AIMS OF THE EXTENDED
ESSAY
• Engage in independent research with intellectual initiative
and rigor
• Develop research, thinking, self-management and
communication skills.
• Reflect on what has been learned throughout the research
and writing process.
IB
LEAR
NER
PROF
ILE
IN
CON
NECT
ION
WITH
EXTE
NDE
D
ESSA
Y
EX
TE
ND
ED
ES
SA
Y
AN
D
AT
L
CHOOSE
SUBJECT
& TOPIC FRAME RQ
EXTENDED ESSAY
REFLECTIONS : 3 METHODOL
INCLUDING VIVA OGY
VOCE
START WITH THE EXTENDED
ESSAY
LANGUAGE AND LITERATURE MATHEMATICS
English AA
Hindi AI
INDIVIDUALS AND SOCIETIES SCIENCES
Business & Management Biology
Economics Physics
Chemistry
ARTS
Visual Arts
OVERVIEW OF EXTENDED
ESSAY
• Choosing the subject
PL • Deciding on the topic
AN • Framing the Research question
NIN
G
• Read the literary sources, Magazines,
journals
WO • Work on the topic having RRS to record the
RKI
reflections
NG
• First reflection
REF
LE • Second reflection
CTI • Viva voce
ON
ACADEMIC INTEGRITY
1. Students must acknowledge all sources used in work submitted for assessment.
2. Diploma Programme students submit work for assessment in a variety of media that may include
audio-visual material, text, graphs, images and/or data published in print or electronic sources.
3. If students use the work or ideas of another person, they must acknowledge the source using a
standard style of referencing in a consistent manner.
4. Students are expected to use a standard style and use it consistently so that credit is given to all
sources used, including sources that have been paraphrased or summarized.
5. When writing, students must clearly distinguish (in the body of the text) between their words
those of others by the use of quotation marks (or other method like indentation) followed by an
appropriate citation that denotes an entry in the bibliography.
6. Students are expected to demonstrate that all sources have been acknowledged.
7. Regardless of the reference style it is expected that the minimum information given includes:
Name of the author
Date of publication
Date of access (electronic sources)
Title of source and page numbers as applicable
FIVE STEPS FOR DEVELOPING A
RESEARCH QUESTION
GUIDELINES FOR WRITING PROCESS
• The structure of the essay is very important. It helps students to organize the
argument, making the best use of the evidence collected. There are six
required elements of the final work to be submitted.
• Six required elements of the extended essay:
Title page
Contents page
Introduction
Body of the essay
Conclusion
• References and bibliography
Bibliography/Works Cited Page
Appendices are not an essential part of the extended essay and examiners will not read them, or use any
information contained within them, in the assessment of the essay. Students must take care to ensure
that all information with direct relevance to the analysis, discussion and evaluation of their essay is
contained in the main body of it. Appendices should therefore be avoided except in the following
instances:
an exemplar of a questionnaire or interview questions
an exemplar of permission letters
group 1, category 1 essays: copies of poems or short stories (of less than three pages)
group 1, category 3 essays: excerpts from newspapers, advertisements and transcripts of speeches
language acquisition, category 1 and 2: excerpts from newspapers,
advertisements, transcripts of speeches, etc
language acquisition, category 3: excerpts or copies of poems or short stories (less than 3 pages)
an external mentor letter, where one has been used
raw data or statistical tables for experimental sciences (this should not include any analysis or
conclusions).
• Students should not continually refer to material presented in an appendix as this may disrupt the
continuity of the essay and examiners are not required to refer to them.
PRESENTATION OF EXTENDED ESSAY
RESPONSIBILITIES OF STUDENT
choose a topic of your interest
work independently for an authentic piece of research
acknowledge all sources used using one citation style consistently
observe the rules and regulations for the EE
meet all deadlines and respect their supervisor’s time
plan for how, when and where to find material and source work to design
and collect data.
adhere to ethical guidelines when conducting experiments (see the
Animal Experimentation Policy from the IB on p. 7),
spend the recommended 40 hours allotted for the EE
RESPONSIBILITIES OF
SUPERVISOR
Advice and guidance for research skill should be provided
Support and encouragement to the student throughout the process of writing of the EE
Proper discussion of topic and focused RQ formulation which satisfies the ethical and
legal standards
Supervisor should be familiar with the EE assessment criteria and should distribute the
copy of it to the students.
Supervisor should monitor the progress of EE and offer guidance but to ensure that EE
is students own work.
No editing of the draft, only read and comment and confirm its authenticity.
Submit the students predicted grade for EE to the IB.
Complete the supervisor report with the student and supervisor signature.
TH
E
RO
LE
OF
LIB
RA
RI
AN
REFLECTION IN THE EXTENDED ESSAY
As a part of the extended essay, students are expected to show
evidence of intellectual growth, critical and personal development,
intellectual initiative and creativity.
• They must attend three mandatory reflection sessions with their
supervisor; one of which is the viva voce .This should be
facilitated by the use of the Researcher’s Reflection Space (RSS).
• Reflection must be documented on the Reflections on Planning
and Progress form, and is explicitly assessed under Criterion E of
the assessment criteria.
The Researcher’s Reflection Space (RRS)
• The RRS 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. The use of the RRS will help students to prepare
for their reflection sessions with their supervisors.
• Encouraging students to develop a RRS will provide benefits in
terms of the management of their workload and focus on their
extended essay.
THE ROLE OF THE RRS
• Support their engagement in the planning and decision-making process.
• It develops critical and evaluative thinking skills
• It helps to scaffold the development of approaches to learning skills
and conceptual understandings.
• It helps to personally connect to the topic and may motivate them in
meaningful ways to successfully complete the extended essay.
• Finally, supervisors will be able to more effectively authenticate the
student voice by the RRS elements or links that will eventually be found
in the essay itself.
REFLECTION SESSIONS
FORMS
EXTENDED ESSAY CHECKLISTS
