EE Introduction

IB EXTENDED ESSAYIB EXTENDED ESSAY
RELAXRELAX

THE EXTENDED ESSAYTHE EXTENDED ESSAY
It’s just a paperIt’s just a paper
The myth is worse than the realityThe myth is worse than the reality
You will spend more time worrying and whiningYou will spend more time worrying and whining
than workingthan working
Just do itJust do it
It’s like baking a cake – follow the recipeIt’s like baking a cake – follow the recipe

It’s Not Rocket ScienceIt’s Not Rocket Science
Planning and research makes the process a lot
easier!!

Why Bother?Why Bother?
 It is a requirement of the IB DiplomaIt is a requirement of the IB Diploma
 It is a class in your junior year.It is a class in your junior year.

THE EXTENDED ESSAYTHE EXTENDED ESSAY
“A study in depth of a limited topic”“A study in depth of a limited topic”
• Independent research supervised byIndependent research supervised by
a teachera teacher
• In a topic YOU choose from one ofIn a topic YOU choose from one of
the IB subject areas offered at Citythe IB subject areas offered at City
• On a question YOU developOn a question YOU develop
• Presented in 4000 wordsPresented in 4000 words
• In accordance with IB requirementsIn accordance with IB requirements

WHAT IS IT?WHAT IS IT?
 Prepares you for independentPrepares you for independent
research expected by universitiesresearch expected by universities
 Format is a formal research paper –Format is a formal research paper –
scholarly journalscholarly journal
 Written in a scholarly voiceWritten in a scholarly voice
 Essay is anEssay is an analyticalanalytical answer to aanswer to a
question YOU developquestion YOU develop

WHAT IS IT NOT?WHAT IS IT NOT?
 It is NOT a review of the literatureIt is NOT a review of the literature
 It is NOT a book report or plotIt is NOT a book report or plot
summarysummary
 It is NOT everything you everIt is NOT everything you ever
learned about your subjectlearned about your subject
 It is NOT your opinion, yourIt is NOT your opinion, your
thoughts, or your beliefsthoughts, or your beliefs

Benefits of the EEBenefits of the EE
Independent thinking
Follow directions and stay organized
Learn research skills
Introduction to academic work – analysis and
interpretation
Develop critical thinking skills
Develop essay writing skills
Learn to handle a major assignment
Work on an area you might study at university
Learn to work with a Supervisor – at university you will
work with a Tutor

General Time LineGeneral Time Line
 Due Date: End of Junior YearDue Date: End of Junior Year
 Senior Year: College Aps!Senior Year: College Aps!

How do we support you?How do we support you?
 Structure the process with due datesStructure the process with due dates
and supportand support
 Provide you with an EE advisor basedProvide you with an EE advisor based
on your research questionon your research question

The EE AdvisorThe EE Advisor
 Must be a City teacher (notMust be a City teacher (not
necessarily in your subject area)necessarily in your subject area)
 YOU are responsible for makingYOU are responsible for making
appointmentsappointments
 Will advise and guide you throughWill advise and guide you through
the researchthe research
 Will complete an Advisor’s Report atWill complete an Advisor’s Report at
the completion of the essaythe completion of the essay
 IB will not accept an essay w/o anIB will not accept an essay w/o an
Advisor.Advisor.

Responsibilities of the StudentResponsibilities of the Student
 Choose a topic of interest and investChoose a topic of interest and invest
the time into your research questionthe time into your research question
 Observe and follow all EE regulations,Observe and follow all EE regulations,
both general and specificboth general and specific
 Meet City/Advisor deadlines!!!Meet City/Advisor deadlines!!!
 Communicate with your advisor!Communicate with your advisor!
• Attend meetingsAttend meetings
• Ask for helpAsk for help
• Address emerging issuesAddress emerging issues
• Be honest and open!Be honest and open!

