"It sparked an ongoing passion for research.”
Whichever subject you undertake your EE in, there are specific requirements for the particular subject to ensure an appropriate essay for that discipline. Supervisors and Heads of Department will be able to provide further details, but the information below should help support you in outlining the nature of an EE within each particular subject.
"Working with a wonderful supervisor to learn about all the tools required for effective research.”
The topic must allow an approach that relates specifically to biology. Where a topic can be approached from different viewpoints, the treatment of the material must be clearly biological. For example, an EE in an interdisciplinary area such as biochemistry will, if registered under the subject of biology, be judged solely on its biological content.
Essays that deal with human diseases can often be dealt with from a number of perspectives, such as biological, medical, social or economic. Such essays should focus on biological aspects of the disease rather than on medical diagnosis and treatment.
Similarly, essays that deal with sports physiology and physical fitness must have a clear biological emphasis. They must explore the issues from a biological viewpoint and provide biological explanations for the results.
Topics contravening safety protocols or IB policies
Some topics may be inadmissible because their means of investigation are unethical. For example, investigations that:
are based on experiments likely to inflict pain on, or cause stress to, living organisms
are likely to have a harmful effect on health, eg culturing micro-organisms at or near body temperature (37°C)
involve access to, or publication of, confidential medical information.
In all cases where human subjects are used as the basis for an investigation, clear evidence of informed consent must be provided in accordance with the IB guidelines.
Some topics may be unsuitable because of safety issues. Adequate safety apparatus and qualified supervision is required for experiments involving dangerous substances such as:
toxic or dangerous chemicals
carcinogenic substances
radioactive materials.
Other topics may be unsuitable because the outcome is already well known and documented in standard textbooks.
Students should explain early in the essay how they arrived at their research question and narrowed it down, by briefly outlining aspects they are not considering in the essay.
Students should be encouraged to formulate one or more hypotheses based on the research question. A single well-formulated question may give rise to a small number of precise hypotheses.
Primary research
Essays in biology may be based on data collected by the student through:
experimentation
survey
microscopic observations
biological drawing
fieldwork
or some other appropriate biological approach.
Essays that involve practical work carried out in the laboratory, or fieldwork, should include a clear and concise description of the experimental procedure.
Students taking an experimental approach must also consult secondary sources.
Secondary research
Alternatively, students can base their essays on data or information obtained from literature. Ideally they can use the data and manipulate or analyse it in an original way. Essays that simply restate facts or data taken directly from the sources are of little value.
Whichever approach is chosen, the student must ensure that they have access to sufficient data or information to research the topic effectively.
Students should attempt to specify how the research approach and methodology were decided, and show any approaches that were considered and rejected.
The topic must allow an approach that specifically involves chemistry. Where a topic might be approached from different viewpoints, the treatment of the material must be from a chemistry perspective. For example, an EE in an option area of the IB syllabus such as biochemistry will, if registered as a chemistry EE, be judged on its content within the scope of the biochemistry option of the syllabus.
The scope of the topic and the research associated with it should enable all the criteria to be addressed. The research question must be sharply focused and able to be treated effectively within the word limit.
Suitability of topics
Broad or complex literature-based topics do not allow the student to discuss conflicting ideas and theories, nor to produce an in-depth personal analysis within the word limit. Students should therefore avoid these topics (eg investigations into health problems caused by water pollution, chemotherapy for cancer treatment or the use of spectroscopy in chemical analysis).
Some topics may be unsuitable for investigation because of safety issues. Experiments involving toxic or dangerous chemicals, carcinogenic substances or radioactive materials should be avoided unless adequate safety apparatus and qualified supervision are available and evaluation of the level of risk has been positively determined. Teachers are responsible for following national or local guidelines, which may differ from country to country.
Other topics may be unsuitable because the outcome is already well known and documented in standard textbooks.
However, some care does need to be exercised in deciding whether a topic is suitable or not; for example, previously, the study of the allotropes of carbon might have been thought to be trivial, but this would not be the case today.
An EE in chemistry may be based on:
literature
theoretical models
experimental data.
Whichever approach is chosen, the student must ensure that they have access to sufficient data to research the topic effectively.
Students who choose to write a literature- or survey-based essay should ensure that it clearly shows its chemical basis. Essays written at the level of a newspaper or news magazine article are unlikely to achieve a high mark.
Since chemistry is an experimental science, students are strongly encouraged to undertake experimental work as part of their research, although this is not compulsory.
In order to place their research into the appropriate context, students should research the area of the investigation before commencing any experimental work. Where possible, they should consult original research using:
scientific journals
personal communications
online sources
textbooks.
The internet should never be the sole source of information.
All essays involving experimental work undertaken by the student should include a clear and concise description of the experimental work. Students should indicate clearly whether they have personally designed the experiment or used an existing method. If they use an existing method, they must give its source and state how they have adapted and improved upon it.
Use of secondary data
Students can also use data collected elsewhere. For example, for a research question that requires calculation of enthalpy changes in reactions, students can obtain average bond enthalpies from databases and manipulate these in order to answer the question.
However, to achieve high marks, students must devise their own method to analyse the secondary data in a way that leads to a specific answer to their research question.
In any chemistry EE, students must demonstrate that they understand the theory underlying any experimental work and state any assumptions made.
They should show an understanding of the results obtained and be able to interpret them with reference to the research question posed.
They should be critical of inadequate experimental design, the limitations of the experimental method and any systematic errors.
Students should be encouraged to consider unresolved questions in their research, and to suggest new questions and areas for further investigation. Throughout the essay, students should emphasize clearly their own personal contribution.
There are three categories of essay for English:
Studies of one or more literary works originally written in the language in which the essay is presented.
Studies of a literary work or works originally written in the language of the essay compared with one or more literary works originally written in another language. (The work originally written in another language may be studied in translation.)
