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Step 5 Checklist
Step 5 Checklist
Attend the Outlining Workshop in IB Core with EE Coordinator
Have at least two check-ins with your supervisor
Choose one of the outline template below
Read over notes and research
Begin to plan out how you will address your research question
Complete outline
Write out a working thesis statement
Write introduction paragraph by deadline
Step 5 Deadlines
Step 5 Deadlines
May 13-19, 2026: Attend Outline Workshop in IB Core
June 12, 2026: Outline, Thesis and Intro submitted to Supervisor
Add a document to the shared drive called "EE Draft" and write your introdoction paragraph there.
3 BIG Tips to remember when writing your Outline:
3 BIG Tips to remember when writing your Outline:
As you are researching, outlining, and writing your draft you should be continuously asking yourself: “Does it contribute directly to my answer to my Research Question, i.e., my thesis?”
Write your RQ and/or Thesis on a post-it note and put it on your computer screen to help remind you to check-in.
Be Specific
The more specific and thorough you are, the better off you’ll be post-outline.
Including the specific, cited evidence you plan to use is crucial
It’s easy to say “I’ll find this later” for this, but it should be the other way around: your evidence informs your analysis.
Use the EE Rubric and Assessment Criteria
It tells you exactly what is expected of you
Use your rubric as a checklist
Re-read the Subject Guide and Subject Reports.
Pay attention to what they note about the highest-marking EEs and strive for that.
Outline Template 2: Extended Essay OutlineWhat does an EE outline look like?
What does an EE outline look like?
Please also speak to your supervisor for subject specific guidance.
Please also speak to your supervisor for subject specific guidance.
Having an outline will help you logically organize your thoughts and research.
The Introduction Section: 3-5 bullet points including:
Hook or interest builder
Required to have your RQ
Focus or ‘Why this Topic’
The Literature Review Section: 3-5 bullet points including:
Treatment of topic
Annotations of the most important pieces of research
Methods section
The Body Section: 6-10 bullet points including:
Subject terminology (from the IB Course)
Research findings
Connections between research findings and IB Subject matter
Discussion of applied analysis
Evaluation of findings
Limitations to your findings
The Conclusion Section: 3-5 bullet points including:
Further research needed
Recommendations
Outcomes - restatement or reflection on the initial RQ
PEELL
Source: IB EE Support MaterialPEELL
One of the tactics used by good or active readers is prediction of what the text they are about to read will say.
Active readers will use the title and (for the extended essay) the research question to think about what they are about to read and what it may be likely to say.
A good table of contents will give clues about the direction of the essay (as would the abstract in an academic article).
Active readers will glance through this and then the essay itself, noting section and subsection headings, captions of illustrations and graphics. They might also skim through the introduction and the conclusion.
These features of the essay all act as signposts.
Active readers use them to make predictions about the text and to awaken their prior knowledge of the topic.
This helps their understanding of what they are about to read more closely and, in the case of extended essay assessors, what they are about to mark.
In summary, the more you help your reader and the more signposts you provide, the more you help yourself.
In summary, the more you help your reader and the more signposts you provide, the more you help yourself.
Use PEELL or a similar technique to structure the points you make throughout your essay, as follows.
P—State the Point you are making.
P—State the Point you are making.
E—Provide Evidence (e.g. a quotation, paraphrase or summary, data, other information) to support the point.
E—Provide Evidence (e.g. a quotation, paraphrase or summary, data, other information) to support the point.
E—Explain how the evidence supports the point.
E—Explain how the evidence supports the point.
L—Link the point to your research question.
L—Link the point to your research question.
L—Link a point to the next point in your argument; alternatively, start the next point with a link to the previous point.
L—Link a point to the next point in your argument; alternatively, start the next point with a link to the previous point.
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