Advice to Students: DO…Advice to Students: DO…
 Start early! Follow CityStart early! Follow City
deadlines.deadlines.
 Think and plan carefully yourThink and plan carefully your
proposal and your questionproposal and your question
 Plan a schedule for yourself forPlan a schedule for yourself for
completing EEcompleting EE
 List every source on yourList every source on your
bibliography as you gobibliography as you go
 Follow the rubric and finalFollow the rubric and final
checklist City provideschecklist City provides

Getting to the Crucial ResearchGetting to the Crucial Research
QuestionQuestion
S-T-QS-T-Q
Subject….Subject….
Topic….Topic….
Question….Question….

Getting to the Research QuestionGetting to the Research Question
 Choose a SUBJECTChoose a SUBJECT
 Choose a TOPIC within that subjectChoose a TOPIC within that subject
 Choose a narrow RESEARCHChoose a narrow RESEARCH
QUESTION that will focus yourQUESTION that will focus your
research and argument.research and argument.

Choosing a SubjectChoosing a Subject
 Step 1:Know thyselfStep 1:Know thyself
 Step 2: Review the Guidelines andStep 2: Review the Guidelines and
RubricRubric
 Step 3: Read Sample EE’sStep 3: Read Sample EE’s

Choosing a TopicChoosing a Topic
 Limited in scope and sufficientlyLimited in scope and sufficiently
narrow to allow you to examine annarrow to allow you to examine an
issue in depthissue in depth
 But big enough so you may collectBut big enough so you may collect
and/or generate data for analysisand/or generate data for analysis
 Consult your advisor and LibrarianConsult your advisor and Librarian

Choosing a TopicChoosing a Topic
 If you’re not confused, you haven’tIf you’re not confused, you haven’t
spent enough time on it yet.spent enough time on it yet.
 Keep reading.Keep reading.
 If you haven’t changed your mind,If you haven’t changed your mind,
you haven’t spent enough time on ityou haven’t spent enough time on it
yet.yet.
 Read some more.Read some more.

The Research QuestionThe Research Question
 The MOST important part of theThe MOST important part of the
essay. There are NO good essaysessay. There are NO good essays
with BAD research questions.with BAD research questions.
 Think of the RQ as the map for theThink of the RQ as the map for the
essay – don’t create a map toessay – don’t create a map to
nowhere.nowhere.

IB ProhibitionsIB Prohibitions
 The RQ MUST be yours.The RQ MUST be yours.
 One student per Research Question –One student per Research Question –
this YOUR questionthis YOUR question

Advice to Students: Do NOT…Advice to Students: Do NOT…
 ……forget to analyze/answer the questionforget to analyze/answer the question
 ……ignore the EE rubricignore the EE rubric
 ……waste time collecting data irrelevantwaste time collecting data irrelevant
to your questionto your question
 ……surf the Internet aimlessly,surf the Internet aimlessly,
repeatedly, with no disciplinerepeatedly, with no discipline
 ……show lack of discipline in citingshow lack of discipline in citing
sourcessources
 ……describe or report other informationdescribe or report other information
 ……cite sources that aren’t used in papercite sources that aren’t used in paper

On the Record, From the IBO…On the Record, From the IBO…
 To qualify as a history EE,To qualify as a history EE, allall events discussedevents discussed
must take place ten years ago or moremust take place ten years ago or more
 Group 2 EEs must be written in the language forGroup 2 EEs must be written in the language for
which it is being submitted and must meetwhich it is being submitted and must meet
current teacher approvalcurrent teacher approval
 Students MAY NOT elaborate, overlap with, orStudents MAY NOT elaborate, overlap with, or
supplement an internal assessment from a DYPsupplement an internal assessment from a DYP
class with their EE choiceclass with their EE choice
 No two students may write an EE posing theNo two students may write an EE posing the
same or nearly same questionsame or nearly same question
 Students may further explore a question studiedStudents may further explore a question studied
in freshman or sophomore year, or one neverin freshman or sophomore year, or one never
explored in any class (though this is notexplored in any class (though this is not
recommended)recommended)