Studies in language based on one or more texts originally produced in the language in which the essay is presented. Texts can be compared with a translated text originally written in another language.
An EE in categories 1 and 2 gives students an opportunity to:
study in depth a literary topic
engage in independent literary criticism
engage with established critical comment
develop the ability to put forward their views persuasively and in a well-structured manner, using a register appropriate to the study of literature.
Students must situate their analysis of their chosen text(s) in the wider context of the discipline. This should include other literary texts, or particular critical perspectives or insights. However, this wider discussion should enhance the knowledge and understanding of their chosen texts for the reader, without detracting from the main focus of their research question.
A category 3 studies in language and literature EE gives students the opportunity to:
demonstrate skills of textual analysis by considering how language, culture and/or context influence the ways in which meaning is constructed in texts
examine critically the different relationships and interactions that exist between texts, audiences and purposes
engage with established (or developing) critical writing, as appropriate
develop the ability to put forward their views persuasively and in a well-structured manner, using a register and terminology appropriate to the subject.
Students should use both primary and secondary sources for their research.
Primary sources refer to the novels, poems, stories, plays or essays by the author whose work is the focus of the student’s research.
Secondary sources are scholarly works about:
the primary author’s work and biography
the genre the student is focusing on
literary techniques.
Secondary sources include:
books
academic journal articles
edited essays in book collections
reviews incorporated in the publication that is the focus of the student’s research.
Categories 1 and 2—literature
Students should always consider how the text(s) work as literature, dealing with aspects such as the effects they achieve, the devices they use and the way they are written.
Philosophical, political or social issues
Students can choose as their topic a philosophical, political or social issue arising from a work of literature. However, the major focus of their essay should be the literary treatment of the issue. They must not treat the literary work(s) simply as documentary evidence in a discussion of the particular issue.
In addition, students should not use the essay solely as a vehicle for their own thoughts on the issue. Students must focus first on their analysis of the presentation of the author’s ideas. Then they can present their personal views on the way the author has treated the subject.
Use of literary criticism
Students should aim for a compromise between building on the wisdom of experienced critics and introducing new personal elements. An essay that simply repeats the views of established literary critics will not receive a high mark.
Use of literary biography
Essays that interpret literary works in terms of the writer’s life tend to produce reductive readings based on second-hand information. Such essays receive low marks and the IB therefore advises students to avoid biographical topics.
Category 3—language
Students should give focused and critical attention to the text or texts being considered. The approach should aim to be balanced, coherently argued, and illustrated by relevant supporting examples.
Students are encouraged to:
adopt an analytical, critical position
show awareness of potentially conflicting viewpoints on the text(s) and their meaning in a wider social context.
Their analysis must include a wider discussion of the contexts in which the text(s) are produced and understood.
Essays that attempt to interpret the text(s) without considering the original audience and context are unlikely to offer a fully successful discussion.
Environmental systems and societies focuses upon the interaction and integration of “natural” environmental systems and human societies. An EE in this subject should give significant (though not necessarily equal) weight to both these dimensions.
The topic should allow the student to demonstrate some grasp of how environmental systems and societies function together. For example:
studying pure ecological principles within the context of human interaction with the environmental system
addressing philosophical approaches to the environment in relation to specific natural systems.
Students must ensure that their topic would not be better submitted under one of the specialized subject areas of the experimental or the human sciences. For example, topics focusing exclusively on human health, disease or politics are usually more appropriate to a single-discipline essay.
The topic must be open to analytical argument. If it lends itself only to a descriptive or narrative treatment, the student will be unable to achieve marks for critical thinking in the assessment criteria.
For example, it would be of minimal value simply to describe a given nature reserve. Instead, the topic should involve an evaluation of the reserve’s relationship with a local community, or a comparison of its achievement with its original objectives or with those of another conservation initiative.
The topic must enable students to construct and support an argument from their own analysis of the information, rather than simply reporting others’ analysed data.
Some topics are unsuitable for ethical or safety reasons, such as those requiring experiments that might:
inflict pain on living organisms
cause unwarranted environmental damage
put pressure on others to behave unethically.
Experiments that pose a threat to health, possibly using toxic or dangerous chemicals, or putting oneself at physical risk during fieldwork, must also be avoided unless adequate safety apparatus and qualified supervision are available.
Students must adhere to the IB animal experimentation policy. They must familiarize themselves with this before undertaking an EE in environmental systems and societies.
Students can investigate their question by:
primary data collection, eg from fieldwork, laboratory experimentation, surveys or interviews
secondary data collection, eg from literature or other media
a combination of primary and secondary data collection.
If collecting primary data, the student needs to select appropriate methods to do this and carry them out effectively.
Literature review
All students must demonstrate that they have engaged in background reading on their topic, regardless of their method of research.
Primary data
Before beginning the investigation, students should read about the different methods of collecting data and any pertinent research that may give them guidelines and useful points of theoretical comparison.
Students’ reading should be evident both in their essay and its bibliography. They can refer to what they have read to support their choice of methods or provide an academic context for their conclusions.
Secondary data
If the essay is focused on secondary data, students need to ensure their sources are:
of a sufficient quantity and range
all reliable.
Students should use only those sources that have academic credibility, whether in print or online. Their bibliography should be substantial, not limited to just a few sources.
Analysis
Whatever their sources of data, students must produce their own analysis and argue their own conclusions.
For some students this will happen more naturally if the essay is based on primary data.
If students are using secondary data, they must disregard any earlier analysis and conclusions. It is essential that students manipulate the data in their own way, or possibly synthesize it with other sources, in order to support their own research question.
Using the systems approach
The systems approach is a central theme in the environmental systems and societies syllabus and this should be reflected to some degree in the EE. The essay should include an attempt to model, at least partially, the system or systems in question.
