Ib extended-essay incl viva-voce and reflections on planning and progress sept 2016

The IB Extended Essay
The Library, St. Andrew's College
DRAMARAMA?

No, It’s Not Rocket Science!!
Planning and research makes the process a lot easier

What’s The Point Of The Seminar?
Help you understand the EE process
Point out some common mistakes
Allow you to raise your concerns
Answer your questions – at the end of the
seminar

What is the IB EE?
FORMAL, ACADEMIC ESSAY of c. 4,000 words in which something
is INVESTIGATED or explored. It is accompanied by a reflection form
of no more than 500 words. It takes c. 40 hours work
There is a CONCLUSION
Sources are documented (BIBLIOGRAPHY)
The whole process is PRESENTED (essay)
To gain the IB Diploma you must complete and pass the IB EE
Select an area of research from a DP subject

Benefits of the EE
Independent thinking and working; self-management skills
Learn research skills
Introduction to academic work – analysis and argument
Develop critical thinking skills
Develop essay writing skills
Learn to handle a major assignment
Work on an area you might study at university
Learn to work with a Supervisor – at university you will work
with a Tutor

Responsibilities of the Student
Observe the regulations. Read the ASSESSMENT CRITERIA,
Subject specific guidelines and IB’s ethical guidelines and policies
Find a Supervisor and liaise regularly with him/her!!! – be proactive
Choose a subject and then a topic that interests you
Think carefully about the Research Question (RQ)
Develop a Researcher’s reflection space (RRS). Attend reflection
sessions
Plan how and where you will find information for your essay
BIG HINT – Go to the LIBRARY!!
Acknowledge all sources of information
Meet deadlines

IB EE Policies
ALL students must be aware of and have read the relevant
policies related to ethical guidelines for carrying out research
and those relating to academic honesty
Sciences – animal experimentation policy
Psychology – ethical guidelines for undertaking research
Source: Extended Essay Guide For first teaching 2016 p38
Academic Honesty and Ethical Use of Information guidelines
are on the Library Blog – librarysac.wordpress.com

The Supervisor
Student-Supervisor relationship is very important in the EE process. Spends
3-5 hours with each student. This includes the reflection sessions
Helps you plan and undertake your research. It’s an active two-way process
You will have 3 mandatory reflection sessions with your Supervisor
Completion of the Reflections on Planning and Progress Form
Supervisors must sign and date each reflection
Repeated editing/re-drafting by Supervisor is NOT allowed. Supervisor reads
and comments on one draft only of the EE. This should take place after the
interim reflection session, but before the Viva Voce
If academic misconduct is suspected, Supervisors must report this

Responsibilities of the Supervisor
• The supervisor is required to make a judgment
about whether or not to allow you to proceed
with the RQ based on whether it meets
appropriate legal and ethical standards …
• … for a variety of reasons … the supervisor may
advise against pursuing the proposed RQ. In
such cases you should follow this advice…

Role of the Librarian
• Support you in the development of information
literacy and research skills
• Help you select and evaluate information
resources in multiple formats (print/online)
• Help you evaluate sources –
authenticity, validity and reliability
• Teach you about the ethical
use of information / plagiarism
• Can be a Supervisor

Role of the Librarian
• Available every Wednesday afternoon in
the Library from 2pm-6pm to help you with
your EE research on a one-on-one basis
• Make an appointment!!

General Requirements
All student must:
•Provide a logical & coherent rationale for your choice of
topic
•Review what has already been written on the topic
•Formulate a clear RQ
•Describe the methods used to investigate the RQ
•Generate reasoned interpretations and conclusions based
on reading in order to answer the RQ
‘Double-dipping’ is NOT allowed
The Library, St. Andrew's CollegeSource|: Extended Essay Guide
p113-4

Reflection in the EE

Reflection
“Emphasis is placed on engagement and reflection
on the research process, highlighting the journey the
student has made on an intellectual and personal
level and how it has changed them as a learner
and affected the final essay”.
(Miss Ryan’s emphasis)
Source:
Extended Essay Guide For first teaching 2016 p37

