Extended Essay Guide

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

COLEGIO DE INGLATERRA - THE ENGLISH SCHOOL

INTERNATIONAL BACCALAUREATE PROGRAMME

EXTENDED ESSAY GUIDE

Code: INS – 060

EXTENDED ESSAY GUIDE

Version: 01, 22/08/2018 Valid since: 22/08/2018 Page: 1 out of 28

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

ACKNOWLEDGMENT

The framework and some of the information provided in this guide originate from the IB Guide: International Baccalaureate Organization. Diploma Programme Extended Essay Guide. Geneva, Switzerland, 2018.

IB MISSION STATEMENT

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

Table of Contents

EXTENDED ESSAY – FREQUENTLY ASKED QUESTIONS ............................................................................................. 5 SUBJECT OPTIONS FOR EXTENDED ESSAY AT THE ENGLISH SCHOOL. .............................................................. 7 STUDENTS’ RESPONSIBILITIES .............................................................................................................................................. 8 SUPERVISORS’ RESPONSIBILITIES ....................................................................................................................................... 9 EE/TOK MATRIX ......................................................................................................................................................................... 10 THE ASSESSMENT CRITERIA ................................................................................................................................................ 11 CHECKLIST OF THE IB ASSESSMENT CRITERIA .......................................................................................................... 17 RESEARCHER’S REFLECTION SPACE ................................................................................................................................ 19 REQUIREMENTS OF THE EXENDED ESSAY. .................................................................................................................. 21 FORMALITIES OF THE EXTENDED ESSAY ...................................................................................................................... 23 THE ELECTRONIC UPLOAD OF EXTENDED ESSAYS ................................................................................................... 24 THE ENGLISH SCHOOL ............................................................................................................................................................. 27 IB DIPLOMA PROGRAMME - EXTENDED ESSAY TIME LINE. ................................................................................. 27 Bibliography ................................................................................................................................................................................. 28

APPENDIX ...................................................................................................................................................................................... 28

EXTENDED ESSAY – FREQUENTLY ASKED QUESTIONS

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

What is the Extended Essay (EE)?

The extended essay, offers the opportunity for IB students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. Students select an area of research from Diploma Programme subjects offered at TES and become acquainted with the independent research and writing skills expected at university. It is intended to promote highlevel research and writing skills, intellectual discovery and creativity. As an authentic learning experience, the extended essay provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.

What are the features of the Extended Essay?

•

You must achieve a grade D or higher (A, B, C) to pass the Diploma Programme (see matrix) otherwise you will fail it.

•

The EE is externally assessed and, together with marks for TOK, contributes between 0-3 bonus points to the total score for the DP

•

It is a piece of independent research on a topic you choose in consultation with your supervisor

•

It is presented as a formal piece of academic writing, well-argued and coherent, of no more than 4,000 words

•

It is accompanied by a reflection form (RPPF) of no more than 500 words, uploaded with the EE

•

The whole process includes 3 mandatory reflection sessions (initial, second reflection and final) and some check-in sessions with supervisor. You must write and hand to your supervisor the written reflections on the RPPF after each session.

•

The final reflection session (concluding interview) or viva voce, is a concluding interview with the supervisor.

By completing the Extended Essay, the Diploma Candidates will be well prepared for the expectations of any college or university for research and writing assignments.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

How long does the EE process take?

Students are expected to spend approximately 40 hours of research and writing. The process starts in Grade 10 with an Extended Essay Information Meeting in November, students choose two possible subjects for their EE. On January they will attend the Extended Essay fair, after it students will make their final choice by meeting a supervisor and submitting a detailed outline and essay proposal before the end of the school year. A solid draft is due in November of Grade 11 with the final copy due in January.

What subject areas can a student choose?

We strongly recommend considering a topic applicable to a subject area taught at TES as our teachers are knowledgeable and experienced to support such topics. Students are encouraged to choose an area that they are planning to continue in at a university level and a topic that they are interested in.

