Extended Essay Intro Presentation for IBDP students

7. Can I complete an IA and
EE on the same topic and
subject?

8. Can you write an EE
in two subjects?

9. Focus for today…
 Understand the requirements and process that will
prepare students to write the Extended Essay (EE)
 Gain a better understanding of the NEW changes.
 Understand the roles and responsibilities of the
student and an EE supervisor

10. https://ibpublishing.ibo.org/extendedessay/apps/dpapp/index.ht
ml?doc=d_0_eeyyy_gui_1602_1_e&CFID=1721154&CFTOK
EN=14461740&jsessionid=bc30995cad1b529d894d60704826
38196d53

12. IB Curriculum

13. Key Features of the EE
 A student must achieve a D grade or higher to be
awarded the Diploma.
 The extended essay is externally assessed and, in
combination with the grade for theory of
knowledge, contributes up to three points to the
total score for the IB Diploma.
 Represents a 40-hour commitment
 Supervisor submits a predicted grade and a
supervisor’s report to the IBO

15. Key NEW Features of the EE
 3 to 5 hours by a supervisor including 3 mandatory
reflection sessions
 NO more than 4,000 words Chinese 4800
 accompanied by RPPF of NO more than 500 words
 The third and final mandatory reflection session is the
viva voce, which is a concluding interview with the
supervising teacher.

16. Subjects
 Chemistry
 Chinese
 Biology
 Business Management
 Physics
 Economics
 English B
 History
 Mathematics
 Visual Arts
 Theatre Arts,
 ESS
 Psychology

17. Subjects
 Each one has specific requirements for the nature
of the paper; e.g. an EE in math would look very
different from one in English.

20. Extended Essay Grade Boundaries

24. EE Assessment Criteria
 Provides overview of each criterion assesses
 Forms the basis of the scoring rubric for all subject
areas
 Further advice on interpreting assessment criteria
provided within guidelines for each subject provided
in “Details—subject specific” section

25. Details—Subject Specific Guidelines
 Specific subject criteria
 Each subject area includes:
 Overview of subject
 Choice of topic
 Treatment of the topic
 Interpretation of the assessment rubric
All teachers and candidates must know subject-specific
details and criteria for students to be successful!

26. Supervisor Responsibilities
 Know subject area assessment criteria
 Read and comment on first draft only
 Monitor progress
 Read final version to confirm authenticity
 Conduct the viva voce
 Submit predicted grade
 Complete evaluator’s report
 Report malpractice, if suspected

27. Supervisor Responsibilities

 If students give their supervisor sections of their
extended essay to read, this is permissible but the
same section of work should not be looked at
repeatedly by the supervisor, nor should it be
heavily annotated or edited. Students and
supervisors must be clear that only one complete
draft of the essay is permitted to be looked at by
the supervisor.

28. The EE Advisor WILL NOT
 Tell you what to do
 Give a Research Question
 Give research resources
 Edit work
 Remind you of the deadlines
 Chase you down
 Schedule non-manditory appointments

29. Choosing a subject
 The essay can be done in any of the IB areas of study
 It cannot cross boundaries (e.g. a psychological look at
a biological problem-Inter disciplinary ) since it would
not fit into one discipline for grading purposes.
 Highly recommended that students choose a subject
they are studying in HL since then they have been
exposed to the “way” academic study in that field is
done.

30. Deciding on your topic
A supervisor may:
 Ensure that the chosen research question is appropriate
for the subject
 Advise on:
 Access to appropriate resources
 Techniques of information, evidence , data gathering,
and analysis
 Documenting sources

31. The Researcher’s Reflection Space (RRS)
•The RRS is a personal learning environment that can be either a
physical or virtual support tool.
•A space in which students are able to record reflections on what
they are reading, writing and thinking.
•It supports learning, thinking, critical analysis and evaluation and
contributes not only to the development of a successful extended
essay but also to skills and competencies for pathways beyond the
Diploma Programme.

32. The Researcher’s Reflection Space (RRS)
•It can be used to:
•Record their reflections;
•Respond to artefacts, such as photos, newspaper clippings, twitter
feeds, blogs, etc;
•Respond to prompts and questions that may arise in the students’
subject areas, TOK classes or other aspects of the DP;
•Create Mind Maps®;
•Record emerging questions.

33. Research Reflection Space
 Students are expected to share excerpts from the
RRS in discussions with their supervisor
(ManageBac). Using these reflections as a point of
reference in their supervision sessions, students will be
able to:
 demonstrate their planning
 discuss what they are learning
 evaluate their progress.

