Extended Essay Guide

EXTENDED ESSAY GUIDE

SECTION 1 -- Schedule and Assignments ………………..3-21

SECTION 2 – RECOMMENDATIONS…………………….……...22

SECTION 3 -- Assessment of Extended Essays……..…23-24

SECTION 4 – CITE AND WRITE RIGHT………………….…24-25

EXTENDED ESSAY SCHEDULE

Shawnda Walker-Price Rm. 226

JUNIOR YEAR

1st Semester 2016 / Take IB Enrichment Writing Process Class
Solidify Topic, Create Working Outline, Format Sources, and Write a working Abstract and
1500+ words of essay before end of junior year.
Meet with and plan with Supervisor
Further requirements will be addressed in IB Enrichment

SENIOR YEAR

Aug. -Update and verify supervisor on ManageBac due to any faculty changes
Sept. -Outline & 7-20+ Formatted Sources ¶1
Sept. –Introduction
Oct. -First 2000 words
Must have met with supervisor 2-3 times by now!
Oct. -Completed BODY portion
Supervisor notes and your responses must be viewed by S. Walker-Price—EE Advisor
Nov. -Prove of plagiarism check --Supervisor sign off required
Nov. Title, Table of Contents, Bibliography, and Appendix¶2
Nov. -Restructured Abstracts indicating research findings
Dec.9 -Final copy due
12 Jan. -Completed Vica Voce with sign off from mentor
Must have had an interview with supervisor before this can be completed

¶1 Source quantity depends on subject and topic and supervisors’ input

¶2 Students will rely on guide to determine if appendix is required his or her particular EE.

CELEBRATION TIME!!!

ASSIGNMENT 1: EXTENDED ESSAY TOPICS

Chosen Junior Year—May be revised for Seniors only with unforeseen circumstances indicate a necessity

1) You must have background knowledge about the subject before selecting it. Consult the IB Extended Essay Guide –numbers below correspond to page numbers in IB EE Guide.

Extended Essay Guide. International Baccalaureate Organization (2013). http://xmltwo.ibo.org/publications/DP/Group0/d_0_eeyyy_gui_1012_1/html/production-app3.ibo.org/publication/258/part/1/chapter/1.html

Subject Areas

Biology (49) Mathematics (119) Psychology (151)

Chemistry (59) Music (123) Theater Arts (166)

Classical Greek and Latin (63) Dance (70) Design Technology (75)

Computer science (66) Film (90) Human Rights (104)

Economics (80) Peace & Conflict Studies (129) Visual Arts (171)

English/Literature (35) History (100) Politics (146)

Environmental Systems (85) Philosophy (132) World Religions (176)

Geography (95) Physics (139) Business and Management (54)

Information technology in a global society (108)

Literature and Performance (112)

Philosophy (132) Social and cultural anthropology (156)

Physics (139) Sports, exercise and health science (160)

World Studies (181)

2) Junior Year: Brainstorm topic ideas in each of these subject areas.

Try http://www.lib.odu.edu/libassist/idea/index.php for a list of broad topics to help you get started. To help you think of ideas, look at books, magazines, and newspapers that discuss your chosen subjects.

You may wish to consult the following websites to see some specific topics students have chosen for extended essays in the past. Of course, you cannot re-use these ideas, but they might give you a better sense of what is expected:

http://dmibpa.org/wp-content/uploads/2014/03/IB_DMHS_Extended_Essays_Feb-2009.pdf

http://www.huskieibpo.com/wp-content/uploads/2016/07/DCHS-IB-Ext-Essay-Topics.pdf

3) Junior Year: Choose at least one subject from the EE guide listed above and begin to read widely in this area. This reading will help you think of ideas for your extended essay. –Annotated Source will be required in IB Enrichment for your topic so begin building up your sources through using effective research practices.

Consult this site for advice on researching:

https://www.vr.se/download/18.6b2f98a910b3e260ae28000469/Good+Research+Practice+20+april.pdf

ASSIGNMENT 2: EXTENDED ESSAY PROPOSAL

Due IB Enrichment Junior Year

You must complete a proposal for your extended essay which includes the following parts:

A. The subject of your essay – for example, English, math, biology, history, etc.

B. The FOCUSED topic of your essay. This topic should be narrow and limited in

scope. Examples of focused topics:

The effect of religious imagery in Wuthering Heights

The effects of sugar-free chewing gum on the mouth’s pH after eating

Prime numbers in cryptography

C. A paragraph explaining why your topic is significant and worthy of study. Also discuss what you intend to investigate.

D. A paragraph explaining why you are interested in your topic.

E. IF you have a possible research question and/or thesis, include that as well.

ASSIGNMENT 3: SCHOLARLY SOURCES SUMMARIES

Due IB Enrichment Junior Year

You must complete summaries / annotations for five to ten scholarly sources. Sources must also have formatted citations. A scholarly source is one that is written by experts in a particular field of study. For additional criteria to help you identify scholarly sources, please consult the following websites:

http://www.library.arizona.edu/help/tutorials/scholarly/

http://libguides.uwf.edu/c.php?g=215256&p=1420018

http://www.lib.uidaho.edu/pdf/differenceJournalMagazine.pdf

These summaries must include the origin, purpose, value, and limitation of the source.

ASSIGNMENT 4: SUPERVISOR MEETING

1st Meeting Junior Year / Seniors only if supervisor is new faculty to CHS

Purpose: Brief discussion of research question and set up game plan for conquering this challenging endeavor.

This file will be sent to you and your supervisor digitally and will serve to verify that you have met with your supervisor. The supervisor will digitally fill in this form during your meeting and submit it to Managbac.