Off the Record from the IBOOff the Record from the IBO
 Quality is important, but so is quantity. Getting asQuality is important, but so is quantity. Getting as
close to the 4,000 word-count is important…close to the 4,000 word-count is important…
 Certain subjects grade students unfairly according toCertain subjects grade students unfairly according to
well-established IB schools. Ex: psychology.well-established IB schools. Ex: psychology.
 Reports on other scientific reports in sciences scoreReports on other scientific reports in sciences score
very low. Experimental designs are frequently avery low. Experimental designs are frequently a
must-have for a decent grade.must-have for a decent grade.
 If considering writing a group 2 essay, you’re requiredIf considering writing a group 2 essay, you’re required
to get a teacher signature. Don’t write one unlessto get a teacher signature. Don’t write one unless
you could score a 5 on the AP foreign language test.you could score a 5 on the AP foreign language test.
 Take the IBO’s advice here: “Choosing to write theTake the IBO’s advice here: “Choosing to write the
extended essay in a subject that is not being studiedextended essay in a subject that is not being studied
as part of the Diploma Programme often leads toas part of the Diploma Programme often leads to
lower marks.” This is not allowed at City.lower marks.” This is not allowed at City.
 Do not choose a subject that you are just beginningDo not choose a subject that you are just beginning
to have background in. This is not the time forto have background in. This is not the time for
beginner’s exploration. This is a time for furtherbeginner’s exploration. This is a time for further
exploration.exploration.

Advisor’s RoleAdvisor’s Role
 Use knowledge in subject area toUse knowledge in subject area to
provide advice and guidance toprovide advice and guidance to
studentsstudents
 Helps define research questionHelps define research question
 Aids in the research processAids in the research process
 Reads and comments on rough draftReads and comments on rough draft
 Submits a predicted grade to the IBOSubmits a predicted grade to the IBO
 Conducts theConducts the viva voceviva voce with studentwith student
 Reports plagiarism, if suspectedReports plagiarism, if suspected

The City EE ScheduleThe City EE Schedule
 Provides internal & external due datesProvides internal & external due dates
as the IBO strongly recommendsas the IBO strongly recommends
 Builds in mandatory in-school EEBuilds in mandatory in-school EE
Writing DaysWriting Days
 Assignments are listed on the LibguideAssignments are listed on the Libguide
and Managebac and expected to beand Managebac and expected to be
completed by the studentcompleted by the student
 Vast majority of work completed beforeVast majority of work completed before
senior yearsenior year

Combined Role: The IcebergCombined Role: The Iceberg
ModelModel
7/8 = Research Phase (Sept
2015-January 2016)
Student & advisor work together to:
Explore and discuss ideas
Locate appropriate resources
Discuss readings and ideas
Develop a suitable research question
Advisor monitors research progress
Represents 3-5 hours of work per
student
1/8 = Writing Phase (February
2016-June 2016)

Know the Criteria!Know the Criteria!
 A. Research Question (0-2)A. Research Question (0-2)
 B. Introduction (0-2)B. Introduction (0-2)
 C. Investigation (0-4)C. Investigation (0-4)
 D. Knowledge of topic (0-4)D. Knowledge of topic (0-4)
 E. Reason argument (0-4)E. Reason argument (0-4)
 F. Application of Analytical skills (0-4)F. Application of Analytical skills (0-4)
 G. Use of appropriate language (0-4)G. Use of appropriate language (0-4)

Know the Criteria (con’t)!Know the Criteria (con’t)!
 H. Conclusion (0-2)H. Conclusion (0-2)
 I. Formal presentation (0-4)I. Formal presentation (0-4)
 J. Abstract (0-2)J. Abstract (0-2)
 K Holistic Judgment (0-4)K Holistic Judgment (0-4)
 TOTAL possible points: 36TOTAL possible points: 36
See pages 25-31, Blue BookSee pages 25-31, Blue Book

