EE Handbook Oakridge

Extended Essay HANDBOOK
CLASS OF 2025
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Table of Contents Page No.
INTRODUCTION
The Diploma Programme and Core 3
What is the Extended Essay? 4
EE and the Learner Profile 4
Relationship to Theory of Knowledge 5
International Dimension 5
Responsibilities of the student, supervisor and the school 6
EXAMINERS’ RECOMMENDATIONS 8
SKILLS: RESEARCH AND WRITING

Getting Started 9
Formulating a good Research Question 9
Structuring the essay 10
Formal Presentation 12
SKILLS: REFLECTION
Reflection as inquiry 13
Reflection and Representation 14
Secondary Reflection 15
Documenting Reflection 15
Function of reflection in an educational context 16
Researcher’s Reflection Space (RRS) 16
Reflections on Planning and Progress Form (RPPF) 17
ACADEMIC INTEGRITY
Policy on Academic Integrity 18
Bibliographies, References and Citations 22
ASSESSMENT (effective May 2018 onward)

Assessment Criteria 24
Assessment Grade Descriptors 31
APPENDIX 1: CONTRACTS and FORMS 34-41
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INTRODUCTION
The Diploma Programme and Core
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19
age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and
inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to
develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect
and be able to evaluate a range of points of view.
Figure 1
The Diploma Programme model
IBDP Core
All IBDP students participate in the three elements that make up the core of the programme:
• Theory of Knowledge [TOK]
• Creativity, Activity, Service [CAS]
• Extended Essay [EE]
These three elements of the core complement each other, working together to achieve the following
common aims:
• to support, and be supported by, the academic disciplines
• to foster international-mindedness
• to develop self-awareness and a sense of identity.
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What is the Extended Essay?
The extended essay is a unique opportunity for students to explore an academic area in which they have
a personal interest. This takes the form of an independently written research paper that allows students
to demonstrate their passion, enthusiasm, intellectual initiative and/or creative approach for their chosen
topic. Such topics can range from focused, in-depth analyses of specific elements of a subject to critically
evaluating responses to issues of global significance in the case of the world studies extended essay.
Whichever subject is chosen, the extended essay is concerned with exploring a specific research question
through interpreting and evaluating evidence, and constructing reasoned arguments.
In undertaking the extended essay students model many of the elements of academic research by locating
their topic within a broader disciplinary context, or issue in the case of a world studies extended essay,
justifying the relevance of their research and 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.
Students develop important transferable skills such as research, critical thinking, and self-management, which
are communicated in the form of an academic piece of writing. Emphasis is placed on engagement and
reflection on the research process, highlighting the journey the student has made on an intellectual and
personal level and how it has changed them as a learner and affected the final essay. In those countries where
it is the norm for interviews to be required prior to acceptance for employment or for a place at university, the
extended essay has often proved to be a valuable stimulus for discussion.
In short, the extended essay is:

• compulsory for all Diploma Programme students
• externally assessed and, in combination with the grade for Theory of Knowledge, contributes up to
three points to the total score for the IB diploma (Figure 2)
• a piece of independent research/investigation on a topic chosen by the student in cooperation with a
supervisor in the school
• chosen from the list of approved Diploma Programme subjects, published in the IBDP Handbook
• presented as a formal piece of writing containing no more than 4,000 words
• is submitted along with the Research Planning and Progress Form
• the result of approximately 40 hours of work by the student
• concluded with a short interview, or viva voce, with the supervising teacher.
EE and the IB learner profile
The learning involved in researching and writing the extended essay is closely aligned with the development
of many of the characteristics described in the IB learner profile. The process of researching and writing the
extended essay represents the learner profile in action. Being open-minded, principled and reflective are
aspects of the student experience within the extended essay. The development of the learner profile attributes
help to unify IB learners in a larger community in this shared experience. Students are, to a large extent,
responsible for their own independent learning, through which they acquire and communicate in-depth
knowledge and understanding. The research process necessarily involves intellectual risk-taking and
extensive reflection; open-mindedness, balance and fairness are key prerequisites for a good extended essay.
Students that are familiar with the IB Middle Years Programme (MYP) will find that the extended essay is a
natural progression from the MYP personal project.
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Relationship to Theory of Knowledge
Whichever subject is chosen, the extended essay shares with the Theory of Knowledge (TOK) course a
concern with interpreting and evaluating evidence, and constructing reasoned arguments. Where the two
differ is in the emphasis placed on the research process and its formal outcomes. These aspects are of primary
importance in the extended essay but are given much less weight in TOK: in the Theory of knowledge guide
(March 2006) the section describing the TOK assessment tasks states that ‘‘neither the [TOK] essay nor the
presentation is primarily a research exercise’’. At a more abstract level, both TOK and the extended essay
promote reflection on the nature of knowledge and on how new knowledge is produced.
Figure 2
The EE/TOK Points matrix
International dimension
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. Some extended essay subjects
include cross-cultural questions within them. Others invite such an approach. Whatever the subject, the
extended essay student should strive to find relevant information from a diverse range of sources.
Approaches to learning (ATL) skills
Embedded within the process of writing the extended essay are many elements of the approaches
to learning (ATL). While research skills are fundamental to successful completion, other ATL skills are
implicit in the task. 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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ROLES AND RESPONSIBILITIES - Student
As the extended essay is an important component of the Diploma Programme, and a substantial piece of
work, students need to ensure that they understand the expectations of the task and manage their time and
workload effectively. Therefore, students are strongly recommended to:
• develop a Researcher’s Reflection Space (RRS) as a planning tool
• use the RRS to prepare for reflection sessions and share excerpts from the RRS with the supervisor
during the reflection sessions
• choose a subject, followed by a topic, and then think carefully about the research question for their
essay. (Remember NOT to choose a topic or research question that you have seen in exemplars and
that have been done too many times before)
• plan how, when and where they will find material and sources for their essay before deciding on the
final topic and research question
• plan a schedule for both the researching and writing of their extended essay, including extra time for
delays and unforeseen problems
• record sources as their research progresses using their RRS rather than trying to reconstruct a list at
the end
• make the most of their supervision and reflection sessions by arriving prepared to discuss their work
• have a clear structure for the essay before beginning to write
• check and proofread the final version of their extended essay
• make sure that the version they submit for assessment is the final version with all sources correctly
and consistently referenced
• ensure that all requirements and deadlines are met.
ROLES AND RESPONSIBILITIES – Supervisor
Supervisors are required to:

