EXTENDED ESSAY Guide 2023:

The Essay and The Reflections

Table of Contents

EE Calendar & Major EE Deadlines, 2023 ........................................................................................... 1

Extended Essay (EE) – What is it? ....................................................................................................... 2
Reflections on Planning and Progress Form (RPPF / PPF) – the second document.......................... 3
Assessment Criteria and Grades ......................................................................................................... 3
Create an Extended Essay folder on your computer.......................................................................... 4
Managebac for EE ................................................................................................................................ 4
Ten Steps to an Effective EE ................................................................................................................ 5
Steps 1- 6: Straightforward and chronological ................................................................................ 5
Step 1: Find an EE Topic--Choose a subject and topic of interest .................................................. 5
Step 2: Come well-informed to class presentations of the EE ......................................................... 5
Step 3: Turn interesting questions into effective RQs ..................................................................... 6
Step 4: Draft and submit proposals for TWO topics in two DIFFERENT subjects ........................ 6
Step 5: Prepare for your Subject Group/First Reflection Session.................................................... 7
Step 6: Upload Accepted Proposal to Managebac ........................................................................... 8
Steps 7-10: Not Sequential, But Recursive ...................................................................................... 8
Step 7: Create a working outline ...................................................................................................... 9
Step 8: Write .................................................................................................................................... 9
Step 9: Start your introduction ....................................................................................................... 10
Step 10: Search Information .......................................................................................................... 10
Academic Integrity ............................................................................................................................ 13
Past EEs .............................................................................................................................................. 13
Supervision: What Should I (not) Expect? ........................................................................................ 13
Bibliography....................................................................................................................................... 15
Appendix 1: Assessment Criteria Annotated ................................................................................... 16
Appendix 2: Managebac Worksheet, RSS, and RPPF/PPF ............................................................... 20
Worksheet ...................................................................................................................................... 20
RSS: Researcher’s Reflection Space.............................................................................................. 20
RPPF: Reflection on Progress and Planning Form ........................................................................ 21
Appendix 3: Organizing the EE .......................................................................................................... 22
Appendix 4: Information Searching .................................................................................................. 25
Appendix 5: Ethical Guidelines ......................................................................................................... 26
Appendix 6: Libguides and Website Evaluation ............................................................................... 27
Exercise 1: Working on Managebac .................................................................................................. 28
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Exercise 2: Finding an EE Topic ......................................................................................................... 30

Exercise 3: RQs, Identify the narrow/non-trivial option ................................................................. 31
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EE Calendar & Major EE Deadlines, 2023

Meetings Writing days and Deadlines Reflection
Deadlines

January Thursday, January 12 1st General—Intro Exercises 1 and 2

February Tuesday, February 7 2nd General—Proposal, Info Exercises 3

Searching, Noodletools

March Monday, March 6 DUE: Proposal

Monday, March 20 Supervisors Assigned

Weeks 12 and 13: Group Presentation and 1st 1st Reflection

Supervisors set dates Reflection Meeting

April Monday, April 17 3rd General—Intro, Working

Outline, Source List,
Academic Honesty

April - Supervisor sets dates and

June content

May - June Supervisor sets date EE Experiments (Group 4)

June June 15–21: EE Writing Days EE Writing Days

2nd Reflection
Thursday June 15, 9:00 am 4thGeneral Presentation/ EE
Breakfast

Sometime during the week 2nd Reflection Meeting

(Supervisors set date)

Monday June 26: DUE: FIRST SUBMISSION

FIRST SUBMISSION (on Managebac worksheet)

August Week 34 Written feedback returned to

student

Septem- Supervisor sets date EE Review w/Supervisor

ber

October Tuesday October 24, 10:00pm DUE: FINAL SUBMISSION (on

Managebac worksheet)

November Supervisor sets date 3rd Reflection Meeting / Viva 3rd Reflection
/ Voce
December

2024
February EE coordinator sets date Upload EE to eCoursework
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Extended Essay (EE) – What is it?

An in-depth study of a topic chosen by you from one of your six subjects. 1
You will use the tools of analysis and evaluation from your subject to formally argue the answer to a non-
trivial question. For an EE, you will need to:
• frame your non-trivial research question (RQ),
• collect the materials needed, and
• document your work and sources.

You are expected to demonstrate your ability to:

• independently explore a topic with intellectual initiative and rigor
• develop research, thinking, self-management and communication skills
• reflect on what has been learned throughout the research and writing process.

A document of maximum 4,000 words

Examiners stop reading at 4,000 words. Examiners are not required to read appendices or footnotes. Going
over the limit or placing essential material in appendices and footnotes loses marks.

EEs with fewer than 3,000 words signal insufficient knowledge, insufficient understanding, or lack of critical
thinking. EEs in maths tend to have fewer than 4,000 words.

An effort assigned 40 hours of work by the IB, but probably requires more
You have February to October to produce a final version. You need this time to search for material, read
materials, write, reflect on your work. As this is a recursive process, you need to re-work and re-write. All
this takes time.

An independent effort guided by your supervisor and EE coordinator

You are expected to ask questions—repeatedly. USE your supervisor, EE coordinator, and librarian liberally.

The first submission

A proposal and a series of exercises, together with sit-down time with your supervisor, and 5 writing days
will form the building blocks of your first submission in June. Supervisors are ALSO available for questions as
often as you need. The EE coordinator and the librarian will help with both information searching and the
formatting of your document.

The final submission

Few can write an excellent or even good paper the first time around. IB makes re-writing an integral part of
all your written assignments, including the EE: Based on your first submission, you will get written and oral
feedback in Aug/Sep. You will submit a final submission in October. That shouldn’t stop you from writing as
many drafts as you need to write throughout the submission process. Ask questions again and again.

An EE written in a group 1 or 2 language must be written in that language

Reflection statements must also be written in that language. EEs written in groups 3, 4, 5 and 6 must be
written in English.

