This document provides an overview of a workshop for grade 11 students on writing an Extended Essay. The workshop defines an Extended Essay as an original research paper up to 4000 words on a topic of the student's choice. It explains that the essay is meant to promote independent research, critical thinking, and interdisciplinary work. The document outlines the various parts of an Extended Essay like the introduction, body, conclusions and bibliography. It provides examples of how to write these sections and emphasizes avoiding plagiarism. The workshop also discusses choosing a research question, finding sources, and working with a supervisor. The goal is to prepare students for the demands of university-level research and writing.

1. EXTENDED ESSAY
WORKSHOP FOR GRADE 11
2011-2012
Mr. Alain Navarrete
1

2. ¿Qué es un ¿Por qué es importante
el «Extended Essay»?
«Extended Essay»?
Es un requerimiento del
Es una investigación Programa de Diploma.
original sobre un tema
específico de Ayuda a desarrollar el
aprendizaje y el trabajo
significación Local y/o
Independiente.
Global.
Desarrolla y mejora las
Realizado en uno de los habilidades y
cursos elegidos por el competencias de
alumno y con la investigación,
comunicación escritas,
guía y supervisión de un
pensamiento crítico,
profesor. pensamiento creativo y
reflexivo.
Es un escrito de 4000
palabras como máximo Refuerza el sentido de
elaborado el lenguaje Interculturalidad .
formal. Promueve el trabajo
interdisciplinario.
Supone un trabajo de 40
horas de Investigación y Los prepara las exigencias
trabajo independiente. del trabajo universitario.

5. 5

6. Environmental
Choosing the Subject Area
Mathematics
Chemistry
French

7. Choice offered & Possible Supervisors
Language 1 Language 2
ITGS
Español English
 Miss Sandra Carbajal  Mr. Ian Raitt  Mr. Luis Sifuentes
 Mr. Wagner Del Castillo  Mr. James Norbury  Mr. René Torres
 Miss Tania Perez  Miss Zoe Shapiro
 Miss Vanessa Carpio
 Miss Ursula Tello
 Miss Alice Leeder
Humanities Sciences
 Mr Peter Llanos  Mr. Alain Navarrete
 Mr. Russell Ormes  Miss Rosa Castillo
 Mr. Jason Fowler  Miss Mariela Mazza
 Miss Patricia Villafana  Mr. Ian McFarlane
 Mr. Christopher Slater
 Mr. Dominic Bates
 Miss Luzma Bruce 7

8. EE SUPERVISORS
• A supervisor is a school teacher chosen by the IB DP
candidate.
• Under normal circumstances a supervisor can supervise
up to 3 extended essays.
• The duty of the supervisor is to ADVICE AND GUIDE the
candidate throughout the process.
• It is NOT the supervisor’s duty to “chase” the candidate
around school.
• The supervisor is especially important and of great help
in the initial phase of the work, when elaborating the
research question. 8

9. Getting started!!!
USEFUL TIPS!!!
1. Define the IB Subject
2. Within the IB Subject identify a topic or theme which interest you.
(Looking at the IB Syllabus of your chosen subject can help).
3. Identify in the topic or theme something that has not been investigated
or it is still not totally resolved or something that could be interesting
to investigate in the school or in Lima.
4. Think of an Investigation Idea that you could take and try to write down
an interesting and attractive Research Question (RQ).
5. Try changing the way you have written down your RQ until you find one
way that really makes you feel excited about it.
6. Discuss your RQ with your EE Supervisor and determine if it is feasible
(possible to do it). What sources or resources would you need? Are
they available in the school or can we get them without major
inconveniences and delays? Time matters!!!

10. Some Research Question forms (1)
What are the role and significance of …… in ……….?
How is the subject of …… treated in …..?
How does ………. shape the features of ……. in ……..?
What is the nature of ……. on ………?
Does …… share the same point of view on ……. as ……. In …….?
How does …… present the role of ….. in the work of ……?
How does …. present the subject of ….. in his/her ……?
To what extend the …… context during ….. shaped the main
character(s) in the work of …….?

