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Student Guide to the Extended Essay

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2 Last updated November 2014

Welcome! You are about to begin the challenging and rewarding process of writing your Extended Essay. This project provides you with the unique opportunity to conduct independent research on a topic in which you have a special interest. It is comparable to a “dissertation” at the university level – and is an inquiry-based experience that is guided by your engagement and investment in the topic that you select to explore. This guide is designed to answer any questions that you may have along the way, and to provide you with the timeline and resources that you will need to successfully complete the Extended Essay requirement for your International Baccalaureate Diploma. This guidebook will be of invaluable assistance to you: Please read it carefully and keep it with you throughout the process!

Acknowledgements Portions of this manual include official IBO documentation provided to authorized schools in the Diploma Program, and have been included with permission by the International Baccalaureate. Extended Essay Guide, 2007. First examinations 2013.

Other sources consulted or used in this booklet include:

Robertson, Hugh. "Reflections of an Extended Essay Examiner." Retrieved from<http://hi5tory.com/http://hi5tory.com/ibeeia/ee/Reflections%20of%20an%20Extended%20Essay%20 Examiner.pdf

A Student Guide To Writing theExtended Essay (2014)Richard Montgomery High School Harvard Guide to Using Sources. Retrieved from

http://isites.harvard.edu/icb/icb.do?keyword=k70847&tabgroupid=icb.tabgroup106849



Table of Contents 1. The Basics...what's it all about? .............................................................................................................................................................. 4

First things first...what is an Extended Essay? ............................................................................................................................................. 4

The small print .......................................................................................................................................................................................................... 4

What exactly do I have to do? ............................................................................................................................................................................. 4

How long does the whole EE process take? .................................................................................................................................................. 5

Advice from real IB examiners ........................................................................................................................................................................... 5

What can my EE supervisor help me with? .................................................................................................................................................. 7

How many points do I get for the Extended Essay? .................................................................................................................................. 7

How will my essay be marked? .......................................................................................................................................................................... 8

2. Choosing your topic ................................................................................................................................................................... 13

What subjects can I do? ................................................................................................................................................................................................... 13

How do I decide what I should write about? .......................................................................................................................................................... 13

Subject Specific Guidance from the IB ....................................................................................................................................................................... 14

Narrowing your subject to a manageable topic .................................................................................................................................................... 24

From Narrowed Topic To Research Question ....................................................................................................................................................... 25

3. Ok so I've picked my topic...now what? .......................................................................................................................... 28

The Research Process ....................................................................................................................................................................................................... 28

Writing the Essay ................................................................................................................................................................................................................ 29

5. How to ............................................................................................................................................................................................... 32

...Write the introduction .................................................................................................................................................................................................. 32

...Write the conclusion ...................................................................................................................................................................................................... 33

...Write the abstract ........................................................................................................................................................................................................... 34

...Critically Analyse Information Sources ................................................................................................................................................................. 35

...Evaluate Web Sites .......................................................................................................................................................................................................... 37

...Avoid Plagiarism .............................................................................................................................................................................................................. 39

...Cite sources ........................................................................................................................................................................................................................ 40

...Summarise information ................................................................................................................................................................................................ 40

...Paraphrase information ............................................................................................................................................................................................... 41

....Quote a text ....................................................................................................................................................................................................................... 43

...Frame source material .................................................................................................................................................................................................. 45

FAQS ........................................................................................................................................................................................................ 48

Appendices .......................................................................................................................................................................................... 50

EE Schedule ........................................................................................................................................................................................................................... 50

EE Proposal Form ............................................................................................................................................................................................................... 51

Contract for Supervision of Extended Essay .......................................................................................................................................................... 52

Supervisor Meeting Records ......................................................................................................................................................................................... 53

Draft Submission Checklist ............................................................................................................................................................................................ 60



1. The Basics...what's it all about?

First things first...what is an Extended Essay? In order to earn the International Baccalaureate Diploma, all candidates must submit an extended essay on a topic of their choice in one of the subjects of the IB curriculum. This culminating assessment is completed by the middle of the second year of the program. Students are supervised by a teacher qualified to teach the subject of their essays or suitably familiar enough with the subject area to provide adequate supervision and advisement over the course of the research and writing process. The essays are graded by examiners appointed by the Chief Examiner of each subject in the IB Office in Cardiff, Wales.

The small print The extended essay is:

compulsory for all Diploma Programme students externally assessed and, in combination with the grade for TOK contributes up to 3 points to the

total score for the IB diploma a piece of independent research/investigation on a topic chosen by the student in cooperation with

a supervisor in the school chosen from the list of approved Diploma Programme subjects presented as a formal piece of scholarship containing no more than 4,000 words the result of approximately 40 hours of work by the student concluded with a short interview, or viva voce, with the supervising teacher (recommended).

What exactly do I have to do? It is required that students:

• choose a topic that fits into one of the subjects on the approved extended essay list • observe the regulations relating to the extended essay



• 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 for their essay • plan how, when and where they will find material for their essay • plan a schedule for both researching and writing the essay, including extra time for delays

andunforeseen problems • record sources as their research progresses (rather than trying to reconstruct a 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).

How long does the whole EE process take? You are expected to spend approximately 40 hours of independent research and writing to complete a quality Extended Essay. The process begins in first DP year with informational sessions, establishing the student/supervisor relationship and submitting a research plan and essay proposal by the end of Term 4.

Advice from real IB examiners

What to do:

Before starting work on the extended essay, students should: • read the assessment criteria • read previous essays to identify strengths and possible pitfalls • spend time working out the research question (imagine the finished essay) • work out a structure for the essay.

During the research process, and while writing the essay, students should:

• start work early and stick to deadlines • maintain a good working relationship with their supervisor • construct an argument that relates to the research question • use the library and consult librarians for advice • record sources as they go along (rather than trying to reconstruct a list at the end) • choose a new topic and a research question that can be answered if there is a problem with the

original • topic • use the appropriate language for the subject • let their interest and enthusiasm show.

After completing the essay, students should:

• write the abstract • check and proofread the final version carefully.

What not to do

Students should not work with a research question that is too broad or too vague, too narrow, too difficult or inappropriate. A good research question is one that asks something worth asking and that is answerable within 40 hours/4,000 words. It should be clear what would count as evidence in relation to



the question, and it must be possible to acquire such evidence in the course of the investigation. If a student does not know what evidence is needed, or cannot collect such evidence, it will not be possible to answer the research question. In addition, students should not:

• forget to analyse the research question • ignore the assessment criteria • collect material that is irrelevant to the research question • use the internet uncritically • plagiarize • merely describe or report (evidence must be used to support the argument) • repeat the introduction in the conclusion • cite sources that are not used.

Reflections of an Extended Essay Examiner

The success of an extended essay is shaped largely during the preparatory stages. Major weaknesses, such as broad topics, lack of focus, and vague research questions, can be traced directly to the research phase. The iceberg analogy illustrates clearly the importance of the analysis/research/experimentation that underpins the completed essay.

Since the initial work is so crucial, consider following the steps outlined below as you prepare your extended essay:

Select a subject in which you have an interest, preferably one of your diploma subjects. Read the assessment criteria in The Extended Essay Guide and focus on the interpretation of the

criteria that is relevant to your subject. Meet your supervisor to discuss your choice of subject and to map out a schedule. Draw up a list of research topics that interest you. Discuss the topics with your supervisor and then decide on one. Read about your topic and narrow it to a number of challenging issues or problems. Select one issue or problem as the focus for your essay. Formulate a precise and challenging research question or a hypothesis. Undertake your analysis/research/experimentation using primary and secondary sources. Shape the structure of your answer by creating a series of detailed outlines. Rough out the complete essay from title page to bibliography. Revise and edit the rough draft carefully. Reread the assessment criteria to ensure that your draft addresses all of them. Remember that an extended essay has a central thesis, argument or point of view.

Once you have revised and edited your rough draft you are ready to assemble the final copy.

The one-tenth of the iceberg above water represents your completed extended essay. Since one-tenth of the overall project counts for 100% of the mark, package it with painstaking care.

Use the following list of common weaknesses as a checklist when you assemble your essay:

Title: Provide a concise title that clearly indicates the focus of the essay. Do not use your research question or hypothesis as your title.



Abstract: An abstract is not an introduction, although there is some overlap. An abstract is a synopsis of the essay. It also sets the tone of theessay.

Table of contents: The contents page outlines the main sections with corresponding page numbers. It also indicates the structure of the essay.

Introduction: An introduction is an important component of an extended essay. The researchquestion or purpose of the essay should be clearly spelled out and the thesis or argument should be succinctly stated.

Body and development: This is the longest and most important section. Its sole function is the development and substantiation of the thesis or argument.

Eliminate all irrelevant descriptive, narrative, biographical and anecdotal details. Conclusion: Remember that last impressions are lasting impressions. The conclusion pulls the

essay together and sums up the major points thatshaped the thesis. Quotations: Use quotations judiciously and integrate them smoothly into the text of the essay. They

are frequently used to excess and parachutedinto the essay as space fillers.

What can my EE supervisor help me with? Your supervisor will:

• encourage and support you throughout the research and writing of the extended essay • discuss your choice of topic and help you to formulate a well-focused research question on an

appropriate topic • provide you with copies of relevant assessment criteria • monitors the progress of your extended essay to offer guidance and to ensure that the essay is

theyour own work • provide you with advice and guidance in the skills of:

undertaking research accessing appropriate resources writing an abstract documenting sources

• read and comment on one completed draft of the extended essay • read the final version to confirm the authenticity of your essay

The IB advises that EE supervisors should spend between three and five hours with each student, including the time spent on the viva voce. The viva voce is a short, concluding interview that the supervisor has with the student before completing the supervisor’sreport that is submitted to the IB.

How many points do I get for the Extended Essay? The extended essay contributes to the overall diploma score through the award of points in conjunction with theory of knowledge. A maximum of three points are awarded according to a student’s combined performance in both the extended essay and theory of knowledge. Both the extended essay and theory of knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a your performance in each of the extended essay and theory of knowledge will fall into one of the five bands previously described in the criterion for each assessment. The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the extended essay and theory of knowledge according to the following matrix.



