Knowing literary techniques is useful in IB English, but memorising a long list is not enough.

You may recognise a metaphor, repetition or rhetorical question immediately. The harder part is explaining why the creator chose it and what that choice contributes to the text.

This guide covers the main authorial choices you may encounter in IB English Language and Literature and gives you a practical way to move from identifying a feature to developing stronger analysis.

What Are Authorial Choices in IB English?

Authorial choices are the decisions a creator makes when shaping a text.

They can involve:

• the words selected
• the way sentences are constructed
• the organisation of ideas
• tone and perspective
• persuasive techniques
• visual presentation
• structural changes

For Paper 1, don't approach these as a checklist where your goal is to find as many techniques as possible.

Instead, ask:

“What has the creator deliberately done, and why does it matter here?”

That question gives your analysis a direction.

IB English Authorial Choices List

Use these categories as a starting point when annotating a text.

1. Language

• Diction
• Connotations
• Register
• Imagery
• Metaphor
• Simile
• Personification
• Symbolism
• Euphemism
• Hyperbole

The important part is not simply naming the device. Consider how the selected language shapes the way an idea, person or situation is presented.

2. Rhetoric & Persuasion

• Repetition
• Rhetorical questions
• Direct address
• Imperatives
• Inclusive language
• Parallelism
• Modality
• Contrast
• Ethos
• Pathos
• Logos

These can be particularly useful when studying speeches, advertisements, campaigns and opinion texts.

3. Sentence Structure & Sound

• Sentence length
• Sentence fragments
• Punctuation
• Lists
• Parallel structures
• Alliteration
• Assonance
• Sibilance
• Rhythm
• Pauses

A change in sentence structure can affect pace, emphasis or the way an argument develops.

4. Voice & Perspective

• Tone
• Persona
• Pronouns
• First-person narration
• Third-person narration
• Dialogue
• Reported speech
• Narrative perspective
• Narrative distance
• Changes in voice

These choices can influence how information is revealed and how the audience relates to the speaker or characters.

5. Structure

• Opening
• Ending
• Sequencing
• Paragraphing
• Juxtaposition
• Shifts
• Pacing
• Repetition of ideas
• Withholding information
• Cyclical structure

Sometimes the most important choice is not a single word but where an idea appears in the text.

6. Visual Choices

• Colour
• Typography
• Font size
• Positioning
• Composition
• Framing
• Salience
• Facial expression
• Gaze
• White space
• Captions
• Image-text relationships

For multimodal texts, don't describe the visual feature and stop there. Explain what the design directs the audience to notice and how that supports the text.

7. Text-Type Conventions

• Headlines
• Slogans
• Statistics
• Testimonials
• Captions
• Calls to action
• Subheadings
• Layout
• Stage directions
• Genre conventions

The form of the text can also create meaning. Consider how those conventions help achieve the intended purpose.

How to Turn an Authorial Choice Into Analysis

This is where many students get stuck.

Imagine you identify:

“The writer uses repetition.”

That is an observation. Now take it further.

Step 1: Notice the choice

What has the creator deliberately repeated?

Step 2: Select precise evidence

Which word, phrase or structural pattern demonstrates it?

Step 3: Explain what changes

What does the repetition make more prominent, memorable or noticeable?

Step 4: Interpret the idea

What does it suggest about the subject, speaker, argument or situation?

Step 5: Consider the audience

How could this shape the way the intended audience understands the message?

Step 6: Link it back

How does this contribute to the wider purpose of the text?

This approach helps prevent your commentary from becoming a collection of technique names.

A Simple Example

Consider this fictional campaign message:

“Every child deserves a chance. Every child deserves to be heard.”

A basic observation would be:

The campaign uses repetition.

That's true, but it doesn't tell us much.

A stronger reading would notice that repeating “Every child deserves” establishes the statement as a principle rather than an isolated opinion. The repeated structure also places emphasis on equality, while the shift from “a chance” to “be heard” broadens the campaign's message from opportunity to representation.

The analysis is stronger because it explains what the repeated structure is doing, rather than simply naming it.

