The Extended Essay Student (and Teacher) Handbook
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- Vincent Cross
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1 The Extended Essay Student (and Teacher) Handbook Facts Guidelines Deadlines 1
2 Table of Contents Extended Essay What is an Extended Essay (EE)?- General requirements... 4 Key features of the EE... 4 All students must:... 5 Subject & topic... 5 Supervision... 6 What does the supervisor do?... 6 Time... 7 Therefore follow the guidelines below:... 7 Six required elements of the EE... 7 (How to write an) Essay... 8 Introduction... 8 Body (research, analysis, discussion and evaluation)... 8 Conclusion... 9 Formalities of the EE... 9 Word counts... 9 Formatting Title/topic Title page Contents page Footnotes Illustrations Bibliographies, references and citations Deadline and Hand-in Appendices Specimen Materials How is the Extended Essay marked Award of diploma (bonus) points The diploma points matrix Assessment Criteria Overview of the assessment criteria for the extended essay The assessment criteria Criterion A: Focus and method
3 Criterion B: Knowledge and understanding Criterion C: Critical thinking Criterion D: Presentation Criterion E: Engagement Assessment grade descriptors for the extended essay Example of RPPF completed by student and supervisor Malpractice Checklist against criteria A-E Timeline for the Extended Essay Bibliography
4 What is an Extended Essay (EE)? 1 - General requirements Extended Essay "The extended essay is an in-depth study of a focused topic chosen. It gives you the opportunity to engage in independent research with intellectual initiative, creativity and rigour develop research, thinking, self-management and communication skills reflect on and record what you have learned throughout the research and writing process. The whole reflection process will be separately assessed based on your words on the Reflection on planning and progress Form (RPPF) Key features of the EE you must achieve a grade D or higher (A,B,C) to pass the Diploma Programme (see matrix, p. 14) the EE is externally assessed and, together with marks for TOK, contributes between 0-3 bonus points to the total score for the DP it is a piece of independent research on a topic you choose in consultation with your supervisor it is presented as a formal piece of academic writing, well-argued and coherent, of no more than 4,000 words it is accompanied by a reflection form (RPPF) of no more than 500 words, uploaded with the EE the EE is the result of approximately 40 hours of work 1 All quotations in this folder are taken from: "IB Extended Essay Guide 2018" published by the IBO 4
5 the whole process includes 3 mandatory reflection sessions (initial, interim and final) and some check-in sessions with supervisor with you writing your reflections on the RPPF after each session the final reflection session is the viva voce, which is a concluding interview with the supervisor Managabac is the online system where you store and to which you upload RPPF and the EE All students must: provide a logical and coherent explanation/rationale for your choice of topic review what has already been written about the topic formulate a clear research question describe the methods you use to investigate the question come up with reasoned interpretations and conclusions based on your reading and research in order to answer the research question Subject & topic Any subject may be chosen it does not have to be one of the subjects you study even though it is highly recommended to choose a subject you study! It is also possible to write an interdisciplinary EE in two subjects, a so-called World Studies EE about an issue of contemporary global significance in a local context - You should choose a topic you find both interesting and challenging - It is important that the topic is narrow enough for an in-depth study - You are unlikely to change the world with the content of your EE. You are not expected to write something totally new, just new to you - You are to formulate your own research question. Supervisor helps. Stick to narrow questions: To what extent were Hitler s educational aims fulfilled in the Uhland Gymnasium is a good research question whereas How successful were the Nazis in maintaining control is a poor one, much too broad. 5
6 - Extended Essays in group 1 are only intended for candidates whose mother tongue is the language A chosen for the EE. Extended Essays in group 2 are only intended for second language learners - If you choose German as your subject (group 2), the EE must be written in German. Other EEs must be written in English except for EEs in Danish. Supervision The teacher of the subject chosen is the EE supervisor. It is important that you maintain a good working relationship with your supervisor. Follow his/her advice about research, writing and presentation. The success of your EE depends 75% on your input, roughly, and 25% on the supervisor s. See section on reflection sessions p. What does the supervisor do? gives you advice, guidance and support in selecting topic and undertaking research and, in particular, helps you formulate a well-focused research question ensures that the chosen rq meets the requirements of the IBO and satisfies ethical standards (group 3 and 4) spends between 3-5 hours with you (obligatory reflection sessions and check-in sessions) monitors your progress, signs and dates RPPF after reflection sessions reads and comments on the first draft of the EE (but does not edit it) reads the final version of your essay to confirm its authenticity; conducts the viva voce and completes the RPPF by adding his/her report on the form in Managebac. Your supervisor does not remind you of deadlines to meet. It is your duty to turn up to the meetings scheduled in lectio. 6
