Question 1
A student writes the following as their Line of Inquiry for the HL Essay: 'What are the symbols used in The Great Gatsby?' Which weakness does this exhibit according to the criteria for a strong LoI?No clue? Show me the answer
Correct answerCorrect!
IncorrectStep-by-step walkthrough
Choose a solution method
Method #1Direct reasoningStep 1: Identify the question type
The LoI begins with 'What are' and asks for a list of symbols rather than an interpretive claim.
Step 2: Apply the closed vs open distinction
The content distinguishes closed questions (What is/are...) from open ones (How does...) that demand argument.
Step 3: Interpret the consequence
A closed question like this invites cataloguing symbols rather than building a sustained line of critical thinking.
Step 4: Select the matching weakness
This matches the description of a descriptive, closed question that fails to generate an arguable line of inquiry.
Method #2Process of eliminationStep 1: Eliminate deeper insight distractor
The question doesn't name any technique or insight at all, so 'names a deeper insight but no technique' misdescribes the problem.
Step 2: Eliminate scope distractor
Scope concerns whether the text offers enough techniques/themes; this LoI's issue is its phrasing, not the text's richness.
Step 3: Eliminate minor technique distractor
The question doesn't specify a technique at all, minor or otherwise, so this claim doesn't apply.
Step 4: Confirm correct answer
The remaining option correctly identifies the closed, listing nature of the question as the core flaw.
Question 2
A student is deciding between two texts for their HL Essay. Text X has a single, plainly stated theme with little symbolic complexity. Text Y offers interlocking symbolism, an unreliable narrator, and available critical scholarship. Which criterion for text selection does Text Y most clearly satisfy that Text X does not?No clue? Show me the answer
Correct answerCorrect!IncorrectStep-by-step walkthrough
Choose a solution method
Method #1Direct reasoningStep 1: Identify the criteria
Text selection is weighed against depth, interest, and scope, as defined in the teaching content.
Step 2: Apply depth's definition
Depth means interpretive complexity that sustains analysis across multiple readings, which Text Y clearly has via layered symbolism and an unreliable narrator.
Step 3: Interpret Text X's weakness
Text X's single plain theme signals a lack of depth, since it would force reliance on plot summary.
Step 4: Select depth as the answer
The contrast described maps directly onto the depth criterion, not interest or scope.
Method #2Process of eliminationStep 1: Eliminate interest distractor
Popularity among peers is never mentioned as a selection criterion; interest is about personal curiosity.
Step 2: Eliminate scope-only distractor
Scope is about breadth of techniques and themes, and the claim that depth cannot be assessed pre-essay is unsupported.
Step 3: Eliminate register distractor
Formal register is a Criterion C writing quality, not a text-selection criterion at all.
Step 4: Confirm depth
Depth is the only listed criterion matching layered symbolism and interpretive complexity.