EXTENDED ESSAY HANDBOOK

(2023-2024)

Location: #846, St. 1003, Sangkat Phnom Penh Thmei, Khan Sen Sok, Phnom Penh
Phone Number: 099 77 75 50 / 086 59 99 47
Email: campus7@ggas.edu.kh

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 Table of Contents
What is the Extended Essay? …………………………………………………………………………………………………..3
EE and the IB Learner Profile ……………………………………………………………………………………………………3
What does the EE look like? …………………………………………………………………………………………………….4
Presentation of the Extended Essay …………………………………………………………………………………………5
Requirements of the Extended Essay ………………………………………………………………………………………6
How long does the whole EE process take? ……………………………………………………………………………..7
EE Submission Guidelines ………………………………………………………………………………………………………..7
Subject Specific Requirements for IB DP: English A – Language and Literature ………………………..8
Subject Specific Requirements for IB DP: Psychology ……………………………………..…………………….11
Subject Specific Requirements for IB DP: Business Management .…………………..…………………….13
Subject Specific Requirements for IB DP: Biology ……………………….…………………..…………………….15
Subject Specific Requirements for IB DP: Physics ……………………….…………………..…………………….17
Subject Specific Requirements for IB DP: Chemistry ………………….…………………..……………………..20
Subject Specific Requirements for IB DP: Mathematics ………………….………….…..……………………..22
Subject Specific Requirements for IB DP: Visual Arts ………………….…………………..……………………..24
Extended Essay Key Dates ……………………………………………………………………………………………………..26
Extended Essay Assessment Criteria ………………………………………………………………………………………27
Academic Honesty in Research ………………………………………………………………………………………………28
EE Referencing checklist …………………………………………………………………………………..……………………29
Responsibilities of Supervisors and Students …………………………………………………………………………30
Some Possible Topic Ideas …………………………………………………………………………………………………….32
A note on topic, title and research question ………………………………………………………………………….33
EE APPLICATION FORM 2024/2025 ……………………………………………………………………………………….34
Extended Essay Checklist ……………………………………………………………………………………………………….36

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 What is the Extended Essay?
The Extended Essay is a mandatory requirement of the IB Diploma Programme Core. It is an
independent research-based essay of approximately 4,000 words. You can utilize any IB DP
subject offered at GGAS as the topic of your EE.
A trained IB examiner will assess all Extended Essays externally. The Extended Essay is an
essay, not a narrative or a report. It is not a summation of what is out there. The EE has to
involve the student’s analysis in some way.
The Extended Essay is:

 A formal essay containing no more than 4,000 words accompanied by a reflection form of
no more than 500 words.
 A piece of independent research on a topic chosen by the student in consultation with a
subject teacher who acts as supervisor.
 The result of approximately 40 hours of work by the student.
 A process supported by a supervisor for a recommended 3–5 hours, which includes three
mandatory reflection sessions.
 Concluded by a third and final mandatory reflection session in which the supervising
teacher interviews the students.
 As a condition for award of Diploma students must achieve a D grade or higher.
 A process that helps prepare students for success at university and in other pathways
beyond the IBDP.

EE and the IB Learner Profile

The process of researching and writing the EE represents the learner profile in action.
 Being open-minded, principled and reflective are aspects of the student experience within
the extended essay.
 The extended essay provides students with the opportunity to become more
internationally minded by engaging with the local and global communities on topics of
personal inquiry.
 The extended essay is a challenging and rewarding experience, which prepares students for
different pathways beyond the Diploma Programme by developing skills valued by both
tertiary education and employers.
 The extended essay embodies the essence of an IB education in developing inquiring,
critical, lifelong learners.

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 What does the EE look like?
The extended essay offers pupils a unique chance to research a subject matter that interests
them personally. Students can show their interest, enthusiasm, intellectual curiosity, and/or
creative approach for their chosen topic by submitting an independently written research
paper in essay style.

Research, critical thinking, and self-management are among the significant transferable
abilities that students acquire and communicate through academic writing. The emphasis is on
participation and reflection on the research process, as well as highlighting the student's
intellectual and personal journey and how it has shaped them as a learner and influenced their
final essay.

Students must write an extended essay for a specific discipline in which they must
demonstrate their knowledge and understanding of the discipline's theories, tools, and
techniques as explored through a topic of their choosing. The academic disciplines support and
are supported by the extended essay, which is a core component of the Diploma Programme.
The extended essay, regardless of subject, is concerned with investigating a specific research
question by interpreting and evaluating evidence and constructing reasoned arguments.

While undertaking the extended essay, students model many of the elements of academic
research:
- by locating their topic within a broader disciplinary context,
- by justifying the relevance of their research and
- by critically evaluating the overall strength of the arguments made and sources used.

Guided through this process by a supervisor, students are encouraged to reflect on insights
gained, evaluate decisions, and respond to challenges encountered during the research.

As the extended essay is an independent task, it requires students to self-manage by

developing organization and affective skills, including mindfulness, perseverance, resilience
and self-motivation.

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 Presentation of the Extended Essay
Organization
All Extended Essays should include the three components of a research paper:
(1) the introduction, (2) the body or development, and (3) the conclusion.
The Extended Essay should be written in a clear, correct and formal style appropriate to the
subject from which the topic is drawn.

Title Page
Place the title ¼ of the way down from the top of the page. Remember that the title is not the
same thing as your research question or topic. Think of an informative title, which conveys the
essence of your essay. 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.

In the bottom right corner of your paper include the following:

Your Name; Your Session Number; Word Count; Date; Subject

Structure
The essay must be typed double spaced in 12 pt. font and be as close to 4,000 words as
possible without going over the limit. The 4000 words include the Introduction, Body,
Conclusion, and any quotations. It does not include the Abstract, Acknowledgements, Table
of Contents, Illustrations, Bibliography, Footnotes, Endnotes, or Appendices.
Use Times New Roman font in black ink.The essay should be neat and organized.
Do not use run-on sentences and paragraphs that are too long and attempt to cover too many
topics.
Do not allow careless grammatical and spelling errors to lower your grade.
Paragraphs must be topical, readable, and of reasonable length.
The essay must be structured and organized logically with all arguments and analysis
presented and developed in a systematic fashion and order. Use smooth transitions between
paragraphs to link the paragraphs, arguments, and sections of your paper. Use spell-check and
make sure several competent people proofread your essay.