Check out the IBO EE Guide available on Managebac under Files/ Extended Essay / EE guides

1
ab initio languages, self-study subjects, and SL math subjects are not options.
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Reflections on Planning and Progress Form (RPPF / PPF) – the second

document
You will make three reflections: after your proposal (idea-forming stage), near the submission of your first
draft (execution of your research), and at the end (overall skills learned). Each reflection comes after a
session with your supervisor. Each reflection will help you re-examine your ideas and make needed
changes.

You are told the subject you’ll be writing your EE on in March. You will, then, present your topic and
working RQ (Research Question) to your group in weeks 13-15 and have your first reflection meeting with
your supervisor.

Your second reflection session will be in June. Your third reflection session, also known as the viva voce, will
be in December/January.

Record all reflection sessions immediately on your RPPF / PPF on Managebac after meeting with your
supervisor.

Total maximum word count for all three reflections is 500 words. Use approximately 150 words on the first
two reflections and 200 words on the final one.

Assessment Criteria and Grades

• The five criteria by which your EE is assessed are shown in the table below with corresponding
marks. The content of each criterion appears in Appendix 1:

Table 1: Assessment Criteria

Criterion A: focus Criterion B: Criterion C: critical Criterion D: Criterion E:

and method knowledge and thinking presentation engagement
understanding

• Topic • Context • Research • Structure • Process

• Research • Subject-specific • Analysis • Layout • Research focus
question terminology and • Discussion/evaluation • Reflection
• Methodology concepts

6 Marks 6 Marks 12 Marks 4 Marks 6 Marks

Total marks available: 34
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EE Score and Grade Equivalent

The maximum EE score of 34 points translates into a grade as shown in Table 2.

Diploma Points Matrix

Table 3 shows the points earned for EE and TOK work altogether. Here you can see:
1. the number of points awarded for the combined efforts for each grade
2. the failing conditions
Table 3:

A grade of E or N means a failing condition and that your diploma will not be awarded.

Create an Extended Essay folder on your computer

This is where you will keep all your documents related to the EE.

Managebac for EE
Managebac is where ALL EE-related activity takes place: deadlines, messages from your EE coordinator,
messages between you and your supervisor, uploading of documents, to-do lists, reflections, etc. On the
Extended Essay page, you will find your Worksheet, the Researchers Reflection Space (RSS) and
Reflections on Planning and Progress Form (RPPF/PPF). See Appendix 2.
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The Worksheet is divided into three sections:

1. To-Dos: a place to list tasks that you, your supervisor AND the EE coordinator can add to
2. Extended Essay Documents: where you will upload your documents: draft proposals, introduction,
working outline, source list, and first, revised, and final EE submissions
3. Notes & Interviews: for ALL correspondence between you and your supervisor. Every time you
upload anything on the Worksheet, RSS, or RPPF, and you want feedback, send her/him a message on
the Worksheet. Any questions/comments? Send them on the Worksheet.

RSS is for storing all notes, findings, thoughts, ideas—like a notebook, so you can retrieve notes, etc. later if
you need to use them. Thinking of modifying your RQ—put it here. Found an article and you don’t know if it
is useful or not—put it here. This saves time searching again later. These pages are NOT shared with the IB.

RPPF is for your three reflection statements. Reflection statements are due as noted on the calendar. Once
written, your reflections are locked and should not be modified. This page IS submitted to the IB.

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Ten Steps to an Effective EE

Steps 1- 6: Straightforward and chronological

Step 1: Find an EE Topic--Choose a subject and topic of interest

Go to Exercise 2. First, order your subjects according to those you like best. Second, list your interests, your
passions, what you want to study at university, your favorite pastime. Anything you like will help sustain
your motivation throughout the EE process.

Third, couple your two best-liked subjects with your interests. For example, a favorite TV series can lead to
an English EE. Your love of football can lead to an Economics EE. Your love of cycling can lead to a Physics
EE. Any event more than ten years ago can lead to a History EE. A love of doctoring or engineering could
lead to a Biology, Chemistry, or Visual Arts EE. Only a limited imagination limits possibility.

Explore as many ideas as possible, then narrow your ideas to two in each of your two subjects. Explore these
ideas in class when your subject teacher presents the EE in that subject. If you can’t figure out how to couple
your interest with subject, ask your teacher when the EE is presented in class.

No ideas? Start with your two favorite subjects and listen closely during the class EE presentations. Bounce
ideas off your teachers, classmates, friends, and family. NOTE: the EE is a required part of your IB education.
You have no choice but to find an idea.

Step 2: Come well-informed to class presentations of the EE

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At this point, read already-covered sections of your textbooks as well as new ones, Wikipedia, Encyclopedia
Britannica, the Internet. Note: while not all material found on Wikipedia and Internet are appropriate to list
as a source on your EE, these are great sources for sparking questions to work with.

During class presentations, pay attention to the subject-specific requirements for that subject: the approach
is different for each subject. ASK about your ideas during these presentations to hear how you might go
about answering the following questions. (You’ll need the answers for your proposal):
1. What has already been written about this topic?
2. Is it easy to find sources of information?
3. Is there a range of different sources available?
4. Is there a range of views or perspectives on this topic?
5. What interesting questions start to emerge from this reading?

Step 3: Turn interesting questions into effective RQs

Your teachers will present examples of RQs from past EEs and talk about what makes them effective. Use
these examples to turn your interesting questions into effective RQs, ones that are clear, focused and
arguable.

Clear: The RQ tells the reader exactly what is being explored; the effective RQ instructs you, the
writer, about what evidence you need to obtain and about the path the writing process needs to
follow.
Focused: The RQ is narrow enough that it can be explored within 4,000 words and approx. 40 hours
of work.
Arguable: The RQ requires analysis, evaluation, and the development of reasoned arguments to
arrive at an answer. This type of RQ is called non-trivial. An RQ that is not arguable is called trivial.

An RQ that is clear, focused, and arguable leads to an in-depth, robust EE. These types of RQs will often
suggest possible outcomes from the start. A poor RQ will lead to a descriptive or yes/no types of answers
and often a D grade. See Exercise 3 for examples of trivial/arguable/broad/narrow RQs.

“Can I change my RQ?” The answer is: yes and no.

