Extended Essay Guide

2013/14

American International School of Johannesburg

The Extended Essay ….in a nutshell!!

A 4000 word study of a topic of special interest.

Provides you with the opportunity to engage in independent research while having a teacher as

an advisor.

It may be written in one of 60 subjects, including languages.

It is a compulsory component of the IB diploma.

Essays will be assessed externally.

In combination with TOK, it can contribute up to 3 bonus points.

Facilitates the transition from school to university.

The Nature of the Extended Essay

The extended essay is an in-depth study of a topic chosen from one of the subjects offered in the IB

program. Its purpose is to acquaint you with the kind of independent research and writing skills

expected by universities. Emphasis is placed on the process of engaging in personal research, on the

communication of ideas and information in a logical and coherent manner, and on the overall

presentation of the extended essay in compliance with these guidelines.

List of Subjects

Your extended essay topic must fall under one of the subjects listed below. You do not need to be

studying this subject in your diploma.

Biology Business and Management Chemistry

Economics ESS Film

Geography Global Politics Group 1 language/literature

Group 2 language/literature History ITGS

Mathematics Music Physics

Philosophy Psychology Social and Cultural Anthropology

Theatre Visual Arts World Studies*

You can also write an extended essay for literature in English or a foreign language. Your subject would

be English or French, Spanish etc.

*World studies is a new subject area for the EE (first exams May 2013). It is an in-depth

interdisciplinary study of an issue of contemporary significance. See the EE official guide for

further details, or go to:

http://xmltwo.ibo.org/publications/DP/Group0/d_0_eeyyy_gui_1012_1/html/production-

app3.ibo.org/publication/258/part/4/chapter/30.html

Choice of Topic

The topic is a particular area of a chosen subject. You should choose a topic that is both interesting

and challenging to you. If possible, the topic should also relate to your surroundings and or cultural

background. The topic chosen should be limited in scope and sufficiently narrow to allow you to

examine an issue in depth. It should present you with the opportunity to collect or generate

information and/or data for analysis and evaluation. This is why many students choose a science as their

subject - they can run their own experiment and get their own results. You are not expected to make

a contribution to knowledge. For example, if you choose mathematics as your subject, you are not

expected to invent a new theorem.

A broad topic is unlikely to result in a successful extended essay. A topic which requires no personal

research and/or requires an essentially narrative or descriptive approach is not suitable for an extended

essay.

The Research Question

When an appropriate topic has been chosen, you should narrow the focus of the investigation and

formulate a specific research question. For many extended essays this will be phrased in the form of

a question, but alternatives such as launching the investigation with a hypothesis are acceptable. By

frequently referring to the research question, you should be able to maintain the purpose and

orientation of the investigation.

Examples of inappropriate topics with an appropriate topic:

"Vitamin C levels in lime juice" versus "An experimental study to determine if vitamin C levels

decrease in lime juice under simulated supermarket and street vendor conditions"

"Imaginary Numbers" versus "The reality of imaginary numbers - What are they; do they really

exist; where and how did they originate; and why do we need them?"

"North and South Korea" versus "Will unification be achieved as a result of the process and

efforts being made between the two Koreas"

Regulations

Every IB diploma student must submit an extended essay.

Each student will approach and then ask a teacher to act as an advisor. The chosen teacher

needs to accept the offer and be a teacher relevant to the subject chosen.

Extended essays in groups 1 and 2 must to be written in that language. All others must be written in

English.

Malpractice, such as plagiarism or collusion, will result in the loss of IB Diploma status.

Organizing the Essay

Introduction

The introduction should include:

An indication of why the topic chosen is interesting, important or worthy of study.

Some background information and an attempt to place the topic in appropriate context.

An indication of whether the topic has been narrowed to a focus of more manageable

proportions.

A clearly and precisely stated research question.

A clear concluding statement of the thesis and argument, i.e. the response to the research

question that will subsequently be developed in the body of the essay.

Body/Development

The essential feature of the body is a convincing answer to the research question. The structure

and approach will depend on the subject in which the essay is being undertaken. Some subjects may

require sub-headings for major sections within the main body. Scientific investigations will

usually have separate sections for method and results. In other subjects, sub-headings should be

avoided because they disrupt the flow and unity of an essay.

Conclusion

The requirements of a conclusion are that it:

Is clearly stated.

Is relevant to the research question being investigated.

Is substantiated by the evidence presented.

