extended essay - brent international school

Brent International School Manila

Extended Essay Student Handbook May 2016 Session

Student Name:____________________________

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Acknowledgments

This handbook is dedicated to

our aspiring IB diploma candidates who will hopefully appreciate the EE as an integral part of their holistic education;

our Brent parents, who lovingly support and encourage their children to

reach their full potential;

Ms. Kristi Pozon (I.B. Coordinator)

for her guidance, patience and support to all IB teachers at school;

Mr. Jason Atkins (US Principal) and Mr. Joseph Levno (former Academic Affairs Director) for their understanding and encouragement;

Ms. Imon Monzon for her hard work and dedication in the preparation of many of the tools, resources, and materials;

the IB and Academic Affairs Office staff, for their efficiency and positive attitude.

and our returning and new members of the administration, faculty and staff who serve as EE supervisors.

-‐-‐ Mr. Scott Carpenter EE Coordinator

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Table of Contents IB Learner Profile………………………………………………………………………………………………………….4 What is an Extended Essay (EE)?.....................................................................................................................5 Basic Components of the EE…………………………………………………………………..……………………….6 How is the EE assessed?.......................................................................................................................................7 Choosing Your EE Subject………………………………………………………………………………………………8 The Role of the School…………………………………………………….……………………………………………..9 The Role of the Supervisor………………………………………………………………….…………………………9 What the EE Supervisor Does and Doesn’t Do For You……………………………………….………….10 The Role of the Student……………………………………………………………………………………….……….10 The EE Timeline ................………………………………………………………………......……….…………....11-‐12 Ethical Guidelines for the EE…………………………………….………………………………………………….13

Monitoring your EE Progress……………………………………………………….……………….………..........14 Citing Your Sources………………………………………………………………..……….………….........................14 Word Count...………………………………………………………………………………..…….………..................….14 Academic Honesty………………………………………………………………………………..…….………….........14 Bibliography……………………………………………………………………………………………………………....15 Appendices

-‐ EE Proposal Form……………………………………………………………………………………………….17 -‐ EE Contract…………………………………………………………………………………….…………………..18 -‐ Academic Honesty Policies for IB Candidates…………………………………………………….....19-‐20 -‐ Reflections on Planning and Progress Form………………………………………………………….21-‐23 -‐ EE Rubric (General)………………………………………………………………………………………........24-‐27 -‐ Sample Research Questions per Subject Group……………………………………………….........28-‐30 -‐ Extended Essay Formatting Checklist……..……………………………………………………………31 -‐ Extended Essay Student Checklist…………...…………………………………………………………...32

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What is an Extended Essay (EE)?

According to the International Baccalaureate Organization (2007), the Extended Essay is:

“an in-‐depth study of a focused topic chosen from the list of approved IB Diploma subjects – normally one of the student’s six chosen subjects for the IB Diploma. It is intended to promote high-‐level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is recommended that completion of the written essay is followed by a short, concluding interview, or viva voce, with the supervisor.” (p. 2)

• Mandatory for IB Diploma Candidates • 4,000 words, worth 40 hours of independent work • in a Higher Level subject area • Work with a teacher/faculty member in the school as your EE Supervisor

• Only 2-‐5 hours total contact time with EE Supervisor

This EE handbook contains quoted material from IB documents for the purpose of

making students aware of the relevant IB regulations applied to the EE. For all quotes, the original wording has been used so to provide the student with the original thought as intended by IB. This handbook is meant to be a quick guide to the EE, but it is still best to refer to the original documents published by the IBO (please see Bibliography for a complete list of the documents cited).

“It is intended to promote high-‐level research and writing skills, intellectual discovery and creativity.”

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Basic Components of the EE

Extended Essays vary in content and approach, depending on the subject. Listed

below are the basic components common to all Extended Essays:

ASSESSMENT CRITERIA ACHIEVEMENT

LEVEL

DRAFT

FINAL

A. Research Question Clearly stated, sharply focused, making effective treatment possible within the word limit

0-2

B. Introduction Relates to existing knowledge and explains significance of investigation

0-2

C. Investigation Appropriate planning and range of sources consulted

0-4

D. Knowledge and understanding of the topics studied Placed in academic context

0-4

E. Reasoned argument Logical, coherent presentation of ideas

0-4

F. Application of analyt ical and evaluative ski l ls Effective and sophisticated application of appropriate analytical and evaluative skills appropriate to the subject

0-4

G. Use of Language Terminology appropriate to the subject

0-4

H. Conclusion Relevant to the research question and consistent with the evidence presented

0-2

I . Formal presentation Title page, table of contents, page numbers, illustrations, quotations, bibliography, appendices, under 4000 words

0-4

J . Abstract Under 300 words with research question, how investigation was done and conclusion(s)

0-2

K. Holist ic judgment Intellectual initiative, depth of understanding and Insight

0-4

Total Extended Essay Score: 0-36 Grade Boundaries: A: 29-36 B: 23-28 C: 16-22 D-8-15 E: 0-7 Excellent Good Satisfactory Mediocre Elementary

*Please consult the Extended Essay Guide (IBO, May 2013 Examinations) for detailed descriptions of the EE for each subject.

