Embedded Files
Step 6 Checklist
Step 6 Checklist
Majority of research should be completed
Research is tied together with analysis in meaningful methods (using analytical tools suggested by your subject area)
Conducted a self-assessment of your Extended Essay (see link below)
Contact your supervisor to get any support, follow up, or to give an update
WRITE YOUR DRAFT & CITE AS YOU WRITE!
Step 6 Deadlines
Step 6 Deadlines
August 2026: EE Writing Camp
October 22, 2026: First Draft DUE! Upload to Managebac
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.
(“Support Materials for Students”)
How to Write Critically
How to Write Critically
Descriptive Writing
Descriptive Writing
States what happened
Sates what something is like
Gives the story so far
States the order in which thing is happened
Says how to do something
Explains what a theory says
Explains how something works
Notes the method used
Says when something occured
Sates options
Lists details
States links between items
Gives information
Critical Writing
Critical Writing
Identifies the significance
Evaluates (judges the value of) strengths and weaknesses
Weighs one piece of information against another
Makes reasoned judgements
Argues a case according to evidence
Shows why something is relevant or suitable
Indicates whether something is appropriate or suitable
Identifies why the timing is important
Weighs up the importance of component parts
Gives reason for the selection of each option
Evaluates the relative significance of details
Structures information in order (eg. of importance)
Shows the relevance of links between pieces of information
Draws conclusions
(“Succeeding in Postgraduate Study”)Examples of Descriptive vs. Analytical Writing
Examples of Descriptive vs. Analytical Writing
Descriptive: “Yesterday, the president unexpectedly fired the minister of finance.”
Analytical: “The president’s unexpected firing of the well-respected finance minister had an immediate negative impact on investor confidence. This led to a sharp decrease in the value of the local currency, especially against the US dollar. This devaluation means that all dollar-based imports are now expected to rise in cost, thereby raising the cost of living for citizens, and reducing disposable income" (Jansen).
Background / Literature Review
Background / Literature Review
What is a literature Review?
What is a literature Review?
A literature review is an analysis of relevant literature that applies to your Research Question (RQ), topic, and focus of study. "It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic" (McCombes, “How to Write a Literature Review”).
A literature is best situated as part of the introduction. If necessary, it can be its own section but it fits well as "background information" regarding your topic in the intro.
Why should I include it?
Why should I include it?
Helps set the context and the argument of the topic/RQ
Sets an academic context for the topic
Ensure the review is analytical and not just describing work others have done
Shows that you have critically evaluated previous research
Situates your essay within the academic field.
Should include relevant theory as well as secondary data related to the topic and hand
clark_et_al_1e_A_Bad_Example_of_a_Literature_Review (1).docxBad Lit Review Example
(Oxford Learning Link)clark_et_al_1e_A_Best_Example_of_a_Literature_Review.docxExcellent Lit Review Example
(Oxford Learning Link)FAQ: Word Count
FAQ: Word Count
The upper limit is 4,000 words for all Extended Essays
The upper limit is 4,000 words for all Extended Essays
Note: Examiners are instructed no to read or assess any material in excess of the word limit.
Guidance on what content should be included in the word count:
Included in Word count
Included in Word count
The introduction
The main body
The conclusion
Quotations
Footnotes and/or endnotes that are not references
Not included in word count
Not included in word count
Table of Contents
Maps, charts, diagrams, annotated illustrations
Tables
Equations, formulas, and calcuations
Citations/refernecs (whether parenthetical, numbered, footnotes, or endnotes)
The bibliography
Headers
Reducing the word count
Reducing the word count
Do all the points you make address the research question? If they add nothing to your investigation, these should probably be the first content to cut.
Can you shorten some of the evidence you use to support the points you make? Can you omit some words from your quotations and still support the point? (If so, show that you have omitted words by using an ellipsis (...)—three dots to replace the
words omitted.)Instead of shortening long quotations, can you summarize them by paraphrasing?'
Does some of the evidence you have used echo something said earlier? Perhaps replace it, e.g. “Park (2020) came to similar conclusions” or “Lee (2019) and Park (2020) both suggest that ...”. This may work especially well in your review of the literature.
Are your explanations of evidence you have used too long? Can you shorten these?
Will your conclusions still be valid if you omit some points altogether? Perhaps leave out some of the less important points you have made.
Strategies such as shortening sentences (omit conjunctions), omitting adjectives and adverbs, and using active rather than passive voice can be useful, but tend not to reduce the word count by large amounts.
It may be that your topic is too wide and your research question too broad, and you need a major rethink (“Support Materials for Students”).
Raising the word count
Raising the word count
Have you offered sufficient evidence to support the points you are making? Can you find more (and possibly better) quotations to support your points?
Have you explained how each of your points address the research question?
Can you add further relevant material to your review of the literature?
Is there more counterevidence you might use, other people’s findings and opinions? Can you rebut the counterevidence, and show why you believe it is not valid?
It may be that your topic is too narrow and your research question too fine, in which case you may need a major rethink (“Support Materials for Students”).
Works Cited
“Bad, Better, Best Examples of Literature Review - How to Do Your Social Research Project or Dissertation Resources - Learning Link.” Oxford Learning Link , Oxford University Press, learninglink.oup.com/access/content/brymansrp1e-student-resources/brymansrp1e-bad-better-best-examples-of-literature-review. Accessed 16 Sept. 2025.
“Dissertation Help Services.” Help with Dissertation , 9 May 2023, www.helpwithdissertation.co.uk/blog/ descriptive-vs- analytical-writing/. Accessed 16 Sept. 2025.
Jansen, Derek. “Analytical Writing vs Descriptive Writing (with Examples).” Grad Coach, 15 Apr. 2017, gradcoach.com/analytical-vs-descriptive-writing/. Accessed 16 Sept. 2025.
McCombes, Shauna. “How to Write a Literature Review.” Scribbr, Scribbr, 2 Jan. 2023, www.scribbr.com/methodology/literature-review/. Accessed 16 Sept. 2025.
“Succeeding in Postgraduate Study.” The Open University, Open Learn, www.open.edu/openlearn/mod/oucontent /view.php?id=51388§ion=4. Accessed 16 Sept. 2025.
“Support Materials for Students.” Ibo.org, 25 Mar. 2025, resources.ibo.org/dp/subject/Extended-essay-2027/works/dp_11162-433686?lang=en&root=1.6.2.6.9. Accessed 22 Sept. 2025.
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