11. Some Research Question forms (2)
What is the effect of ……. on …….?
An assessment of the effect of …. on ….
A comparison between …… and …..
How has the ….. affected the …… in/during …….?
Which theory best explains the ….. in/during ……?
Why theories /explanations on …. have change since …..?
How has the introduction of …. has impaired/improved the …….?
REMEMBER: You and your Supervisor will meet in order to revise and
improve your Research Question making sure your investigation is feasible.

12. Searching for Sources of information (1)
• http://www.questia.com/

13. PARTS OF THE EXTENDED ESSAY
• COVER PAGE
• Title of the
Extended Essay
that can be the
Research
Question!!!
• Student’s name
and code
• IB Subject
• Number of words
13

14. PARTS OF THE EXTENDED ESSAY
• ABSTRACT
• A synopsis of the
Extended Essay.
• No more than 300 words.
• Not part of the word
count.
• Should state the research
question, the scope of the
investigation and the
conclusions.
• Should be written once
the Conclusions have bee
written.
• Page not numbered. 14

15. PARTS OF THE EXTENDED ESSAY
• ACKNOWLEDGEMENTS • Optional
• Not part of the word
count
Acknowledgements
• But it is important to
show gratitude and
This work is dedicated to my parents who encouraged me to continue giving
my best in moments when I found things difficult and to my supervisor for acknowledment to
guiding me patiently and for teaching me important things I will never forget.
whom helped us.
15

16. PARTS OF THE EXTENDED ESSAY
• CONTENT PAGE
Table of Contents • Shows the “Table of
Contents”
Introduction
Pag.
5
• Shows the structure of
Body 6 the essay.
1.
2.
What is solid waste?
What is the composition of solid waste in a typical school?
6
6
• Shows a logic
3. Why is it important to reduce solid waste production? 8 sequence in which the
4.
5.
How is the solid waste managed in my local community?
How does solid waste management insert into the environmentally friendly
9
information is going to
10
operation of a school?
be presented.
6. What is the role of Education for sustainable development in this green
11
7.
scheme?
Scientific Approach 12
• At the beginning of the
8. Experimental Results 12 extended essay.
• All pages must be
9. Conclusions, Evaluation and final remarks 15
10. Bibliography 17
11. ANNEXES 20 numbered.
16

17. PARTS OF THE EXTENDED ESSAY
• INTRODUCTION (1)
Introduction • Presents the investigation to
the reader by describing what
The aim of this extended essay is to assess the production of solid waste in my
school both qualitatively and quantitatively and to propose simples, creative and
this is about and what scope it
practical ways to reduce it so as to make Hiram Bingham school more environmentally has.
• Needs to have a clearly and
friendly and reduce its ecological footprint.
What motivated me was (i) the large quantity of bottles I observed in the precisely statement of the
garbage bins every day and (ii) the large amount of waste food children of primary
school used to leave on their dishes but not less astonishing was to me to observed the
research question and
huge amount of trash of all kinds collected by the cleaning personnel of the school at establishes clearly the aim(s)
the end of the school day. These two situations made me realized that our school was
somehow responsible for contributing to the large amount of municipal waste we send
of the investigation.
to the landfill of our city. • Places the topic in an
This investigation is important because it will give concrete evidence to the
appropriate relevant context.
school authorities on the amount and diversity of waste we produce and it will let them
know what school activities account for most waste being produced and what the school
• Explains why the topic chosen
can do in order to reduce it saving in this way money and improving the sustainability of is interesting or worthy of study
the activities in the school.
and what motivated the
I hope this investigation could serve as a model which other schools could follow student to choose the specific
if they want to know how environmentally friendly they are in regard to the way they topic.
• States the importance and
operate not only studying the issue of solid waste but also studying other issues such as
water management, energy management, green areas management, school
transportation management and even the implementation of alternative forms of energy.
If this extended essay could increase the attention of my school community in different
possible contributions of the
ways to live more sustainably then I would feel really happy. investigation
17