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How is the EE Assessed: The EE-‐TOK Matrix

(Image from the IBO Feb 2014 document “Simplifying the Diploma requirements and Failing Conditions”, p. 6)

How to Use the Matrix For example, a student who writes a “Good” EE (a grade of B) and whose

performance in TOK is judged as “Satisfactory” (a grade of C) will be awarded 2 points.

Non-‐Submission of EE

A student who does not submit an Extended Essay will be awarded an “N”, will score no points and will not be awarded a diploma. Failing Condition

• A grade of “E” in either TOK or the EE is a failing condition.

• A + E combination now results in zero points and a failing condition.

• A grade of “E” in both TOK and EE continues to represent automatic failure.

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* Since the May 2010 session 28 points overall are required to be eligible for the diploma if a student attains �� requirements earns an extra point even �� essay and theory of knowledge continues to represent an automatic failure.

The following new matrix will be adopted from the May 2015 session.

ToK/EE

A

B

C

D

E

A

3

3

2

2 Failing condition

B

3

2

2

1

C

2

2

1

0

D

2

1

0

0

E

Failing condition

Changes from the current matrix B + C combination now results in 2 additional points (previously 1 point)

A + E combination now results in zero points and a failing condition (previously 1 point)

What are the consequences? Results data has been used from the November 2012, May 2012 and May 2013 session to simulate the consequences of changing the requirement codes. There was no significant difference to the pass rate for any of these sessions when using the new requirement codes.

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Choosing Your EE Subject

“It is the school’s responsibility to ensure that each candidate submitting an extended essay is supervised by a teacher at the school with appropriate qualifications and/or experience in the subject chosen by the candidate. A relative of the candidate or a person who is not a teacher at the school cannot undertake the role of the supervisor.” (Handbook of Procedures 2008 Page E1.3 Regulations)

GROUP 1: Studies in Language and Literature

GROUP 2: Language Acquisition

GROUP 3: Individuals and Societies

English A • Mr. Jason Atkins • Ms. Jennifer Browne • Mr. Kevin Fallon • Mrs. Priscilla

Leighton • Mr. Kailan Leung • Fr. Joe Mock • Mr. Jeffrey Nolan • Mr. Elish Pangiraj • Mr. Andrew Sinclair Korean A • Ms. Kyung Lee • Ms. Ji Youn Lee Filipino A • Mr. Jesse Setubal • Sr. Noel Bugarin • Mr. Vince Dimatera • Ms. Mariquit Aguila

English B • Mrs. Priscilla

Leighton • Mr. Kailan Leung • Mr. Kevin Fallon Chinese B • Mr. Xiaoqing Zhang French B • Ms. Ariane Cacace • Ms. Natalie LeSaux

Spanish B • Sr. Jorge Alegre • Sr. Noel Bugarin • Fr. Joe Mock

Business and Management • Ms. Grace Blancaver • Mr. Glyn Lewis • Mr. John Browne • Ms. Sonia Bustamante

Economics • Mr. Roy Buensuceso • Ms. Grace Blancaver Geography • Mr. Shane Cullen • Mr. Glyn Lewis • Ms. Diane Van Swol (LS) Human Rights • Fr. Joe Mock World Religions (tentative) • Mr. Todd Hardeman

History • Mr. Scott Carpenter • Mr. Shane Cullen • Mr. Andrew Leighton • Mr. Glyn Lewis ITGS • Mr. Roehl Castaneda • Mr. Andrew Fulo • Mr. Sam Eslamieh Psychology • Ms. Imon Monzon • Mr. Michael Maldonado • Ms. Julie Lindsay • Mr. Jon Carlson • Ms. Rachel Britton • Mr. Vince Dimatera • Mr. Mark Adgeppa • Mrs. Tess Selga (MS) • Mr. Scott Carpenter • Mrs. Priscilla Leighton

GROUP 4:

The Sciences GROUP 5:

Mathematics GROUP 6: The Arts

Biology • Ms. Kristi Pozon • Mrs. Sheila Yap • Ms. Rachel Britton Chemistry • Mrs. Jena Jance • Mrs. Jyoti Pakianathan Physics • Mr. Jon Carlson • Mr. Pete Yap • Ms. Prema Soosai-‐Thomas Computer Science • Mr. Roehl Castaneda Sports, Health and Exercise Science • Mr. Ryan Alwert • Mr. John Browne • Mr. Paul Lefebvre