Don't Try to Analyse Everything

Finding ten techniques does not automatically produce a stronger Paper 1 response.

You may notice:

• a metaphor
• repetition
• a rhetorical question
• a change in tone
• a colour contrast
• a short sentence
• an image
• a slogan

You do not necessarily need to discuss all eight.

Instead, look for connections.

For example, a campaign might combine emotional language, an image and a direct call to action. Analysing how those choices work together can give you a stronger argument than writing three unrelated paragraphs about individual devices.

The question is not:

“How many techniques can I identify?”

It is:

“Which choices help me explain how the text works?”

5 Common Mistakes in IB English Analysis

1. Naming the technique and moving on

“The writer uses a rhetorical question.” Ask what the question makes the audience consider and why that matters.

2. Giving the same effect for every technique

Statements such as “this engages the reader” are too general on their own. Explain the specific response or interpretation the choice encourages.

3. Ignoring the visual side of a text

If you're analysing a multimodal text, the layout, image and typography may be just as important as the written language.

4. Treating audience response as guaranteed

Avoid assuming every reader will react in exactly the same way. Use precise language such as encourages, positions, invites, draws attention to, or may lead the audience to consider.

5. Building the essay around technique names

An essay structured as Metaphor → Repetition → Rhetorical Question can quickly become a list. Instead, organise your paragraphs around ideas, effects or developments in the text, and use the techniques as evidence for those points.

How to Use Authorial Choices in Paper 1

Before you start writing, establish four things:

• Text type — What kind of text are you analysing?
• Audience — Who is the creator trying to reach?
• Purpose — What does the creator want to communicate or achieve?
• Main idea — What central message, attitude or tension runs through the text?

Then identify two or three important patterns.

A useful structure might be:

• Paragraph 1: How the opening establishes the situation and captures attention.
• Paragraph 2: How language and rhetorical choices develop the central message.
• Paragraph 3: How later structural or visual choices move the audience towards the intended conclusion.

This gives your response a developing argument instead of a sequence of disconnected techniques.

IB English Authorial Choices Checklist

• The text type
• The intended audience
• The creator's purpose
• The central message or tension
• Two or three connected authorial choices
• Precise evidence for each point
• What each choice contributes to meaning
• How the choices work together
• A clear argument rather than a technique list

If your notes already answer these questions, you have a much stronger foundation for your Paper 1 response.

What If You Know the Techniques but Still Can't Analyse Them?

This is a common point of difficulty.

A student may know the definitions of metaphor, juxtaposition, modality and symbolism, but still struggle when faced with an unfamiliar text.

The problem isn't necessarily a lack of vocabulary. It may be the step between spotting a feature and explaining its significance.

That is where focused subject support can help.

At Mentor Match, 1:1 tutoring is designed around the student's curriculum and specific learning needs. The aim is to identify the academic gap, work through it clearly and help the student become more confident in handling the subject independently.

Book Your Free Demo Class.

FAQs

What are authorial choices in IB English?

Authorial choices are the deliberate decisions a creator makes when developing a text, including language, structure, tone, perspective, rhetorical techniques and visual presentation.

What are the most important authorial choices for IB English?

There is no single set that applies to every text. Diction, imagery, tone, repetition, rhetorical questions, structure, perspective, juxtaposition and visual design are useful areas to recognise.

How do I analyse an authorial choice?

Start by identifying the choice and providing precise evidence. Then explain what it does in context, what it suggests, how it shapes interpretation and how it contributes to the creator's wider purpose.

Do I need to analyse every technique I find?

No. A few connected choices developed carefully are generally more useful than a long list of techniques with brief explanations.

Should I analyse visual features in IB English?

Yes, when they contribute to the meaning of the text. Colour, typography, positioning, composition and image-text relationships can all be relevant in multimodal texts.

Can IB English tutoring help with Paper 1 analysis?

Yes. Targeted tutoring can help a student recognise where their response is descriptive, develop stronger interpretations and practise applying analytical methods to unfamiliar texts.