• undertake three mandatory reflection sessions with each student they are supervising
• sign and date each reflection summarized on the Reflections on planning and progress form (RPPF)
and provide comments at the end of the process.
• provide students with advice and guidance in the skills of undertaking research
• encourage and support students throughout the research and writing of the extended essay
• discuss the choice of topic with each student and, in particular, help to formulate a well-focused
research question which is suitable to the subject of registration and ensure that the chosen research
question satisfies appropriate legal and ethical standards with regard to health and safety,
confidentiality, human rights, animal welfare and environmental issues
• be familiar with the regulations governing the extended essay and the assessment criteria, and give
copies of these to students
• monitor the progress of the extended essay to offer guidance and to ensure that the essay is the
student’s own work (this may include presenting a section of the essay for supervisor comment)
• read and comment on one draft only of the extended essay (but do not edit the draft); this should take
place after the interim reflection session, but before the final reflection session, the viva voce
• ensure that the final version of the essay is handed in before the final reflection session (viva voce)
takes place, and that no changes are made to it subsequently
• read the final version and, in conjunction with the viva voce, confirm its authenticity.
The student may work with or consult external experts in a particular area of specialism but it remains the
responsibility of the supervisor within the school to complete all the requirements described above.
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ROLES AND RESPONSIBILITIES – School
The school:
• Provides training sessions for supervisors run by the extended essay or Diploma Programme
coordinator and/or experienced supervisors.
• Facilitate special sessions for students on how to approach research for the extended essay, including
use of the internet. The librarian may be best placed to do this with students.
• Supports the development of courses on citing and referencing. Supervisors and students are
familiarized with the IB documents on this.
• Provides or recommends study skills sessions for students on note-taking and structuring essays.
• Provides or recommends guidance on research methodologies relevant and appropriate to the subject
(for example, questionnaire design and interview techniques).
• Supports the outline of key milestones, such as internal deadlines.
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EXAMINERS’ RECOMMENDATIONS
Before starting work on the extended essay, students should:

• read the assessment criteria
• read previous essays to identify strengths and possible pitfalls
• spend time working out the research question (imagine the finished essay)
• work out a structure for the essay.
During the research process, and while writing the essay, students should:
• start work early and stick to deadlines
• maintain a good working relationship with their supervisor
• construct an argument that relates to the research question
• use the library and consult librarians for advice
• record sources as they go along (rather than trying to reconstruct a list at the end)
• choose a new topic and a research question that can be answered if there is a problem with the original topic
• use the appropriate language for the subject
• let their interest and enthusiasm show.
After completing the essay, students should:

• check and proofread the final version carefully.
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 or a topic that is well-documented. 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 analyze 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.
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SKILLS: RESEARCH AND WRITING
Getting started:
When researching the extended essay, students should do the following,
• Choose the approved Diploma Programme subject for the extended essay.
• Read the assessment criteria and the relevant subject guidance.
• Choose a topic that is of interest.
• After deciding on a topic of interest students should undertake some general reading around the issue.
Questions they must consider at this stage are:
What has already been written about this topic?
Was it easy to find sources of information?
Is there a range of different sources available?
Is there a range of views or perspectives on the topic?
What interesting questions have started to emerge from this reading?
Formulating a good Research Question:

The student should now begin posing open-ended questions about their general topic. These questions will
usually be framed using the terms “how”, “why” or “to what extent”.
• Once possible research questions have been posed they should be evaluated. This evaluation should be
based on whether the research question is clear, focused, and arguable.
Clear: Will the reader understand the nature of my research? Will it direct the research being undertaken?
Focused: Will the research question be specific enough to allow for exploration within the scope of the task
(that is, the number of words and time available)?
Arguable: Does the research question allow for analysis, evaluation and the development of a reasoned
argument?
• Once a provisional research question has been decided upon students should start thinking about the
direction their research might take. This could be in terms of:
o suggesting possible outcomes of the research
o outlining the kind of argument they might make and how the research might support this
o considering options if the research available is not sufficient to support a sustained argument.
• Plan the investigation and writing process. Identify how and where they will gather material.
• Identify which system of academic referencing they will use, appropriate to the subject of the essay.
• Set deadlines for themselves that will allow them to meet the school’s requirements.
• Plan a structure (outline headings) for the essay. This may change as the investigation develops but it is
useful to have a sense of direction.
• Undertake some preparatory reading.
• If students discover that it will not be possible to obtain the evidence needed in the time available, the
research question should be changed. This should be done sooner rather than later: students should not lose
time waiting and hoping that something will turn up. Students should go back to stage 3, 2 or 1, and choose a
new research question that can be answered.
• Carry out the investigation.
• The material gathered should be assembled in a logical order, linked to the structure of the essay. Only then
will students know whether they have enough evidence for each stage of the argument so that they can
proceed to the next.
• Students should be prepared for things to go wrong. Sometimes they may discover something later in the
investigation that undermines what they thought had been established earlier on. If that happens, the
investigation plan needs to be revised.
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Structuring the essay:
This is very important as it helps students to organize the argument, making best use of the evidence
gathered. The required elements of the final work to be submitted are listed here. More details about each
element are given in the ‘‘Formal presentation’’ section. Please note that the order in which they are
presented here is not necessarily the order in which they should be written.
· Title page
· Contents page
· Introduction
· Body (development/methods/results)
· Conclusion
· References and bibliography
· Appendices
Title page
The title of your essay should be a clear, focused summative statement of your research, which gives the
reader an indication of your research topic. It should not be phrased as a research question.
The title page MUST 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; if a world studies essay also state the theme and the two subjects utilized)
word count.
AN IMPORTANT NOTE:
Please note that name of the student or the school should not appear on the title page or on any page
headers. This is because the work is assessed anonymously.
Contents page
A contents page must be provided at the beginning of the extended essay and all pages should be numbered.
Introduction
The introduction should tell the reader what to expect in the essay. The introduction should make clear to the
reader the focus of the essay, the scope of the research, in particular an indication of the sources to be used,
and an insight into the line of argument to be taken. RQ MUST be stated here.
While students should have a sense of the direction and key focus of their essay, it is sometimes advisable to
finalize the introduction once the body of the essay is complete.
Body of the essay (research, analysis, discussion and evaluation)

The main task is writing the body of the essay, which should be presented in the form of a reasoned
argument. The form of this varies with the subject of the essay but as the argument develops it should be
clear to the reader what relevant evidence has been discovered, where/how it has been discovered and how it
supports the argument. In some subjects, for example, the sciences, sub-headings within the main body of the
essay will help the reader to understand the argument (and will also help the student to keep on track). In
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structuring their extended essay, students must take into consideration the expected conventions of the
subject in which their extended essay is registered.
Once the main body of the essay is complete, it is possible to finalize the introduction (which tells the reader
what to expect) and the conclusion (which says what has been achieved, including notes of any limitations
and any questions that have not been resolved).
Any information that is important to the argument must not be included in appendices or footnotes/endnotes.
The examiner will not read notes or appendices, so an essay that is not complete in itself will be
compromised across the assessment criteria. So an essay that is not complete in itself will lose marks.
Conclusion
The conclusion says what has been achieved, including notes of any limitations and any questions that have
not been resolved. While students might draw conclusions throughout the essay based on their findings, it is
important that there is a final, summative conclusion at the end. This conclusion(s) must relate to the research
question posed.
References and bibliography

Students should use their chosen style of academic referencing as soon as they start writing. That way they
are less likely to forget to include a citation. It is also easier than trying to add references at a later stage.
Students need to check that they have cited sources for all material that is not their own, and that the citations
are complete and consistent with the chosen referencing system. The bibliography should list only the
sources used in the essay. For more information on this, refer to the guidelines in the IB document Effective
citing and referencing.
Appendices, footnotes and endnotes

