The Year 10 English
Research Essay
Guide
Name ..........................................
2013/14
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An exemplar IB / BSQ Research Essay front page
Is a car made of Stone Age materials
and powered by dinosaurs a viable
alternative to the modern car?
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Name:
Fred Flintstone
School:
Supervisor:
Subject:
Date:
Main article word count:
Abstract word count:
The British School Quito
B. Rubble
Physics
17/10/07
1999
299
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Introduction
The Year 10 Research Essay
The Research Essay aims to:


develop the research skills required initially for the Year 11 Research Essay and ultimately the IB
Diploma extended essay
give students practise managing a long term project.
What is a Research Essay?
The research essay should be no longer than 2000 words, should be word processed and take
about 15 hours to complete.
Its purpose is to provide students with an opportunity to engage in independent research.
Emphasis is placed on the process of engaging in personal research, on the communication of
ideas and information in a logical and coherent manner, and on the overall presentation of the
research essay in compliance with these guidelines.
The Research Essay should include the following:
Abstract
Title page
Contents
Introduction
Body/methods/results
Conclusion
Illustrations
Appendix
Bibliography
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Organizing and presenting the Essay
Your essay should include the following:
Abstract
This is the last part of your essay to be written. The abstract is a quick way of informing a reader of
what your essay is about, how you went about answering your question and any conclusions you
made. The abstract should be no more than 300 words and will be written once you have finished
your essay.
Contents Page
A contents page must be provided at the beginning of the research essay and all pages should be
numbered. An index is not required.
Introduction
The introduction should include:




an indication of why the topic chosen is interesting, important or worthy of study
some background information and an attempt to place the topic in an appropriate context
a clearly and precisely stated research question
a clear concluding statement of the thesis and argument, i.e. the response to the research question
that will subsequently be developed in the body of the essay.
Body/Development
The essential feature of the major section, or body, of the essay is the systematic development of
a convincing answer to the research question. You need to not only record information,
(summarize your research findings) but also to develop an argument. You need to be continually
critically evaluating your sources. Note the viewpoint(s) that your sources express. You will most
likely find that there are contradictory viewpoints among different sources. Which are these
sources are most strongly supported with sound evidence? Choose the viewpoint which you think
is most strongly supported. However, as with most research, you should find some unanswered
questions, perhaps theories/viewpoints which seem logical but do not yet have evidence to
support them conclusively. These also should be discussed and summarized in your conclusion.
Conclusion
The requirements of the conclusion are that it:




is clearly stated
is relevant to the research question being investigated
is substantiated by the evidence presented
indicates issues, unresolved questions and new questions that have emerged from the research.
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Appendix

This is where you put additional information, tables of results and supporting text that
would hinder the flow of your essay if it was contained in the main body of the essay.
Bibliography
You should indicate any sources that you have used in your essay. This should include text books,
magazines and web sites.
Presentation of the essay
Use the following guidelines to help make your essay readable:
A san serif font (e.g. Arial), plain and 14pt in size
Paragraphed with 1.5 line-spacing
Left or fully justified with line spaces between paragraphs
Sub-headings (if used) 18pt in size and bold
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Referencing your essay
You will be marked, in part, on the quality of the research you have done. Therefore you need to
be able to show what research you have done, that it is of an appropriate quality for your essay
and has contributed to all parts of your essay.
We recommend that you use the Harvard system of referencing for your essay (another name for
this referencing system is ISO 690 First Element & Date). You can find information on this system
at the following website:
http://libweb.anglia.ac.uk/referencing/harvard.htm?harvard_id=19#19
Microsoft Word 2007 has a very useful referencing feature. It is important that you keep a record
of your sources as you go along. Don’t leave it till the end; you will have forgotten where all your
information came from by then!
