This document provides guidance for students completing the Extended Essay (EE) for the International Baccalaureate (IB) Diploma. It emphasizes that the EE should be approached with relaxation and not seen as overly difficult. Key points include:
- The EE requires independent research on a topic of the student's choosing within one of the IB subject areas. It is presented as a 4000-word research paper.
- Students are advised to choose a focused research question, start early, and meet deadlines. They should work with an assigned advisor and follow the EE criteria.
- The criteria cover elements like the research question, investigation, knowledge of the topic, and formal presentation. Students should understand these criteria
Literature Review (Review of Related Literature - Research Methodology)Dilip Barad
Literature Review or Review of Related Literature is one of the most vital stages in any research. This presentation attempts to throw some light on the process and important aspects of literature review.
This presentation gives effcient information as for writing a Scientific Research Paper. There is also an article which has more details regarding this topic https://essay-academy.com/account/blog/writing-a-scientific-research-paper
This presentation will provide you the basic information on the APA Formatting and Style Guide. The following are the basic information that includes in this presentation:
1) Point of View, Voice, & Language
2) Type of APA Papers
3) General APA Format
4) References & Citations
5) Headings, Tables & Figures
Literature Review (Review of Related Literature - Research Methodology)Dilip Barad
Literature Review or Review of Related Literature is one of the most vital stages in any research. This presentation attempts to throw some light on the process and important aspects of literature review.
This presentation gives effcient information as for writing a Scientific Research Paper. There is also an article which has more details regarding this topic https://essay-academy.com/account/blog/writing-a-scientific-research-paper
This presentation will provide you the basic information on the APA Formatting and Style Guide. The following are the basic information that includes in this presentation:
1) Point of View, Voice, & Language
2) Type of APA Papers
3) General APA Format
4) References & Citations
5) Headings, Tables & Figures
This is my presentation for the Pan Sig conference this weekend. It will be a workshop with some references to the literature related to constructivism/literacy and portfolios.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
2. 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
3. It’s Not Rocket ScienceIt’s Not Rocket Science
Planning and research makes the process a lot
easier!!
4. 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.
5. 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
6. 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
7. 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
8. 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
9. General Time LineGeneral Time Line
Due Date: End of Junior YearDue Date: End of Junior Year
Senior Year: College Aps!Senior Year: College Aps!
10. 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
11. 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.
12. 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!
13. 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
14. Getting to the Crucial ResearchGetting to the Crucial Research
QuestionQuestion
S-T-QS-T-Q
Subject….Subject….
Topic….Topic….
Question….Question….
15. 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.
16. 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
17. 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
18. 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.
19. 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.
20. 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
21. 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
22. 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)
23. 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.
24. 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
25. 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
26. 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)
27. 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)
28. 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
29. 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
30. 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
31. 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
32. 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”
33. 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
34. 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?”
35. 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
36. 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
37. 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?
38. 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!
39. 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)
40. 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?
41. 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.
42. 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!
43. 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
45. 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
46. 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?