Appendices, footnotes and endnotes are not an essential section of the extended essay and examiners are not
required to read them, so care should be taken to include all information of direct relevance to the analysis
and argument in the main body of the essay. An essay that attempts to evade the word limit by including
important material in notes or appendices risks losing marks under several criteria. Unless considered
essential, complete lists of raw data should not be included in the extended essay. Students should not
constantly refer to material presented in an appendix as this may disrupt the continuity of the essay. Apart
from graphic material, materials in other media may be submitted only as supporting appendices and should
not detract from the written content of the extended essay.
Use of Computers
The use of computers is encouraged where they are appropriate as tools for analysing data relevant to the
subject of the extended essay. Material such as a hard copy of computer output may be included in the
extended essay, but any associated programme should be referred to or reproduced, if original, only as an
appendix. Computer programmes may only be included (in particular circumstances) in computer science and
physics essays and kind of data analysis.
CDs, DVDs and audio-visual materials
The model for the extended essay is a paper in an academic journal. Hence, materials such as these should
not normally be included. They are liable to be lost or damaged and the examiner will probably not have time
to look at them.
Specimen materials
Specimen materials used in, or produced by, investigations do not form part of the extended essay and
must not be submitted. Photographic evidence may be submitted in place of such material.
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Formal Presentation
The whole essay needs to be proofread carefully (computer spelling and grammar checkers are useful but will
not do everything). Pages must be numbered and the contents page must be completed.
Presentation and overall neatness are important, and it is essential that illustrative material, if included, is
well set out and used effectively. Graphs, diagrams, tables and maps are effective only if they are clearly
labeled and can be interpreted with ease. All such material that is incorporated into the extended essay must
be directly related to the text and acknowledged where appropriate. The use of photographs and other images
is acceptable only if they are captioned and/or annotated and are used to illustrate a specific point made in the
extended essay.
The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject
from which the topic is drawn. Given that the extended essay is a formally written research paper, it should
strive to maintain a professional, academic look.
To help achieve this, the following formatting is required:
the use of 12-point, readable font

double spacing
page numbering
no candidate or school name on the title page or page headers.
Submitting the extended essay in the required format will help set the tone of the essay and will aid
readability for on-screen assessment by examiners.
Word Count - The length of the extended essay - The upper limit is 4,000 words for all extended essays. This
upper limit includes the introduction, the body, the conclusion and any quotations, headings and subheadings,
but does not include:
· acknowledgements
· the contents page
· maps, charts, diagrams, annotated illustrations and tables
· equations, formulas and calculations
· citations/references (whether parenthetical or numbered)
· footnotes or endnotes
· the bibliography
· appendices.
Essays containing more than 4,000 words are subject to penalties and examiners are not required to read
material in excess of the word limit.
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SKILLS: REFLECTION
All students are required to undertake three reflection sessions with their supervisor. The third is a short,
concluding interview, or viva voce, following the completion of the essay.
Common misunderstandings
The art of reflection, though generally acknowledged as an important aspect of education and as a significant
feature of all IB programmes, is rarely taught as a discrete skill. There is a general, but often vague,
understanding about what constitutes reflection. It is often defined as personal writing, the description of
feelings or the documentation of processes or evaluation. Though its significance is recognized, it is often too
quickly sacrificed if time is an issue and it is quickly consigned to homework. This is a natural response as
reflection is something that we consider to be primarily a personal or even a private process, a notion
propagated by the long tradition of published diaries and the journals that give us access to the thoughts,
discoveries, reflections and personal lives of their originators.
There is also a sense that it is such a natural and inherent human faculty, especially in relation to learning,
that it needs only to be refined rather than taught. The development of the skill of reflection is therefore
something we see as being “caught” rather than “taught”. Teachers recognize and acknowledge meaningful
reflection but sometimes find it challenging to transform students’ affective descriptions of learning
experiences into relevant and authentic reflection. Furthermore, we use the word “reflection” to describe both
a product—“here is my reflection”—and a process—“it’s time for reflection”—which can confuse the
matter further.
Reflection as inquiry
The basis of reflection is inquiry-based problem-solving. It requires curiosity, scrutiny and a quest for some
sort of knowledge, insight or understanding.
Within an educational context, it informs learning, action and identity.
Learning
Reflection plays an important role in the evaluation of what was learned and how it was learned.
It gives students the opportunity to:
• plan and track their process of learning
• record their discoveries
• make connections with prior learning.
The act of reflection:
• is a conscious search for meaning and of making meaning
• enables students to distance themselves from their learning and to view it from the outside
• allows students to become aware of their cognitive frameworks.
Through reflection, students develop an objective understanding of themselves as learners.
Action
Reflection is an invisible process that goes on inside our heads constantly. We consciously reflect when, for
example:
• something significant has happened
• we have a decision to make
• we’re working on something
• we’re stuck
• we’ve just completed something
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• we’ve been asked to do something
• we’ve encountered the unexpected or the unfamiliar
• our equilibrium has been disturbed
• we are encountering, anticipating or seeking change.
If this reflection is deep enough, it gives us lasting insights or knowledge—what we call experience,
something we can call up subsequently to help guide our responses.
• Reflection can inform action.
Identity
Reflection is a key part of our personal development and identity. It gives us self-knowledge and a
consciousness regard for who we are and our place in the world.
Our reflections, therefore, can become a complex map that not only directs us towards a destination but also
charts all the routes we’ve already travelled, the places we’ve been to, the resources we’ve had and how we
have used them. They locate us and position us.
Reflecting on our reflections—secondary reflection—allows us to distance ourselves from ourselves. It
provides us with a process to understand ourselves better.
• Reflection enables us to understand ourselves better as people and as learners.
Reflection and representation
Students have to show evidence of their reflection, so that it can be assessed on the RPPF as evidence of their
engagement with learning. We often confuse reflection with the representation and recording of reflection.
The RRS, for example, in a workbook or journal and the RPPF are the representations of reflection rather
than the reflection itself.
For others, reflection is synonymous with evaluation, a judgment based upon the extent to which original
intentions and goals have been met. Though any of these can constitute reflection, it is important for both
teachers and students to differentiate between them. Both reflection and the representation of reflection have
their particular functions, formats and processes.
We need, therefore, to be clear about the difference between:
• reflecting
• recording reflection retrospectively
• recording as reflection
• reflecting on reflection (secondary reflection).
Modes of reflection
• Reflecting, for example guided visualization, dreamtime or silent observation of prompts, images or
words.
• Recording reflection retrospectively, for example the students think about something they learned the
week before and present it as a collage.
• Recording as reflection, for example the students write an answer to a set question, reflecting on it as
they write, providing a series of different responses.
• Reflecting on reflection, for example students examine the collage they created to represent prior
learning. They reflect on why they have represented it in that particular way and what it reveals about
their learning and thought processes.
Breaking the flow

