Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Extended essay intro


Published on


Published in: Education
  • Login to see the comments

Extended essay intro

  1. 1. Extended Essay It’s just a paper The myth is worse than the reality You will spend more time worrying and whining than working Just do it It’s like baking a cake – follow the recipe
  2. 2. We will cover today... the basic definition of what an EE is the available subjects how to find a good topic steps to take to finish EE and their deadlines libguide
  3. 3. It is NOT a review of the literature It is NOT a book report or plot summary It is NOT everything you ever learned about your subject It is NOT your opinion, your thoughts, or your beliefs PLAGIARIZED! a mandatory part of the IB diploma a grade on your transcript externally assessed with TOK, it can contribute up to 3 bonus points to your IB diploma independent research supervised by a teacher on a topic YOU choose from one of the IB subject areas you are taking at City presented in 4000 words in accordance with IB requirements preparation for independent research expected by universities written in a scholarly voice What is it not?What is it?
  4. 4. Getting to the Research Question S-T-Q ■ Choose a SUBJECT Start first with the list of IB-approved Subjects. So first think “English,” or “History,” etc. Then, consulting with your supervisor, determine a Research Question that targets a specific and limited Topic within that subject. Finally: You cannot use IB-required work from other courses as your IA – e.g., your Historical Investigation, IOP’s, etc. ■ Choose a TOPIC within that subject ■ Choose a narrow RESEARCH QUESTION that will focus your research and argument.
  5. 5. Available Subjects You can write an EE in any of the following IB subject you are enrolled: Group 1: Language A: English Literature Group 3: Individuals & Societies: History, Global Politics Group 6: Visual Arts, Theater, Film For Group 2 (Language B: English, German, French), Group 4 (Sciences-Chemistry, Physics, Biology, Environmental Systems & Societies) Group 5 (Mathematics) or World Studies you need pre approval from a Subject Advisor and EE Coordinator. You cannot write an EE in Anthropology. A few Subjects that we do not offer that can be managed pretty well in Extended Essays and that students have had success in: World Religions and Philosophy. However, you must examine the official Subject Guides for those courses and get approval from a subject advisor and the EE Coordinator.
  6. 6. Choosing a Subject ■ Step 1:Know thyself ■ Step 2: Review the Guidelines and Rubric ■ Step 3: Read Sample EE’s
  7. 7. Choosing a Topic ■ If you’re not confused, you haven’t spent enough time on it yet. ■ Keep reading. ■ If you haven’t changed your mind, you haven’t spent enough time on it yet. ■ Read some more.
  8. 8. The Research Question ■ The MOST important part of the essay. There are NO good essays with BAD research questions. ■ Think of the RQ as the map for the essay – don’t create a map to nowhere.
  9. 9. Advice to Students: Do NOT… ■ …forget to analyze/answer the question ■ …ignore the EE rubric ■ …waste time collecting data irrelevant to your question ■ …surf the Internet aimlessly, repeatedly, with no discipline ■ …show lack of discipline in citing sources ■ …describe or report other information ■ …cite sources that aren’t used in paper
  10. 10. Advisor’s Role ■ Use knowledge in subject area to provide advice and guidance to students ■ Helps define research question ■ Aids in the research process ■ Reads and comments on rough draft ■ Submits a predicted grade to the IBO ■ Conducts the viva voce with student ■ Reports plagiarism, if suspected
  11. 11. Total marks available: 34 Criterion A: focus and method Criterion B: knowledge and understanding Criterion C: critical thinking Criterion D: presentation Criterion E: engagement Topic Research question Methodology Context Subject-specific terminology and concepts Research Analysis Discussion and evaluation Structure Layout Process Research focus Marks Marks Marks Marks Marks 6 6 12 4 6 Total marks available: 34 Know the Criteria!
  12. 12. 5–6 The topic is communicated accurately and effectively. Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate. The research question is clearly stated and focused. The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay. Methodology of the research is complete. An appropriate range of relevant source(s) and/or method(s) have been applied in relation to the topic and research question. There is evidence of effective and informed selection of sources and/or methods. Criterion A: Focus and method This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.
  13. 13. Criterion B: Knowledge and understanding This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts. 5-6 Knowledge and understanding is excellent. ● The selection of source materials is clearly relevant and appropriate to the research question. ● Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding. Use of terminology and concepts is good. ● The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.