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 Requirements of the Extended Essay
Your Extended Essay must address each of the following questions.
Introduction
 What is your research question?
 Why is the research question significant and worthy of study?
 Why is the research question significant to you personally?
 What is your thesis?
 What is your game plan for the rest of the essay?
Body
 What is the background information needed in order to understand your research
question and thesis?
 What are the distinct elements of your thesis? How can the thesis be divided and
broken down into parts?
 What are the central arguments you will make to defend your thesis?
 What are the topical subsections of your body? Outline each subsection of the body.
 How does each subsection build upon the previous subsection and lead up to the next?
 How does each subsection contribute to your defense of your thesis?
 What evidence will you present to support your arguments and thesis?
 What are your key sources? How will you integrate the evaluation of your sources in the
body?
 How will you integrate critical analysis into your body?
Conclusion
 How have you sufficiently answered the research question and defended your thesis?
 What are the major strengths of your thesis and your analysis and defense of it in your
essay?
 What could you have done better in the essay? Evaluate your own work critically.
 What are the new questions and unresolved questions that have arisen from your
research and analysis?
 Bibliography (Include only those sources you have cited in the essay.)

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 How long does the whole EE process take?
Students are expected to spend approximately 40 hours on independent research and writing
in order to complete a quality Extended Essay.
The process will begin in the first DP year with informational sessions, establishing the
student/supervisor relationship and submitting a research plan and essay proposal by the end
of May 2023.
A solid rough draft of at least 2000 words is due to the supervisor by the end of September
2024 and the final draft will be due in January 2025.

EE Submission Guidelines
1. Each student must submit THREE copies of his/her completed essay to their faculty
mentor. The supervisor will keep one copy, one will be kept with the coordinator and
one will be submitted to IB for grading.
2. Each essay should have the student’s name and IB number printed at the bottom of
each page of the essay. Use the header/footer on your computer.
3. The copy sent to IB will have a cover page, supplied by the supervisor. Each essay cover
page must be completed neatly in black ink.
4. Each cover sheet must include the title of the essay, and should be signed and dated by
the student.

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 Subject Specific Requirements for IB DP
Group 1: English A: Language and Literature
Overview
An Extended Essay in language and literature studies allows students to conduct independent
research on a topic of special interest to them within the subject. It is designed to foster
advanced research and writing abilities, as well as intellectual discovery and creativity.

Studies in language and literature EEs are divided into three categories:
Category 1: Studies of one or more literary works originally written in the language in which
the essay is presented.
Category 2: Studies of a literary work or works originally written in the language of the essay
compared with one or more literary works originally written in another language.
Category 3: Studies in language based on one or more texts originally produced in the
language in which the essay is presented.

Categories 1 and 2
An extended essay in categories 1 and 2 gives students an opportunity to:
- study in depth a literary topic
- engage in independent literary criticism
- engage with established critical comment (where appropriate)
- develop the ability to put forward their views persuasively and in a well-structured manner,
using a register appropriate to the study of literature.
- Students must place their analysis of their chosen text(s) in the wider context of the
discipline. This may include other literary texts, or particular critical perspectives or
insights. However, this wider discussion should not detract from the main focus of their
chosen text(s).
Category 3
An extended essay in categories 3 gives students an opportunity to:
- demonstrate skills of textual analysis by considering how language, culture and/or context
influence the ways in which meaning is constructed in texts
- examine critically the different relationships and interactions that exist between texts,
audiences and purposes
- engage with established (or developing) critical writing, as appropriate
- develop the ability to put forward their views persuasively and in a well-structured manner,
using a register and terminology appropriate to the subject.

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Topic
The student is responsible for ensuring that the topic of their EE does not overlap with any
other work they are preparing for assessment. The EE can’t be based on a text that a student
has studied as part of their course. Students can base their essays on various texts by the same
author, demonstrating relevant broader reading and individual research.

Clarification on the use of non-fiction and song lyrics in a language A EE:

Nonfiction works can be considered part of literary investigations if the works in question are
literary in nature. Furthermore, before deciding whether a work is worthy of investigation,
candidates should ensure that it has a body of established literary criticism. The availability of
secondary sources to back up arguments is critical to meeting criterion C. (Critical thinking).
Song lyrics will be regarded as literary texts in the poetic literary form. An EE focusing on song
lyrics is thus either a category 1 essay if the texts are not in translation or a category 2 essay if
there is a comparison between a text written originally in the language of the essay and others
written in another language. In the case of an essay studying music videos, the correct
category would be category 3, as music videos are non-literary.

Example Topics
Category 1
The portrayal of marriages as imperfect in Middlemarch by George Eliot.
The use of comic characters to explore serious issues in Shakespeare’s Measure for Measure
and King Lear.

Category 2
The importance of satire in the travels of the main characters in Huckleberry Finn and Candide.
The treatment of the theme of love in a selection of Shakespeare’s sonnets and Veinte poemas
de amor y una canción desesperada by Pablo Neruda.

Category 3
The use of language and other persuasive techniques to confront the ideology of the United
States by Malcolm X and other civil rights activists.
The use of humour by Kehlman in Measuring the World to bridge the distance between the
present day reader and his historic subject matter.

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Treatment of the topic
Categories 1 and 2—literature
Students should always consider how the text(s) work as literature, dealing with aspects such
as the effects they achieve, the devices they use and the way they are written.

Philosophical, political or social issues

Students can choose as their topic a philosophical, political or social issue arising from a work
of literature. However, the major focus of their essay should be the literary treatment of the
issue. They must not treat the literary work(s) simply as documentary evidence in a discussion
of the particular issue.

Use of literary criticism

Students should aim for a compromise between building on the wisdom of experienced critics
and introducing new personal elements. An essay that simply repeats the views of established
literary critics will not receive a high mark.

Use of literary biography

Essays that interpret literary works in terms of the writer’s life tend to produce reductive
readings based on second-hand information. Such essays receive low marks and the IB
therefore advises students to avoid biographical topics.

Category 3—language
Students should give focused and critical attention to the text or texts being considered. The
approach should aim to be balanced, coherently argued, and illustrated by relevant supporting
examples.
Students are encouraged to:
- adopt an analytical, critical position.
- show awareness of potentially conflicting viewpoints on the text(s) and their meaning in a
wider social context.
- Their analysis must include a wider discussion of the contexts in which the text(s) are
produced and understood.
Essays that attempt to interpret the text(s) without considering the original audience and
context are unlikely to offer a fully successful discussion.

