Extended Essay Handbook

Class of 2016

Cordova High School Mr. Charles Gilmore

DP Coordinator

cgilmore@fcusd.org

916.294.2450 x810406

What is the Extended Essay?

A 4000 word (maximum) essay on a research topic of your choice An independent research effort with a teacher advisor A mandatory component of the IB Diploma Couples with TOK to earn up to 3 additional points toward the IB Diploma Approximately 40 hours of independent work over 18 months An opportunity to research and write in a college level manner

Eligible Subjects

You can choose to write a paper that falls under any of the categories below. It is highly recommended

that you choose a course that you are studying as part of your IB Diploma as that will allow you to

approach the subject with a greater degree of knowledge and understanding. The courses offered at

CHS are in bold.

Biology Business & management

Chemistry Computer science

Dance Design technology Economics Environmental systems & societies

Film Geography History

Human rights

Information technology in a global society

Literature and performance

Mathematics Music

Peace and conflict studies

Philosophy Physics Politics

Psychology Social and cultural anthropology

Sports, exercise and health science

Theatre

Visual arts World religions World studies

Literature or Language

The Research Process

Choosing Your Topic

You are given broad discretion in choosing the topic your essay will be about. Start by picking a subject

from the chart above. Choose the subject that grabs your interest the most. You are going to be

spending up to 40 hours working on this over the next year and a half; it should be something in which

you are interested.

Once you’ve chosen your subject you need to decide what it is within that subject you are going to

research. The specific topic for your paper should be narrow and specific. It should be something about

which you are curious and interested. It should be something that challenges you intellectually. Do not

choose a topic that is too broad. Even though 4000 words sounds like a lot it is not enough to cover, say,

the history of the British Navy. It is more appropriate to explore the effects the defeat of the Spanish

Armada in 1589 had on the ability for England to establish colonies in the New World.

The Research Question

Once you have a topic selected, you need to come up with a specific research question for your essay.

For most this will take the form of a question, but it acceptable to state a hypothesis if that is more

appropriate to your paper. The research question guides the path of your essay. Your goal is to answer

that question to the best of your ability. Your question should be specific and narrowly focused.

Examples of good and bad research questions:

Math: “Why do we use integration in calculus?” (bad) vs. “What is the legacy of Archimedes

calculations of circular and parabolic areas in today’s methods of integration?” (good)

History: “What were relations between Protestants and Catholics like in England?” (bad) vs. “What

were the effects of Elizabethan religious policy on the maintenance of Catholic identity in northern

England?” (good)

Literature: “How do male authors portray female characters?” (bad) vs. “In what ways do the male

authors of Anna Karenina and Madame Bovary seek to render their heroines sympathetic to the reader?

How far do they succeed?” (good)

Search for Sources

Once you have developed your research question, it is time to do your research. Research for your

extended essay is meant to be on your own time. The type of research you do and the nature of the

sources you use will vary depending on the subject you choose. It is highly recommended that you use a

variety of sources, including print books, and do not just rely on the internet for the entirety of your

research. Part of researching is evaluating the values and limitations of various sources and

acknowledging this in your paper.

We research before we write, because the research process is there to help us formulate the answer to

our research question. Your research should inform your writing, not the other way around. If you are

not sure how you are going to write such a substantial essay, start your research. The more you know

about your topic, the more you will have to say, and therefore the more you will have to write.

Plan a Structure for you Essay

As your knowledge develops, begin to think of the varying components of your essay. What are the

major arguments and facts you are trying to get across? Create an outline for your essay. Identifying the

subheadings of your essay can allow you to organize your research by topic more easily. For example, if

you know your first two body paragraphs are going to be about the weak state of the British navy at the

outset of the reign of Elizabeth I, you can identify the evidence from your research you will use in those

paragraphs to support that contention.

Organizing Your Essay

While your essay may not be created in the following order, it should be laid out in this order when

completed.