How is the EE scored?

•

The Extended Essay is marked by an external IB examiner who follows the assessment criteria.

•

Assessment criteria for the EE are as follows:

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

SUBJECT OPTIONS FOR EXTENDED ESSAY AT THE ENGLISH SCHOOL.

Group 1 –

Group 2 –

Group 3 –

Group 4 -

Group 5 -

Group 6 –

Spanish English French

Geography History Business Management Psychology Anthropology Philosophy ITGS Biology Chemistry Physics Design Technology Mathematics Visual Arts Film Theatre

STUDENTS’ RESPONSIBILITIES

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

It is required that you

•

submit a signed contract to your supervisor and the Extended Essay Coordinator

•

choose a topic that fits into one of the subjects on the approved EE list

•

observe and follow the regulations relating to the EE (academy honesty, APA, etc.)

•

meet all the deadlines (see the EE Timeline below)

•

submit a copy of the detailed outline to their supervisor.

•

submit a draft and a final copy according to the deadline to your supervisor following departments’ deadlines in Grade 11.

•

provide a logical and coherent explanation/rationale for your choice of topic

•

review what has already been written about the topic

•

formulate a clear research question

•

describe the methods you use to investigate the question

•

come up with reasoned interpretations and conclusions based on your reading and research in order to answer the research question

•

think very carefully about the research question for your essay

•

plan how, when and where they will find material for your essay

•

plan a schedule for both researching and writing the essay, including extra time for delays and unforeseen problems

•

come prepared for three mandatory sessions with a supervisor

•

completes reflections right after the session (500 words)

•

creates a personal reflection space (managebac)

•

record sources as your research progresses

•

check and proofread the final version carefully

•

make sure that all basic requirements are met

•

save your notes, drafts, final copy on an external hard drive and in the cloud.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

RECOMMENDATIONS.

•

Meet the deadlines and be well-prepared for reflection sessions. Deadlines are there to help you manage your time. Failure to do so will be your loss, will put pressure on future, important work and result in you getting a hard time.

•

Having done solid research, read secondary sources carefully and made a good wellstructured outline of contents of your EE does not do it all. BUT if you manage to do that initially, writing 4000 words can be done in a day and you will get an EE day at school.

•

Write the bibliography/works cited page and the citations as you go along, and not in the last minute. That will save you a lot of time - and a lot of frustrations.

SUPERVISORS’ RESPONSIBILITIES

•

provides advice and guidance in research and writing process

•

conducts three mandatory supervision (reflection) and three informal sessions with a student

•

encourages and supports the candidate during the EE process

•

gives advice, guidance and support in selecting topic and undertaking research and, in particular, helps you formulate a well-focused research question.

•

ensures that the chosen research question satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues

•

is familiar with the regulations governing the EE and assessment criteria, and gives copies of assessment criteria specific to their subject to the student

•

reads and gives feedback (comments) on the ONE draft of the EE (but does not edit the draft)

•

monitors the progress of the EE to offer guidance and to ensure that the essay is the student’s own work, and reads the final version to confirm its authenticity

•

notifies the EE/IB Coordinator early on if students do not follow the process and do not meet the deadlines

•

submits a predicted grade to the EE Coordinator

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

•

completes the supervisor’s report based on three mandatory student’s reflections/meetings

•

writes a report and presents it to the IB Coordinator if malpractice, such as plagiarism, is suspected in the final copy

It is recommended that the supervisor •

reads the EE reports for the subject

•

spends between 3-5 hours with each student, including three mandatory sessions (the last session is a viva voce) and informal sessions.