1. Yes, when the RQ needs a better, more precise wording or needs to be modified because you
uncovered material during the research phase that suggests a different perspective. Modifying your
RQ can, in fact, be a sign of good research.
2. No, not usually, if it means completely new material. A change is highly discouraged AND must be
discussed with and approved by your supervisor and the EE coordinator.

Step 4: Draft and submit proposals for TWO topics in two DIFFERENT subjects
Drafting a great proposal requires using the material you created in steps 1, 2, and 3 for BOTH topics.
You can download the proposal form from the Managebac EE folder under Files / Extended Essay.

In your proposal, you must list expected sources (types and availability, for example). That is because you
must show that the materials you need to answer your question are available and that you will be able to
access these materials within the next three months.

You must identify what has already been written on these two topics. We want to see that you have made
the effort to familiarize yourself with the topic you will be researching. This also signals the project’s
feasibility.
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You must also explain how your topic is relevant to your subject areas.

Name your document Draft Proposal—(Your Name) and upload to Managebac:

Click on Tasks & Deadlines in the left-hand column and then click on the ‘EE Proposal is due today’ option:

You can also go via the Managebac Calendar (IB Manager / More- / Calendar) and click on the red deadline:

Then, you upload your proposal form and click on ‘Upload Files’

Step 5: Prepare for your Subject Group/First Reflection Session

Once your proposal is submitted and you’ve been informed of your assigned subject and supervisor, prepare
for your subject group meeting and reflection session:
1. Read your supervisor’s presentation instructions
2. Read The First Reflection Session
3. Read the assessment criteria for your subject and subject specific portion of the IB EE Guide. Read
ethical guidelines for those of you doing experiments. Note questions about this on RSS.
4. Bring your computer, ready to record on the RSS—in the Journal
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5. Record your supervisor’s and EE-mates’ responses to your preparation: Is the question non-trivial
and narrow enough? If not, thoughts for how to make it so. Have you explained the connection to a
method of analysis and evaluation? Have you gotten ideas for investigation? Sources? Etc.

Prepare your presentation following the directions in The First Reflection Session.

After this meeting, you must upload your first reflection statement on the RPPF / Planning and Progress Form
on Managebac.

Step 6: Upload Accepted Proposal to Managebac

After your Group Presentation is done, use feedback from your subject group meeting to re-work the
chosen proposal. Upload this in Managebac: Scroll to bottom of Worksheet. Click on Edit Extended Essay
Proposal. Enter the requested information as you have modified it and then Save Changes:

1. Subject
2. Topic (as you have modified it)
3. Working RQ (as you have modified it)
4. Notes: all the remaining materials (sources, what has been written on the subject, including
feedback from your presentation)
5. Supervisor (from the dropdown menu)

On Worksheet, scroll to the bottom again. On the right, click on “Request EE approval”.

Steps 7-10: Not Sequential, But Recursive

From this point forward, the path to creating the EE will be dictated by your
1. Subject
2. Topic
3. RQ
4. Your style of working and knowledge you have collected

While your supervisor can guide you to help you flesh out the parts of your EE, there is no longer any pre-
determined way because reading and writing are interconnected. As you write, you’ll discover needs for
more evidence. This will lead to a search for more material. This will lead to a re-write of your introduction
and other sections, perhaps suggesting additional sections needed to make your argument robust. This re-
write might lead to a need for more evidence. And so on.

Your re-writes will also be influenced by your reflections: Am I going in the right direction? What is needed
to make this argument stronger? Could personal experts help add evidence? Do I need more sources?

Thus, each section will change again, making the process a recursive one—where changes in one section
will lead to changes in all other sections.
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To make this recursive process a successful one, you need to time manage your effort. Often, this means
working on your EE every day or something akin to that. A working outline is key to making your process
easier.

Your supervisor will guide you in making a working outline and an introduction, as well as searching for
information.

Step 7: Create a working outline

A working outline starts as a skeleton of your EE and builds to the final product. Each time you add new
information to it, you identify the next question that needs answering. This keeps the effort manageable.

Start with the following expanded generic outline:

(Please, note that if you are writing your EE in Danish A or B, the working outline must be written in Danish)
“Title Page”
“Table of Contents”
I. “Introduction”
II. Major point
a. Supporting detail
b. Supporting detail
III. Major point
a. Supporting detail
b. Supporting detail
IV. Major point
a. Supporting detail
b. Supporting detail
V. “Conclusion”
VI. “References/Bibliography/Works Cited” (the name depends on the citation system used)
(VII. “Appendix/Appendices”)

Download the ‘EE formatted document’ from the Files / Extended Essay folder on Managebac. It formats the
outline according to requirements for the EE structure, Criterion D: presentation of your work. Cover page,
table of contents, font, pagination, and page shifts are all set. You are only required to double-space your
text and rename section and sub-section headings. Appendix 3 gives a more in-depth look at the six required
elements of the EE structure.

Notice in the list of required elements, Appendix is in parentheses. That is because an appendix is used ONLY
if you have relied on material that is not findable in the public domain. The appendix in this guide is different,
because most of the material IS available elsewhere. I have included it here to make finding it easier for you.

Step 8: Write
Fill in your working outline as best you can. Work bit by bit, out of order if you will. Nothing is permanent,
all can be changed; Input your ideas, thoughts, quotations, and sources as they come to you. Watch your EE
take shape.

Making an EE is like making a jigsaw puzzle: The only difference is that all pieces of a jigsaw puzzle are given
from the start. Pieces for the EE are for you to find. And only you can judge when you have enough.
 10

As you write each section, you will start to see where your arguments are complete and where more
information is needed. Where more is needed, search again for information. Your writing directs your path.

Step 9: Start your introduction

Your introduction will contain much of what you introduced in your proposal (if your proposal was done
right). Input that material into the Introduction of your Working Outline to start.

Include the following:

1. why, academically speaking, it is important to answer this RQ
2. what research has been done in this area
3. a justification of why the topic was chosen
4. why and how the selected sources were chosen
5. a description of the methodology used
6. what to expect in the essay, providing an insight into the line of argument to be taken

Match what you already have with what you need and use what’s missing to direct your search for more
information. Discuss with your supervisor if in doubt.