Here are some examples of referencing in the text of an essay (note the footnotes at the
bottom of the page):
Example 1 – Quote from a book:
Sir Isaac Newton was the first to realise that forces occur in pairs.1
Example 2 – Excerpt from a webpage
Newton's Third Law of Motion:
For every action there is an equal and opposite reaction. 2
Here is an example Bibliography produced by Microsoft Word 2007:
Bibliography
Dept. Physics & Astronomy, University of Tennessee . Newton's 3 laws of motion. Astronomy 161,
Web syllabus, Dept. Physics & Astronomy, University of Tennessee . [Online] [Cited: February 9,
2010.] http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html.
Stephen Pople, Peter Whitehead. 1996. Co-ordinated Science - Physics. Oxford : Oxford University
Press, 1996.
1
2
(Stephen Pople, 1996)
( Dept. Physics & Astronomy, University of Tennessee )
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The Harvard Reference Style Crib Sheet
http://www.lexdis.org.uk/guide/59
Introduction
Newspaper Articles
Journal Articles
Book Chapter
Book
The type of reference list needed may change depending on course
requirements, but this is just a reminder of the basic layout for the Harvard
Reference style with links to further resources below.
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Author, Initials., [followed by a comma, then initials, followed by a full stop and a
comma]
Year. [in brackets, followed by a full stop]
Title of book [underlined or in ITALICS, followed by a full stop]
Edition (only include this if not the first edition). [followed by a full stop]
Place of publication: [followed by a colon]
Publisher. [followed by a full stop]
Example: Kirk, J. & Munday, R.J., (1988). Narrative analysis. 3rd ed. Bloomington:
Indiana University Press.
Chapter
Contributing Author, Initials., [punctuation as above]
Year. [in brackets, followed by a full stop]
Title of chapter.{followed by ‘IN’ and a colon]
Book Author(s/)Editor(s) name and initials, [followed by a comma, then ‘ed(s)’
and a full stop]
Title of book [underlined or in ITALICS, followed by a full stop]
Place of publication: [followed by a colon]
Publisher. [followed by a full stop]
Chapter or page reference. [followed by a full stop]
Example: Smith, J., (1975). A source of information IN: Jones, W., ed. One hundred
and one ways to find information about health. Oxford: Oxford University Press.
Ch.2.
Author, Initials., [punctuation as above]
Year. [in brackets, followed by a full stop]
Title of article. [followed by a full stop]
Full Title of Journal, [underlined or in ITALICS, followed by a comma]
Volume number and (Issue/Part No.), {Issue/Part No. in brackets, followed by a
comma]
Page numbers. [abbreviated with ‘p.’, followed by a full stop]
Example: Perry, C., (2001). What health care assistants know about clean hands.
Nursing Times, 97(22), p.63-64.
Author, Initials., or newspaper title [punctuation as above]
Year. [in brackets, followed by a full stop]
Title of article. [followed by a full stop]
Full Title of Newspaper, [underlined or in ITALICS, followed by a comma]
Date and month. [followed by a full stop]
Page numbers. [abbreviated with ‘p.’ followed by a full stop]
Example: Slapper, G., (2005). Corporate manslaughter: new issues for lawyers.
The Times, 3 Sep. p.4-5.
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Conference Papers
Dissertations and
Theses
Electronic Publications
Contributing Author, Initials., [punctuation as above]
Year. [in brackets, followed by a full stop]
Full title of conference paper. {followed by a full stop and then ‘IN’ and a colon]
Name and Initials of Editor of conference proceedings or name of organisation
[followed by a comma, then ‘ed(s)’ and a full stop]
Full title of conference [underlined or in ITALICS, followed by a comma]
Location and Date [followed by a full stop]
Place of publication [followed by a colon]
Publisher [followed by a full stop]
Example: Brown, J., (2005). Evaluating surveys of transparent governance. IN:
UNDESA, (United Nations Department of Economic and Social Affairs), ed.
6th Global forum on reinventing government: towards participatory and transparent
governance, Seoul, Republic of Korea 24-27 May 2005. New York: United Nations.
Contributing Author, Initials., [punctuation as above]
Year of publication. [in brackets, followed by a full stop]
Title of dissertation. [underlined or in ITALICS, followed by a comma]
Designation and Level. [ie Disseration, Theses, followed level (bracketed), followed
by a comma]
Name of University
Example: Richmond, J., (2005) Customer expectations in the world of electronic
banking: a case study of the Bank of Britain. Theses (Ph. D), Anglia Ruskin University.