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Group 3: Psychology
Overview
An extended essay (EE) in psychology gives students the opportunity to:
- Investigate in depth a topic of their choice within the subject 3
- Develop their skills in research, analysis and evaluation, and communication
- Broaden their understanding of behavior from a psychological standpoint.
- Psychology may be defined as “the study of behavior”.
- The subject involves studying the behaviors of humans and non-human animals and has a
range of specialist terms, methods and literature.

It is therefore essential for students undertaking an EE in psychology to:

- Have a sound understanding of the subject and its methodologies
- Choose a topic amenable to psychological investigation and analysis.
- Students who have not studied psychology formally should not undertake the EE, unless
they can demonstrate that they have sufficient knowledge and understanding of the
subject.
Topic
The topic could be an extension of a topic covered on the Diploma Programme psychology
course or something of interest that is not covered. Students should keep in mind when
selecting a topic that their EE must be based solely on secondary sources. Primary data
collection is not permitted for the psychology EE.

The process of selecting a focused research question may be summarized as:

- choose a field in psychology of particular interest
- refine this choice to a specific topic
- develop a research question on this topic.

A student, for example, might be interested in stress. They could then focus on the topic of
stress in commercial aviation. Many major commercial airlines hire psychologists to
investigate pilot performance and other factors such as stress and emergency management.
"To what extent does airline pilot stress affect airline safety standards?" could be the student's
research question.

Students must ensure that they have enough relevant and appropriate resources to conduct
their research. They should look into this at the beginning of their planning process.
The research question should necessitate the development of a systematically structured and
fully supported argument in order to reach an informed conclusion.
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Tricky topics
Topics within the fields of “pop psychology” or “self-help” will not be appropriate for the EE as
they are not supported by peer-reviewed research studies.
Topics that do not lend themselves well to analysis, evaluation and debate are unlikely to be
the best choices for a student.
Topics such as eating disorders, dysfunctional behaviors (eg schizophrenia or depression) and
forensic psychology are popular with students. However, they pose a challenge unless
students focus their research question very tightly. These topics are extremely ambitious,
requiring far more time and experience than students generally have at their disposal.

Example Topics
The relationship between bilingualism and cognitive development.
An examination of whether and how sleep contributes to learning.
An examination of the extent to which music therapy is effective in enhancing the
communication skills of individuals diagnosed with autism.
An examination of the extent to which music therapy is effective in enhancing the
communication skills of individuals diagnosed with autism.

Treatment of the topic

- Primary data gathered by students is inappropriate for the EE. Students must instead rely
on secondary data from published sources. Students should not make any claims that are
not supported by evidence from psychological theories or studies.
- Students should carefully evaluate any research they cite in order to develop a well-
rounded understanding of their topic. In response to the research question, the essay
should provide a balanced argument.
- Students should demonstrate critical awareness and understanding of the material they
use. They should analyze rather than simply describe. They need to apply what they have
read to the research question rather than report the information.

Ethical guidelines
The IB has published a set of ethical guidelines that apply to the psychology EE and internal
assessment task.
Many topics within psychology are sensitive in nature. Students should consider carefully all
possible ethical issues before they embark on their essay. Students and supervisors share the
responsibility for ensuring it does not breach the guidelines.

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Group 3: Business Management
Overview
An extended essay (EE) in business management gives students an opportunity to carry out in-
depth research in an area of personal interest relating to business management.
The EE gives students an opportunity to develop research skills by:
- reviewing business theories, concepts and principles
- critically analyzing their use and application in the business world and their resultant
impact on business activity.

Topics
Students can choose a topic they have encountered during their Diploma Programme business
management course. However, they may also choose to investigate issues that fall outside its
scope. For example: business practices in a specific regional or national context.

Whatever area they choose, students must root their research firmly in accepted business
management theories and use the core principles of business management as the basis for
their research. Sources of ideas may include: an interest in issues raised in the classroom;
aspects of a student’s own experience; current events.

Examples of Topics
Application of lean production principles to the NGO ABC.
The contribution of Just-in-Time production in improving efficiency in the textile industry in
Cambodia.
Treatment of the topic
Sources
Students' research should be broad and detailed, and they should use a variety of sources.
Relying too heavily on a single source is unlikely to provide students with enough scope or
breadth in their analysis. Students may include materials sourced from a specific business or
organization whose field of expertise is related to the chosen topic, such as market research
firms, industry analysts, or think tanks.

Secondary sources
Students should use secondary data as the basis of their EE, supported where appropriate by
primary research. The sole use of secondary sources is permitted and will allow students
access to all levels of the EE assessment criteria. A good range of secondary sources should be
consulted, including: business management textbooks; general business management books;
industry analyses; company reports and data.

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Primary research
Students must plan any primary research well so that it yields genuinely additional and
significant insights. All the research carried out must address the research question. Similarly,
the development of the essay must be related to the research question directly and
consistently and must not include information that is unnecessary.
Use of analytical tools and numerical data
A good essay will demonstrate the appropriate use of analytical tools, often supported by
numerical data to assist the discussion and evaluation.
Appropriate analytical tools from the business management syllabus include: Ansoff Matrix;
BCG Matrix; Break-even analysis; Decision tree; Financial statements and ratio analysis etc.
Students may also use analytical tools that are not included in the syllabus.
Conceptual perspectives
Strategic and conceptual perspectives on the research question can add to the interest and
rigor of the essay, for example:
- the effect of new technologies on organizational innovation
- the cultural and ethical implications of business decisions.

Use of theory
Students should integrate relevant business management theories, tools and techniques with
the evidence obtained by the research throughout the essay.
Students should not present theory as a separate section. An essay that delivers theory as a
separate section of the essay and does not apply it to the specific research question is unlikely
to succeed. Students should avoid making assertions using business management theories and
techniques if they cannot meaningfully link these to their case study with supporting evidence.

Critical thinking
When considering the information obtained from their research, students must ask probing
questions and consider all relevant factors. It is not always possible to take information at face
value. A critical approach in which students demonstrate analytical and evaluative skills is
required.
Students should keep in mind that a business management essay should be written objectively
and without personal bias. Conclusions should be drawn from the evidence rather than from
the student's preconceptions.