Step 10: Search Information

You need general information about your topic and evidence to back up your claims (the main points in
your working outline).

What constitutes evidence differs by subject. For those working with literature and specific books, your
evidence is primarily in those books. For most subjects, however, evidence derives from the words,
thoughts, and ideas of experts in your subject area: journal articles, other books, and the like.

Check with your supervisor, the EE coordinator, or the librarian for guidance. Here is some guidance for
information searching:

Internet search engines and “pedias”

Search engines such as Google, Yahoo, Bing, DuckDuckGo are amazing for finding information. However,
there are two problems with them:
1. Search engines tap only a small bit of what is available—much will NOT be found with a search
engine. Libraries and databases will NOT show up on an engine search.
2. Search engines have no gatekeeper—ANYONE can pose as an expert on the Internet. This means
you must evaluate each new website you want to use. Use the CRAAP 2 test found at:
https://library.salve.edu/CRAAP_Method_Handout.pdf to ensure the site you are working with is
credible and reliable. Another source is: https://bethelks.libguides.com/c.php?g=11565&p=61191

Wikipedia is a great place to START collecting ideas. Use it. However, there are two LARGE problems with
Wikipedia:
1. Anyone can edit a Wikipedia page, even you, not just experts (though some pages are locked).
2. Information posted is not necessarily correct, even when the information appears to be cited from
a listed source. Incorrect material gets corrected quickly, but perhaps not when you access the site.

2
CRAAP stands for Currency-Relevance-Authority-Accuracy-Purpose
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Instead of using Wikipedia directly, go to the source named on Wikipedia, look up the information in that
source, and use that source in your EE. DO NOT use Wikipedia’s interpretation of the source.

Libraries and Databases

Libraries are collections of documents (books, articles, videos, etc.) that librarians have chosen because of
these documents are reliable and credible. Databases are organized collections of documents on a specific
theme selected by librarians. Your only job with these sources, then, is to decide which ones are relevant.

https://www.aakb.dk/—Aarhus Public Library, accessible physically and online

• must be a registered user (online registration if over 18. Go to Login: Ny bruger.)
• books, videos, magazines, journals
• online access to e-books, databases, and magazines

https://www.bibliotek.dk—an online consortium of ALL public Danish libraries

• must be a registered user of ANY Danish public library AND a registered user of bibliotek.dk
• online reservation system for books found in ANY Danish public library
• online access to articles from newspapers and magazines 3

jStor—a library that AGT subscribes to for you

• e-books
• government documents
• online access to magazine and journal articles
• Username: aarhustech / Password: research2024
• Next step is to register for a free ‘My JSTOR’ account directly on the JSTOR site:
o Once you have logged in, a message at the top of the screen will read ‘Access
provided by Aarhus Gymnasium Tilst’ which confirms you are logged in correctly
o Now use the link at the top right of the main screen to ‘Register’ for a free account
using your own email address
o See step-by-step guide of how to register to jStor on Managebac Files / Extended
Essay / User guides /

library.au.dk—the Aarhus University Library

• must be a registered user (over 18 only) 4
• on-site access to scholarly articles from academic journals (when open)

scholar.google.com—all documents with a link on the right should be accessible.

Directory of Open Access Journals (DOAJ)—doaj.org

Directory of Open Access Books—doabooks.org

Links through Aarhus Tech: https://aarhustech.itslearning.com/eportfolio/427803/itinfo

( Then scroll down to ‘Diverse opslagsværker’)
• Here you have access to Filmcentralen, Faktalink, Infomedia and other Danish databases
• You also have access to Britannica School and Britannica Academia

3
All articles found on bibliotek.dk can be ordered, printed and sent to your local library.

4
You must be a user and over 18. Ask the librairan for help registering.
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o Britannica School: https://school.eb.co.uk/storeschoolcard?id=aarhustech

(Password: ATstudent)
o Britannica Academic: https://academic.eb.com/storeschoolcard?id=aarhustech
(Password: ATstudent)
o NB: To log in from home you may need a VPN connection. For guidance, please
see https://aarhustech.itslearning.com/eportfolio/427803/itinfo / ‘Netværk/VPN’

See the librarian for more specific guidance.

See also: https://library.wab.edu/ee

Librarians
The AGT IB librarian is Kristine Krogh Vesterstrøm. Write her at kkv@aarhustech.dk on Outlook or send a
message on Itslearning for online help or to meet in person.

Kristine will give general guidelines for research in your subject and offer formal instruction on how to cite
sources and compile your resources. This will help you meet the Presentation criterion in your EE assessment.

Aarhus Public Library (aakb.dk) also has reference librarians. You can even book sessions with them. Check
out: https://www.aakb.dk/bookenbibliotekar.

An online librarian is available through bibliotek.dk—you can chat, email or SMS to search for information.

Librarians at The Royal Danish Library (Statsbibliotek) are available but should be used only when your
question is very specific and cannot be answered elsewhere.

Libguides
Some IB schools have established digital libraries you can use. See Appendix 6.

https://librarycartoons.files.wordpress.com/2013/03/tumblr_l3eyt91q7y1qzn8edo1_1280.gif

NoodleTools is especially useful for formatting your sources correctly as well as for proper citation in your
text. When registering, use the step-by-step guide available on Managebac in the folder under Files /
Extended Essay / User guides.

Record details of all documents you read even if they seem only remotely related. By recording them
immediately when read them, you will save time later when trying to re-find these documents.
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Academic Integrity
You, the student, are ultimately responsible for ensuring that your EE is authentic, with the work or ideas of
others FULLY and CORRECTLY cited in your text and sourced at the end of your EE.

While it is the supervisor’s responsibility to confirm as best possible that each EE submitted for assessment
is the authentic work of the student, the student is expected to respect the work of others. Plagiarism is a
form of academic misconduct that incurs a penalty

Collusion is also a form of academic misconduct that incurs a penalty. The same piece of work, or two versions
of the same work, cannot be submitted to meet the requirements of both the EE and another assessment
component of the Diploma.

