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The Extended Essay
Student Training Workshop: October 15, 2014
Utica Academy for International Studies
The Diploma Programme
Nature of Extended Essay (page 4)
Required for IB diploma eligibility
Externally assessed by IBO evaluators
Roughly 3,500-4,000 words in length
Chosen from current subjects and
preferably a current focus of study
Total assessment points 0-36, of which a
grade between an A to E is awarded
Represents 40 hours of work
Topic agreed upon with supervisor
Nature of Extended Essay (cont.)
Involves collegiate, critical research
Supervisor meetings totaling 4+ hours
Apply analytical and evaluative skills,
terminology toward subject matter
Supervisor submits a predicted grade and
a supervisor’s report to the IBO
Concludes with the viva voce interview
EE demands a “diverse range of sources”
Aims/Assessment Objectives (pages 5-6)
Plan carefully, leading up to proposed topic
Develop a thoughtful research question
Gather, interpret, present, and argue
information as it pertains to subject area
Use the correct vocabulary and
argumentative style according to the
demands of the subject
Apply analytical and evaluative skills in the
subject chosen
School Responsibilities (page 6)
Train all supervisors and students
Provide students with qualified supervisor
Make general and subject-specific information
and guidelines accessible
Make students aware of how the EE fits into
program requirements
Provide recommended deadlines to all
supervisors and students
Provide learning and researching opportunities
Resolve all pending EE issues and questions
Ship all EEs out for external assessing
Supervisor’s Role (pages 6-8)
Use knowledge in subject area to provide
advice and guidance to students
Helps define research question
Aids in the research process
Reads and comments on rough draft
Submits a predicted grade to the IBO
Conducts the viva voce with student
Reports plagiarism, if suspected
UAIS supervisors should…
Spend 3-5 hours with you
Work to ensure you’ve written a great
question
Advise you on where to find materials
Verify your sources
Help troubleshoot when you are stuck
Grade your rough draft and discuss it at a
conference
Conduct a viva voce conference at end
UAIS supervisors should NOT…
Do research for you
Tell you what sources to use
Give specific advice on how to improve
your draft
Correct bibliographies or citations
Chase you down for meetings
Re-teach you concepts in the subject
matter you should already know
Responsibilities of the Student (page 9)
Choose a topic of interest and invest the
time into your research question
Observe and follow all EE regulations,
both general and specific
Meet UAIS/Supervisor deadlines
Communicate with your supervisor!
◦
◦
◦
◦
Attend meetings
Ask for help
Address emerging issues
Be honest and open!
Advice to Students: DO… (page 9)
Start early! Follow UAIS deadlines.
Think and plan carefully your proposal
and your question
Plan a schedule for yourself for
completing EE
List every source on your bibliography as
you go
Follow the rubric and final checklist UAIS
provides
Advice to Students: Do NOT… (page 10)
…forget to analyze/answer the question
…ignore the EE rubric
…waste time collecting date irrelevant to
your question
…surf the Internet aimlessly, repeatedly,
with no discipline
…show lack of discipline in citing sources
…describe or report other information
…cite sources that aren’t used in paper
Writing the Extended Essay (page 11)
Extremely precise structure
Introduction should be written after body
Abstract written absolutely last
Main focus of essay is the body
Sub-headings helpful in most subjects
Include only relevant sources, citations all
present and consistent
Evaluator not required to read references,
bibliography, or footnotes
*Coordinators should consult programme guide for passing eligibility.
Subject-Specific Areas
Where Can UAIS Students Write Their EEs?
Group 1 (English)
Film
Social and cultural anthropology
Group 2 (Spanish)*
Geography
Theatre
Group 2 (Mandarin)*
History
Visual Arts
Group 2 (French)*
Human Rights
World Religions
Group 2 (Japanese)*
Information technology in a global society
Biology*
Mathematics*
Chemistry *
Music
Classical Greek/Latin
Peace and conflict studies
Computer Science
Philosophy
Dance
Physics*
Design Technology
Politics
Economics
Psychology
Environmental systems and societies
*These subjects require teacher approval for student selection.
On the Record, From the IBO…
To qualify as a history EE, all events
discussed must take place ten years ago or
more
Group 2 EEs must be written in the language
for which it is being submitted and must
meet current teacher approval
Japanese: 1 word = approximately 2 Japanese
characters
Chinese: 1 word = approximately 1.2
Chinese characters
On the Record, From the IBO…
Students MAY NOT elaborate, overlap
with, or supplement an internal
assessment from a DYP class with their
EE choice
No two students may write an EE posing
the same or nearly same question
Students may further explore a question
studied in freshman or sophomore year,
or one never explored in any class
(though this is not recommended)
Off the Record from the IBO
Quality is important, but so is quantity. Getting as
close to the 4,000 word-count is important…
…except in math. A great paper can be 3,300 words.