Mathematics • Mrs. Ellen Fallon • Mr. Kevin Burke • Mr. John Whalley • Ms. Prema-‐Soosai Thomas • Mr. Bryan Richards • Mr. Navam Pakianathan

Music • Mrs. Louela Floresca • Mrs. Annie Ramos • Mr. Paul Leggatt • Mr. John Sanchez • Mr. Noel Bugarin Theater • Mr. Elish Pangiraj • Mrs. Louela Floresca

Visual Arts • Ms. Joy Cachola • Mr. Ruben Nacion

*Please consult the Extended Essay Guide (IBO, May 2013 Examinations) for detailed descriptions and rubrics for each subject.

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The Role of the School

The Role of the Supervisor

According to the International Baccalaureate Organization (2007), it is required that the school:

• “Ensures that extended essays conform to the regulations outlined in the EE guide • Ensures that students determine the subject for their EE from the approved EE list before choosing the topic • Ensures that each students has an approved EE supervisor, a teacher within the school • Provides teachers and students with the general and subject-‐specific information and guidelines for the EE • Provides supervisors with recent EE reports • Ensures that supervisor are familiar with the document “Academic Honesty” • Explains to students the importance of the EE in the overall context of the Diploma program • Explains to students that they will be expected to spend approximately 40 hours on their EE It is strongly recommended that schools: • Sets internal deadlines for producing the EE, including the viva voce (interview) • Ensures that students have been taught the necessary research skills.” (pp. 4-‐5) • Provides appropriate training for supervisors

According to the International Baccalaureate Organization (2007), the supervisor should:

• “Provide the student with advice and guidance in the skills of undertaking research • Encourage and support the student throughout the research and writing of the EE • Discusses the choice of topic with the student and in particular, helps to 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 the assessment criteria, and gives copies of these to the

student • Monitors the progress of the EE to offer guidance and ensure that the essay is the student’s own work (this may

include presenting a section of the essay for supervisor comment) • Reads and comments on one completed draft only (but does not edit the draft) • Reads the final version to confirm its authenticity • Submits a predicted grade for the student’s EE to IB Cardiff • Completes the supervisor’s report (if the EE cover sheet is not signed by both the supervisor and student, the

essay will not be accepted for assessment and may be returned to the school) • Provides an explanation in the report in cases where the number of hours spent with the student in discussing

the essay is zero; in particular, it is necessary to describe how it has been possible to guarantee the authenticity of the essay in such circumstances

• Writes a report and presents it to the schools’ Diploma Coordinator if malpractice, such as plagiarism, is suspected.

It is strongly recommended that supervisors: • Reads recent EE reports for the subject • Spends between 3-‐5 hours with each student, including the time spent on the viva voce (interview) • Ensures that the chosen research question is appropriate for the subject • Advises students on:

o Access to appropriate resources (such as people, a library, a laboratory) o Techniques of information-‐/evidence-‐/data gathering and analysis o Writing an abstract o Documenting sources

• Conducts a short, concluding interview (viva voce) before completing the supervisor report.” (p. 5)

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What Your EE Supervisor Does and Doesn’t Do for You1

✔ ✗ The Student should…

Guides you in formulating a suitable topic

Assigns you the topic

*Conduct initial reading or research first to identify possible areas of interest and topics worth investigating.

Advises you with how to push through with your investigation

Does the research, chooses and provides you the resources

*Be patient. Research may take time. Remember, the EE should be evidence of around 40 hours of work! *Start early, plan and follow your timeline

Guides you on proper writing practices

Writes or edits the report for you

*When in doubt, ask how to properly cite sources.

Helps you in planning your timeline

Reminds you about the deadlines

*It is the student’s responsibility to be aware of and to adhere to the deadlines

Spends 3-‐5 hours with you

Gives up every break time, lunch, after school, weekends and vacation

*Follow the deadlines *You have to respect the time of your supervisor. Schedule an appointment and be prepared for your meetings to make the time productive for both you and your supervisor.

Comments and advises on the first draft

Edits the draft *Set a meeting with your supervisor to consult with or to seek more feedback on the comments.

