string, or buttons, it's "nonmachinable" and you'll have to pay $0.44 more to send it. ( See additional postage in Step 3 .) You'll also have to pay more if your envelopes are square or vertical (taller than they are wide).

Postcards are for short messages that you don't need to put in an envelope. Save money using a $0.53 postcard stamp to send a standard-sized postcard anywhere in the U.S. Standard postcards are usually made of paper, are between 5" to 6" long and 3-1/2" to 4-1/4" high, and are between 0.007" and 0.016" thick.

Step 2: Address Your Mail

Envelopes: Write your address (the "return" or "sender" address) in the top left corner. Write the delivery address (the "recipient" address) in the bottom center.

Postcards: Postcards come in different formats, so write the delivery address in the space it gives you (on the same side you write your message and put the stamp).

Print your return address and the delivery address clearly, in the correct spots, to make sure your mail is delivered on time.

Address Format Tips

• Use a pen or permanent marker.
• Do not use commas or periods.
• Include the ZIP+4 ® Code whenever possible.

Write Sender Address

Write your address (the "return address") in the top-left corner. Include the following on separate lines:

• Your full name or company name
• Apartment or suite number
• Full street address
• City, State, and ZIP+4 Code

Write Delivery Address

Write the delivery address (the "recipient" address) in the bottom center of the envelope. Include the following on separate lines:

• Recipient's full name or company name

If the apartment or suite number cannot fit on the delivery address line above the city, state, and ZIP+4 Code, place it on a separate line immediately above the delivery address line.

Write the sender's address in the top-left corner. Include the following on separate lines:

• Full street address and apartment or suite number, if applicable

Special U.S. Addresses

Puerto rico.

Some Puerto Rico addresses include an urbanization or community code for a specific area or development. Addresses with an urbanization code, abbreviated URB, should be written on 4 lines:

MS MARIA SUAREZ URB LAS GLADIOLAS 150 CALLE A SAN JUAN PR 00926-3232

More Puerto Rico Address Examples

U.S. Virgin Islands

Virgin Islands addresses have the same format as standard addresses. The right abbreviation for this territory is "VI," not "US VI" or "USA VI":

MS JOAN SMITH RR 1 BOX 6601 KINGSHILL VI 00850-9802

Military and Diplomatic Mail (APO/FPO/DPO)

Mail to military and diplomatic addresses is treated differently:

• Do not include the city or country name when you send something to an APO/FDO/DPO address in another country. This keeps your mail out of foreign mail networks.
• Do include unit and box numbers if they're assigned:

SEAMAN JOSEPH SMITH UNIT 100100 BOX 4120 FPO AP 96691

More Details on Military Addresses

When you're done addressing your envelope, put what you're sending inside the envelope, then close and seal it (using the envelope's glue or tape).

Step 3: Calculate Postage (& Add Insurance or Extra Services)

A First-Class Mail ® Forever stamp costs $0.68 and goes in the upper right corner of the envelope. (You can also use any combination of stamps that adds up to $0.68.)

If your letter is heavier or bigger, or if you want to add insurance or extra services like Certified Mail ® service, you'll pay more.

A standard postcard stamp costs $0.53 . (Large or square postcards will cost more.) Put the postcard stamp in the space provided near the delivery address.

Postage for letters mostly depends on weight and size/shape. You can weigh your letter with a kitchen scale, postal scale , at a self-service kiosk, or at the Post Office ™ counter.

TIP: As a rule of thumb, you can send 1 oz (4 sheets of printer paper and a business-sized envelope) for 1 First-Class Mail ® Forever ® stamp (currently $0.68).

The postage for a large envelope (or flat) starts at $1.39 for 1 oz.

Where Can I Buy Postage?

• The Postal Store ® Shop online for all stamps and add-on postage for oversized or heavier envelopes.
• Post Office Locations Buy stamps at Post Office locations , self-service kiosks , or at Approved Postal Providers ® such as grocery and drug stores.

TIP: If you're sending larger envelopes (flats) using Priority Mail ® or Priority Mail Express ® service, you can use Click-N-Ship ® service to pay for and print your own postage online.