Indicates issues, unresolved questions and new questions that have emerged from the research.

Formal Presentation

The extended essay should be written in a clear, correct and formal style appropriate to the subject

from which the topic is drawn. It must be word processed.

The Length of the Extended Essay

The upper limit is 4000 words and essays should be at least 3500 words. The upper limit includes the

introduction, the body, the conclusion and any quotations, but does not include:

the abstract

acknowledgements

the contents pages

maps, charts, diagrams, annotated illustrations and tables

the references/bibliography

appendices

Essays in excess of 4000 words are subject to penalties and examiners are not required to read material

in excess of the word limit.

Title

The title should provide a clear indication of the focus of the essay. It should be precise and not

necessarily phrased in the form of a question.

Examples:

Geography

Title - The influence of distance on agricultural land use patterns in New South Wales, Australia

Research question - Is there a characteristic pattern in the use of agricultural land with distance away

from central places in New South Wales?

English

Title - Religious imagery in Wuthering Heights

Research question - What is the nature and function of the religious imagery used in Wuthering

heights?

Mathematics

Title - An investigation into polynomial functions

Specific Issue - Observations of the characteristics of the polygonal cycloids obtained by rolling regular

polygons along a straight line.

Abstract

An abstract not exceeding 300 words must be included. It does not serve as an introduction but presents

a synopsis of the extended essay, and therefore should be written last.

The minimum requirements for an abstract are to state clearly:

the research question being investigated.

the scope of the investigation.

the conclusion/s of the essay.

It should be placed immediately after the title page.

Contents Page

A contents page must be placed after the abstract and all pages should be numbered. An index is not

required.

Illustrations

Presentation and overall neatness are important, and it is essential that illustrative material, if

included, is well set out and used effectively. Graphs, diagrams, tables and maps are effective only if

they are well labelled and can be easily read. This must be directly related to the text and acknowledged

where appropriate. The use of photographs and postcards is acceptable only if they are captioned and/or

annotated and are used to illustrate a specific point made in the extended essay.

References/Bibliography

The direct or indirect use of the words of another person, written , oral or electronic, must be

acknowledged appropriately as must visual material in the essay, derived from another source. Failure

to do this will be viewed as plagiarism.

The bibliography or list of references should only include those works, such as books and journals,

that have been consulted by you. It is good practice to study a major style of referencing appropriate

to the subject of the essay so that you can present your references professionally.

Each work consulted, regardless or whether or not it has already been cited as a reference, must be listed

in the bibliography. The bibliography should specify:

Author/s, title, date and place of publication, and the name of the publisher following

consistently one standard method of listing sources. Possible examples are:

Peterson, A. D. C. Schools Across Frontiers: the story of the International Baccalaureate and the United World

College. La Salle, Illinois: Open Court, 1987

Peterson, A. D. C (1987), Schools Across Frontiers: the story of the International Baccalaureate and the United World

College. Open Court : La Salle, Illinois

Whilst any referencing style is permitted, AISJ prefers and as such uses the MLA referencing style.

Appendices

Appendices are not an essential section of the essay and examiners are not required to read them, so care

should be taken to include all information of direct relevance to the analysis and argument in the main

part of the essay. Unless considered essential, complete list of raw data should not be included in the

extended essay.

The Use of Other Media and Materials

Apart from graphic material, materials in other media may be submitted only as supporting

appendices and should not detract from the written extended essay.

Computers - the use of computers is encouraged where they are appropriate as tools for analysing data

relevant to the subject of the extended essay. Material such as hard copy of computer output may be

included in the original essay, but any associated program should be referred to or reproduced, if

original, only as an appendix.

Videotapes - the use of videotapes as supporting material is not acceptable.

Audiotapes - the use of audiotapes as supporting material is permissible, but is not encouraged,

and extra merit will not be given for the inclusion of audiotapes in support of an extended essay. Digital

audiotapes are not acceptable.

Specimen materials - specimen materials used in or produced by investigations do not form part of

the extended essay and must not be submitted. Photographic evidence may be submitted in place of

such material.

Assessment of Extended Essays

Use of Assessment Criteria

Essays are externally assessed and the maximum score possible is 36. This is divided into 24 points

from General Assessment Criteria and 12 points from Subject Assessment Criteria.