The Role of the Student

1 Adapted from a presentation by W. Gifford; some notes have been added and revised

According to the International Baccalaureate Organization (2007), the student should:

• “Choose a topic that fits into one of the approved EE list • Observe the regulations relating to the EE • Meet deadlines • Acknowledge all sources of information and ideas in an approved academic manner It is strongly recommended that students: • Start work early • Think very carefully about the research question of their essay • Plan how, when and how they will find material for their essay • Plan a schedule for both researching and writing the essay, including extra time for delays and

unforeseen problems • Record sources as their research progresses (rather than trying to reconstruct the list at the end) • Have a clear structure for the essay itself (before beginning to write) • Check and proofread the final version carefully • Make sure that all basic requirements are met (for example, all students should get full marks for the

abstract).” (p.6)

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EE Timeline -‐ JUNIOR YEAR *Students are to schedule appointments with their Advisers and are responsible for arranging sports/clubs/activities/tournaments/work. Students should also come PREPARED for every meeting. If it is written in red = Deadline Highlighted in Yellow = Something you should be arranging and documenting on Managebac Highlighted in Green = Requires a Form/Documentation/Submission

November November 27th 2014: Parent-Student Orientation on EE, TOK, CAS

February

February 2-6: HL classes will introduce subject EE in their classes for 10-15 minutes February 6: EE General Orientation (after school) February 16: Submit Proposal Form + Contract to IB Office

March

March 5th (Thurs): Research Workshop • Supervisor List released • Writing an Annotated Bibliography • Academic Honesty (citing sources) • Resources (e.g., JSTOR)

March 8th: Log Workshop output. Schedule March appointment with Supervisor (if not already done). Meeting 1 with Supervisor: First Interview with Supervisor.

• Refine research question, identify your approach. o How have you gone about deciding on what to research? o Discuss and refine your topic, method, approach and wording of your question.

• Continue research; Work on outline and annotated bibliography or research design (Sciences). • Schedule April appointment with supervisor

March 27th: CHECKPOINT.

• Update EE Proposal on Managebac. Include additional notes and resources. • Record FIRST INTERVIEW NOTES on Managebac and as First Reflection on Planning and

Progress Form. This is required and needs to be signed by Supervisor.

April

Meeting 2 with Supervisor • Upload research notes, annotated bibliography and other updates on your EE. • Discuss your target output by April 30. This should be in your “To Do” List.

April 30: Log April Meeting Notes. Upload target output (from the April meeting).

• Annotated Bibliography of 10 Sources Completed and Uploaded to Managebac

May

Meeting 3 with Supervisor • Discuss rough draft and output so far. Discuss EE plan for summer. Remember that the summer

output your rough draft with Intro and the body of your essay by July 30. Include details of your plan in your “To Do” List.

May 15: CHECKPOINT: Upload EE Summer Plan on Managebac. Log May Meeting notes. Progress Report & EE Plan sent to Parents

Summer Break

Continue working on your EE. Rough draft should be finished by summer. Use Managebac to post questions or messages. June 30: Upload your Intro + 1st half of the body on Managebac*. July 30: Upload your Intro + full body on Managebac (around 2500-3000 words)*

• Possible Consequences: Required remedials and/or no Senior privileges until required output is submitted

*Target output might vary depending on the student’s and supervisor’s agreement. These are suggested output.

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EE Timeline – SENIOR YEAR IMPORTANT:

• Some dates on the calendar may change to reflect changes to the school calendar. • Your Nov 4 draft must be complete and well-‐written, as if it was the final document to be

submitted to IB. Supervisors only read and comment on ONE completed draft. An incomplete draft will affect the feedback your supervisor can give.

August

August 14: EE Workshop (Focus on Writing and Revision); Intro and Body should be completed. Upload output on Managebac. Meeting 4 with Supervisor

• Seek feedback on rough draft August 28: CHECKPOINT: Log August Meeting notes on Managebac

• Word Count Check. Intro and Body uploaded to Managebac. Minimum of 2500 words is required. These sections are meant to show evidence of progress.

September

Meeting 5 with Supervisor

• Seek feedback on rough draft September 30: Log September meeting notes on Managebac

October


• Seek feedback on rough draft. October PTC. Meetings will be set with parents of students who are in “Concern” status. October TBD: EE Workshop (Focus on Writing and Revision); at least 3,500-4,000 words. October 19-27 - meet with supervisor for advice before Nov 4 submission.

November

November 4 (Wed): EE Draft Due (to be read and commented on by Supervisor)

• Softcopy: 1 to turnitin, 1 to Managebac • Hardcopy: 1 to supervisor • Progress Report sent to Parents

Meeting 7 with Supervisor: Second Interview

• Log November Meeting notes on Managebac as an Second Interview and Interim Reflection on Planning and Progress Form

• Seek feedback on how to improve your draft, in preparation for the final EE. November 27: Log November Second Interview on Managebac.

December


• Seek feedback on latest version of EE • Receive EE Student Checklist

December 16: Log December meeting notes on Managebac. STUDENTS SHOULD CONTINUE TO REVISE THEIR WORK IN PREPARATION FOR THE JANUARY FINAL EE DEADLINE. The document collected on January 27 will be the one sent to IB.

