poetry extended essay example

IB English A (Lang & Lit) EE examples

Filter exemplars, how does carol ann duffy construct the female voice in “mrs. quasimodo”, “pilate’s wife”, and “medusa” in her anthology “the world’s wife”, how do martin luther king jr’s eulogy for the martyred children and queen elizabeth i’s speech at tilbury compare in the methods used to achieve their respective purposes, want to get full marks for your ee allow us to review it for you 🎯, how are the revolutionaries and aristocracy of the french revolution characterised through shared symbolism in charles dickens’ a tale of two cities and baroness orzcy’s the scarlet pimpernel, to represent their differing social perceptions, how is visual imagery used to portray the black women experience in the poetry of audre lorde and maya angelou, how does george r.r. martin use the characters sansa and arya stark to represent the outcomes of challenging or aligning with gender-based societal norms in westerosi society, fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, how does jeffrey eugenides explore the theme of decay in the virgin suicides, how do symbolism and dystopian atmosphere communicate john wyndham’s fear in ‘the day of the triffids, how does lewis carroll portray the theme of growing up through the perspective of the child protagonist, alice, in through the looking-glass, how does everything everywhere all at once explore the impact of generational trauma on the expression of individuality using stylistic devices, to what extent do the contrasting themes of feminism and power intersect throughout the literary texts of macbeth and the handmaid’s tale, how and why do albert camus in the outsider and john barth in lost in the funhouse explore absurdist themes through characterization and narrative perspective to comment upon humans’ reactions to societal turning points, how does the recurring motif of absence in integral traditional customs of society impact the treatment of morality in “oryx and crake”, to what extent does the author’s perception of reality affect the portrayal of the american dream’s futility in death of a salesman and of mice and men, how is art portrayed as a coping mechanism in emily st. john mandel’s station eleven, how and to what effect do patterns in speech and behavior demonstrate internalized misogyny in season 4 of bravo’s reality tv show the real housewives of beverly hills, gender: the skinning of identity how is the characterization of clarice and buffalo bill in “silence of the lambs” used to critique societal perspectives and expectations of gender identity, in what ways do heathcliff from wuthering heights conform or differ from the aristotelian depiction of a tragic hero, to what extent are the remains of middle english present in the english we speak today based on the analysis of vocabulary, pronunciation and spelling in geoffrey chaucer’s the canterbury tales: the general prologue, how does khaled hosseini’s characterization of women in his novel ‘a thousand splendid suns’ challenge the stereotypical notion of afghan women as being ‘weak & oppressed’, how effective is the language and the visuals in the documentary the game changers in persuading viewers about the benefits of veganism, how does maya angelou portray feminism in her famous poems, ‘still i rise’, ‘phenomenal woman’ and ‘i know why the caged bird sings’, to what extent has the godfather portrayed the idea of the great american dream, and how does the movie challenge the myths related to this american ideal, to what extent does disney propagate heteronormativity in their g-rated movie the princess and the frog, to what extent can friends portrayal of gender and sexuality be considered problematic for modern viewers, how does kendrick lamar depict racial discrimination against african americans in his album to pimp a butterfly (tpab) through both the album cover photo and a song titled alright, how can the idolization of technology alter human behavior according to jungian theories, as portrayed through the use of film techniques and language in the episodes “nosedive” and “men against fire” from the netflix series black mirror, exploring the theme of covid-19 in advertising campaigns, how and to what effect were the connotations to the pandemic transformed in the #socialiseresponsibly campaign into representing values, how do female characters in kate chopin’s the awakening utilize music to constitute rebellion against nineteenth century patriarchal social expectations, how is the theme of female friendship portrayed in khaled hosseini's a thousand splendid suns in regard to a patriarchal society, how does f. scott fitzgerald explore man’s downfall in pursuit of the american dream in the novel 'tender is the night', how does george saunders’ the brief and frightening reign of phil utilize satire to portray the corruption and power imbalances present within us society during the 2001-2005 administration of george w. bush, how is suicide presented in the tragic plays 'hamlet' and ajax', how do dreams characterize winston smith in george orwell’s 1984 and rodion raskolnikov in fyodor dostoevsky’s crime and punishment, what role do odours and tastes play in the evaluation of core memories in "10 minutes 38 seconds in this strange world" by elif shafak, to what extent does madeline miller challenge the traditional gender roles of males through the representations in the song of achilles, in her novel banana heart summer, how does merlinda bobis explore the nature of personal belief through the character of nenita and her participation in systems of belief, in what ways are themes of feminism portrayed in the play, “hedda gabler” by henrik ibsen and the poem “the drunken husband” by marilyn chin, how are the black female characters in the novel the color purple used by alice walker to resist the narratives forced upon black women, effects of parallels and divergence in mythological retellings.

Extended Essay: Language and Literature

• Step 1 - Choosing a Subject
• Step 2 - Choosing a Topic
• Step 3 - Draft a Research Question
• Step 4 - Finding Sources
• Step 5 - Evaluating Information
• Step 6 - Bibliography & Citation
• Step 7 - Organizing Information
• The Arts: Visual Arts
• Individuals & Societies: Business Management
• Individuals & Societies: History
• Individuals & Societies: Psychology
• Language Acquisition

Language and Literature

• Sciences: Biology
• Sciences: Sports, Exercise, and Health Sciences
• Interdisciplinary Papers: World Studies
• Assessment Criteria
• Research Questions
• Investigation

Extended Essays in Language and Literature

Choosing a topic.

• Categories 1 & 2

Categories 1 & 2

***Category 2 essays are the same as category 1, but they analyze works not written in English***

Language and Literature papers in categories 1 and 2 are focused on one or more literary works and can focus on original literary analysis, a particular literary topic, and/or established literary criticism.  

NB: When investigating a film in category 2, the film must be analyzed for its literary value, not filmic. Filmic analysis is allowed in category 3.

Category 3 papers also analyze works, however they are not restricted to literary works! Topics in Category 3 emphasize the production and reception of texts in social, historical and/or cultural contexts. Essays that simply offer a general overview of a topic are not appropriate.

Approaches to Research

Categories 1 and 2

**Category 2 essays are the same as category 1, but analyze works not written in English**

Primary research in Language and Literature may require close reading of one or more texts. Secondary research may also be necessary for information like historical context, biographical information,  and established literary criticism. Students should consider things like the effect of the work, the devices it uses, or the way it is written.

Students should give a focused analysis of the texts being considered. The approach should be balanced, coherently argued, use relevant examples to illustrated the point.

Examples of language in a cultural context

Examples of language and mass communication

Language and Literature Sources

Even students doing primary research will still need to reference secondary sources. These may include established literary interpretations or criticisms, biographical and/or historical information.

Essay Types

An extended essay in language and literature gives students an opportunity to do independent research into a topic of special interest to them within the subject. It is intended to promote advanced research and writing skills, intellectual discovery and creativity.

The essay is open to students who are writing in a language that they would be capable of offering as a language A

Studies in language and literature EEs are divided into three categories:

Assessed Student Work

• An exploration of an aspect of the narrative voice in Vladimir Nabokov’s Lolita
• How did the World State government in Aldous Huxley’s Brave New World impact the individuality of the citizens residing in it?
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Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

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Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

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How to write a poetry essay

• August 26, 2023

Whether you love literature or are just curious, this guide will help you understand, enjoy, and talk about poetry. So, let’s start exploring the world of lines and symbols, where each one tells a story to discover.

Here are the steps on writing a poetry essay.

Choose a poem

The first step is, of course, to choose a poem to write your essay . 

It should be one that you find interesting, thought-provoking, or emotionally resonant. It’s important to select a poem that you can engage with and analyze effectively.

• Choose a poem that genuinely captures your interest. Look for poems that evoke emotions, thoughts, or curiosity when you read them.
• Consider the themes addressed in the poem. It should offer ample material for analysis.

When choosing a poem

So for this guide, let’s choose Emily Dickinson’s poem “Because I could not stop for Death.” You’ll see a short excerpt of this poem for your understanding. 

Poem example for poetry essay

Because i couldn not stop for Death by Emily Dickinson

       Because I could not stop for Death –        He kindly stopped for me –        The Carriage held but just Ourselves –        And Immortality.        We slowly drove – He knew no haste        And I had put away        My labor and my leisure too,        For His Civility –        We passed the School, where Children strove        At Recess – in the Ring –        We passed the Fields of Gazing Grain –        We passed the Setting Sun –        The poem continues....

This poem is intriguing due to its exploration of mortality, the afterlife, and eternity. The imagery and language in the poem provide ample material for analysis, making it a suitable choice for a comprehensive essay.

After carefully choosing the poem that interests you, understanding the poem is the biggest key to writing an effective and nice poetry essay.

Understand the poem

Reading the poem several times to grasp its meaning is the most important part of a good analysis. You must first analyze the structure, rhyme scheme , meter and literary tools used in the poem.

For a solid understanding, you should:

• Read the poem multiple times to familiarize yourself with its content. Each reading may reveal new insights.
• Identify the central themes or messages the poem conveys.
• Study the rhyme scheme and meter (rhythmic pattern) of the poem.
• Consider how the structure, including its stanzas, lines, and breaks, contributes to the poem's meaning and impact.

For example

Remember, understanding the poem thoroughly is the foundation for a well-informed analysis. Take your time to grasp the poem’s various elements before moving on to the next steps in your essay.

Now that we have a clear understanding of the poem, let’s move into writing the introduction. 

Write a catchy introduction

• Begin with an attention-grabbing hook sentence that piques the reader's interest.
• Provide the necessary information about the poem and its author. Mention the poet's name and title of the poem.
• Offer some context about the poem's time period, literary movement, or cultural influences.
• Present your thesis statement , which outlines the main argument or focus of your essay.

Poetry essay introduction example

Introduction

Thesis statement for poetry essays

A thesis statement is a clear and concise sentence or two that presents the main argument or point of your essay . It provides a roadmap for your reader, outlining what they can expect to find in your essay.