General Assessment Criteria

There are eight general assessment criteria. For each, different degrees of quality are described by a

set of achievement levels. These criteria are mainly concerned with the writing of the abstract and

conclusion, the use of information and data, and the overall presentation.

A. Research question

This criterion assesses the extent to which the purpose of the essay is specified. In many subjects,

the aim of the essay will normally be expressed as a question and, therefore, this criterion is called

the “research question”. However, certain disciplines may permit or encourage different ways of

formulating the research task.

Achievement level

Descriptor

0 The research question is not stated in either the introduction or on the title page or does not lend itself to a systematic investigation in an extended essay in the subject in which it is registered.

1 The research question is stated in either the introduction or on the title page but is not clearly expressed or is too broad in scope to be treated effectively within the word limit.

2 The research question is clearly stated in either the introduction or on the title page and is sharply focused, making effective treatment possible within the word limit.

B. Introduction

This criterion assesses the extent to which the introduction makes clear how the research question relates

to existing knowledge on the topic and explains how the topic chosen is significant and worthy of

investigation.

Achievement level

Descriptor

0 Little or no attempt is made to set the research question into context. There is little or no attempt to explain the significance of the topic.

1 Some attempt is made to set the research question into context. There is some attempt to explain the significance of the topic and why it is worthy of investigation.

2 The context of the research question is clearly demonstrated. The introduction clearly explains the significance of the topic and why it is worthy of investigation.

C. Investigation

This criterion assesses the extent to which the investigation is planned and an appropriate range of

sources has been consulted, or data has been gathered, that is relevant to the research question. Where

the research question does not lend itself to a systematic investigation in the subject in which the

essay is registered, the maximum level that can be awarded for this criterion is 2.

Achievement level

Descriptor

0 There is little or no evidence that sources have been consulted or data gathered, and little or no evidence of planning in the investigation.

1 A range of inappropriate sources has been consulted, or inappropriate data has been gathered, and there is little evidence that the investigation has been planned.

2 A limited range of appropriate sources has been consulted, or data has been gathered, and some relevant material has been selected. There is evidence of some planning in the investigation.

3 A sufficient range of appropriate sources has been consulted, or data has been gathered, and relevant material has been selected. The investigation has been satisfactorily planned.

4 An imaginative range of appropriate sources has been consulted, or data has been gathered, and relevant material has been carefully selected. The investigation has been well planned.

D. Knowledge and Understanding of topic covered

Where the research question does not lend itself to a systematic investigation in the subject in

which the essay is registered, the maximum level that can be awarded for this criterion is 2.

“Academic context”, as used in this guide, can be defined as the current state of the field of study

under investigation. However, this is to be understood in relation to what can reasonably be

expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to

relate the investigation to the principal lines of inquiry in the relevant field; detailed,

comprehensive knowledge is not required.

Achievement level

Descriptor

0 The essay demonstrates no real knowledge or understanding of the topic studied.

1 The essay demonstrates some knowledge but little understanding of the topic studied. The essay shows little awareness of an academic context for the investigation.

2 The essay demonstrates an adequate knowledge and some understanding of the topic studied. The essay shows some awareness of an academic context for the investigation.

3 The essay demonstrates a good knowledge and understanding of the topic studied. Where appropriate, the essay successfully outlines an academic context for the investigation.

4 The essay demonstrates a very good knowledge and understanding of the topic studied. Where appropriate, the essay clearly and precisely locates the investigation in an academic context.

E. Reasoned Argument

This criterion assesses the extent to which the essay uses the material collected to present ideas in

a logical and coherent manner, and develops a reasoned argument in relation to the research

question. Where the research question does not lend itself to a systematic investigation in the

subject in which the essay is registered, the maximum level that can be awarded for this criterion

is 2.

Achievement level

Descriptor

0 There is no attempt to develop a reasoned argument in relation to the research question.

1 There is a limited or superficial attempt to present ideas in a logical and coherent manner, and to develop a reasoned argument in relation to the research question.

2 There is some attempt to present ideas in a logical and coherent manner, and to develop a reasoned argument in relation to the research question, but this is only partially successful.

3 Ideas are presented in a logical and coherent manner, and a reasoned argument is developed in relation to the research question, but with some weaknesses.

4 Ideas are presented clearly and in a logical and coherent manner. The essay succeeds in developing a reasoned and convincing argument in relation to the research question.