Criterion A: The Research QuestionCriterion A: The Research Question
 Stated andStated and boldedbolded in the introductionin the introduction
 Correct diction, word by wordCorrect diction, word by word
 Correct qualifiers: more often open-endedCorrect qualifiers: more often open-ended
(why, how, to what extent, compare-(why, how, to what extent, compare-
contrast, etc.) than closed (“yes” or “no”contrast, etc.) than closed (“yes” or “no”
answers okay for science)answers okay for science)
 Preferable to use an IB Command TermPreferable to use an IB Command Term
 Meets “so what?” relevanceMeets “so what?” relevance
 Can/Must be answered in 3,500-4,000Can/Must be answered in 3,500-4,000
wordswords

Criterion B: IntroductionCriterion B: Introduction
 A prior-knowledge treatiseA prior-knowledge treatise
 BrieflyBriefly state question in context bystate question in context by
noting relevance of author, event,noting relevance of author, event,
time period, artisttime period, artist
 Briefly states reasons for pursuingBriefly states reasons for pursuing
this EE (use of “I” acceptablethis EE (use of “I” acceptable
sparingly)sparingly)
 Answers why this topic/questionAnswers why this topic/question
deserves to be studied/answered indeserves to be studied/answered in
an EEan EE
 Includes historiographyIncludes historiography

Criterion C: InvestigationCriterion C: Investigation
 Evaluation of sources/bibliography:Evaluation of sources/bibliography:
• Appropriate number?Appropriate number?
• Is there balance of primary vs.Is there balance of primary vs.
secondary?secondary?
• Groups 1, 2, 4, 6: emphasis must be onGroups 1, 2, 4, 6: emphasis must be on
primaryprimary
• Here, “imaginative” range of sourcesHere, “imaginative” range of sources
includes interviews, museums, concerts,includes interviews, museums, concerts,
personal photos, unique library tripspersonal photos, unique library trips
• For sciences, this criterion score rests onFor sciences, this criterion score rests on
discussion of methodology todiscussion of methodology to
demonstrate reliabilitydemonstrate reliability

Criteria D, E, F: The EE BodyCriteria D, E, F: The EE Body
 The most difficult points to earnThe most difficult points to earn
 Maximum of 2/4 for D and E ifMaximum of 2/4 for D and E if
research question is marked at “0”research question is marked at “0”

Criterion D:Criterion D:
Knowledge/Understanding ofKnowledge/Understanding of
TopicTopic
 ““Through writing, to what extentThrough writing, to what extent
do I show a reasonable expertisedo I show a reasonable expertise
on the subject to answer myon the subject to answer my
question?”question?”
 To earn a 3 or higher, theTo earn a 3 or higher, the
student must locate thestudent must locate the
“academic context,” or the place“academic context,” or the place
where current research sits andwhere current research sits and
work from that point forward, notwork from that point forward, not
revisit tired materialrevisit tired material

Criterion E: ReasonedCriterion E: Reasoned
ArgumentArgument
 The single most difficult criterionThe single most difficult criterion
 ““Is every paragraph working toIs every paragraph working to
answer my research question, or is itanswer my research question, or is it
just ‘there’?”just ‘there’?”
 ““Does my argument build throughDoes my argument build through
transition and flow, or is it choppytransition and flow, or is it choppy
and isolated?”and isolated?”