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We are sometimes reluctant to introduce reflection in case it breaks the flow of the learning experience.
However, reflection activities can be carefully placed interventions that intentionally break the flow of the
experience. Students thus have the opportunity to reflect on what was happening and why they did what they
did. These moments of reflection are key to learning and learning to learn. They are moments when thought
and emotion come together, synthesizing an individual’s cognitive and affective responses into an insight.
Secondary reflection
Secondary reflection is the act of reflecting on previous reflections—looking back, seeking connections,
identifying significance, setting down markers and making meaning.
Secondary reflection:
• examines the relationship between past and present learning
• explores the similarities and differences between the past and the present
• identifies the relationship between the student’s context, their actions and the consequences of their
actions.
In doing this, it makes greater sense of the reflection that has been documented .
It is a way of using the past to inform both the present (how I learn and act) and the future (my future
learning and intended actions). It becomes a marker of learning:
• It connects prior learning with present learning to give depth to understandings.
• It provides a mechanism for goal setting and future planning.
Documenting reflection
1. Students should document their reflections so that they are available for secondary reflection later.
2. They should use a format that can be easily accessed.
3. They should record the date and any other contextual information (such as place, time, people
present) that may be relevant to how this reflection should be considered in the future.
Footing
Students should leave a space at the bottom of every page of any record of reflection specifically marked
“Secondary reflection”.
As well as giving students a space to write, it also reminds them that:
• they will revisit their reflections at some point in the future, and
• the value and significance of any reflection is discovered through secondary reflection.
Journals, workbooks and portfolios
Students can use words and images to capture their experience of learning in:
• journals
• workbooks
• portfolios.
These may be electronic or in hard copy.
The purpose of written reflection

Reflection, through the act of writing, gives students the ability to record and structure experience and to
make sense of the world. They take ownership of their experiences and discover a voice with which to
communicate experience and thought.
This notion of voice is referred to in assessment criterion E (engagement). Our personal voice is related to the
way we perceive and describe experience and the words that we use to communicate thought and feeling.
The written reflection captures thought and also enables us to formulate thought.
The act of writing becomes not only an act of memory, remembering and recounting, but also an act of
becoming.
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We develop not only our understandings as we write, but our identity, too.
Function of reflection in an educational context

Three primary functions of written records of reflection in an educational context are:
1. Study/cognitive focusing on ideas, research, evaluations, concepts, discoveries.
2. Process/procedural—focusing on problem-solving, inspirations, ideas, workings, processes, systems
of exploration.
3. Autobiographical/affective focusing on personal rants, raves, achievements, frustrations, discoveries,
experiences, insights.
The format of reflection is often determined by the particular record’s function:
1. Study/cognitive—words, diagrams and research.
2. Process/procedural—fragmented writing, charts, pictures, doodles, experiments. It is very rarely
continuous text.
3. Autobiographical/affective—visuals (drawings and photographs) and words written in a personal
register, focusing on the affective and on the personal.
Researchers Reflection Space (RRS)

The Researcher's reflection space is a personal learning environment that can be either a physical or virtual
support tool. It is a space in which students are able to record reflections on what they are reading, writing
and thinking. It can help students to prepare for their reflection sessions with their supervisors and inform the
discussions that take place. In preparing for their reflection sessions students could use their RRS to:
• record their reflections.
• respond to artifacts, such as photos, newspaper clippings, Twitter feeds, blogs, and so on
• respond to prompts and questions that may arise in the students’ subject areas, TOK classes or other
aspects of the Diploma Programme
• create Mind Maps.
• record emerging questions.
Many students already keep research journals in the planning, researching, and writing phases of their EE.
Developing an RRS will help them manage their workload and focus on their EE.
• Students can divide the space according to its three functions: study/cognitive; process/procedural;
autobiographical/affective.
• Students can order the reflections chronologically, with a table of contents to indicate which form of
reflection each contribution relates to.
• A loose-leaf folder or electronic space allows students to (re)arrange their reflections in a variety of
combinations. This provides new insights, helps problem-solving and provides opportunities to
discuss the material from different perspectives.
The role of the RRS

Created by students to help them plan and make decisions in their research process, the RRS fosters critical
and evaluative thinking skills.
It also supports the development of Approaches to learning skills and the conceptual understandings that
occur throughout the research process.
Additionally, the RRS tracks the evolution of students’ thinking as they develop their argument.
It helps the students to connect personally to the topic and may motivate them in meaningful ways to
successfully complete the EE.
The RRS is intended to make the entire supervision process more meaningful.
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Insights and information recorded in the RRS are expected to form the basis for, and find direct expression
in, the essay, reflection sessions and RPPF. Students are expected to share excerpts from the RRS in
discussions with their supervisor. Using these reflections as a point of reference in their supervision sessions,
students will be able to:
• demonstrate their planning
• discuss what they are learning
• evaluate their progress.
Finally, the RRS enables supervisors to authenticate the student voice more effectively as the RRS contains
elements that will eventually be found in the essay itself.
Reflections on Planning and Progress (RPPF)
It may help supervisors to think in terms of the three mandatory reflection sessions corresponding to the three
levels of reflection. Students are expected to demonstrate how their understanding of the research process has
developed while undertaking the EE. They may move through the three levels of reflection as they undertake
each mandatory reflection session.
These are the mandatory sessions that must be recorded on the Reflections on planning and progress form. It
is recommended that these sessions last 20–30 minutes. During these sessions students should share excerpts
from their Researcher’s reflection space with their supervisor. These sessions should focus on progress made
so far and set clear objectives for moving forward in the research process. Students should be prepared for
these sessions and the meetings should be a dialogue guided by questions posed by the supervisor.
The viva voce (RPPF Session 3)