Additional Postage

If your envelope weighs over 1 oz, you can buy additional postage in the amount you need:

• Each additional 1 oz is $0.24, for letters up to 3.5 oz and large envelopes up to 13 oz.
• Nonmachinable items, including envelopes that are lumpy or rigid, or have clasps, string, or buttons will cost $0.44 more to send. You'll also have to pay more if your envelopes are square or vertical (taller than they are wide).
• You can also buy 1¢, 2¢, 3¢, 4¢, 5¢, and 10¢ stamps at The Postal Store .

TIP: Put the stamp on last; that way, if you make a mistake at any other point, you won't waste a stamp.

Calculate a Price

Add-On Services

If you want insurance, proof of delivery, signature services, or other optional services, you'll have to pay extra.

Our Insurance & Extra Services page has more details; some of the more common add-on services for letters include:

• Certified Mail ® : Get proof that you mailed your item and that the recipient signed for it.
• Registered Mail ® : USPS's most secure mail service–mail is processed manually, handled separately and securely, and signed for along every step of its journey. The recipient must sign for the mail to confirm delivery (or attempted delivery).
• Return Receipt: You'll get a printed or emailed delivery record showing the recipient's signature. You can combine Return Receipt with other services, including Certified Mail, Registered Mail, Priority Mail Express ® service, and more.
• Adult Signature Required: Only an adult (age 21+) can sign for the mail after showing a valid government ID .

Postage Options

There are several ways to get postage for your envelope.

• The Postal Store ® --> ® and Priority Mail Express ® envelopes.
• Post Office ™ Locations --> ® such as grocery and drug stores.

Step 4: Send Your Mail

Once your envelope or postcard has the correct addresses and postage, you can send it several ways, including putting it in your mailbox or dropping it in a blue collection box or at a Post Office ™ location.

• Put your letter inside your mailbox and raise the flag (if you have one).
• If you have a cluster mailbox, drop it in the outgoing mail slot.
• Drop it off in a blue collection box.
• Take it to a Post Office lobby drop.

Important Note: If your envelope has postage stamps and weighs more than 10 oz or is thicker than 1/2", you can't put it in a collection box; you have to give it to an employee at a Post Office location. See more details on What Can and Cannot be Deposited in a Collection Box?

Bonus: Sending Mail Pro Tips

The Postal Service uses high-speed sorting machines to help process and deliver 425.3 million mail pieces each day. Here are some extra tips to improve your mail sending experience:

• Stay flexible : Don't send rigid (hard) objects in paper envelopes.
• Sending embellished invitations (for weddings, graduations, etc.)? Get them hand-canceled or put them inside another envelope.
• Need tracking? Learn about your options.

Stay Flexible

Postcards, letter envelopes, and large envelopes (flats) all need to bend to fit through USPS ® high-speed sorting machines.

• OK: Flexible, flat things like stickers, photos, trading cards, etc. should be okay—as long as your envelope stays flat, not lumpy, and less than 1/4" thick.
• Not OK: Don't put rigid objects (like flash drives, coins, keys, hard plastic card cases, etc.) loose in unpadded paper envelopes: They could get torn out of the envelope, jam the sorting machines, cause a delay, or even get lost.

Instead, for rigid and odd-shaped objects (or things you don't want to get bent), we recommend using a padded envelope or small box and sending it as a package .

Sending Embellished Invitations (for Weddings, Graduations, etc.)

If you want to send a specially decorated envelope (like some wedding invitations):

• You can pay the extra fee for nonmachinable First-Class Mail ® items, bring your mail to the Post Office™ counter, and ask the retail associate to hand-cancel your embellished invitations.
• For externally decorated invitations: If you use wax seals, strings, ribbons, etc. on your envelopes, don't try to send them exposed. Instead, to make sure your envelopes arrive looking the way your designer intended, put them inside another envelope .

Need Tracking?

Tracking is not available for First-Class Mail items. If you'd like to get tracking information for your letter:

• You can pay extra to send your letter using Priority Mail Express ® or Priority Mail ® service.
• You can get delivery confirmation by adding Certified Mail ® or Registered Mail ® service. (You can even combine it with Return Receipt if you want the recipient's signature.)