•

ensures that the Research Question is appropriate for the subject

•

advises students on documenting sources; techniques of information/data/evidence gathering and analysis

•

The supervisor •

will NOT give a candidate a Research Question

•

will NOT edit the candidate’s work

•

will NOT remind the candidate of the deadlines

•

will NOT chase the candidate to be able to read a draft and give feedback

EE/TOK MATRIX

An E in either TOK or EE results in zero points and a failing condition.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

THE ASSESSMENT CRITERIA

Criterion A: Focus and method This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

LEVEL 0

DESCRIPTOR The work does not reach a standard outlined by the descriptors below The topic is communicated unclearly and incompletely.

Identification and explanation of the topic is limited; the purpose and focus of the research is unclear or does not lend itself to a systematic investigation in the subject for which it is registered.

The research question is stated but not clearly expressed or too broad.

The research question is too broad in scope to be treated effectively within the

1-2

word limit and requirements of the task, or does not lend itself to a systematic investigation in the subject for which it is registered.

The intent of the research question is understood but has not been clearly expressed and/or the discussion of the essay is not focused on the research question.

Methodology of the research is limited.

The source(s) and/or method(s) to be used are limited in range given the topic and research question.

There is limited evidence that their selection was informed.

The topic is communicated.

Identification and explanation of the research topic is communicated; the purpose and focus of the research is adequately clear, but only partially appropriate.

The research question is clearly stated but only partially focused.

3-4

The research question is clear but the discussion in the essay is only partially focused and connected to the research question.

Methodology of the research is mostly complete.

Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research question.

There is some evidence that their selection(s) was informed.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

The topic is communicated accurately and effectively.

Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate.

The research question is clearly stated and focused.

5-6

The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay.

Methodology of the research is complete.

An appropriate range of relevant source(s) and/or method(s) have been applied in relation to the topic and research question.

There is evidence of effective and informed selection of sources and/or methods.

Criterion B: Knowledge and understanding.

This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

LEVEL 0

DESCRIPTOR The work does not reach a standard outlined by the descriptors below Knowledge and understanding is limited.

The selection of source material has limited relevance and is only partially appropriate to the research question

1-2

Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive with sources not effectively being used.

Use of terminology and concepts is unclear and limited.

Subject-specific terminology and/or concepts are either missing or inaccurate, demonstrating limited knowledge and understanding.

Knowledge and understanding is good.

3-4

The application of source material is mostly relevant and appropriate to the research question.

Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their application is only partially effective.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

Use of terminology and concepts is adequate.

The use of subject-specific terminology and concepts is mostly accurate, demonstrating an appropriate level of knowledge and understanding.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

Knowledge and understanding is excellent.

The selection of source materials is clearly relevant and appropriate to the research question.

5-6

Knowledge of the topic/discipline(s)/issue is clear and coherent, and sources are used effectively and with understanding.

Use of terminology and concepts is good.

The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding

Criterion C: Critical thinking.

This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.

LEVEL 0

DESCRIPTOR The work does not reach a standard outlined by the descriptors below The research is limited.

The research presented is limited and its application to support the argument is not clearly relevant to the research question.

Analysis is limited.

There is limited analysis.

Where there are conclusions to individual points of analysis these are limited

1-3

and not consistent with the evidence.

Discussion/evaluation is limited.

An argument is outlined but this is limited, incomplete, descriptive or narrative in nature.

The construction of an argument is unclear and/or incoherent in structure hindering understanding.

Where there is a final conclusion, it is limited and not consistent with the arguments/evidence presented.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

There is an attempt to evaluate the research, but this is superficial.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.

The research is adequate.

Some research presented is appropriate and its application to support the argument is partially relevant to the research question.

Analysis is adequate.

There is analysis but this is only partially relevant to the research question; the inclusion of irrelevant research detracts from the quality of the argument.

4-6

Any conclusions to individual points of analysis are only partially supported by the evidence.

Discussion/evaluation is adequate.

An argument explains the research but the reasoning contains inconsistencies.

The argument may lack clarity and coherence but this does not significantly hinder understanding.

Where there is a final or summative conclusion, this is only partially consistent with the arguments/evidence presented.