The term “model” in this context includes, for example:
mathematical formulas
maps
graphical representations
flow diagrams.
Students should also use the terminology from the environmental systems and societies course, where appropriate.
The topic must clearly focus on film or television, rather than a literary, sociological, political or historical issue.
For example, a study of film adaptations of Shakespeare’s plays or of classic novels must not become a literature essay about the plays or the novels. It must be a discussion about the films from a filmic point of view.
The topic needs to offer enough scope for a substantial essay without being too general. Crucially, it needs to capture the interest and enthusiasm of the student.
The research question must give the essay a sharp focus within the topic and the student has to be perfectly clear about the following.
What arguments or points of view will they develop or prove in the course of the essay?
What needs to be said about the topic?
How will they use evidence to support the ideas under discussion?
What evidence will be appropriate?
If addressing a topic already addressed in academic studies, students must examine existing views and argue against them to some degree. Earlier studies must be used as a basis for discussion and not be merely replicated.
Students must also avoid:
being mainly dependent upon summarizing secondary sources
approaches that are essentially narrative or descriptive
approaches that are anecdotal
being unfocused and too general
material that is more appropriate to other subject areas.
Students should ensure that they have sufficient sources to support their EE and can access them when needed. Early planning is essential.
Clarity, coherence of ideas and attention to detail are all necessary to achieve an effective EE. Students need a well-formulated research question that allows them to develop an EE that is cogent, rational and economical in expression. Their ideas should be supported by relevant sources and specific reference to film and/or television texts.
Primary sources
For primary sources, there must be detailed references to at least one film (or major television work). Primary sources include:
the film(s)
the script
the screenplay
the score
personal contact or personal correspondence with individuals involved in making the film.
Surveys and questionnaires undertaken by the students themselves should be avoided as they are unlikely to offer statistically valid information.
Secondary sources
For secondary sources, students must make close reference to relevant sources (print and other media) related to the question, such as:
books
journal and magazine articles
reviews
DVD “extras”
promotional material
internet material.
Use of sources
Students should:
evaluate the arguments in the sources rather than simply repeating what they say
explore a broad range of ideas from different sources, rather than relying heavily on one, or on a number of items from a single author.
Use of visual materials
An EE may be enhanced by visual materials, such as:
drawings
diagrams
storyboard frames
screenshots
camera layouts.
However, such material must not be used merely for decorative purposes.
Visual and other source materials must be properly referenced and acknowledged at the end of the essay.
In addition, students’ EEs must:
focus on developing, supporting and illustrating their argument, rather than on plot summary or character description
use filmic terminology accurately and appropriately.
The most successful essays are often those with a clear voice that transmits the student’s enthusiasm and scholarship with clarity and conviction. The EE should reflect the student’s coherent and informed engagement with their chosen topic.
The essay topic may relate to an area of the Diploma Programme geography course, but this is not a requirement. Students can also explore other areas of the wider subject, such as how global issues can be examined through the lens of geography.
It is the task of the supervisor to ensure that the research question:
is relevant to the subject
allows the student to make use of appropriate geographic sources
encourages the application of relevant subject concepts, theories or ideas.
Students should establish the geographic and theoretical context for their research question early in the essay. Students should outline clearly the geographic context in which they are conducting their research using:
one or more annotated maps
where relevant, photographs and/or satellite images.
Research methods
Methodology
Students are not required to undertake primary research, but it is rare for an essay that is based entirely on the reading of published texts to score highly.
Many successful research topics are based on published data such as census or weather records.
Investigations carried out at a local scale also usually achieve highly:
they demonstrate connections between the subject and local manifestations and instances
their narrow focus discourages an over-reliance on published materials and encourages original research
students become more involved when investigating in a familiar, accessible location.
Students should focus on individual research and avoid approaches involving group fieldwork data collection. They must not view the EE as simply an extended piece of fieldwork.
Information on the methodology of the investigation is essential. If students collect their own data, it must be of high quality. It is vital that the investigation is tailored closely to the research question and shows evidence of careful planning.
Students will be assessed for their skills of analysis rather than techniques of data collection and processing. For the EE, the emphasis should be on:
written analysis
interpretation
discussion
critical evaluation
the development of a coherent, reasoned argument.
Resources
Appropriate resources for an EE in geography could include:
primary and secondary data
quantitative and qualitative information
books, newspapers and magazines
interviews and/or questionnaires
the internet
maps
aerial photographs and satellite images
digital landscape simulations
videos
GIS
diagrams and models.
Students should analyse their data using appropriate quantitative, statistical, graphical or qualitative techniques and the findings should be critically evaluated.
Illustrations and maps
It is essential that a geography EE be supported by appropriate illustrative graphical material, such as diagrams, maps, tables, images and graphs. Students must acknowledge the sources for each.
Maps
Good essays usually have maps in the introduction to place the investigation in a clear spatial context.
All maps should give an indication of orientation and scale, and include a legend or key.
Students should clearly reference all maps used and give the source of any base maps they have not constructed themselves.
The use of scanned maps or satellite images, or those that are downloaded in unaltered form, is rarely effective and provides little evidence of students’ map skills. However, students are encouraged to modify or adapt such images.
Students are encouraged to include:
sketch maps
labelled or annotated diagrams
maps they have constructed.
If students draw maps using computer software, they should state the proprietary program used. Hand-drawn maps should be neat and clear, and employ standard map conventions.
Images or photographs
Images or photographs should only be used if they are essential illustrative components of the essay, ie not just decoration.
Students should explain the feature(s) an image or photograph is intended to illustrate. Each should be:
oriented
sourced
labelled, annotated or captioned.
Colour is frequently used in geographic illustrative materials, so it is important that an original colour version of the essay is submitted.