The viva voce serves the following purposes.
· A check on plagiarism and malpractice in general
· An opportunity to reflect on successes and difficulties in the research process
· An opportunity to reflect on what has been learned
· An aid to the supervisor’s report
Check-in sessions
• Students are encouraged to meet with their supervisor in between (and in addition to) the formal
reflection sessions. Supervision time should meet the needs of the individual student; therefore, the
frequency and duration of these meetings will depend on the needs of the student and the supervisor’s
requirements. Supervision time may consist of an occasional 10-minute check-in to discuss a timeline
or clarification of a comment made by the supervisor. It may also include a more lengthy discussion
about particular issues, for example, regarding access to resources. These supervision sessions do not
form part of the formal reflection process and do not, therefore, need to be reported on the Reflections
on planning and progress form. However, they nevertheless form an important part of the supervision
process.
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ACADEMIC INTEGRITY POLICY
Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby
others can have trust in us as individuals. It is the foundation for ethical decision-making and behavior in the
production of legitimate, authentic and honest scholarly work
During the learning journey, students need to understand that academic integrity is fundamental in their
development into responsible and caring world citizens of the future. By supporting learners, a culture of
self-respect and respect for others can be nurtured and developed.
The key educational reasons for IB to take such a strong line on academic integrity are:
To maintain fairness. IB assessments can only be fair if all students are provided with an equal opportunity;
and to be valid, they need to provide an accurate reflection of a student’s achievement. Any act that
undermines this fairness by students engaging in academic misconduct or schools committing
maladministration will create a disadvantage for those who have complied with the rules.
To maintain trust and credibility. Trust in academic qualifications is fundamental. When a student or a
school contravene the principle of academic integrity, that trust pact is broken with the IB as an awarding
body accountable for the validity of the assessment process.
To develop respect for others. Students that understand how knowledge is built will understand that it is
acceptable to use the ideas, words or work of others. However, following good academic practice it is
expected that information is appropriately acknowledged
An education system can be considered effective if its recipients learn and develop the skills needed to face
life beyond the classroom. In order to serve the needs of universities and employers, that learning must be
subject to assessment.
Assessments can only be trusted and recognized by organizations if they are a true and genuine reflection of
the personal level of achievement of a student and are carried out legitimately, under equal and comparable
conditions. This requires a “level playing field” where educational institutions create and foster academic
integrity as an irrevocable principle.
Academic integrity must be part of the teaching and learning process and an aspiration of the entire school
community. Maintaining such a fostering environment where academic integrity is understood and adhered to
is a key accountability of the school leadership team. It should inspire all members of the community to
uphold the values of respect and trust where everybody assumes an equal responsibility to uphold this
principle.
To achieve a lasting effect, the academic integrity policy should be holistic in nature, with long-term
objectives and a consideration of how a successful strategy will impact the different members of the school
community.
A lack of knowledge and understanding of what constitutes academic misconduct or school
maladministration can be a common factor in reported cases. To prevent this and clearly establish the
expectations of all school community members, school maintains open communication channels with parents
and legal guardians of IB students.
The school administration will provide timely information about:
• what constitutes good academic practice and ethical behaviour
• resources the school has available to support students’ learning and understanding in this area
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• definitions of different types of student academic misconduct and school maladministration
• the investigation protocols that the school and/or the IB will observe when an incident of student academic
misconduct or school maladministration is identified
• the sanctions or actions that the school and/or the IB will apply if it is confirmed that an infringement to the
regulations occurred or the expectations of the school or the IB are not met.
All IB community members, including students, should aim to achieve and develop the IB learner profile
attributes. From a young age, IB students are expected to be able to distinguish between what is right and
what is wrong. In the context of academic integrity, one of the most important attributes is to be "principled"
and all students participating in IB programmes are expected to act honestly, responsibly and ethically.
To achieve this, students regardless of age, will receive support from the entire school community;
specifically, from the programme coordinator and their teachers, but also from their parents or legal
guardians. A supportive environment will encourage students to understand the importance of academic
integrity and the role that this principle has in IB education.
When completing school work, students must also adhere to the subject guidelines, rules and regulations,
always acknowledging the sources of information that were used and the help they have received from third
parties during the process. In collaborative projects, they must exhibit a balanced behaviour recognizing the
collaboration of other team members and granting fair recognition to their own participation.
Therefore, school leadership, programme coordinators and teachers are committed to an honest and open
conversation with parents and legal guardians, emphasizing the position the school has in upholding the IB’s
principle of academic integrity and the commitment expected from all members of the school community.
In order to support their children and the school, parents must accept that the principle of academic integrity
is a fundamental part of the IB’s educational philosophy. Parents should also understand the regulations and
policies that the IB expects schools, coordinators, teachers and all students to observe. If they have questions
or doubts as to what is expected, parents should be directed to approach the school for clarification.
Next section discusses the plagiarism issue , as it is the most common form of academic misconduct . An in-
depth understanding is essential for all stake holders involved – parents, students , teachers and school
administration
Plagiarism:
The IB defines plagiarism “as the representation, intentionally or unintentionally, of the ideas, words or work
of another person without proper, clear and explicit acknowledgment” (General regulations: Diploma
Programme). This includes the use of translated materials. It is the most common form of student academic
misconduct identified by or reported to the IB.
Plagiarism is not a new phenomenon and occurred before large quantities of information from all over the
world could be accessed via the internet. It is not always due to a devious behaviour. Students can plagiarize
accidently because they ignore the referencing technicalities, although many people would respect any
attempt to indicate an idea came from someone else. There are students who knowingly plagiarize content
from others and some try to hide it through poor paraphrasing or word substitution.
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When plagiarism occurs in coursework or examinations, the validity of the assessment outcome is called
into question, and widespread plagiarism will lead to a mistrust in results. To maintain high levels of
confidence in any assessment system, all stakeholders participating in the teaching and learning journey
of students should instruct them in the technical skills required to master referencing while understanding
the need to be transparent in the way they have built any piece of work.
Students need to understand how knowledge is constructed and to develop their own thinking while
showing an honest behaviour by giving credit where credit is due. Technical skills of referencing are
important and students will have the opportunity to master these techniques during their learning journey.
But understanding the principle of academic integrity in any educational endeavour comes first.
There are many reasons why students plagiarize.
• Perceived lack of interest by their teachers; why should students invest their time in writing
something that may not receive attention?
• Poor or irrelevant tasks; students will not engage with a task if they do not see the connection with
their learning or career goals.
• Need to succeed; the imperative notion that high grades are expected for all tasks.
• Lack of confidence in their abilities; students feel unprepared or incapable to meet the task
requirements.
• Poor time management; students may procrastinate in completing a task and choose to copy the work
of others to produce something on time.
• No fear of consequences; students may not care about being caught or may be willing to take the risk
just to “beat the system”.
School has acquired plagiarism detection software on the assumption that it will act as a deterrent and
decrease plagiarism cases. However, these systems become redundant if the students truly understand
what the purpose of their education .There is the belief among some scholars that the internet is
exacerbating the problem of plagiarism due to the easy access to information. With a culture of “cut and
paste” and blurred ownership lines it may be easy for students to assume that the information available on
the internet is free to use without acknowledgment.
However, plagiarism varies greatly and can stretch from word-for-word, or verbatim copying, to poor
paraphrasing attempts through simple word substitution. Copying work is not restricted to published text
on the internet or elsewhere, but can include the reuse of work submitted in past examination sessions by
the same or other student(s) that might not be published. Copying pieces of art such as paintings and
music is also considered plagiarism as is copying computer programming codes. Plagiarism even occurs
when students memorize text and then reproduce it in written or oral examinations or when a source is
translated and used in the target language of the assessment.
Teachers at school support their students by -
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• Making sure that students are able to locate the school’s academic integrity and honesty policy.
• including the topic into context: why plagiarism is a problem and the value of honest scholarly work.
• Explaining that transgressions to the school’s academic integrity policy will not be tolerated and
explaining the consequences.
• Considering incentives for tasks that meet the requirements in regards to referencing and not just
penalties for failing to do this.
• Devoting teaching time for students to practise, chosen referencing or bibliography format.
• Building schedules to request drafts of the final tasks or essays.
• Explaining that questionable or unreferenced content of the task will be cross-referenced using the
internet.
• Avoiding general topics for tasks and make them as interesting as possible.
Students can avoid committing plagiarism in the following ways:
• Read and understand their school’s academic integrity and honesty policy.
• Design time schedules or plans to manage tasks sensibly.
• Maintain organized notes and sources consulted during the production of work.
• Seek guidance and support from their teachers or tutors when doubts arise about referencing.
• Cite sources by making clear which words, ideas, images and works are from others, including maps,
charts, musical compositions, films, computer source codes and any other material.
• Give credit for copied, adapted, paraphrased and translated materials from others.
• Make sure that information used is acknowledged in the body of the text and is fully listed in the
bibliography using the referencing style agreed with the teacher or tutor.
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Bibliographies, references and citations
An extended essay must reflect intellectual honesty in research practices and provide the reader with the
exact sources of quotations, ideas and points of view through accurate bibliographies and referencing.
Producing accurate citations, referencing and a bibliography is a skill that students should be seeking to
perfect. Documenting the research in this way is vital: it allows readers to evaluate the evidence for
themselves and it shows the student’s understanding of the importance of the sources used. Failure to comply
with this requirement will be viewed as plagiarism and will, therefore, be treated as a case of malpractice.
What is a 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 should list only those sources cited.
There are a number of different documentation styles available for use when writing research papers; most
are appropriate in some academic disciplines but not others. The supervisor should help the student decide on
a style for the particular subject of the essay. It is important to remember that, whatever style is chosen, it
must be applied consistently. When choosing the documentation style, the student needs to have a clear
understanding of how it is to be used before embarking on the research task. The documentation style should
be applied in both the final draft of the essay and in the initial research stages of taking notes. This is good
practice, not only for producing a high-quality final product, but also for reducing the opportunities and
temptation to plagiarize.
Major documentation styles - The following are examples of acceptable documentation styles.
· American Political Science Association (APSA)
· American Psychological Association (APA)
· Chicago/Turabian
· Council of Biology Editors (CBE)
· Harvard citation and referencing guide
· Modern Language Association (MLA)
· Numbered references
Finding information about such systems is not difficult. Entering a string such as ‘‘academic referencing’’
into an Internet search engine will bring up lots of useful material. Reputable university sites often allow
comparison of several different systems (and do not usually disappear overnight). One such example
(accessed 13 March 2006) is http://www.wisc.edu/writing/Handbook/Documentation.html. There are
numerous other online guides to creating bibliographies, as well as printed writers’ handbooks.
What is a reference?
A reference is a way of indicating to the reader, in an orderly form, where information has been obtained. A
reference provides all the information needed to find the source material. References must be cited because
they acknowledge the sources used, and enable the reader to consult the work and verify the data that has
been presented. References must be given whenever someone else’s work is quoted or summarized.
References can come from many different sources, including books, magazines, journals, newspapers, e-
mails, Internet sites and interviews. Internet references should include the title of the extract used as well as
the web site address, the date it was accessed and, if possible, the author. Caution should be exercised with
information on web sites that do not give references or that cannot be cross-checked against other sources.
The more important a particular point is to the essay, the more the quality of its source needs to be evaluated.
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Any references to interviews should state the name of the interviewer, the name of the interviewee, the date
and the place of the interview
What is a citation?
A citation is a shorthand method of making a reference in the body of an essay, which is then linked to the
full reference at the end of the essay. 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 documentation style that has
been chosen. Page numbers should normally be given when referencing printed material: in some styles this
will 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.
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ASSESSMENT (effective May 2018 onward)
Assessment of the extended essay is a combination of formative assessment (the Reflections on planning and
progress form) and summative assessment (the extended essay itself).
Generic assessment criteria are used with subject-specific interpretations.
Assessment Criteria
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.
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• 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.
Criterion Unpacking the criteria
This criterion focuses on the topic, the research question and the methodology. It
A: Focus
assesses the explanation of the focus of the research (this includes the topic and the
and
research question), how the research will be undertaken, and how the focus is
method
maintained throughout the essay.
• Does this essay meet the requirements for the subject for which you are registering it?
• Is your research question stated as a question?
• Have you explained how your research question relates to the subject that you selected
for the extended essay?
• Have you given an insight into why your area of study is important?
• Is your research question feasible within the scope of the task? Could your research
question be “answered” or it is too vague?
• Did you refer to your research question throughout the essay (not only in the
introduction and conclusion)?
• Did you explain why you selected your methodology?
• Are there other possible methods that could be used or applied to answer your research
question? How might this change the direction of your research?
• If you stated a particular methodology in the introduction of your essay, or specific
sources, have you used them?
• Are there any references listed in the bibliography that were not directly cited in the
text?
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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.
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.
B: Knowledge This criterion assesses the extent to which the research relates to the subject
and area/discipline used to explore the research question; or in the case of the
understanding world studies extended essay, the issue addressed and the two disciplinary
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perspectives applied; and additionally, the way in which this knowledge and
understanding is demonstrated through the use of appropriate terminology
and concepts.
• Have you explained how your research question relates to a specific subject you
selected for the extended essay?
• Have you used relevant terminology and concepts throughout your essay as they
relate to your particular area of research?
• Is it clear that the sources you are using are relevant and appropriate to your
research question?
• Do you have a range of sources, or have you only relied on one particular type,
for example internet sources?
• Is there a reason why you might not have a range? Is this justified?
Criterion C: Critical thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the
research undertaken.
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.
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.
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• 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.
10–12 The research is excellent.