Title Page

The title page should clearly let the reader know the focus of the essay. It will most likely be phrased as

a statement, not a question. For example, a bad title would be “The Mayan Civilization”. A better title

would be “Causes of the collapse of the Mayan civilization”. Use your research question to inform your

title.

Abstract

Your abstract should be written after your finish your paper. It is a short overview of your essay. It

should not exceed 300 words. The word count of your abstract does not count toward your overall word

total. At a minimum your abstract should clearly state:

The research question being investigated

The scope of the investigation

The conclusion(s) of the extended essay.

Contents Page

You must have a contents page. All pages in your essay should be numbered.

Introduction

Your introduction is the beginning of your essay, although it is often not written first. It can be helpful to

write it after the rest of the essay has been completed so you know just what information you are

introducing. If you write your introduction first, be sure to revise it once the essay is complete.

Body

This is the main task of the Extended Essay. You are presenting a reasoned argument. You have a

research question. Your thesis answers that question. Now you have to support your answer with well-

connected evidence. As this part of your essay is long, it can help to have sub-headings within the body

of your essay. This can help to organize your argument both for the reader and for you as the writer.

Conclusion

Your conclusion should say what has been achieved in your essay as well as note any limitations or any

questions that may not have been resolved in your research.

References and Bibliography

There are various reference styles that are acceptable to IB. Decide, with your mentor, which would be

the most appropriate for your paper. You are not required to use the style that is most common in your

subject area. For example, while APA is the most common referencing style in the Social Sciences, you

can use MLA if that is more comfortable for you.

Proper referencing and a bibliography acknowledge the research that you have done. It is important to

document your research. Not only does it allow for the reader to evaluate the validity of the sources you

used, but also shows that you understand their importance. Failure to properly reference sources can be

seen as plagiarism and disqualify your essay.

Appendices, Footnotes, and Endnotes

Appendices, footnotes, and endnotes are not a required component of an extended essay. They do not

count toward your overall word count and examiners (the people scoring your essay) are not required to

read them. Make sure all important information is in the body of your essay.

Other Media and Materials

Only graphic material can be included in the body of the essay. All other materials should be attached as

supporting appendices. Audio-visual materials generally should not be included. This includes CDs and

DVDs. Examiners will most likely not look at them and they could be lost or damaged. Specimen

materials should not be included, although photographic evidence of specimens may be.

Assessment

The method of assessment is criterion-related. All essays are externally assessed by an IB examiner with

a maximum score of 36. The total score given is used to determine the letter mark given to the essay.

Mark Bands

A – Work of an excellent standard (29-36)

B – Work of a good standard (23-28)

C – Work of a satisfactory standard (16-22)

D – Work of a mediocre standard (8-15)

E – Work of an elementary standard (0-7)

Criteria

The extended essay is assessed on 11 criteria. The score given in each criterion is then added to create

the final score that determines the mark band above.

A: Research Question

This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the

aim of the essay will normally be expressed as a question and, therefore, this criterion is called the

“research question”. However, certain disciplines may permit or encourage different ways of

formulating the research task.

Achievement

Level

Descriptor

0 The research question is not stated in either the introduction or on the title page or

does not lend itself to a systematic investigation in an extended essay in the subject in

which it is registered.

1 The research question is stated in either the introduction or on the title page but is not

clearly expressed or is too broad in scope to be treated effectively within the word

limit.

2 The research question is clearly stated in either the introduction or on the title page

and is sharply focused, making effective treatment possible within the word limit.

B: Introduction

This criterion assesses the extent to which the introduction makes clear how the research question

relates to existing knowledge on the topic and explains how the topic chosen is significant and worthy of

investigation.

Achievement

Level

Descriptor

0 Little or no attempt is made to set the research question into context. There is little or

no attempt to explain the significance of the topic.

1 Some attempt is made to set the research question into context. There is some

attempt to explain the significance of the topic and why it is worthy of investigation.

2 The context of the research question is clearly demonstrated. The introduction clearly

explains the significance of the topic and why it is worthy of investigation.