Author, Initials., [punctuation as above]
Year. [in brackets, followed by a full stop]
Title of document or page. [type of medium in sq. brackets i.e. online]. [followed by a
full stop]
Available from: [Website Address Locating details on separate line] [colon before sq.
bracket]
[Accessed on dd/month/yyyy on separate line]
Example: National electronic Library for Health, (2003). Can walking make you
slimmer and healthier? (Hitting the headlines article) [Online]. (Updated 16 Jan 2005)
Available from: http://www.nhs.uk.hth.walking
[Accessed on 10 April 2005]
Additional Resources
Writing references in your work– University of Southampton Library
http://www.soton.ac.uk/library/infoskills/references/index.html
An interactive guide to referencing using the Harvard system from the University of Northampton
http://library.northampton.ac.uk/liberation/ref/
Endnote Guide from Assistive Technology Service, University of Southampton
http://www.ats.soton.ac.uk/softwareguides/softwareendnote.htm
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Supervision of the Essay
The research essay supervisor has four principal responsibilities:





To ensure the candidate has chosen a focused question that can be answered satisfactorily in 10
hours of work and 2000 words
to encourage and support the candidate throughout the research and writing of the research essay
to provide the candidate with advice and guidance in the skills of undertaking research
to ensure that the research essay is the candidate’s own work
to grade the students work using the criteria contained in the booklet.
It is recommended that candidates spend about 10 hours in total on the research essay.
The supervisor must provide advice and guidance appropriate to the particular requirements of
the candidate, including assistance with:
formulating a precise research question
access to appropriate resources (such as people, a library, a laboratory)
techniques of gathering and analysing information/evidence/data
documentation methods for acknowledging sources
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Research Essay Progress form
Student ………………………………………........
Requirements
Deadline
1. The student has chosen a suitably focused title for their essay.
Monday
6th Jan.
2. The student has shown me evidence of their research and
presented a rough draft of their introduction of at least 300
words.
Friday
17th Jan.
3. The student has shown me their research, introduction and
main body of their essay of at least 1000 words.
Friday 14st
Feb.
4. The student has completed a first draft of the essay of at least
1500 words and has discussed it with Miss Hares.
Friday 7th
Mar.
5. The student has handed in the completed draft essay of 2000.
The first draft is effectively your complete essay; it is not just
an outline.
Friday
28th Mar.
6. The student has handed in the completed final essay. This will
include all corrections, abstract and references.
Supervisor: ………………………….. ......
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Supervisor please
sign and date
Has
Has Partially
Not
met
met
met
Thurs 17th
Apr.
Signed ………………………………........
Year 10 Research Essay
Topics
The influence of Latin on the English Language
The influence of Celtic and the Vikings on the English Language
The influence of French and other modern European languages on English
The influence of British Colonization on the English Language
The development of English as the language of Business
Corporate language, jargon and globalisation of language.
Impact of Social Networks and technology on the English Language
Why is English the most commonly spoken 2nd language for bilingual people.
Modern urban slang and colloquialism
Comparative study (two films, two novels, stories etc.)
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Assessment Criteria
This section provides an overview of what each criterion assesses in the research essay. Further
advice on interpreting the assessment criteria will be provided by your supervisor if it is not
included in the section below.
The essay is marked out of 40 and the mark converted into a grade using the table below.
EE Grade
Boundaries
0-8
9-14
15-17
18-20
21-22
23-24
25-27
28-32
33-36
37-40
BSQ Report
Attainment Grade
2
3
3+
4
4+
5
5+
6
6+
7
A: research question
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects,
the aim of the essay will normally be expressed as a question and, therefore, this criterion is called
the “research question”. However, certain disciplines may permit or encourage different ways of
formulating the research task.
Achievement level
0
1
2
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Descriptor
The research question is not stated in the introduction or does not
lend itself to a systematic investigation in a research essay in the
subject in which it is registered.
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.