But usually, 3,300 words will earn very low marks.
Certain subjects grade students unfairly according to
well-established IB schools. We have one femme-fatale
at the Academy: psychology.
Reports on other scientific reports in sciences score
very low. Experimental designs are frequently a musthave for a decent grade.
Off the Record from the IBO
(Overheard in a Cardiff Bar Exam)
If considering writing a group 2 essay, you’re required to
get a teacher signature. Don’t write one unless you
could score a 5 on the AP foreign language test.
Take the IBO’s advice here: “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.” This is not allowed at UAIS.
Do not choose a subject that you are just beginning to
have background in. This is not the time for beginner’s
exploration. This is a time for further exploration.
Subject-Specific Areas…Once Again
Where Can UAIS Students Write Their
EEs?
Group 1 (English)
Group 2 (Spanish)
Film
Social and cultural anthropology
Geography
Theatre
History
Visual Arts
Group 2 (French)
Human Rights
World Religions
Group 2 (Japanese)
Information technology in a global society
Biology
Mathematics
Chemistry
Music
Classical Greek/Latin
Peace and conflict studies
Computer Science
Philosophy
Dance
Physics
Design Technology
Politics
Economics
Psychology
Environmental systems and societies
Combined Role: The Iceberg Model
7/8 = Research Phase (Now-June 2015)
Student & supervisor work together to:
Explore and discuss ideas
Locate appropriate resources
Discuss readings and ideas
Develop a suitable research question
Supervisor monitors research progress
Represents 3-5 hours of work per student
Now until June
1/8 = Writing Phase (Jun. 2015-Dec. 2016)
Student works independently over summer to:
Write EE draft
Organizing your writing
Revision conference drives final draft of essay
Prepare the final EE
The UAIS EE Schedule
Provides internal & external due dates as
the IBO strongly recommends
Builds in five mandatory in-school
meetings with supervisors
Assignments are given at each meeting
and expected to be completed by the
student
Vast majority of work completed before
senior year
The Research Process
Choosing a topic
◦ Attend UAIS subject-specific seminars for
information on EE guidelines for all subjects
on Friday, November 7th
◦ Brainstorm general ideas or attempts at
research questions, explaining why the topic is
of interest to you
◦ Submit proposals to the EE coordinator
(YEOKUM) on or before Monday, November
24th
Subject Preference Seminars
November 7th, morning session
Attend all subject areas in your schedule
Understand subject-specific guidelines
Appropriate types of EE questions and
samples of topics and questions
Receive helpful examiner comments
Academic referencing style
Q&A session with teachers
UAIS Process: Supervisor Selection
Students submit and rank two EE
proposals in two separate subjects; EE
coordinator collects by November 24th
Full UAIS staff divides students according
to teachers’ expertise in proposed areas
and to balance staff responsibilities
Supervisor-student pairings announced
mid December
In-department changes made only when
student and both teachers in agreement
The Research Process
Discuss with your supervisor:
◦
◦
◦
◦
The location of materials for your topic
A proper academic referencing system
A general list of sub-headings for your paper
A developing list of EE reading for background
and information-gathering
◦ Internal UAIS deadlines
◦ Best times to meet or discuss the EE
EE and DP Intervention
Students are required to be proactive in
attending meetings, completing
assignments, and communicating struggles
Reference DP Intervention form to
students
Potential loss of group 2 or group 4 topic
if missed lab or draft date
Will impact college application process
The Research Process
Once students have read more deeply in
their areas and assembled a stronger
background from which to work, they will
begin carrying out their investigation
through proper researching techniques that
are consistent, balanced, and organized.
Failure to buy in to this process looks like
this…
But I Looked It Up!
Referencing (pages 13-14)
Bibliography is NOT a Works Cited page,
but IB treats bibliography as such
Bibliography: collection of references
References: individual sources
Citations: In-text parenthetical and
Footnoting documentation
The Research Process
…and results in this: Not Submitted
“If a candidate uses the work or ideas of
another person, the candidate must
acknowledge the source using a standard
style of referencing in a consistent manner.