18. PARTS OF THE EXTENDED ESSAY
• INTRODUCTION (2)
My working hypothesis is based on the fact that knowing the amount of type of • In some cases the
solid waste my school produces I will be able to propose practical, simple and creative introduction may state and
ways to reduce its production, reuse some of the items and recycle some others. If
these actions can make a contribution to reduce the amount of solid waste we produce
explain the hypothesis which
in my school we will be making a local contribution with global consequences inspired in
is intended to test either by
the philosophy of “acting locally and thinking globally”. experimentation or by
presenting reliable and
The general aim of this extended essay is to measure, as much as I can, the
amount of solid waste that my school produces every day and to assess the proportion
consistent information
of the different types of trash in order to propose simple effective and creative ways in collected from different
which our school can reduce solid waste and its inherent ecological footprint. sources.
The specific aims of this extended essay are to:
• In other cases, when different
minor aims can be identified
a) measure the quantity (mass) and composition of the solid waste produced in to contribute to answer the
Hiram Bingham School.
b) assess the factors which affect the quantity and composition of solid waste.
research question and test the
c) propose simple ways in which our school can reduce the solid waste hypothesis proposed, they
produced. may be stated in connection
to a more general aim which
directly answers the research
question.
18

19. PARTS OF THE EXTENDED ESSAY
• BODY (1)
 This is the most important part
of the essay. The body presents
information necessary to
support your argumentation
and reasoning in order to
respond to your research
question.
 The information presented in
the body must be highly
relevant to the research
question, paraphrased and cited
conveniently.
 COPY AND PASTE IS
PROHIBITEDAND WILL BE
PENALISED SEVERELY!!!
19

20. PARTS OF THE EXTENDED ESSAY
• BODY (2) • Chapters are optional. However
sub-headings can help organise
the information gathered for the
argumentation.
• Sub-headings can also help the
reader understand the
argumentation better.
• Sub-headings help the students
develop their argumentation
logically, systematically,
gradually and sequentially.
• The body presents the
information that shapes the
answer to your research
question.
• You must develop your answer to
the research question. 20

21. PARTS OF THE EXTENDED ESSAY
• CONCLUSIONS (1)
• This is a well-organised and
intelligent response to the
research question using the
information presented in the
body.
• They must be clearly stated and
must describe the results of the
argumentation and the analysis
of the results.
• They must be relevant to and
respond to the research
question.
• If a hypothesis was placed, then
the conclusion needs to accept
or reject the hypothesis
proposed based on the evidence
presented in the body.
21

22. PARTS OF THE EXTENDED ESSAY
• They must refer to the
• CONCLUSIONS (2) evidence presented in the
body and judge (whenever
necessary) the validity and
consistency of the
information/data used so as
to evaluate the scope of the
conclusion produced.
• It is necessary to describe
and/or explain the limitations,
difficulties or problems
encountered during the
investigation which
prevented you from obtaining
sufficient and valid data.
• They may indicate issues,
unresolved questions, new
questions and
recommendations for future
22
investigations

23. PARTS OF THE EXTENDED ESSAY
BIBLIOGRAPHY (1)
• Includes only the sources
USED by the candidate in the
body or any other source of
information relevant to contrast
the final results of the
investigation.
• Must be put in alphabetical
order (surname of authors)
• It must follow ONE
standardised method (APA,
Cambridge, MLA)
• Should specify: author/s, year,
title, publisher, place of
publication, and other relevant
information. 23

24. PARTS OF THE EXTENDED ESSAY
BIBLIOGRAPHY (2)
• It can also include
personal communication,
teacher’s class material,
interviews and TV/Radio
news.
• Resources used must be
diverse, NOT ONLY WEB
SITES. Use books, school
textbooks, encyclopaedias,
E-encyclopaedias,
Magazines, Journals and
Annual Reviews, videos,
interviews and personal
communications.
• Try NOT to use Wikipedia!!!
24

25. How to build the BIBLIOGRAPHY?
• THERE ARE MANY WAYS OF DOING IT. BUT you must use only ONE
style all through your Extended Essay!!!!!
( )
25

26. How to build the BIBLIOGRAPHY?
( )
26

27. How to build the BIBLIOGRAPHY?
( )
27

28. PARTS OF THE EXTENDED ESSAY
• ANNEXES • Appendices must include
pictures, photos, diagrams,
tables, graphs which you need
to use as essential support
material of your argumentation.
• The SOURCE of these materials
must be acknowledge.
• Appendices are Optional.
• Examiners are not required to
read them.
• Unless considered essential,
complete lists of raw data
should not be included.
• The essay should not constantly
refer to the material in an
appendixes as it may disrupt its
continuity.
28