• 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.
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C: Critical This criterion assesses the extent to which critical thinking skills have been used to analyse
thinking and evaluate the research undertaken.
Have you made links between your results and data collected and your research question?
If you included data or information that is not directly related to your research question have
you explained its importance?
Are your conclusions supported by your data?
If you found unexpected information or data have you discussed its importance?
Have you provided a critical evaluation of the methods you selected?
Have you considered the reliability of your sources (peer-reviewed journals, internet, and so
on)?
Have you mentioned and evaluated the significance of possible errors that may have occurred
in your research?
Are all your suggestions of errors or improvements relevant?
Have you evaluated your research question?
Have you compared your results or findings with any other sources?
Is there an argument that is clear and easy to follow and directly linked to answering your
research question, and which is supported by evidence?
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.
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.
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D: This criterion assesses the extent to which the presentation follows the standard
Presentation format expected for academic writing and the extent to which this aids effective
communication.
• Have you read and understood the presentation requirements of the extended essay?
• Have you chosen a font that will be easy for examiners to read on-screen?
• Is your essay double-spaced and size 12 font?
• Are the title and research question mentioned on the cover page?
• Are all pages numbered?
• Have you prepared a correct table of contents?
• Do the page numbers in the table of contents match the page numbers in the text?
• Is your essay subdivided into correct sub-sections, if this is applicable to the subject?
• Are all figures and tables properly numbered and labelled?
• Does your bibliography contain only the sources cited in the text?
• Did you use the same reference system throughout the essay?
• Does the essay have less than 4,000 words?
• Is all the material presented in the appendices relevant and necessary?
• Have you proofread the text for spelling or grammar errors?
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.
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.
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• 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.
E: This criterion assesses the student’s engagement with their research focus and the
Engagement research process. It will be applied by the examiner at the end of the assessment of
the essay, after considering the student’s RPPF.
• Have you demonstrated your engagement with your research topic and the research
process?
• Have you highlighted challenges you faced and how you overcame them?
• Will the examiner get a sense of your intellectual and skills development?
• Will the examiner get a sense of your creativity and intellectual initiative?
• Will the examiner get a sense of how you responded to actions and ideas in the
research process?
Read more
Assessment Grade Descriptors
The extended essay is externally assessed, and as such, supervisors are not expected to mark the essays or
arrive at a number to translate into a grade. Predicted grades for all subjects should be based on the
qualitative grade descriptors for the subject in question. These descriptors are what will be used by senior
examiners to set the boundaries for the extended essay in May 2018, and so schools are advised to use them
in the same way.
Grade A
Demonstrates effective research skills resulting in a well-focused and appropriate research