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Group 4: Biology
Overview
An extended essay (EE) in biology provides students with an opportunity to apply a range of
skills while researching a topic of personal interest in the field of biology.
Biology is the science that deals with living organisms and life processes. A biology EE should
incorporate biological theory and emphasize the essential nature of this subject
Choice of topic
The topic must allow an approach that relates specifically to biology. Where a topic can be
approached from different viewpoints, the treatment of the material must be clearly
biological. Essays that deal with human diseases can often be dealt with from a number of
perspectives, such as biological, medical, social or economic. Such essays should focus on
biological aspects of the disease rather than on medical diagnosis and treatment.
Similarly, essays that deal with sports physiology and physical fitness must have a clear
biological emphasis. They must explore the issues from a biological viewpoint and provide
biological explanations for the results.
Some topics may be inadmissible because their means of investigation are unethical. For
example, investigations that:
- are based on experiments likely to inflict pain on, or cause stress to, living organisms
- are likely to have a harmful effect on health, eg culturing micro-organisms at or near body
temperature (37°C)
- involve access to, or publication of, confidential medical information.
In all cases where human subjects are used as the basis for an investigation, clear evidence of
informed consent must be provided in accordance with the IB guidelines.

Examples of topics
The effect of detergent toxicity on soil bacteria.
A study of malnourished children in Indonesia and the extent of their recovery after a period
of supervised improved nutrition.
The effect of banana peel on seed germination.

Treatment of the topic

Students should explain early in the essay how they arrived at their research question and
narrowed it down, by briefly outlining aspects they are not considering in the essay. Students
should be encouraged to formulate one or more hypotheses based on the research question.
A single well-formulated question may give rise to a small number of precise hypotheses.

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Primary research
Essays in biology may be based on data collected by the student through:
Experimentation; survey; microscopic observations; biological drawings; fieldwork; or some
other appropriate biological approach.

Essays that involve practical work carried out in the laboratory, or fieldwork, should include a
clear and concise description of the experimental procedure.Students taking an experimental
approach must also consult secondary sources.

Secondary research
Alternatively, students can base their essays on data or information obtained from literature.
Ideally they can use the data and manipulate or analyze it in an original way. Essays that
simply restate facts or data taken directly from the sources are of little value.

Students should attempt to specify how the research approach and methodology were
decided, and show any approaches that were considered and rejected.

Essays based on research carried out by the student at a research institute or university, under
the guidance of an external supervisor, must be accompanied by a covering letter outlining the
nature of the supervision and the level of guidance provided.

Writing the essay

The main body of the essay should consist of an argument or evaluation based on the data or
information presented. Here, the student should point out the significance of any graphs,
tables or diagrams. Their evaluation should show they understand the results and their
significance in the context of wider academic reading on the topic.

Students should provide some explanation of anomalies or unexpected outcomes as well as

explore alternative explanations for their findings. Students must be encouraged to undertake
a critical evaluation of the work they have done. In their analysis, they should describe and
explain the limitations imposed on the research by factors such as:
- the suitability and reliability of the sources accessed
- accuracy and precision of measuring equipment
- sample size
- validity and reliability of statistics.

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Group 4: Physics
Overview
An extended essay (EE) in physics should use focused, evidence-based argumentation to
answer a research question in physics. The evidence may come from the student's personal
experimentation as well as book and internet research. Whatever method of research is
chosen, the student must apply physics principles. The essay must include elements of
personal and original thinking in addition to simply informing the reader.

Choice of topic
The topic should be a challenge for the student without being over-specialized. It should use
the knowledge gained in the physics course to answer a research question that goes beyond
the course content. The question must not be trivial in nature.

Inappropriate topics
Topics that require theory that is beyond the grasp of the student should be discouraged.
Students should avoid broad or complex topics beyond the scope of the EE, such as
investigations into quantum computers or black holes.

Research question
Having decided upon the area of investigation, the student should define a narrow and well-
focused question. At this stage it is important to imagine the possible outcomes and
conclusions. Doing so will help in the process of defining the question and choosing the
methodology.

Examples of topics
The time taken for a single domino to fall depending upon its height and width.
The frequency of sound produced by a violin depending on room temperature.
The rate of diffusion of different gases from an inflated balloon.

Treatment of the topic

Physics essays usually have a title that summarizes the main point of the investigation. It is
based on the student's chosen topic. The research question refines and defines the topic
further. It must be phrased as a question rather than a statement. It must be expressed clearly
and precisely, and it must appear early in the essay's introduction and on the title page.
For example, a student may have noticed how it is difficult to spin an uncooked egg. After
discussion with the supervisor, the student decides to fill a tin with liquids of different

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viscosities and roll them down an inclined plane. The title of the essay may be: “The effect of
the viscosity of a body on its angular acceleration.”

The research question, though, should be much more specific: “What is the relationship
between the angular acceleration of a cylindrical can rolling down an inclined plane and the
viscosity of its contents?”

Methods of approach
Students can choose to answer their research question with an essay based solely on theory or
one based on data and theory.

If their essay is data based, students can choose to collect their own primary data or use
secondary data that has already been collected elsewhere.

Students should consider the reliability of both primary and secondary sources at the start of
the planning stage. Students must critically evaluate secondary data and the design of the
experiment(s) by which they were collected with the same care that they would their own.

Importance of theory
Every EE in physics will involve applying relevant theory to the topic selected. Students must
ground any experimental work in good background research from existing sources of
information. Before embarking on experimental work, students must first ensure that there is
scope to explore and model the physics that underpins it. A purely empirical investigation that
relates a number of variables in the absence of any theoretical foundation is never
satisfactory.

Using secondary data

Students using data collected elsewhere can access all the assessment criteria and achieve the
highest marks. For example, they can obtain astronomical data from databases and
manipulate it in order to contribute to a research question that looks for the evidence of
extrasolar planets. Ideally, students will manipulate or analyze this secondary data in an
original way. Essays that simply restate facts or data taken directly from the sources are of
little value. The element of personal analysis and evaluation is extremely important.

Collecting primary data

Students should choose experiments that do not require extensive lengths of time for the
construction of apparatus. Highly sophisticated instruments are rarely required and can hinder
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the understanding of a phenomenon. Students investigating relatively simple phenomena
using standard school apparatus have written some of the best EEs, and this approach is to be
encouraged. Students must give a clear and concise description of their experimental
procedure so that others can repeat it. This will normally involve clearly annotated scientific
diagrams. Exhaustive lists of equipment and detailed descriptions of procedures should be
avoided.

Theoretical essays
Theoretical essays offer students the challenge of exploring existing material in a new way.
This may mean applying the theories and techniques of physics to an unconventional area.
Students may be tempted to incorporate mathematics or computer science, but they must
ensure that the focus of the analysis and evaluation is on the discipline of physics.