7 Time It is recommended that you spend approximately 40 hours in total on the EE. It is not advisable to use more than this as your other work will suffer. The research and writing process is long. It is vital that you look on it as a good learning experience and you will be required on the RPPF to reflect on and write about your self-management skills in the process Therefore follow the guidelines below: meet the deadlines and be well-prepared for reflection sessions. Deadlines are there to help you manage your time. Failiure to do so will be your loss, will put pressure on future, important work and result in you getting a hard time. Having done solid research, read primary sources carefully and made a good wellstructured outline of contents of your EE does not do it all. BUT if you manage to do that initially, writing 4000 words can be done in a day And you will get writing days off from school. See to it that you write the bibliography/works cited page and the citations as you go along, and not in the last minute. That will save you a lot of time - and a lot of frustrations. Use Easybib in Managebac to help you make citations. Six required elements of the EE Title page (no student name or name of school!) Contents page Introduction Body of the essay Conclusion Bibliography/ Works Cited list 7
8 (How to write an) Essay Introduction The introduction is extremely important and should tell the reader what to expect in the essay. Thus your introduction should include answers to the following questions: - What is your topic, i.e. your research question? Why have you chosen it? How are you going to deal with it? - Some background and context information - The scope of the research, in particular an indication of the sources used - A clear statement of the thesis and argument, i.e. the response to the research question to be developed in the essay. - While you should have a sense of direction and key focus of your essay, it is sometimes advisable to write the introduction when the body of the essay is complete Body (research, analysis, discussion and evaluation) This is where you show off your skills of analysis, communication, and arguments! In this part it is expected that you give a convincing answer to your research question. The structure depends on the conventions in the subject chosen. Remember that the EE is all about constructing a reasoned argument that is an answer to the research question, an argument that is logical and coherent and often returns explicitly to the formulation of the RQ: Example RQ: To what extent can Lucy in. be considered a feminist? One way in which Lucy can be looked on as a feminist is when. Another way in which Lucy can be looked on The body comprises most of your essay perhaps words. NB: Consult with your supervisor as to the format of your body section: In some subjects, small sections with sub-headings are preferred, whereas in other subjects, your body must consist of one section without sub-headings. 8
9 Conclusion The conclusion is just as important as the introduction. It is basically about what has been achieved /a summative conclusion. In the conclusion you have to make sure that your essay does not lack coherence. Thus you have to pick up the threads and any loose ends that you might have left along the way. Your conclusion must be consistent with the results and findings of your analysis in the body-section of the EE. Also, in the conclusion you might want to indicate notes of any limitations, unresolved questions and new questions that have emerged. Please make sure that you do no write phrases like: "I am really pleased with this essay", "I have learnt a lot by writing this essay, and I hope that goes for the reader too". Besides, it is a good idea to avoid phrases like "I think that " You should not think you should know! Formalities of the EE The extended essay should be written in a clear, correct and formal academic style, appropriate to the subject from which the topic is drawn. Word counts The upper limit is 4,000 words for all extended essays. What counts as words and what doesn t get counted? Included in the word count The introduction The main body The conclusion Footnotes and/or endnotes that are not references Not included in the word count The contents page Maps, charts, diagrams, annotated illustrations Tables Equations, formulas and calculations Citations/references (whether parenthetical, numbered, footnotes or endnotes) The bibliography The Reflections on planning and progress form 9
10 Formatting The essay must be double spaced, have indented paragraphs, use font size 12, Arial font and must have numbered pages. There can be no candidate or school name on the title page, neither page headers. Title/topic The title should provide a clear indication of the focus of the essay, a summative statement of your research, which gives the reader an indication of your research topic. Title page Your title page must (only) state your: Title, research question, subject, word-count. If writing in English A or Danish A or language B, you must also specify the category of your EE. Remember: all EEs must have both a Research Question And a Title. 10