Criterion F: Application of AnalyticalCriterion F: Application of Analytical
Skills Appropriate to the SubjectSkills Appropriate to the Subject
 Paper avoids summaryPaper avoids summary
 Analyses data, evidence, researchAnalyses data, evidence, research
 English: “Am I analyzing but alsoEnglish: “Am I analyzing but also
judging the author’s literary merit?”judging the author’s literary merit?”
 History: “Have I evaluated theHistory: “Have I evaluated the
reliability of my sources somewhere inreliability of my sources somewhere in
the paper?”the paper?”
 Sciences: Please note specificSciences: Please note specific
requirements on your rubricrequirements on your rubric

Criterion G: Use of LanguageCriterion G: Use of Language
Appropriate to SubjectAppropriate to Subject
 Proper terminology to subjectProper terminology to subject
matter is utilizedmatter is utilized
 Active voice throughoutActive voice throughout
 Elimination of wordinessElimination of wordiness
(extensive adverbs and(extensive adverbs and
prepositional phrases)prepositional phrases)
 Strong vocabularyStrong vocabulary
 History: absence of sweepingHistory: absence of sweeping
generalizationsgeneralizations

Criterion H: ConclusionCriterion H: Conclusion
 NEVER a restatement of theNEVER a restatement of the
introduction!introduction!
 A post-knowledge treatiseA post-knowledge treatise
 States implications for further studyStates implications for further study
 Raises possible unresolved questionsRaises possible unresolved questions
 Notes any limitations of theNotes any limitations of the
essay/researchessay/research
 How might this research be takenHow might this research be taken
further?further?

Criterion I: The FormalCriterion I: The Formal
PresentationPresentation
 Easiest criterion of the EE!Easiest criterion of the EE! 
 Evaluation of contents and orderEvaluation of contents and order
 Check-off of bibliography elementsCheck-off of bibliography elements
 Under 4,000 words but more thanUnder 4,000 words but more than
37503750
 Neatness, readability, appearanceNeatness, readability, appearance
 No excuse for less than a 4!No excuse for less than a 4!

Criterion J: AbstractCriterion J: Abstract
 Written dead lastWritten dead last
 Maximum 300 wordsMaximum 300 words
 Three paragraphs, one for eachThree paragraphs, one for each
purpose:purpose:
• State the research question studiedState the research question studied
• State the method of investigation (howState the method of investigation (how
the paper proceeds)the paper proceeds)
• Provides a brief summary of conclusionsProvides a brief summary of conclusions
(what was found/discovered)(what was found/discovered)

Criterion K: Holistic JudgmentCriterion K: Holistic Judgment
 Result of the viva voce andResult of the viva voce and
evaluator’s opinionevaluator’s opinion
 How hard did the student work?How hard did the student work?
 Special circumstances?Special circumstances?
 Intellectual initiative?Intellectual initiative?
 Above and beyond the call of duty?Above and beyond the call of duty?

It’s all about analysisIt’s all about analysis
 Use EVIDENCE, DATA notUse EVIDENCE, DATA not
description, chronological lists.description, chronological lists.
 This is not a ‘report.”This is not a ‘report.”
 It’s an argument with supportingIt’s an argument with supporting
information.information.
 This is NOT a review of the literatureThis is NOT a review of the literature
—your voice must come through loud—your voice must come through loud
and clear.and clear.

It’s about the rules!It’s about the rules!
 Read the GuidelinesRead the Guidelines
 Make sure your RQ is in the rightMake sure your RQ is in the right
Subject – your essay will be submittedSubject – your essay will be submitted
to an examiner in YOUR subjectto an examiner in YOUR subject
 Follow Directions!Follow Directions!

It’s about the sources!It’s about the sources!
 Do not rely uncritically on Internet sourcesDo not rely uncritically on Internet sources
 Analyze your sources IN your essayAnalyze your sources IN your essay
 Primary sources over secondary sourcesPrimary sources over secondary sources
 No encyclopedia-like sourcesNo encyclopedia-like sources
 No City textbooksNo City textbooks
 No Wikipedia!!No Wikipedia!!
 Range and balance of sourcesRange and balance of sources