F. Application of analytical and evaluative skills appropriate to the subject

Achievement level

Descriptor

0 The essay shows no application of appropriate analytical and evaluative skills.

1 The essay shows little application of appropriate analytical and evaluative skills.

2 The essay shows some application of appropriate analytical and evaluative skills, which may be only partially effective.

3 The essay shows sound application of appropriate analytical and evaluative skills.

4 The essay shows effective and sophisticated application of appropriate analytical and evaluative skills.

G. Use of language appropriate to the subject

Achievement level

Descriptor

0 The language used is inaccurate and unclear. There is no effective use of terminology appropriate to the subject.

1 The language used sometimes communicates clearly but does not do so consistently. The use of terminology appropriate to the subject is only partly accurate.

2 The language used for the most part communicates clearly. The use of terminology appropriate to the subject is usually accurate.

3 The language used communicates clearly. The use of terminology appropriate to the subject is accurate, although there may be occasional lapses.

4 The language used communicates clearly and precisely. Terminology appropriate to the subject is used accurately, with skill and understanding.

H. Conclusion

This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the

research question and is consistent with the evidence presented in the essay.

Achievement level

Descriptor

0 Little or no attempt is made to provide a conclusion that is relevant to the research question.

1 A conclusion is attempted that is relevant to the research question but may not be entirely consistent with the evidence presented in the essay.

2 An effective conclusion is clearly stated; it is relevant to the research question and consistent with the evidence presented in the essay. It should include unresolved questions where appropriate to the subject concerned.

I. Formal presentation

This criterion assesses the extent to which the layout, organization, appearance and formal elements of

the essay consistently follow a standard format. The formal elements are: title page, table of contents,

page numbers, illustrative material, quotations, documentation (including references, citations and

bibliography) and appendices (if used).

Achievement level

Descriptor

0 The formal presentation is unacceptable, or the essay exceeds 4,000 words.

1 The formal presentation is poor.

2 The formal presentation is satisfactory.

3 The formal presentation is good.

4 The formal presentation is excellent.

J. Abstract

The requirements for the abstract are for it to state clearly the research question that was investigated,

how the investigation was undertaken and the conclusion(s) of the essay.

Achievement level

Descriptor

0 The abstract exceeds 300 words or one or more of the required elements of an abstract (listed above) are missing.

1 The abstract contains the elements listed above but they are not all clearly stated.

2 The abstract clearly states all the elements listed above.

K. Holistic judgment

The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as

intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in

the best work, less successful essays may also show some evidence of them and should be rewarded

under this criterion.

Achievement level

Descriptor

0 The essay shows no evidence of such qualities.

1 The essay shows little evidence of such qualities.

2 The essay shows some evidence of such qualities.

3 The essay shows clear evidence of such qualities.

4 The essay shows considerable evidence of such qualities.

Subject Assessment Criteria

Each subject has its own set of assessment criteria with different degrees of quality being described

by a set of achievement levels. These can be found on the schools IB website. An extended essay

which is inappropriate to the subject in which it is registered will score zero on the subject assessment

criteria.

Overall Assessment

The total score obtained will be used to determine in which of the following bands the extended essay

will be placed. This band, in conjunction with the band for TOK, determines the diploma points

awarded for these two requirements. The band descriptions are:

A Work of an excellent standard

B Work of a good standard

C Work of a satisfactory standard

D Work of a mediocre standard

E Work of an elementary standard

Extended Essay Predicted Grade Calculation

Student Name:

Supervisor Name:

Subject Area:

Title of Extended Essay:

**The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by

the student. In the light of any one criterion, a student’s work may contain features denoted by a high achievement

level descriptor combined with features appropriate to a lower one.

**Only whole numbers should be used, no partial points as fractions or decimals.

**The highest descriptors do not imply faultless performance and assessors and teachers should not hesitate to use

the extremes, including zero, if they are appropriate descriptions of the work being assessed.

0 1 2 3 4

A. Research Question X X

B. Introduction X X

C. Investigation

D. Knowledge & understanding of

the topic studied

E. Reasoned Argument

F. Application of analytical &

evaluative skills appropriate

to the subject

G. Use of language appropriate to

the subject

H. Conclusion X X

I. Formal Presentation

J. Abstract X X

K. Holistic Judgment

Total Points

Band Descriptors

A Work of an excellent standard 30-36

B Work of a good standard 25-29

C Work of a satisfactory standard 17-24

D Work of a mediocre standard 9-16

E Work of an elementary standard 0-8

Predicted

Grade

The Extended Essay/TOK Matrix

Extended Essay Checklist

Judge your essay against these criteria:

Is the essay a reasoned argument in which the writer endeavours to persuade a skeptical reader

of the justifiability of the line of argument adopted?