11 Contents page A contents page must be provided at the beginning of the extended essay and all pages should be numbered. Footnotes Numbered footnotes can only be used for referencing purposes (linked to bibliography). All info and arguments related to answering your research question must be included in the body of the essay. Illustrations Presentation and overall neatness are important, and it is essential that illustrative material, if included, is well set out and used effectively. Graphs, diagrams, tables and maps are effective only if they are clearly labelled 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. Bibliographies, references and citations An extended essay must reflect academic 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 you must learn to master. Documenting your research in this way is vital: it allows readers to evaluate the evidence for themselves and it shows your understanding of the importance of the sources used. If you fail to comply with this requirement, it will be viewed as plagiarism and will, therefore, be treated as a case of malpractice. Bibliography: is an alphabetical list of every source used to research and write the essay. The bibliography /works cited page must list only those sources cited 11
12 Extended Essay Citation: is a shorthand method of making a reference in the body of the essay when you quote from a source or make a paraphrase of an idea/argument. idea of a source that is not your own Deadline and Hand-in Failure to keep deadlines for handing in work (first and final draft) will keep you from continuing in 2i. Handing in a first draft means handing in a FULL first draft that fulfils the criteria specified above. The final version must be submitted in Managebac and it cannot be retracted after upload. Therefore proof-reading and checking correct citations many times are vital before you hand in final version. Appendices Are not an essential part of the EE and examiners will not read them. You must take care to ensure that all info with direct relevance to the analysis, discussion and evaluation of your essay is contained in the main body of your essay. Appendices are only allowed in a few instances (p. 87 / EE guide) (ask your supervisor) Specimen Materials "Specimen materials used in, or produced by investigations, do not form part of the extended essay and must not be submitted." You may, however, include photographs of such material. How is the Extended Essay marked 2018 Extended Essay guide: All extended essays are externally assessed by examiners appointed by the IB, and are marked on a scale from 0 to 34. This maximum score is made up of the total criterion levels available for each essay. The total score obtained on the scale 0 to 34 is used to determine in which of the following bands the extended essay is placed. This band, together with the band for theory of knowledge, 12
13 determines the number of diploma points awarded for these two requirements. See the following Award of diploma (bonus) points section for further details. The band descriptors are: A Work of an excellent standard B Work of a good standard C Work of a satisfactory standard D Work of a mediocre standard E Work of an elementary standard. Award of diploma (bonus) points The extended essay contributes to the overall diploma score through the award of points together with theory of knowledge. A maximum of three points is awarded according to a student s combined performance in both the extended essay and theory of knowledge. Both the extended essay and theory of knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student s performance in each of the extended essay and theory of knowledge will fall into one of the five bands described previously. The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the extended essay and theory of knowledge according to the following matrix. 13
14 The diploma points matrix (From May 2015 and onwards) TOK/EE A B C D E A FAILING B CONDITION C D E FAILING CONDITION A student who fails to submit an extended essay will be awarded N for the extended essay, will score no points, and will not be awarded a diploma. Performance in both the extended essay and theory of knowledge of an elementary (E) standard is a failing condition for the award of the diploma. Assessment Criteria PLEASE KEEP THESE CRITERIA IN MIND WHEN WRITING YOUR ESSAY Your EE is assessed on the basis of 5 criteria (A-E). Assessment is based on both summative criteria (A,B,C,D ) and a formative one ( E). Criteria A, B, C, D measure the result of your EE, how good the academic standard of your EE is against certain markbands. Criterion E deals with and measures your engagement. It is about how you undertake (have undertaken) the whole EE process and how well you reflect on your own learning outcome; it is about your challenges and successes in the process, your ability to be flexible, alter research question - if necessary and it measures your self-management skills, your ability to follow plans and deadlines. Criterion E may represent 18% of the total score for your EE 14