Reflections On Planning & Progress
MANDATORY THAT ALL STUDENTS UNDERTAKE 3 REFLECTION SESSIONS
WITH THEIR SUPERVISOR
Assessed under Criterion E (Engagement) using the RPP form
Written during the course and completion of the EE
Reflect on your planning and progress (including ‘hiccups’ along the way)
Reflect on your discussions with your supervisor
1st
session– focuses on initial ideas and how you plan to do your research
2nd
session – when a significant amount of research has been completed
3rd
session – Viva Voce when you have completed and handed in the EE
Each session lasts for 20-30 minutes

RRS 1st
Session
Include the following in your first RRS:
1.topic exploration
2.possible sources of information
3.research methods
4.potential RQs
At your first reflection session use the notes you
created on the above as the basis for your
discussion with your Supervisor
It shows the initial progress you are making in you EE

RRS 2nd
Session
Demonstrate to your Supervisor progress made:
-development of your thinking
-development of your argument
-raise any questions you have
At this stage your RRS may include:
-reactions to readings
-progress in the timeline for completion of the EE
-possible outline of arguments
-setbacks
-strategies to overcome these

RRS 3rd
Session & Viva Voce

What Does The Interview Involve?
Short interview between Student and Supervisor lasting 10-15 minutes
Takes place at the completion of the IB EE process
It’s a discussion which examines the successes/difficulties in the IB EE process
- Show what you have learned about your topic
- Be able to discuss the research process you followed
- How has this affected your own learning?
- What new questions have you uncovered?
“Most importantly, during the VV the RRS may help to highlight the
personal significance of the work to the student and ultimately
contribute to the supervisor’s report” (p57)

Possible Viva Voce Questions
What have you learned from your IB EE?
Why did you choose this subject?
What were the objectives of the project? Were they achieved?
How did you go about doing your research?
What did not work/ you found difficult to accomplish?
If you were to start again, is there anything you would like to change?
What were the best features of your project?
What further research would you liked to have conducted, and why?

MANDATORY REQUIRMENT FROM MAY 2018
Source: www.ibo.org

RPP – Role of the Student
Develop a Researcher’s reflection space that will facilitate planning
and preparation for reflection sessions
Record reflections on what you are reading, writing and thinking
Helps you develop critical and evaluative thinking skills
Tracks the evolution of thought as it relates to the development of an
Argument
Insights/information recorded in the RRS are expected to form the basis
for and find direct expression in the EE, reflection sessions and RRS forms.*
*Source: Extended Essay Guide Feb 2016 pp56-57

Researchers Reflection Space - RRS
In discussions with supervisors students will be able to:
demonstrate planning
discuss what they are learning
evaluate their progress
Student reflection in the EE is critical
How have you changed as a learner?
How has the IB EE process affected the completion of your EE?
Students may also have occasional ‘check-in sessions’ with their
supervisors. These usually last 10 minutes.
You can use different techniques to reflect – written, images, blogs,
mind maps

RPP Form - Comment Section
Following each session students are required to complete the
relevant comment section on the form and submit it to their
Supervisor
The Supervisor must sign and date the form and after the final
Reflection session add their own comment
The form will be submitted to the IB along with your EE
NB – ensure you have a photocopy of ‘Preparation for the …. Reflection
Session’ from the Extended Essay Guide For first teaching 2016

Supervisor’s Report
In assessing Criterion K (holistic judgment) examiners
will take into account any information given in the report
about intellectual initiative, insight or persistence in the
face of difficulties

Check In Sessions
• You are encouraged to meet your supervisor in addition to
the formal reflection sessions
• ‘Check-Ins’ are occasional 10 minute sessions to discuss
a deadline, a comment made by your Supervisor or
access to resources
• They do not form part of the formal reflection process and
do not need to be reported on the RPP form

The Extended Essay

NB!!!! - From November 2016
Schools will be required to upload all IB EEs
Candidate name and school name should NOT appear on any of the
pages of the EE including the title page
Title Page – title of EE, the RQ, subject, word count only
The Title of your IB EE should NOT be phrased as a RQ
Formatting – font size 12, double spaced, numbered pages
Saved as - .doc .docx .pdf .rtf
File size – no more than 10MB
Diagrams, maps and tables – digitally produced where possible
Source: IBO Coordinator’s Notes Sept 2015; IB EE Guide Feb 2016

NOT To Be Included
An abstract
Candidate details, session number, school and supervisor’s name
Audio-visual material (video recordings and sound clips). Images
and screen shots can be included