The research has been evaluated but not critically.

The research is good.

The majority of the research is appropriate and its application to support the argument is clearly relevant to the research question.

Analysis is good.

The research is analysed in a way that is clearly relevant to the research question; the inclusion of less relevant research rarely detracts from the quality of the overall analysis.

7-9

Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies.

Discussion/evaluation is good.

An effective reasoned argument is developed from the research, with a conclusion supported by the evidence presented.

This reasoned argument is clearly structured and coherent and supported by a final or summative conclusion; minor inconsistencies may hinder the strength of the overall argument.

The research has been evaluated, and this is partially critical.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

The research is excellent.

The research is appropriate to the research question and its application to support the argument is consistently relevant.

Analysis is excellent.

The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis.

10-12

Conclusions to individual points of analysis are effectively supported by the evidence.

Discussion/evaluation is excellent.

An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented.

This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion.

The research has been critically evaluated.

Criterion D: Presentation.

This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.

LEVEL 0

DESCRIPTOR The work does not reach a standard outlined by the descriptors below Presentation is acceptable.

The structure of the essay is generally appropriate in terms of the expected

1-2

conventions for the topic, argument and subject in which the essay is registered.

Some layout considerations may be missing or applied incorrectly Weaknesses in the structure and/or layout do not significantly impact the reading, understanding or evaluation of the extended essay.

Presentation is good.

The structure of the essay clearly is appropriate in terms of the expected

3-4

conventions for the topic, the argument and subject in which the essay is registered.

Layout considerations are present and applied correctly.

The structure and layout support the reading, understanding and evaluation of the extended essay.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

Criterion E: Engagement.

This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context. Only the first 500 words are assessable.

LEVEL

DESCRIPTOR The work does not reach a standard outlined by the descriptors, an RPPF has not

0

been submitted, or the RPPF has been submitted in a language other than that of the essay.

Engagement is limited.

Reflections on decision-making and planning are mostly descriptive.

1-2

These reflections communicate a limited degree of personal engagement with the research focus and/or research process.

Engagement is good.

Reflections on decision-making and planning are analytical and include reference to

conceptual understanding and skill development.

3-4

These reflections communicate a moderate degree of personal engagement with the research focus and process of research, demonstrating some intellectual initiative.

Engagement is excellent.

Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to challenges

5-6

experienced in the research process.

These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.

Each criterion is organised at three levels of information: §

Firstly, the ‘mark band’, which relates to the mark range available;

§

Secondly, the strand, which relates to what is being assessed;

§

Thirdly, the indicators, which are the demonstration of the strands within a mark band.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

CHECKLIST OF THE IB ASSESSMENT CRITERIA

Criterion

Description students

A: focus and method This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay by the correct use of subject-specific terminology and/or concepts.

B: knowledge and understanding

My essay meets the criteria in my subject area

YES

NO

NEEDS WORK

My question merits In depth research and is well focused

YES

NO

NEEDS WORK

I explained why I chose my methodology

YES

NO

NEEDS WORK

I explained how my RQ fits my chosen subject

YES

NO

NEEDS WORK

I refer to my RQ throughout the essay

YES

NO

NEEDS WORK

All sources in my Works Cited are mentioned in my essay

YES

NO

NEEDS WORK

I can thoroughly answer my question in 4.000 words

YES

NO

NEEDS WORK

This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question and additionally, the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

YES NO NEEDS I have used subject-specific vocabulary and WORK concepts and explained them where necessary My sources are clearly relevant and appropriate to my RQ.

YES

NO

NEEDS WORK

I’ve briefly outlined all necessary background information, putting my research into context.

YES

NO

NEEDS WORK

I have a wide range of sources. If I don’t, I justify this.

C: critical thinking

D: formal presentation

This criterion assesses the extent to which critical thinking skills have been used to analyze and evaluate the research undertaken making supported conclusions by evidence attempting evaluation.