37. Extended
essay
1
Reflection
3
I
came
up
with
my
potential
research
area
of
price
discrimination
in
Metro-Detroit
area
hospitals
because
of
my
combined
interest
in
economics
and
the
healthcare
industry.
My
mother
is
a
doctor,
and
I
see
her
always
talking
about
the
impact
which
new
healthcare
and
insurance
policies
are
having
on
the
hospital’s
income
and
the
amount
patients
are
having
to
pay.
Price
discrimination
is
practiced
in
many
of
these
hospitals,
so
by
analysing
the
impact
on
hospital’s
efficiency,
profit
can
also
be
analysed.
The
topic
of
price
discrimination
in
hospitals
is
very
dependent
on
insurance
policies,
something
which
is
becoming
increasingly
relevant
in
today’s
world,
especially
in
America.
This
topic
seems
to
me
as
if
it
has
a
lot
of
potential
to
become
a
comprehensive
research
essay,
considering
how
it
is
both
specific
and
can
be
analysed
in
many
different
ways.
Reflection
9
This
extended
essay
really
complemented
my
knowledge
of
economics,
particularly
the
concepts
that
I
was
taught
during
microeconomics.
These
concepts
included
price
discrimination,
market
structures,
revenue
and
cost.
It
was
valuable
for
me
to
see
the
classroom
translate
to
the
real
world
so
well,
which
only
served
to
increase
my
interest
in
the
field
of
economics
and
my
interest
in
pursuing
a
business
career
down
the
road.
I
had
to
learn
some
concepts
by
myself—price
discrimination
graphs
and
degrees—but
I
think
that
it
was
a
positive
experience
because
of
how
it
forced
me
to
go
outside
of
the
curriculum
to
properly
support
my
argument,
and
it
made
my
research
paper
that
much
more
independent.

39. Check-in Session
vs
Formal Reflection Sessions

40. Check-in Session
 In between (and in addition to) the formal reflection
sessions
 Occasional 10-minute check-in to discuss a timeline or
clarification of a comment made by the supervisor
 It may also include a more lengthy discussion about
particular issues
 These supervision sessions do not form part of the
formal reflection process and do not, therefore, need
to be reported on the Reflections on planning and
progress form.

41. Formal Reflection Sessions
 These are the mandatory sessions that must be
recorded on the Reflections on planning and progress
form
 20–30 minutes. During these sessions students should
share excerpts from their Researcher’s reflection space
with their supervisor.
 These sessions should focus on progress made so far
and set clear objectives for moving forward in the
research process
 Dialogue guided by questions posed by the supervisor.

42. Getting
Started

43. BAD
QUESTIONS

44. What was the impact of Ho Chi
Minh’s allegiance to Lenin?

45. GOOD
QUESTIONS

46. To what extent was nationalism the
guiding factor in Ho Chi Minh’s
adoption of Leninism in 1920?

47. BAD
QUESTIONS

48. What is the history of Chinese
theatre?

49. GOOD
QUESTIONS

50. How does the legacy of Mei Lan Fang
contribute to modern Jingju?

51. BAD
QUESTIONS

52. How important is chlorophyll to
plant life?

53. GOOD
QUESTIONS

54. What is the effect of different
concentrations of kinetin on leaves aging
and the biosynthesis of chlorophyll?

55. BAD
QUESTIONS

56. How can the US government’s
spending policy be reformed?

57. GOOD
QUESTIONS

58. To what extent did the rising COE prices
affect the demand for new and used cars
by the consumer population and hence
affect the revenue generated by the
Singaporean economy for the period
2012–16?

65. What makes a good RQ?
 Good research questions:
 Match the criteria in the EE guide for the subject being studied
 Don’t cross subject boundaries
 Are specific and able to be covered in 4000 words (narrow scope)
 Do not have obvious answers out there already
 Are created in collaboration with your supervisor
 Is not your first thought.. EXPECT TO CHANGE
YOUR QUESTION BEFORE YOU
FINALLY SETTLE ON A TOPIC.

66. More problems
Ethical issues regarding gathering
of data or performing of
experiments
No contribution by the student –
the extended essay is a
compilation of information from
other sources.

68. STRUCTURE OF THE EE
 Title Page
 Contents Page
 Introduction
 Body of the essay
 Conclusion
 Reference and Bibliography
 More on this later

69. ALWAYS REMEMBER!!!!
-STAY ORGANIZED
-ALWAYS CITE AS YOU GO
-KEEP YOUR STYLE THE SAME (citations and the paper)
-ASK FOR HELP ALWAYS AND OFTEN
-STICK TO YOUR DEADLINES
-STAY CALM
-READ YOUR IB GUIDE
-READ YOUR HANDBOOK

71. Extended Essay Forms
 Read the Extended Essay Guide!!! (Reference Material,
use the PDF search function)
 Review documents in ManageBac (Today and Often)
 EE Introduction Presentation
 2022-2023 Extended Essay Proposal Form Document
 EE Guide

72. Dates (Upcoming)
 Extended Essay: Proposal and Planning Form
(EE/PF/1) DATE
 Contract for the Supervision of the Extended Essay
(EE/CON/2) DATE
 Extended Essay: Initial Outline Feedback
(EE/IOF/3) DATE