Introduction to the Extended Essay

Extended Essay Grade 12 notes & checklistWhat the extended essay isIndependent research supervised by a teacherIn a topic YOU choose from one of the IB subject areasOn a question YOU develop Presented in 4000 wordsIn accordance with IB requirements

What the extended essay is notIt is NOT a review of the literatureIt is NOT a book report or plot summaryIt is NOT everything you ever learned about your subjectIt is NOT your opinion, your thoughts, or your beliefs

Supervisors will notTell you what to doGive you an RQGive you research resourcesEdit your workRemind you of the deadlinesChase you downSign your cover page and complete a supervisors report if they have not seen you throughout the process and receive a rough draft by Nov 1.

Writing the PaperIf you have done thorough research, and thought about your thesis and argument, papers tend to write themselves. Make your case and integrate your evidence.Use scholarly sources and evidence from expertsBe able to justify why you used the evidence you did to support each point you makeIt is not about what you think but what you can proveIntegrate your evidence smoothly and cite everything!It is a persuasive essay not a descriptive piece.Using EvidenceLike in EnglishPoint; Proof; Explanation!State your claim. Include your evidence and relate it to your claim.Comment on the evidence to show how it supports your claim.Include counter-argument evidence.

EvidenceWithout a claimEvidence is not persuasive!

Without evidenceA claim is not persuasive!

Evidence exampleTo support an RQ:

do teens who multi-task perform less well academically in high schools in Ontario?

EvidenceClaim: students who listen to music while studying do less well on tests. (this is my thought based on what I have read and it supports my thesis)

It is nothing without some evidence.

EvidenceFind an expert or a researcher who has studied this.

Use databasesyou know like Questiaschool or the Virtual Library

DAFR4553@hwdsb.on.caPw: Ancaster (case sensitive)

Evidence to support claimAlthough many students may believe they can switch back and forth between different tasks with no serious consequences to their academic performance, multitasking has been shown to dramatically increase the number of memory errors and the processing time required to "learn" topics that involve a significant cognitive load (Rubenstein, Meyer, and Evans, 2008). Found on Questiaschool

Critically evaluate:Who are these people?Have they written on it before?Are they experts?The study is older? Has research changed since?Was this a peer-reviewed journal?Can their findings be related to my topic? Is it externally valid?Was the study well done?

If I get satisfactory answers to these questions, then I move on with this as a piece of evidence.

Integrating evidenceThe older, but still important study by Rubenstein et al. (2008) of university students and their abilities to focus while using laptops at the same time, clearly showed evidence that students are not effectively able to switch between tasks and still perform at their highest level. This study, published in the Journal of Experimental Psychology, while looking at university-aged students, was performed under conditions currently found in Ontario high schools and therefore, is evidence that similar limitations exist in our high school students attempting to multi-task.

Scholarly writingScholarly writing is hardYou have to have the best expert evidenceYou have to analyse itYou have to tie everything together to make a compelling argument around your thesisYour voice has to shine through

The Extended EssayIt is about the rules!Read the EE GuideMake sure your RQ is in the right Subject your essay will be submitted to an examiner in YOUR subjectThis is NOT the place for interdisciplinary topicsDid we mention? Read the EE Guide

Its about the sources!Do not rely uncritically on Internet sourcesAnalyze your sources IN your essayPrimary sources over secondary sourcesNo encyclopedia-like sourcesNo textbooksNo Wikipedia!!Range and balance of sources

Critically evaluate! See Guide 3 for help!Lets talk PlagiarismEACH fact, idea, quote, chart, graph, picture, number not your own must be sourced (with page number)The direct or indirect use of the words of another person MUST be sourced. (paraphrasing doesnt mean no citation)Restating someones ideas EVEN IF not copied is plagiarism!The solution: CITATIONSBe consistent in citation styleManage sources as you do your research: research notes

Where do I get help?EE Guide 2 & 3On the Library website under Extended Essay

From EE Coordinator (questions about submission, format etc)From your Supervisor (questions about topic, sources etc.)From Librarians everywhere! (help with finding good sources)Forms http://schools.hwdsb.on.ca/ancasterhigh/library-2/extended-essay/ee-forms/

Important DatesRough draft through turnitin.com Nov 1Rough draft complete by Nov 1Submission of rough draft to Supervisor for review Nov 1 with Originality report from turnitin.comMeeting with Supervisor for feedback (nothing written, you must take notes!) by Nov 30Improvements, changes, re-writing, fixing problemsDone by Dec 10Submit final essay Dec 13 (see next slide)Submitting your essayFinal draft due Friday December 13, 2013 by 2:45 pmOne electronic copy sent to Ms. Swackhammer3 hard copies1 for your Supervisor1 for the IB-appointed examiner1 for the library/Ms. SwackhammerTo turnitin.comclass ID: 5724364class name: EEClass2014enrollment password: EEssayBut before you submitwhen you think youre done!Check your notes from the Supervisor meetingdid you fix everything?Use the Essay Checklist (EE Guide 3)Proofread carefully and criticallyContent how clear are my ideas and argumentsMechanics grammar, spelling, formatting of references, etc.I think Im done?!Now you need to write an abstract:An overview of your essay in 300 words or lessShould be written last, but comes immediately after the title page, on its own pageThe abstract needs to state clearly:The research question being investigatedHow your investigation was conductedThe conclusion(s) of your essayPurposes:To encourage you to check the development of your analysis and argumentsTo allow readers and potential readers to get a quick overview of your research