The Diploma Points Matrix

According to the table, a student who, for example, writes a good extended essay and whose performance in theory of knowledge is judged to be satisfactory will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in theory of knowledge is judged to be excellent will be awarded 2 points. A student who fails to submit an extended essay will be awarded N for the extended essay, will score no points, and will not be awarded a diploma. Performance in both the extended essay and theory of knowledge of an elementary standard is a failing condition for the award of the diploma. NOTE: 28 points overall is 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. Otherwise, students may still earn their IB Diploma with a minimum of 24 points, including the bonus points, provided they do so without any failing conditions.

How will my essay be marked? You will be assessed based on your performance on the following objectives:

1. plan and pursue a research project with intellectual initiative and insight

2. formulate a precise research question 3. gather and interpret material from sources appropriate

to the research question 4. structure a reasoned argument in response to the research



question on the basis of the materialgathered 5. present their extended essay in a format appropriate to the subject, acknowledging sources in one

ofthe established academic ways 6. use the terminology and language appropriate to the subject with skill and understanding 7. apply analytical and evaluative skills appropriate to the subject, with an understanding of

theimplications and the context of their research.

The Assessment Criteria for the Extended Essay

This section provides an overview of what each criterion assesses in the extended essay.

Further details on subject specific criteria will be made available to you by your supervisor when you select your subject. You should refer to this frequently when writing your essay to ensure that

you are meeting the assessment criteria.

A: Research Question(Objectives 1 and 2) 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.

B: Introduction(Objectives 1 and 5) 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.

C: Investigation(Objectives 1 and 3)



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

D: Knowledge and Understanding of the Topic Studied(Objectives 3 and 7) 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 inrelation 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.

E: Reasoned Argument(Objectives 1 and 4) 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.



F: Application of Analytical and Evaluative Skills Appropriate to the Subject(Objective 7)

G: Use of Language Appropriate to the Subject(Objective 6)

H: Conclusion(Objectives 1, 4 and 5) This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the researchquestion and is consistent with the evidence presented in the essay.



I: Formal Presentation(Objective 5) This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essayconsistently 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).

J: Abstract(Objective 5) The requirements for the abstract are for it to state clearly the research question that was investigated, how theinvestigation was undertaken and the conclusion(s) of the essay.

K: Holistic Judgment(Objective 1) The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectualinitiative, depth of understanding and insight. While these qualities will be clearly present in the best work, lesssuccessful essays may also show some evidence of them and should be rewarded under this criterion.



2. Choosing your topic

What subjects can I do? The IB offers a variety of Subject Areas to choose from. We strongly advise you to consider an essay topic applicable to a Subject Area taught at ISN, as we are best equipped to support such topics.

Biology Music Business and Management Physics Chemistry Psychology History Visual Arts Literature

One further piece of advice is as follows: the more background you have in the subject, the better the chance you have of writing a good extended essay.

Choosing to write the extended essay in a subject that is not being studied as part of the Diploma

Programme often leads to lower marks.

How do I decide what I should write about? Choosing your subject and research topic can be a daunting task. Sometimes choosing a topic is the biggest hurdle in the whole process. While you are encouraged to discuss your choice of topic and research questions with your supervisor and the IB librarian at your school, you must be the one to decide on the topic and the research question and develop your own ideas.

Choosing a subject

To choose a subject, ask yourself:

What subjects am I studying? What subjects do I most enjoy studying? What subjects do I want to study at University? What subjects do I want to talk about in my University interview?



Subject Specific Guidance from the IB

Biology

An extended essay in biology provides students with an opportunity to apply a range of skills while researching a topic of personal interest in the field of biology. The nature of an extended essay in biology is characterized by a particular biological emphasis within the more general context of a scientific investigation. Choice of topic

It is important that the extended essay has a clear biological emphasis and is not more closely related to another subject. Although similar assessment criteria apply to all extended essays in the experimental sciences, for a biology extended essay, the topic chosen must allow an approach that distinctly relates to biology. Where a topic can be approached from different viewpoints, the treatment of the material must be clearly biological. Some topics are unsuitable for investigation because of ethical issues or safety issues. Other topics may be unsuitable because the outcome is already well known and documented in standard textbooks. The following examples of titles for biology extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title):

• “The effect of detergent toxicity on soil bacteria” is better than “Detergents in the environment”.

• “A study of malnourished children in Indonesia and the extent of their recovery after a period of supervised improved nutrition” is better than “Malnutrition in children”.

• “A study of the effect of differing pH levels on the growth of Phaseolus vulgaris” is better than “The effect of acidity on plant growth”.

• “The competitive and evolutionary nature of the symbiotic relationship in Paramecium bursaria” is better than “Symbiosis in animals”.

• “The effect of banana peel on seed germination” is better than “Factors that affect the germination of seeds”.

• “Gel electrophoresis: The construction of an apparatus and the separation of proteins in heat-treated cow's milk” is better than “Uses of the gel electrophoresis technique”.

Treatment of the topic Students should point out early in the essay how the research question was arrived at and, if appropriate, how it was narrowed down, by briefly outlining related aspects that are not being considered in the essay. Students should be encouraged to formulate one or more hypotheses based on the research question. A single well-formulated question may give rise to a small number of precise hypotheses. Essays in biology may be based on data collected by the student through experimentation, survey, microscopic observations, biological drawing, fieldwork or some other appropriate biological approach. Alternatively, essays may be based on data or information obtained from literature, ideally from primary sources, and manipulated or analysed in an original way by the student. Essays that simply restate facts or data taken directly from the sources are of little value. Whichever approach is chosen, the student must ensure that sufficient resources, in the form of data and information, can be obtained in order to allow the topic to be effectively researched.



Business and Management

An extended essay in business and management provides students with an opportunity to carry out in-depth research in an area of personal interest relating to business and management. This is likely to be in the context of the Diploma Programme business and management course, but students may also want to consider issues that fall outside the scope of this. For example, they may want to undertake a detailed investigation into work relating to a specific regional/national context, or perhaps practical applications relating to the work of a particular management theorist. Whichever research area is chosen, it should be firmly rooted in the realms of accepted business and management theory. The extended essay provides students with an opportunity to develop research skills by reviewing business theory, concepts and principles, and critically analysing how these have been put into practice in the business world and the resultant impact on business activity. This will involve broad and detailed research using a range of sources. Excessive reliance on a single type of source, such as a company’s annual report, is unlikely to give students sufficient scope or breadth in their analysis of the research question. The extended essay requires the application of business theory, tools and techniques to produce a coherent and structured analytical essay that effectivelyaddresses the research question. Choice of topic

Students should undertake an extended essay that uses the core principles of business and management as a basis for researching a particular topic. In their choice of topic, students are strongly advised to ensure they develop a research question that enables them to carry out relevant research and apply business theory, tools and techniques.It is important that the research question is sufficiently focused to allow adequate treatment within the word limit. The following examples of titles for business and management extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title):

• “What motivates employees? Can Herzberg’s motivation theory help explain the improvement in productivity at XYZ Ltd?” is better than “Have motivational techniques benefited XYZ Ltd?”.

• “How significant has the contribution of Just-in-Time production been in improving efficiency in the textile industry?” is better than “How effective are Just-in-Time production techniques?”.

• “Why has the practice of publishing environmental audits been adopted more widely in Country X than in Country Y?” is better than “Why do firms publish environmental audits?”.

The topic may be chosen because of an interest in issues raised in the classroom, aspects of a student’s own experience, or current events. The choice and treatment of the topic must, however, ensure that the student can address all the assessment criteria. An essay that is purely descriptive must be avoided: analysis and evaluation arecritically important. It may help in achieving this if the student further defines the topic chosen for study in the form of a research question, followed by a statement of intent that indicates which methodology is going to be used in answering the question. In this way, the approach to the topic chosen may be even further clarified



Chemistry

An extended essay in chemistry provides students with an opportunity to investigate a particular aspect of the materials of our environment. Such extended essays must be characterized by a particular chemical emphasis within a more general set of research criteria. The outcome of the research should be a coherent and structured piece of writing that effectively addresses a particular issue or research question and arrives at a particular, and preferably personal, conclusion. Choice of topic

It is important that the extended essay has a clear chemical emphasis and is not more closely related to another subject. Although the same assessment criteria apply to all extended essays, for an extended essay submitted in chemistry the topic chosen must allow an approach that distinctly involves chemistry. Where a topic might be approachedfrom different viewpoints, the treatment of the material must be approached from a chemistry perspective. A goodtopic is one where the single research question is sharply focused and can be treated effectively within the wordlimit. Perhaps the most important factor is the depth of treatment that can be given to the topic by the student. Broad or complex survey topics (for example, investigations into health problems caused by water pollution,chemotherapy for cancer treatment or the use of spectroscopy in chemical analysis) will not permit the student to discuss conflicting ideas and theories, nor to produce an in-depth personal analysis within the word limit. Some topics may be unsuitable for investigation because of safety issues. Other topics may be unsuitable because the outcome is already well known and documented in standardtextbooks, and the student may not be able to show any personal input. The following examples of titles for chemistry extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title):

• “The ratio of the gases evolved at the positive electrode during the electrolysis of common salt solution” is better than “Electrolysis of solutions”.

• “Spectrophotometric determination of trace amounts of lead in drinking water” is better than “Water analysis”.

• “The effects of sugar-free chewing gum on the pH of saliva in the mouth after a meal” is better than “Acid–base chemistry”.

• “How can the natural oxidant rutin be extracted and purified from the seed of the Chinese Scholartree?” is better than “Extraction of natural products from plants”.

Treatment of the topic

An extended essay in chemistry may be based on literature, theoretical models or experimental data. Whichever category or combination of categories is chosen, the student should ensure that sufficient data is available for evaluation and that the topic can be researched accurately using locally available resources. Students who choose to write an extended essay based on literature and/or surveys should ensure that their extended essay clearly shows its chemical basis. Essays written at the level of a newspaper or news magazine article are unlikely to achieve a high mark. Since chemistry is an experimental science, students are strongly encouraged to undertake experimental work as part of their research, although this is not compulsory. In order to place their research into the appropriate context, students should research the area of the investigation before commencing any experimental work. Where possible, they should consult original research using scientific journals, personal communications and the internet. Textbooks should never be the only source of information.