Is there an argument? Is each part of it clear? Is it easy to understand and does it make sense?

(The argument should be clear from the beginning and not tacked on the end)

Does the essay develop logically through a series of arguments or points?

What evidence is used to support arguments (too little, too much, inappropriate)?

Does the essay show evidence of the imaginative use of a variety of sources (précising one

or more source is not adequate)?

Is the essay clear and readable? (Pay attention to grammar and spelling)

Does the essay contain repetitive or irrelevant material?

Has a bibliography of all materials consulted been included?

Are all quotations properly footnoted?

Is a word count been included, and is the essay within limits?

Presentation:

Has the essay been word processed, allowing space-and-a-half (or double space) between lines and a

12-point font? However pretty it might look DO NOT bind your essay, simply staple it, or hole-punch

it, and fasten with a treasury tag in the top left hand corner.

Multimedia/Web features of the essay:

Is the essay attractively laid out?

Is it presented in a readable fashion?

Have gimmicks -- bells and whistles -- taken over from functionality and fitness for purpose?

Are graphics used; do they contribute to the overall thrust of the essay; are they referred to

in the text?

Are links used to Web sites; are they relevant; are there any dead links?

Have any hyperlink pages been created; do they contain relevant additional

information /primary material?

Is navigation easy; do you always know where you are?

Our Agreements

You will read and understand the general guidelines as well as the guidelines specific to the

subject that you have chosen.

You will abide by the deadlines overleaf

You will understand and abide by the school policy with regard to academic honesty, and shall

cite all references and sources of ideas, quotations, data, diagrams, illustrations etc.

You will understand that the role of your supervisor will be to:

Encourage and support you in your efforts

Provide advice of a subject specific nature.

Make sure that the work is your own.

Complete the supervisor report

You will understand that the role of your supervisor will not be to:

Get you started and tell you what to do.

Give you a research question.

Give you the resources

Edit your work.

Remind you of the deadlines

Chase you to be able to read a draft and offer advice

Must use resources:

Extended Essays

1. 50 Excellent Extended Essays CD rom – There is a copy in the library (or from me)

2. 50 more Excellent Extended Essays CD rom – There is a copy in the library (or from me)

3. IB Prepared: Approach your assessment the IB way—Extended essay books in the school library

4. There are lots of Extended Essays from previous students stored in the school library

5. There are lots of Extended Essays from previous students stored in the my office

6. Official IB guides to the Extended Essay in my office

7. The IB website - http://www.ibo.org/diploma/curriculum/core/essay/

References

1. Referencing tutorial - http://owl.english.purdue.edu/owl/section/2/

2. Referencing tutorial - http://writing.wisc.edu/Handbook/DocMLACitation_Info.html

3. Easy bib, an online reference constructor (absolutely amazing) - http://www.easybib.com/

Milestones and deadlines

These milestones are flexible and can be negotiated with your supervisor, deadlines however, are rigid

and must be adhered to. Extensions can only be given by the IB Coordinator:

Key:

Milestone

Deadline

Your progress will be recorded at each meeting with your supervisor on Managebac against the following

progress indicators:

Any student performing at ‘concern’ will be referred to the IB coordinator for intervention.

Requirements Milestone/Deadline

1. The student has identified both the subject area and topic area, and has secured

a supervisor for the Extended Essay.

22nd November 2013

2. The student has shown evidence of conducting preliminary research and has

chosen a working title.

Title of the essay:

______________________________________________________________

______________________________________________________________

6th January 2014

3. The student has submitted a formal outline of the essay and has developed a

work plan.

20th February 2014

4. The student has completed a first draft of the essay and has discussed it with

their supervisor. Note: The first draft is effectively your complete essay it is

not just an outline.

16th May 2014

5. The student has revised the first draft over the vacations and has submitted a

completed version of the essay. Final adjustments are discussed with the

supervisor prior to formal submission of the Extended Essay.

15th August 2014

6. The student has completed the abstract, bibliography and appendix. 31st October 2014

7. The student has handed in the final essay to the IB Coordinator (one hard copy

and one electronic copy) and has completed the cover sheet.

28th November 2014