What the extended essay is…
• Independent research supervised by a teacher
• In a topic YOU choose from one of the IB subject areas
• On a question YOU develop
• Presented in 4000 words
• In accordance with IB requirements
What the extended essay is not…
 It is NOT a review of the literature
 It is NOT a book report or plot summary
 It is NOT everything you ever learned about your
subject
 It is NOT your opinion, your thoughts, or your beliefs
Supervisors will not…
 Tell you what to do
 Give you an RQ
 Give you research resources
 Edit your work
 Remind you of the deadlines
 Chase you down
 Sign your cover page and complete a supervisor’s
report if they have not seen you throughout the
process and receive a rough draft by Nov 1.
Writing the Paper
 If you have done thorough research, and thought
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about your thesis and argument, papers tend to write
themselves. Make your case and integrate your
evidence.
Use scholarly sources and evidence from experts
Be able to justify why you used the evidence you did to
support each point you make
It is not about what you think but what you can prove
Integrate your evidence smoothly and cite everything!
It is a persuasive essay not a descriptive piece.
Using Evidence
 Like in English…Point; Proof; Explanation!
 State your claim. Include your evidence and relate it to
your claim.
 Comment on the evidence to show how it supports
your claim.
 Include counter-argument evidence.
Evidence
 Without a claim…
 Evidence is not persuasive!
 Without evidence…
 A claim is not persuasive!
Evidence example
 To support an RQ:
“do teens who multi-task perform less well academically
in high schools in Ontario?”
Evidence
Claim: students who listen to music while studying do
less well on tests.
(this is my thought based on what I have read and it
supports my thesis)
It is nothing without some evidence.
Evidence
 Find an expert or a researcher who has studied this.
 Use databases…you know like Questiaschool or the
Virtual Library
DAFR4553@hwdsb.on.ca
Pw: Ancaster (case sensitive)
Evidence to support claim
 Although many students may believe they can switch back and forth between different tasks
with no serious consequences to their academic performance, multitasking has been shown to
dramatically increase the number of memory errors and the processing time required to "learn"
topics that involve a significant cognitive load (Rubenstein, Meyer, and Evans, 2008). Found
on Questiaschool
Critically evaluate:
 Who are these people?
 Have they written on it before?
 Are they experts?
 The study is older? Has research changed since?
 Was this a peer-reviewed journal?
 Can their findings be related to my topic? Is it externally valid?
 Was the study well done?
 If I get satisfactory answers to these questions, then I move on with this as a piece of
evidence.
Integrating evidence
The older, but still important study by Rubenstein et al.
(2008) of university students and their abilities to focus
while using laptops at the same time, clearly showed
evidence that students are not effectively able to switch
between tasks and still perform at their highest level.
This study, published in the Journal of Experimental
Psychology, while looking at university-aged students,
was performed under conditions currently found in
Ontario high schools and therefore, is evidence that
similar limitations exist in our high school students
attempting to multi-task.
Scholarly writing
 Scholarly writing is hard…
 You have to have the best expert evidence
 You have to analyse it
 You have to tie everything together to make a
compelling argument around your thesis
 Your voice has to shine through
The Extended Essay
It is about the rules!
 Read the EE Guide
 Make sure your RQ is in the right Subject – your essay
will be submitted to an examiner in YOUR subject
 This is NOT the place for interdisciplinary topics
 Did we mention? Read the EE Guide
It’s about the sources!
 Do not rely uncritically on Internet sources
 Analyze your sources IN your essay
 Primary sources over secondary sources
 No encyclopedia-like sources
 No textbooks
 No Wikipedia!!
 Range and balance of sources
Critically evaluate! See Guide 3 for help!
Let’s talk Plagiarism
 EACH fact, idea, quote, chart, graph, picture, number not
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your own must be sourced (with page number)
The direct or indirect use of the words of another person
MUST be sourced. (paraphrasing doesn’t mean no citation)
Restating someone’s ideas EVEN IF not copied is
plagiarism!
The solution: CITATIONS
Be consistent in citation style
Manage sources as you do your research: research notes
Where do I get help?
 EE Guide 2 & 3
 On the Library website under Extended Essay
 From EE Coordinator (questions about submission, format
etc)
 From your Supervisor (questions about topic, sources etc.)