Personal Exploration of the Topic

Topic Areas
All EEs must be selected from the list of available IB subjects
Look at the IB Handbook
Familiarise yourself with the specific requirements for your topic
NB Students who do not study a particular subject (eg History) are
STRONGLY ADVISED NOT to do their EE in that subject (eg History)

Formulate A Research Question
“ALL students, regardless of the subject chosen, must frame their
research question as a question. A hypothesis or statement of
intent is not acceptable”. (p78)

The RQ
Start formulating your research question (RQ) by following your own
interests. What’s your favourite subject ?
Remember, you will spend a lot of time researching and writing your EE. If it
does not interest you now, it will certainly become very difficult to write about
it later on!!
What is it you would like to know about your topic area or what issue or
question would you like to answer through your research?
Choose an area that is capable of research. For example, there is a lot of
information available on World War One. However, even the historian Alison
Weir found it difficult to find information for her biography of Katherine
Swynford, Duchess of Lancaster.
Avoid areas that are ‘over done’ eg WWII or unsuitable eg serial killers

The RQ
Avoid “trivial” or “superficial” EEs – IBO recommendation
Finalise the RQ only after thorough consultation with your supervisor
Source: O’Farrell, F. Extended Essay. IB Prepared. IBO. 2010 p14, 18
One further piece of advice – the more background you have in
a subject the better chance you have of writing a good EE
“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”
IBO Handbook

The RQ (3)
Ask yourself what sort of information will I need to answer my RQ and is
this information easily available in the library?
The RQ should be short and clear. It should be jargon free.
These very simple ‘power questions’ are very effective
Who – who did it?
What – what was noteworthy about it? What’s its relevance/importance?
Where – where did it happen? Could it have happened elsewhere?
Why – why did it happen or why did s/he do it?
When – when did it happen? Why didn’t it happen earlier? What factors
prevented it?

The RQ – Things To Avoid
Examiners’ reports mention these should be avoided at all costs.
Students should not work with a research question that is too broad
or too vague, too narrow, too difficult or inappropriate.
For example ‘Does Globalisation affect Turkey?’
Limit your variables.
“Was the decline of population growth in Brazil the result of
government policies?”
is much easier RQ to understand and for you to answer than
“Was the decline in population growth in Brazil related more to sex
education, the distribution of birth control, or resource depletion?”

The RQ (4)
The research question does not need to be ‘set in stone’ from the start.
As you read and reflect you will refine your RQ. This is normal.
Ask Miss Ryan for her handout ‘4 characteristics of a good research question’

Formulating a Good RQ
Move from a GENERAL (Broad) Topic to the SPECIFIC (Focused) RQ
Topic – English Topic A Comments
Religion in Literature Waaay too broad!!!
Religion in 19th
Century Literature Still too broad
Religion in the works of the Brontes Better. Moving in the right direction
Religion in the works of
Charlotte Bronte
She wrote a lot!
Charlotte Bronte’s views on
Religion in Villette and Jane
Eyre
Almost there
In what way does CB reveal her
attitudes to religion in Villette and
Jane Eyre?
Use
limiting
factors eg
dates,
personalities
themes
Source: IBO

‘Exploding’ Your RQ
Univ Southampton Video

Thesis Statement
A thesis statement in the Introduction to your EE declares what you
intend to prove with your research
A good thesis statement will:-
Propose an arguable point; it takes a stand
Is specific and focused
Provides the examiner with a map to guide him/her through your work
Anticipates and refutes counterarguments

Thesis Statement (2)
This essay aims at evaluating why and how the
labelling of the 1932-33 Ukrainian famine as genocide
has been used for political ends *
* Source: 50 Excellent Extended Essays ‘How Has Genocide As It Pertains to the 1932-33 Ukrainian
famine been Used as a political tool? – Miss Ryan’s emphasis
A good thesis statement will help you focus your
search for information

“Questions & Hypotheses”
Geography Students
Hypothesis = Thesis Statement
For practical help look at David Holmes’ article in
Geography Review Vol. 23 No. 4 April 2010 pp31-33
Focuses on the scientific method and models and using hypotheses

Research
50 IB EEs that have Excellent history essays written by
scored an A grade students. Check out introductions,
in 17 topic areas conclusions and bibliographies
Many of you have not written an academic essay before so have a look at these