15 Overview of the assessment criteria for the extended essay Extended Essay Criterion A: focus and method Criterion B: knowledge and understanding Criterion C: critical thinking Criterion D: presentation Criterion E: engagement Topic Context Research Structure Research Subjectspecific Analysis Layout question Discussion Methodology terminology and concepts and evaluation Marks Marks Marks Marks Marks Total marks available: 34 Process Research focus Assessment criteria are generic/ the same for all subjects but they are used together with the relevant subject-specific interpretations. These interpretations articulate how the generic assessment criteria are understood and applied to each subject (ask your supervisor to give you a hand-out for your subject). Below you ll find a detailed explanation of the five generic assessment criteria and what they measure. Criterion A: Focus and method The assessment criteria 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 0 The work does not reach a standard outlined by the descriptors below 15
16 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. 16
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 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 17
18 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 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. 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. 18
19 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 but not critically. The research has been evaluated, and this is partially critical 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. 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 19
20 0 The work does not reach a standard outlined by the descriptors below. Extended Essay 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, after considering the student s Reflections on planning and progress form. Level Descriptor 0 The work does not reach a standard outlined by the descriptors below. 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 setbacks 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
21 Assessment grade descriptors for the extended essay Effective May 2018 Grade Descriptors 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. Engagement with the process is conceptual and personal, key decision-making during the research 21
22 process is documented, and personal reflections are evidenced, including those that are forwardthinking. 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. 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 22
23 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. Example of RPPF completed by student and supervisor Reflections on planning and progress First reflection session Candidate comments Date Supervisor signature I knew early on what I wanted the focus of my EE to be. I wanted to choose a personal interest as I knew that would increase my engagement with the subject matter. I brainstormed a few ideas with the PE staff and decided on researching the effectiveness of whey protein supplements for building muscle, within the subject of biology. I am interested in the science behind protein supplements and will investigate the different amino acids that make up the whey protein. My supervisor suggested I look into an appropriate timeline for mu research and set out a clear method for investigation. Interim reflection Final reflection: viva voce I have had many discussions with professional bodybuilders and also the PE staff at school and after considerable reflection, I have set out a concrete method of investigation that will take place over the course of 8 weeks and includes constant variables such as which areas of the body will be measured and what exercises will be done through the course of the investigation. After advice from bodybuilders I will also factor a twoday rest and recovery period each week so that the amino acids will be able to increase muscle mass and size. My supervisor has asked me to think critically about my sources, so I will seek advice again from the PE and professional bodybuilders to ensure I have the most upto-date information. The scientific content of my research is very important to me and I have considered a variety of sources to ensure credibility of my research. I thoroughly enjoyed researching this EE. However, I do feel on reflection that I realize that my data is completely invalid as I only had a sample size of one. If I had done this as a pilot study and then continued to increase the 23
24 number of subjects, then this would have produced much more effective data and improved my research. I actually decided to experiment on myself because I was not sure about the ethical guidelines. In addition to my personal investigation, researching the essential amino acids leucine, lysine, valine, phenylalanine and methionine present in whey amino acid consumption has given me a strong scientific background to my overall understanding of the effectiveness of whey as a muscle-developing supplement. I would advise other students who undertake the EE to be clear on their research question from the start as it focused my investigation and allowed me the space to structure the essay with room for adjustments to my plan. Malpractice Make sure you acknowledge all sources of information and ideas in an approved academic manner. Malpractice is defined as an attempt to gain an unfair advantage. Plagiarism is defined as the submission for assessment of unacknowledged work, thoughts or ideas of another person Collusion is when a candidate allows his or her work to be submitted by another student The IB is aware of web sites advertising services to students that include providing guidance support for extended essay writing. The IB does not endorse these sites. Furthermore students who use them may well be violating the code of ethical practice. 24