History

An extended essay in history provides students with an opportunity to undertake indepth research in an area of history of genuine interest to them. The outcome of the research should be a coherent and structured essay that effectively addresses a particular issue expressed as a research question, or, if this is unsuitable, a hypothesis. Students writing their extended essay in history are strongly advised to use a research question. Choice of topic

The topic chosen must focus on the human past, be worthy of study, and lend itself to systematic investigation in line with the published assessment criteria. Essays that focus on events of the last 10 years are not acceptable, as these are regarded as current affairs, not history. It is not a requirement for the topic to be chosen from the Diploma Programme history course, but it must be acceptable to the supervisor. It should provide an opportunity for critical analysis of source material, and not depend on summarizing general secondary sources (such as textbooks and encyclopedias), as this approach is likely to lead to an essay that is essentially narrative or descriptive. The topic chosen must be suitable for effective treatment within the 4,000-word limit, so those that cover many aspects of history, and/or a long time period, are unlikely to produce successful essays. Narrowing the scope of the essay will help to ensure a clear focus, and will also allow students to demonstrate detailed and specific historical knowledge, understanding and critical analysis. The following examples of titles for history extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title).

• “Causes of the collapse of the Mayan civilization” is better than “The Mayan civilization”. • “Varying interpretations of the Salem witch trials” is better than “Witch trials in North

America”. • “Use of the visual arts in fascist propaganda” is better than “Fascist propaganda”. • “Stalin’s use of the party machine and terror” is better than “The Soviet Union under Stalin”. • “The role of the Pan-African movement in the downfall of Kwame Nkrumah in 1966” is better

than “Kwame Nkrumah”. Treatment of the topic

It is important that the topic, as stated in the research question, is appropriate for a history extended essay. Where topics could be approached from different viewpoints, such as economics or geography, the treatment of material must meet the subject requirements of history. Students must choose a research question that is not of a trivial nature. Research questions that do not lead to systematic investigation, critical analysis and detailed understanding are unlikely to be suitable. Social history does include areas such as music and sport, but these are only acceptable for a history extended essay if they are tackled from a historical perspective. Adequate available sources are essential. If it is clear at an early stage in the research that they are not, a change of topic or focus should be made. Research requires the use of sources. Ideally, primary sources will be included but an essay that uses only secondary sources will not be disqualified. Many different approaches to the research question can be appropriate, for instance:

• using primary and secondary sources in order to establish and appraise varying interpretations • analysing sources in order to explain changing views over time of particular happenings or

developments



• using source material for a case study or local history project, perhaps leading to a comparison of local and national developments

• collecting and analysing oral and written data from family and other contacts to help explain past happenings, perhaps leading to a comparison of local and national developments

• using all available sources to answer the question posed.

Literature

A group 1 extended essay is intended for students who are writing in their best language (that is, students who could offer the language in question as a language A).The essay must be written in the language for which it is registered. A group 1 extended essay in categories 1 and 2 in literature provides students with an opportunity to:

• study in-depth a literary topic that is suitable in nature and scope for discussion in this form • engage in independent literary criticism and include, where appropriate, established critical

comment • develop the ability to put forward their views persuasively and in a well-structured manner,

using a • register appropriate to the study of literature. • A group 1 extended essay in Category 3—Studies in language provides students with an

opportunity to: • develop skills of textual analysis by considering how language, culture, and context influence

the ways • in which meaning is constructed in texts • think critically about the different interactions which exist between texts, audiences, and

purposes • develop the ability to convey views persuasively and in a well-structured manner, using an

appropriate academic register. Choice of topic

The extended essay may relate to work studied in class but students must take care in all cases to demonstrate relevant wider reading and individual study. Appropriate literary works may be chosen from any source including the IB Diploma Programme prescribed list of authors. Most importantly, texts should be of sufficient literary merit to enable the student to develop sustained literary analysis. The following examples of research questions for extended essays are intended as guidance only.

“What are the role and the significance of dance in Pride and Prejudice and Emma?” “How is the subject of death treated in selected poems by Emily Brontë and Emily Dickinson?” “How and why does Cendrars modify facts and rewrite history in his first novel?”

Mathematics

An extended essay in mathematics provides students with an opportunity to demonstrate an appreciation of any aspect of the subject, whether it is:

• the applicability of mathematics to solve both real and abstract problems • the beauty of mathematics as in, for instance, geometry or fractal theory • the elegance of mathematics in the proving of theorems as in, for example, number theory



• the origin and subsequent development of a branch of mathematics over a period of time, measured in tens, hundreds or thousands of years

• the links between different branches of mathematics and the powerful structures that enable manyseemingly different problems to be solved by a single theory

• the way that a branch of mathematics has been born, or has flourished, as a result of technology.

These are just some of the many different ways that mathematics can be enjoyable or useful, or, as in many cases, both. Choice of topic

The extended essay may be written on any topic that has a mathematical focus and it need not be confined to the theory of mathematics itself. Students may choose mathematical topics from fields such as engineering, the sciences or the social sciences, as well as from mathematics itself. Statistical analyses of experimental results taken from other subject areas are also acceptable, provided that they focus on the modelling process and discuss the limitations of the results; such essays should not include extensive non-mathematical detail. A topic selected from the history of mathematics may also be appropriate, provided that a clear line of mathematical development is demonstrated. Students will normally be expected either to extend their knowledge beyond that encountered in the Diploma Programme mathematics course they are studying, or to apply techniques used in their mathematics course to modelling in an appropriately chosen topic. The following examples of titles for mathematics extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title):

• “Prime numbers in cryptography” is better than “Prime numbers”. • “The Hausdorff dimension of fractal sets” is better than “Fractals”. • “Continued fractions in birth–death processes” is better than “Continued fractions”. • “The proof of the law of quadratic reciprocity” is better than “CF Gauss: the mathematician”. • “Using graph theory to minimize cost” is better than “Graph theory”.

Treatment of the topic

Whatever the title of the extended essay, students must apply good mathematical practice that is relevant to the chosen topic. Data must be analysed using appropriate techniques; arguments correctly reasoned; situations modelled using correct methodology; problems clearly stated and techniques at the correct level of sophistication applied to their solution. There must be sufficient explanation and commentary throughout the extended essay to ensure that the reader does not lose sight of the purpose of the essay in a mass of mathematical symbols, formulae and analysis.

Music

An extended essay in music provides students with an opportunity to undertake in-depth research into a topic of genuine interest to them. The student is encouraged to develop and explore, in a disciplined and imaginative way, a research question appropriate to the subject. The outcome of the research should be a coherent and structured piece of writing that effectively addresses a particular issue or research question and arrives at a particular, and preferably personal, conclusion. Real music should be at the heart of an extended essay in music. This means that particular pieces of music, experienced via recordings, live performances or concerts, should be chosen as the core focus of the



extended essay. Students should strive for a coherent verbal analysis and interpretation of one or more pieces of music inrelation to the chosen research question. Absolute reliance on textbooks and the internet is discouraged and no extended essay in music should be based exclusively on such sources. Textbooks should be consulted only insofar as they may stimulate original ideas, provide models of disciplined, structured and informed approaches, and encourage direct and personal involvement with the essay topic. Choice of topic

The chosen topic may be inspired by one or several of the areas of interest listed here. (Please note, this is not an exhaustive list, but is intended for guidance only).

• Aspects of the Diploma Programme music course • Local performances or concerts • Musical cultures that students have encountered that are not their own • Personal contact with composers and/or performers • Direct involvement in actually making music • Recordings • Music on the internet, or downloaded from it • Other music that has a particular interest, emotional appeal or other importance for the student

It is essential that the topic chosen is distinctively musical. It is quite acceptable, for example, for a student to explore a topical question relating to popular music, jazz or blues, but the primary focus of the essay must be more concerned with the music itself than with the lives of the performers, the nature of the instruments used or thelyrics. Supervisors should, therefore, strongly discourage students who are primarily interested in analysing text or lyrics, particularly of pop songs, from submitting extended essays in music. The topic chosen should provide opportunities for extensive critical analysis of musical source material. To achieve this goal, it is essential that the research question chosen can be effectively answered. The following examples of topics for music extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title):

• “The use of contrapuntal techniques in Bach's Art of Fugue” is better than “Bach's Fugues”. • “Harmonic innovation in the bebop style of Dizzy Gillespie” is better than “The music of Dizzy

Gillespie”. • “The role of minimalist techniques in Balinese gamelan” is better than “Balinese gamelan”. • “The influence of jazz in Gershwin's Porgy and Bess” is better than “Gershwin's Porgy and

Bess”.

Physics

An extended essay in physics provides students with an opportunity to apply a range of skills while researching a topic of personal interest in the field of physics. An extended essay in physics must take the form of aresearch paper involving a hypothesis or a model, or a critical analysis, that demonstrates argumentation, comparison, or the extraction of relevant information or data. The outcome of the research should be a coherent and structured piece of writing that effectively addresses a particular issue or research question and arrives at a particular, and preferably personal, conclusion. Choice of topic

It is important that the extended essay has a clear emphasis on physics and is not more closely related to another subject. A physics extended essay should, therefore, have a basis in physical theory and emphasize



the essential nature of the subject. An extended essay in an interdisciplinary area such as materials science will, if registered as aphysics extended essay, be judged on its physics content, not its chemical content. The purpose of the essay is not principally to inform the reader about a specific topic, nor should it be a summary of the latest discoveries in physics. The student must be personally involved with the subject matter and not simply an informant. The topic should represent a challenge for the student. Some topics may be unsuitable for investigation because of safety issues. Students should choose a well-focused, well-defined and realistic topic that allows for an in-depth treatment. Broad or complex survey topics, for example, investigations into black holes, gravity, time machines, the Higgs particle or the fate of the universe, will not permit the student to discuss conflicting ideas and theories, nor to produce an indepth personal analysis within the word limit. Also, by definition, some topics are not suitable for an extended essay in physics, which is an experimental science with a specific approach and techniques. The following examples of titles for physics extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title):

• “Orbital determination of a minor planet” is better than “Gravitation”. • “The variation in resistance of a wire subjected to different strains” is better than “Measuring

the resistivity of different materials”. • “The use of interference fringes to measure small displacements” is better than “Making

interference patterns”. • “The range variation of water flowing out of a hole in a container” is better than “An

application of Bernoulli’s principle”. • “The impact of the resistivity of the metal of a pipe and the pipe’s wall thickness on the terminal

velocity of a cylindrical magnet falling down the metallic pipe” is better than “Eddy currents”. Moreover, it may help if the student further defines the topic chosen for study in the form of a research question, followed by a statement of intent that indicates which broad process is going to be used in answering the question. In this way, the However, the aim of the essay may also be presented as a statement or as a hypothesis rather than an actual question. Some examples are as follows. Treatment of the topic

Every extended essay in physics will involve some research into the background or theory of the topic selected. However, extended essays in physics may then vary. Students may choose any of the following approaches.