Sources of Information
Library Catalogue – Oliver
Books and ebooks – Project Gutenberg out of copyright = out of date????
Newspapers (eg The Irish Times, a newspaper of record) Archive is available online
Magazines/Journals - find a specialist journal in your subject area. Check out
what’s available in the library
Encyclopedia (eg Britannica.) Available here and at home via SCOILNET
Internet (use a good search engine) Be wary of Wikipedia. Try Google Scholar.
Learn to search it using this NCSU Libraries tutorial
https://www.lib.ncsu.edu/tutorials/gsintro/
There should not be an over-reliance on web-based sources.
You are responsible for ensuring information found on the internet is reliable and
accurate
To Research is to INVESTIGATE FULLY using a WIDE VARIETY of resources
What data might you need to answer your RQ?

Sources of Information (2)
Databases (EBSCO) Ask Miss Ryan for a demonstration
Previous IB EEs - filed chronologically in the IB Section of the Library
Open access resources – DOAJ (Directory of Open Access Journals) and
PLOS ONE.
Statistics - Almanacs (eg WA+BoF), ESRI, Census,
government departments, UN, OECD, IMF, World Bank.
Societies, groups, companies, organizations active in your subject area
Your local public library eg Dun Laoghaire ww.dlrcoco.ie/library
University or College Library – apply for a reader’s ticket

Primary & Secondary Sources
Primary sources – diaries, government documents, legal transcripts,
Eyewitness accounts and oral histories.
They are resources created at the time concerned
Secondary sources – interpret primary sources. They are not based
on personal involvement in the event. Usually they are books and
articles which interpret the events you are researching.
Bear in mind that certain EEs have a minimum expectation when it
comes to primary and secondary sourcing, while others may disallow
the use of one type eg primary research in psychology. Ask Miss Ryan
for guidance

Books
You can use physical or digital copy of a book
What is important to examiners is the quality of the book itself – beware of
amateurs and hobbyists
Be aware that all printed works are not of the same quality which can
lead to missed marks for Criterion A: Focus and Method and
Criterion C: Critical Thinking
Miss Ryan’s guidance on how to evaluate print sources of information
can be found on the Library Blog – https://librarysac.wordpress.com

EBSCO Database
User name and password on Library bulletin board
search.ebscohost.com

EBSCO Database
EBSCO - internet based databases accessible at school and at home.
Advanced Placement Source
History Reference Center - full text of more than 120 history journals,
plus documents, biographies, photos and maps, and 80 hours of
historical video.
Literary Reference Center - contains information from over 1,000
books, literary encyclopedias and reference works and hundreds of
literary journals. It contains detailed information on the most studied
authors and their works.
Science Reference Center - contains full text for nearly 640 science
encyclopedias, reference books, periodicals, etc. Topics covered
include: biology, chemistry, earth & space science, environmental
science, health & medicine, history of science, life science, physics,
science & society, science as inquiry, scientists, technology and wildlife.
ASK MISS RYAN FOR A TUTORIAL

Other Databases
Int. System for Agricultural Science & Technology (AGRIS)
http://agris.fao.org/agris-search/index.do
environment, geography, natural sciences
The arXiv
http://arxiv.org
physics, computer science, maths, finance and biology
EconBiz
www.econbix.de
economics related publications
ERIC Institute of Education Sciences
http://eric.ed.gov/
education, human and natural sciences, arts

Other Databases
JURN
http://www.jurn.org
free scholarly articles
US National Archives
www.archives.gov
primary and secondary sources – other national archives???
National Bureau of Economic Research
www.nbec.org
economics-related publications
POPLINE
www.popline.org
health, culture, society

Other Databases
PubMed Central
www.ncbi.nim.nih.gov/pmc
natural sciences

Keywords and Synonyms
There’s a great video from the University of Southampton
Identifying Your Keywords, Synonyms and Search Strategies
It can be found on the Library blog (on FROG)
Have a look at http://anglia.libguides.com/keywords

Research Types
Quantitative – any research where the subject being
studied is captured via measurement and expressed
in numbers that cCan be analysed; opposite of
qualitative research; econometric research on the
international oil trade is an example
Qualitative – any research whose results are captured
in words, images, or non-numeric symbols, for instance,
research on dreams
Source: George. Elements of Library Research

