The IB Extended Essay

22 August 2007

William Barker

University of King’s College&

Department of EnglishDalhousie University

• Though low in mark value in the total program, the EE is, along with Theory of Knowledge, positioned at the heart of the IB program.• academic research essay• 40 hours of work (may take more)• all IB subject areas•maximum 4000 words (not counting tables, notes, bibliography, etc)•work done with a “supervisor” - “a teacher but not necessarily one who teaches the student” who will “guide” the student “through the process” (Jones), often requiring only 2-4 hours of contact.•“The essay requirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities” (IBO)

IB Extended Essay

• university academic culture• culture of specialization• the excitement of the project• meaningful research is communicated research• primary research vs secondary literature• research appropriate for high school level• IB Extended Essay and research

Where does “research” come from, and what might it do?

General requirements of a research essay

• clear thesis•relevant topic and question•context for the question within the disciplinary subject

•explanation of the way the findings contribute to the discussion

•sustained and connected argument •strong connections between sections, sense of development

General requirements of a research essay, cont’d

• well presented and pertinent examples

•documentation using a generally recognized system of citation

•intellectual honesty in presentation of the material

•clear writing•all moving towards a focused conclusion

• if not a contribution to knowledge, at least a piece of writing that positions its results in a critical relation to what is known

Special requirements of the Extended Essay

• The form of the Extended Essay is very specific (title page, abstract, contents, main paper in sections, etc.)

• Not only a product, but a method is proposed • The marking scheme of the essay is very specific• Evaluation does not lead to revision• The project is time-limited (40 hours)• An oral examination is proposed (2009 criteria) • Methods of documentation are left to discretion of

student and supervisor • The Extended Essay is not a form of publishable

subject research, but an IB-specific project• Strict limits on the involvement of the teacher

Important resources

For getting started•Supervisor•Published guidelines•Sample essays

For information•Libraries and librarians •Internet (integrated with library)•Other teachers•Other informed individuals or experts

Problems•Difficulty in focusing the topic on a valid question and finding the way in•No thesis or central argument•“Topic drift”•Poor documentation skills•Lack of library and research skills (especially with resources of a university library system)•Inability of student to analyse secondary materials•Excessive or uncritical reliance on internet

•Poor scheduling of the work, no sense of the difficulty of the project•Neurotic longing for perfection•Poor guidance from supervisor•Plagiarism, including self-plagiarism •Collusion

Problems, cont’d

A. The research questionThe extent to which the focus of the essay is expressed and specified. This need not be in the form of a question. An example of an alternative form is a hypothesis.

CRITERIA

B. Approach to the research questionThe extent to which the essay

appropriately addresses and develops the specific research question, including the collection of any relevant information.

CRITERIA

C. Analysis / InterpretationThe extent to which relevant materials, sources, data and evidence are considered appropriately in the essay. Where the research question does not lend itself to systematic investigation in the context of an extended essay, the maximum level that can be awarded is 2.

CRITERIA

D. Argument / evaluationThe extent to which the essay develops an argument relevant to the research question from the materials / information considered. Where the research question does not lend itself to systematic investigation in the context of an extended essay, the maximum level that can be awarded is 2.

CRITERIA

E. ConclusionThe extent to which the essay incorporates a conclusion consistent with its argument, not necessarily in the form of a separate section.

CRITERIA

F. AbstractThe adequacy of the formal abstract as a synopsis of the essay.

CRITERIA

G. Formal presentationThe layout, table of contents, references, bibliography, title, quotations, illustration and organisation where appropriate.

CRITERIA

H. Holistic judgmentAn overall assessment of qualities such as personal engagement, initiative, depth of understanding, insight, inventiveness and flair. Achievement levels 0, 1, 2, 3 or 4 will be determined by the examiner based on the extent to which these qualities are demonstrated in the essay. The supervisor’s report may also be taken into account.

CRITERIA

Style: A Hidden Criterion?There is no mention of the quality of the writing other than in the relation to evidence. It may be that quality of writing is covered under D. Argument/Evaluation and H. Holistic Judgment. But style (including basic mastery of grammar as well as skill in persuasion) is not a major feature of the published essay criteria. There is a direct relation between quality of writing and the ability to present evidence and to sustain an argument.

The Thesis Statement: A Hidden Criterion?•Also downplayed in the criteria (which focus

on the “question”), yet fundamental to a good essay, is the thesis statement. •1999 Guidelines ask for “a clear and concluding statement of the thesis and the argument, i.e. the response to the research question that will subsequently by developed in the body of the essay.”•A thesis is not a question or a topic. •A thesis can be contained in a sentence that begins “In this essay I will argue ...”•A reading of the assessment comments and the published criteria lead one to believe that a strong and well-developed thesis statement is essential to success in the essay.

Essential Points

ThesisContinuityClarity Punch

Essay # 1John F. Kennedy: Assassination or Conspiracy

Research question 1/2Approach 1/3Analysis/interpretation 2/4Argument/evaluation 2/4Conclusion 1/2Abstract 0/2Formal presentation 0/3Holistic judgement 1/4

Total score including subject evaluation 12/36

Essay # 2What is the Effect of Varying the Flow of Propane into a Pulsejet Engine on the Duration of Continuous Combustion within the Chamber?Research question 2/2

Approach 3/3Analysis/interpretation 4/4Argument/evaluation 4/4Conclusion 2/2Abstract 2/2Formal presentation 2/3Holistic judgement 4/4

Total score including subject evaluation 31/36

Essay # 3How Far was the Decision to Abandon the Soviet Economic Model in China during the mid-1950’s Due to Political and Ideological Reasons?

Research question 2/2Approach 3/3Analysis/interpretation 4/4Argument/evaluation 4/4Conclusion 2/2Abstract 2/2Formal presentation 2/3Holistic judgement 4/4

Total score including subject evaluation 34/36

Essay #4The Role of Women in Black American LiteratureTasks for breakout groups

1. Review essay (10 minutes)2. If you were the supervisor and had been handed this essay as a draft, give THREE suggestions to the student for improving the essay. 3. Assess as a group using the general criteria, and arrive at an agreed upon assessment.

Essay #4The Role of Women in Black American Literature

Research question 2/2Approach 3/3Analysis/interpretation 3/4Argument/evaluation 3/4Conclusion 2/2Abstract 1/2Formal presentation 3/3Holistic judgement 2/4

Total score including subject evaluation 28/36

Essay # 5What are the Health Benefits of Sexual Activity?

Research question 1/2Approach 1/3Analysis/interpretation 1/4Argument/evaluation 2/4Conclusion 2/2Abstract 1/2Formal presentation 3/3Holistic judgement 1/4

Total score including subject evaluation 14/36

Essential Points

ThesisContinuityClarity Punch