 From Librarians everywhere! (help with finding good
sources)
 Forms http://schools.hwdsb.on.ca/ancasterhigh/library2/extended-essay/ee-forms/
Important Dates
 Rough draft through turnitin.com Nov 1
 Rough draft complete by Nov 1
 Submission of rough draft to Supervisor for review
Nov 1 with Originality report from turnitin.com
 Meeting with Supervisor for feedback (nothing
written, you must take notes!) by Nov 30
 Improvements, changes, re-writing, fixing problems
Done by Dec 10
 Submit final essay Dec 13 (see next slide)
Submitting your essay
 Final draft due – Friday December 13, 2013 by 2:45 pm
 One electronic copy sent to Ms. Swackhammer
 3 hard copies
 1 for your Supervisor
 1 for the IB-appointed examiner
 1 for the library/Ms. Swackhammer
 To turnitin.com
class ID: 5724364
class name: EEClass2014
enrollment password: EEssay
But before you submit…when you
think you’re done!
 Check your notes from the Supervisor
meeting…did you fix everything?
 Use the Essay Checklist (EE Guide 3)
 Proofread carefully and critically
 Content – how clear are my ideas and
arguments
 Mechanics – grammar, spelling,
formatting of references, etc.
I think I’m done?!
abstract
Now you need to write an
:
 An overview of your essay in 300 words or less
 Should be written last, but comes immediately after the title
page, on its own page
 The abstract needs to state clearly:
 The research question being investigated
 How your investigation was conducted
 The conclusion(s) of your essay
 Purposes:
 To encourage you to check the development of your analysis and
arguments
 To allow readers and potential readers to get a quick overview of
your research
There’s more???
Formal presentation
 Word count
 Examiners are not required to read past 4000 words
 Overall presentation and neatness (font restrictions, page numbers, title page, table
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of contents etc.) See Guide 3 for details
Illustrative material is relevant and properly labeled/captioned
Contents page is clear and correct
Pages are numbered throughout
References
 In a style appropriate to your subject
 Used consistently
 Used whenever appropriate for academically honest research
 Bibliography
 [Appendices]
 Don’t put anything crucial in an appendix – examiners don’t have to read these, either!
Am I done yet??
Assembling your EE
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Title page
Abstract
[Acknowledgments]
Contents page
Introduction
Body (development/methods/results)
Conclusion
(Intro, body, conclusion do not have to be separately labeled.)
 References and Bibliography
 [Appendices ]
Title page
 Title
 Should provide a clear idea of the focus of the essay
 Does not have to be in the form of a question
 Candidate name
 Candidate number
 Ancaster High School
 Examination Session: May 2014
 Subject
 Word count (see next slide)
Word count
 Includes introduction, body, conclusion (and
quotations)
 Does NOT include:
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Abstract
Acknowledgments
Contents page
Charts, tables, diagrams, illustrations, tables, equations
References
Bibliography
Appendices
 Save a version of your EE without these items to get the
word count
Binding & Submission
 Do not hole-punch or staple your paper.
 It will be bound by a “treasury clip”
 Submit three copies, plus your turnitin Originality
report
 Complete and sign the cover sheet
 You are declaring the work to be your own and that you
have cited all ideas used throughout.
Concluding interview w/your supervisor
(viva voce)
 Strongly recommended
 To take place between December 13 and Jan. 31
 10-15 minutes
 Reflect on successes and difficulties in the process,
and on what you’ve learned
 Helps your supervisor write his/her report
Assessment of EEs
 EEs are externally assessed on a scale from 0 to 36.
 Probable grade boundaries
 A: 30-36
 B: 25-29
 C: 17-24
 D: 9-16
 E: 0-8
 In combination with TOK, the EE contributes up
to 3 points to the total score for the IB Diploma.
TOK/EE points matrix
TOK
C D
E
Not
submitted
3 3 2 2
3 2 1 1
2 1 1 0
2 1 0 0
1* 0* 0* 0*
N N N N
1*
0*
0*
0*
N
N
N
N
N
N
N
N
A
Extended Essay
A
B
C
D
E
Not
submitted
B
* 28 points required for IB Diploma, instead of 24
A: Research question
0
The research question is not stated in the
introduction or does not lend itself to a systematic
investigation in an extended essay in the subject in
which it is registered.
1
The research question is stated in the introduction
but is not clearly expressed or is too broad in scope
to be treated effectively within the word limit.
2
The research question is clearly stated in the
introduction and sharply focused, making effective
treatment possible within the word limit.
B: Introduction
0
Little or no attempt is made to set the research
question into context. There is little or no attempt to
explain the significance of the topic.
1
Some attempt is made to set the research into
context. There is some attempt to explain the
significance of the topic and why it is worthy of
investigation.
2
The context of the research question is clearly
demonstrated. The introduction clearly explains the
significance of the topic and why it is worthy of
investigation.