An EE in global politics provides students with an opportunity to undertake an in-depth analysis of a significant, contemporary global political issue. A local example can be used, but its global context must also be established. Students should choose a topic that will allow them to demonstrate their knowledge, research skills and critical-thinking skills leading to a substantial essay that utilizes relevant key concepts, theoretical foundations and approaches of global politics.
In the Diploma Programme global politics course, a political issue is defined as:
“Any question that deals with how power is distributed and how it operates within social organization, and how people think about, and engage in, their communities and the wider world on matters that affect their lives.”
Hence, there is a wide range of questions that are in principle suitable for an EE in global politics. The political issue can have a local context but should have global relevance. Students must narrow their initial topic ideas to a concise question that can be researched effectively within the EE’s 4,000-word scope.
EEs in global politics may focus on topics that invite a local to global level of analysis, or on any level in between. Sometimes, it may be interesting to investigate how the same political issue unfolds at different levels of analysis.
While local political topics are suitable, there must be a link with a global issue. For example, local examples of immigration, international terrorism, or human rights abuses should also be globally contextualized using an appropriate theoretical foundation to assist with analysis. Local topics without this link will be deemed inappropriate for the subject. It should also be noted that, given the breadth and depth of any particular theoretical foundation, these are intended, first and foremost, to structure inquiry, to contextualize, and to offer historical background on the key concepts and political issues discussed.
The benefit of undertaking research that investigates issues at a global level is the availability of secondary data. Research at a local level may be more effectively investigated using primary methods.
In addition to levels of analysis, different theoretical foundations or the perspectives of varying groups of people or individuals on a political issue may help students to formulate a clear and focused research question.
“Contemporary” rule
The topic students choose must be contemporary. Contemporary here is taken to refer to events during the student’s lifetime. References to historical events and issues can be included if they:
provide useful background context
are necessary for understanding a topic
have clear implications for the present.
However, the emphasis of the essay should be on current affairs. Similarly, students should not base their essay on future events, as in this case it will become speculative and unsupported.
EEs in global politics will often be interdisciplinary in terms of subject matter and research approach and may use both primary and secondary sources. Essays that rely on secondary sources only are perfectly valid, but students must engage critically with the sources of information that they use. The topic and chosen level(s) of analysis will suggest the appropriate theoretical perspectives and methodological approaches. Various approaches to the research are possible, such as:
case studies
comparative studies
analyses of discourse (the interchange of ideas on a particular topic).
Relevant techniques for gathering and interpreting evidence include:
interviews
literature or media reviews
quantitative data analysis.
Students may use journalistic or visual material, interviews or data from popular and social media, but their essay should not be based solely on such sources.
Theoretical underpinning
Students must show that they have grounding in theories and methods of global politics and are able to use these appropriately and effectively in order to develop a reasoned argument.
The essay is a formal research essay that examines contemporary political issues, and may do so from an angle previously unfamiliar to the student. For example:
Students interested in a more theoretical approach to political issues can examine the key concepts of global politics in a way that is more anchored in academic debates.
Students interested in statistics that underpin decision-making and perceptions in global politics can undertake more comprehensive data analysis.
The topic must:
focus on the human past (at least 10 years ago)
be worthy of study
lend itself to systematic investigation in line with the published assessment criteria.
Ten-year rule
Essays that focus on events of the past 10 years are not acceptable, as these are regarded as current affairs, not history. Any essay that does so will be compromised across several criteria.
It is not a requirement for the topic to be chosen from the Diploma Programme history course, but it must be acceptable to the supervisor.
It should provide an opportunity for critical analysis of source material, and not depend on summarizing general secondary sources (such as textbooks and encyclopedias). Such an approach is likely to produce an essay that is essentially narrative or descriptive.
The topic chosen must be suitable for effective treatment within the 4,000-word limit. Essays that cover many aspects of history, or a long time period, are unlikely to prove successful.
Narrowing the scope of the essay:
is a crucial step in helping to ensure that the essay has a clear focus
allows students to demonstrate detailed and specific historical knowledge, understanding and critical analysis.
Disciplinary focus
Some topics can also be approached from the perspective of other subjects, such as economics or geography. Social history includes areas such as music and sport.
Students must ensure their treatment of the topic meets the subject requirements of history.
While social history does include areas such as music and sport, these are only acceptable for a history extended essay if they are tackled from a historical perspective.
Suitable research questions need to lead to:
systematic investigation
critical analysis
detailed understanding.
Adequate available sources are essential. If it is clear at an early stage in the research that they are not, then students should change focus. If necessary, the supervisor should advise them to do so.
Sources
Students who use both primary and secondary sources for their research will find it easier to achieve the highest marks.
If a student chooses to use secondary sources only they will need to take particular care to address the assessment criteria.
Possible approaches to the research question include:
using primary and secondary sources in order to establish and appraise varying interpretations
analysing sources in order to explain changing views over time of particular happenings or developments
using source material for a case study or local history project, perhaps leading to a comparison of local and national developments
collecting and analysing oral and written data from family and other contacts to help explain past happenings, perhaps leading to a comparison of local and national developments
using all available sources to answer the question posed.
Critical analysis and evaluation
Students should not accept uncritically the value and reliability of sources, especially when the authenticity of some of the sources may be questionable.
Students should show awareness of the value and limitations of their main sources through analysing their origin, purpose and content:
Who were the authors?
What was the intended audience?
What were the overt and covert reasons for the production of the source being evaluated?
They should integrate this evaluation into the main body of the essay and not adopt a “stand alone” approach of two sources.
Students can show good critical analysis and historical judgment through a sound assessment of source material and different explanations and interpretations.
Opportunities for reporting and assessing different interpretations will vary with the topic chosen. Students will gain credit for explaining why a historian formed an interpretation, not merely stating it.