question that can be explored within the scope of the chosen topic; effective engagement with
relevant research areas, methods and sources; excellent knowledge and understanding of the
topic in the wider context of the relevant discipline; the effective application of source material
and correct use of subject-specific terminology and/or concepts further supporting this; consistent
and relevant conclusions that are proficiently analysed; sustained reasoned argumentation
supported effectively by evidence; critically evaluated research; excellent presentation of the
essay, whereby coherence and consistency further supports the reading of the essay; and present
and correctly applied structural and layout elements.
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Engagement with the process is conceptual and personal, key decision-making during the
research process is documented, and personal reflections are evidenced, including those
that are forward-thinking.
Grade B
Demonstrates appropriate research skills resulting in a research question that can be explored
within the scope of the chosen topic; reasonably effective engagement with relevant research
areas, methods and sources; good knowledge and understanding of the topic in the wider context
of the relevant discipline; a reasonably effective application of source material and use of subject-
specific terminology and/or concepts; consistent conclusions that are accurately analysed;
reasoned argumentation often supported by evidence; research that at times evidences critical
evaluation; and a clear presentation of all structural and layout elements, which further supports
the reading of the essay.
Engagement with the process is generally evidenced by the reflections and key decision-
making during the research process is documented.
Grade C
Demonstrates evidence of research undertaken, which has led to a research question that is not
necessarily expressed in a way that can be explored within the scope of the chosen topic; partially
effective engagement with mostly appropriate research areas, methods and sources—however,
there are some discrepancies in those processes, although these do not interfere with the planning
and approach; some knowledge and understanding of the topic in the wider context of the
discipline, which is mostly relevant; the attempted application of source material and appropriate
terminology and/or concepts; an attempted synthesis of research results with partially relevant
analysis; conclusions partly supported by the evidence; discussion that is descriptive rather than
analytical; attempted evaluation; satisfactory presentation of the essay, with weaknesses that do
not hinder the reading of the essay; and some structural and layout elements that are missing or
are incorrectly applied.
Engagement with the process is evidenced but shows mostly factual information, with
personal reflection mostly limited to procedural issues.
Grade D
Demonstrates a lack of research, resulting in unsatisfactory focus and a research question that is
not answerable within the scope of the chosen topic; at times engagement with appropriate
research, methods and sources, but discrepancies in those processes that occasionally interfere
with the planning and approach; some relevant knowledge and understanding of the topic in the
wider context of the discipline, which are at times irrelevant; the attempted application of source
material, but with inaccuracies in the use of, or underuse of, terminology and/or concepts;
irrelevant analysis and inconsistent conclusions as a result of a descriptive discussion; a lack of
evaluation; presentation of the essay that at times is illogical and hinders the reading; and
structural and layout elements that are missing.
Engagement with the process is evidenced but is superficial, with personal reflections that
are solely narrative and concerned with procedural elements.
32
Grade E (failing condition)
Demonstrates an unclear nature of the essay; a generally unsystematic approach and resulting
unfocused research question; limited engagement with limited research and sources; generally
limited and only partially accurate knowledge and understanding of the topic in the wider context
of the relevant discipline; ineffective connections in the application of source material and
inaccuracies in the terminology and/or concepts used; a summarizing of results of research with
inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in
nature; and a layout that generally lacks or incorrectly applies several layout and structural
elements.
Engagement with the process is limited, with limited factual or decision-making information
and no personal reflection on the process.
Acknowledgements: The information and forms presented in this document has been obtained from the IBO
Extended Essay Guide 2017, Teacher Support Material and Oakridge International School Academic
Honesty Policy. School related forms and timelines have been generated with the support of the IBDP
coordinator and teachers.
33
APPENDIX 1: CONTRACTS AND FORMS
Research Proposal Form

1. Name:
2. Section:
3. Subject choice (according to preference. Kindly remember that all allocations are final. Please
choose accordingly)
a.
b.
c.
4. Possible area of focus (for example: Subject: Economics – Area of focus: Micro Economics,
Subject: History – Area of focus: Social History, Subject: Biology – Area of focus: Plant biology)
a.
b.
c.
5. Possible topic/Research Question (a specific topic in your chosen area of focus: For example:
Economics-Micro Economics- Micro financing, History-Social History-Gender study, Biology-Plant
biology-genetics)
a.
b.
c.
6. Research done so far and possible future plan of research (on both the first and second choice).
Please include – Academic rationale/justification, Scope and Method of your proposed investigation,
Possible resources required.
7. Annotated bibliography of the first choice AND second choice (explain how the cited works
helped you to conceptualize your topic). There should be reference to at least one academic
journal/research monograph in your bibliography.
34
Student-Parent Agreement Contract
Candidate’s Name:
EE Subject Area:
EE Topic:
Tentative Research Question:
Assigned Mentor’s Name:
➢ I have read and understood, as well as promise to abide by the regulations and guidelines for the
International Baccalaureate Extended Essay as written in the EE Handbook and IB EE Guide.
➢ I also understand that all students must submit the complete Extended Essay in order to be
eligible for the IB Diploma registration.
➢ I will uphold all attendance requirements to the EE Sessions and will provide advance
notification/official excuse slip to my mentor and IBDP coordinator for any leave of absence/in
case of emergency.
➢ I take full responsibility for the timely submission of all internal and external requirements. I am
aware of and agree that mentors are not required to spend more than 4-5 hours for EE
supervision (including the three mandatory reflection sessions) and that last minute submissions
will not be accepted since a reasonable amount of time has to be given to the mentor in order to
complete all Turnitin and quality checks.
➢ I am aware of and take full responsibility for the serious consequences regarding any breach of
the IB Academic Honesty Policy. All documents including the interim drafts as well as the final
EE, shall be my original work and completely free from plagiarism.
➢ I will abide by the IB Animal Experimentation and Ethics Policy while planning and conducting
my research.
➢ I am aware that the word limit is 4,000 words and that examiners are not required to read beyond
this limit.
➢ I understand that all EE allocations are final and that any changes to the same will be considered
only under extenuating circumstances and will be at the sole discretion of the IBDP coordinator.
Student Signature_____________________________________ Date_______________________
I have read and understood the regulations and guidelines for the International Baccalaureate Extended
Essay. I will offer my parental support to see that my child strictly adheres to the regulations, guidelines
and all the deadlines prescribed. I will extend all possible support to my child and the school towards
35
the EE process in case of any unforeseen delays or contingencies. I understand that students must
submit the Extended Essay in order to be eligible for the IB Diploma registration.
Parent Signature_____________________________________ Date______________________