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Group 6: Chemistry
Overview
An extended essay (EE) in chemistry provides students with an opportunity to investigate a
specific aspect of a material of our environment. The essay must be characterized by a
particular chemical emphasis within a more general set of research criteria. Chemistry is the
science that deals with the composition, characterization and transformation of substances. A
chemistry EE should incorporate chemical principles and theory, and emphasize the study of
matter and of the changes it undergoes.

Choice of topic
The subject must allow for a chemistry-specific approach. Where a topic may be approached
from various perspectives, the material must be treated from a chemistry standpoint. For
example, an EE in an option area of the IB syllabus, such as biochemistry, will be judged on its
content within the scope of the biochemistry option of the syllabus if registered as a chemistry
EE.

Suitability of topics
Broad or complex literature-based topics do not allow the student to discuss competing ideas
and theories, nor do they allow the student to produce an in-depth personal analysis within
the word limit. As a result, students should avoid discussing these topics (eg investigations into
health problems caused by water pollution, chemotherapy for cancer treatment or the use of
spectroscopy in chemical analysis).

Some topics may be unsuitable for investigation. Students should avoid experiments involving
toxic or dangerous chemicals, carcinogenic substances, or radioactive materials. Teachers
must adhere to national or local guidelines, which may differ from country to country.
Other topics may be unsuitable because the outcome is already well known and documented
in standard textbooks.

Examples of topics
Determination of chloride, nitrate and calcium ion concentration in seawater.
Investigating the possibility of substituting hydrazine for kerosene as a rocket fuel.
Extracting DNA from peas using two different primary alcohols.

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Treatment of the topic
An EE in chemistry may be based on literature, theoretical models, or experimental data.
Whichever approach is chosen, the student must ensure that they have access to sufficient
data to research the topic effectively. Since chemistry is an experimental science, students are
strongly encouraged to undertake experimental work as part of their research, although this is
not compulsory.

In order to place their research into the appropriate context, students should research the
area of the investigation before commencing any experimental work. Where possible, they
should consult original research using: scientific journals; personal communications; online
sources; textbooks. The internet should never be the sole source of information.

Supervision
A school supervisor must oversee all essays. Students who investigate relatively simple
phenomena with apparatus and materials commonly found in school laboratories write many
of the best essays, and this approach should be encouraged. If the practical work is done in a
university or industrial laboratory, a letter should accompany the essay from the external
supervisor outlining the nature of the supervision and the level of guidance provided. The
school supervisor must be convinced that the work described in the essay is genuine and
primarily the student's. Data generation and presentation should not be considered an end in
themselves; students must analyze data using appropriate techniques, evaluate it, and, where
appropriate, compare it with other data.

Use of secondary data

Students can also use data collected elsewhere. However, to achieve high marks, students
must devise their own method to analyze the secondary data in a way that leads to a specific
answer to their research question. In any chemistry EE, students must demonstrate that they
understand the theory underlying any experimental work and state any assumptions made.

They should show an understanding of the results obtained and be able to interpret them with
reference to the research question posed. They should be critical of inadequate experimental
design, the limitations of the experimental method and any systematic errors.

Students should be encouraged to consider unresolved questions in their research, and to

suggest new questions and areas for further investigation. Throughout the essay, students
should emphasize clearly their own personal contribution.

21
Group 5: Mathematics
Overview
An extended essay (EE) in mathematics is intended for students who are writing on any topic
that has a mathematical focus and it need not be confined to the theory of mathematics itself.

Essays in this group could belong to one of the following five categories:
- the applicability of mathematics to solve both real and abstract problems
- the beauty of mathematics—eg geometry or fractal theory
- the elegance of mathematics in the proving of theorems—eg number theory
- the history of mathematics: the origin and subsequent development of a branch of
mathematics over a period of time, measured in tens, hundreds or thousands of years
- the effect of technology on mathematics, in forging links between different branches of
mathematics, or in bringing about a new branch of mathematics, or causing a particular
branch to flourish.
The list above is just for guidance, there is no requirement that essays should fit wholly within
one of these categories.

Choice of topic
Students may choose mathematical topics from fields such as engineering, the sciences or the
social sciences, as well as from mathematics itself. Statistical analyses of experimental results
taken from other subject areas are also acceptable; such essays should not include extensive
non-mathematical detail. A topic selected from the history of mathematics may also be
appropriate, if a clear line of mathematical development is demonstrated. Concentration on
the lives of, or personal rivalries between, mathematicians would be irrelevant and would not
score highly on the assessment criteria.

Examples of topics
Prime numbers in cryptography.
Continued fractions in birth–death processes.
The proof of the law of quadratic reciprocity.

Treatment of the topic

Whatever the title of the EE, students must apply good mathematical practice that is relevant
to the chosen topic, including: data analyzed using appropriate techniques; arguments
correctly reasoned; situations modelled using correct methodology; problems clearly stated
and techniques at the correct level of sophistication applied to their solution.

22
Research methods
Students must be advised that mathematical research is a long-term and open-ended
exploration of a set of related mathematical problems that are based on personal
observations. The answers to these problems connect to and build upon each other over time.

A primary source for research in mathematics involves data gathering; visualization;

abstraction and conjecturing proof.

A secondary source of research refers to a comprehensive review of scholarly work, including

books, journal articles or essays in an edited collection.

Writing the essay

Throughout the EE students should communicate mathematically:
- describing their way of thinking
- writing definitions and conjectures
- using symbols, theorems, graphs and diagrams
- Justifying their conclusions.

There must be sufficient explanation and commentary throughout the essay to ensure that the
reader does not lose sight of its purpose in a mass of mathematical symbols, formulas and
analysis.

The distinct disciplines of mathematics must be respected at all times. Relevant graphs and
diagrams are frequently important and should be included in the main body of the essay
rather than relegated to an appendix. Long printouts, tables of results, and computer
programs, on the other hand, should not be allowed to disrupt the development of the essay
and should be included separately as footnotes or in an appendix. Proofs of key results may be
included, but proofs of standard results should be omitted or included in an appendix if they
illustrate an important point.

23
Group 6: Visual Arts
Overview
The term "visual arts" is used here to refer to architecture, design, and contemporary forms of
visual culture. The research should result in a coherent and structured piece of writing with
well-integrated and appropriate illustrations that effectively addresses a specific research
question relevant to the visual arts. The student's direct experiences creating visual artworks,
or their interest in the work of a particular artist, style, or period, may generate or inspire the
research. The use of local and primary sources, as well as personal contact with artists,
curators, and other active participants in the visual arts, is encouraged.