In the case of a poetry essay, your thesis statement should capture the central message, themes, or techniques you’ll be discussing in relation to the poem.

Why is the thesis important for a poetry essay?

By reading your thesis statement, your audience should have a clear idea of what to expect from your poem analysis essay.

When creating a thesis statement, keep these in mind: 

• Start by identifying the key elements of the poem that you want to discuss. These could be themes, literary devices, emotions conveyed, or the poet's intentions.
• Based on the key elements you've identified, formulate a central argument that encapsulates your main analysis. What is the poem trying to convey? What are you trying to say about the poem?
• Your thesis should be specific and focused. Avoid vague or broad statements. Instead, provide a clear direction for your analysis.

Poetry essasy thesis statement example

....(introduction starts) ....(introduction continues) ....(introduction continues) In "Because I could not stop for Death," Emily Dickinson employs vivid imagery, personification, and an unconventional perspective on mortality to explore the transcendence of death and the eternity of the soul. Thesis statement, which is usually the last sentence of your introduction

Analyze language and imagery

Language and image analysis in poetry involves a close examination of the words, phrases and literary devices used by the poet. In this step you must uncover the deeper layers of meaning, emotion and sensory experiences conveyed by the poet’s choice of language and imagery.

Why language and imagery?

• Start by identifying and listing the literary devices present in the poem. These could include metaphors, similes, personification, symbolism, alliteration, onomatopoeia, and more.
• For each identified device, explain its significance. How does it contribute to the poem's meaning, mood, or tone?
• Analyze how the literary devices interact with the context of the poem. How do they relate to the themes, characters, or situations presented in the poem?
• Discuss how the use of specific language and imagery influences the reader's emotional response and understanding of the poem.

Continuing with Emily Dickinson’s “Because I could not stop for Death,” let’s analyze the use of imagery:

Language and imagery analysis example

Lines chosen for analysis

Discuss themes in body paragraphs

Exploring themes helps you grasp the deeper meaning of the poem and connect it to broader human experiences. Understanding the themes allows you to uncover what the poet is attempting to convey and how the poem relates to readers on a universal level.

In this step, you will likely dedicate multiple body paragraphs to the analysis of various aspects of language and imagery. Each body paragraph should focus on a specific literary device, phrase, or aspect of language and imagery.

Here’s how you can structure the body paragraphs.

Poetry essay body paragraphs example

Body Paragraph 1: Identify and Explain Literary Devices

Body Paragraph 2: Context and Interaction with Themes

Body Paragraph 3: Reader's emotional response and understanding

Provide evidence from the poem

Providing evidence involves quoting specific lines or stanzas from the poem to support the points you’re making in your analysis. These quotes serve as concrete examples that demonstrate how the poet uses language, imagery, or literary devices to convey specific meanings or emotions.

• Select lines or stanzas from the poem that directly relate to the point you're making in your analysis.
• Introduce each quote with context, explaining the significance of the lines and how they contribute to your analysis.
• Use quotation marks to indicate that you're using the poet's language.
• After providing the quote, interpret its meaning. Explain how the language, imagery, or devices used in the quoted lines contribute to your analysis.

Providing evidence example

In your essay, you should include several quotes and interpret them to reinforce your points. Quoting specific lines from the poem allows you to showcase the poet’s language while demonstrating how these lines contribute to the poem’s overall expression.

Write a conclusion

Conclusion paragraph is the last sentence of your poem analysis essay. It reinforces your thesis statement and emphasizes your insights.

Additionally, the conclusion offers a chance to provide a final thought that leaves a lasting impression on the reader. In your conclusion, make sure to:

• Start by rephrasing your thesis statement. Remind the reader of the main argument you've made in your essay.
• Provide a concise summary of the main points. Avoid introducing new information; focus on the key ideas.
• Discuss the broader significance or implications. How does the poem's message relate to readers beyond its specific context?
• End with a thoughtful reflection, observation, or question that leaves the reader with something to ponder.

Poetry essay conclusion example

In your essay, the conclusion serves as a final opportunity to leave a strong impression on the reader by summarizing your analysis and offering insights into the poem’s broader significance.

Now, it’s time to double check what you’ve written.

Proofread and revise your essay

Edit your essay for clarity, coherence, tense selection , correct headings , etc. Ensure that your ideas flow logically and your analysis is well-supported. Remember, a poetry essay is an opportunity to delve into the nuances of a poem’s language, themes, and emotions.

• Review each paragraph to ensure ideas flow logically from one to the next.
• Check for grammar and punctuation errors.
• Verify that your evidence from the poem is accurately quoted and explained.
• Make sure your language is clear and effectively conveys your analysis.

By proofreading and revising, you can refine your essay, improving its readability and ensuring that your insights are communicated accurately.

So this was the last part, you’re now ready to write your first poem analysis (poetry) essay. 

Frequently Asked Questions

What should i include in the introduction of a poetry essay.

In the introduction, provide background information about the poem and poet. Include the poem’s title, publication date, and any relevant context that helps readers understand its significance.

Can I include my emotional responses in a poetry essay?

Yes, you can discuss your emotional responses, but ensure they are supported by your analysis of the poem’s literary elements. Avoid focusing solely on personal feelings.

Is it important to understand the poet's background when writing a poetry essay?

While it can provide context, your focus should be on analyzing the poem itself. If the poet’s background is relevant to the poem’s interpretation, mention it briefly.

What's the best way to conclude a poetry essay?

In the conclusion, summarize your main points and tie them together. Offer insights into the poem’s broader significance, implications, or lasting impact.

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13.4: Sample essay on a poem

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Example: Sample essay written on a Langston Hughes' poem

The following essay is a student’s analysis of Langston Hughes’ poem “I, Too” (poem published in 1926) I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen,” Then. Besides, They’ll see how beautiful I am

And be ashamed — I, too, am America.

Last name 1

Student Name

Professor Name

English 110

Creating Change by Changing Minds

When I log onto Facebook nowadays and scroll through my feed, if it's not advertisements, it's posts talking about the injustices of the world, primarily from racism. These posts are filled with anger and strong hostility. I'm not saying anger is the wrong emotion to feel when faced with injustice, but when that hostility is channeled into violence, this does not bring about justice or change. Long lasting and effective change can only be made through non-violent methods, which is demonstrated by Langston Huges in his poem, "I, Too." In this short poem, Hughes gives many examples of how to effectively and on-violently address and combat racism.

Huges first uses people's religious morality to enlist his readers to resist racism. He starts the poem with his black narrator asserting, "I am the darker brother" (2). Brother to whom? In the Christian religion, a predominate religion during the times of slavery in the U.S and beyond, the terms brother and sister are used to show equality and kinship, and this human connection transcends race. Everyone is equal as children of God, and are all heirs to the promises of divine love and salvation. Simply by the black narrator calling himself a brother, Hughes is attempting to appeal to white Christian Americans, and to deny this connection is to go against the teachings in the Bible about brotherhood. This is very powerful in multiple ways. Firstly, establishing a sense of brotherhood and camaraderie should make anyone who tarnishes that unity feel ashamed. Secondly if anyone truly wishes to receive God's mercy, they would have to treat everyone as equals, or be punished by God, or even be denied eternal life in heaven all together. This technique is effective and long-lasting because the fear or violence inflicted on a person is temporary, but damnation is eternal.

Hughes further combats racism, not through threats of uprisings or reprisals, but rather by transforming hatred into humor and positivity. In response to his segregation, the narrator says, "They send me to eat in the kitchen/When company comes,/But I laugh,/And eat well/And grow strong" (3-7). With this, Hughes rises about racial exclusion and asks his reader to see it for what it is, ridiculous. He also shows how to effectively combat this injustice which is to learn from it and to feel empowered by not letting racists treatment from others hurt, define or hold you back. Additionally, this approach is an invitation to Hughes' white readers to be "in on the joke" and laugh at the mindless and unwarranted exclusion of this appealing and relatable person who is full of confidence and self-worth. Through his narrator, Hughes diffuses racial tensions in an inclusive and non-threatening way, but the underlying message is clear: equality is coming soon. We know he believes this when the poem's speaker states, "Tomorrow,/I'll be at the table/When company comes" (8-10). There is a strong assertion here that racism will not be permitted to continue, but the assertion is not a threat. Hughes carefully navigates the charged issue of racial unity here, particularly at the time he wrote this poem when segregation was in many places in the U.S. the law. The different forms of segregation-emotional, physical, financial, social-that blacks have suffered has and continues to result in violence, but Hughes here shows another path. Highes shows that despite it all, we can still make amends and site down at a table together. As a human family, we can overcome our shameful past by simply choosing to peacefully come together.

Finally Hughes uses American patriotism as a powerful non-violent method to unite his readers to combat racism. The poem concludes, "Besides,/They'll see how beautiful I am/And be ashamed-/I, too, am American" (15-18). Notice how he uses the word American and not American. He is not simply just an inhabitant of America he IS American in that he represents the promise, the overcoming of struggle, and the complicated beauty that makes up this country. He is integral to America's past, present and future. He is, as equally as anyone else, a critical piece in America's very existence and pivotal to its future. As Hughes united his readers through religion and the use of "brother," here he widens the net beyond religion and appeals to all Americans. As we say in our pledge of allegiance, we stand "indivisible with liberty and justice for all." To hate or exclude someone based on race, therefore, is to violate the foundational and inspirational tenants of this country. Hughes does not force or attack in his poem, and he does not promise retribution for all the harms done to blacks. He simple shows that racism in incompatible and contradictory to being truly American, and this realization, this change of heart, is what can bring about enduring change.