I gathered data in an organized manner, and my essay includes evidence of that.

YES

NO

I make clear connections between my data and my RQ.

YES

NO

NEEDS WORK

I have evaluated my RQ in relations to my findings.

YES

NO

NEEDS WORK

My argument is clear, easy to follow, supported by my evidence

YES

NO

NEEDS WORK

I have analyzed the materials in my essay, justifying or criticizing their point of view and reliability.

YES

NO

NEEDS WORK

My conclusions are supported by my data.

YES

NO

NEEDS WORK

NEEDS WORK

This criterion assesses the extent to which the presentation follows the standard format expected for academic writing (APA) and the extent to which this aides effective communication.

My essay is 4,000 words or less. My title and RQ are on the cover of my page.

YES

NO

NEEDS WORK

My essay is in 12 pt font and double-spaced, with 1 inch (2.5 cm) margins.

YES

NO

NEEDS WORK

All pages are numbered. I have not included my name or school anywhere (including the title page).

YES

NO

NEEDS WORK

I have cited all sources using correct APA style

YES

NO

NEEDS WORK

All figures, tables, images and charts are correctly labeled according to APA format.

YES

NO

NEEDS WORK

YES

NO

NEEDS WORK

YES

NO

NEEDS WORK

I have proofread for spelling and grammar.

I have a correct Table of Contents.

E: engagement

YES

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018 NO NEEDS WORK

This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

examiner at the end of the assessment of the essay, after considering the student’s ‘Reflections on Planning and Progress’ form- RPPF (500 words)

RESEARCHER’S REFLECTION SPACE

Student reflection in the extended essay is critical. Effective reflection highlights the engagement of the student in an intellectual and personal process and how this has changed the student as a learner and affected the completion of that individual’s essay.

Students can use the research reflection space (RRS) to prepare for their reflection sessions with their supervisors.

To support students through the process of undertaking independent research they must be allocated an appropriate supervisor.

Check-in sessions Students are encouraged to meet with their supervisor in between (and in addition to) the formal reflection sessions. Supervision time should meet the needs of the individual student;

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

therefore, the frequency and duration of these meetings will depend on the needs of the student and the supervisor’s requirements. Supervision time may consist of an occasional 10minute check-in to discuss a timeline or clarification of a comment made by the supervisor. It may also include a lengthier discussion about particular issues, for example, regarding access to resources. These supervision sessions do not form part of the formal reflection process and do not, therefore, need to be reported on the Reflections on planning and progress form -RPPF-.

However, they nevertheless form an important part of the supervision process.

Formal reflection sessions

These are the mandatory sessions that must be recorded on the Reflections on planning and progress form -RPPF- (CRITERIA E). It is recommended that these sessions last 20–30 minutes.

During these sessions students should share excerpts from their Researcher’s reflection space with their supervisor. These sessions should focus on progress made so far and set clear objectives for moving forward in the research process. Students should be prepared for these sessions and the meetings should be a dialogue guided by questions posed by the supervisor.

The Role of Reflection in the EE

•

It is a critical evaluation of the thinking process

•

It demonstrates the discovery and evolution of conceptual understandings

•

It demonstrates the rationale for decision-making

•

It demonstrates skills development

•

Effective reflection highlights the journey the student has taken to engage in an intellectual and personal process.

The Researcher’s Reflection Space

•

The RRS is a personal learning environment that can be either a physical or virtual support tool.

•

A space in which students are able to record reflections on what they are reading, writing and thinking.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

•

It supports learning, thinking, critical analysis and evaluation and contributes not only to the development of a successful extended essay but also to skills and competencies for pathways beyond the Diploma Programme.

•

It can be used to: •

Record their reflections.

•

Respond to artefacts, such as photos, newspaper clippings, twitter feeds, blogs, etc.

•

Respond to prompts and questions that may arise in the students’ subject areas, TOK classes or other aspects of the DP.