Choice of topic
The EE topic may relate to an area of the Diploma Programme visual arts course, but students
can also choose to explore other areas of the subject. Crucially, the topic must reflect their
particular interest and enthusiasm within the visual arts.
Sources of ideas may include the student’s own art-making processes and resolved pieces or
the student’s visual arts journal.

Topics to avoid
A topic that a student can answer by summarizing general secondary sources, such as
universal art history textbooks and encyclopedias. A topic that is likely to lead to an EE that is
essentially narrative or descriptive in nature, such as one that covers many aspects of art
history or particularly long periods of time.

Examples of topics
The extent to which Grady Gerbracht’s assertion that the role of the artist is “to become the
embodiment of a person, a citizen, a metaphor” is particularly embodied in interactive
artworks.
The artistic significance of recent poles raised by the First Nations of Haida-Gwai.
The extent to which the manipulation of cadavers can be considered art.

Treatment of the topic

Once they have their research question, students should make a research plan. The plan
should be flexible enough to allow the students to explore the topic in a creative manner. They
should not be afraid to take risks throughout the research process: originality is encouraged,
as is the use of a number of different research models.

It is vital that the methodology of the EE is tailored to the research question and allows for an
in-depth exploration.
24
Many different approaches to the research question can be appropriate, for instance:
- use of primary sources (artworks and artists) and secondary sources (material about the
visual arts) in order to establish and appraise varying interpretations
- analyzing secondary sources in order to explore and explain particular aspects of the visual
arts
- using primary source material for analysis, with emphasis on a particular aspect of visual
arts
- collecting and analyzing reproductions of artworks, possibly leading to a comparison of
similar or different images.

Students should also demonstrate awareness of other issues surrounding the artworks
studied. Relevant outcomes of this analysis should be integrated into a well-substantiated
argument.
- With what evidence do I support my comments and conclusions?
- Is this evidence relevant and well founded, and not based simply on my preconceptions?

The emphasis of the EE should always be on written analysis, interpretation, evaluation and
the construction and development of a sound argument.

Visual reference material

The inclusion and discussion of appropriate visual reference material is mandatory. Such
material must be directly supportive of, and relevant to, the analysis or argument. Images
should be appropriately presented and acknowledged and should appear in the body of the
essay, as close as possible to the first reference.

In order to promote personal involvement in the EE, the use of local and primary sources
should be encouraged wherever possible. Where students do not have access to primary
sources they may rely on high-quality reproductions or images of sources.

Students are expected to evaluate critically the resources consulted during the process of
writing the EE by asking themselves the following questions.
- Which sources are vital to the support of my ideas, opinions and assertions?
- Which sources do not contribute to the analysis?

Finally, an EE in visual arts is a formal essay, so students must pay careful attention to the
requirements of the assessment criteria. Frequent reference to the assessment criteria by
both the supervisor and the student will help keep a sharper focus on the project.
25
 Extended Essay Key Dates
What need to be done: Date Supervisor reminders
Subject and supervisor DECIDED DISCUSSION of topic ideas,
Student begins initial research into the January 2024 research strategies, read EE
suitability of the topic, gather materials/ideas Subject Guide
FIRST PROGRESS MEETING N (not satisfactory ATTENTION)
Evidence of background reading/trial runs of P (partial, more work needed)
methodology/methodology discussed March 2024 S (satisfactory progress)
Student provides INITIAL PLAN of essay
FIRST REFLECTION complete
(150 words maximum)
SECOND PROGRESS MEETING N (not satisfactory ATTENTION)
Formal plan written/discussion of data P (partial, more work needed)
collection/core topic reading S (satisfactory progress)
completed/discussion with supervisor. End of May 2024
Talk to supervisor/narrow the focus of essay.
Student completes all research and
development over the upcoming break.
THIRD PROGRESS MEETING N (not satisfactory ATTENTION)
Has commenced writing/discussion with P (partial, more work needed)
supervisor. Completed experiments/reading. End of August 2024 S (satisfactory progress)
Supervised Study sessions begin.
SECOND REFLECTION complete
(150 words maximum)
FIRST DETAILED PLAN AND WRITING N (not satisfactory ATTENTION)
Substantial draft or plan suitable for feedback. End of September 2024 P (partial, more work needed)
2000 min words (subject dependent) S (satisfactory progress)
Assessment criteria addressed or
acknowledged.
FIRST COMPLETE DRAFT N (not satisfactory ATTENTION)
Essay almost complete/suggested changes P (partial, more work needed)
and improvements incorporated/Referencing End of October 2024 S (satisfactory progress)
correctly completed/Introduction and
conclusion drafted/ALL criteria addressed.
VIVA VOCE N (not satisfactory ATTENTION)
The final interview takes place during this final P (partial, more work needed)
week and guides the final reflection and End of December 2024 S (satisfactory progress)
supervisor’s report.
NO SIGNIFICANT CHANGES to the EE after this FINAL REFLECTION complete
interview. (200 words maximum)
SUBMISSION Students proofread their essay, End of January 2025
completed electronic copy and uploaded it.
Submission of reflection

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 Extended Essay Assessment Criteria
Below are the 5 criteria for the Extended Essay (for a total of 34 marks):
 Criterion A: Focus and method
This criterion focuses on the topic, the research question and the methodology. It assesses
the explanation of the focus of the research (this includes the topic and the research
question), how the research will be undertaken, and how the focus is maintained
throughout the essay.

 Criterion B: Knowledge and understanding

This criterion assesses the extent to which the research relates to the subject
area/discipline used to explore the research question, or in the case of the world studies
extended essay, the issue addressed and the two disciplinary perspectives applied, and
additionally the way in which this knowledge and understanding is demonstrated by using
appropriate terminology and concepts.

 Criterion C: Critical thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyze
and evaluate the research undertaken.

 Criterion D: Presentation
This criterion assesses the extent to which the presentation follows the standard format
expected for academic writing and the extent to which this aids effective communication.

 Criterion E: Engagement
This criterion assesses the student’s engagement with their research focus and the
research process. It will be applied by the examiner at the end of the assessment of the
essay, after considering the student’s Reflections on planning and progress form.