29. • NOW, LET’S GET DOWN
TO WORK
• HANDS ON!!!
• Practice producing your RQ
• Practice making your Cover page
• Practice Brainstorming what you need to investigate to answer your RQ
• Practice outlining the structure of your EE
• Practice finding three different sources to answer your RQ
– One Book
– One Online Journal Article
– One Web site
– One Video
29

30. REFERENCES AND PLAGIARISM
• PLAGIARISM is when you use the words of another
person (written or oral) as if they were yours. This is why
COPY AND PASTE IS PROHIBITED.
• It’s CHEATING and will be punished with NO DIPLOMA if
it is detected. It’s not difficult to detect this. We use a
software which searches in the WWW (World Wide Web)
every paragraph in your EE and tells as from where you
COPY a paragraph.
• You must reference ALL sources used in footnotes
following one standarised method. You must put all
sources in the bibliography.
30

31. WORD COUNT REMARKS!
• You must NOT exceed 4000 words.
• If you do so, you will be penalised with 0
on assessment criterion G (Formal
presentation).
• Quotes are included in the word count.
• Examiners are required to count the
number of words.
• You must not CHEAT when counting. It
can be detected easily. 31

32. FOOT NOTES
• When it is the first time you quote a book, the
reference must be copied completely adding the
page number at the end .
• When it is quoted for a second time , you must
put the name of the author and Op cit followed
by the page number.
• (Opus citatum/Opere citato = from the cited
work)
• If you quote the same source for a third time
(without any other source in between) you must
write Ibid followed by the page number.
• (Ibidem = from the same place) 32

33. FOOTNOTES
• If you quote it for a fourth time (directly below it)
and it is the same page you just put ibid. If it is
another page then you add the page number to
the ibid.
• When you quote a source (after the first time)
but it is in another page or has other sources in
between then you must put the author and then
Op cit, followed by the page number.
33

34. ILLUSTRATIONS
• If you include any, they must be well set
out and used effectively through the body.
• Graphs, diagrams, tables and maps must
be well labelled and should be interpreted
easily.
• All illustrative material should be directly
related to the text and acknowledged
indicating the SOURCE from where you
obtained them.
34

35. Assessment Criteria for EE
• These are the same for ALL subjects.
• There are 11 criteria.
• They have different weights, therefore you can
know which are considered as more important.
• You must use the descriptors of each criterion at
ALL times when writting the essay. That’s the
only way of achieving the higher levels.
35

36. EE ASSESSMENT CRITERIA
• A. Research question (2 points)
• B. Introduction (2 points)
• C. Investigation (4 points)
• D. Knowledge and understanding of the topic studied (4 points)
• E. Reasoned argument (4 points)
• F. Application of analytical and evaluative skills appropriate to the
subject (4 points)
• G. Use of language (4 points)
• H. Conclusion (2 points)
• I: Formal presentation (4 points)
• J: Abstract (2 points)
• K: Holistic judgment (4 points)
36

37. The “Viva Voce”
• It’s a short interview between the student and
the supervisor.
• It lasts 10-15 minutes.
• The supervisor will write a report to the
examiners.
• Its purpose is to:
– Check on plagiarism or mal practice.
– Reflect on successes and difficulties in the research
process
– Reflect on what has been learned
– Aid the supervisor's report. 37

38. EE GRADE BOUNDARIES
MARK DESCRIPTION POINTS
A EXCELLENT 30-36
B GOOD 25-29
C SATISFACTORY 18-24
D MEDIOCRE 11-17
E ELEMENTARY 0-10
38

39. EE MARKING FEEDBACK
• Your supervisor will assess every draft
using the IBO assessment criteria and will
give you a mark (points) and a Grade
(letter) according to the previous chart.
• As you progress in your EE your EE
Grade will approach an “A”
• But, it depends on you to follow
STRICTLY the EE Assessment Criteria as
you work on your EE.
39