Parent Name_____________________________________
36
Student-Mentor Agreement Contract
Candidate’s Name:
EE Subject Area:
EE Topic:
Tentative Research Question:
Assigned Mentor’s Name:
For Mentors -
I am aware that the above mentioned student has been assigned to me on the basis of his/her choice and
interest in the subject/topic and has been approved by the DP coordinator. I agree to mentor the above
mentioned student, to the best of my ability, in his/her Extended Essay Process during the period from
__________________ to __________________.
This would include providing regular guidance and feedback during the research process, monitoring the
student’s progress, ensuring authenticity of the work and completing all necessary paperwork within the
deadlines. I affirm that I will perform the responsibilities as outlined in the IB EE guide.
Mentor Signature_____________________________________ Date_______________________

For Students –
➢ I will uphold all attendance requirements to the EE Sessions and will provide advance
notification/official excuse slip to my mentor and IBDP coordinator for any leave of absence/in
case of emergency.
➢ Under the guidance of my mentor, I will work responsibly and independently and make sincere
and steady efforts towards the regular progress of my EE.
➢ I take full responsibility for the timely submission of all internal and external requirements. I am
aware of and agree that mentors are not required to spend more than 4-5 hours for EE
supervision (including the three mandatory reflection sessions) and that last minute submissions
will not be accepted since a reasonable amount of time has to be given to the mentor in order to
complete all Turnitin and quality checks.
Student Signature_____________________________________ Date__

37
Outline and Summer Work Plan Instructions
The next step in the planning and progression is to develop an outline and an action plan for the summer.
The following sections need to be included in the outline –
Title of the Essay
I. Introduction
A. Research Question
B. Context of the RQ (Relevant Background Information)
C. Justification of the RQ (Personal and Academic Rationale)
D. Hypothesis
II. Supporting Ideas/Arguments/Chapter headings #1 /2/3 (to address the main RQ) Supporting ideas
indicate how you are going to address your RQ and form the foundation of your chapters. You have to
identify how much data you have collected so far for each supporting idea and how much more data you
would require to develop your chapters. You have to state in your vacation plan how you are going to
complete your data collection during the vacation.
A. Preliminary results for each supporting idea, if available (Primary and/or Secondary)
B. Detail Data Collection Plan (Identify sources, types of data required, develop the approach – how and
where the data will be collected, methods, materials, expected results, expected modes of analysis)
III. Annotated Bibliography Give a minimum of 10 bibliographical references using the Chicago Manual
(Turabian) Style documentation style as per the ‘IB Effective Citation Guide’ and/or Purdue OWL).
38
Check √
Final Submission Checklist
1 Do you have Title page

2 Do the following appear on your Title page:
• Subject, Title and Research question (only in the form of a question)
• Word count
Does NOT contain identifiers such as candidate number and session information
3 Is the essay within 4000 words
4 Does your Table of Contents page set out clearly any chapter/section headings
including the placement of the Introduction, Conclusion and Appendices
5 Have you included page numbers and topic in a header or footer
6 Does your introduction include:
• Why the chosen topic is interesting, important or worthy of study
• An attempt to place the topic in an appropriate context
• How the topic has been narrowed to provide focus
• Clearly and precisely stated research question which is embedded in the context
and is stated verbatim as in the Title Page
• A clear statement of the thesis and sustained argument
7 Are all diagrams, charts and graphs indexed and labeled with referenced sources
where applicable
8 Does your conclusion address:
• Unresolved issues
• New issues and/or
• Limitation that may have emerged during the process of researching and
writing
9 Does the Bibliography include all and only the works of reference you have
consulted
10 Does the Bibliography specify author/s, editor/s, title, publisher and date and
place of publication?
11 Are the bibliography sources cited consistently and correctly
12 Do all internet references include the date accessed
13 Have you completed the RPPF and are all three RPPF entries put together within
the 500 word limit
14 Have your RPPF entries been signed and dated by your mentor
39
Self-Evaluation Extended Essay as per the Assessment Criteria
Name:
Title of the Essay:
Research Question:
Criterion Max. Self-evaluation comments, feedback to Mark

supervisor awarded
Mark
A
Focus and Method 6
B
Knowledge and 6
Understanding
C
Critical Thinking 12
D
Presentation 4
E
Engagement 6
Total 34
40
CANDIDATE’S DECLARATION FORM
(This declaration must be signed by the candidate; otherwise a grade may not be issued)
I hereby affirm that, the extended essay I am submitting is my own work (apart from guidance allowed
by the International Baccalaureate). I have acknowledged each use of the words, graphics or ideas of
another person, whether written, oral or visual. I am aware that the word limit for all extended essays is
4000 words and that examiners are not required to read beyond this limit.
This is the final version of my extended essay.
CANDIDATE’S SIGNATURE:
CANDIDATE’S NAME:
DATE:
41

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Extended Essay HANDBOOK

SKILLS: RESEARCH AND WRITING

ASSESSMENT (effective May 2018 onward)

APPENDIX 1: CONTRACTS and FORMS 34-41

The Diploma Programme and Core

In short, the extended essay is:

EE and the IB learner profile

Approaches to learning (ATL) skills

ROLES AND RESPONSIBILITIES – Supervisor

Supervisors are required to:

Before starting work on the extended essay, students should:

After completing the essay, students should:

Examiners’ reports also mention these things to be avoided at all costs.

In addition, students should not:

Formulating a good Research Question:

the title of the essay

Body of the essay (research, analysis, discussion and evaluation)

References and bibliography

Appendices, footnotes and endnotes

To help achieve this, the following formatting is required:

the use of 12-point, readable font

Reflection and representation

Breaking the flow

The purpose of written reflection

Function of reflection in an educational context

Researchers Reflection Space (RRS)

The role of the RRS

Reflections on Planning and Progress (RPPF)

The viva voce (RPPF Session 3)

There are many reasons why students plagiarize.

Teachers at school support their students by -

• Building schedules to request drafts of the final tasks or essays.

Students can avoid committing plagiarism in the following ways:

• Design time schedules or plans to manage tasks sensibly.

Criterion A: Focus and method

Level Descriptor of strands and indicators

1–2 The topic is communicated unclearly and incompletely.

3–4 The topic is communicated.

5–6 The topic is communicated accurately and effectively.

Criterion Unpacking the criteria

Level Descriptor of strands and indicators

1–2 Knowledge and understanding is limited.

3–4 Knowledge and understanding is good.

5–6 Knowledge and understanding is excellent.

Criterion Unpacking the criteria

Criterion C: Critical thinking

Level Descriptor of strands and indicators

1–3 The research is limited.

4–6 The research is adequate.

7–9 The research is good.

10–12 The research is excellent.

Level Descriptor of strands and indicators

1–2 Presentation is acceptable.

3–4 Presentation is good.

Criterion Unpacking the criteria

Level Descriptor of strands and indicators

1–2 Engagement is limited.

3–4 Engagement is good.

5–6 Engagement is excellent.

Criterion Unpacking the criteria

Assessment Grade Descriptors

Demonstrates effective research skills resulting in a well-focused and appropriate research

Research Proposal Form

Student Signature_______________ Date_

Parent Signature_______________ Date

Mentor Signature_______________ Date_

Student Signature___________________________________ Date