The essay’s argument
Students should aim to produce an argument that:
consistently shows good historical understanding
sets the research question into context
addresses the research question fully and effectively
is well substantiated, based on relevant specific evidence with added analytical comments.
An EE in history is a formal essay that is marked according to the assessment criteria. An essay will not score well if students are unaware of these criteria and make no attempt to address them in the work.
There are three categories of essay for French/German/Spanish:
A specific analysis of the language (its use and structure), normally related to its cultural context or a specific text.
An analysis of (a) the impact of a particular socio-cultural issue on the form or use of the language, based on an examination of language use; or (b) a socio-cultural issue, as illustrated through specific cultural artefact(s) from a country/community where the language is spoken.
An analysis of a literary type, based on a specific work or works of literature exclusively from the target language.
For 2(b), “cultural artifacts” include anything concrete or tangible that helps to give insight into the target culture and language, such as:
Written documents: newspapers, magazines, news headlines, articles, books (other than literary), cartoons, adverts, leaflets, brochures or manifestos, laws or policies, historical documents or records.
Spoken documents: screenplays, radio or television programmes, song lyrics, interviews.
Visual documents: works of fine art, architecture (buildings, monuments, etc), films, stamps.
Cultural icons: fashion items and accessories (as a manifestation of culture), food items, dishes (as a manifestation of culture), brands (as a manifestation of culture).
The following do not qualify as cultural artifacts: political events (elections, referendums), historical events, social movements (eg riots), social issues (unemployment, immigration, racism, school violence, the role of women in country X, etc), towns or regions (“travel guide” essays), (minority) ethnic groups, media trends, styles of music, sports, traditions, institutions (school systems, political parties, etc).
The research and writing process
Language acquisition EEs can require more planning than those written in a student’s first language.
Students should read and annotate secondary material written in the target language as this will help with vocabulary and expressions when they come to write the essay. Writing their annotations in the target language will also help.
Students should draw up a section-by-section essay plan. They should then spend some time gathering:
the information they wish to include
the vocabulary and structures in the target language they require to convey this information.
Students should seek guidance from their EE supervisor and/or language teacher regarding the conventions for academic writing that are particular to the target language.
Analysis of primary and secondary sources
Students should be engaged with the analysis of primary and secondary sources.
Primary sources
This refers to original texts and can be any occurrence of “communicative language”.
literary—eg books, book chapters, novels, essays, poems, stories, plays
media—eg interviews, discussions, newspaper headlines, articles
general—eg historical documents, speeches, advertising, theatre, informal conversations.
Secondary sources
This refers to a scholarly work written about the student’s primary source.
Secondary sources include books, journal articles, essays and reviews of the primary author’s work. They may also include writing about the author’s life, or the genre and techniques relevant to the student’s primary source(s).
Culture
If their topic is of a general cultural nature, students should focus on what makes the topic specific to the region, country or countries concerned.
Students can make comparisons with another culture if this helps to answer the research question. However, they must remain focused on the culture of their target language.
Use and analysis of texts
Students may choose to:
analyse texts in a detailed literary fashion, or
use literary texts as a means of exploring the target language or its culture and society.
Quantitative research methods
If students use questionnaires or present statistics, they must show that they:
understand how the questions were constructed
can explain the results.
The students must be able to analyse and interpret these results with direct reference to their topic. An example of any questionnaires or surveys used should be included as an appendix.
Photographs and illustrations
Students must label and explain any photographs and illustrations they include. They must also justify their use in relation to the topic.
A literature and performance extended essay (EE) gives students an opportunity to explore in detail the relationship between a written text and its performance. Students are able to focus on the transformation from one form to another and examine the creative and critical relationship that exists between both.
The adaptation may take many forms: theatre, film, dance, opera and even video games.
Although an EE in this subject may involve an element of creativity, analysis and reasoned argument are fundamental to success.
A literature and performance essay must include:
a balanced consideration of the written text and the performance
an exploration of the ways they function in a creative and critical relationship with one another.
Students should provide those materials that give a good account of both the text and its transformation into any of the genres mentioned in “Overview” above. These materials may include, for example, diagrams and photographs, but students should be aware that the heart of the essay is their written discussion of both forms.
Crucially, the topic should be susceptible to critical analysis. The EE’s central purpose is one of research and analysis. Students must present their perceptions in a reasoned argument well supported by evidence.
Students should make clear the temporal and spatial contexts of both elements: text and transformed production. This will involve a consideration as far as is necessary of the work’s:
history—both literary and theatrical
geography
linguistic circumstances
ethnic circumstances
socio-economic circumstances.
While formal elements are likely to be in the foreground, they must not be treated in isolation.
Finally, the essay should indicate, explicitly or implicitly, the appropriate theoretical understanding or awareness of the chosen genres, and should employ terminology appropriate to the form where relevant.
The focus of the EE must be on the research and critique of an existing adaptation. Students are not permitted to adapt a text themselves.
The student will first need to identify a situation where a text has been adapted to some form of performance, whether this be theatre, film, opera, dance, music or other contemporary forms of transformation.
The text
The text must be fully available to the student and referenced as such. It must be of sufficient depth and complexity to enable the student to apply critical thinking skills.
Genres for the text may range widely, with poetry, fiction and non-fiction as the most likely starting point. Appropriate literary works may be chosen from any source including the Diploma Programme prescribed list of authors.
Forms such as flash fiction, fan fiction, interactive digital texts and the like may also be viable. Their suitability to this research task must be explored by the student in order to fully satisfy the criteria of the EE. The student should do this in consultation with their supervisor.
Students may choose to use two or more texts, but should always aim for depth rather than breadth.
The adaptation for performance
There needs to be some form of adaptation that can be identified as having its roots in a particular text or even a set of short texts. Such adaptations may take many forms.