January

January 13 (Wed) – CHECKPOINT: submit to turnitin.com (plagiarism check)

Jan 14-20 – Final meeting with supervisor for any final advice

Jan 22, Fri - FINAL EE DUE (to be submitted to IB) • Softcopy: 1 to turnitin, 1 to Managebac • Hardcopy: 1 to supervisor (fill in the EE cover sheet) • Progress Report sent to Parents

February Feb 1-18 - Final Interview Viva Voce (depends on number of EE students per adviser)

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Ethical Guidelines for the EE For EEs for the May and November 2013 examinations onwards, the IBO (2011) states:

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Monitoring Your EE Progress

The school utilizes the Managebac system to monitor your progress on the EE. This is where you upload your submissions and record your meetings with your EE supervisor. This will be monitored by the EE Coordinator and IB Coordinator. Additionally, the school also uses turnitin.com to check for the authenticity of student work.

Citing your Sources Aside from listing the sources you consulted, you are required to include the necessary in-‐text citations within your essay. This is required for both the draft and the final EE to be submitted to IB. It is important to be consistent in the use of one appropriate referencing system (e.g., MLA) throughout your essay 2 . A useful link about citations using the MLA style is: http://owl.english.purdue.edu/owl/resource/747/01/. In addition, the IB has a recent publication titled Effective Citing and Referencing. Students may access this document on Managebac.

Word Count The EE has an upper limit of 4,000 words. The word count does NOT INCLUDE the following:

• abstract • acknowledgement • table of contents • maps, charts, diagrams, annotated illustrations and tables • equations, formulas and calculations • citations/references (whether parenthetical or numbered) • footnotes or endnotes • the bibliography • appendices

Academic Honesty Brent and IB take academic honesty very seriously. Since the EE is a document to be submitted to both the Brent system (EE supervisors are teachers from Brent) and the International Baccalaureate Organization (IBO), policies from both the school and the IBO will be implemented. Please refer to the “Academic Honesty Policies” in the Appendices for the specific policies and potential consequences for violations of academic honesty. .

2 It should be noted that while the MLA citation style is recommended, specific style requirements may apply depending on the subject; for e.g., in Psychology the recommended style to be used is the APA style.

Students wr i t ing i n Japanese: 1 word = approx ima te ly 2 Japanese cha rac ter s.

S tudents wr i t ing i n Ch inese: 1 word = approx ima te ly 1 .2 Ch inese characte rs . S tudents wr i t ing i n Ko rean : 1 word = approx ima te ly 2 .3 Korean characters .

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Bibliography Brent International School Manila. (2012). Faculty Handbook SY 2012-‐2013. Binan, Laguna, Philippines. W. Gifford, personal communication, September 9, 2012. International Baccalaureate Organization. (2007). Extended Essay Guide For May 2013 Examinations. Cardiff, Wales, United Kingdom. International Baccalaureate Organization. (2007, September). Academic Honesty. Cardiff, Wales, United Kingdom. International Baccalaureate Organization. (2011). Ethical Guidelines for Extended Essays Research and Fieldwork. International Baccalaureate Organization . (2014, February). IB Diploma Programme . Simplifying the diploma requirements and failing conditions .

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Appendices

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EXTENDED ESSAY PROPOSAL FORM Once you have decided upon an area of investigation, please complete the form below and submit it to the IBDP Coordinator. This form will then be given to the head of the department who will later on assign you with a supervisor. Student Name: _____________________________ IB Subject of the Extended Essay: _______________________ Do you study this subject as part of your Diploma? _____Yes _____ No This subject is my HL. __Yes __No Area of Investigation within the subject: Plan of Inquiry, Consideration, and Thoughts on the Subject. What specific aspects of the topic draw your interest? Why do you find them interesting? YOU MAY USE THE BACK PAGE IF THIS SPACE IS NOT ENOUGH. Please sign below. Your signature confirms that you have read, understood, and accepted the IB Extended Essay Guidelines and timetable of deadlines set out by BRENT INTERNATIONAL SCHOOL MANILA. _______________________________ ________________________________ ______________ Student Signature Over Printed Name Parent Signature Over Printed Name Date Proposal accepted? ___ Yes ___No (If no, please explain): ________________________/_________ _____________________/__________ Head of Department/Date Supervisor/Date Signature Over Printed Name Signature Over Printed Name FINAL APPROVAL: Mr. Scott Carpenter / Ms. Maria Cristina Pozon / Mr. Jason Atkins /_________________ EE Coordinator / Date IB DP Coordinator/Date Upper School Principal / Date Signature Over Printed Name Signature Over Printed Name Signature Over Printed Name

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EXTENDED ESSAY CONTRACT I have read and understand the regulations and guidelines involving the Extended Essay (EE) stated in the IBO Extended Essay Guide and the Brent EE Handbook. I am aware of the following information:

• the nature and format of the EE • how the EE is assessed • the role of the school, supervisor and student in the EE process • that the EE is independent* work conducted by the student • the amount work, time and effort expected from the student is approximately 40 hours • ethical guidelines for the EE • IBO and school academic honesty policies

I am aware that it is the student’s responsibility to:

• adhere to deadlines and log meetings on Managebac • initiate meetings with supervisors • review work before submission • ensure that all work submitted is authentic, with all sources properly cited and

acknowledge I am also aware that possible consequences of non-‐adherence to the deadlines and to the Academic Honesty policies of Brent School and IBO may include the following but are not limited to:

• Requirement to attend remedial sessions • Detention • Suspension • Removal or restriction from activities • Dismissal from Brent International School Manila, pending authorization by the Headmaster • Forfeiture or withdrawal of the IB Diploma or certificate

*FOR PARENTS:

• To encourage the student’s ownership of work, parents, tutors and other individuals aside from the assigned EE supervisor are not allowed to revise, edit and work on the extended essay. The student should be mainly working with their assigned EE supervisor.

With our signatures affixed below, we indicate agreement with the policies outlined above and understand the corresponding consequences.

Student’s Signature Over Printed Name

Date Parent‘s Signature Over Printed Name

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Academic Honesty Policy for IB Candidates Brent and IB take academic honesty very seriously. Since Brent is an IB Diploma School, policies from both the school and the IBO will be implemented. Listed below are some policies to be followed: School Policies According to the Brent Faculty Handbook (2012), “In accordance with the principles we share, we will not condone cheating, lying or plagiarism.

• Cheating is defined as giving or receiving any unauthorized assistance on any assignment, quiz or test, regardless of intent. Allowing a fellow student to copy your work is a form of cheating.

• Lying is any misrepresentation of the truth or failure to state the truth, with the intent to deceive.

• Plagiarism is any presentation of the ideas, thoughts, or words of another as one’s own, regardless of intent.

• Teachers who discover student behavior in violation of the above stated principles will share that

information with their colleagues, the counselor and school administrator in an effort to monitor more closely student compliance. Parents or guardians will also be informed.” (p. 23)

International Baccalaureate Organization Policies In the document “Academic Honesty”, the International Baccalaureate Organization (2009)3 outlines the following: 1. “The Regulations define malpractice as behaviour that results in, or may result in, the candidate or any

other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes:

• Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own

• Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another

• Duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements

• Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record).” (p. 3)

2. “Candidates must record the addresses of all web sites from which they obtain information during their

research, including the date when each web site was accessed.” (p. 3) 3. “Candidates must understand that passing off the work of another person as their own is not acceptable

and constitutes malpractice, regardless of whether the act was unintentional.” (p. 3) 4. “For most assessment components candidates are expected to work independently with support from

their subject teacher (or supervisor in the case of extended essays). However, there are occasions when collaboration with other candidates is permitted or even actively encouraged, for example, in the

3 International Baccalaureate Organization. (2009). Academic Honesty. Cardiff, Wales, United Kingdom. Retrieved from http://occ.ibo.org/ibis/documents/general/specific_interest/malpractice/g_0_malpr_sup_1107_1_e.pdf

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requirements for internal assessment. Nevertheless, the final work must be produced independently, despite the fact that it may be based on similar data. This means that the abstract, introduction, content and conclusion or summary of a piece of work must be written in each candidate’s own words and cannot therefore be the same as another candidate’s. If, for example, two or more candidates have exactly the same introduction to an assignment, the final award committee will construe this as collusion, and not collaboration.” (p. 4)

5. “Many candidates for the Diploma Programme are fluent in two or more languages and are therefore able

to conduct their research in more than one language, perhaps with the aid of the internet. Such candidates must be aware that copying a passage of text, translating this passage into another language, then using the translated text in their work without acknowledging its source still constitutes plagiarism.” (p. 5)

The Student is Ultimately Responsible The International Baccalaureate Organization (2009) states that: “The candidate is ultimately responsible for ensuring that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged. Candidates are expected to comply with all internal school deadlines: this is for their own benefit and may allow time for revising work that is of doubtful authorship before the submission of the final version.” (p. 5)

“Candidates are expected to review their own work before submission for assessment to identify any passages, data, graphs, photographs, computer programs and so on that still require acknowledgment. (p.8)” “Candidates and teachers must be aware that the requirement to acknowledge sources extends beyond text taken from the Internet, CD-‐Roms, books, magazines and journals. The concepts of intellectual property and academic honesty include, for example, the use of footnotes or endnotes to acknowledge the source of an idea if that idea emerged as a result of discussion with, or listening to, a fellow student, a teacher or any other person.” (p. 7) FAILURE TO COMPLY WITH THE REQUIREMENT ON BIBLIOGRAPHIES, REFERENCES, AND CITATIONS WILL BE VIEWED AS PLAGIARISM AND WILL, THEREFORE, BE TREATED AS A CASE OF MALPRACTICE. Consequences Possible consequences of non-‐compliance with regulations mentioned above include but are not limited to the following:

• Detention • Suspension • Removal or restriction from activities • Dismissal from Brent International School Manila • Forfeiture or withdrawal of the IB diploma or certificate. • Especially for juniors and seniors, instances of Academic Dishonesty might affect their college

applications.