It has been shown over and over that violence leads to more violence. Violence might bring about change temporarily, but when people are stripped of choice, violence will reassert itself. Some of the most dramatic social movements that have brought about real change have used non-violent means as seen in Martin Luther King Jr's non-violent protests helping to change U.S. laws and ensure Civil Rights for all, as seen in Gandhi's use of non-violent methods to rid India of centuries of oppressive British rule, and as seen in Nelson Mandela's persistent and non-violent approaches of finally removing Apartheid from South Africa. However, we are not these men. Mos tof us are not leaders of movements, but we are each important and influential. We as individuals can be immensely powerful if we choose to be. We can choose to apply the examples and advice from enlightened minds like Hughes, King, Gandhi, and Mandela. When we see on Facebook or in the news on in-person people targeting or excluding others, or inciting violence againist a person or group based on race, or sexual orientation, or religion, or any other arbitrary difference selected to divide and pit us against one another, we can choose instead to respond with kindness, with humor, with positivity, and with empathy because this leads to the only kind of change that matters.

Works Cited

Hughes, Langston. "I, Too." African-American Poetry: An Anthology 1773-1927 , edited by Joan R.

Sherman, Dover Publications, Inc. Mineola, New York. 1997, p. 74.

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CSEC English B: A Guide to Writing Poetry Essays

Updated: Jun 1, 2021

If you're reading this, chances are, you've been subjected to the unfortunate torture that is the English B (comparative) poetry essay. That's right- you've been allotted around 30 minutes to write on two of the twenty poems CSEC prescribed for your study over two years. Fun , right?

All jokes aside, we're all going to face a poetry essay at some point or another, whether practice assigned at school or the 'real McCoy' on the exam.

Writing poetry essays can seem daunting though- you're presented with a three part question demanding that you satisfy all necessary requirements to attain your maximum 25 marks. And on top of that, no matter how hard you try to clear your mind, it can be very difficult to arrange your thoughts well enough to put together an essay that can convince your teacher that you deserve at least a passing grade.

Well, worry no more! One of the main reasons we make silly slip-ups in our essays is because we don't necessarily know what it means to write a sufficient essay, and therefore don't have a small plan in our minds to which we can abide calmly during those nerve-wracking minutes. Hopefully after giving this guide a quick read, you'll understand more about how to tackle a question, the parts of an essay, what you want to try to achieve in each of those parts, and making an essay that stands out .

Step 1: The question

Poetry essay questions come in two varieties :

1) One where the poems you are to write on are named, for example:

“The poems ‘A Stone’s Throw’ and ‘The Woman Speaks to the Man Who has Employed her Son’ are about how women are treated.” For EACH poem:

(a) Briefly describe what is taking place.

(b) Discuss the speaker’s attitude to the woman.

(c) Discuss ONE device which is used to effectively convey the treatment of women.

2) One where the poems you are to write on are unnamed, and you are to choose two poems from the syllabus that fit a certain theme provided by the question. For example:

Choose TWO poems which you have studied that focus on a significant experience or event. For EACH poem:

(a) Describe the experience or event.

(b) Discuss the speaker’s attitude to this experience or event.

(c) Discuss ONE device that is used to present this experience or event.

(Both questions are taken from the January 2013 English B Paper 2)

In every CSEC poetry question you get, parts one and two of the question will ask you to describe, discuss or explain some aspect of the poem. The third part of the question will always ask you to discuss a poetic/literary device used in the poem.

I know that this may be repetitive to you, but you should always read both questions through very carefully. It would be very unpleasant to begin writing on a question only to glance back at the paper and realize that you mistook a crucial detail , or even worse- that you can't fully answer the question you chose (this only applies to the actual exam, where you will choose between the two types of questions).

The question literally gives you the instructions for your essay, so they should not be overlooked .

Apart from ensuring that you don't mistake any details, reading the question also gives you the time to plan your essay mentally. The first sentence of the question will give you a guide as to what the theme of your essay will be, and what information you will include in the introductory paragraph. The instant that you read the question, you will be able to think about answers to each of the three parts of the question on which you will expound throughout the essay.

Step 2: The Introductory Paragraph (5 sentences)

Depending on the type of writer you are, you may prefer to write a separate plan for your essay before beginning writing. If you believe that you write better and more efficiently after planning out your essay, then, by all means, do your prior planning. A little time spent before arranging your thoughts is worth it, if it helps you.

A good plan can take the form of a few bullet points written loosely on a sheet of paper, where you note key concepts surrounding each of the parts of the question. For example, planning a first body paragraph for the question on the treatment of women could look like this:

a) A Stone's Throw - the woman in question is being abused in the name of justice by a group of ravenous men, who want to punish her for alleged promiscuity

The Woman Speaks to the Man who Has Employed Her Son - the mother, despite having cared for her son and placing no limits on his potential, has to accept being betrayed by this very son, who now seeks a father figure in a man offering him work as part of a gang

Those are brief summaries, and it would be expected that you go into more detail within the body paragraph.

While some may prefer to plan their essays, others (such as myself) prefer to just jump right into the essay and keep themselves in check while writing.

The introductory paragraph is a very important start, and can even help you in planning the essay overall. Let us first consider the parts of the introductory paragraph of a poetry essay:

As shown above, the introductory paragraph of a poetry essay will contain five basic parts: the hook, stating poems, and question parts 1, 2 and 3.

The Hook is one of the best ways to make your essay stand out. It is a statement that should be based on the theme of the question chosen. So, for question 1 from the past paper, the theme would be the treatment of women . Question 2's theme would be significance experience or events .

Making an interesting general statement can seem very difficult at first, but it's really about either trying to 'sound smart' or expressing your thoughts on the theme (just make sure that you don't use any personal pronouns like 'I' and 'we.' For example, look at the following hooks based on question 2:

"The length of the average human’s lifetime encompasses the interwoven intricacies of several experiences which influence the internal mindscape of the person in question as well as those around them."

"Each unique experience, whether triggered by disruptive forces such as nature, contextual obligation and temporal necessity influence momentary revelations described in most of the poems prescribed by the CSEC syllabus."

(Note that although the hook is important for distinguishing your essay, you should not take too long to write it, since you still have 4 and a half paragraphs to write afterwards.)

After the hook, you must state the poems you have chosen (or the poems provided by the question) in a sentence that also compares the two. Maybe a bit complicated? Look at the following example for question 2:

"The poems “South” by Kamau Brathwaite and “An African Thunderstorm” by David Rubadiri both include vivid descriptions of significant experiences in the life of each speaker."

See? In this sentence, you just want to mention both of the poems you will be comparing. It connects what you said in your hook to the rest of the essay.

Question Parts 1, 2 and 3 simply involve you summarizing how you will answer each part of the question in the rest of the essay. Maybe in previous grades, you've heard of the thesis statement, where teachers would expect a simple sentence like "this essay will..." and then you would restate the question.

However, at this higher level of writing (yes, you are at a higher academic level now, yay), teachers want something a little less... bland.

For each part of the question, it is suggested that you write at least one sentence outlining your answer (in relation to BOTH poems). So, part 1 of question 2 asks you to "Describe the experience or event." So, your sentence would give a brief description of the experience or event in both poems you chose (in this case, we chose "South" and "An African Thunderstorm"):

"Brathwaite illustrates the incident of migration in “South” through a homesick islander while Rubadiri presents a more concrete experience of the destructive force of nature (a thunderstorm) through a member of an African village."

(Using the last names of the poets can be a good way to refer to the poems during comparisons)

Notice that only a few words are used to describe the experience in each poem, since you are only summarizing what you will discuss in a whole paragraph later.

Comparing the poems like that in the sentence can be useful when you want to write efficient sentences.

The same thing is done for question parts 2 and 3:

"The persona of “South” is averse to his new surroundings after leaving his homeland, and feels oppressed by a strange and cold environment , while the speaker of “An African Thunderstorm” along with the members of his village react with fear towards the cloud of impending doom. "

"Brathwaite employs personification to convey the impact of migration on the persona. Rubadiri uses repetition to communicate the effect of the experience of the thunderstorm."

Aaaand just like that, you've completed your introductory paragraph! The best thing about introductory paragraphs like this is that they help you plan and think about the answers to all the questions before actually expounding on each point. Let's look at the combined introductory paragraph:

"The length of the average human’s lifetime encompasses the interwoven intricacies of several experiences which influence the internal mindscape of the person in question as well as those around them. Each unique experience, whether triggered by disruptive forces such as nature, contextual obligation and temporal necessity influence momentary revelations described in most of the poems prescribed by the CSEC syllabus. The poems “South” by Kamau Brathwaite and “An African Thunderstorm” by David Rubadiri both include vivid descriptions of significant experiences in the life of each speaker. Brathwaite illustrates the incident of migration in “South” through a homesick islander while Rubadiri presents a more concrete experience of the destructive force of nature (a thunderstorm) through a member of an African village. The persona of “South” is averse to his new surroundings after leaving his homeland, and feels oppressed by a strange and cold environment, while the speaker of “An African Thunderstorm” along with the members of his village react with fear towards the cloud of impending doom. Brathwaite employs personification to convey the impact of migration on the persona. Rubadiri uses repetition to communicate the effect of the experience of the thunderstorm."

Step 3: The Body Paragraphs

You are probably already familiar with the three parts of a paragraph: the topic sentence, body sentences and the concluding sentence. However, in a poetry essay, you are comparing two poems, and you are doing that while answering a question in 3 parts. As a result, your paragraphs may be a bit different.

Instead of that model, it may be useful to think of each paragraph as composed of different chunks of points, examples and explanations for each poem. I like to think of each paragraph as containing two paragraphs within it, a separate topic sentence for each poem :

Overall Topic Sentence (Optional)- This sentence gives a general overview of both poems. This is optional though, as it is more efficient to simply start with the topic sentence for the first poem.

Look at the following examples for parts 1 and 2 (an overall topic sentence is not very applicable to question part 3 ):

Part 1: "The poems both investigate very distinctive experiences in the lives of the personas, each one important to the speaker in conflicting ways."

Part 2: "Each persona finds himself in the midst of a strange and somewhat threatening circumstance, and their own reactions as well as those of the people around them reflect the severity of what is occurring."