C: Investigation

This criterion assesses the extent to which the investigation is planned and an appropriate range of

sources has been consulted. Or data has been gathered, that is relevant to the research question.

Where the research question does not lend itself to a systematic investigation in the subject in which

the essay is registered, the maximum level that can be awarded for this criterion is 2.

Achievement

Level

Descriptor

0 There is little or no evidence that sources have been consulted or data gathered, and

little or no evidence of planning in the investigation.

1 A range of inappropriate sources has been consulted, or inappropriate data has been

gathered, and there is little evidence that the investigation has been planned.

2 A limited range of appropriate sources has been consulted, or data has been gathered,

and some relevant material has been selected. There is evidence of some planning in

the investigation.

3 A sufficient range of appropriate sources has been consulted, or data has been

gathered, and relevant material has been selected. The investigation has been

satisfactorily planned.

4 An imaginative range of appropriate sources has been consulted, or data has been

gathered, and relevant material has been carefully selected. The investigation has been

well planned.

D: Knowledge and Understanding of the Topic Studied

Where the research question does not lend itself to a systematic investigation in the subject in which

the essay is registered, the maximum level that can be awarded for this criterion is 2. “Academic

context”, as used in this guide, can be defined as the current state of the field of study under

investigation. However, this is to be understood in relation to what can reasonably be expected of a pre-

university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to

the principal lines of inquiry in the relevant field; detailed comprehensive knowledge is not required.

Achievement

Level

Descriptor

0 The essay demonstrates no real knowledge or understanding of the topic studied.

1 The essay demonstrates some knowledge but little understanding of the topic studied.

The essay shows little awareness of an academic context for the investigation.

2 The essay demonstrates an adequate knowledge and some understanding of the topic

studied. The essay shows some awareness of an academic context for the

investigation.

3 The essay demonstrates a good knowledge and understanding of the topic studied.

Where appropriate, the essay successfully outlines an academic context for the

investigation.

4 The essay demonstrates a very good knowledge and understanding of the topic

studied. Where appropriate, the essay clearly and precisely locates the investigation in

an academic context.

E: Reasoned Argument

This criterion assesses the extent to which the essay uses the material collected to present ideas in a

logical and coherent manner, and develops a reasoned argument in relation to the research question.

Where the research question does not lend itself to a systematic investigation in the subject in which

the essay is registered, the maximum level that can awarded for this criterion is 2

Achievement

Level

Descriptor

0 There is no attempt to develop a reasoned argument in relation to the research

question.

1 There is a limited or superficial attempt to present ideas in a logical and coherent

manner, and to develop a reasoned argument in relation to the research question.

2 There is some attempt to present ideas in a logical and coherent manner, and to

develop a reasoned argument in relation to the research question, but this is only

partially successful.

3 Ideas are presented in a logical and coherent manner, and a reasoned argument is

developed in relation to the research question, but with some weaknesses.

4 Ideas are presented clearly and in a logical and coherent manner. The essay succeeds

in developing a reasoned and convincing argument in relation to the research

question.

F: Application of Analytical and Evaluative Skills Appropriate to the Subject

Achievement

Level

Descriptor

0 The essay shows no application of appropriate analytical and evaluative skills.

1 The essay show little application of appropriate analytical and evaluative skills.

2 The essay shows some application of appropriate analytical and evaluative skills, which

may be only partially effective.

3 The essay shows sound application of appropriate analytical and evaluative skills.

4 The essay shows effective and sophisticated application of appropriate analytical and

evaluative skills.

G: Use of Language Appropriate to the Subject

Achievement

Level

Descriptor

0 The language used is inaccurate and unclear. There is no effective use of terminology

appropriate to the subject.

1 The language used sometimes communicates clearly but does not do so consistently.

The use of terminology appropriate to the subject is only partly accurate.

2 The language used for the most part communicates clearly. The use of terminology

appropriate to the subject is usually accurate.