A candidate’s failure to acknowledge a
source will be investigated by the IB as a
potential breach of regulations that may
result in a penalty imposed by the IB final
awards committee” (First Examinations
2013).
So, What About Those Grades?
Grades are not often released worldwide
by the IBO
The latest information shows us the
following very interesting statistics, from
which many inferences can be drawn…
May 2013 World Statistics
UAIS EE Grade Comparison
Class of 2014
A: 7 (7%)
B: 22 (22%)
C: 51 (50%)
D: 17 (17%)
E: 4 (4%)
N: 1 (1%)
Int. Average 2013
A: 13%
B: 24%
C: 38%
D: 22%
E: 3%
N: N/A
Did you know…?
Published research
College course opt-out
Instruct other college students
Enter into Honors College
*Anecdotal evidence supplied by former UAIS students-results may vary and are not a guarantee for all
IB Extended Essay Supports Success
at U Va.
Key findings:
The IB’s extended essay does have an effect on student’s research confidence and
willingness to engage in future research.
Former IB students felt strongly that the IB extended essay prepared them to
conduct various facets of the research process.
When compared with former AP students, IB students were significantly more likely
to indicate they:
◦
◦
◦
◦
◦
felt prepared for college-level coursework involving research.
had in fact executed a research project at U Va. took pride in their research.
intended to conduct future research.
found their research skills to be important to their future success.
felt supported, after completion of the extended essay, with skills such as gathering and evaluating evidence,
and writing and time management, and that they experienced reduced anxiety around writing.
A statistically significant relationship existed between extended essay scores and
first-semester and final semester college GPAs, after controlling for background
characteristics.
Released: 1/30/2013 9:00 AM EST
Embargo expired: 2/1/2013 12:00 PM EST
Source Newsroom: International Baccalaureate
What’s next?
Go to uaisresearch.com website:
• Tab: EE Preparations: meeting 1/2
• Click on link for EE guide
• Find and read all 6 of your IB courses subject
specific guides (those not offered at UAIS do not read)
•
•
Take notes on handout
Place back into folder
Good luck!
PM Training: November 7, 2014
Goals…
Brainstorm ideas for proposals
Address issues of building a researchable
topic and question
Review important dates and handouts on
EE calendar
Discuss winter and spring supervision
Review the EE website as a resource
Parking lot questions:
Which year had the best/most A’s?
Graduating Class
2012
2013
2014
A
7
14
7
B
28
25
22
C
41
33
51
D
16
8
17
E
0
1
4
N
2
2
1
94
83
102
When doing English EE on a book, is it
necessary to cite the book over and over
again?
◦ YES!
Q & A continue:
Will your supervisor give you positive or
negative feedback, or just suggest
alternatives?
◦ All of the above
At the meetings will content be discussed?
◦ Yes
What topics can we do if we write in group
2?
◦ Hopefully this was covered at AM presentations
today
Q & A continue:
Would you be able to get English credits
for writing an EE in Group 2?
◦ Universities and colleges look at Writing/
Rhedoric/Composition – check with each
place if it qualifies
General vs. Subject-Specific Guidelines
General guidelines are broad requirements
for all essays: basic outline for each essay,
required components, word count, academic
honesty, purpose and aims, and so on
Subject-specific guidelines are specific
considerations germane to writing in
sciences, English, history. These include
issues of style but also rules and restrictions
on what are acceptable questions.
Activity: Brainstorming EE Topics
Fold blank paper into thirds
Label your favorite/strongest subjects
Think of the lessons, issues, projects,
discussions, readings that you experienced
in these classes over the last two and a
half years. Particularly ask yourself which
ones…
Intrigued you
Made you think you could do this for a living
Made you talk nonstop
Morally outraged you
Broke your heart or disturbed you
Open a whole new world to you
Left you unsatisfied—there was more to
discover
Made you read or investigate further
Puzzled you—something that didn’t make
sense
Narrow Your Brainstorm
Cross out what’s impractical or
unanswerable or outside approved topic
areas
Cross out what’s less promising,
interesting, impractical, unoriginal
Look at what’s left and take it down
another level of specificity by posing a
question or stating, “I want to learn more
about/I want to find out
what/how/why…”
Topics of Interest…Good Examples
English: “I want to research the role of
racism in the Harry Potter series,”
developed into the question…
“To what extent does J.K. Rowling use
blood as a complex literary device in the
Harry Potter series to demonstrate the
negative impact of racism?”