Theres more???Formal presentationWord countExaminers are not required to read past 4000 wordsOverall presentation and neatness (font restrictions, page numbers, title page, table of contents etc.) See Guide 3 for detailsIllustrative material is relevant and properly labeled/captionedContents page is clear and correctPages are numbered throughoutReferencesIn a style appropriate to your subjectUsed consistentlyUsed whenever appropriate for academically honest researchBibliography[Appendices]Dont put anything crucial in an appendix examiners dont have to read these, either!Am I done yet??Assembling your EETitle pageAbstract[Acknowledgments]Contents pageIntroductionBody (development/methods/results)Conclusion (Intro, body, conclusion do not have to be separately labeled.)References and Bibliography[Appendices ]Title pageTitle Should provide a clear idea of the focus of the essayDoes not have to be in the form of a questionCandidate nameCandidate numberAncaster High SchoolExamination Session: May 2014SubjectWord count (see next slide)

Word countIncludes introduction, body, conclusion (and quotations)Does NOT include:AbstractAcknowledgmentsContents pageCharts, tables, diagrams, illustrations, tables, equationsReferencesBibliographyAppendicesSave a version of your EE without these items to get the word count

Binding & SubmissionDo not hole-punch or staple your paper.It will be bound by a treasury clipSubmit three copies, plus your turnitin Originality report Complete and sign the cover sheetYou are declaring the work to be your own and that you have cited all ideas used throughout.Concluding interview w/your supervisor (viva voce)Strongly recommendedTo take place between December 13 and Jan. 3110-15 minutesReflect on successes and difficulties in the process, and on what youve learnedHelps your supervisor write his/her report

Assessment of EEsEEs are externally assessed on a scale from 0 to 36.Probable grade boundariesA: 30-36B: 25-29C: 17-24D: 9-16E: 0-8In combination with TOK, the EE contributes up to 3 points to the total score for the IB Diploma.

TOKABCDENot submittedExtended EssayA33221*NB32110*NC21100*ND21000*NE1*0*0*0*NNNot submittedNNNNNNTOK/EE points matrix* 28 points required for IB Diploma, instead of 24A: Research question0The research question is not stated in the introduction or does not lend itself to a systematic investigation in an extended essay in the subject in which it is registered.1The research question is stated in the introduction but is not clearly expressed or is too broad in scope to be treated effectively within the word limit.2The research question is clearly stated in the introduction and sharply focused, making effective treatment possible within the word limit.B: Introduction0Little 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.1Some attempt is made to set the research into context. There is some attempt to explain the significance of the topic and why it is worthy of investigation.2The 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: Investigation0There is little or no evidence that sources have been consulted or data gathered, and little or no evidence of planning in the investigation.1A range of inappropriate sources has been consulted, or inappropriate data has been gathered, and there is little evidence that the investigation has been planned.2A limited range of appropriate materials has been consulted, or data has been gathered, and some relevant material has been consulted. There is evidence of some planning in the investigation.3A sufficient range of sources has been consulted, or data has been gathered, and relevant material has been selected. The investigation has been satisfactorily planned.4An 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 topic0The essay demonstrates no real knowledge or understanding of the topic studied.1The essay demonstrates some knowledge but little understanding of the topic studied. The essay shows little awareness of an academic context for the investigation.2The essay demonstrates an adequate knowledge and some understanding of the topic studied. The essay shows some awareness of an academic context for the investigation.3The essay demonstrates a good knowledge and understanding of the topic studied. Where appropriate, the essay successfully outlines an academic context for the investigation.4The 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 argument0There is no attempt to develop a reasoned argument in relation to the research question.1There 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.2There 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.3Ideas are presented in a logical and coherent manner, and a reasoned argument is developed in relation to the research question, but with some weaknesses.4Ideas 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 skills0The essay shows no application of appropriate analytical and evaluative skills.1The essay shows little application of appropriate analytical and evaluative skills.

2The essay shows some application of appropriate analytical and evaluative skills, which may be only partially effective.

3The essay shows sound application of appropriate analytical and evaluative skills.4The essay shows effective and sophisticated application of appropriate analytical and evaluative skills.

G: Use of language appropriate to the subject0The language used is inaccurate and unclear. There is no effective use of terminology appropriate to the subject.1The language used sometimes communicates clearly but does not do so consistently. The use of terminology appropriate to the subject is only partially accurate.2The language used for the most part communicates clearly. The use of terminology appropriate to the subject is usually accurate.

3The language used communicates clearly. The use of terminology appropriate to the subject is accurate, although there may be occasional lapses.4The language used communicates clearly and precisely. Terminology appropriate to the subject is used accurately, with skill and understanding.H: Conclusion0Little or no attempt is made to provide a conclusion that is relevant to the research question.1A conclusion is attempted that is relevant to the research question but may not be entirely consistent with evidence presented in the essay.2An effective conclusion is clearly stated; it is relevant to the research question and consistent with evidence presented in the essay. It should include unresolved questions where appropriate to the subject concerned.I: Formal presentation0The formal presentation is unacceptable, or the essay exceeds 4000 words.1The formal presentation is poor.

2The formal presentation is satisfactory.

3The formal presentation is good.4The formal presentation is excellent.

J: Abstract0The abstract exceeds 300 words or one or more of the required elements (listed above) is missing.1The abstract contains all the elements listed above but they are not all clearly stated.2The abstract clearly states all the elements listed above.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.K: Holistic judgment0The essay shows no evidence of such qualities.1The essay shows little evidence of such qualities.2The essay shows some evidence of such qualities.3The essay shows clear evidence of such qualities.4The essay shows considerable evidence of such qualities.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.Anything else?See your supervisor to schedule a concluding interview (viva voce)

NOW, youre done! Congratulations!