Poem Topic Sentences

The poem topic sentence should be a specific connection of the poem to the question, and can be similar to what was written in the introductory paragraph. Each poem topic sentence should be the start of what you will write on that particular poem, so your body paragraph will be like two paragraphs in one.

For example, for question 2 part 1, the topic sentences for the two poems selected could be:

"Firstly, the persona of “South” explores the experience of migration and the impact of abandoning his homeland."

"On the other hand, the persona of “An African Thunderstorm” finds himself and his village threatened by an immensely powerful thunderstorm. The poem explores this terrifying experience by relating in evocative detail the destructive power of the storm."

Note: Using comparative phrases such as 'on the other hand,' 'contrarily,' 'by comparison,' and 'similar to' can help to better connect the content of your essay.

The topic sentences are only meant to introduce the content (body sentences) of your paragraph, so your description of South would follow the topic sentence concerning South, and the same would go for An African Thunderstorm.

Body Sentences (Point, Example, Explanation)

The body sentences of your paragraphs are where you get to contribute the real content of your essay. When writing your body sentences, you should try to follow the structure Point, Example, Explanation, abbreviated as P.E.E., (if you're into that, I guess you can remember it like that).

Point- This is where you state an aspect of your answer to the question. So, for part 1, you would 'describe the event or experience.'

Example- Use an example (a quote) from the poem to support your point.

Explanation- Explain your point more and show how your example supports your point.

These three parts can be in three separate sentences, in one sentence, or even just two. You can even mix up the order of the parts to how you see fit. How much you write is fully dependent on w hat you find sufficient for answering the question.

Look at the following example of a completed body paragraph (the body sentences are underlined and colour-coded, red for point , blue for example and green for explanation ):

"Firstly, the persona of “South” explores the experience of migration and the impact of abandoning his homeland. The speaker leaves his island home, a picturesque landscape of shimmering ocean waves and sand , as shown in “ I have travelled: moved far from the beaches.” He has gone to “ stoniest cities,” towns of stony foundations and even stonier people, contrary to the warm people he remembers from his home. The northern lands he traversed were plagued with unpleasant weather conditions, like “ slanting sleet and… hail.” Travelling to the “ saltless savannas” of Africa, he noticed they were completely devoid of the salty ocean of his homeland which he misses so dearly. Now, he lives in a house amongst the trees in the forest “where the shadows oppress [him]" and the darkness around him reflects the longing for his island home. In the forest, there is only the rain and the river, which, to him, can never substitute for the boundless opportunity and joy of the sea. Leaving his home has brought him to several places in the northern world; each a stark contrast to the one place he feels he belongs. Now, he settles in a place that lacks the ocean and its distinct character, and the “tepid taste of the river” cannot satisfy him in its ordinary and saltless nature. On the other hand, the persona of “ An African Thunderstorm” finds himself and his village threatened by an immensely powerful thunderstorm. The poem explores this terrifying experience by relating in evocative detail the destructive power of the storm. The clouds are said to “ come hurrying with the wind,” denoting the speed with which the winds propel them towards the settlement. “ Like a madman chasing nothing,” the wind darts and turns, whirling about with no definite direction or purpose, bound to cause damage to the things around it. The persona sees the wind tossing things up as it moves by at breakneck speeds, carrying the “ pregnant clouds” (filled with rain and other hallmarks of meteorological terror) on its back. The “trees bend to let [the wind] pass” as it whistles by, showing the sheer force of its movement- even forcing the strong, tall-standing trees to bend as though prostrating themselves before the wind’s undeniable power. Around the persona in the village, the wind sends the clothes of the people flying off, waving in the wind like “ tattered flags.” Blinding flashes of lightning strike in the distance followed by the low rumble of thunder, a chaotic image of the imminent tempest. The “ pelting march of the storm” is continuous and seemingly unstoppable as it approaches the village, communicating the idea of doom associated with this experience."

Note that in the paragraph above,a separate sentence explanation is not as necessary since you are simply describing the poems.

Step 4: Concluding Paragraph

Sometimes, writing a concluding paragraph can seem like the most difficult part, because you don't have a clear path as to what to write . In these cases, for the sake of efficiency, you can think of the concluding paragraph as having 4 parts:

General Statement on the Theme or the Poems- This can be similar to your hook

Summary Sentence of Body Paragraph 1

Summary Sentence of Body Paragraph 2

Summary Sentence of Body Paragraph 3

For example:

"In conclusion, experiences define both the premise and particularities of human life. Distinct significant events create both momentary and long-lasting impacts to the person in question as well as those around them. The poems “South” and “An African Thunderstorm” both present a significant experience in the lives of the personas. While the speaker’s reaction to migration in “South” is in phases, beginning with a denial of oppressive memory followed by acceptance, the people around the speaker in “An African Thunderstorm” react with both fear and seemingly malapropos joy to the imminent thunderstorm. Brathwaite implements personification to relay the impact of external migration on the persona. Rubadiri employs repetition to convey the thunderstorm’s impact on the environment, and therefore rationalizes the fear of the members of the village."

(Starting with "In conclusion" is very common, so you can usually omit such clichéd connectors)

Now, let's take a look at the completed essay:

The length of the average human’s lifetime encompasses the interwoven intricacies of several experiences which influence the internal mindscape of the person in question as well as those around them. Each unique experience, whether triggered by disruptive forces such as nature, contextual obligation and temporal necessity influence momentary revelations described in most of the poems prescribed by the CSEC syllabus. The poems “South” by Kamau Brathwaite and “An African Thunderstorm” by David Rubadiri both include vivid descriptions of significant experiences in the life of each speaker. Brathwaite illustrates the incident of migration in “South” through a homesick islander while Rubadiri presents a more concrete experience of the destructive force of nature (a thunderstorm) through a member of an African village. The persona of “South” is averse to his new surroundings after leaving his homeland, and feels oppressed by a strange and cold environment, while the speaker of “An African Thunderstorm” along with the members of his village react with fear towards the cloud of impending doom. Brathwaite employs personification to convey the impact of migration on the persona. Rubadiri uses repetition to communicate the effect of the experience of the thunderstorm.

Firstly, the persona of “South” explores the experience of migration and the impact of abandoning his homeland. The speaker leaves his island home, a picturesque landscape of shimmering ocean waves and sand, as shown in “ I have travelled: moved far from the beaches.” He has gone to “ stoniest cities,” towns of stony foundations and even stonier people, contrary to the warm people he remembers from his home. The northern lands he traversed were plagued with unpleasant weather conditions, like “ slanting sleet and… hail.” Travelling to the “ saltless savannas” of Africa, he noticed they were completely devoid of the salty ocean of his homeland which he misses so dearly. Now, he lives in a house amongst the trees in the forest “where the shadows oppress [him]" and the darkness around him reflects the longing for his island home. In the forest, there is only the rain and the river, which, to him, can never substitute for the boundless opportunity and joy of the sea. Leaving his home has brought him to several places in the northern world; each a stark contrast to the one place he feels he belongs. Now, he settles in a place that lacks the ocean and its distinct character, and the “tepid taste of the river” cannot satisfy him in its ordinary and saltless nature. On the other hand, the persona of “ An African Thunderstorm” finds himself and his village threatened by an immensely powerful thunderstorm. The poem explores this terrifying experience by relating in evocative detail the destructive power of the storm. The clouds are said to “ come hurrying with the wind,” denoting the speed with which the winds propel them towards the settlement. “ Like a madman chasing nothing,” the wind darts and turns, whirling about with no definite direction or purpose, bound to cause damage to the things around it. The persona sees the wind tossing things up as it moves by at breakneck speeds, carrying the “ pregnant clouds” (filled with rain and other hallmarks of meteorological terror) on its back. The “trees bend to let [the wind] pass” as it whistles by, showing the sheer force of its movement- even forcing the strong, tall-standing trees to bend as though prostrating themselves before the wind’s undeniable power. Around the persona in the village, the wind sends the clothes of the people flying off, waving in the wind like “ tattered flags.” Blinding flashes of lightning strike in the distance followed by the low rumble of thunder, a chaotic image of the imminent tempest. The “ pelting march of the storm” is continuous and seemingly unstoppable as it approaches the village, communicating the idea of doom associated with this experience.

Each persona finds himself in the midst of a strange and somewhat threatening circumstance, and their own reactions as well as those of the people around them reflect the severity of what is occurring. In “South,” the persona’s reaction to migration can be divided into two distinct stages as related by the poem. His initial reaction is one in which he is ‘oppressed’ by the darkness of his surroundings and seems overtaken by an emotion of inextricable gloom. He is now in a place so unlike his island home, devoid of the ocean which he so loves and has lacked in all the places he has gone to since migrating. The only water he finds here is from the rain or the river, whose ‘tepid taste’ is unappealing and bland to him. In this initial reaction, he denies the river. He, who is “ born of the ocean,” cannot “ seek solace in rivers.” While the ocean has a characteristic ebb and flow, the river runs on ad infinitum, without end. Instead of representing limitless renewal like the ocean, the river instead flows on “like [his] longing” for his homeland. By denying the river, he also denies himself longing for home- even though it is the absence of things he cherishes and misses so dearly that creates his sense of gloom in the first place. His second reaction, shown in the volta of the poem, is when he accepts the river and decides to join it. The river, though constantly flowing like the persona’s longing, is both a conduit of humanity’s past events as well as a path to the sea. In accepting the river and in turn his longing, he also is able to tap into the historical archive of the river and recall his own childhood. Thus, the persona’s reaction is an abridged version of the Kubler-Ross Model of Grief- he begins with denial of the river and what it represents in reaction to being parted with his homeland, and ends with accepting its repertoire of past events (good and bad) to reminisce happily on visions from his childhood. He is able to return to the sea. On the other hand, the persona of “An African Thunderstorm” does not have a reaction illustrated by the poem to the experience of the thunderstorm. Instead, the poem focuses on the reactions of women and children in the village. The children are said to scream with delight in the ‘whirling wind,’ seemingly malapropos given the context of the destructive force of the storm. However, it makes sense as a puerile reaction to a novel experience. A child, not understanding the workings of the world as of yet, is most likely going to be delighted when confronted by something new, like strong winds or the beginnings of rain. The women and mothers of the village have a completely opposite reaction to the children. They instead “dart about… madly” showing a frenzied response to an obvious threat. They seem to be in a panic, either trying to complete preparations for the imminent storm, or, darting about aimlessly unsure of any way they can mitigate the its effects. The women’s babies are said to be “ clinging on their backs” reflecting a possible fear which they share with their mothers. The startling nature of the advent of something so undeniably malignant would be cause for babies to be fearful- and even if they were unable to comprehend it, they would be inheriting the evident fear displayed by their frantic mothers.