• Experimental: design and implementation of an experiment, then personal collection and analysis ofthe data.

• Data-based: location and extraction of raw or processed data, not collected directly by the student,which is then further refined and analysed.

• Theoretical: development of a quantitative or semi-quantitative description of some physical phenomenon, exercise of the model, predictions about its behaviour and limitations.

• Survey: formulation of a cohesive, ordered, analytical and supported (qualitative and quantitative)discussion of the topic.

• Combination: some combination of the approaches listed above. All extended essays in physics should summarize the scope and limitations of the work undertaken. This should always include analysis of any experimental design, uncertainties and precision of data, mathematical techniques, relationships with theoretical models, and reliability and quality of sources.



Psychology

An extended essay in psychology provides students with an opportunity to investigate an area within the field of psychology that is based upon personal interest, and which may well go beyond the Diploma Programme psychology course. Students are able to pursue actively a research question that will develop their analytical and communication skills, and their understanding of behaviour. Students should have a well-developed understanding of what falls within the scope of psychology when they are developing their topic. Choice of topic

An extended essay in psychology allows students to investigate a topic of personal interest in a systematic manner. The essay should be based on a well-focused research question that the student attempts to answer throughout the course of the essay. The essay should be considered more of an investigative, analytical argument than aresearch hypothesis to be uncovered by use of research methods in a formal psychological study. Data collection and research methods, such as experiments, surveys, observations and case studies, are not appropriate for a psychology extended essay, and should not form part of the student's project. Psychology is a broad field that has many subsets and specialties, providing a wide range of possible topics. Past experience strongly suggests that personal interest plays an important role in the success of an essay and it is recommended that students consider their own personal interests, such as sport or child development, as a startingpoint in the process. After selecting a field of interest, students can then consider areas of investigation within that field in order to narrow the scope of their essay and research question. For example, a student might be highly interested in commercial aviation. Many large commercial airlines employ psychologists to investigate pilotperformance and factors such as stress or emergency management. A research question that may follow from this could be “To what extent has research on stress with airline pilots improved airline safety standards?”. The topic selected need not be from the current Psychology guide. In fact, some of the most interesting, engaging and successful extended essays are not necessarily based solely on material learned as part of the psychology course. Essays confined to the guide often produce descriptive, dispassionate accounts of classic psychological research. Supervisors do not need to have detailed knowledge of the student's topic: this is a less important factor in topic selection than availability of resources, student interest and the scope of the essay. Topics that generally fall within the area labelled as “pop psychology” or “self-help” are usually not appropriate for the extended essay. Psychology extended essays must be supported with careful and appropriate citation of relevant theories and/or studies within psychology. This implies that the best resources are academic and psychological research journals and texts. Anecdotal support or references from popular publications do not form an appropriate base from which to develop an extended essay in psychology. Additionally, popular topics such as eating disorders, dysfunctional behaviour (such as schizophrenia and depression) and forensic psychology pose a challenge to students unless they have a tightly focused research question. These are very ambitious topics that need far more time and experience thanstudents have at their disposal. The research question must be focused and provide direction for a psychological argument, issue or topic. Topics that are general in nature inevitably lead to a descriptive and superficial recounting of what can be found in many resources, rather than the development of an argument that attempts to answer a specific question. A more focused question leads to a more tightly developed essay that makes appropriate use of psychological research as the basis for a reasoned argument. While the research question does not need to be phrased as a question, to encourage focus within the essay, it is often helpful to the student if the research question is thought about as anactual question itself.



In this way, students can ask themselves “Have I answered this question?”. It is also appropriate for the title to be phrased similarly to the research question, which, again, refocuses the development of the essay. Treatment of the topic

Specific reference to relevant psychology concepts, theories and studies must be integrated throughout each extended essay; these form the basis for the development of an argument in response to the research question. Students should incorporate relevant psychological research, and demonstrate critical awareness and understanding of the material. Analysis should go beyond description or recitation of published material and include original analysis by the student. An important skill that is developed throughout the psychology course is that of evaluative commentary and argument. The current Psychology guide includes a framework for evaluation that trains students to address cultural, ethical, gender or methodological considerations that mayaffect the interpretation of behaviour resulting from a particular study or theory. Comparative analysis might also be an evaluative strategy relevant for inclusion in an extended essay. Students should keep these considerations in mind when selecting a topic, defining a research question and developing an argument.

Visual arts

An extended essay in visual arts provides students with an opportunity to undertake research in an area of the visual arts of particular interest to them. The outcome of the research should be a coherent and structured piece of writing (with appropriate illustrations) that effectively addresses a particular issue or research question, appropriate to the visual arts (broadly defined also to include architecture, design and contemporary forms of visual culture). The research may be generated orinspired by the student’s direct experience of artwork, craftwork or design, or interest in the work of a particular artist, style or period. This might be related to the student’s own culture or another culture. Personal contact with artists, curators and so on is strongly encouraged, as is the use of local and/or primary sources. Absolute reliance on textbooks and the internet is discouraged and no extended essay in visual arts should bebased exclusively on such sources. Textbooks should be consulted only insofar as they may stimulate original ideas, provide models of disciplined, structured and informed approaches, and encourage direct and personal involvement with the essay topic. Choice of topic

Topics that are entirely dependent on summarizing general secondary sources (such as universal art history textbooks, and encyclopedias), and topics that are likely to lead to an essay that is essentially narrative or descriptive in nature, should be avoided. Biographical studies of artists must address a relevant issue or research question and arrive at a particular, and preferably personal, conclusion. Choosing a topic that covers many aspects of art history and/or a long period of time is also unlikely to result in a successful essay. Restricting the scope of the essay will help to ensure a clear focus and will provide opportunities for demonstrating detailed understanding and critical analysis. The following examples of titles for visual arts extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title):

• “How did Wassily Kandinsky use colour?” is better than “The Bauhaus”. • “An analysis of African influences on Henry Moore” is better than “20th-century British

sculpture”.



• “What is the artistic significance of recent poles raised by the First Nations of Haida-Gwai?” is better than “The art of Native North American people”.

• “Klimt’s use of gold” is better than “Sezession in Berlin”. • “Robert Ntila’s etching techniques: a critical investigation” is better than “Contemporary East

African art”. Treatment of the topic

Students should be encouraged to formulate a research question of personal interest and to draw on a variety of sources to support their arguments, such as textual analysis, study of original artworks or designedartifacts, and interviews with practitioners or authorities on the subject. Students should be helped to identify and choose appropriate sources, both primary and secondary, and appropriate methods of research. Research questions that do not allow a systematic investigation that demonstrates critical artistic analysis and detailedunderstanding are unlikely to be suitable. In some instances, it may become clear at an early stage in the research that too few sources are available to permit such an investigation. In such cases, a change of focus should be made. The inclusion and discussion of appropriate visual reference material is of particular importance in visual arts extended essays. Such material must, however, be directly supportive of, and relevant to, the analysis/argument. It should be neatly presented, properly acknowledged, and should appear in the body of the essay, as close aspossible to the first reference. In order to promote personal involvement in the extended essay, the use of local and/or primary sources should be encouraged wherever possible. However, it is appreciated that, in certain situations, students may not necessarily have access to primary sources. In such situations, reproductions, videos, films or photographs/internet images of a high quality are considered acceptable sources. An argument should be well substantiated, with comments and conclusions supported by evidence that is relevant and well founded, not based simply on the student’s preconceptions. Students are expected to evaluate critically the resources consulted during the process of writing the essay by asking themselves the following questions.

• Which sources are vital to the support of my ideas, opinions and assertions? • Which sources do not contribute to the analysis? • Many different approaches to the research question can be appropriate, for instance: use of

primary sources (artwork and artists) and secondary sources (material about the visual arts) in order to establish and appraise varying interpretations, collecting and analysing reproductions of artwork, possibly leading to a comparison of similar or different images.

• Students should also demonstrate awareness of other issues surrounding the art studied. o Do I show an awareness of the value and limitations of the art I am studying through

analysing its origin and purpose? o Do I show a consistently good artistic understanding in setting the research question into

context and o addressing it fully and effectively?

• Relevant outcomes of this analysis should be integrated into the student's argument. • The argument should also be well substantiated:

o With what evidence do I support my comments and conclusions? o Is this evidence relevant and well founded, and not based simply on my preconceptions?

Narrowing your subject to a manageable topic A topic that covers too much material is a common problem for students. Depending on your interests, a general topic can be focused in many ways.Once you have chosen the subject, choose a topic within that subject by asking yourself:



What do I already know about this subject? What topics have I enjoyed learning about? Is there a specific time period that I want to cover? Is there a geographic region or country on which I would like to focus? Is there a particular aspect of this topic that interests me?

From Narrowed Topic To Research Question Refining your Research Question for IB Standards

A good research question is the central element of a well-written paper. It’s a strong question that you can support with evidence or “grounds.” You are likely to offer warrants, those general principles that explain why you think your evidence is relevant to your research question (and perhaps why your readers should believe you and change their way of thinking), and qualifications that will make your question and supporting evidence more detailed and precise. This is an opportunity for you to make connections between published research on your topic and what you think. A research question is not simplistic. Your research question must be contestable in some way or you cannot proceed until it is. Your research question must lead your readers to think (because they’ve never before thought about your claim) or rethink (because they have long thought about your claim in a different way). Your research question is the product of your own critical thinking after you have done some preliminary research.

There is a difference between a topic and a question.

You may have found your topic, but within that topic you must find a question, identifying what you hope to learn. If your question does not work well, no matter how strong the rest of the essay, the essay is unlikely to be successful. Because of this, it is common to spend more time on the researching, conceptualizing and forming the research question than on any other part of the essay. Your research question is the most critical part of your research proposal –

• it defines the proposal, • it guides your arguments and inquiry, and • it provokes the interests of the reader.