Topics of Interest…Good Examples
History: A student who wanted to study
the changes that occurred in her family’s
homeland as a result of the fall of
communism…
“To what extent did the fall of
communism in Romania improve the lives
of Romanians in the 1990s?”
Topics of Interest…Good Examples
History: A student fascinated with the
first World War and modern warfare
submitted the following…
“How effective was the tank during the
First World War?”
Topics of Interest…Good Examples
Biology: “Can common kitchen appliances,
frequently exposed to gluten, be cleaned
through customary sanitation techniques
to prepare gluten-free food?”
Visual Arts: “How does the usage of
Fengshui in the design of Emperor Qin's
tomb accentuate ancient Chinese
spirituality of the afterlife?”
Glossary of Terms
IBO-produced terminology of definitions
Called “qualifiers,” as they indicate the
direction of your essay, regardless of topic
Help you avoid yes/no (close-ended)
questions
The use of multiple ones can greatly
lengthen your essay
It is important to check the definition of
yours before submitting for approval
Monday, November 24, 2014
Topic of interest form due
Link to subject specific guides on the
uaisresearch.com website
CAS/EE Parent Contract
Discussed
in early September at DP
parent night
Required for parents to understand IB
core requirements and policies
Specific requirements for group 2 and
group 4
Review of Upcoming EE Calendar
Topics of Interest Due by Nov. 24th in
the counseling office (box)
Supervisor Decisions: Early December
Supervisors Announced: By Dec. 15th
First Conference Window: Jan. 5-21st
Rubric Training sessions during lunch: Jan.
23rd and 27th
Second Conference Window: Feb. 213th/23rd- 27th
The UAIS Research Website
uaisresearch.com
Contains everything you will need:
◦
◦
◦
◦
Announcements and instructions
Rubrics for your subject area
Step-by-step researching techniques/handouts
Links to formatting guides (MLA, APA,
Chicago)
◦ Advice from IBO evaluators
◦ EE examples in your subject area
Supervisor Conference #1
January 2-17, 2014
Prior to meeting Supervisors will inform you
of what to bring or what to complete, if
anything
Varies somewhat by subject-area and
teacher, but focus is on topic and developing
a research question
Student may be assigned background reading
Student and teacher should confirm manual
style
Supervisor Conference #1: EE
Question Proposal Form
Printable on the UAIS Research website
Step-by-step guide to formulating
research question
Completed AFTER general topic is
approved
Either due or assigned at first conference
Must be signed by each student
Overlap of the EE and IAs
The IBO student handbook indicates that
any strategic move on the part of a
student that gives that student a “unfair
advantage over another student,” which
includes the use of one’s IA on the EE or
vice versa, will result in a case of academic
misconduct. Students should NOT write
on the same topics as for the EE as an IA
in that subject.
EE Training #3: Jan. 23rd & 30th
Lunches
Rubric training for all juniors
Note-taking session and Q&A
EE Supervisors offer advice for different
subject areas during own meetings
Supervisor Conference #2:
Feb. 2nd – 13th or Feb. 23rd – 27th
Discuss background reading as it pertains
to your developing question
Solidify question; sign question proposal
Discuss criterion “C” and finding sources
for material
Agree on and set goals for spring
researching, especially due dates to avoid
intervention levels
Researching options to get you
started:
Local municipal library
College/University libraries
MEL or Questia database
◦ UCS student email = username case sensitive
[email protected]
◦ Password= questia or changeme if you haven't
used this yet
Supervisor Conference #3:
Spring Research April 20th – 30th
Possible work assigned: outline, working
bibliography, histiography, note cards,
bringing in source materials, experimental
design, first 1,000-words of essay
Bulk of research and work completed in
spring
Evidence of EE work must be
demonstrated to supervisors prior to
summer vacation
Coordinator Communication
Coordinator announces reminders
through email (stu.uticak12.org)
Remainder of site used to guide the
process, almost like an online classManagebac and UAISresearch.com
Specific questions addressed through
supervisor, then coordinator
Summing Up…
Due Nov. 24th : Topics of Interest Form
From this point forward, everything you
need is on the EE website…
Once assigned to supervisor, complete
“EE Question Proposal Form” for Jan. 5th
– 21st interview (on EE website)
Summing Up…
Use “Glossary of Terms” into help
complete the Rough Draft Question
Be prepared to discuss some ideas for
preliminary background reading (your
supervisor will help, but don’t come
empty-handed)
Next Time…
The EE Assessment Rubric
Practicing Grading an EE in Your Subject
Area
Deciphering the EE Rubric
Understanding the Ins and Outs of the
Rubric
Reminder…
This powerpoint is
available on
uaisresearch.com.