3 The language used communicates clearly. The use of terminology appropriate to the

subject is accurate, although there may be occasional lapses.

4 The language used communicates clearly and precisely. Terminology appropriate to

the subject is used accurately, with skill and understanding.

H: Conclusion

This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the

research question and is consistent with the evidence presented in the essay.

Achievement

Level

Descriptor

0 Little or no attempt is made to provide a conclusion that is relevant to the research

question.

1 A conclusion is attempted that is relevant to the research question but may not be

entirely consistent with the evidence presented in the essay.

2 An effective conclusion is clearly stated; it is relevant to the research question and

consistent with the evidence presented in the essay. It should include unresolved

questions where appropriate to the subject concerned.

I: Formal Presentation

This criterion assesses the extent to which the layout, organization, appearance and formal elements of

the essay consistently follow a standard format. The formal elements are: title page, table of contents,

page numbers, illustrative material, quotations, documentation (including references, citations and

bibliography) and appendices (if used).

Achievement

Level

Descriptor

0 The formal presentation is unacceptable, or the essay exceeds 4,000 words.

1 The formal presentation is poor.

2 The formal presentation is satisfactory.

3 The formal presentation is good.

4 The formal presentation is excellent.

J: Abstract

The requirements for the abstract are for it to state clearly the research question that was investigated,

how the investigation was undertaken and the conclusion(s) of the essay.

Achievement

Level

Descriptor

0 The abstract exceeds 300 words or one or more of the required elements of an

abstract (listed above) is missing.

1 The abstract contains the elements listed above but they are not all clearly stated.

2 The abstract clearly states all the elements listed above.

K: Holistic Judgment

The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as

intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in

the best work, less successful essays may also show some evidence of them and should be rewarded

under this criterion.

Achievement

Level

Descriptor

0 The essay shows no evidence of such qualities.

1 The essay shows little evidence of such qualities.

2 The essay shows some evidence of such qualities.

3 The essay shows clear evidence of such qualities.

4 The essay shows considerable evidence of such qualities.

The Diploma Points Matrix

The total number of points awarded toward your Diploma is determined by the combination of the

performance levels achieved on both the extended essay and your Theory of Knowledge essay according

to the following matrix.

* 28 points overall will be required to be eligible for the diploma if a student attains an “E” grade in

either the extended essay or theory of knowledge. A grade “A” in one of the requirements earns an

extra point even if the other is a grade “E”. Attaining a grade “E” in both the extended essay and theory

of knowledge represents an automatic failure.

Mentor

Any teacher or administrator on campus is eligible to serve as a mentor for you extended essay. It is

recommended that you choose a mentor who is knowledgeable in the subject in which you are writing

your essay. No mentor will be allowed to take on more than 5 students. If you have difficulty finding a

mentor, please see Mr. Gilmore and you will be paired with a mentor.

Responsibilities of a Mentor

Provide advice and guidance in the skills of undertaking research.

Discuss the choice of topic with the student and help formulate a well-focused research

question.

Monitor the progress of the extended essay to offer guidance and to ensure that the essay is the

student’s own work.

Read and comment on one completed draft only of the extended essay.

Read the final version to confirm authenticity.

Submit a predicted grade for the student’s extended essay to IB.

Complete the supervisor’s report.

What Mentors Don’t Do

Correct spelling and punctuation.

Correct experimental work or mathematics.

Re-write any part of the essay.

Indicate where whole sections of the essay might be better placed.

Proof read the essay for errors.

Correct bibliographies or citations.

Deadlines

Subject, topic, and mentor chosen. Research

question formed.

Friday, 3 October 2014

Outline of plan for research and/or experiments

completed.

Friday, 5 December 2014

Working outline of essay completed. Tuesday, 31 March 2015

First draft of essay completed. Friday, 18 September 2015

Final draft of essay completed. Friday, 20 November 2015

Two bound and ready to be sent copies of essay

delivered to Mr. Gilmore.

Friday, 18 December 2015