  14. 14. Criterion C: Critical thinking This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken. 10-12 The research is excellent. The research is appropriate to the research question and its application is consistently relevant. Analysis is excellent. The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis. Conclusions to individual points of analysis are effectively supported by the evidence. Discussion/evaluation is excellent. An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented. This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion. The research has been critically evaluated.
  15. 15. Criterion D: Presentation This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication. 3 3-4 Presentation is good. ● The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument and subject in which the essay is registered. ● Layout considerations are present and applied correctly (title page, table of contents, page numbers, section headings (where appropriate), effective inclusion of quotations, bibliography and correct MLA referencing). ● The structure and layout support the reading, understanding and evaluation of the extended essay.
  16. 16. Criterion E: Engagement This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student’s Reflections on planning and progress form. 5-6 Engagement is excellent. ● Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to setbacks experienced in the research process. ● These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice. Engagement with the process: the student has engaged in discussions with their supervisor in the planning and progress of their research; the student is able to reflect on and refine the research process, and react to insights gained through the exploration of their research question; the student is able to evaluate decisions made throughout the research process and suggest improvements for their own working practices. Engagement with their research focus: an insight into the student’s thinking, intellectual initiative and creative approach through reflections on the thought and research process; the extent to which the student voice is present rather than that of the supervisor and academics; is the student’s engagement reflected?
  17. 17. It’s all about analysis ■ Use EVIDENCE, DATA not description, chronological lists. ■ This is not a ‘report.” ■ It’s an argument with supporting information. ■ This is NOT a review of the literature—your voice must come through loud and clear.
  18. 18. It’s about the rules! ■ Read the Guidelines ■ Make sure your RQ is in the right Subject – your essay will be submitted to an examiner in YOUR subject ■ Follow Directions!
  19. 19. It’s about the sources! ■ Do not rely uncritically on Internet sources ■ Analyze your sources IN your essay ■ Primary sources over secondary sources ■ No encyclopedia-like sources ■ No City textbooks ■ No Wikipedia!! ■ Range and balance of sources
  20. 20. ● due dates ● assignments ● subject guides/rubrics, etc. ● how to access databases ● research guides Libguide: Everything You Need to Know
  21. 21. Process and Deadlines (on handout) The Planning Phase to be completed by 11/1, First Quarter Grade will reflect completion. • Make sure you are familiar with the Criteria of Assessment • Read through other extended essays in your subject that have had a good score. • Read the extended essay subject reports. • Gain background knowledge • Ensure that you have sufficient material for your research • Pick your topic and research question The Research Phase to be completed by 1/17, Second Quarter Grade will reflect completion. Annotated Bibliography/Outline/Discovery Draft The Writing Phase to be completed by 3/20, Third Quarter Grade will reflect full Draft grade. The Polishing Phase to be completed by 6/9, Fourth Quarter Grade will reflect final Extended Essay grade.
  22. 22. To get started on picking a topic, consider following prompts: ■ PROMPT 1: Think about the classes that you have here at I.B. Which is your favorite class (English, Spanish, History, Math, Visual Arts)? What do you enjoy about this class? Which is your second favorite class? Why? ■ PROMPT 2: What are your real strengths in these classes: Are you an avid and perceptive reader? Do you excel at close-text analysis? Are you fascinated by wars and conflicts in history? Do you have a gift for evaluating the positions of different historians and analyzing primary sources? Are you a concrete problem solver? Are you more of a visual learner? Do art and artistic technique speak to you in ways that words and numbers cannot? ■ PROMPT 3: What aspects of the disciplines interest you the most? Think about units or subjects that you have studied, and look for offshoots of these. You cannot 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, you can pursue an author, an artist, a style, or an historic event.. What are some topics that you would like to know more about? What would you like to know?