Each student must ensure that they have read and understood the school’s Academic Integrity Policy before
embarking on the EE. You can find the policy on Managebac under Files / Extended Essay / Academic Integrity

Past EEs
You are strongly encouraged to look through past EEs to see how these have been presented and to see the
assessment.

Students should note that essays for submission from May 2018 onwards will have a slightly different
structure and will be assessed differently than those done previously. Even so, there is much that can be
learned about presentation, knowledge and understanding, and critical thinking from reading previous
excellent EEs.

Ask your subject teachers for examples in your subject.

Supervision: What Should I (not) Expect?

Your supervisor is (most likely) the teacher of the subject you are writing in
The relationship you establish with your supervisor is important to the success of your EE. Use them since
they are experienced researchers and experts in the field ready to guide you.

Three meetings are mandatory

The mandatory meetings, lasting between 20 and 30 minutes, are for reflection. But you are allowed to have
other formal meetings with your supervisor.
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In addition, you can check in with your supervisor as many other times as you and they agree, to ask
questions, get clarification, etc.

Supervisors are responsible for your familiarity with requirements

Supervisors and students must discuss:
• the nature of the EE
• the chosen subject, topic and research question
• the most appropriate research methods to be used in your subject
• the formal requirements for completing the task.

Supervisors are also required to:

• monitor your progress and ensure the essay is your own work
• read and formally comment on (but not edit) one written version
• ensure that no changes are made to the EE after its final submission in October
• read the final version and, in conjunction with the viva voce, confirm its authenticity

Your supervisor will not:

• provide you with research material--although they may point you in the right direction, or suggest
reading you could undertake
• chase you up when you have been out of contact or have missed deadlines
• read more than one full version of your EE (this is an IB rule)
• edit your work—though you can discuss your work at length at any time
• correct your spelling and punctuation
• correct experimental work or mathematics
• re-write any of the essay
• indicate where whole sections of the essay would be better placed
• proofread the essay for errors
• correct source lists or citations

Each supervisor has their own style. Some supervisors will set dates for formal meetings with their students.
Others will expect the student to set the date. Your supervisors will make this style clear the first time you
meet. IN ANY CASE, it is YOUR RESPONSIBILITY to contact your supervisor if you are struggling with your EE
or if you need more meetings.

You may work with/consult external experts

Some experiments might require scientific equipment more advanced than that available at AGT. Language
experts at Aarhus University might offer a useful perspective. A government official might have knowledge
of a specific political situation. These contacts are encouraged and serve as expert evidence for refuting or
supporting evidence but do not substitute for a supervisor.

Your supervisor can see sections of my essay more than once

But your supervisor will not read and make written comments on any section more than once. If you feel
that an already reviewed section is still not satisfactory, compose a specific question about it that your
supervisor can answer orally.

Your final version must be clean, without comments or questions on it.

Once your final version has been submitted for the viva voce, you are not permitted to make any further
changes, unless deemed appropriate by the supervisor because of an administrative error.
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Bibliography
Extended Essay Guide, Copenhagen International School, 2016
Extended Essay Guide, IB Publishing, first exams 2018 https://resources.ibo.org/dp/subject-
group/Extended-essay-first-assessment-2018/resource/11162-43483?
Extended Essay Handbook, Western Academy Beijing, September 2016
Modified for Aarhus Gymnasium by: Judith Blak & Rikke Hupfeld
 16

Appendix 1: Assessment Criteria Annotated

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.
Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–2 The topic is communicated unclearly and incompletely.

Identification and explanation of the topic is limited; the purpose and focus of the research is unclear, or
does not lend itself to a systematic investigation in the subject for which it is registered.
The research question is stated but not clearly expressed or too broad.
The research question is too broad in scope to be treated effectively within the word limit and
requirements of the task, or does not lend itself to a systematic investigation in the subject for which it is
registered.
The intent of the research question is understood but has not been clearly expressed and/or the discussion
of the essay is not focused on the research question.
Methodology of the research is limited.
The source(s) and/or method(s) to be used are limited in range given the topic and research question.
There is limited evidence that their selection was informed.

3–4 The topic is communicated.

Identification and explanation of the research topic is communicated; the purpose and focus of the
research is adequately clear, but only partially appropriate.
The research question is clearly stated but only partially focused.
The research question is clear but the discussion in the essay is only partially focused and connected to the
research question.
Methodology of the research is mostly complete.
Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research
question.
There is some evidence that their selection(s) was informed.
If the topic or research question is deemed inappropriate for the subject in which the essay is registered no
more than four marks can be awarded for this criterion.

5–6 The topic is communicated accurately and effectively.

Identification and explanation of the research topic is effectively communicated; the purpose and focus of
the research is clear and appropriate.
The research question is clearly stated and focused.
The research question is clear and addresses an issue of research that is appropriately connected to the
discussion in the essay.
Methodology of the research is complete.
An appropriate range of relevant source(s) and/or method(s) have been applied in relation to the topic and
research question.
There is evidence of effective and informed selection of sources and/or methods.
 17

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 through
the use of appropriate terminology and concepts.
Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–2 Knowledge and understanding is limited.

The selection of source material has limited relevance and is only partially appropriate to the research
question.
Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive with sources
not effectively being used.
Use of terminology and concepts is unclear and limited.
Subject-specific terminology and/or concepts are either missing or inaccurate, demonstrating limited
knowledge and understanding.

3–4 Knowledge and understanding is good.

The selection of source material is mostly relevant and appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their
application is only partially effective.
Use of terminology and concepts is adequate.
The use of subject-specific terminology and concepts is mostly accurate, demonstrating an appropriate
level of knowledge and understanding.
If the topic or research question is deemed inappropriate for the subject in which the essay is
registered no more than four marks can be awarded for this criterion.

5–6 Knowledge and understanding is excellent.

The selection of source materials is clearly relevant and appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with
understanding.
Use of terminology and concepts is good.
The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective
knowledge and understanding.

Criterion C: Critical Thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate
the research undertaken.
Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–3 The research is limited.