Research Methodologies
Interviews
Do your homework—know why you want to contact this specific person
before contacting them
Contact the individual first to let them know you are interested in
interviewing them and why. Letters or emails are all acceptable way
of initiating contact. You may not get a response to your first query
Learn all you can about this person and her/his field before the interview –
you want to be sure to ask intelligent questions
Set an appointment which meets their schedule. Remember they are
obliging you by sharing their time and knowledge

Interviews
Send them a prepared list of questions beforehand to give them time to
consider their replies — but feel free to ask follow up questions
Take careful notes — if you want to record the interview, you must ask
permission first
Ask questions that require more than a “Yes” or “No” response
Ask the who, what (and what was significant about it), where, when, why
(and why not) and how questions
Thank them for their time and send them a thank you note. Let them know
the results of your research
Source:http://library.devry.edu/pdfs/Information_Literacy_Module_2.pdf

Questionnaires
A questionnaire is a series of questions the purpose of gathering
information from respondents.
Although they are often designed for the statistical analysis of the responses,
this is not always the case.
Great care must be given to the design of the questionnaire and the
selection of respondents – beware of bias. Discuss it with your Supervisor.
Decide whether you’ll use a closed or open-ended questionnaire
Remember, having standardized answers may frustrate users.
Great resource – www. surveymonkey.com. Free account gives you
the ability to ask 10 questions.
Other sources – Zoomerang or SurveyGizmo

Experiments
You must adhere to IB ethical guidelines and IB Animal
Experimentation Policy
You are NOT allowed to conduct experiments as part of a
Psychology EE
Useful for Group 4 EEs as well as Economics and Geography
Carefully consider your hypothesis, the equipment required
to carry out your experiment and laboratory availability
What safety equipment is required?
How will you isolate your dependent and independent variables?
Have you considered researcher bias?

Literature Review
Read as much as you can about your topic. Time spent on a literature
review early on in the research process will guide and improve your work
Compile your Bibliography as you read
Record your responses to what you read in your RRS
If using the internet, use specialised academic research engines such as
Google Scholar
An online tutorial from NCSU on what is a
literature review, its purpose and what to
expect when writing one can be found at
https://www.lib.ncsu.edu/tutorials/litreview/

Background Reading
Start the research process by reading a general
encyclopedia article on your subject area
Useful source – Encyclopedia Britannica
Available in school at www.sacdublin.com
Available at home via SCOILNET.IE

Your reading has a purpose!
Read purposefully - what answers do you want from your reading/research?
Make efficient use of your time – skim/scan. Where’s the main idea? What’s
really relevant to your research? Use the index. Be ruthless!!
However, technical and closely written text may require 2/3 readings
Evaluate and be critical of the arguments presented in the text
– what are they? List them. If you can’t read the source again
- are they consistent or contradictory?
- are they relevant (even if you don’t agree with them)?
- is there bias (political, religious, ideological)?
- are the underlying assumptions valid?
- are conclusions supported by evidence eg statistics

Academic Reading
The University of Southampton video entitled ‘Academic
Reading’ is well worth watching.
It can be accessed at
https://librarysac.wordpress.com/research/academic-reading/

Note-Taking
Organised note-taking is very important as the EE is written over
the course of a year or more
Refer to your Seminar Handout for an example of the following:
3 column note-taking structure
Mind maps
Progression charts

Communicate Your Ideas

Essay Writing Resources
International
Baccalaureate
Organisation
50 Excellent Extended Essays
808.84
McGinty, Sarah Myers The College Application Essay378.1616
50 Successful Harvard Application Essays378.1616
Storey, William Kelleher Writing History: A Guide For Students907.2
Johnson, Robert Studying History: A practical guide to successful essay-wri907.2
Corrigan, Timothy A Short Guide to Writing About Film808.066791
+ 50 More
Excellent
Extended
Essays

Essay Writing Resources
Abbott, Mary History Skills - a Student's Handbook907.127
Matheson, Ian Passing Higher History Skills for Success907.127
O'Neill, Declan
Essay Writing and
Unprescribed Prose
420
Berry, Ralph The Research Project 425
These and others are available in the Library
IB Prepared: Extended Essay

Essay Examples
http://bhs-ib-ee.wikispaces.com/Essay+Exemplars
Previous IB EE are in the Library
The IBO 50 Excellent Extended Essays (DVD)