Students need to work with both the primary text and the adaptation. They will explore the decisions that have been made for the performance, both generally and in the specific details. The process and the outcomes will form the basis of the student’s research question to be explored in the essay.
The focus of discussion in the essay must be:
critical analysis of both artistic forms—text and performance
the process of transformation from one to the other, and
the effects of this transformation.
A narrative approach—retelling the content and sequence of either form—will not meet the demands of the essay.
The student is permitted to include visual material to convey the nature of the transformation, insofar as it is needed to support the argument. All visual material should be clearly annotated to explain its relevance.
Secondary sources, both print and digital, relating to both text and performance, will have a “secondary” role, as the focus of the discussion must be the student’s own exploration and evaluation of the two elements. The purpose of the research undertaken is for students to deliver a critical argument based on their perceptions of the transformation and how meaning and experience are shaped by establishing a relationship between the two forms.
An extended essay (EE) in mathematics is intended for students who are writing on any topic that has a mathematical focus and it need not be confined to the theory of mathematics itself.
Essays in this group could belong to one of the following five categories:
the applicability of mathematics to solve both real and abstract problems
the beauty of mathematics—eg geometry or fractal theory
the elegance of mathematics in the proving of theorems—eg number theory
the history of mathematics: the origin and subsequent development of a branch of mathematics over a period of time, measured in tens, hundreds or thousands of years
the effect of technology on mathematics, in forging links between different branches of mathematics, or in bringing about a new branch of mathematics, or causing a particular branch to flourish.
These are just some of the many different ways that mathematics can be enjoyable or useful, or, as in many cases, both. The list above is just for guidance, there is no requirement that essays should fit wholly within one of these categories.
The EE may be written on any topic that has a mathematical focus and it need not be confined to the theory of mathematics itself.
Students may choose mathematical topics from fields such as engineering, the sciences or the social sciences, as well as from mathematics itself.
Statistical analyses of experimental results taken from other subject areas are also acceptable, provided that they focus on the modelling process and discuss the limitations of the results; such essays should not include extensive non-mathematical detail.
A topic selected from the history of mathematics may also be appropriate, provided that a clear line of mathematical development is demonstrated. Concentration on the lives of, or personal rivalries between, mathematicians would be irrelevant and would not score highly on the assessment criteria.
It should be noted that the assessment criteria give credit for the nature of the investigation and for the extent that reasoned arguments are applied to an appropriate research question.
Students should avoid choosing a topic that gives rise to a trivial research question or one that is not sufficiently focused to allow appropriate treatment within the requirements of the EE.
Students will normally be expected either to extend their knowledge beyond that encountered in the Diploma Programme mathematics course they are studying or to apply techniques used in their mathematics course to modelling in an appropriately chosen topic.
However, it is very important to remember that it is an essay that is being written, not a research paper for a journal of advanced mathematics, and no result, however impressive, should be quoted without evidence of the student’s real understanding of it.
Whatever the title of the EE, students must apply good mathematical practice that is relevant to the chosen topic, including:
data analysed using appropriate techniques
arguments correctly reasoned
situations modelled using correct methodology
problems clearly stated and techniques at the correct level of sophistication applied to their solution.
Research methods
Students must be advised that mathematical research is a long-term and open-ended exploration of a set of related mathematical problems that are based on personal observations. The answers to these problems connect to and build upon each other over time.
Students’ research should be guided by analysis of primary and secondary sources.
A primary source for research in mathematics involves:
data-gathering
visualization
abstraction
conjecturing
proof.
A secondary source of research refers to a comprehensive review of scholarly work, including books, journal articles or essays in an edited collection.
A literature review for mathematics might not be as extensive as in other subjects, but students are expected to demonstrate their knowledge and understanding of the mathematics they are using in the context of the broader discipline, for example how the mathematics they are using has been applied before, or in a different area to the one they are investigating.
Writing the essay
Throughout the EE students should communicate mathematically:
describing their way of thinking
writing definitions and conjectures
using symbols, theorems, graphs and diagrams
justifying their conclusions.
There must be sufficient explanation and commentary throughout the essay to ensure that the reader does not lose sight of its purpose in a mass of mathematical symbols, formulas and analysis.
The unique disciplines of mathematics must be respected throughout. Relevant graphs and diagrams are often important and should be incorporated in the body of the essay, not relegated to an appendix. However, lengthy printouts, tables of results and computer programs should not be allowed to interrupt the development of the essay, and should appear separately as footnotes or in an appendix. Proofs of key results may be included, but proofs of standard results should be either omitted or, if they illustrate an important point, included in an appendix.
Researching and writing their EE allows students to gain a deeper understanding of music. A simple analysis of a piece of music is not enough. Students must also develop critical arguments with the aim of gaining deeper insights into, for example, musical contexts or theory.
Their choice of topic must therefore give them scope to do this.
Sources of ideas may include:
This list is not exhaustive, but is intended for guidance and inspiration.
The Diploma Programme music course
Performances or concerts
Musical cultures students have encountered within their own experience
Personal contact with composers or performers
Direct involvement in the making of music
Recordings (distributed in various forms)
Other music that has a particular interest, emotional appeal or specific importance for the student
Topics and research questions for students to avoid
Research questions that lead to essays that are essentially narrative or descriptive.
Research questions that are too broad to support effective analysis or argument within 4,000 words. For example, “What is African Music?” or “What influence did Michael Jackson have on the 20th Century?”
Overly studied themes—they will lead to essays that are obvious or predictable.
Non-musical topics, such as:
the life of a performer
the nature and development of instruments or technology
lyrics
biological, neurological, therapeutic or educational issues.