The research presented is limited and its application is not clearly relevant to the RQ.
Analysis is limited.
There is limited analysis.
Where there are conclusions to individual points of analysis these are limited and not consistent with the
evidence.
 18

Discussion/evaluation is limited.
An argument is outlined but this is limited, incomplete, descriptive or narrative in nature.
The construction of an argument is unclear and/or incoherent in structure hindering understanding.
Where there is a final conclusion, it is limited and not consistent with the arguments/evidence presented.
There is an attempt to evaluate the research, but this is superficial.
If the topic or research question is deemed inappropriate for the subject in which the essay is
registered no more than three marks can be awarded for this criterion.

4–6 The research is adequate.

Some research presented is appropriate and its application is partially relevant to the Research question.
Analysis is adequate.
There is analysis but this is only partially relevant to the research question; the inclusion of irrelevant
research detracts from the quality of the argument.
Any conclusions to individual points of analysis are only partially supported by the evidence.
Discussion/evaluation is adequate.
An argument explains the research but the reasoning contains inconsistencies.
The argument may lack clarity and coherence but this does not significantly hinder understanding.
Where there is a final or summative conclusion, this is only partially consistent with the
arguments/evidence presented.
The research has been evaluated but not critically.

7–9 The research is good.

The majority of the research is appropriate and its application is clearly relevant to the research question.
Analysis is good.
The research is analysed in a way that is clearly relevant to the research question; the inclusion of less
relevant research rarely detracts from the quality of the overall analysis.
Conclusions to individual points of analysis are supported by the evidence but there are some minor
inconsistencies.
Discussion/evaluation is good.
An effective reasoned argument is developed from the research, with a conclusion supported by the
evidence presented.
This reasoned argument is clearly structured and coherent and supported by a final or summative
conclusion; minor inconsistencies may hinder the strength of the overall argument.
The research has been evaluated, and this is partially critical.

10– The research is excellent.

12 The research is appropriate to the research question and its application is consistently relevant.
Analysis is excellent.
The research is analysed effectively and clearly focused on the research question; the inclusion of less
relevant research does not significantly detract from the quality of the overall analysis.
Conclusions to individual points of analysis are effectively supported by the evidence.
Discussion/evaluation is excellent.
An effective and focused reasoned argument is developed from the research with a conclusion reflective
of the evidence presented.
This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the
strength of the overall argument or the final or summative conclusion.
The research has been critically evaluated.
 19

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.
Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–2 Presentation is acceptable.

The structure of the essay is generally appropriate in terms of the expected conventions for the topic,
argument and subject in which the essay is registered.
Some layout considerations may be missing or applied incorrectly.
Weaknesses in the structure and/or layout do not significantly impact the reading, understanding or
evaluation of the extended essay.

3–4 Presentation is good.

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.

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, and is based solely on the candidate’s reflections as
detailed on the RPPF, with the supervisory comments and extended essay itself as context.

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors or a RPPF has not been
submitted.

1–2 Engagement is limited.

Reflections on decision-making and planning are mostly descriptive.
These reflections communicate a limited degree of personal engagement with the research focus and/or
research process.

3–4 Engagement is good.

Reflections on decision-making and planning are analytical and include reference to conceptual
understanding and skill development.
These reflections communicate a moderate degree of personal engagement with the research focus and
process of research, demonstrating some intellectual initiative.

5–6 Engagement is excellent.

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.
These 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
in the student voice.
 20

Appendix 2: Managebac Worksheet, RSS, and RPPF/PPF

Worksheet
1. Deadlines & To Dos: where you and your supervisor list next and future steps. This signals your
activity and reminds you what needs to get done and by when.

2. Extended Essay Documents: where all assignments/documents are uploaded.

3. Notes & Interviews: where all communication between you and your supervisor takes place. Each
note you upload will trigger an email to your supervisor indicating the upload and vice versa.

4. Edit Extended Essay Proposal (upper right corner): where you update the proposal, once your
supervisor has been assigned and you know which subject you are writing your EE in. Should be
updated in preparation for your group meeting in weeks 13-14. Use “Edit Proposal” each time you
modify your RQ. If a topic change is approved by your supervisor, use the same “Edit…” function to
change the topic.

RSS: Researcher’s Reflection Space

Here is where you keep all things you might otherwise keep elsewhere on your laptop or in your brain. It
will make thinking and reflection easier and can accelerate clarity.

Click on “Add Resource” and a drop-down menu will appear:

1. Journal: where you record your ideas, AHA moments, EVIDENCE you have collected and questions to
yourself about what you are working with. Recording all this here makes backtracking easy.

2. Websites: where you place links to sites you have visited or intend to visit. Make notes of evidence
you might find on each site. Be specific. Indicate which section of your EE this evidence is useful for.

3. Videos: ones you’ve seen or intend to. Make notes of evidence you might find on each site. Be
specific. Indicate which section of your EE this evidence is useful for.

4. Photos: ones you might want to use. Remember: all photos must be credited to their creator whether
freely available or not. If all the photos you use in your EE are yours, remember to indicate on this on
the cover page to avoid confusion.

5. Files: already on your hard disk. The RSS is the cloud: files will not disappear if your computer dies.

Your supervisor can see this space and add comments. However, s/he will not be notified each time you
make an entry. So, use notes on the Worksheet if you want feedback or have questions. Note: entries on
this workspace are not attributed to you or to your supervisor: the information is simply there.

Continuously recording your thoughts and ideas prepares you for your reflection sessions with your
supervisor; it will help inform the discussions that take place. Some guidelines:
1. Your ideas for research and evaluation, concepts you want to remember to include, discoveries you
have made that you also want to include
2. Problems that remain to be solved, inspiration
3. Your personal rants, raves, achievements, frustrations, discoveries, experiences, insights
 21

RPPF: Reflection on Progress and Planning Form

The is what the form looks like on Managebac

At our second general meeting, you will receive more information on the process and content of the three
reflections.
 22

Appendix 3: Organizing the EE

Title Page
The title page should include only the following information:
• the title of the essay
• the research question
• the subject for which the essay is registered (if it is a language essay, also state which category it
falls into)
• word count

NOT on the cover page: no name, no school name, no page numbers

The title of your essay is a clear, focused summative statement that indicates your research topic. It is not
in question form.
The RQ indicates the specific direction of the research and must be phrased as a question.