The research question is clearly stated in the introduction and
sharply focused, making effective treatment possible within the
word limit.
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B: introduction
This criterion assesses the extent to which the introduction makes clear how the research question
relates to existing knowledge on the topic and explains how the topic chosen is significant and
worthy of investigation.
Achievement level
0
1
2
Descriptor
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.
Some attempt is made to set the research question into context.
There is some attempt to explain the significance of the topic and
why it is worthy of investigation.
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
This criterion assesses the extent to which the investigation is planned and an appropriate range
of sources has been consulted, or data has been gathered, that is relevant to the research
question. Where the research question does not lend itself to a systematic investigation in the
subject in which the essay is registered, the maximum level that can be awarded for this criterion
is 2.
Achievement
level
0
1
2
3
4
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Descriptor
There is little or no evidence that sources have been consulted or data
gathered, and little or no evidence of planning in the investigation.
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.
A limited range of appropriate sources has been consulted, or data has
been gathered, and some relevant material has been selected. There is
evidence of some planning in the investigation.
A sufficient range of appropriate sources has been consulted, or data has
been gathered, and relevant material has been selected. The investigation
has been satisfactorily planned.
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.
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D: knowledge and understanding of the topic studied
Where the research question does not lend itself to a systematic investigation in the subject in
which the essay is registered, the maximum level that can be awarded for this criterion is 2.
“Academic context”, as used in this guide, can be defined as the current state of the field of study
under investigation. However, this is to be understood in relation to what can reasonably be
expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to
relate the investigation to the principal lines of inquiry in the relevant field; detailed,
comprehensive knowledge is not required.
Achievement level
0
1
2
3
4
Descriptor
The essay demonstrates no real knowledge or understanding of the topic
studied.
The essay demonstrates some knowledge but little understanding of the
topic studied. The essay shows little awareness of an academic context for
the investigation.
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.
The essay demonstrates a good knowledge and understanding of the topic
studied. Where appropriate, the essay successfully outlines an academic
context for the investigation.
The essay demonstrates a very good knowledge and understanding of the
Tepic studied. Where appropriate, the essay clearly and precisely locates
the investigation in an academic context.
E: reasoned argument
This criterion assesses the extent to which the essay uses the material collected to present ideas in
a logical and coherent manner, and develops a reasoned argument in relation to the research
question.
Where the research question does not lend itself to a systematic investigation in the subject in
which the essay is registered, the maximum level that can be awarded for this criterion is 2.
Achievement level
0
1
2
3
4
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Descriptor
There is no attempt to develop a reasoned argument in relation to the
research question.
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
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.
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
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.
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F: application of analytical and evaluative skills appropriate to the subject
Achievement level
0
1
2
3
4
Descriptor
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 skills.
G: use of language appropriate to the subject
Achievement level
0
1
2
3
4
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Descriptor
The language used is inaccurate and unclear. There is no effective use of
terminology appropriate to the subject.
The language used sometimes communicates clearly but does not do so
consistently. The use of terminology appropriate to the subject is only
partly accurate.
The language used for the most part communicates clearly. The use of
terminology appropriate to the subject is usually accurate
The language used communicates clearly. The use of terminology
appropriate to the subject is accurate, although there may be occasional
lapses.
The language used communicates clearly and precisely. Terminology
appropriate to the subject is used accurately, with skill and understanding.
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H: conclusion
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to
the research question and is consistent with the evidence presented in the essay.
Achievement level
0
1
2
Descriptor
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 the evidence presented in the essay.
An effective conclusion is clearly stated; it is relevant to the research
question and consistent with the evidence presented in the essay. It should
include unresolved questions where appropriate to the subject concerned.
I: formal presentation
This criterion assesses the extent to which the layout, organization, appearance and formal
elements of the essay consistently follow a standard format. The formal elements are: title page,
table of contents, page numbers, illustrative material, quotations, documentation (including
references, citations and bibliography) and appendices (if used).
Achievement level
0
1
2
3
4
Descriptor
The formal presentation is unacceptable, or the essay exceeds 2,000 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.