Musical analysis is the starting point of the investigation, but it is not sufficient for completing the essay successfully. Students are also expected to place their analysis in context:
to relate their findings to the wider field of music and
if possible, to add their own creative perspective.
Throughout the EE, their arguments must be supported by findings from their research.
At the beginning of the EE, students should:
clearly state their research question
outline their methodology for answering it.
Research methodology
Primary sources
Musical analysis is the starting point for the research and data collection. This may involve the study of a score or recording. Through their analysis, students identify musical elements and compositional devices and how these have been used.
Primary sources of information for students’ initial analysis include:
recordings
scores
concerts
observation
interviews with performers
questionnaires or surveys.
Students should also consider the “bigger” picture. Typical questions may start with “Why?”, for example:
Why has the composer made specific musical decisions?
Why are specific combinations more effective than others?
Why does a piece of music work in one context but not in another?
Students may also want to discuss:
performance conventions and interpretations of the piece
influences on the piece or its genre
the importance of the piece in its time.
Secondary sources
To inform their explanation and interpretation of their chosen piece of music, students should explore what others have said about:
the piece of music itself
its musical context or
other music of the same genre and style.
Sources for this include:
textbooks
books about music
academic music journals
the internet.
The EE should not be based exclusively on material from textbooks, scripts or the internet.
When choosing their topic, students must ensure that they will have access to a sufficient range of relevant and appropriate sources. If it becomes clear at an early stage in the research that too few sources are available, students should change their topic.
Developing an argument
Ultimately, students’ analysis needs to lead them to formulate a reasoned argument. These questions may help them to do this:
What are the conclusions and impacts of this investigation?
What do the results and findings tell us about the field of music?
What are the lessons learned from the musical analysis of this composition?
How does it affect other musicians, or my composing and performing studies?
Their conclusion(s) should cover some or all of the following:
what they have learned from their analysis
how it fits into the field of research concerning the topic
any shortcomings of the study and questions that arose but remain unanswered.
To further refine the focus of their topic, students can follow their topic and research question with a statement outlining the research approach they will take to answer it.
An extended essay (EE) in philosophy provides students with an opportunity to undertake a philosophical investigation into a topic of special interest.
The student is encouraged to:
engage in serious personal thought
explore in a disciplined and imaginative way a specific philosophical question, in order to
arrive at a clear conclusion.
The student’s choice of topic may be stimulated by, for example:
work done in class
current events or issues of contemporary debate
private reading or reflection
curiosity about conceptual features of knowledge, beliefs and value systems not previously encountered by the student.
Disciplinary focus
The topic must be explicitly philosophical in nature, rather than, say, anthropological or sociological. Students should reconsider or amend their topic if it is interdisciplinary in nature or is not directly related to philosophy.
The topic should be precise and sharply focused, so that students can treat it thoroughly. For example, it may be preferable to choose as a starting point:
a specific hypothesis rather than a general one
an idea from one philosopher rather than several
a single text by a philosopher rather than the whole of his or her work.
The treatment of the research question should include:
a careful critical analysis of themes and/or texts, leading to
philosophical exploration and the construction of an argument.
It is strongly recommended that any student considering writing an EE in philosophy should first read the current Philosophy guide and understand its approach.
This approach, which allows many different approaches to philosophical reflection, is based on the emphasis of the Diploma Programme philosophy course on doing philosophy.
Within this context, the EE should encourage students to:
develop the ability to reason and argue
learn to take a personal and independent position on philosophical issues.
Students should construct a personal philosophical argument that should be cogent, clear and supported by relevant and, if possible, original examples.
Coherence of ideas and attention to detail are necessary conditions for an effective philosophy EE.
Students should envisage counterclaims or objections, address them and, if possible, rebut them.
They should also explore the wider implications of the issues they raise without becoming irrelevant.
The topic should be a challenge for the student without being over-specialized. It should use the knowledge gained in the physics course to answer a research question that goes beyond the course content. The question must not be trivial in nature.
Inappropriate topics
Topics that require theory that is beyond the grasp of the student should be discouraged. Students should avoid broad or complex topics beyond the scope of the EE, such as investigations into quantum computers or black holes.
Physics essays usually have a title, which sums up the essence of the investigation. It is based on the student’s identified topic area.
The research question further refines and defines the topic. It must be expressed as a question, not a statement. It must be expressed clearly and precisely, and appear early in the introduction of the essay and on the title page of the essay.
For example, a student may have noticed how it is difficult to spin an uncooked egg. After discussion with the supervisor, the student decides to fill a tin with liquids of different viscosities and roll them down an inclined plane. The title of the essay may be: “The effect of the viscosity of a body on its angular acceleration.”
The research question, though, should be much more specific: “What is the relationship between the angular acceleration of a cylindrical can rolling down an inclined plane and the viscosity of its contents?”
Methods of approach
Students can choose to answer their research question with an essay based solely on theory or one based on data and theory.
If their essay is data based, students can choose to collect their own primary data or use secondary data that has already been collected elsewhere.
Students should consider the reliability of both primary and secondary sources at the start of the planning stage. Students must critically evaluate secondary data and the design of the experiment(s) by which they were collected with the same care that they would their own.
Importance of theory
Every EE in physics will involve applying relevant theory to the topic selected. Students must ground any experimental work in good background research from existing sources of information.
Before embarking on experimental work, students must first ensure that there is scope to explore and model the physics that underpins it. A purely empirical investigation that relates a number of variables in the absence of any theoretical foundation is never satisfactory.
For example, in an investigation relating the index of refraction of a salt solution to its concentration, the student must model the physics relating the index to the concentration.
Using secondary data
Students using data collected elsewhere can access all the assessment criteria and achieve the highest marks. For example, they can obtain astronomical data from databases and manipulate it in order to contribute to a research question that looks for the evidence of extrasolar planets.