May 2013 World StatisticsMay 2013 World Statistics

IB Extended Essay SupportsIB Extended Essay Supports
Success at U Va.Success at U Va.
Key findings:Key findings:
 The IB’s extended essayThe IB’s extended essay doesdoes have an effect on student’s researchhave an effect on student’s research
confidence and willingness to engage in future research.confidence and willingness to engage in future research.
Former IB students felt strongly that the IB extended essay preparedFormer IB students felt strongly that the IB extended essay prepared
them to conduct various facets of the research process.them to conduct various facets of the research process.
When compared with former AP students, IB students wereWhen compared with former AP students, IB students were
significantly more likely to indicate they:significantly more likely to indicate they:
• felt prepared for college-level coursework involving research.felt prepared for college-level coursework involving research.
• had in fact executed a research project at U Va. took pride in their research.had in fact executed a research project at U Va. took pride in their research.
• intended to conduct future research.intended to conduct future research.
• found their research skills to be important to their future success.found their research skills to be important to their future success.
• felt supported, after completion of the extended essay, with skills such as gatheringfelt supported, after completion of the extended essay, with skills such as gathering
and evaluating evidence, and writing and time management, and that theyand evaluating evidence, and writing and time management, and that they
experienced reduced anxiety around writing.experienced reduced anxiety around writing.
A statistically significant relationship existed between extended essayA statistically significant relationship existed between extended essay
scores and first-semester and final semester college GPAs, afterscores and first-semester and final semester college GPAs, after
controlling for background characteristics.controlling for background characteristics.
Released:Released: 1/30/2013 9:00 AM EST1/30/2013 9:00 AM EST Embargo expired:Embargo expired: 2/1/2013 12:00 PM EST2/1/2013 12:00 PM EST
Source Newsroom:Source Newsroom: International BaccalaureateInternational Baccalaureate

Helpful Activity to Guide YouHelpful Activity to Guide You
 On a sheet of lined paper, consider and write in response to the followingOn a sheet of lined paper, consider and write in response to the following
prompt for at least 15 minutes (think, 5 minutes per section):prompt for at least 15 minutes (think, 5 minutes per section):
 PROMPT 1: Think about the classes that you have here at I.B. Which isPROMPT 1: Think about the classes that you have here at I.B. Which is
your favorite class (English, Spanish, History, Math, Visual Arts)? What doyour favorite class (English, Spanish, History, Math, Visual Arts)? What do
you enjoy about this class? Which is your second favorite class? Why?you enjoy about this class? Which is your second favorite class? Why?
 What are your real strengths in these classes: Are you an avid andWhat are your real strengths in these classes: Are you an avid and
perceptive reader? Do you excel at close-text analysis? Are youperceptive reader? Do you excel at close-text analysis? Are you
fascinated by wars and conflicts in history? Do you have a gift forfascinated by wars and conflicts in history? Do you have a gift for
evaluating the positions of different historians and analyzing primaryevaluating the positions of different historians and analyzing primary
sources? Are you a concrete problem solver? Do math and the applicationsources? Are you a concrete problem solver? Do math and the application
of mathematic principles and equations resonate with you and your way ofof mathematic principles and equations resonate with you and your way of
looking at the world? Are you more of a visual learner? Do art and artisticlooking at the world? Are you more of a visual learner? Do art and artistic
technique speak to you in ways that words and numbers cannot?technique speak to you in ways that words and numbers cannot?
 What aspects of the disciplines interest you the most? Think about unitsWhat aspects of the disciplines interest you the most? Think about units
or subjects that you have studied, and look for offshoots of these. Youor subjects that you have studied, and look for offshoots of these. You
cannot compose an extended essay on a topic that regurgitates a unit youcannot compose an extended essay on a topic that regurgitates a unit you
study in class, but you can pick a topic with some overlap. For example,study in class, but you can pick a topic with some overlap. For example,
you can pursue an author, an artist, a style, a historic event, or anyou can pursue an author, an artist, a style, a historic event, or an
experiment in a new and extended direction (with some limitations). Whatexperiment in a new and extended direction (with some limitations). What
are some topics that you would like to know more about? What would youare some topics that you would like to know more about? What would you
like to know?like to know?

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