Workshop #3: EE Rubric
Goals:
◦ To comprehend the oftentimes vague EE
rubric
◦ To understand how your EE rubric differs
from other subject areas
◦ To anticipate traps and struggles of students
in previous years you can and should avoid
EE Assessment Criteria (p. 15-16)
Provides overview of each criterion
assesses General rubric
Forms the basis of the scoring rubric for
all subject areas
Further advice on interpreting assessment
criteria provided within guidelines for
each subject provided in “Details—subject
specific” section found
Extended Essay Criteria
A
B
C
D
E
F
G
H
I
J
K
Total Points
Research Question
Introduction
Investigation
Knowledge/Understanding
Reasoned Argument
Apply Analysis & Evaluation
Appropriate Language
Conclusion
Formal Presentation
Abstract
Holistic Judgment
2
2
4
4
4
4
4
2
4
2
4
36
Extended Essay Grade Boundaries
A 29 – 36
B 23 – 28
C 16 – 22
D 8 – 15
E 0 – 7 (Failing Condition)
Criterion A: The Research Question
Stated and bolded in the introduction
Correct diction, word by word
Correct qualifiers: more often openended (why, how, to what extent,
compare-contrast, etc.) than closed (“yes”
or “no” answers okay for science)
Meets “so what?” relevance
Can/Must be answered in 3,500-4,000
words
Criterion B: Introduction
A prior-knowledge treatise
Briefly state question in context by noting
relevance of author, event, time period,
artist
Briefly states reasons for pursuing this EE
(use of “I” acceptable sparingly)
Answers why this topic/question deserves
to be studied/answered in an EE
Includes historiography
Written after the body
See Drafting tab under UAIS RESEARCH site for tips
Criterion C: Investigation
Evaluation of sources/bibliography:
◦
◦
◦
◦
Appropriate number?
Is there balance of primary vs. secondary?
Groups 1, 2, 4, 6: emphasis must be on primary
Here, “imaginative” range of sources includes
interviews, museums, concerts, personal photos,
unique library trips
◦ For sciences, this criterion score rests on
discussion of methodology to demonstrate
reliability
Criteria D, E, F: The EE Body
The most difficult points to earn
Maximum of 2/4 for D and E if research
question is marked at “0”
Criterion D:
Knowledge/Understanding of Topic
“Through writing, to what extent do I
show a reasonable expertise on the
subject to answer my question?”
To earn a 3 or higher, the student must
locate the “academic context,” or the
place where current research sits and
work from that point forward, not revisit
tired material
Criterion E: Reasoned Argument
The single most difficult criterion
“Is every paragraph working to answer
my research question, or is it just ‘there’?”
“Does my argument build through
transition and flow, or is it choppy and
isolated?”
Criterion F: Application of Analytical
Skills Appropriate to the Subject
Paper avoids summary
Analyses data, evidence, research
English: “Am I analyzing but also judging
the author’s literary merit?”
History: “Have I evaluated the reliability of
my sources somewhere in the paper?”
Sciences: Please note specific
requirements on your rubric
Criterion G: Use of Language
Appropriate to Subject
Proper terminology to subject matter is
utilized
Active voice throughout
Elimination of wordiness (extensive
adverbs and prepositional phrases)
Strong vocabulary
History: absence of sweeping
generalizations
See Drafting tab under UAIS RESEARCH site for tips
Criterion H: Conclusion
NEVER a restatement of the introduction!
A post-knowledge treatise
States implications for further study
Raises possible unresolved questions
Notes any limitations of the essay/research
How might this research be taken further?
See Drafting tab under UAIS RESEARCH site for tips
Criterion I: The Formal Presentation
Easiest criterion of the EE!
Evaluation of contents and order
Check-off of bibliography elements
Under 4,000 words
Neatness, readability, appearance
Sciences: additional requirements on
rubric
No excuse for less than a 4!
Criterion J: Abstract
Written dead last and never discussed
Maximum 300 words
Three paragraphs, one for each purpose:
◦ State the research question studied
◦ State the method of investigation (how the
paper proceeds)
◦ Provides a brief summary of conclusions
(what was found/discovered)
**Training on this is in Fall of senior year
Criterion K: Holistic Judgment
Result of the viva voce and evaluator’s
opinion
How hard did the student work?
Special circumstances?
Intellectual initiative?
Above and beyond the call of duty?