Examples of titles and respective RQs:

Table of Contents
A contents page must follow the Cover Page. Titled 'Table of Contents', use WORD to automatically
generate the Table of Contents so that page numbers neatly align on the right-hand side and automatically
adjust as you add and delete sections. You will receive specific instructions about how to do this.

Table of Contents and title page do NOT have page numbers.

Introduction
The introduction must tell:
1. what led to the RQ
2. why, academically speaking, it is important to answer this RQ
3. what research has been done in this area
4. why and how sources were chosen
5. a description of the methodology used
6. what to expect in the essay, providing an insight into the line of argument to be taken
 23

The introduction gets page number 1.

Body
The body of your essay contains the research: analysis, discussion, and evaluation. It comprises most of your
essay--perhaps 3000 words or more, and is where you demonstrate 'Knowledge and Understanding' and
'Critical Thinking'.

Throughout the body, you MUST use sources/evidence (primary and/or secondary) to support your own
thinking and arguments. Reference to theory, concepts and terminology/language of the subject is a must.

You are expected to have several sections and sub-sections in the body of the EE. What these sections contain
are most often dictated by the expected conventions of the subject you are writing in and the development
of your arguments. Using sections and sub-sections will help the reader understand the progression of your
claims (and will also help you to stay on track).

Each section and sub-section of your EE must show analyses and how they help to answer your RQ. This
corresponds directly to Criterion B: knowledge and understanding.

How succeeding sections and sub-sections relate to previous ones must be clearly stated. Relatedly, the
conclusion of each section and sub-section must also state how in connection with previous sections the
answer to your RQ is developing. Material that does not contribute to answering the RQ, no matter how
interesting, must be discarded. All this corresponds to Criterion C: critical thinking.

The beginning of each section and sub-section must thus state what is yet to be shown.

All information important to your arguments must be included the body of your document, not in the
introduction, conclusion, appendices or footnotes/endnotes. The examiner is NOT expected to read notes
or appendices, so an essay that is not complete in itself will lose points.

Conclusion
The conclusion states only what has been achieved throughout the EE. This means collecting all the
conclusions you have drawn in each section/sub-section and synthesizing your mini-conclusions into a larger
statement that relates to the non-trivial nature of your RQ.

This conclusion must relate to the RQ only and CANNOT include any new information. This means no citations
will be found in the conclusion.

The conclusion should also include notes of any limitations, any questions that have not been resolved, and
questions for further research.

Bibliography/References/Works Cited
The sources you cite in your EE have to be listed after the conclusion in alphabetical order. How the
information in each source is listed is called a style, and these styles differ by subject.

History, Global Politics and Group 6 will use the Chicago style; Economics and Psychology normally use APA;
and Groups 4 and 5 subjects the AMS style. Groups 1 and 2 will use the MLA style. Thus, the title for this
section will depend on style: Bibliography (Chicago), References (APA + AMS), Works Cited (MLA).
 24

For more information on citing, refer to the guidelines in the IB document Effective citing and referencing.
Remember to use NoodleTools.

Appendices
This section is ONLY for material that is used as a SOURCE of information in the document that ALSO is NOT
FOUND elsewhere or is included for easy reference (such as is done here).
 25

Appendix 4: Information Searching

EEs IBO Guide, AGT EE Guide 2023

Internet Google, Bing, Ask, Dogpile, DuckDuckGo, KunstOnline.dk (aakb.dk),

specific homepages (see Judith/subject teacher/
https://library.wab.edu/c.php?g=561946&p=5654007)—Use CRAAP
Test always

Books JSTOR (AGT), Ebook Central (aakb.dk), Google Books, bibliotek.dk,

Open Access Books (doabooks.org), eReolen Global (aakb.dk),
gutenberg.org (aakb.dk)

Articles/Journals JSTOR (AGT), bibliotek.dk, PressReader (aakb.dk), RB-digital (aakb.dk),

Gale in Context: Global Issues (aakb.dk), Gale in Context: High School
(aakb.dk), Gale in Context: Science (aakb.dk), Literature Resource
Center (aakb.dk), QelloConcerts (aakb.dk), NewScientist (Aarhus Tech
intra), Open Access Journals (doaj.com)

Encyclopedias Britannica School Academic (Aarhus Tech intra), Wikipedia (for ideas
only), Europa World Plus (aakb.dk)

Visit for websites and addresses of sources that are available online. These are arranged by group.
 26

Appendix 5: Ethical Guidelines

It is also important to be aware of the IB’s animal experimentation policy, which provides details
on what is and is not allowed when conducting research with animals and humans.
 27

Appendix 6: Libguides and Website Evaluation

There are many sites on the Internet useful for understanding the EE, how-tos, if you will. Two sites can be
found at: http://libguides.westsoundacademy.org/ee. Search libguides EE for other sites.

Finding credible websites is not always easy. For example, check out this youtube video:
https://www.comedy.co.uk/videos/5277/terry_jones_flying_penguins/ It looks real, but it isn’t.

Here is a website with some great information about fake news. Check out their videos:
https://library.lasalle.edu/c.php?g=415045&p=4437635

A general guideline to use when working with a website you have never worked with before is the CRAAP
test. The answers will help you figure out the legitimacies of websites you encounter. See
https://researchguides.ben.edu/source-evaluation for more information.
Exercise 1: Working on Managebac

1. Follow (https://aarhusgym.managebac.com/login)
2. Login to Managebac
3. Go to the left vertical menu, click IB Manager
4. Click Extended Essay
You are now on your Worksheet page.
1. Scroll down to Deadlines & To-Dos
• Click on Add Personal To-Do
• Enter the following item: “Hand in EE proposal on Monday March 6”
• Click on Save Item

2. Scroll down to Extended Essay Documents

• Click on + Add document
• Click twice on any document from your computer
• Your document has now been uploaded

3. Scroll down to Notes & Interviews

• Type “I have added to my To Do list.”