To write a strong research question, consider what interests you.

This is key! The question needs to be one that interests you and is likely to remain intriguing or the duration of the project. There are two traps to be avoided. First, some questions are convenient – the best you can come up with when you are asked to state a question on a form, maybe – or perhaps you decide it will suffice. Second, some questions are fads. Make sure that you have a real, grounded interest in your research question, and that you can explore this and back it up by academic and intellectual debate. It is your interest that will motivate you to keep working to produce a good extended essay.

Think About it: What animates you? What matters to you?

Listen to yourself and start formulating your question by following your own interests. Remember, you will spend a lot of time researching and writing about the topic: if it does not interest you in the beginning, it will certainly become very difficult to write about in the end.

Research Question (Objectives 1 and 2)



The research question must be consistent with the requirements of the Extended Essay. The question must allow you to satisfy the assessment criteria for your chosen subject area. Familiarize yourself with the Assessment Criteria and how your chosen subject area interprets these Assessment Criteria. These Assessment Criteria for the Research Question are listed below: Students are expected to: 1. pursue a research project with intellectual initiation and insight 2. formulate a precise research question. This criterion assesses the extent to which the purpose of the essay is specified within the research question . 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.

Steps for writing a strong research question:

1. Look at your statement of purpose. If you have a detailed statement of purpose you should have the beginnings of an acceptable research question.

2. Examine the kinds of information you have gathered—pay attention to your notes or highlighted passages in articles and reference materials. Do you have enough evidence to support your purpose?

3. Question the amount of evidence that you have. Do you need more? 4. Decide which question you have the evidence to support. Be sure you can make a strong argument,

a strong case for your claim. 5. Write your research question. Consider the following approaches:

o Define a problem and state your opinion about it o Discuss the current state of an issue or problem and suggest/predict how it can be

resolved o Offer a possible solution to a problem o Offer a new perspective on an issue or problem o Theorize or propose how a situation should be changed or viewed differently o Compare or contrast o Offer your ideas how something has been influenced to be the way that it is/was

Example: I am studying public funding for the arts because I want to find out how accessible the arts are to those people who are members of the “working poor” in order to understand whether our tax dollars support cultural enrichment for all citizens regardless of their socio-economic status. Example: I am studying the political underpinnings of certain African countries that have the highest prevalence of AIDS/HIV in order to determine whether politics plays a role in prevention and treatment of the disease.



Checking your research question: • Is the question relevant to my chosen subject? • Is it a WHY...or HOW question – not just a WHAT…? • Does the question lend itself to the use of the concepts, methods, and theories in the chosen subject area? • Does the question require analysis, discussion, interpretation or evaluation? • Is the question clearly phrased, sharply focused and unbiased? • Can the question be effectively treated within the word limit (3500-4000 words)? Remember: A good research question is the central element of a well-written paper.

Practice exercise: writing purposeful questions

Step 1

•Name your topic. Early in your research, describe your work in one sentence. Use adjectives to describe your nouns.

•I am learning about (or reading about, or studying) ___________________________. •Example: I am studying public funding for the arts.

Step 2

•Suggest a question. Try to describe your research by developing a question that specifies something about your topic.

•I am studying _________ because (in order to) I want to find out (who, what, when, where, whether, why, or how) _______________________________.

•Example: I am studying public funding for the arts because I want to find out how accessible the arts are to those people who are members of the working poor.

Step 3

•Add a rationale. Take your questioning one step further by adding a second question aimed at determining your rationale.

•I am studying _______________ because I want to find out ______________________ in order to understand (how, why, or whether) ______________________.

•Example: I am studying public funding for the arts because I want to find out how accessible the arts are to the working poor so I can determine whether our tax dollars support cultural enrichment for all citizens regardless of their socio-economic status. (Note the rephrasing of the purpose stems.)

•Direct Question: To what extent do state and federal tax dollars support cultural enrichment for all citizens regardless of their socio-economic status?

Step 4

•Repeat the process. Now, repeat steps 1-3 as often as it takes for you to write enough detail to believe in what you are researching, know what you want to find out, and understand your reason for undertaking your research. Oh—and in between your attempts to work through these steps—have someone read your answers. This will force you to stay on track and keep working.

•When you can adequately state the “because I want to find out” portion of your topic, you have determined your reason/purpose for studying and writing about it. Be aware that this is a critical yet difficult step in the research process. You cannot write a full statement of purpose/rationale until you have gathered and read some solid information on your topic. Once you have done so, you’ll almost be ready to write your research question.



3. Ok so I've picked my topic...now what?

The Research Process When researching the extended essay, students should do the following.

Formulate a well-focused research question. Plan the investigation and writing process.

Identify how and where you will gather material. Identify which system of academic referencing you will use, appropriate to the

subject of the essay. • Set deadlines for yourselves that will allow you to meet the school’s requirements. Plan a structure (outline headings) for the essay. This may change as the investigation develops but it is useful to have a sense of direction. Undertake some preparatory reading.

If students discover that it will not be possible to obtain the evidence needed in the time available, the research question should be changed. This should be done sooner rather than later: students should not lose time waiting and hoping that something will turn up. Students should go back to stage 3, 2 or 1, and choose a new research question that can be answered.

Carry out the investigation.

The material gathered should be assembled in a logical order, linked to the structure of the essay. Only then will students know whether they have enough evidence for each stage of the argument so that they can proceed to the next.

Students should be prepared for things to go wrong. Sometimes they may discover something later in the investigation that undermines what they thought had been established earlier on. If that happens, the investigation plan needs to be revised.

First consider what are your information requirements?

As you begin to get organized for research, you will also want to consider the type, quantity, and format of information you will need. Answering the following questions may help you organize your extended essay research:

• How much information do you need? • Is currency important? • What types of publications do you want to read? (newspaper articles, books, journal articles,

diaries, trade publications, etc.) • What formats do you need? (both print and online should be used) • Is point of view an issue? Do you need opinions? • How much time do you have? Are there due dates throughout the process?

What are the keywords that describe your topic?

Once you have identified your subject area, and you’ve completed some background reading, think about questions that your research might help you answer. State your topic as a question. Think about the significant terms, concepts, and keywords that describe your topic. These terms will become the keys for searching online catalogues and databases, the Internet, and print resources for information about your topic.

Research Tips



• Consult the librarian to find out what resources are available in the school library. You can quickly discover many print resources that are not easily available on line and offer credible content.

• Be prepared to photocopy or print articles so you can highlight keywords, passages and important ideas as you read. This is important—it’s never easy to “go back” and find a great article or passage after the fact. You should keep all of your documentation until you have completed your IB studies.

• Do not rely on one single type of resource. IB guidelines require the use of a variety or resources. Essays that rely heavily on Internet sites typically do not receive high scores.

• You have likely narrowed your topic too severely if you cannot easily find resources.

Writing the Essay



Formal Presentation of the Essay

The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject from which the topic is drawn. The use of word processors is encouraged. The length of the extended essay

The upper limit is 4,000 words for all extended essays. This upper limit includes the introduction, the body, the conclusion and any quotations, but does not include:

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

Essays containing more than 4,000 words are subject to penalties and examiners are not required to read material in excess of the word limit. Title

The title should provide a clear indication of the focus of the essay. It should be precise and not necessarily phrased in the form of a question. Abstract

An abstract not exceeding 300 words must be included with the essay submitted. It does not serve as an introduction, but presents an overview of the extended essay, and should, therefore, be written last. The inclusion of an abstract is intended to encourage students to examine closely the development of an argument within the extended essay and the pertinence of any conclusions that are reached. It is also designed to allow readers to understand quickly the contents of the extended essay. The minimum requirements for the abstract are for it to state clearly:

• the research question being investigated • the scope of the investigation • the conclusion(s) of the extended essay.

The abstract should be typed or word processed on one side of a sheet of paper, and placed immediately after the title page. Contents page

A contents page must be provided at the beginning of the extended essay and all pages should be numbered. An index is not required.

Illustrations

Presentation and overall neatness are important, and it is essential that illustrative material, if included, is well set out and used effectively. Graphs, diagrams, tables and maps are effective only if they are clearly labelled and can be interpreted with ease. All such material that is incorporated into the extended essay



must be directly related to the text and acknowledged where appropriate. The use of photographs and other images is acceptable only if they are captioned and/or annotated and are used to illustrate a specific point made in the extended essay. Bibliographies, references and citations

An extended essay must reflect intellectual honesty in research practices and provide the reader with the exact sources of quotations, ideas and points of view through accurate bibliographies and referencing. Producing accurate citations, referencing and a bibliography is a skill that students should be seeking to perfect. Documenting the research in this way is vital: it allows readers to evaluate the evidence for themselves and it shows the student’s understanding of the importance of the sources used. Failure to comply with this requirement will be viewed as plagiarism and will, therefore, be treated as a case of malpractice. What is a bibliography?

A bibliography is an alphabetical list of every source used to research and write the essay. Sources that are not cited in the body of the essay, but were important in informing the approach taken, should be cited in the introduction or in an acknowledgment. The bibliography should list only those sources cited. There are a number of different documentation styles available for use when writing research papers; most are appropriate in some academic disciplines but not others. The supervisor should help the student decide on a style for the particular subject of the essay. It is important to remember that, whatever style is chosen, it must be applied consistently. When choosing the documentation style, the student needs to have a clear understanding of how it is to be used before embarking on the research task. The documentation style should be applied in both the final draft of the essay and in the initial research stages of taking notes. This is good practice, not only for producing a high-quality final product, but also for reducing the opportunities and temptation to plagiarize. Major documentation styles

The following are examples of acceptable documentation styles. • American Political Science Association (APSA) • American Psychological Association (APA) • Chicago • Council of Biology Editors (CBE) • Harvard citation and referencing guide • Modern Language Association (MLA) Finding information about such systems is not difficult. Entering a string such as “academic referencing” into an Internet search engine will bring up lots of useful material. Reputable university sites often allow comparison of several different systems (and do not usually disappear overnight). One such example (accessed 13 March 2006) is http://www.wisc.edu/writing/Handbook/Documentation.html. There are numerous other online guides to creating bibliographies, as well as printed writers’ handbooks. What is a reference?