Finally, Brathwaite employs personification in “South” in order to convey the effect of migration on the persona. After migrating, the persona comes to live in a house in the forest. He specifically says “ the shadows oppress me,” giving the shadows a human-like quality in being able to abuse him in some way. The context of this line is based around his sojourns far away from the beaches of his home and now settling in a forest house. The shadows cast by trees in the canopy of a forest over the forest floor are likely what he refers to- so very different from the “ bright beaches” full of sunshine from his island home. However, he may also refer to shadows figuratively, and thus the line may take on a dual meaning. Shadows could also refer to recurrent memories of his home, in line with the common association of shadows with memories. So, having left the beaches he so dearly loves, he is stuck amidst the shadows of trees which only remind him of how far he has gone from where he belongs. The gloominess of this forest contradicts what he is used to, so it is as if he is being victimized by his own environment. In the same way, memories of his past, which only remind him of how incongruous the forest is to his island, subject him to constant longing and yearning for a return home. On the other hand, repetition is used in Rubadiri’s “An African Thunderstorm” to convey the impact of the experience of the thunderstorm on the environment. The line “trees bend to let it pass” is repeated twice throughout the poem and denotes the motion of the trees in relation to the wind. The trees lean and bend over when the wind passes by, shifting from its path due to its violence and strength. However, this also conveys a subservience in the trees in that they bend to allow the wind to pass. It is as though the trees are prostrating themselves before a powerful king as he strolls stately by. In the same way, the trees, tall and robust stalwarts of nature are bent forcefully by the mighty wind. Thus, the thunderstorm is shown to be immensely powerful, forcing everything around it to morph and change to accommodate its unhindered passage.

In conclusion, experiences define both the premise and particularities of human life. Distinct significant events create both momentary and long-lasting impacts to the person in question as well as those around them. The poems “South” and “An African Thunderstorm” both present a significant experience in the lives of the personas. While the speaker’s reaction to migration in “South” is in phases, beginning with a denial of oppressive memory followed by acceptance, the people around the speaker in “An African Thunderstorm” react with both fear and seemingly malapropos joy to the imminent thunderstorm. Brathwaite implements personification to relay the impact of external migration on the persona. Rubadiri employs repetition to convey the thunderstorm’s impact on the environment, and therefore rationalizes the fear of the members of the village.

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A Guide to Lyric Essay Writing: 4 Evocative Essays and Prompts to Learn From

Poets can learn a lot from blurring genres. Whether getting inspiration from fiction proves effective in building characters or song-writing provides a musical tone, poetry intersects with a broader literary landscape. This shines through especially in lyric essays, a form that has inspired articles from the Poetry Foundation and Purdue Writing Lab , as well as become the concept for a 2015 anthology titled We Might as Well Call it the Lyric Essay.  

Put simply, the lyric essay is a hybrid, creative nonfiction form that combines the rich figurative language of poetry with the longer-form analysis and narrative of essay or memoir. Oftentimes, it emerges as a way to explore a big-picture idea with both imagery and rigor. These four examples provide an introduction to the writing style, as well as spotlight tips for creating your own.

1. Draft a “braided essay,” like Michelle Zauner in this excerpt from Crying in H Mart .

Before Crying in H Mart became a bestselling memoir, Michelle Zauner—a writer and frontwoman of the band Japanese Breakfast—published an essay of the same name in The New Yorker . It opens with the fascinating and emotional sentence, “Ever since my mom died, I cry in H Mart.” This first line not only immediately propels the reader into Zauner’s grief, but it also reveals an example of the popular “braided essay” technique, which weaves together two distinct but somehow related experiences. 

Throughout the work, Zauner establishes a parallel between her and her mother’s relationship and traditional Korean food. “You’ll likely find me crying by the banchan refrigerators, remembering the taste of my mom’s soy-sauce eggs and cold radish soup,” Zauner writes, illuminating the deeply personal and mystifying experience of grieving through direct, sensory imagery.

2. Experiment with nonfiction forms , like Hadara Bar-Nadav in “ Selections from Babyland . ”

Lyric essays blend poetic qualities and nonfiction qualities. Hadara Bar-Nadav illustrates this experimental nature in Selections from Babyland , a multi-part lyric essay that delves into experiences with infertility. Though Bar-Nadav’s writing throughout this piece showcases rhythmic anaphora—a definite poetic skill—it also plays with nonfiction forms not typically seen in poetry, including bullet points and a multiple-choice list. 

For example, when recounting unsolicited advice from others, Bar-Nadav presents their dialogue in the following way:

I heard about this great _____________.

a. acupuncturist

b. chiropractor

d. shamanic healer

e. orthodontist ( can straighter teeth really make me pregnant ?)

This unexpected visual approach feels reminiscent of an article or quiz—both popular nonfiction forms—and adds dimension and white space to the lyric essay.

3. Travel through time , like Nina Boutsikaris in “ Some Sort of Union .”

Nina Boutsikaris is the author of I’m Trying to Tell You I’m Sorry: An Intimacy Triptych , and her work has also appeared in an anthology of the best flash nonfiction. Her essay “Some Sort of Union,” published in Hippocampus Magazine , was a finalist in the magazine’s Best Creative Nonfiction contest. 

Since lyric essays are typically longer and more free verse than poems, they can be a way to address a larger idea or broader time period. Boutsikaris does this in “Some Sort of Union,” where the speaker drifts from an interaction with a romantic interest to her childhood. 

“They were neighbors, the girl and the air force paramedic. She could have seen his front door from her high-rise window if her window faced west rather than east,” Boutsikaris describes. “When she first met him two weeks ago, she’d been wearing all white, buying a wedge of cheap brie at the corner market.”

In the very next paragraph, Boutskiras shifts this perspective and timeline, writing, “The girl’s mother had been angry with her when she was a child. She had needed something from the girl that the girl did not know how to give. Not the way her mother hoped she would.”

As this example reveals, examining different perspectives and timelines within a lyric essay can flesh out a broader understanding of who a character is.

4. Bring in research, history, and data, like Roxane Gay in “ What Fullness Is .”

Like any other form of writing, lyric essays benefit from in-depth research. And while journalistic or scientific details can sometimes throw off the concise ecosystem and syntax of a poem, the lyric essay has room for this sprawling information.

In “What Fullness Is,” award-winning writer Roxane Gay contextualizes her own ideas and experiences with weight loss surgery through the history and culture surrounding the procedure. 

“The first weight-loss surgery was performed during the 10th century, on D. Sancho, the king of León, Spain,” Gay details. “He was so fat that he lost his throne, so he was taken to Córdoba, where a doctor sewed his lips shut. Only able to drink through a straw, the former king lost enough weight after a time to return home and reclaim his kingdom.”

“The notion that thinness—and the attempt to force the fat body toward a state of culturally mandated discipline—begets great rewards is centuries old.”

Researching and knowing this history empowers Gay to make a strong central point in her essay.

Bonus prompt: Choose one of the techniques above to emulate in your own take on the lyric essay. Happy writing!

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Extended Essay Topics: 50+ Examples for Subject in EE

by  Antony W

July 30, 2022

This is the complete list of Extended Essay topics on different EE subject areas. We’ve packed this guide with as many topic ideas as possible.

So if you’re just getting started with the IB extended essay assignment and you’re already stuck on topic selection, this post might help you to get unstuck.

What is an Extended Essay?

Abbreviated as EE, the Extended Essay is a required component of the IB Diploma Program for all students, regardless of the disciplines they are studying.

The objective of the Extended Essay is to offer students the chance to conduct research on a topic of their choice and demonstrate knowledge and reading beyond the classroom curriculum. The essay also provides students with the opportunity to develop abilities necessary for researching and writing in advanced learning institutions.

Students often begin working on their essay during the second term of their first year of the IB Diploma Program. They will require a manager (one of the teachers at their school) with whom they will meet on a regular basis to help them outline their research questions and lead them through the writing process.

The IB diploma program allows you to prepare and submit one draft to the supervisor for input, followed by a second, final draft. As for the length of the extended essay, you want to make sure the assignment doesn’t exceed 4,000 words .

Getting Extended Essay Help

Owing to the very nature of the IB program, searching for an extended essay topic and getting the task completed can be an involving task. If you feel like the whole process would end up rather overwhelming, you can take advantage of our extended essay writing service and we’ll help you get the task done. 

For just $19.09/page, you can get the professional writing help and advice required to score a 34 in your Extended Essay. The pricing is standard regardless of the topic you would like to work on.

Extended Essay Topics

If you’re confident that you can write an extended essay yourself, and you should, you need to start with selecting the right topic for the assignment. Here are some topic ideas to get you started: 

1. English Extended Essay Topics

The following are some of the best examples of topic ideas to consider if you choose to write an Extended Essay in the English subject.