Please note that an E grade is a failing condition for the IB Diploma

Grade Boundaries:
Grade E D C B A
Mark Range 0-6 7-13 14-20 21-26 27-34

27
 Academic Honesty in Research
Research practices when working on an extended essay must reflect the principles of
academic honesty. The essay must provide the reader with the precise sources of quotations,
ideas and points of view through accurate citations, which may be in-text or footnotes, and full
references listed in the bibliography, which, regardless of the system used, must ensure the
minimum requirements.
The IB’s minimum requirements include:
• Name of author
• Date of publication
• Title of source
• Page numbers (print sources only)
• Date of access (electronic sources only).
• Any references to interviews should state the name of the interviewer, the name of the
interviewee, the date and the place of the interview.

Producing accurate references and a bibliography is a skill that students should be seeking to
refine as part of the extended essay writing process. Failure to comply with this requirement
will be viewed as academic misconduct and will be treated as a potential breach of IB
regulations.

Bibliography
A bibliography is an alphabetical list of every source used to research and write the essay.
Sources that are not cited in the body of the essay but were important in informing the
approach taken should be cited in the introduction or in an acknowledgment. The bibliography
must list only those sources cited.
Citations
A citation is a shorthand method of making a reference in the body of an essay, either as an in-
text citation or footnote/endnote. This must then be linked to the full reference at the end of
the essay in the bibliography. A citation provides the reader with accurate references so that
he or she can locate the source easily. How sources are cited varies with the particular
referencing style that has been chosen. Page numbers should normally be given when
referencing printed material and this is especially so in the case of direct quotations. For some
styles this will also be in the citation, in others in the full reference. Once again, it is important
to emphasize that there must be consistency of method when citing sources.

28
Referencing
A reference is a method for informing the reader, in an orderly manner, where information
was obtained. A reference contains all of the information required to locate the source
material. References must be included because they acknowledge the sources used and allow
the reader to consult the work and confirm the data presented. When someone else's work is
quoted or summarized, references must be provided. Books, magazines, journals, newspapers,
emails, internet sites, and interviews are all examples of references. A key point to remember
when using free online encyclopedias is that students are responsible for ensuring that the
information they use is both reliable and accurate.

EE Referencing checklist
Documentation checklist Check
When you have used an author’s exact words, have you put “quotation marks”
around the quotation and named (cited) the original writer? (If you indent your
quotation(s), quotation marks are not needed, but the author must still be cited;
have you cited your indented quotations?)
When you put someone else’s thoughts and ideas in your own words, have you
still named (cited) the original author(s)?
When you use someone else’s words or work, is it clear where such use starts—
and where it finishes?
Have you included full references for all borrowed images, tables, graphs, maps,
and so on?
Print material: Have you included the page number(s) of print material you have
used (especially important with exact quotations)?
Internet material: Have you included both the date on which the material was
posted and the date of your last visit to the web page or site?
Internet material: Have you included the URL or the DOI?
For each citation in the text, is there a full reference in your list of references
(works cited/bibliography) at the end? Is the citation a direct link to the first
word(s) of the reference?
For each reference in the list of references (works cited/bibliography) at the end,
is there a citation in the text? Do(es) the first word(s) of the reference link directly
to the citation as used?
Is your list of references (works cited/bibliography) in alphabetical order, with the
last name of the author first?

29
 Responsibilities of Supervisors and Students
Recommended five hours’ maximum guidance.
Your Extended Essay Supervisor provides important support as you research and write your
essay. They are limited, however, in what they can do.
According to the expectations of the IB, the Extended Essay Supervisor:
- Encourages and supports students as they research and write their EE;
- Offers advice and guidance regarding the research process;
- The Supervisor is a guide, asks questions, suggests sources or research strategies, and
provides overall support throughout the process.
- Advice students on how to keep the essay compliant to the assessment criteria.
- Ensures the Extended Essay is the candidate’s own work and has not been plagiarised.
- Conduct the Viva Voce interview with the student at the end of the process. This interview
allows students to reflect on what they’ve learned throughout the process and offers the
supervisor a chance to engage the student in conversation about their topic as well as
monitor authenticity of student work.
- Completes the Supervisor’s Report for submission to the assigned Extended Essay
Examiner.
- The work done as part of your Extended Essay must be your own work; this includes all
research, writing and documentation of sources used.
- Your Extended Essay Supervisor cannot give you your research question or topic, do
research for you, write or edit any part of your essay.
- Your Extended Essay Supervisor will read and comment on one draft only.
Responsibilities of a Student
- Choose an appropriate topic
- Observe the regulations relating to the EE
- Meet deadlines
- Read and understand IB Academic Honesty Policy
- Acknowledge all sources of information & ideas in an approved academic manner
appropriate to the field of study (Which citing style).
Responsibility of Academic Honesty
- Essay should be based on a question for which there is no obvious answer.
- It cannot be based on a piece of work you did for assessment or evaluation in any other
class.
- You cannot use someone else’s question, it must be based on your own work.
- It must include proper citations for any thoughts, ideas, used from others.

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 Definition of Malpractice
Plagiarism
The representation of ideas or work of another person as the candidates own.
Collusion
Supporting malpractice by another candidate, as in allowing one’s work to be copied or
submitted for assessment by another.
Duplication of work
The presentation of the same work for different assessment components and/or diploma
requirements.

Any other behavior which gains an unfair advantage for a candidate or which affects the
results of another candidate.
Recommended things to avoid
Examiners’ reports also mention these things to be avoided at all costs.
- Students should not work with a research question that is too broad or too vague, too
narrow, too difficult or inappropriate.
- A good research question is one that asks something worth asking and that is answerable
within 40 hours/4,000 words.
- It should be clear what would count as evidence in relation to the question, and it must be
possible to acquire such evidence in the course of the investigation.
- If a student does not know what evidence is needed, or cannot collect such evidence, it
will not be possible to answer the research question.

In addition, students should not:

• forget to analyse the research question
• ignore the assessment criteria
• collect material that is irrelevant to the research question
• use the internet uncritically
• plagiarize
• Merely describe or report (evidence must be used to support the argument)
• repeat the introduction in the conclusion
• cite sources that are not used.

One further piece of advice is as follows:

The more background a student has in the subject, the better the chance he or she has of
writing a good Extended Essay. Choosing to write the Extended Essay in a subject that is not
being studied as part of the Diploma Programme often leads to lower marks.
31
 Some Possible Topic Ideas
Psychology
- Is there an association between viewing violence on television and the display of violent
acts?
- Why do relationships change or end?
- Discuss short-term and long-term consequences of exposure to violence

Biology
- How the change of habitat affects an X organism?
- Can photosynthesis take place without sunlight?
- How is climate change affecting the appearance of coral reefs?