25 Checklist against criteria A-E This checklist has been taken from the EE Guide produced for Western Academy Beijing. Criterion A: Focus and Method (6) The 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. Yes No Needs work My essay meets the criteria in my subject area My question merits In depth research and is well focused I explained why I chose my methodology I explained how my RQ fits my chosen subject I refer to my RQ throughout the essay All sources in my Works Cited are mentioned in my essay I can thoroughly answer my question in words Criterion B: Knowledge and Understanding (6) This criterion assessed 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. Yes No Needs work I have used subject-specific vocabulary and concepts and explained them where necessary My sources are clearly relevant and appropriate to my RQ. I ve briefly outlined all necessary background information, putting my research into context. I have a wide range of sources. If I don t, I justify this. Criterion C: Critical Thinking (12) This criterion assessed the extent to which critical thinking skills have been used to analyse and evaluate the research undertaken. Yes No Needs work I gathered data in an organized manner, and my essay includes evidence of that. 25
26 I have critically evaluated my chosen methodology. I make clear connections between my data and my RQ. I have evaluated my RQ in relations to my findings. My argument is clear, easy to follow, supported by my evidence. I have analyzed the materials in my essay, justifying or criticizing their point of view and reliability. My conclusions are supported by my data. Criterion D: Presentation (4) 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. Yes No Needs work My essay is 4,000 words or less. My title and RQ are on the cover of my page. My essay is in 12 pt font and double-spaced, with 1 inch (2.5 cm) margins. All pages are numbered. I have not included my name or school anywhere (including the title page). I have cited all sources using correct MLA style (both in-text and works cited). All figures, tables, images and charts are correctly labeled according to MLA format. I have proofread for spelling and grammar. I have a correct Table of Contents. Criterion E: Engagement (6) This criterion assesses the student s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student s RPPF. Yes No Needs work I have shown my Interest in my topic and why I believe it s significant. I clearly demonstrate growth in my skills, intellectual understanding and creativity. I ve mentioned/discussed any assumptions I made in my argument or conclusion. 26
27 Timeline for the Extended Essay 2018 Week Date Activity 6 Wednesday, 7 Feb Introduction to the Extended Essay for all 1i students. 9.15, room 205. Extended Essay 6+8 All week Introduction to the EE in all subjects (teachers put note in lectio to indicate which day and class a presentation can be expected. Display and assessment of EE example. 10 Monday, 5 March EE FORMS due in LECTIO by NOON. Choice of subject. 11 Friday, 9 March Supervisors assigned to all students. List of supervisors published to teachers (s-drive) and students st check-in session with supervisor, scheduled in Lectio administration Agenda: topic selection, preliminary rq, gathering resources nd check-in session with supervisor, scheduled in lectio by administration Agenda: Has student been able to gather sufficient resources for rq to meaningful? Will student have to revise rq or continue as planned? Next step in research phase? 20 First formal reflection session, scheduled in lectio by admin. RPPF-form to be filled in and uploaded. Signed and dated by supervisor. Agenda: Has the student developed working research question? Has the student put together an outline for the paper? Next step: Writing phase. 21 Friday, 25 May all day Info on writing an outline 8,15-9,00 in 205. All students upload outline and working rq to ManageBac at the end of day. Group 1,2,3,4 writers meet up in 4 different classrooms to write each their outline 34 3 rd check-in session, scheduled by administration: Are you ready to write? Writing days, first draft. Thursday, Friday August. 35 Hand in first draft in lectio by 8,30, Monday 27 August All week Supervisors return first draft with feedback to student while having the interim reflection Interim reflection session, scheduled in lectio by admin. To be signed by supervisor. Agenda: Has the student encountered problems in the research process and how have they overcome them? Are there any inconsistencies in the argument/analysis? Is the argument well-structured and coherent? (more questions to be found in EE guide). 40 EE writing day, Friday, 5 October 41 EE submission of final copy: Monday, 8 October by 8,30. Failure to submit: no DP exams. 27
28 rd reflection session: Viva voce, scheduled in lectio by each supervisor 46 Friday, 16 November Deadline for upload of RPPF after viva voce. Supervisor and student have written their reflections and comments. Supervisor has authenticated and student signed the form. Bibliography Extended Essay Guide IB Publishing, January Extended Essay Handbook, Western Academy Beijing, September
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