A reference is a way of indicating to the reader, in an orderly form, where information has been obtained. A reference provides all the information needed to find the source material. References must be cited because they acknowledge the sources used, and enable the reader to consult the work and verify the data that has been presented. References must be given whenever someone else’s work is quoted or summarized. References can come from many different sources, including books, magazines, journals, newspapers, e-mails, Internet sites and interviews.



Internet references should include the title of the extract used as well as the web site address, the date it was accessed and, if possible, the author. Caution should be exercised with information on web sites that do not give references or that cannot be cross-checked against other sources. The more important a particular point is to the essay, the more the quality of its source needs to be evaluated.

What is a citation?

A citation is a shorthand method of making a reference in the body of an essay, which is then linked to the full reference at the end of the essay. A citation provides the reader with accurate references so that he or she can locate the source easily. How sources are cited varies with the particular documentation style that has been chosen. Page numbers should normally be given when referencing printed material: in some styles this will be in the citation, in others in the full reference. Once again, it is important to emphasize that there must be consistency of method when citing sources.

Appendices, footnotes and endnotes

Appendices, footnotes and endnotes are not an essential section of the extended essay and examiners are not required to read them, so care should be taken to include all information of direct relevance to the analysis and argument in the main body of the essay. An essay that attempts to evade the word limit by including important material in notes or appendices risks losing marks under several criteria. Unless considered essential, complete lists of raw data should not be included in the extended essay. Students should not constantly refer to material presented in an appendix as this may disrupt the continuity of the essay.

5. How to

...Write the 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.

What is the function of an introduction?

An introduction: • captures your audience's attention. • gives background on your topic. • develops interest in your topic. • guides your reader to your research question.



What process should you use to write an introduction?

One writes the introduction before writing the body of your essay. As the essay develops, the introduction may need to be revised. Many people write a rough draft and from that find out what their purpose really is and what they really believe. Then they revise the focus, language, or order of their introduction. This sequence -- of drafting an introduction and then revising and refining it once the body of the paper is sketched out -- is very common. Neither of the above situations is better!

...Write the 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.

Your conclusion wraps up your argument and leaves the reader with some final things to think about. Your conclusion should stem from what you have already written. Effective conclusions therefore often refer back to ideas presented in a paper’s introduction. In general, your conclusion should echo your major thesis without repeating the words verbatim. However, since your paper has already proven your thesis, your conclusion should move beyond it to reflect on the significance of the ideas you just presented. It should answer the question, “OK, I’ve read your paper, but so what?” In other words, why are these ideas important? Effective conclusions:

• Reflect on how your topic relates to larger issues (in the novel, in society, in history). • Show how your topic affects the reader’s life. • Evaluate the concepts you have presented. • Issue a call for action on the part of your audience. • Ask questions generated by your findings. • Make predictions. • Recommend a solution. • Connect back to introduction, esp. if you used a metaphor, anecdote, or vivid image. • Give a personal statement about the topic.

Conclusions to avoid:

• Beginning with “In conclusion …” • Restating your thesis and all your main points without adding anything new. • Bringing up a new topic. • Adding irrelevant details (esp. just to make a paper longer).



...Write the 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.

An abstract is a concise, stand-alone statement that conveys the essential information contained in an article, book, research paper, or document. Written in a direct non-repetitive style, the abstract should:

• Identify the problem (research question or thesis) investigated. • Describe the scope or method of investigation. • Summarize the results. • State the conclusion(s).

Writing the Abstract:

1. Highlight the sentences in the paper that detail the problem (objective) investigated. 2. Highlight the research question (or thesis). 3. Identify information (phrases, key words) that shows the scope and sequence of the

investigation—identify but do not explain. 4. Condense the conclusion into a few concise sentences.

Words of Advice:

1. For the first draft, don’t worry about length. Just try to cover all the important components that are required in the abstract. Use all the information that you highlighted and identified as you read through the essay (or article).

2. Take a word count before you begin to edit. 3. Begin editing by deleting words, phrases and sentences that are less important or provide more

explanation than necessary. 4. Look for places where sentences can be combined to omit extra words or condense ideas. 5. Delete unnecessary background information. 6. Do not use jargon, abbreviations, direct quotes or citations. 7. Avoid writing in the first person (I). Rather than saying, “In this essay I discuss…”, try a more

formal approach by starting your abstract with as opening similar to: "This essay discusses the effects of . . . . Specifically, this paper investigates (restate research question) . . .” “This essay examines how . . . . It attempts to answer the question . . .”

8. Write to the required word count.



...Critically Analyse Information Sources You can begin evaluating a physical information source (a book or an article for instance) even before you have the physical item in hand. Appraise a source by first examining the bibliographic citation. The bibliographic citation is the written description of a book, journal article, essay, or some other published material that appears in a catalogue or index. Bibliographic citations characteristically have three main components: author, title, and publication information. These components can help you determine the usefulness of this source for your paper. (In the same way, you can appraise a Web site by examining the home page carefully.) I. INITIAL APPRAISAL

A. Author What are the author's credentials--institutional affiliation (where he or she works), educational background, past writings, or experience? Is the book or article written on a topic in the author's area of expertise? Has your instructor mentioned this author? Have you seen the author's name cited in other sources or bibliographies? Respected authors are cited frequently by other scholars. For this reason, always note those names that appear in many different sources. Is the author associated with a reputable institution or organization? What are the basic values or goals of the organization or institution? B. Date of Publication When was the source published? This date is often located on the face of the title page below the name of the publisher. If it is not there, look for the copyright date on the reverse of the title page. On Web pages, the date of the last revision is usually at the bottom of the home page, sometimes every page. Is the source current or out-of-date for your topic? Topic areas of continuing and rapid development, such as the sciences, demand more current information. On the other hand, topics in the humanities often require material that was written many years ago. At the other extreme, some news sources on the Web now note the hour and minute that articles are posted on their site. C. Edition or Revision

Is this a first edition of this publication or not? Further editions indicate a source has been revised and updated to reflect changes in knowledge, include omissions, and harmonize with its intended reader's needs. Also, many printings or editions may indicate that the work has become a standard source in the area and is reliable. If you are using a Web source, do the pages indicate revision dates?

D. Publisher

Note the publisher. If the source is published by a university press, it is likely to be scholarly. Although the fact that the publisher is reputable does not necessarily guarantee quality, it does show that the publisher may have high regard for the source being published. E. Title of Journal Is this a scholarly or a popular journal? This distinction is important because it indicates different levels of complexity in conveying ideas. If you need help in determining the type of journal, see Distinguishing Scholarly from Non-Scholarly Periodicals. II. CONTENT ANALYSIS

Having made an initial appraisal, you should now examine the body of the source. o Read the preface to determine the author's intentions for the book. o Scan the table of contents and the index to get a broad overview of the material it covers. o Note whether bibliographies are included.



o Check for any special features such as important lists of statistics, charts and tables, etc. not found elsewhere.

o Read the chapters that specifically address your topic. Scanning the table of contents of a journal or magazine issue is also useful. As with books, the presence and quality of a bibliography at the end of the article may reflect the care with which the authors have prepared their work. A. Intended Audience What type of audience is the author addressing? Is the publication aimed at a specialized or a general audience? Is this source too elementary, too technical, too advanced, or just right for your needs? B. Objective Reasoning Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts. Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions. Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas. Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?

C. Coverage Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic? You should explore enough sources to obtain a variety of viewpoints. Is the material primary or secondary in nature? Primary sources are the raw material of the research process. Secondary sources are based on primary sources. Scholars use this primary material to help generate historical interpretations--a secondary source. Books, encyclopedia articles, and scholarly journal articles about the event or subject are considered secondary sources. In the sciences, journal articles and conference proceedings written by experimenters reporting the results of their research are primary documents. Choose both primary and secondary sources when you have the opportunity. D. Writing Style Is the publication organized logically? Are the main points clearly presented? Do you find the text easy to read, or is it stilted or choppy? Is the author's argument repetitive? E. Evaluative Reviews Locate critical reviews of books in a reviewing source, such as Book Review Index, Book Review Digest, OR Periodical Abstracts. Is the review positive? Is the book under review considered a valuable contribution to the field? Does the reviewer mention other books that might be better? If so, locate these sources for more information on your topic. Do the various reviewers agree on the value or attributes of the book or has it aroused controversy among the critics?



...Evaluate Web Sites Web pages in this section refers to the free web—web sites anyone can access—not web-based research tools like subscription databases resources that you (or your school or your public library) pay for and that must have a password to access. Begin each web page/site evaluation with the Five Criteria for Evaluating Web Pages. If the site stands up to this initial evaluation, use the process for Critically Analyzing Information Sources as you would for any print item. 1. Authority:

Who wrote the page? Look for the author's name near the top or the bottom of the page. If you can't find a name, look for a copyright credit (©) or link to an organization.

What are the author's credentials? Look for biographical information or the author's affiliations (university department, organization, corporate title, etc.).

Can you verify the author's credentials? Could the credentials be made up? Anyone who has visited a chat room knows that people don't always identify themselves accurately.

Did the author include contact information? Look for an email link, address, or phone number for the author. A responsible author should give you the means to contact him/her.

Whose web site is this? What organization is sponsoring the web page? Look at the domain (.com, .edu, .org, etc.). Look for an "about this site" link. Also look for a tilde (~) in the URL, which usually identifies a personal directory on a web site. Be careful of a web page that has a tilde in its URL. Internet service provider sites (AOL, Mindspring, MSN, etc.) and online community sites (GeoCities, Tripod, Angelfire, etc.) feature personal pages. Be careful of web pages from those sites, too.

2. Audience and Purpose: What is the purpose of the page? Why did the author create it?

The purpose could be advertising, advocacy, news, entertainment, opinion, fandom, scholarship, satire, etc. Some pages have more than one purpose. For example, http://www.dowjones.com/ provides free business information but also encourages you to subscribe to the Wall Street Journal.

Who is the target audience? academic researchers? kids? buyers of competitors' products? trekkers? political extremists? Look at reading level of the page: is it easy to read or challenging? Does it assume previous knowledge of the subject?

3. Currency: Is there a date at the top or bottom of the page?

But note: a recent date doesn't necessarily mean the information is current. The content might be years out of date even if the given date is recent. (The last update of the page might have consisted of someone changing an email address or fixing a typo.)

