Ib Prepared Extended Essay

August 30, 2017     Introductory Meeting during Junior Seminar / Research Skills Lab class

  • Introduction to the Extended Essay and Senior Project

Fall, 2017     Junior Seminar/Research Skills Lab class time devoted to:

  • Introduction to WSA Library EE Guide, and IB documents:
    • IB Assessment Criteria for the EE
    • Relevant EE Subject Guide(s), including the World Studies Guide
    • IB's ethical guidelines related to academic honesty, citing and referencing, and (if applicable to your subject and topic) research and fieldwork, and use of animals)
  • Introduction to EE assessment criteria
  • Research methods, referencing skills, literature review skills
  • Generating research questions

October 2-6, 2017     Individual check-in meetings with EE Coordinator

  • Scheduled during Junior Seminar class
  • Be prepared to answer these questions:
    • Have you chosen an IB subject area of research, or do you know the two subjects your would choose for a World Studies Extended Essay?   
    • What IB subject area do you see this research fitting in to?
    • What sparked your interest in this subject area?
    • What background reading have you done so far?
    • How are you planning on organizing your research, notes, ideas, etc. so that you'll be able to access them when you're ready to write?
    • Do you have a provisional research question that will fit in with your chosen subject?
    • What are the next steps in conducting your research?

November 28, 2017

DUE:  By 8:20 AM on 11/28/2017 to Susan Trower 

'Student Undertaking Contract' signed by both student and parent

DUE:  'Proposed Subject and Topic Form' signed by student; Include one or two proposals, each with:

EE subject, or WSEE theme and two IB subjects

Specific topic area or research question

Rationale for choosing this topic area

DUE:  Feasibility and Viability Report - one report for each EE proposal - each with:

5 - 10 sources

Correctly referenced in chosen citation style

Five of the sources must have at least two notes each; notes must include:

Summary of key points, bullet points of themes, ideas, research, etc.

Quotes as appropriate, page numbers, new references, paths of investigation, etc.

Headings with any information from the source that relates to the EE topic / research question

Summary of key points, bullet points of themes, ideas, research, etc.

Notes may be submitted using the Notecards feature in NoodleTools

Goal is to prove viability of proposed research question

December 14, 2017     Extended Essay supervisors assigned

January 16 - 25, 2018

Schedule appointment with supervisor and meet for first time (Initial Reflection Session)

As preparation for their first advisory session, students should be prepared to discuss the following:

  1. Criteria:  you should go over the subject-specific assessment criteria 
  2. Research question: work with your supervisor to narrow your topic/question down to a manageable scope (capable of being covered in 4,000 words); investigate the viability of your topic; if you have a wildly interesting but impractical question:  be prepared to heed the advice of your supervisor; know that it's up to you, and your supervisor will not prescribe or create a research question for you
  3. Exemplars:  ask for exemplars in your chosen subject from the EE coordinator or your supervisor.
  4. Library:  Be sure to check with the WSA Librarian for help in getting access to publications or online journals that would apply to your topic.
  5. Structure: Work with your supervisor to devise a plan as t how your research question could be structured or go to the session with a proposed structure you have in mind for review (chapter headings, for instance.)  MindMap® of ideas, flow charts, and other models could prove useful here to help you visualize your structure at this early stage.
  6. Time Management: If you are finding it difficult to plan your time due to other assessment pressures or extra-curricular demands, then it may be useful to speak to your supervisor with regards to creating a structured research timeline or more specific timetable to help you to see exactly what is required and when.

January 29, 2018

DUE:   'Research Readiness Form' to Susan Trower, signed by both student and supervisor

  • Turned in by 3:30 PM on 1/29/2018
  • Worth 50 points towards Spring Semester EE grade
  • Late form = 0 points

DUE:   First reflection (150-175 words) to Susan Trower via email

  • Emailed reflection must arrive by 3:30 PM on 1/29/2018
  • Worth 50 points towards Spring Semester EE grade
  • Late reflection = 0 points

February - March, 2018     Meet with supervisor at least two more times (10-20 minute sessions)