IB Review
It is ESSENTIAL that you consult this magazine on a REGULAR
basis!!!
Students should read –
Top-level Skills
Robin Bunce
Modern History Review Vol. 17 No. 4
April 2015

Problem Areas – The Introduction
Sets the context of the essay. It gives the examiner an idea of …
1.What to expect in the essay
2.Focus of the essay
3.Scope of research – what theories or methods have been used
4.Indicates sources to be used
5.Give an insight into the argument

Problem Areas – The Introduction
There are 4 core things to explicitly mention in your Introduction:
1. RQ
2. context regarding your topic
3. why it’s worthy of investigation
4. methodological approach used/source material used to
arrive at your conclusion
Detailed background information is NOT required here
Indicate to the examiner what existing theories, critical approaches,
methods or factors will be used to answer your RQ
(Strand – methodology. See Assessment Criteria)
Writing the introduction often comes last

The RQ in the Introduction
I decided to examine the role of one of the most important documents
in the Affair, namely Zola’s open letter to the President of the Republic,
“J’Accuse”. This document exemplifies the power and persuasiveness
of the press and its ability to turn the tide of public opinion. Hence, the
research question emerges: What role did “J’Accuse” play in the
Dreyfus Affair and more specifically in Dreyfus’ acquittal?
Source: 50 Excellent Extended Essays

Problem Areas – The Essay
Investigation – range, imaginativeness and appropriateness of
resources, the planning and structuring of your research process
Knowledge & Understanding – what can be expected from a
High School student, must show the place of the topic in the subject
discipline, may need to comment on experts’ different opinions
Argument – there should be a logical flow of ideas
Analysis/Evaluation
You will be marked on each of these four criteria

Problem Areas – The Argument

Problem Areas – The Argument
MAJOR CRITICISM from the IB examiners
STUDENTS FAIL TO PUT FORWARD AN ARGUMENT IN THEIR EE
To earn good marks you MUST provide an argument relating to your
research topic – analyse and interpret your data
Are there theoretical frameworks/tools/techniques in your subject area that
you can use to analyse/interpret your research?
No contribution by the student – the EE is a compilation of information
from various sources

Your Purpose
“Remember your purpose is to convince the reader (Examiner)
that the conclusions you draw regarding the research question
are well founded and are supported by the evidence you have
gathered and presented. So clearly, research question, data,
evidence and/or information must be linked in a convincing way
to the conclusion”.
You must do the “linking” and not leave it up to the reader to
“see” the connections or relevance of what you have written”
Source: O’Farrell, Finbar. Extended Essay p59

Find The Argument!
Use your critical thinking skills to identify the argument.
Apply the skills you learned in TOK and your IAs
What is the author’s position: what does the text want
you to do, think, accept or believe?
Look for the reasons that are used to support conclusions
Are they valid, logical etc. ?

How Do I Go About Structuring My
Argument?
The basic structure of an argument goes something like this.
You take a position, have an opinion, consider something to be true/false.
Your present reasons, evidence or information to support your position
You draw a conclusion from the reasons, evidence or information
Source: O’Farrell, F. Extended Essay. IB Prepared. IBO 2010 p31

How To Structure My Argument
A successful approach would look like this:-
Tell the reader (examiner) what you intend to prove. Do this by presenting,
explaining and putting the RQ into context
Present and explain the evidence to support your case:
1. Quotations from a text
2. Opinions of other authors you have read
3. Historical documents/accounts of events
4. Data collected through experimentation/fieldwork
5. Results of surveys/questionnaires
Draw conclusions referring back to the evident you have presented
O’Farrell p31

State What You Intend to Prove
Taken from an essay on business ethics
“This essay will first describe what business ethics is and secondly,
will consider whether this concept really is important. It will argue
that business ethics is indeed a real and major issue in both the
study and practice of business.”
Source: Godfrey, J. How To Use Your Reading In Your Essays.
Palgrave Study Skills. Palgrave Macmillan. 2009

Show The Evidence Supporting
Your Argument
“Opponents of the concept of ethics in business include those who
claim that making a profit is the only responsibility a business has to
society (Friedman, 1970, cited in Fisher and Lovell, 2003). Others
such as Wolf (2008) share this view, and Prindl and Prodham (1994)
suggest that ‘Finance as practiced in the professions and in industry
is seen as a value-neutral positive discipline promoting efficiency……
Carr (1968) uses the analogy of a poker game to argue ….”.