Is the information up-to-date? This takes a little more time to determine. Compare the information on the web page to information available through other sources like databases or print resources. Broken links are one measure of an out-of-date page.



In general, information for science, technology, and business ages quickly. Information in the humanities and social sciences ages less quickly. However, old information can still be perfectly valid.

4. Objectivity vs. Bias:

Is the author being objective or biased? Biased information is not necessarily bad, but you must take the bias into account when interpreting or using the information given. Look at the facts the author provides, and the facts the author doesn't provide. Are the facts accurately and completely cited? Is the author fair, balanced, and moderate in his or her views, or is the author overly emotional or extreme? Based on the author's authority, try to identify any conflict of interest. Determine if the advertising is clearly separated from the objective information on the page.

5. Support for Evidence: Does the author support the information he or she uses?

Look for links or citations to sources. Some academic web pages include bibliographies. Is the support respectable?

Does the page cite well-known sources or authorities? Does the page cite a variety of sources? Do other pages on the same topic cite some of the same sources? The web page in question should have a mix of internal links (links to web pages on the same site or by the same author) and external links (links to other sources or experts). If a web page makes it hard for you to check the support, be suspicious.



...Avoid Plagiarism

It's not enough to know why plagiarism is taken so seriously in the academic world or to know how to recognize it. You also need to know how to avoid it. The simplest cases of plagiarism to avoid are the intentional ones: If you copy a paper from a classmate, buy a paper from the Internet, copy whole passages from a book, article, or Web site without citing the author, you are plagiarizing. Here's the best advice you'll ever receive about avoiding intentional plagiarism: If you're tempted to borrow someone else's ideas or plagiarize in any way because you're pressed for time, nervous about how you're doing in a class, or confused about the assignment, don't do it. The problems you think you're solving by plagiarizing are really minor compared to the problems you will create for yourself by plagiarizing. In every case, the consequences of plagiarism are much more serious than the consequences of turning in a paper late or turning in a paper you're not satisfied to have written.

The consequences of accidental plagiarism are equally daunting and should be avoided at all costs. Whether or not you intended to plagiarize, you will still be held responsible. As a member of an intellectual community you are expected to respect the ideas of others in the same way that you would respect any other property that didn't belong to you, and this is true whether you plagiarize on purpose or by accident. The best way to make sure you don't plagiarize due to confusion or carelessness is to:

1) understand what you're doing when you write a paper

2) follow a method that is systematic and careful as you do your research.

In other words, if you have a clear sense of what question you're trying to answer and what knowledge you're building on, and if you keep careful, clear notes along the way, it's much easier to use sources effectively and responsibly and, most of all, to write a successful paper. If you have questions about plagiarism at any point in your research or writing process, ask. It's always better to ask questions than it is to wait for an instructor to respond to work that you have turned in for a grade. Once you have turned in your final work, you will be held responsible for misuse of sources.

With these principles in mind, here are some guidelines for conducting research responsibly:

Keep track of your sources; print electronic sources Keep sources in correct context Plan ahead Don't cut and paste: File and label your sources Keep your own writing and your sources separate Paraphrase carefully in your notes; acknowledge your sources explicitly when paraphrasing Don't save your citations for later Quote your sources properly Keep a source trail



...Cite sources What is meant by documentation?

Citing or documenting your sources means systematically showing what information or ideas you are quoting or paraphrasing, and where they come from. You are entitled to use someone else's words, ideas or information in your work. In fact you are required to document all sources. You must show that they are not your own by indicating their source. Documentation systems vary between different fields of study and between different journals or publishers within a field of study. Despite this variation, all referencing systems have the same basic components: Firstly an in-text reference to show that a piece of information, idea, quotation, etc. you have included in your writing belongs to another writer. It is always designed to be short because it is interrupting the text, and is usually in parentheses:

In recent years, there has been a rapid increase in car sales in Thailand (Honda 1995). OR

In recent years, there has been a rapid increase in car sales in Thailand (Honda, 1995). OR

In recent years, there has been a rapid increase in car sales in Thailand (Honda 135). OR

In recent years there has been a rapid increase in car sales in Thailand [1].

The reader then uses the in-text reference to find full bibliographic information (about when and where the source was published, and by which publisher) either at the end of the page or more usually at the end of the paper (as a footnote), thesis or book (depending on the documentation system used). A documentation system that in the text uses the author's family name will always list sources on the references page alphabetically by author's family name; a referencing system that uses numerical in-text references will usually list sources in the order in which they appear in the writing (not by author's name). This enables the reader to find sources easily.

...Summarise information

When you summarize, you provide your readers with a condensed version of an author's key points. A summary can be as short as a few sentences or much longer, depending on the complexity of the text and the level of detail you wish to provide to your readers. You will need to summarize a source in your paper when you are going to refer to that source and you want your readers to understand the source's argument, main ideas, or plot (if the source is a novel or play) before you lay out your own argument about it, analysis of it, or response to it.

Before you summarize a source in your paper, you should decide what your reader needs to know about that source in order to understand your argument. For example, if you are making an argument about a novel, you should avoid filling pages of your paper with details from the book that will distract or confuse your reader. Instead, you should add details sparingly, going only into the depth that is necessary for your



reader to understand and appreciate your argument. Similarly, if you are writing a paper about a non-fiction article, you will need to highlight the most relevant parts of the argument for your reader, but you should not include all of the background information and examples. When you have to decide how much summary to put in a paper, it's a good idea to consult your instructor about whether you are supposed to assume your reader's knowledge of the sources.

When you include a summary of a paper in your essay, you must cite the source. If you were using APA style in your paper, you would include a parenthetical citation in the summary, and you would also include a full citation in your reference list at the end of your paper. For this essay by Stanley Milgram, your citation in your references list would include the following information.

Milgram, S. (1974). The perils of obedience. In L.G. Kirszner & S.R. Mandell (Eds.) The Blair reader (pp.725-737). Upper Saddle River, NJ: Prentice Hall.

...Paraphrase information When you paraphrase from a source, you restate the source's ideas in your own words. Whereas a summary provides your readers with a condensed overview of a source (or part of a source), a paraphrase of a source offers your readers the same level of detail provided in the original source. Therefore, while a summary will be shorter than the original source material, a paraphrase will generally be about the same length as the original source material.



When you use any part of a source in your paper—as background information, as evidence, as counterargument to which you plan to respond, or in any other form—you will always need to decide whether to quote directly from the source or to paraphrase it. Unless you have a good reason to quote directly from the source, you should paraphrase the source. Any time you paraphrase an author's words and ideas in your paper, you should make it clear to your reader why you are presenting this particular material from a source at this point in your paper. You should also make sure you have represented the author accurately, that you have used your own words consistently, and that you have cited the source.

General advice on paraphrasing

1. When reading a passage, try first to understand it as a whole, rather than pausing to write down specific ideas or phrases.

2. Be selective. Unless your assignment is to do a formal or "literal" paraphrase, you usually don?t need to paraphrase an entire passage; instead, choose and summarize the material that helps you make a point in your paper.

3. Think of what "your own words" would be if you were telling someone who's unfamiliar with your subject (your mother, your brother, a friend) what the original source said.

4. Remember that you can use direct quotations of phrases from the original within your paraphrase, and that you don't need to change or put quotation marks around shared language.

http://writing.wisc.edu/Handbook/QPA_paraphrase.html#shared



Methods of Paraphrasing

Look away from the source then write. Read the text you want to paraphrase several times until you feel that you understand it and can use your own words to restate it to someone else. Then, look away from the original and rewrite the text in your own words.

Take notes. Take abbreviated notes; set the notes aside; then paraphrase from the notes a day or so later, or when you draft.

....Quote a text

A quotation is the use of your source's exact words in your work. A quotation may be as short as one word but, if that word is significant, it must be put in quotation marks and referenced. Quotations should include the exact words of your source inside quotation marks, e.g. "Everything we do is an experience of a kind" (Kenny 1996: 45). If you look in Kenny 1996 at page 45 you will find the words Everything we do is an experience of a kind with no alterations or omissions .

When and how much to quote

The basic rule of thumb in all disciplines is that you should only quote directly from a text when it's important for your reader to see the actual language used by the author of the source. While paraphrase and summary are effective ways to introduce your reader to someone's ideas, quoting directly from a text allows you to introduce your reader to the way those ideas are expressed by showing such details as language, syntax, and cadence.

So, for example, it may be important for a reader to see a passage of text quoted directly from Tim O'Brien's The Things They Carried if you plan to analyze the language of that passage in order to support your thesis about the book. On the other hand, if you're writing a paper in which you're making a claim about the reading habits of American elementary school students or reviewing the current research on Wilson's disease, you should paraphrase text from your sources. In these cases, the information you're providing is more important than the exact words used to make this claim. Whether you quote from your source or paraphrase it, be sure to provide a citation for your source, using the correct format.

How to introduce a quotation

Never quote from your sources without telling the reader who is speaking. If the speaker is the author of a book or article you used, you must mention his or her name in the sentence that introduces the quotation. FOR EXAMPLE: According to James L. Roark, President John F. Kennedy "tried to get black leaders to call off the March on Washington" in 1963.1 If your quotation is not from the author you read but from someone who is quoted by the author, then you introduce the person whose words are being quoted and not the author who quoted them. FOR EXAMPLE: One of the black leaders, James Farmer, responded to Kennedy's effort to get them to cool down by saying, "If we got any cooler, we'd be in a deep freeze."1



Once you have decided to quote part of a text, you'll need to decide whether you are going to quote a long passage (a block quotation) or a short passage (a sentence or two within the text of your essay). Unless you are planning to do something substantive with a long quotation—to analyze the language in detail or otherwise break it down—you should not use block quotations in your essay. While long quotations will stretch your page limit, they don't add anything to your argument unless you also spend time discussing them in a way that illuminates a point you're making. Unless you are giving your readers something they need to appreciate your argument, you should use quotations sparingly.

When you quote from a source, you should make sure to use the correct citation style.



...Frame source material

Make sure that every time you use material from a source, you introduce it in your own words and follow it with your own analysis or discussion so that your readers understand

1. What purpose the material is serving in your essay

and

2. Where your ideas end and the source's ideas begin. Your paper should never contain a paragraph that is solely based on a source without any commentary from you.