• How the heroic couplets of the neoclassical period differed from those of the romantic period, and why classical poetry had so many rules.
• How many different styles of poetry can we observe from the English Renaissance through modernism and postmodernism?
• Does colonialism have an effect on modern poetry and the manner in which it evolves during the many eras of colonial rule?
• Why has euphemism been so prominent in the English language for so long and how does this affect the lexicon and structure of the language?
• Can we argue that, unlike other languages of the globe, English is a language of conventions and traditions with no hard and fast rules?
• What function does slang play in the English language, and how are slang terms now preserved in official and academic dictionaries?
• What are the primary causes of the gradual shift in the spelling of English words through time?
• Impact of globalization on the evolution of the English language as it becomes the universal language.

We encourage you to read more about English Extended Essay for further insights.

2. Biology Extended Essay Topics

• How do age and gender influence the photoreceptor cells in the human retina?
• What effects does climate change have on the appearance of coral reefs?
• An analysis of how antioxidants function in the human body?
• Which of hand sanitizer, hand soap, or antibacterial wipes inhibits the development of E. coli the most effectively?
• How does population density between X and X’s population size relate?
• What is the link between the growth hormone indoleacetic acid and the growth of X?

You can read more about Biology EE here.

3. Business Management Extended Essay Topics

We put together an in-depth guide on IB Business Management EE to give you more insight about the subject.

In addition to teaching you exactly how to write an EE in this subject, the post includes some interesting topic ideas as well as their respective research questions.

Remember to check it out to learn more.

4. Chemistry Extended Essay Topics

• What effect does acid rain have on the trees, plants, and public gardens in your neighborhood?
• Analyze the chemical composition of various types of lava and magma rocks from across the world.
• What kinds of chemical components are responsible for the majority of food allergies?
• Examine the chemistry of MDMA and other “nightclub” or designer drugs in users of various ages.
• Examine how chemical experiments and the knowledge gained from them have altered the globe.
• How has the usage of fluoride in the community’s water supply benefited and harmed the community?
• What chemical difference does choosing organic foods vs pesticide-treated foods have on our bodies?
• What impact have big cosmetics manufacturers made on our contemporary understanding of chemistry?
• What type of chemistry is involved in making generic medications cheaper than brand-name pharmaceuticals?

You can read more about Chemistry Extended Essay in this post.

5. Computer Science Extended Essay Topics

• In what way are support vector machines more accurate in predicting ATP tennis matches than artificial neural networks?
• To what extent are Java-generated pseudo-random numbers more predictable than C#-generated numbers?
• How much more effectively does MP3 encoding reduce quality loss and file size than OGG in terms of algorithmic efficiency and encoded file quality?
• How well does the binary search algorithm locate specific values among variable-sized data sets?
• How much more efficient is Depth First Search than Breadth First Search for path finding in artificial intelligence and robot motion planning?
• To what degree is hashing a more appropriate and efficient method than binary search for locating specific values in different-sized data sets?
• How do Password Length and Character Variation Influence the Entropy of a Password?
• How much more space-efficient is the AES symmetric encryption method compared to the Blowfish symmetric encryption technique when encrypting data of varied sizes and types?

6. Economics Extended Essay Topics

• What is the connection between unemployment and economic contraction?
• Is Alcohol Consumption Regulation Beneficial to the Stock Market?
• Trucking Companies and the Effects of Sanctions and Trade Embargoes
• Analysis of the Effects of Increasing Taxes on Multinational Corporations and Religious Organizations
• What Negative Effects Will a “Hard” Brexit Have on Scotland and Wales?
• How Will the Substitution of Fossil Fuels with Solar Power Affect the Economies of Middle Eastern Nations?
• In Sub-Saharan Africa, deforestation and man-made disasters are the leading causes of poverty.

We’ve written an in-depth guide on Economics Extended Essay, and we encourage you to check it out to learn more about the subject.

7. Environmental Systems and Societies EE Topics

The following are some interesting topics on the Environmental Systems and Societies. The X is a variable, which can be a name of any city or country you’d wish to investigate in your ESS.

• What forest and woodland restoration strategies exist in Siberia, Russia, and one is the most effective?
• How can human meddling in X city/country/continent produce ecological imbalances?
• What effect does urbanization have on the bee population in X city?
• What are the distinctions between Yosemite National Park (California, USA) and Lake District National Park (United Kingdom) in terms of dialogue efforts?
• How much have healthcare policies in nation X affected its human population curve?
• What impact has X’s landfill had on the surrounding terrestrial ecosystem?

You can read our ESS guide to learn more about this subject before you start working on your Extended Essay assignment.

8. Film Extended Essay Topics  

• Relationship between IMDB ratings and several national and international film honors
• The current transformation of masculinity as represented in Fight Club
• Varieties of timeline modification methods in cinematography
• Sci-fi film portrayals of scientists and the scientific method are grossly inaccurate.
• Moving camera – inventive approaches (such as those utilized in The Matrix or Guy Ritchie’s film)
• How can filmic approaches depict the evolution of Disney princesses from 1937 to 2012?
• How are transgender characters portrayed in two films from distinct periods?

9. Geography Extended Essay Topics

• What socioeconomic and urban design elements contribute to high vandalism rates in Eindhoven’s neighborhoods?
• How does the quality of life of Filipina Foreign Domestic Workers in Downtown Singapore compare to that of Filipinas in the Philippines?
• An inquiry examining whether Singapore qualifies as a sustainable city
• To what degree do migratory patterns and motivations in the northern area of Thailand correspond to predicted migration movements in an LDC?
• Comparative analysis of the provision of public services in Warsaw’s districts

Check out our complete guide on Geography EE to learn more about the subject. Make sure you check the assessment criteria part, so you can write the kind of an EE that earns you top grades – if not a 34.

10. Global Politics EE

• The legitimacy of the 2003 US-led invasion of Iraq; to what extent was the invasion justified? (2021)
• How media depictions and government information can diverge
• How the success of a political party in one nation may affect the results in another.
• Comparing the influence of global political trends on two countries reveals contrasting results.
• The effect of a single crisis on the political ties between two countries

We’ve put together a more comprehensive guide on Global Politics Extended Essay . So we encourage you to check that out to learn more.

11. History Extended Essay

• The consequences of dropping nuclear bombs on Hiroshima and Nagasaki
• You can investigate the economic, ethnic, social, and even environmental consequences of conflict diamonds.
• The evolution of military technology during the American Civil War
• The post-apartheid work of the Truth and Reconciliation Commission Southwest Africa
• The rise and collapse of the Ottoman Empire and its economic influence

You can get more topic ideas on this subject from this post .

12. Math Extended Essay

• How can mathematics be used to determine the ideal distance from the try line for positioning the ball for a rugby union conversion kick?
• In the sliding tile problem, what is the graph structure of m x n?
• How long does it take to travel around the whole Singapore MRT network? (2015)
• Modeling mathematics – An examination of the Richardson arms race model (2020)
• Real-world applications of a study of differential equations of the second order
• A mathematical examination of shock absorbers’ damped harmonic motion

Our IB Math EE guide has more insights worth checking out. So we recommend going through the guide before you start writing an extended essay on this subject.

13. Physics Extended Essay Ideas  

• How may the design of an airplane’s wings affect its aerodynamic performance?
• Why is it required for the wing of an aircraft to have an ‘angle of attack’? Is it impossible for the aircraft to behave the same without the angle of attack?
• If landing gears are a cause of drag during flight, how is a Cessna able to deliver a sufficient amount of force to overcome drag?

14. Psychology EE Ideas  

• What do we know about the connection between stress and bodily disease, and can we utilize this information to manage stress?
• To what degree can psychology offer plausible explanations for altruistic behavior?
• Which strategies are most effective in assisting autistic youngsters in improving their everyday functioning?
• The difficulty of identifying particular genetic variables that might indicate an autism risk
• How well biological (or sociocultural) variables explain the origin of homosexuality.
• To what degree does parental discipline affect the temperament of their children?
• Are Montessori schools, which utilize a humanistic approach to education, also consistent with cognitive theory?

We’ve put together a complete guide on Physics Extended Essay. So, check that out to learn more about the subject. 

15. Visual Arts

• What role did national themes have in the creative activity of Russian avant-garde artists associated with the Knave of Diamonds society?
• How did men and women’s clothes communicate National Socialist ideals?
• How does Yinka Shonibare’s work represent the evolving importance of African art in a global society?
• What are the origins of Romanesque architecture in Arles?
• Are there pop art elements in the design of Pakistani trucks?

Check out this post to learn more about the topic. 

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Extended Metaphor

Extended Metaphor Definition

What is an extended metaphor? Here’s a quick and simple definition:

An extended metaphor is a metaphor that unfolds across multiple lines or even paragraphs of a text, making use of multiple interrelated metaphors within an overarching one. So while "life is a highway" is a simple metaphor, it becomes an extended metaphor when you say: "Life is a highway that takes us through green pastures, vast deserts, and rocky mountains. Sometimes your car breaks down or you run out of gas, and sometimes you get lost. Friends are the roadmaps that help you get where you're going." Now you've spread the idea of "life = highway" across multiple sentences and related ideas, and created an extended metaphor.

Some additional key details about extended metaphors:

• Extended metaphors are distinguished from regular metaphors by their complexity (or how many different metaphors they contain) as well as their length. Extended metaphors can span an entire story or poem, or just a few clauses of the same sentence.
• As in a regular metaphor, the comparisons created in an extended metaphor are not meant to be taken literally. For instance, nobody is suggesting that life is literally a highway when they use that common metaphor. Rather, extended metaphors are figurative —they create meaning beyond the literal meanings of their words.
• The terms "conceit" and "extended metaphor" can be used interchangeably, though "conceit" is also sometimes used in an even more specialized way than "extended metaphor" is.

Extended Metaphor Pronunciation

Here's how to pronounce extended metaphor: ex- tend -id met -uh-fore

Extended Metaphors in Depth

All metaphors can be broken down into two elements: a tenor and a vehicle.

• The tenor is the thing a metaphor describes.
• The vehicle is the thing to which the tenor is compared.