•

Create Mind Maps®.

The Researcher’s Reflection Space (RRS) and reflection sessions

•

Evidence from a RRS can be used to stimulate discussions in the reflection sessions.

•

In the first reflection session this may include: initial topic exploration; possible sources and methods; preliminary research questions; and personal reactions to the research topic.

•

In the interim reflection session this may include: reactions to readings; a timeline; a possible argument outline; setbacks and strategies for dealing with them.

•

In the final reflection, the viva voce, this may include: new questions uncovered; what they have learnt about the topic and their own learning; the significance of their research.

REQUIREMENTS OF THE EXENDED ESSAY.

• • • • • •

Title page (no student name or name of school) Contents page Introduction Body of the essay Conclusion Bibliography/ works cited list.

HOW TO DO IT?

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

TITLE: The title of your essay should be a clear, focused summative statement of your research, which gives the reader an indication of your research topic. It should not be phrased as a research question.

CONTENTS PAGE: A contents page must be provided at the beginning of the extended essay and all pages should be numbered. Please note that an index page is not required and if included will be treated as if it is not present.

INTRODUCTION: The introduction is extremely important and should tell the reader what to expect in the essay. Thus your introduction should include answers to the following questions: - What is your topic, i.e. your research question? Why have you chosen it? How are you going to deal with it?

- Some background and context information - The scope of the research, in particular an indication of the sources used - A clear statement of the thesis and argument, i.e. the response to the research question to be developed in the essay.

- While you should have a sense of direction and key focus of your essay, it is sometimes advisable to write the introduction when the body of the essay is complete

BODY OF THE ESSAY: This is where you show off your skills of analysis, communication, and arguments! In this part it is expected that you give a convincing answer to your research question. The structure depends on the conventions in the subject chosen. Remember that the EE is all about constructing a reasoned argument that is an answer to the research question, an argument that is logical and coherent and often returns explicitly to the formulation of the RQ. The body comprises most of your essay – perhaps 3.500 words.

NB: Consult with your supervisor as to the format of your body section: In some subjects, small sections with sub-headings are preferred, whereas in other subjects, your body must consist of one section without sub-headings.

CONCLUSION: The conclusion is just as important as the introduction. It is basically about what has been achieved /a summative conclusion. In the conclusion you have to make sure that your essay does not lack coherence. Your conclusion must be consistent with the results and findings

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

of your analysis in the body-section of the EE. Also, in the conclusion you might want to indicate notes of any limitations, unresolved questions and new questions that have emerged.

Please make sure that you do no write phrases like: "I am really pleased with this essay", "I have learnt a lot by writing this essay, and I hope that goes for the reader too". Besides, it is a good idea to avoid phrases like "I think that…" You should not think – you should know!

BIBLIOGRAPHY: According to APA format.

FORMALITIES OF THE EXTENDED ESSAY

WORD COUNTS The upper limit is 4,000 words for all extended essays. What counts as words and what doesn’t get counted?

INCLUDED IN THE WORD COUNT

NOT INCLUDED IN THE WORD COUNT

The introduction

The contents page

The main body

Maps,

charts,

diagrams,

annotated

illustrations The conclusion

Tables

Quotations

Equations, formulas and calculations

Footnotes or endnotes that are not Citations/references references

Bibliography

Reflection form

Headers

Formatting: The essay must be double spaced, have indented paragraphs, use font size 12, Arial font and must have numbered pages. There can be no candidate or school name on the title page, neither page headers.

Malpractice:

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

Make sure you acknowledge all sources of information and ideas in an approved academic manner. Malpractice is defined as an attempt to gain an unfair advantage.

- Plagiarism is defined as the submission for assessment of unacknowledged work, thoughts or ideas of another person. Collusion is when a candidate allows his or her work to be submitted by another student.- The IB is aware of web sites advertising services to students that include providing guidance support for extended essay writing. The IB does not endorse these sites.