Physics
- How does the sugar concentration affect the refractive index of water?
- How does temperature affect the viscosity of X juice/soda?
- What is the relationship between temperature and conductivity and insulators and
conductors?

Chemistry
- How do Iron Intake diets differ in X country?
- Can caffeine in tea or coffee be reduced?
- What is the effect of temperature on the souring of milk?

Visual Arts
- To what extent are there stylistic similarities between Impressionist and Renaissance Art?
- To what extent should Ai Weiwei’s destruction of art be perceived as a form of
preservation?
- An investigation into Pablo Picasso’s Guernica and how this artwork increased discourse
and influenced changes in national policy.

Literature
- How does Shakespeare examine the gift and curse of revenge in Hamlet?
- Compare and contrast the representation of women in J.K. Rowling’s Harry Potter series
and J.R. R. Tolkien’s Lord of the Rings.
- An investigation into Liberty and Censorship in George Orwell’s 1984.
There are millions of topic ideas, do research to find one that interests you.

32
 A note on topic, title and research question
It is important that students understand the distinction between the terms topic, title and
research question.
Topic
The topic of the extended essay is the subject, issue or theme that you are investigating within
a specific DP subject or world studies area of study. The topic, which develops during the initial
thinking about the EE, should later be reflected in the wording of the title.
Title
The title of the EE is a clear, summative statement that specifically focuses the topic being
researched.

It appears on the title page. A title should:

➢ be short, descriptive and succinct
➢ not be phrased as a question
➢ use key words that connect with the topic and the DP subject or world studies area of study
➢ attract the interest of the reader.

Research Question
The research question derives from the title and is expressed as a question that is intended to
be answered through researching and writing the EE. It appears on the title page and could
also be visible as a header throughout the essay. It should:
➢ be clear and focused
➢ provide a path through which you can undertake achievable research
➢ use key words that connect with the topic, the title, and the DP subject or world studies
area of study
➢ support the development of an argument.

33
 EE APPLICATION FORM 2024/2025
Student Name: ________________________________ Homeroom: ____________
What subject(s) do you intend to study after leaving school? Where do you plan on studying?
___________________________________________________________________________
What career aspirations do you have in mind?
__________________________________________________________________________________________
________________________________________________________________
What resources do you have access to? Think about holiday time also.
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________
Please list 3 different possibilities for this research task:
PROPOSAL 1
Subject 1: __________________________________________________
Identified topic and title:
__________________________________________________________________________________________
________________________________________________________________
PROPOSAL 2
Subject 2: __________________________________________________
Identified topic and title:
__________________________________________________________________________________________
________________________________________________________________
PROPOSAL 3
Subject 3: __________________________________________________
Identified topic and title:
__________________________________________________________________________________________
________________________________________________________________

On THE BACK OF THIS PAPER, write a thoughtful account of your intentions and a justification
for your first preference. It should be about 300 words in length. Why do you think your 1st
preference is the best choice for your EE?
The IBDP coordinator will approve your EE subject and supervisor.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
EE subject assigned: ______________________________________________
Name of supervisor: ______________________________________________
Comments:________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________ ______________________________________________________
34
Advice:
1. Select a subject in which you have considerable interest.
2. Select a subject which could be relevant to your future studies (usually an HL subject).
3. Select a subject/topic you can talk about in your future tertiary applications
4. Select a topic which can be realistically researched.
5. Consider potential problems before you commit yourself.
6. Try to find a question or issue that is controversial or presents different perspectives.
7. EE can be written in any language for groups 1 and 2 for all other EE’s must be submitted in English.
8. The EE cannot be more than 4000 words.
9. Remember that a grade of E is a FAILING CONDITION of the IB. Your EE grade contributes to your potential
bonus 3 marks.
10. Your EE is assessed based on critical analysis of research and reflection of your attitude, knowledge and
engagement with the process.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

TOPICS WILL BE APPROVED ACCORDING TO THE QUALITY OF THIS PROPOSAL/APPLICATION,

THE IDEAS AND EXPRESSION OF POSSIBLE TOPIC. SUBJECTS AND SUPERVISORS WILL FINALSIED
BY THE SCHOOL.
35
 Extended Essay Checklist
Use the following checklist to help you meet the IB General Assessment Criteria.
Extended Essay Assessment Criteria
A – Focus and method: (6 points possible)
____ I have effectively identified and explained my research topic
____ My purpose and focus is clear and appropriate
____ My research question is clear and addresses an issue that is connected to my discussion in my essay.
____ I have used an appropriate range of relevant source(s) and/or method(s).
____ I have shown evidence of an effective and informed selection of source(s) and/or method(s).
B --The Knowledge and understanding: (6 points possible)
____ I have selected source materials that are clearly relevant and appropriate to the research question.
____ My knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and
with understanding.
____ My use of subject-specific terminology and concepts is accurate and consistent, and demonstrates
effective knowledge and understanding.
C – Critical thinking (ANALYSIS AND EVALUATION!): (12 points possible)
____ My research is appropriate to the research question and its application is consistently relevant.
____ My research is clearly focused.
____ My research has been critically evaluated.
____ My research has been analysed effectively.
____ My reasoned argument is developed, focused and effective.
____ My reasoned argument is well structured and coherent.
____ My conclusion is reflective of the evidence presented.
____ I have not included irrelevant information in my essay.
____ I have not written a “narrative” report, but instead presented an argument, analyzed sources and came
to a conclusion that answers my question.
____ My essay is a convincing argument that addresses my research question.
D – Presentation: (4 points possible)
____ The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the
argument and subject in which the essay is registered.
____ Layout considerations are present and applied correctly.
____ The structure and layout support the reading, understanding and evaluation of the extended essay.
E – Engagement: (6 points possible)
____ My reflections on decision-making and planning are evaluative and include reference to the student’s
capacity to consider actions and ideas in response to challenges experienced in the research process
____ My reflections communicate a high degree of intellectual and personal engagement with the research
focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach.
Additionally:
____ I have a title page clearly stating my title, my research question, the subject of my extended essay (and in
the case of languages, the category and world studies, the theme and the two subjects), word count, the
session and my candidate #
____ Papers are in this order: Title Page, Table of Contents, Body, Works Cited (and Appendix if necessary)
____ Each page of my essay is correctly numbered and includes my candidate number either in the header or
footer.
____ I have accurately and consistently cited all my sources in an accepted format.
____ I have included either a bibliography or a works cited page in an accepted format.
36