Student’s Name:

Date/Time of Meeting:

Supervisor’s Signature:

Comments, Questions or Concerns:

ASSIGNMENT 5: EXTENDED ESSAY OUTLINE

Due Date: Working Outline created during Junior Year Enrichment class

Senior Year Updated & Revised Outline due in August to Advisor—S. Walker-Price and student’s personal Supervisor

Juniors in order to ensure that your extended essay is written in an organized, logical, structured, and systematic manner, you are required to complete an outline for your extended essay. By this time, you have had sufficient time to develop your research question and should have found and started reading your sources. Follow the directions below carefully when you complete the assignment.

a. Seniors bring your updated outline to IB English September.

b. You also need to provide supervisor with a copy of the updated outline and schedule a meeting for your supervisor to be review and approve any changes made.

The outline must be divided into sections. It should be 3-4 pages typed, single-spaced. For each section you must incorporate answering the following questions into your outline. Use proper outline notation.

Use the suggestions modeled below to get you started.

I. Introduction

· What is your research question?

· Why is the research question significant and worthy of study?

· What is your thesis?

· What is your game plan for the rest of the essay?

II. Body

1st Paragraph One: ______

o Argument: / Main Idea ______

o Supporting Research and Source: ______

o Commentary ______

Follow same format for remaining body paragraphs

Ideas to consider

· What background information is needed in order to understand your research question and thesis?

· What are the distinct elements of your thesis? How can the thesis be divided and broken down into parts?

· What are the central arguments you will make to defend your thesis?

· What are the topical subsections of your body? Outline each subsection of the body.

· How does each subsection build upon the previous subsection and lead up to the next? How does each subsection contribute to the defense of your thesis?

· What evidence will you present to support your arguments and thesis?

· What are the key sources? How will you integrate the evaluation of your sources into the body?

· How will you integrate critical analysis into your body?

II. Conclusion

Ideas to consider

· How have you sufficiently answered the research question and defended your thesis?

· What are the major strengths of your thesis and your analysis and defense of it in your essay?

· What could you have done better in this essay? Evaluate your work critically.

· What are the new questions and unresolved questions which have arisen from your research and analysis?

IV. Bibliography --- Format style determined by student and supervisor

http://www.wisc.edu/writing/Handbook/DocMLA.html

http://library.duke.edu/research/citing/endnote

https://www.zotero.org/

Also, citation machine site and word has tools to help with correct formatting.

EXTENDED ESSAY OUTLINE: RUBRIC

Supervisors will use the following rubric when assessing the students’ outlines. This sheet will be completed and emailed to S. Walker-Price and the student.

Outline Section Comments Score

A. Introduction – Includes research question & thesis. Includes discussion of why topic is important for study & personally significant. Includes a game plan for rest of essay. / /30
B. Body – Includes the central arguments that will be used to defend thesis. Includes the various subsections and how each will help to defend thesis. Includes evidence that will be used support thesis. Includes analysis of evidence. / /30
C. Conclusion – Includes discussion of defense of thesis. Includes an evaluation of the work. Includes new or unresolved questions which arise from research. (Since it is early in the essay process, the conclusion may not be thoroughly developed.) / /10
D. Bibliography – Includes at least 5 scholarly sources. Format is correct and appropriate to subject of essay. (Literature essays may have fewer than 5 sources.) / /10
E. Overall Assessment – Fulfills length requirement of around 2500 words. Shows an appropriate level of analysis and critical thinking about topic. Shows an appropriate level of work and effort on the assignment. / /20

TOTAL: /100

ASSIGNMENT 6: SUPERVISOR MEETING

Meet with your supervisor before September Seniors ONLY

Purpose: Discussion of student’s outline questions or concerns and written portions finished after junior year.

Student’s Name:

Date/Time of Meeting:

Supervisor’s Signature:

Comments, Questions and Concerns:

ASSIGNMENT 7: FIRST 2000 Words

Due Date: October (1st week) Seniors 2017

Your draft should be substantial and should include all the main parts of the paper abstract, introduction, body--the conclusion is not required at this time:

1) ABSTRACT

Must show extensive research and work including:

a) Research question

b) Thesis

c) Significance of research

2) INTRODUCTION

3) BODY

Must link to your thesis and refer to cited sources throughout the body (will have multiple sections)

4) CONCLUSION—NOT REQUIRED (OPTIONAL)

The supervisor will use the rubric below to evaluate student’s drafts.

The information provided on the preceding pages was copied from the I.B.O.’s own guide (with some minor changes): International Baccalaureate Organization. Diploma Programme Extended Essay Guide. Cardiff: Peterson House, 2013.

Assessment Criteria

A: Research Question (Objectives 1 and 2)

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.

B: Introduction (Objectives 1 and 5)

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.

C: Investigation (Objectives 1 and 3)

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.

D: Knowledge and Understanding of the Topic Studied (Objectives 3 and 7)

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.

E: Reasoned Argument (Objectives 1 and 4)

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 be awarded for this criterion is 2.

F: Application of Analytical and Evaluative Skills Appropriate to the Subject (Objective 7)

G: Use of Language Appropriate to the Subject (Objective 6)

H: Conclusion (Objectives 1, 4 and 5)

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.

I: Formal Presentation (Objective 5)

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, bibliography) and appendices (if used).

J: Abstract (Objective 5)

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 Judgment (Objective 1)

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.

ASSIGNMENT 8: SUPERVISOR MEETING

Meet with your supervisor November 2017 Seniors

Purpose: Get feedback from supervisor on first draft, discuss the remaining sections to be completed and determine format student will use as a plagiarism checker