Draw A Conclusion From The
Evidence
“It is of course true that most businesses cannot succeed without
being profitable. However, this does not necessarily exclude ethical
behaviour and although Carr’s view seems persuasive, there are two
strong opposing arguments which are even more so”.
The student has presented his argument using his sources!!

Word Count
The EE should NOT be over 4,000 words
as any writing over this limit will not be read
and could have a negative impact on all
assessment criteria!!!

Contribution by the Student
Show your awareness of DIFFERENT VIEWS and what they mean (TOK )
Have a look at contributions made by other students …
Research showed the true breakthrough for the Dreyfusards was …..
The Dreyfus Affair is still a relevant topic, easily connected and
applicable to recent events
In the time after independence Rwanda never managed to
transcend the colonial legacy. The author will therefore, argue
that the Rwandan genocide in 1994 to a great extent was a result
of the colonial legacy
Source: 50 Excellent Extended Essays

Problem Areas – Evaluation by the IBO
May 2003 Report:
“Many candidates tend to accept sources unquestioningly, not
least the internet ones. As usual, this was the weakest area in most
candidates’ essays ……….. There is little direct recognition of
different interpretations and/or commentary on historical sources,
whether in the body of the essay, information in footnotes or
annotated bibliographies.”
What does this mean???
Have a look at the Library Blog for guidance on how to evaluate
print and internet sources of information.
https://librarysac.wordpress.com

The Abstract
An Abstract is no longer required
“An abstract is not a formal requirement for an EE. While the EE models an academic
research paper, it does not mirror it. Writing an abstract is a skill that students can
develop at a later stage in their respective studies.”
https://ibpublishing.ibo.org/extendedessay/apps/dpapp/tsm.html?doc=d_0_eeyyy_gui_1602_1_e&part=2&chapter=2&query=abstract#N1_3_7_2_4_4_6_3_3_1

The ‘P’ Word – Academic Honesty
YOUare responsible for knowing about PLAGIARISM and
how to avoid it!!!
Read the relevant IB policies relating to ethical guidelines
Others’ work includes ideas, research, graphics, computer programmes
and music. It may consist of writing, charts, pictures, diagrams,
websites and includes sentences and phrases.
Sources include books magazines, newspapers, websites, plays,
films, photos, paintings and textbooks.
Have a look at the Library Blog on SACnet for guidance

Problem Areas - Bibliography
You must document ALL sources of information used to create
your EE
Pick one methodology and stick to it – Harvard, MLA etc
Bibliography creating tools are available on the internet
Palgrave Study Skills: Cite Them Right - loan copies and one reference
copy are available in the Library

Present Your Conclusions

Problem Areas – The Conclusion
Should clearly relate to the RQ
Should be consistent with the findings/evidence
NB - Should not simply be a restatement of the content
Ask yourself did you answer your RQ?
Did you get the results you expected? If not, why not?
Should not suddenly present material that is not in the body of the
essay
Have a look at the ‘50 Excellent Extended Essays’ DVD for guidance

Marking Your EE

Marking Your EE
Or how can I get a good grade???
Meet all the assessment criteria – assessment is criterion based!!!
Have a focused RQ
Answer the RQ
Use good quality sources of information
Evaluate, interpret and criticise
Argue!!!
Present your conclusion(s)
Make sure you have
read and understood
the assessment criteria
Ask your supervisor for
help if you don’t!!!

EE Assessment Criteria – 34 Points
Criterion A:
Focus &
Method
Criterion B:
Knowledge &
Understanding
Criterion C:
Critical
Thinking
Criterion D:
Presentation
Criterion E:
Engagement
• Topic
• RQ
• Methodology
• Context
• Subject
Specific
terminology
& concepts
• Research
• Analysis
• Discussion
and
Evaluation
• Structure
• Layout
• Process
• Research
Focus
Marks Marks Marks Marks Marks
6 6 12!!! 4 6
Easy 4 points
Make sure you get them!!
This is where you
Get an ‘A’ EE Guide p98
Strands

Ib extended-essay incl viva-voce and reflections on planning and progress sept 2016

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