With our signatures affixed below, we indicate agreement with the policies

outlined above and understand the corresponding consequences.

Student’s Signature Over Printed Name

Date Parent’s Signature Over Printed Name

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EXTENDED ESSAY GENERAL RUBRIC (Excerpt from the Extended Essay Guide, pp. 15-‐20)

*Please note that each subject has specifications for each criterion. Ask your EE supervisor for the SUBJECT-‐SPECIFIC RUBRIC). Criterion 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

Descriptor

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.

Criterion B: Introduction This criterion assesses the extent to which the Introduction makes clear how the research question relates the existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.

Achievement level

Descriptor

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 question 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.

Criterion C: Investigation This criterion assess 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 Descriptor

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 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.

3 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.

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.

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Criterion 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

Descriptor

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.

Criterion E: Reasoned Argument This criterion assesses the extent to which the essay used 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

Descriptor

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.

Criterion F: Application of analytical and evaluative skills appropriate to the subject

Achievement level

Descriptor

0 The essay shows no application of appropriate analytical and evaluative skills.

1 The essay shows little application of appropriate analytical and evaluative skills.

2 The essay shows some application of appropriate analytical and evaluative skills, which may be only partially effective.

3 The essay shows sound application of appropriate analytical and evaluative skills.

4 The essay shows effective and sophisticated application of appropriate analytical and evaluative skills.

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Criterion G: Use of language appropriate to the subject

Achievement level

Descriptor

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 partly 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.

Criterion H: Conclusion This criterion assesses the extent to which the essay incorporates a conclusion relevant to the research question and is consistent with the evidence presented in the essay. Achievement level

Descriptor

0 Little or no attempt is made to provide a conclusion that is relevant to the research question.

1 A conclusion is attempted that is relevant to the research question but may not be entirely consistent with the evidence presented in the essay.

2 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.

Criterion 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

Descriptor

0 The formal presentation is unacceptable, or the essay exceeds 4,000 words.

1 The formal presentation is poor.

2 The formal presentation is satisfactory.

3 The formal presentation is good.

4 The formal presentation is excellent.

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Criterion 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

Descriptor

0 The abstract exceeds 300 words or one or more of the required elements of an abstract (listed above) is missing.

1 The abstract contains the elements listed above but they are not all clearly stated.

2 The abstract clearly states all the elements listed above.

Criterion 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

Descriptor

0 The essay shows no evidence of such qualities.

1 The essay shows little evidence of such qualities.

2 The essay shows some evidence of such qualities.

3 The essay shows clear evidence of such qualities.

4 The essay shows considerable evidence of such qualities.

TOTAL:_________/36

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SAMPLE RESEARCH QUESTIONS

(adapted from the Extended Essay Guide for May 2013 Examinations)

Group 1: Studies in Language and Literature

-‐ intended for students writing in their best language

SUBJECT SAMPLE RESEARCH QUESTIONS POSSIBLE APPROACH

Group 1 Category 1

Sample for English: “What are the role and significance of dance in

Pride and Prejudice and Emma?” (p. 22)

Study of a literary work(s) originally written in the language in which the essay is presented

Group 1 Category 2

Sample for English/French/German: “In what different ways do Shaw, Anouilh and Schiller present Joan of Arc in their respective

plays?” (p. 22)

Study of a literary work(s) originally written in the language of the essay compared with

literary work(s) originally written in another language

Group 1 Category 3

Sample for English: “How far does the use of rhetoric in Barack

Obama’s speeches increase their effectiveness?”

Sample for Chinese: “How does Chinese advertising of luxury goods use language and image to construct a particular view

of the West?” (p. 24)

Studies in language; emphasize the production and reception of texts

in cultural contexts

• Language in a cultural context • Language and mass

communication

Group 2: Language Acquisition

-‐ intended for students who are studying a second modern language

SUBJECT SAMPLE RESEARCH QUESTIONS POSSIBLE APPROACH Group 2 Category 1

Sample for Spanish: “To what extent have differences between formal and informal language usage disappeared from the

language used in the Rio plata region?” (p. 29)

Specific analysis of the language normally related to its cultural

context

Group 2 Category 2

Sample for Spanish: “TO what extent does the language used by groups of young students from a secondary school in Buenos Aires reflect cultural discrimination?”