• Click on Post Note
• Your message will automatically be sent to your supervisor (as soon as one has been
appointed)
• All communication with your supervisor takes place here.

4. Click on Tasks & Deadlines in the left-hand column

• Here, you can see any tasks and deadlines set up for you by your EE coordinator or your
EE supervisor

5. Click on IB Manager / Calendar

• If you scroll through the calendar, you can see all events, tasks and deadlines registered
in Managebac

6. Go back to Extended Essay. Scroll to top of page and click on Researcher’s Reflection
Space
You are now on your Researcher’s Reflection Space (RSS) page
• Click on Add resource
• Choose Add journal from drop-down menu
 • Type in a title. Could be Reaction to doing an EE.
• Now, write a reaction in the ‘body’ field. For example: I don’t know how to do it; I really
don’t want to. OR I don’t know how to do it; I am excited to try. OR I don’t know where
to start and this scares me. OR I get it and can’t wait to start.
• Click on Add Entry

7. Now choose one of the other options from the drop-down menu: Add Files / Add Video /
Add Website / Add photos

8. Scroll to top of page and click on Planning and Progress Form

You are now on your Reflections on Planning and Progress (RPP) page

9. Look at the three fields each followed by date and year. DO NOTHING NOW. Here is where
you will be typing your reflections.
 Exercise 2: Finding an EE Topic

• Rank your subjects by like • List your hobbies, passions, interests

1. ___________________________ 1. ________________________________________

2. ___________________________ 2. ________________________________________

3. ___________________________ 3. ________________________________________

4. ___________________________ 4. ________________________________________

5. ___________________________ 5. ________________________________________

6. ___________________________ 6. ________________________________________

POSSIBLE TOPICS
Subject 1 Topic 1:

Topic 2:

Topic 3:

Subject 2 Topic 1:

Topic 2:

Topic 3:

Save this page. Take this page with you to the EE presentations in your subject areas. Write further notes on this
page.
 31

Exercise 3: RQs, Identify the narrow/non-trivial option

Identify the RQ in each group with the following label: broad/trivial (BT), board/non-trivial (BN),
narrow/trivial (NT) or narrow/non-trivial (NN). For each RQ labeled NN, identify in the box what is
being/could be measured.
Label RQ
1. History
i. Was the Flower Power Movement in the USA the most significant factor in
ending the Vietnam War?

ii. How significant was the Flower Power Movement in US politics?

iii. What movements were significant in US politics in the early 1970s?

iv. What movements were significant in ending the Vietnam War?

What is
measured?

2. Biology
i. Are chlorophyll and kinetin important to plant life?

ii. Does experimental approach matter when measuring the concentrations of

kinetin on the aging of gingko leaves and the biosynthesis of its chlorophyll?

iii. Does the experimental approach matter when measuring the aging of
leaves?

iv. Are chlorophyll and kinetin important to gingko leaves?

What is
measured?

3. ESS
i. How does the energy efficiency of grain production compare for different
farming systems in The Netherlands and Swaziland?

ii. What is the difference between commercial and subsistence farming more
sustainable?

iii. Are the farming systems of The Netherlands and Swaziland different?

iv. Is commercial or subsistence farming more sustainable?

What is
measured?
 32

4. Psychology
i. To what extent does abuse affect anti-social behavior through interaction
with social stressors in adulthood?

ii. What social stressors in adulthood lead to anti-social behavior?

iii. What interaction of epigenetic processes respond to social stressors in

adulthood?

iv. To what extent does prolonged early life physical abuse affect antisocial
adult behavior through the interaction of epigenetic processes in response
to social stressors in adulthood?

What is
measured?

5. History
i. What was the impact of Ho Chi Minh’s allegiance to Lenin?

ii. To what extent was nationalism the guiding factor of Leninism in the
Communist world in the first part of the 20th century?

iii. To what extent was nationalism the guiding factor in Ho Chi Minh’s
adoption of Leninism in 1920?

iv. How did nationalism influence Ho Chi Minh’s adoption of Leninism in

1920?

What is
measured?

6. Economics
i. How can Danish taxation policy be reformed?

ii. To what extent is Aarhus Municipality tax revenue collection affected by

the decrease in the sales (MOMS) tax?

iii. To what extent is Aarhus Municipality tax revenue collection derived from
the clothing industry affected by the decrease in the sales (MOMS) tax?

iv. Is consumption of clothing affected by the sales (MOMS) tax?

 33

What is
measured?

7. Literature
i. What aspects of female hysteria can be drawn from the characters Bertha
Mason in Jane Eyre and Miss Julie in Miss Julie and why are they depicted
as such?

ii. In what ways does female hysteria get used differently in 19th century
literature than in 20h century literature?

iii. How is the female malady portrayed in literature during the nineteenth
century?

iv. How is hysteria seen in the novel Jane Eyre and the play Miss Julie?

What is
measured?

8. Maths
i. How can we use theoretical math to count to infinity?

ii. What is infinity?

iii. How can we show and apply proof of different cardinalities of different
infinite sets in order to solve a “turtle problem”?

iv. What types of problems involve infinity?

What is
measured?

9. Global Politics
i. What are the differences between Indian and Chinese economic growth
rates?

ii. Do India and China have different economic policies?

iii. To what extent is the difference in growth rates between India and China
due to differences in implementing economic policies rather than
differences in social policies?
 34

iv. Why are there differences between Indian and Chinese economic growth
rates?

What is
measured?

10. Literature
i. What parallels regarding the pursuit and illusion of wealth can be drawn in
19th and 20th century literature?

ii. How is the pursuit and illusion of wealth portrayed in 19th and 20th century
literature?

iii. How are the pursuit and illusion of wealth portrayed in Washington Square
by Henry James and The Beautiful and Damned by F. Scott Fitzgerald?

iv. What parallels can be drawn between Washington Square by Henry James
and The Beautiful and Damned by F. Scott Fitzgerald regarding the pursuit
and illusion of wealth?

What is
measured?