IB Extended Essay
Student Training
Today we will cover…
• Overall process and timeline of Extended Essay
• Understanding your student responsibilities
• Prepare you to begin the steps of the EE process,
choosing a topic and creating a research question
• Encourage you to “become one” with your subject
area’s rubric
Proposed Timeline
• See attached
Extended Essay Requirements
 Chosen from approved DP list
 Involves higher level research
 Opportunity for personal research
 Required for all DP candidates
 Aligned with Learner Profile
 40 hour commitment for student
 Externally Assessed
Extended Essay Requirements
 4000 word maximum
 300 word abstract
 No editing by supervisor
 Supervisor submits predicted grade and
supervisor’s report
 TOTAL assessment points 0-36
 Point relationship between EE and TOK
Regulations
From 2010 onwards, 28 points overall will be
required to be eligible for the diploma if a student
attains an “E” grade in either the Extended Essay
or Theory of Knowledge. As previously, a grade
“A” in one of the requirements earns an extra
point even if the other is a grade “E”. Attaining a
grade “E” in both the Extended Essay and Theory
of Knowledge continues to represent an automatic
failure.
What College Writing is…
• Academic writing done by scholars for scholars.
– “…being a scholar requires that you read, think, argue, and
write in certain ways.”
• Academic writing devoted to topics and questions that are of
interest to the academic community.
– “When you write an academic paper, you must…find a topic
or question that is relevant and appropriate.”
• Academic writing [presents] the reader with an informed argument.
– “To construct an informed argument, you must first try to sort out
what you know about a subject from what you think about a
subject.”
--quoted from The Dartmouth Writing Project
http://www.dartmouth.edu/~writing/materials/student/ac_paper/what.html
The Iceberg Model
7/8 = Pre-Writing/Draft Phase
Student and Supervisor work
together to:
• Explore and discuss ideas
• Locate resources
• Discuss readings and ideas
• Develop suitable research question
• Supervisor monitors progress
1/8 = Writing Phase
Student works independently to:
• Write EE draft
• Revision conference drives final
version of essay
• Prepare the final EE
Research Question
 It’s Just One Question!
 How Difficult Can That Be?
Command Terms Can Become
Question Stems
• Account for — Asks candidates to explain a particular
event or outcome. Candidates are expected to present a
reasoned case for the existence of something.
• How — On its own this is a straightforward invitation
to present an account of a given situation or development.
Often a second part will be added to such an essay question
to encourage analysis.
– Adding a second word such as "successfully", "effective",
"accurate", or "far" turns a "how" question into one that
requires a judgment. The candidate is now expected to
provide his/her detailed reasons for that judgment.
• To what extent — Asks candidates to evaluate the
success or otherwise of one argument or concept over
another. Candidates should present a conclusion supported
by arguments.
• Why — This short key word invites candidates to
present reasons for the existence of something. Thus,
the brevity of this command rather disguises a
powerful requirement to present a detailed, reasoned
argument. In effect it is similar to the invitation
"account for."
Criteria
•
•
•
•
•
•
•
•
•
•
•
A
B
C
D
E
F
G
H
I
J
K
Research Question
2
Introduction
2
Investigation
4
Knowledge/Understanding 4
Reasoned Argument
Apply Analysis & Evaluation
Language Appropriate
4
Conclusion
2
Formal Presentation
Abstract
2
Holistic Judgment
4
4
4
4
EE Grade Boundaries as of 2009
A
B
C
D
E
29 – 36
23 – 28
16 – 22
8 – 15
0–7
Details—Subject Specific
Guidelines
 Specific Subject Criteria (p. 34 – 175)
 Each Subject Area Includes:
 Overview of subject
 Choice of topic
 Treatment of the topic
 Interpretation of assessment rubric
ACTIVITY!
Student Responsibilities
• Choose a topic from approved list of subjects
• Observe all regulations
• Meet deadlines
• Acknowledge all sources of information
• Think about a research question
• Plan a schedule for research and writing
• Structure the essay
• Meet all assessment criteria of the chosen subject area
For students to meet their responsibilities,
they must learn to:
• Conduct meaningful research
– Encourage students to read widely and to listen
• Document sources (everyone should have a style
manual)
• Develop research questions that are focused and
pertinent
• Develop argumentative skills
• Write introductions, conclusions and abstracts