  • Things to be prepared to discuss with your supervisor:
    • Passivity - If you haven't done as much as you had hoped for since your first meeting, discuss the reasons and causes for this with your supervisor and ways to overcome or avoid this in future sessions.
    • Reading - Discuss your reading and/or research.  What have you found out?  Any surprises? Any useful lines of thought or approaches to the question?
    • Notes - Do you have a workable note-taking system in place?
    • Essay plan - Go over how to best structure your essay.
    • Exemplars - Try marking up a pre-existing essay with the assessment criteria, then go over this with your supervisor.  This will allow you to write with the assessment criteria firmly in mind.
    • Time-management - Be prepared to adjust your normal routines to accommodate any delays or issues with your EE so far. Sticking to deadlines will ensure you get this done!
    • Writing - Commit to getting started on your writing!
    • Research question - Tweaking  at this point is OK, but not big changes to your topic area or question.
  • Continue to use your RRS (Researcher's reflection space) to record reflections on what you are reading, writing and thinking

April 9-13, 2018   Meet with supervisor to discuss:

  • Completion of planned reading and/or research (Is further reading and/or research needed?)
  • Challenges encountered in EE process
  • EE presentation to Supervisors and Class of 2020 on May 1

April 16, 2018

DUE:   'Writing Readiness Form' to Susan Trower, signed by both student and supervisor, by 3:30 PM on 4/16/2018

  • Worth 50 points towards Spring Semester EE grade
  • Late form = 0 points

May 1, 2018

Extended Essay Presentations to Supervisors and Class of 2020

  • PowerPoint presentation, 8-10 slides, 5 minutes
  • Presentation of your most up-to-date findings and research
  • Scheduled during Advocacy and All School meeting time in two groups; one in the Conference Room and one in Parke 2
  • Includes:
    • Subject and research question
    • Background (what your EE is about)
    • Research conducted so far
    • Planned research for the summer
    • Working outline of the final contents page
    • Detailed summary of one or two chapters or sections
    • Problems encountered / solutions found
    • Bibliography, accurately referenced with chosen citation style
  • Worth 100 points towards Spring Semester EE grade
  • No presentation = 0 points

May 1, 2018

DUE: Student brings signed 'Extended Essay Progress Check Form' to be completed by supervisor after the presentation.

  • Worth 50 points towards Spring Semester EE grade
  • Late form = 0 points

June 1, 2018

DUE: 5 pages of writing due to Supervisor and Susan Trower

  • Emailed document must arrive by 3:30 PM on 6/01/2018
  • Worth 100 points towards Spring Semester EE grade
  • Late paper = 0 points
  • Options:
    • 5 pages of 'Body' of paper, based on the essay outline presented to EE Supervisors and the Class of 2020 on May 1, OR
    • 5 pages of writing total, comprised of paragraphs analyzing the information from at least 5 of the primary and/or secondary sources to be used for the paper.  For this approach, Eric Bright's worksheets for analysis of historical primary and secondary sources can be used to help with deciding how to structure the writing.

June 4 - 7, 2018     Meet with Supervisor to discuss:

  • Quality of preliminary writing submitted on June 1
  • EE assessment criteria (Students would benefit from reading Chapter 7. Assessment [maximizing marks], in Oxford Extended Essay Course Companion, by Kosta Lekanides, ISBN 9780198377764, before this meeting)
  • Summer plans for completing writing on the EE

June - August, 2018     Students write first draft of their Extended Essay

Summer Break


September 4, 2018

DUE: First 10 pages of draft due to Supervisor and Susan Trower

  • Emailed document must arrive by 3:30 PM on 9/4/2018
  • Worth 100 points towards Fall Semester EE grade
  • Late paper = 0 points

September 10-14, 2018

SECOND REFLECTION SESSION WITH SUPERVISOR (INTERIM SESSION)

Meeting with Supervisor regarding quality of preliminary draft (no editing)

As preparation for the interim reflection session, students should have:

  1. attempted to refine a focused and appropriate research question
  2. significantly deepened their research and recorded pertinent evidence, information or data in the Researcher’s reflection space
  3. reviewed and consolidated the methodologies they are using
  4. formulated arguments based on the evidence that they have collected
  5. added to the working bibliography for their research.