•

Plagiarism – the ideas or work of someone else without acknowledging it

•

Cheating – getting someone else to write the EE

•

Fabrication – the falsification of data or information

•

Collusion – where one student knowingly helps another student produce the EE

THE ELECTRONIC UPLOAD OF EXTENDED ESSAYS

1. Neither the candidate name or candidate number should appear on any of the pages of the extended essay, including the title page.

2. Name your file with your candidate session number (000185-000)

3. The essay is formatted as follows: • using Arial font • font size 12 • double-spaced • numbered pages

4. The extended essay is an acceptable file type: • DOC • DOCX • PDF • RTF

5. The extended essay is an acceptable file size of no more than 10MB, which still allows for high quality images.

6. All diagrams, maps, tables, must be digitally produced where possible to prevent excessive file sizes when included in as part of the essay.

7. In preparation for electronic upload, supervisors must remind candidates that the model for the extended essay is a paper in an academic journal. No provision is therefore planned for the upload of media other than the essay itself and accompanying images.

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

Appendices must be used sparingly. Examiners are not required to read appendices, so material essential to the essay must always be included in the body of the essay (including large images) and any material in the appendix should be minimal and selected with care.

8. Candidates must be reminded of the penalty for exceeding the word count (4000 words), or circumventing it using footnotes incorrectly (for anything other than referencing).

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME - EXTENDED ESSAY TIME LINE

T1

ACTIVITY

DATE

Assessment 1 and meeting 1 research question, research reflection, what more research they need to do Assessment 2 and meeting 2 evidence of final research process Reflection one

27-31 August 10-14 September 22-26 October

T2

ACTIVITY Assessment 3 - Student complete Essay Plan (intro, methodology, 5 body paragraphs, conclusion (specific for different subjects) - 5 bullet points) Meeting 3 - Verbal feedback of essay plan Assessment 4 - Students complete first draft (EE Day) Meeting 4 - Teachers give written feedback Reflection two

DATE 6-9th November 13-16 November 21st November 3 – 7th December 10-13th December

T3

ACTIVITY

DATE th

Assessment 5 – EE Final version submission Meeting 5 - Verbal feedback on final draft and predicted grade Assessment 2 - Viva Voce Preparation Document Final Reflection

15 - 16th January FINAL DEADLINE 22-24 January 28 January 29-31 January

EXTENDED ESSAY GUIDE THE ENGLISH SCHOOL IB DIPLOMA PROGRAMME 2018

Bibliography

1.

2.

3.

4.

5.

Guide: Extended Essay 2018. IBO. Geneva, Switzerland. 2018.

Extended Essay 2018. In practice: Teacher support material. ibpublishing.ibo.org.

Academic Honesty in the IB educational context. ibpublishing.ibo.org Extended Essay Handbook, Western Academy Beijing Extended Essay Handbook, Ikast-Brande Gymnasium, 2018

APPENDIX EXTENDED ESSAY CHECKLIST ON FORMAL PRESENTATION

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FEATURE

1 2 3 4 5

Is the essay within the allowed limit of 4,000 words?

Did you use Arial font, size 12?

Is the essay double spaced?

Is there a Table of Contents with pages?

Are all pages numbered beginning with Introduction page?

Are tables, charts, graphs and illustrations labeled and referenced where applicable?

Are sources referenced?

Is any material that is not yours cited and referenced?

Are you using APA style for referencing throughout your paper?

Are all references cited correctly in the body of the essay and in the Works Cited page?

Is material presented in the Appendix cross-referenced in the body and labeled?

Is your Research question stated clearly in your Introduction?

Is your Research question stated clearly in your Conclusion?

Does the Works Cited page include all and only the works you refer to in your essay?

Does the printed source in Works Cited page includes author(s), title, date and place of publication, publisher?

Do Web sources include the date when you accessed them?

6 7 8 9 10 11 12 13 14 15 16

CHECK ( )