Every quotation you use in your paper should be introduced with a sentence of your own that alerts the reader to your reason for using the quotation. You should then follow the quotation with your own discussion so that your readers understand why you have quoted from the source and what you want them to take away from the quotation. Your paper should clearly focus on your argument, and your readers need to know how each source helps to develop that argument.



Quoting from long passages

If you're quoting from a long passage and you don't want to use the whole passage, you can omit parts of it by using the ellipsis mark. The ellipsis is three periods, with spaces between them, and indicates to your reader that words have been omitted. Remember that you are obligated to represent a quotation accurately and that you should only omit words if those words do not change the meaning of the quotation. You don't need to use the ellipsis at the beginning or the end of a quotation since it will be clear to your reader that you have not quoted the entire source.



FAQS

What are the benefits of writing the Extended Essay?

The Extended Essay demands an in-depth study of a student-chosen topic that is aligned with one of the IB subject areas. Writing an Extended Essay strengthens a student’s skills in a variety of areas including:

Conducting independent research Forming a clear and arguable research question/thesis Effectively using research to support the thesis Appropriately documenting sources used in the paper Managing an extended timeline for a project Communicating ideas and presenting arguments in an organized, logical and consistent

manner

By completing an Extended Essay, Diploma candidates experience a writing assignment that will prepare them well for the expectations of any university

Who will mark my extended essay? Your Extended Essay is evaluated externally by the IBO. You should become familiar with the Evaluation Rubric and refer to it as you write your paper. You will have the opportunity to discuss the challenges and triumphs involved in writing the Extended Essay and, perhaps more importantly, to reflect upon what you learned about your subject What does academic honesty mean?

The student is ultimately responsible for ensuring that his or her extended essay is authentic, with the work or ideas of others fully and correctly acknowledged. Additionally, it is the responsibility of a supervisor to confirm that, for each student he or she has supervised, to the best of his or her knowledge, the version of the extended essay submitted for assessment is the authentic work of the student. Both plagiarism and collusion are forms of malpractice that incur a penalty. The same piece of work, or two versions of the same work, cannot be submitted to meet the requirements of both the extended essay and another assessment component of a subject contributing to the diploma or an additional certificate. What citation style is best to use? With so many documentation systems available, it can be difficult to decide which system to use. Here are some tips: talk to your EE advisor, who will be able to tell you his/her preference, and which system is most commonly used for the field of study.

Should I avoid referencing other people's work?

Referencing other people's work is NOT a sign of weakness in their own work. In fact, the opposite is true. If you write up your research with no references to previous work, you are indicating to your reader that you are not familiar with the research that has already been done, and are therefore undermining your own credibility and the validity of your own work. Including references is a way of



What is the viva voce? The viva voce is a short interview between the student and the supervisor, and is a recommended conclusion to the extended essay process. Students who do not attend the viva voce may be disadvantaged. The viva voce serves the following purposes.

• A check on plagiarism and malpractice in general • An opportunity to reflect on successes and difficulties in the research process • An opportunity to reflect on what has been learned • An aid to the supervisor’s report

The viva voce will last between 10 and 15 minutes. The following are examples of questions that can be asked:

“On page *** you cite Z. I couldn’t find this reference (for example, website). Could you tell me more about it?”

“What have been the high and low points of the research and writing processes?” “What were the most interesting aspects of the process? Did you discover anything that surprised

you?” “What have you learned through writing this essay? Is there any advice you would want to pass on

tosomeone just starting out on an extended essay?”



Appendices

EE Schedule Guideline Since the EE is not formally taught and this is a component where you are responsible for your own learning, it is easy to allow this to slip down your list of priorities. Consequently, we have established a series of interim deadlines to enable your supervisor to be aware of your progress and to help you with any problems that arise.

DATE DEADLINE DONE

20th November 2014 Workshop on Extended Essay

Week 8

Follow up meeting with Year/DP Coordinator individually

Friday 28th Nov Complete EE proposal form and submit to DP coordinator

2nd December Initial meeting with EE supervisor

December- February 2015 Conduct independent research & formulate research question

30th January 2015 Second meeting with EE supervisor to discuss research

20th March 2015 Half draft deadline

20th April 2015 Full draft deadline

27th April 2015

Draft Feedback meeting with supervisor

12th June 2015

Final EE submission

18th June 2015

Viva Voce Interview with Supervisor

N.B. This schedule is intended an a guideline. The confirmed dates will be made available to you at

the beginning of next year.



EE Proposal Form

You need to fill in the following form, indicating your preferred subject area and topic. Wherever possible also submit a second choice subject

Student Name:

Higher Level Subjects Standard Level Subjects

1.

2.

3.

Proposed topics for Extended Essay

1. Subject Area:

Supervisor:

Topic / Focus for enquiry:

2. Subject Area:

Supervisor:

Topic / Focus for enquiry:

Have you already discussed this with your preferred supervisor?



Contract for Supervision of Extended Essay

A copy to be kept by IB student and one copy by supervisor

I___________________________________________________ (name), propose to write an extended essay in

_________________________ (name of subject) on the topic of ______________________________ under the supervision of

_______________________ (Name of Supervisor).

I have and read and understood the latest version of the general guidelines regarding the extended essay, as

well as the guidelines specific to the subject I have chosen. OR

I undertake to read and understand the latest version of the general guidelines regarding the extended essay, as

well as the guidelines specific to the subject I have chosen.

I agree to abide by the deadlines as specified overleaf, as may be modified in consultation with my supervisor.

I understand and will abide by the school policy with regard to academic honesty, and shall scrupulously cite all

references and sources of ideas, quotations, data, diagrams, illustrations and other information which I use in

my extended essay. I also agree that I will be solely responsible for any breaches of academic integrity in the

writing of my essay.

I fully understand that my supervisor’s responsibility will be

o To encourage and support me in my efforts

o To provide advice of a subject specific nature

o To provide guidance in developing the research skills necessary in the subject area of the essay

o To ensure that the essay is my own work

o To complete the supervisor’s report.

I also fully understand that my supervisor’s responsibility does NOTextend to

o Getting me started/telling me what to do

o Giving me a research question

o Giving me the source material

o Editing and proof-reading my work

o Checking calculations and correcting errors

o Guaranteeing success

I understand that my supervisor can declare this agreement void if I fail to fulfil its conditions. In

particular, I understand and agree that I will not receive the IB Diploma if I am unable to satisfy my

supervisor about the authenticity of my extended essay.



Supervisor: ............................................................. Date: ..................................... Student: .............................................

Supervisor Meeting Records

Do not expect your supervisor to tell you what to do!

Their role is to support you as you conduct your research, not to teach you. If you have not prepared for a

meeting by reading and coming with ideas and notes, they will not be able to help you and you will need to

reschedule your meeting for a later date. This will obviously put far more pressure on you when you face

the next interim deadline.

After your meeting please ask your supervisor to complete the meeeting summary, make sure you

complete your own comments.

Initial Meeting Record

Supervisor Name:

Did the student approach you to arrange a meeting at a time convenient to you both?

Date of meeting:

Length of meeting:

Did the student have a clear idea of the enquiry they wished to pursue?

Was this a suitable enquiry in terms of the IB requirements and accessible research material?

What working title was agreed?



Was the student well prepared to discuss this topic and to plan the next stage of research?

What guidance did you offer the student?

Do you have any further comments?

Student

Do you feel you know what you need to do next?



Independent Research Overview

Please complete this page before you meet with your supervisor for the second time.

Author & Title Comment about the material

1

2

3

4

5

6

7



8

9

10

What problems have you encountered?

What action have you taken?

What are your priorities for the next stage in your enquiry?



Your supervisor should then complete the following form. You should then fill in your own comments,

after the meeting.

Second EE Meeting Record

Supervisor

Did the student approach you to arrange a meeting at a time convenient to you both?

Date of meeting: Length of meeting:

Had the student carried out a suitable amount of research from academic works?

Was the student well prepared to discuss their research so far and to plan the next stage of

research?

What guidance did you offer the student?



Any further comments?

To be completed by the student

Did you find this meeting helpful?

Do you feel you know what you need to do next?



EE Coordinator: ....................................... Date: ........................................... Student: ...................................



Draft Submission Checklist Complete this before you submit your draft to your supervisor.

Draft Feedback Form

Tick a box indicate how confident you are for each requirement

The research question is clearly stated in either the introduction or

on the title page

Research question is sharply focused, making effective treatment

possible within the word limit.

The introduction clearly explains

the significance of the topic and why it is worthy of investigation.

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.

The essay demonstrates a very good knowledge and understanding

of the topic studied.

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.

The essay shows e!ective and sophisticated application of

appropriate analytical and evaluative skills.

The language used communicates clearly and precisely.

Terminology appropriate to the subject is used accurately, with skill

and understanding.

An e!ective 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.

Presentation requirements (e.g. title page, contents) have been

followed

The abstract clearly states the research question that was

investigated, how the investigation was undertaken and the

conclusion(s) of the essay.



Supervisor, please complete the following section when you discuss the draft essay with your

student.

Was the essay handed in punctually?

Did it fulfil the formal requirements for presentation?

What were the strengths of the essay?

What were the weaknesses?

Based on the marking criteria, where would you personally place this essay?



NB This is intended as a broad indication of the quality of the essay; it is not in any way an official

judgement.

Excellent good presentation, well planned investigation, tightly focused argument,

substantiated by wide ranging and well documented research, and good analysis

and evaluation of material.

Good presentation meets requirements, essay does focus on RQ and present an

argument, comments are based on documented research but this is not very wide

ranging or there are gaps in the material.

Acceptable presentation meets most requirements, there is some analysis but it is

not properly supported by evidence.

Weakpresentation does not meet requirement, information is provided but is not

analysed or used to sustain an argument

Poorpresentation does not meet requirements and research appears to have been

limited and superficial.

What recommendations have you made to the student?



Finally!

Once your Extended Essay is finished you should have something of which you can be proud. You may also be asked about it if you go for an interview at university and you have laid excellent foundations for university academic life.

It is a huge achievement to have completed an essay of this size and in such a formal style and you should be very pleased with what you have achieved.

WELL DONE!

(If there is anything you would like to say about this booklet or anything extra you think it would be helpful to include, please see your IB coordinator so that your comments can be acted upon in time for the next cohort of students.)

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