For instance, in the metaphor " Life is a highway ," life is the tenor because it's the thing being described, while "highway" is the vehicle because it's the thing life is being compared to. The metaphor operates by borrowing key attributes from the vehicle and attributing them to the tenor. The "Life is a highway" metaphor takes the attributes of a highway—including its association with journeys, adventures, speed, and the fact that we all travel them side-by-side—and connects them to life.

The Structure of Extended Metaphors

Extended metaphors have a main tenor and vehicle that make up the overarching or primary metaphor, but they also make use of other tenors and vehicles as the metaphor becomes more elaborate. Let's continue to use the example from above:

Life is a highway that takes us through green pastures, vast deserts, and rocky mountains. Sometimes your car breaks down or you run out of gas, and sometimes you get lost. Friends are the roadmaps that help you get where you're going.

Within the overarching metaphor of "life is a highway," several other metaphors make up the extended metaphor, and each one has its own tenor and vehicle : the various stages of life are like the varied landscapes of a large country; the challenges of life are like car troubles ; friends are like road maps .

Extended Metaphor and Related Terms

People often use the term extended metaphor to refer to things that aren't actually extended metaphors. Here are a couple things that people often—and understandably—confuse for extended metaphors:

• Recurring metaphors: An extended metaphor is not just a single metaphor that repeats throughout a text. For instance, in Shakespeare's Othello , the image of a monster is used several times throughout the book as a metaphor for jealousy. The repeated use of the same metaphor in multiple places throughout a text does not make it an example of an extended metaphor; an extended metaphor must contain different tenors and vehicles, that together fit into the metaphor of the overarching tenor and vehicle.
• Symbolism: Symbolism is a literary device in which a writer uses one thing—usually a physical object or phenomenon—to represent something more abstract. A famous example of a symbol in literature occurs in To Kill a Mockingbird , when Atticus tells his children Jem and Scout that it's a sin to kill a mockingbird because mockingbirds cause no harm to anyone; they just sing. Because of these traits, mockingbirds in the novel symbolize innocence and beauty, while killing a mockingbird symbolizes an act of senseless cruelty. Although it might seem like this constitutes an extended metaphor, it doesn't. The main reason is that the story about the mockingbird is supposed to be literally true—it's not a figurative use of language to illustrate or describe something else. Furthermore, in stories that use symbolism, writers don't clearly state what a symbol represents, whereas in metaphor they typically do, making it clear that the use of language is actually figurative.
• Allegories: An allegory is a story in which essentially every character and event have symbolic meanings. The main difference between an allegory and an extended metaphor is that, in allegories, writers don't clearly state what each character or event represents, whereas in a metaphor they typically would, making it clear that the use of language is figurative. Also, metaphors state or imply that one thing is another thing, while in allegories (as with symbolism more generally), one thing might stand for another thing, but it isn't said to actually be that other thing.

Extended Metaphor and Conceit

Conceit is a term that is similar to extended metaphor. In fact, conceit is often used as a synonym for metaphor—and to use it in that way is perfectly correct. However, conceit also has another, slightly more complicated definition. Here's a quick run-down of the two different ways the terms can be used:

• Conceit can be a synonym for extended metaphor: Most often, conceit is used interchangeably with extended metaphor to describe any metaphor or analogy that spans a longer passage in a work of literature.
• Conceit can refer to a particularly fanciful or even strained extended metaphor: However, for some people (and literary critics in particular) the word conceit carries the connotation of a fanciful or elaborate extended metaphor in which an unlikely, far-fetched, or strained comparison is made between two things. The term is most often used to refer to such metaphors in Renaissance literature and the poetry of the 17th century (such as "metaphysical poetry"). To learn more about this definition, take a look at our entry on conceit .

Extended Metaphor Examples

The following examples of extended metaphors are taken from literature, music, and speeches, showing just how prevalent extended metaphors are in all sorts of writing.

Extended Metaphor in Frost's "The Road Not Taken"

Robert Frost's famous poem is an example of an extended metaphor in which the tenor (or the thing being spoken about) is never stated explicitly—but it's clear that the poet is using the road less traveled as a metaphor for leading an unconventional way of life. The entire poem, then, is an extended metaphor.

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.

Extended Metaphor in As You Like It

This passage, spoken by the character Jaques in Shakespeare's As You Like It , has become rather famous for its initial metaphor of "All the world's a stage." But not as many people know that the famous line is just the beginning of an extended metaphor, which contains several metaphors within it, using the language of scenes, actors, and parts. Over all, the lines develop an extended metaphor of remarkable breadth.

JAQUES: All the world’s a stage, And all the men and women merely players. They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages. At first, the infant, Mewling and puking in the nurse's arms.... ...Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything.

To analyze just one part of this extended metaphor, in the final sentence Jaques speaks of the "last scene of all," referencing death—when each of us "plays the part" of someone who has regressed to a childlike state, having lost everything: teeth, vision, taste, and, finally, life.

Extended Metaphor in Romeo and Juliet

Romeo delivers this monologue in Act 2, Scene 2 of Romeo and Juliet , after sneaking into Juliet's garden and catching a glimpse of her on her balcony. Romeo compares Juliet to a radiant sun, and then extends the metaphor by entreating her to "kill the envious moon."

But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou her maid art far more fair than she: Be not her maid, since she is envious; Her vestal livery is but sick and green And none but fools do wear it; cast it off.

The moon is used here as a symbol of virginity, so when Romeo states that Juliet is the moon's maid, he means that she's still a virgin, and when he entreats her to "kill the moon" and "cast off" its vestal livery (a garment worn by virgins), he's suggesting that she should part with her virginity. The metaphor of the sun (Juliet) killing the moon (her virginity) works because the sun can be said to "kill the moon" each day—in the sense that its bright light drowns out the light of the moon in the sky, making it invisible.

Extended Metaphor in Katy Perry's "Firework"

In "Firework," Perry uses an extended metaphor to compare a firework to an inner "spark" of resilience which, in the context of the song, stands in opposition to the dreary experience of life and the difficulty of communicating with others. Here's an excerpt of the lyrics that captures the extended metaphor in action:

Do you know that there's still a chance for you? 'Cause there's a spark in you You just gotta ignite the light And let it shine Just own the night Like the Fourth of July 'Cause baby, you're a firework C'mon, show 'em what you're worth Make 'em go "Aah, aah, aah" As you shoot across the sky Baby, you're a firework C'mon, let your colors burst Make 'em go, "Aah, aah, aah" You're gonna leave them all in awe, awe, awe

Extended Metaphor in Martin Luther King's "I Have a Dream" Speech

The following quote from Martin Luther King's "I Have a Dream" speech is a clear example of extended metaphor, as MLK builds upon the initial metaphor of "cashing a check" in each successive sentence:

In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the “unalienable Rights” of “Life, Liberty and the pursuit of Happiness.” It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

Why Do Writers Use Extended Metaphors?

Writers use extended metaphors for many of the same reasons they use metaphors in general:

• To explain or describe an abstract concept in vivid and memorable terms.
• To help the reader make a new, insightful connection between two different entities that might not have seemed related.
• To help communicate personal or imaginary experiences in terms to which readers can relate.
• To lead the reader to surprising and important discoveries by connecting different spheres of experience and language. The figurative meaning that metaphors create can help a reader to see the world or a concept in a new way.

Other Helpful Extended Metaphor Resources

• The Wikipedia Page on Extended Metaphor : An in-depth explanation of metaphor, its history, and how it relates to other figures of speech.
• The Dictionary Definition of Metaphor : A basic definition and etymology of the term—it comes from the Greek metaphora, meaning "a transfer."
• Extended Metaphors on YouTube : A video of Jaques' famous "seven ages" monologue, as delivered by Kevin Kline, in Kenneth Branagh's As You Like It .
• The Road Not Taken aloud : Audio of Robert Frost's poem "The Road Not Taken."

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UMGC Effective Writing Center How to Write an Extended Definition

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Usually when you hear the word "definition" you think of a dictionary or encyclopedia. For example, a juvenile delinquent is an underage person convicted of crime or antisocial behavior. Likewise, a venture capitalist is a person who provides money for innovative projects.

Perhaps you have written a narrative essay about a personal experience in which you are called upon to classify and to analyze causes and effects. All of these patterns and more can be used in your paragraphs to clarify and extend the term you have chosen.

Example: Single Pattern

Sometimes a single pattern will be sufficient to extend the definition to achieve the effect you want for your audience. For example, let's say in an introductory sociology course, you are introducing the term "juvenile delinquent" to the class. You could use the "classify" pattern to clarify how broadly the term in used in this field:

• Term: juvenile delinquent
• Standard definition: an underage person who has committed a crime.
• Pattern: Classify
• Overall Point: To understand "juvenile delinquent" in this field, it's necessary to know the major types of delinquents.
• The first type of delinquent is . . .
• The second type of delinquent is . . .
• The third type of delinquent is . . .

Example: Multi Pattern

Depending on the term, you may find that using several patterns is the best way to help shape your audience's understanding of a term. For example, let's consider the innocent sounding term "arbitration." Maybe you wish to make the point that sometimes legal terms are used to desensitize us from what is really taking place. Consider this example:

• Term: Arbitration
• Standard definition: legal process of resolving a dispute
• Classify Pattern--list and define types of arbitration, including "forced arbitration"
• Narration Pattern--The FAIR Act seeks to end the use of forced arbitration by U.S. employers
• Cause/Effect pattern: Multiple examples of the victims of forced arbitration have pressured Congress to act through legislation

Your task in writing an extended definition is to add to the standard/notional definition in a way that will allow your audience to gain a deeper and more nuanced understanding of the term in a particular context. Whether you do this by adding facts, telling what a term does not include, or applying any of the many development patterns (classify, illustrate, cause/effect, compare/contrast, narration, description), matters not. Only the development of clear understanding between you and your audience should be the ultimate goal.

Video Tutorial: Writing the Extended Definition Essay

Follow along with UMGC's Effective Writing Center as they walk through the Extended Definition Essay.