C: Investigation
0
There is little or no evidence that sources have been consulted or
data gathered, and little or no evidence of planning in the
investigation.
1
A range of inappropriate sources has been consulted, or
inappropriate data has been gathered, and there is little evidence
that the investigation has been planned.
2
A limited range of appropriate materials has been consulted, or data
has been gathered, and some relevant material has been consulted.
There is evidence of some planning in the investigation.
3
A sufficient range of sources has been consulted, or data has been
gathered, and relevant material has been selected. The investigation
has been satisfactorily planned.
4
An imaginative range of appropriate sources has been consulted, or
data has been gathered, and relevant material has been carefully
selected. The investigation has been well planned.
D: Knowledge and understanding of
the topic
0
The essay demonstrates no real knowledge or understanding of the
topic studied.
1
The essay demonstrates some knowledge but little understanding of
the topic studied. The essay shows little awareness of an academic
context for the investigation.
2
The essay demonstrates an adequate knowledge and some
understanding of the topic studied. The essay shows some
awareness of an academic context for the investigation.
3
The essay demonstrates a good knowledge and understanding of
the topic studied. Where appropriate, the essay successfully outlines
an academic context for the investigation.
4
The essay demonstrates a very good knowledge and understanding
of the topic studied. Where appropriate, the essay clearly and
precisely locates the investigation in an academic context.
E: Reasoned argument
0
There is no attempt to develop a reasoned argument in relation to
the research question.
1
There is a limited or superficial attempt to present ideas in a logical
and coherent manner, and to develop a reasoned argument in
relation to the research question.
2
There is some attempt to present ideas in a logical and coherent
manner, and to develop a reasoned argument in relation to the
research question, but this is only partially successful.
3
Ideas are presented in a logical and coherent manner, and a
reasoned argument is developed in relation to the research question,
but with some weaknesses.
4
Ideas are presented clearly and in a logical and coherent manner.
The essay succeeds in developing a reasoned and convincing
argument in relation to the research question.
F: Application of analytical and
evaluative skills
0
1
2
3
4
The essay shows no application of appropriate analytical and
evaluative skills.
The essay shows little application of appropriate analytical and
evaluative skills.
The essay shows some application of appropriate analytical and
evaluative skills, which may be only partially effective.
The essay shows sound application of appropriate analytical and
evaluative skills.
The essay shows effective and sophisticated application of
appropriate analytical and evaluative skills.
G: Use of language appropriate
to the subject
0
The language used is inaccurate and unclear. There is no effective
use of terminology appropriate to the subject.
1
The language used sometimes communicates clearly but does not do
so consistently. The use of terminology appropriate to the subject is
only partially accurate.
2
The language used for the most part communicates clearly. The use
of terminology appropriate to the subject is usually accurate.
3
The language used communicates clearly. The use of terminology
appropriate to the subject is accurate, although there may be
occasional lapses.
4
The language used communicates clearly and precisely. Terminology
appropriate to the subject is used accurately, with skill and
understanding.
H: Conclusion
0
1
2
Little or no attempt is made to provide a conclusion
that is relevant to the research question.
A conclusion is attempted that is relevant to the
research question but may not be entirely consistent
with evidence presented in the essay.
An effective conclusion is clearly stated; it is relevant
to the research question and consistent with evidence
presented in the essay. It should include unresolved
questions where appropriate to the subject concerned.
I: Formal presentation
0
1
2
3
4
The formal presentation is unacceptable, or the essay
exceeds 4000 words.
The formal presentation is poor.
The formal presentation is satisfactory.
The formal presentation is good.
The formal presentation is excellent.
J: Abstract
The requirements for the abstract are for it to state clearly the
research question that was investigated, how the investigation was
undertaken and the conclusion(s) of the essay.
0
The abstract exceeds 300 words or one or more of the
required elements (listed above) is missing.
1
The abstract contains all the elements listed above but
they are not all clearly stated.
2
The abstract clearly states all the elements listed
above.
K: Holistic judgment
The purpose of this criterion is to assess the qualities that distinguish an
essay from the average, such as intellectual initiative, depth of
understanding and insight. While these qualities will be clearly present in
the best work, less successful essays may also show some evidence of
them and should be rewarded under this criterion.
0
The essay shows no evidence of such qualities.
1
2
The essay shows little evidence of such qualities.
3
The essay shows clear evidence of such qualities.
4
The essay shows considerable evidence of such
qualities.
The essay shows some evidence of such qualities.
Anything else?
 See your supervisor to schedule a concluding interview
(viva voce)
NOW, you’re done!
Congratulations!