IB – Extended Essay
Library Workshop 8
EE Formal Presentation
Formal presentation
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Criterion I: 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
materials, quotations, documentation (including
references, citations and bibliography) and
appendices (if used).
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Achievement level 4: The formal presentation is
excellent.
General Formatting
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All margins 1”
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Times New Roman 12 font size (Standard fonts
include Arial, Helvetica, and Times Roman)
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Double spaced
Page numbering
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Each page should have:
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your Name and Last Name; and your candidate
number. Use ‘Header’, right aligned.
Robert Smith
Candidate: cpm876 (000261-890)
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Do not number the Title page.
Title Page
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1st page of your essay
Must include the following:
Essay’s Title
Extended Essay
Subject: your subject, e.g. Visual Arts
Word Count: e.g. 3,979
American School of Milan
Session: Month, Year
Candidate: your Name and Last Name
Candidate Number: e.g. cpm876 (000261-890) *
* this number will be provided by Ms. Meroni
Abstract
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Criterion J: 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.
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Three elements:
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RQ
scope of the investigation (what was done and how)
Findings (conclusion)
Max. 300 words
2nd page of your essay (before the Table of Contents)
Write the Abstract after you’ve finished writing your
essay.
Example of Abstract
149 words
Theater as a Behavior Change Strategy: Qualitative Findings from a
School-Based Intervention.
Eating Disorders; May/Jun2008, Vol. 16 Issue 3, p241-254
This study aimed to assess children's opinions about participating in a
school-based theater program (Very Important Kids) and to determine
their perceptions as to how their participation influenced their weightrelated attitudes and behaviors. Focus groups were conducted with 4th
through 6th grade students who participated in a theater program where
they developed and performed a play about weight-related issues.
Participants identified the personal relevance of the play's material, the
opportunity to be a role model, and being part of a team as the key
aspects that enhanced their enjoyment of the program. Increased
resilience to comments from others, positive changes in communication
with peers, and improved body satisfaction emerged as the prominent
changes students identified as occurring as a result of their participation
in the program. Findings suggest that theater is a feasible and possibly
effective strategy for use in school-based interventions aimed at the
prevention of weight-related disorders.
Example of Abstract
235 words
Low-fat vs. high-fat bedtime snacks in children and adolescents with type 1
diabetes.
Pediatric Diabetes; Aug2008, Vol. 9 Issue 4pt1, p320-325
The purpose of this study was to determine whether, in a group of children with
type 1 diabetes using insulin pump, a pre-bedtime snack with a relatively high
fat content provides greater protection from nocturnal hypoglycemia than a
snack containing the same amount of carbohydrate and protein but a lower fat
content. Ten subjects, aged 6 to <18 yr, in a trial evaluating the Abbott
Navigator glucose sensor, agreed to this ancillary study. On 12 or more
separate nights, each subject was randomized by a Web site to a carbohydrate–
low-fat (30 g CHO, 2.5 g protein, and 1.3 g fat; 138 kcal) snack or a
carbohydrate–high-fat (30 g CHO, 2 g protein, and 20 g fat; 320 kcal) snack.
Subjects used their usual evening snack algorithm to determine the size (in 15-g
carbohydrate increments) and insulin dosage. Average glucose on 128 valid
study nights before snack was similar in both groups. The proportion of nights
with hypoglycemia (a sensor or meter glucose value ≤70 mg/dL) was similar in
both groups (19% high fat vs. 20% low fat), as was the proportion of nights with
hyperglycemia (a glucose ≥200 mg/dL and at least 50 mg/dL above baseline,
35% high fat vs. 30% low fat). There were no statistical differences between the
high- and low-fat snacks on the frequency of hyperglycemia or hypoglycemia.
This study highlights the feasibility of web-based research in patients’ home
environment.
Table of Contents
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3rd page of your essay
Provide only the first page of each section/subsection
Check the Table of Contents for correct page numbering when
your paper is finished.
Table of Contents
1. Introduction
2. First Major Point
3
4
2.1 Subpoint
2.2 Subpoint
2.3 Subpoint
4
5
7
3. Second Major Point
3.1 Subpoint
3.2 Subpoint
4. Conclusion
5. Works Cited
6. Appendix (or Appendices)
9
10
12
14
15
17
Introduction
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Criterion B: 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 is significant and worthy
of investigation.
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Attention getter (e.g. a memorable short quote; a statistic or
facts; two views on a subject then argue for one)
Credibility statement (e.g. factual information; why is your topic
significant?)
Relevancy statement (how does it relate to existing
knowledge?; may also discuss why topic is of significance to you
personally)
Clearly state your Research Question
Outline
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Provides the structure of your essay to start writing.
Each section corresponds to one Point of your argument.
Each point can be divided into subpoints and evidence
that support them introduced (refer to sources).
In general, sections/subsections improve readability.
Use Transitions from one point to the next.
2. First Major Point (sources)
2.1 Subpoint (sources)
2.2 Subpoint (sources)
2.3 Subpoint (sources)
3. Second Major Point (sources)
3.1 Subpoint (sources)
3.2 Subpoint (sources)
Conclusion
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Criterion H: 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.
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Summarize your main points. Be concise.
Leave your audience with something to think about.
Include unresolved questions if appropriate to the
subject.
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EE Structure
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Title Page
Abstract
Table of Contents
Body
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Introduction
Sections, subsections
Conclusion
Works Cited
Appendices
Word Count
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Abstract = Max. 300 words
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Essay (count ONLY from the Introduction to
the end of Conclusion) = Max. 4,000 words
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Footnotes are not included
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Word limits are strictly enforced
Proofread and Edit
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Use MS Word “Tools/Spelling”
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Peer/family review (spelling, grammar and
readability)
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Edit several times
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Use the checklist posted in the Wiki to make sure
you meet all requirements
MUST DO!
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Title Page
Abstract and Table of Contents
Works Cited page
Provide sufficient evidence to support your arguments
Citations
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Complete in-text citations with their PAGE NUMBER
Complete entries in the Works Cited page
Works Cited page entries in ALPHABETICAL ORDER
Each in-text citations matches an entry in the Works Cited page
ABSTRACT w/3 required elements (RQ, Scope, Conclusion)
Visuals materials identifying source of information, referenced in-text
Use a VARIETY of sources – not only the Internet
Internet sources must be academic or scientific
Table of Contents with ALL sections and correct page numbering
WORD COUNT (abstract=300; essay= 4,000)
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May 15th FIRST DRAFT
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2 copies: Advisor and DP Coordinator
Includes a Works Cited Page.
If you have questions or need help:
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Come to the Library and ASK
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Email Ms Leigh (she will forward your questions to me)