Achievement level
0
1
2
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Descriptor
The abstract exceeds 300 words or one or more of the required
elements of an abstract (listed above) are missing.
The abstract contains the elements listed above but they are not
all clearly stated.
The abstract clearly states all the elements listed above.
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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.
Achievement level
0
1
2
3
4
Descriptor
The essay shows no evidence of such qualities.
The essay shows little evidence of such qualities.
The essay shows some evidence of such qualities.
The essay shows clear evidence of such qualities.
The essay shows considerable evidence of such qualities.
L: Meeting Deadlines
The purpose of this criterion is to assess how well the student met important deadlines over the
course of their research essay.
Achievement level
0
1
2
3
4
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Descriptor
1 or less deadlines met satisfactorily
2 deadlines met satisfactorily
3 deadlines met satisfactorily
4 deadlines met satisfactorily
All 5 deadlines met satisfactorily
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Plagiarism
Examples of appropriate and inappropriate quotation
Taken from http://www.strath.ac.uk/Departments/History/policy.htm (last accessed 2nd
February, 2005)
1.
Very Serious Plagiarism:
The 1820s brought striking contrasts in experience for many groups of workers. The first half of
the decade saw a sharp improvement in the state of the economy after the bleak post-war years.
Textile, coal and, to a lesser extent, iron were all expanding, and in these and in the building
industry there was an extraordinary speculative boom in 1824-25. Demand for labour was high.
Even without the intimidation of the treason trials, these conditions, in themselves, were likely to
bring a reduction in the tensions that been so prevalent since 1815.
This passage comes directly, unchanged from a history book. If written in an essay without
attribution, it would be a very serious case of plagiarism [ . . . ]
2.
Serious Plagiarism
In the 1820s there were striking contrasts in the experience of groups of workers. The first half of
the decade saw a rise in the state of the economy after the bleak post-war years. In textiles, coal
and iron there was expansion, and in these and the building industry there an extraordinary
speculative boom in 1824-5. Labour demand was high. Even without the treason trials, the
conditions were likely to reduce tension that had been common in 1815.
The passage has been altered, but not significantly. The structure of each sentence conforms to
the original passage, and words and phrases have been retained. The barest attempt has been
made to change the text, but it has failed. A passage such as this is serious plagiarism [ . . . ]
3.
Minor Plagiarism.
In the 1820s some workers did better than others. Textiles, coal and iron were all growing, and
there was a building boom in 1824-5. Demand for labour was high. Though the intimation of the
treason trials had gone, such boom conditions was likely to reduce tensions.
Though the passage has now changed substantially, there are still words, phrases and a structure
which depend too closely on the original. Such rendering would lead the marker to conclude that
the student was lacking in originality, and might affect the way the whole essay is assessed.
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4.
Acceptable quotation.
Within a decade of the end of the Napoleonic Wars in 1815, there were good conditions for many
Scottish industrial workers. With output rising in textiles, coal and to a lesser extent iron, and with
a boom in the building industry as Scottish cities exploded in size, the demand for labour was high
and creating more regular employment patterns. In addition, J.H. Treble has demonstrated that
for many workers in Scotland in the mid 1820s, there were rising real wages.1 As W.H. Fraser has
written, 'Even without the intimidation of the treason trials, these conditions, in themselves, were
likely to bring a reduction in the tensions that had been so prevalent since 1815' .2
1 J. H. Treble, 'The standards of living of the working class', in T.M. Devine and R. Mitchison (eds.),
People and Society in Scotland vol. 1 1760-1830 (Edinburgh, John Donald, 1988, pp. 209-226. 2
W.H. Fraser, Conflict and Class: Scottish Workers 1700-1838 (Edinburgh, John Donald, 1988),
p.114.
This passage is totally acceptable. Information from the source has been blended with information
from elsewhere, the final sentence has been put in inverted commas, the author is cited in the
text, and a footnote to the source given. Indeed, the act of blending information from different
sources is the very essence of essay-writing in History, and would be encouraged by the tutor.
Reference
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http://library.auckland.ac.nz/subjects/pasifika/images/pac7_clip_image002.jpg
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