One of the most common pieces of feedback IB students receive on their Internal Assessment is that their work is “too descriptive.” This can be confusing and frustrating, especially when the writing is accurate, detailed, and well researched. Many students don’t understand what description actually means in an IA context — or why it limits marks so quickly.
Understanding why IAs become descriptive is the first step toward fixing the problem.
Description Feels Safer Than Analysis
Description feels safe because it relies on knowledge rather than judgment. When students describe:
- What happened
- What something is
- What the data shows
they are unlikely to be “wrong.” Analysis, however, requires interpretation, explanation, and decision-making — which feels riskier.
As a result, students often default to description, especially when they are unsure what examiners expect.
Description Explains What — Analysis Explains Why
A useful way to identify description is to look at the type of thinking involved.
Descriptive writing:
- Explains facts or processes
- Summarises information
- Reports results
Analytical writing:
- Explains why something happened
- Interprets significance
- Links evidence to the research question
If most paragraphs stop at “what,” the IA will struggle to access higher marks.
Too Much Background Encourages Description
Many IAs become descriptive because students spend too long on background sections. While some context is necessary, excessive background often leads to:
- Repeating textbook information
- Explaining concepts without application
- Delaying analysis until later
Examiners expect students to move quickly from explanation to interpretation.
Weak Focus Encourages Description
When the research question is too broad or unclear, students often describe because they don’t know what to analyse.
This leads to:
- General explanations
- Listing points rather than developing them
- Difficulty drawing conclusions
Clear focus naturally pushes students toward analysis.
Description Limits Evaluation
Evaluation depends on having something specific to judge. When an IA is mostly descriptive:
- Evaluation becomes generic
- Limitations are vague
- Conclusions repeat earlier points
This caps marks across multiple criteria, not just one section.
How to Tell If Your IA Is Too Descriptive
Warning signs include:
- Long paragraphs with no clear argument
- Frequent phrases like “this shows that” without explanation
- Sections that could apply to many different questions
If analysis feels thin or repetitive, description is likely the issue.
How to Shift From Description to Analysis
Students can improve by:
- Asking “why does this matter?” after each point
- Linking evidence directly back to the question
- Explaining implications, not just outcomes
Small changes in how sentences are developed can make a big difference.
Analysis Is a Skill, Not a Talent
Many students believe analysis is something you either “have” or don’t. In reality, it is a skill that improves with structure and practice.
Most students struggle with analysis because they haven’t been shown a clear process for doing it consistently.
Using a Clear Coursework Framework
A structured coursework framework helps students:
- Recognise descriptive writing
- Understand what analysis looks like
- Build analytical thinking into every section
If you’re working on any IB IA or the Extended Essay, following a clear coursework system can help you move beyond description and unlock higher marks.
You can find a step-by-step guide to developing analysis in IB coursework here:
👉 https://www.revisiondojo.com/coursework-guide
Final Thoughts
Most IB IAs are too descriptive not because students lack ability, but because they rely on safe explanations instead of interpretation. By understanding the difference between describing and analysing — and by using a clear structure to guide thinking — students can dramatically improve their IA quality and access higher mark bands.