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Extended Essay Topic - English - Poetry

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By poppop828 August 22, 2013 in Extended Essay

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I'm going into my second year as an IB Student and have chosen my subject area - English - and also have decided that I want to work with poetry because it intrigues me and, from past experience, I know I am able to write a fair amount on a poem. I also enjoy evaluating poetry as a general rule, so I surmised that the work wouldn't be too much of a drag if I chose to work with poetry.

I've also chosen to work with Ada Limon. She's a contemporary poet (still alive). I've begun working through her most recent collection, Sharks in the Rivers. In this collection she uses water and other objects (including sharks, trees, nature in general, etc.) to symbolize many of her main themes... However, I almost feel as if just evaluating how Ms. Limon uses these symbols in her writing philosophically will make for a simplistic essay that doesn't score well, and also wouldn't give me much to write about other than typical, mundane poetry evaluation overall.

Can anyone suggest any general topic ideas for a poetry EE that are more... Say meaningful?

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iubirea_dulce

you consider a writing an ee about poetry from a research persepective since technically that's essentially what your ee will be. you can choose to narrow your essay down to one specific poet or you can do a more general topic like poets in the 20th century. However, the more narrower and specific your essay is and becomes, the better you will score.

Blackcurrant

How about taking two poets who write on a similar theme ? A comparative EE might be the way for you, if you are worried about being simplistic.

@ib_giirl I don't think I want to do something as general as poets in the 20th century just because I am concerned about being specific, it's just what to be specific about... That's the question...

@blackcurrant That's a good idea... Possibly. Could I compare different works from the same poet or no?

You'd get more mileage from taking two different poets, unless your one chosen poet suddenly changes direction midway in their career and provides enough material for comparison. The first choice is the more obvious, though.

• 1 month later...

Love your topic, I am also now finishing my EE on poetry!

I chose two British poets, D.H. Lawrence and Ted Hughes and compared the way they present nature in their poems.

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10 Best Examples of Extended Metaphors in Poetry

A metaphor is an imaginative reference that shows a comparison between one thing or an idea to another. In other words, metaphor is a hidden similarity that a writer reveals through descriptive comparison. The extended metaphor is a metaphorical consideration that is discussed in detail in the piece of writing. Especially in poetry, it can last in a line, phrase , or whole poem . Extended metaphor gives a new color and charm to the poem. The poet mentions it once in the poem, leaving an echo of comparison throughout the poem. Extended metaphors have a different level of imagination, and so layer after layer poem becomes deeper and sometimes more complex. Some examples of extended metaphors in poetry are given below.

hope is the thing with feathers by Emily Dickinson

hope is the thing with feathers That perches in the soul, And sings the tune – without words, And never stops at all, And the sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm. I’ve heard it in the chilliest land, And on the strangest sea; Yet, never, in extremity, It asked a crumb of me.

In the above example, Emily uses the metaphor of a bird for the concept of hope. She describes the bird that rests in the soul and continues singing and never stops. That sweet song is so gratifying and pleasant that it can warm the ‘cold heart’ is an extended metaphor for optimistic thoughts.

The Road Not Taken by Robert Frost

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; […] I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I – I took the one less traveled by, And that has made all the difference.

The poet Robert Frost painted the picture of ‘yellow wood’ and the man who is confused before starting his journey in a deep forest. The forest and the pathways are used as an extended metaphor for life and decisions. Man must choose his path instead of copying others and facing losses in the world.

Poetry by Meghan Frey

 Poetry is music to your mind. It rhymes and flows. It settles you and comforts you. Poetry triggers thought. It flies through your mind. Poetry had a pattern to it. Poetry is music

Here, the music is used as an extended metaphor for peace through poetry. The poet wants to relate the effects or effects of poetry to the listener, reader, and poet himself.  The words ‘trigger’ and ‘flies’ and ‘comforts’ are wisely selected for their readiness.

Football Game by Richie Pelanek

A football game is war. It’s like going against your enemy. You don’t want to go down. It’s like you are protecting your base. You want to take them back. Your quarterback is a General. It’s your choice to win or lose You don’t give up until it is over. At the end the winner is who is standing. You make peace with the enemy then you go back home until another game.

The extended metaphor of war is a brilliant selection for the football match. The opponent team represents the enemy. Every team tries its best to let the other team down. Sportsmanship is well described in the line ’you make peace with the enemy’.

Snowboarding by Marisa cook and Rachel Covert

Snow is butter, smooth but rough. As I come down hills, I am a bullet. As I travel up, I’m a flowing stream. My board is my legs, as walking comes natural. Ready to go, I am free.

Butter is metaphorically used for snow in the first two lines. Next, the bullet is used for the snowboarding as the poet speedily comes down from the hill. The poet uses the extended metaphor of winter throughout the poem, describing the landing. He further explains his walk while descending the snowy mountain.

My Room by Michelle Krebs and Eve Elsing

 My room is heaven with its clouds on the walls that are lit with a luminous glow from the gentle morning sun. That light is the key that opens my eyes. The pillows on my bed are as fluffy as clouds and as soft as a baby’s bottom. The birds’ chirping is like angels singing in my ears I am a God in my room and nothing else matters.

Here the poem is an extended metaphor for luxury or authority as the whole room is brilliantly described as heaven and a blessed place for the speaker where only his or her orders have the top hand.

Children by Ali Ballweg

Children are flowers, Always growing Bright, Cheery Making people happy They are all different. Blooming at their own time when they are ready to show Eventually they will die. They need nurturing to thrive. Helpless Waiting for approval.

The Flowers are well said for the children in these lines. Their fresh and vibrant life witness their good nourishment.

Longing is a Sharp Knife by Gardel best Tango Singer Poetrix

Longing, is sharp knife equal an expert butcher carves meat perfectly

The poem is an extended metaphor for passion. Also, the sharp knife is used as an extended metaphor for longing. The craving or yearning is hard to bear.

A Little Bird I Am by Jeanne M.B. De La Mothe

A little bird I am, Shut from the fields of air, And in my cage I sit and sing To Him who placed me there; Well pleased a prisoner to be, Because, my God, it pleaseth Thee Nought have I else to do, I sing the whole day long; And He whom most I love to please Doth listen to my song; He caught and bound my wandering wing; But still He bends to hear me sing.

In the above example, the speaker identifies her personality as a bird locked up in a cage. The melancholy atmosphere , an extended metaphor prayer through tone , unveils the darker truth of being imprisoned.

Example #10

I Sit And Sew by Dunbar-Nelson

I sit and sew—a useless task it seems, My hands grown tired, my head weighed down with dreams — The panoply of war, the martial tred of men, Grim-faced, stern-eyed, gazing beyond the ken Of lesser souls, whose eyes have not seen Death, Nor learned to hold their lives but as a breath— But—I must sit and sew.

This poem is an extended metaphor for death or the last moments of life. The words ‘hands’ and ‘dreams’ also contain hidden messages of aging. The dark shadows of rigid society and the monotony of life are well expressed in these lines.

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Apollo: the Multifaceted God of Greek Mythology

This essay about Apollo, the multifaceted god of Greek mythology, explores his various roles and attributes. From his mastery of music and poetry to his role as the god of prophecy and healing, Apollo’s influence extended across diverse domains of ancient Greek life. Revered for his talents, worshipped for his wisdom, and feared for his wrath, Apollo embodies the complexity of human nature as depicted in mythological narratives. Through his multifaceted persona, Apollo leaves an enduring legacy that continues to resonate in cultural and artistic expressions, reflecting the timeless fascination with the divine in human experience.

How it works

In the rich tapestry of Greek mythology, few figures shine as brightly or encompass as many domains as Apollo. The son of Zeus and Leto, Apollo was a deity of multifarious talents, revered as the god of music, poetry, prophecy, healing, and light. His influence extended beyond the realms of Olympus, permeating every aspect of ancient Greek life and culture.

One of Apollo’s most prominent roles was as the god of music and the arts. With his golden lyre in hand, he enchanted both mortals and immortals alike with his melodious tunes.

Musicians and poets invoked his name for inspiration, seeking to channel his divine creativity into their own works. From the stirring verses of Homer to the haunting melodies of ancient hymns, Apollo’s presence resonated throughout the artistic landscape of ancient Greece.

Yet, Apollo’s mastery extended far beyond the realm of music. He was also revered as the god of prophecy, presiding over the famed Oracle of Delphi. Situated atop Mount Parnassus, this sacred sanctuary served as a conduit between the mortal and divine worlds, where seekers would journey to receive guidance and wisdom from the god himself. Through the enigmatic utterances of the Pythia, Apollo’s priestess, the god’s prophetic voice echoed across the ages, shaping the course of history.

In addition to his artistic and oracular pursuits, Apollo was also revered as a healer and protector. As the god of light, he brought warmth and vitality to the world, symbolizing the power of enlightenment and illumination. Temples dedicated to Apollo served as centers of healing and rejuvenation, where the sick and afflicted would seek solace and divine intervention. Through rituals and offerings, worshippers sought Apollo’s benevolent gaze, believing that his healing touch could cure all ailments, both physical and spiritual.

Yet, for all his benevolence, Apollo was not without his flaws. Like the other gods of Olympus, he was prone to fits of jealousy and anger, often wreaking havoc upon those who dared to defy him. His rivalry with the god Hermes, for example, was legendary, resulting in numerous myths and legends that spoke of their epic contests and conflicts. Despite his divine status, Apollo remained a complex and enigmatic figure, embodying both the light and dark aspects of the human psyche.

In conclusion, Apollo stands as one of the most iconic and multifaceted figures in Greek mythology. As the god of music, prophecy, healing, and light, his influence extended far beyond the boundaries of Olympus, shaping the cultural landscape of ancient Greece and beyond. Through his myriad roles and attributes, Apollo captured the imagination of generations, leaving an indelible mark on the tapestry of human history.

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