(p. 30)

Essays of a general cultural nature based on specific cultural artifacts

Group 2 Category 3

Sample for Spanish: “How does Abel Posse construct an imaginary history in his novel El Largo atardecer del

caminante?” (p. 31)

Analysis of a literary type, based on specific work(s) from the target

language

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Group 3: Individuals and Societies

SUBJECT SAMPLE RESEARCH QUESTIONS POSSIBLE APPROACH Business and Management

“To what extent has the introduction of Total Quality Management (TQM) improved quality at

ABC Ltd?” (p. 35)

Data from primary sources (e.g. relevant indicators) and secondary

sources are analyzed Economics “Has the Kenyan central bank’s policy of interest

rate cuts led to a rise in new car sales in Nairobi?” (p. 62)

Consumer questionnaire and interviews are carried out with consumers and sales managers. Government statistics are also

accessed. Geography “What temperature variations occurred in Vienna

during the 20th century and can these be linked to variation in solar energy output?” (p. 75)

Analysis of temperature records; correlated with indicators of solar

energy output History “How and why have explanations of the Cuban

missile crisis changed since 1962?” (p. 81) Reading and research undertaken to understand, and evaluate

explanations in the 1960s, 1970s and 1980s

Human Rights “How could the UN intervention in the Rwandan genocide be justified?” (p. 85)

Reading and research is undertaken to understand, analyze

and evaluate the debate, arguments for and against

intervention ITGS “Does the addition of a e-‐learning system improve

the performance of students in mathematics?” (p. 88)

Research and evaluation on approaches and effectiveness of different e-‐learning systems; surveys given to teachers and

students Politics “Account for the domestic unpopularity of the US-‐

led invasion of Iraq” (p. 123) Investigation of the popularity of the invasion; discussing issues of legality and attitude of the US

government and other governments; Balanced evaluation

of arguments Psychology “What levels of psychological arousal are most

effective for players in team sports?” (p. 126) Research and comparative analysis

of studies done on the topic; evaluation of methods, ethics,

culture and gender considerations of the studies and approaches

Group 4: The Sciences

SUBJECT SAMPLE RESEARCH QUESTIONS POSSIBLE APPROACH Biology “Are commercially available antibacterial cleaning

agents effective at controlling the growth of E.coli on nutrient agar under laboratory conditions?” (p.

35)

Laboratory study designed and implemented

Chemistry “Does the time it takes to brew a cup of tea using a specific commercial brand of tea leaves

significantly alter the amount of caffeine dissolved in the tea?” (p. 44)

Laboratory study designed and implemented

Physics “Do wine bottles of different shapes behave as Helmholtz resonators?” (p. 115)

Theoretical model is reviewed; experiment designed and

implemented for data collection Computer Science

“Is wireless networking a feasible alternative to cabled networking within a whole-‐city context?”

(p. 51)

Feasibility study of the two alternatives for the city of interest

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Group 5: Mathematics

SUBJECT SAMPLE RESEARCH QUESTIONS POSSIBLE APPROACH Mathematics “How does the exponential function, and its

calculus, inform areas of science such as nuclear physics, anthropology or demography?” (p. 97)

For example, modelling the world’s population to describe the

phenomenon of interest, show applicability of function in

mathematical models of other real life situations

Group 6: The Arts

SUBJECT SAMPLE RESEARCH QUESTIONS POSSIBLE APPROACH Dance “The influence of American modern dance of the

mid-‐20th century on Lin Hwai Min’s choreography” (p. 55)

Analysis of the choreography and identification of influences

Film “To what extent do the films of Ang Lee enable him to be considered a truly international film-‐maker?”

Analysis of Ang Lee’s films from different cultural contexts

Literature and Performance

“How has the character of Don Quixote (from the book of that name by Cervantes) been portrayed in

theatre, opera and film?” (p. 93)

Analysis and evaluation of key passages from librettos and

comparison with the original text Music “Is Jesus Christ Superstar a modern classical

opera?” (p. 101) Investigate Andrew Lloyd Weber’s musical language and structure, with reference to other relevant music from operas of the Western

classical tradition Theater “How can fabrics and lighting contribute to the

creation of magical effects in a production of Shakespeare’s last play?” (p. 141)

In-‐depth research is carried out on the use of fabrics (in furnishing and costumes) and lighting in previous productions of “The

Tempest”. There is a discussion, based on these examples, of how fabrics and lighting work with other production elements, how they can contribute to the creation of magical effects and how these affect the readings of the play. The

way that appropriate/inappropriate use of both can affect a production is

examined. Visual Arts “Picasso: individual genius or cultural thief?” (p.

145) An investigation of the extent to which selected images in Picasso’s work may have been appropriated

from other cultural sources

extended essay - brent international school

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