September 17, 2018

DUE:   Interim reflection (150-175 words) due to Susan Trower via email

  • Emailed reflection must arrive by 3:30 PM on 9/17/2018
  • Worth 50 points towards Fall Semester EE grade
  • Late reflection = 0 points

October 22, 2018

DUE: Complete draft due to Susan Trower by 3:30 PM

  • Two (2) printed copies and an emailed digital copy required by 3:30 PM on 10/22/2018
  • Draft must conform to IB Formal Presentation Guidelines as provided to Candidate
    • Required components: Title Page, Table of Contents, Introduction, Body of Paper, Conclusion, Works Cited (NOTE: do NOT include an Abstract)
    • Required Format: Arial font, 12 point font size, double-spaced text, numbered pages, indented paragraphs, appropriate margins (1" on all sides is acceptable)
    • Acceptable file type: DOC or DOCX
  • Worth 100 points towards Fall Semester EE grade
  • Late paper = 0 points

Week of October 29 - November 2, 2018

Mandatory draft (revision) conference with supervisor

  • Scheduled by student in advance at discretion of Supervisor     
  • Set aside minimum of one hour for meeting

December 3, 2018

FINAL COPY DUE to Susan Trower by 3:30 PM

  • Emailed digital copy required by 3:30 PM on 12/3/2018
  • Final copy must conform to IB Formal Presentation Guidelines as provided to Candidate (see note above)
  • Worth 100 points towards Fall Semester EE grade
  • Late paper = 0 points

December 3-7, 2018

FINAL REFLECTION SESSION WITH SUPERVISOR (VIVA VOCE)

Final session with supervisor, scheduled by student in advance at discretion of Supervisor

Students should bring the following to this session:

  • extracts from their Researcher's Reflection Space (RRS) that illustrate how they have grown as learners through the process of reflection
  • a willingness to share their personal experience and to discuss the skills and development of conceptual understandings that they have acquired through the completion of the extended essay.

December 10, 2018

DUE:   Final reflection (150-175 words) due to Susan Trower via email

  • Emailed reflection must arrive by 3:30 PM on 12/10/2018
  • Worth 50 points towards Fall Semester EE grade
  • Late reflection = 0 points

Curriculum: Core - Extended Essay - Class of 2018+

The following information regarding Extended Essays is valid for students in the class of 2018 and future years.
​All of the information on this page, including the "at a glance" and "key features" below, is taken directly from the IB's Extended Essay website for IB teachers.

The extended essay at a glance
The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay. An assessment of this reflection process is made under criterion E (Engagement) using the Reflections on planning and progress form.
The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.

Key features of the extended essay
  • The extended essay is compulsory for all students taking the Diploma Programme and is an option for course students.
  • A student must achieve a D grade or higher to be awarded the Diploma.
  • The extended essay is externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma.
  • The extended essay process helps prepare students for success at university and in other pathways beyond the Diploma Programme.
  • When choosing a subject for the extended essay, students must consult the list of available Diploma Programme subjects published in the Handbook of procedures for the Diploma Programme for the session in question.
  • The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school.
  • It is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words.
  • It is the result of approximately 40 hours of work by the student.
  • Students are supported by a supervision process recommended to be 3–5 hours, which includes three mandatory reflection sessions.
  • The third and final mandatory reflection session is the viva voce, which is a concluding interview with the supervising teacher.​
Information about the EE is available in the following sections below:

CONTRACT AND DEADLINES

EXTENDED ESSAY OVERVIEW

SUPPORTING THE EXTENDED ESSAY

supporting_the_ee_-_researchers_reflection_space_-_student-supervisor_relationship.pdf
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supporting_the_ee_-_researchers_reflection_space_-_role_of_the_rrs.pdf
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supporting_the_ee_-_researchers_reflection_space_-_nature_of_the_rrs.pdf
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supporting_the_ee_-_researchers_reflection_space.pdf
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supporting_the_ee_-_the_supervisor.pdf
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supporting_the_ee_-_the_sudent.pdf
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FOR STUDENTS

