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Extended Essay Reminders
 

Extended Essay Reminders

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A few helpful hints for students as they move towards completing their extended essay.

A few helpful hints for students as they move towards completing their extended essay.

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    Extended Essay Reminders Extended Essay Reminders Presentation Transcript

    • General Revisions & Proofreading Recommendations
      • GENERAL REVISING TECHNIQUES
      • Is your research question clearly stated?
      • Is there enough lead-in in the introduction to establish the importance of and context for the statement/question?
          • Too much or too little?
      • Do you have a thesis statement that answers the question – and is arguable?
      • Is it clear to the audience what material you will follow?
      • Are there transitions between all sections and paragraphs to create flow?
      • Does each body paragraph have a topic sentence?
          • Does the topic sentence connect back to the thesis/question?
          • Establish a link with the previous paragraph’s content?
          • Give enough information so the reader could guess where a particular paragraph’s development would lead?
      • Near the end of each paragraph, do you remind readers why you are saying what you are saying by moving back up to abstract, general terms?
          • This is with or without a formal concluding sentence.
      • Does the order of paragraphs make sense? confuse
      • Are your examples reliable, representative, and convincing?
      • Are you sources convincing?
          • Is there a balance between your own insights and an expert’s opinions?
      • Are all sources and direct quotations explained or left standing on their own?
      • Has anything that goes off topic/is not essential been cut?
      • Does the conclusion say something different from your introduction?
      • Does it leave a good lasting impression, or is it wishy-washy?
      • EXTENDED ESSAY CRITERIA
      • How to make sure your essay meets the IB criteria:
      • A: Research Question
      • -In Intro and Abstract
      • -Make sure it is focused and specific
      • B: Introduction
      • -Research Question
      • -Thesis
      • -Context
      • -Significance
      • C: Investigation
      • -Systematic Investigation
      • -Appropriate Sources (be wary of online sources)
      • D: Knowledge and Understanding of the Topic
      • -”Academic Context”
      • E: Reasoned Argument
      • -Ideas presented clearly
      • -In a logical and coherent manner
      • F: Analytical and Evaluative Skills
      • -Analysis of subject, points, and sources
      • -Psychology, Politics, History – annotated bibliography
      • D,E, and F:
      • -All demonstrate the depth of your analysis and understanding
      • -Explanations should show, not tell
      • -Be explicit in your points, don’t imply
      • G: Use of Language
      • -Clear
      • -Precise
      • -Subject specific
      • Use the jargon and terminology of your subject
      • H: Conclusion
      • -Clearly stated and labeled
      • -Consistent with question, evidence, and argument
      • -Addresses unresolved questions
      • -Does NOT restate introduction
      • I: Formal Presentation
      • -All the things from last seminar: title page, page numbers, table of contents, citations, format, etc.
      • J: Abstract
      • -States clearly: 1) Research Question, 2) How the investigation was undertaken, 3) Conclusion and thesis
      • K: Holistic Judgment
      • -Initiative
      • -Insight
      • PROOFREADING
      • BEFORE you proof read:
          • Be sure you’ve revised the larger aspects of your text.
          • Set your text aside for a while (15 minutes, a day, a week) between writing and proofing.
          • Eliminate unnecessary words before looking for mistakes.
          • Know what to look for.
      • WHEN you proof read:
          • Work from a printout, not the computer screen.
          • Read out loud.
          • Use a blank sheet of paper to cover up the lines below the one you’re reading.
          • Use the search function of the computer to find mistakes you’re likely to make.
      • If you tend to make many mistakes, check separately for each kind of error.
          • Move from most to least important, and follow whatever technique works best for you.
    •