Exended Essay - class of 2018 - Reflections on planning and progress form - LAST NAME First Name - updated 08-2017.pdf
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Extended essay - class of 2018 - Reflections on planning and progress form - LAST NAME First Name.pdf
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for_students_-_protocols_for_the_reflections_on_planning_and_progress_form.pdf
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for_students_-_authenticating_student_work.pdf
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for_students_-_reflection_sessions_-_final_session_viva_voce.pdf
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for_students_-_reflection_sessions_-_prepraration_for_final_session_viva_voce.pdf
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for_students_-_reflection_sessions_-_submission_requirements.pdf
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for_students_-_reflection_sessions_-_commenting_on_a_draft.pdf
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for_students_-_reflection_sessions_-_interim_reflection_session.pdf
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for_students_-_reflection_sessions_-_prepraration_for_interim_session.pdf
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for_students_-_reflection_sessions_-_first_formal_reflection_session.pdf
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for_students_-_reflection_sessions_-_prepraration_for_first_session.pdf
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for_students_-_supporting_mandatory_reflection_sessions.pdf
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for_students_-_supervision_sessions_vs_reflection_sessions_-_formal_reflection_sessions.pdf
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for_students_-_supervision_sessions_vs_reflection_sessions_-_check-in_sessions.pdf
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for_students_-_supervision_sessions_vs_reflection_sessions.pdf
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for_students_-_the_supervision_process.pdf
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RESEARCH AND WRITING

research_and_writing_-_initial_guidance.pdf
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Research and Writing: Developing a research question
research_and_writing_-_developing_a_research_question.pdf
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research_and_writing_-_developing_a_research_question_-_first_steps.pdf
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research_and_writing_-_sample_research_questions.pdf
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Research and Writing: Academic honesty
research_and_writing_-_academic_honesty.pdf
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research_and_writing_-_academic_honesty_-_accessing_sources.pdf
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research_and_writing_-_academic_honesty_-_bibliography.pdf
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research_and_writing_-_academic_honesty_-_citations.pdf
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research_and_writing_-_academic_honesty_-_use_of_computer_programs.pdf
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research_and_writing_-_academic_honesty_-_using_online_encyclopedias.pdf
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research_and_writing_-_academic_honesty_-_referencing.pdf
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research_and_writing_-_academic_honesty_-_referencing_online_materials.pdf
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Research and Writing: Ethics
Research and Writing: Presentation
research_and_writing_-_presentation.pdf
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research_and_writing_-_presentation_-_appendices.pdf
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research_and_writing_-_presentation_-_footnotes_and_endnotes.pdf
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research_and_writing_-_presentation_-_illustrations.pdf
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research_and_writing_-_presentation_-_reliance_on_external_sources.pdf
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research_and_writing_-_presentation_-_specimen_materials.pdf
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research_and_writing_-_presentation_-_tables.pdf
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research_and_writing_-_presentation_-_word_counts.pdf
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Research and Writing: Writing the EE
research_and_writing_-_writing_the_ee.pdf
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research_and_writing_-_writing_the_ee_-_title_page.pdf
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research_and_writing_-_writing_the_ee_-_contents_page.pdf
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research_and_writing_-_writing_the_ee_-_introduction.pdf
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research_and_writing_-_writing_the_ee_-_body.pdf
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research_and_writing_-_writing_the_ee_-_conclusion.pdf
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research_and_writing_-_writing_the_ee_-_references_and_bibliography.pdf
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research_and_writing_-_proofreading.pdf
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ASSESSMENT

SUBJECT SPECIFIC - GROUP 1 - STUDIES IN LANGUAGE AND LITERATURE

group_1_-_interpreting_the_ee_assessment_criteria.pdf
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SUBJECT SPECIFIC - GROUP 2 - LANGUAGE ACQUISITION

  • Contract and Deadlines
  • Extended Essay Overview
  • Supporting the Extended Essay
  • ​For Students
  • Research and Writing
  • Assessment
  • ​Subject Specific Guidelines
ee_overview_-_at_a_glance.pdf
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ee_overview_-_assessment_objectives.pdf
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ee_overview_-_prior_learning.pdf
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ee_overview_-_reflection.pdf
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research_and_writing_-_ethical_guidelines.pdf
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research_and_writing_-_ethical_guidelines_-_animals.pdf
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assessment_-_overview.pdf
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assessment_-_criterion_a_-_focus_and_method.pdf
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assessment_-_grade_descriptors.pdf
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assessment_-_criterion_b_-_knowledge_and_understanding.pdf
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assessment_-_best_‭fit_approach_and_markbands.pdf
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assessment_-_criterion_c_-_critical_thinking.pdf
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assessment_-_unpacking_the_criteria.pdf
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assessment_-_criterion_d_-_presentation.pdf
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assessment_-_criterion_e_-_engagement.pdf
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group_1_-_introduction.pdf
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group_1_-_choice_of_topic.pdf
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group_1_-_overview.pdf
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group_1_-_treatment_of_the_topic.pdf
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group_2_-_introduction.pdf
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