Ideally, students will manipulate or analyse this secondary data in an original way. Essays that simply restate facts or data taken directly from the sources are of little value. The element of personal analysis and evaluation is extremely important.
Collecting primary data
Students should choose experiments that do not require extensive lengths of time for the construction of apparatus. Highly sophisticated instruments are rarely required and can hinder the understanding of a phenomenon. Some of the best EEs have been written by students investigating relatively simple phenomena using standard school apparatus, and this approach is to be encouraged.
Students must give a clear and concise description of their experimental procedure so that it can be repeated by others. This will normally involve clearly annotated scientific diagrams. Exhaustive lists of equipment and detailed descriptions of procedures should be avoided.
Theoretical essays
Theoretical essays offer students the challenge of exploring existing material in a new way. This may mean applying the theories and techniques of physics to an unconventional area.
Students may be tempted to incorporate mathematics or computer science, but they must ensure that the focus of the analysis and evaluation is on the discipline of physics.
Where computer programs are used and analysed from a physics perspective, they should be placed in the appendix. Each line of code of a program fragment included in the body of the essay will count as two words towards the word limit.
An extended essay (EE) in psychology gives students the opportunity to:
investigate in depth a topic of their choice within the subject
develop their skills in research, analysis and evaluation, and communication
increase their understanding of behaviour from a psychology perspective.
Psychology may be defined as “the study of behaviour”. The subject involves studying the behaviours of humans and non-human animals and has a range of specialist terms, methods and literature.
It is therefore essential for students undertaking an EE in psychology to:
have a sound understanding of the subject and its methodologies
choose a topic amenable to psychological investigation and analysis.
The topic may be an extension of an area covered on the Diploma Programme psychology course or a topic of interest outside the content covered.
When choosing their topic, students should remember that their EE must be based on secondary sources only. The collection of primary data is not permitted for the psychology EE.
The process of selecting a focused research question may be summarized as:
choose a field in psychology of particular interest
refine this choice to a specific topic
develop a research question on this topic.
For example, a student might be interested in stress. They may then narrow this to the topic of stress within commercial aviation. Many large commercial airlines employ psychologists to investigate pilot performance and factors such as stress or emergency management. The student’s research question could be: “To what extent does airline pilot stress affect airline safety standards?” (See also Examples of topics.)
Students must ensure that enough relevant and appropriate resources are available for them to conduct their research. They should investigate this at the start of their planning process.
The research question should require the construction of a systematically structured and fully supported argument in the development of an informed conclusion.
Supervisors do not necessarily require detailed knowledge of the student’s topic.
Tricky topics
Topics within the fields of “pop psychology” or “self-help” will not be appropriate for the EE as they are not supported by peer-reviewed research studies.
Topics that do not lend themselves well to analysis, evaluation and debate are unlikely to be the best choices for a student.
Topics such as eating disorders, dysfunctional behaviours (eg schizophrenia or depression) and forensic psychology are popular with students. However, they pose a challenge unless students focus their research question very tightly. These topics are extremely ambitious, requiring far more time and experience than students generally have at their disposal.
Primary versus secondary data
Primary data collected using the students’ own experiments, surveys, observations and case studies is inappropriate for the EE.
Instead, students must use secondary data from published sources. They should develop their argument with careful and appropriate citation of relevant concepts, theories and studies from academic psychological research journals and books.
Students should not make any assertions unsupported by evidence drawn from psychological theories or studies.
Analysis and discussion and evaluation
To develop a well-rounded understanding of their topic, students should carefully evaluate any research they cite. The essay should offer a balanced argument in response to the research question.
Students should demonstrate critical awareness and understanding of the material they use. They should analyse rather than simply describe. They need to apply what they have read to the research question rather than report the information.
One of the aims of all group 3 subjects is to enable the students to recognize that the content and methodologies of the subjects in group 3 are wide ranging and require students to critically evaluate the choices they make with regard to methodologies. An EE in psychology should demonstrate such understanding.
The Psychology guide introduces a framework for evaluation. It trains students to address cultural, ethical, gender and methodological considerations potentially affecting how a particular study or theory interprets behaviour.
Comparative analysis may also be a useful evaluative strategy.
Students should keep these considerations in mind when selecting a topic, generating a research question and developing their argument.
Ethical guidelines
The IB has published a set of ethical guidelines that apply to the psychology EE and internal assessment task.
Many topics within psychology are sensitive in nature. Students should consider carefully all possible ethical issues before they embark on their essay. Students and supervisors share the responsibility for ensuring it does not breach the guidelines.
An extended essay (EE) in social and cultural anthropology gives students an opportunity to learn what constitutes a distinctively anthropological approach to the organization of human life in society and culture.
Students will explore anthropological perspectives and ways of thinking, and develop critical, reflexive knowledge in an in-depth manner through their chosen topic of inquiry.
They are encouraged to pursue a research question that will develop their analytical skills and an understanding of principles of social and cultural life; and to experience the excitement of academic discovery.
The most successful essays reveal students who are well informed about their topic, with their understanding solidly grounded in anthropological concepts and theory.
Social and cultural anthropology may be defined as “the comparative study of culture and human societies”. The subject has its own theoretical and conceptual frames, terminology, methods and literature. It is therefore essential for students undertaking an EE in social and cultural anthropology to:
be able to demonstrate knowledge and understanding of these
choose a topic amenable to anthropological investigation.
Social and cultural anthropology is not a “residual” category for essays that do not fit into any other subject!
Research question
Students should craft a specific research question that is both interesting to them and challenging. It should be sufficiently narrow to allow examination of an issue in depth within the word limit. A limited topic thoroughly researched and with a clear focus is preferable to a broad topic that can only be examined superficially.
Sources
To address their research question students should provide a critical examination of the topic under study. They should gather and interpret material from sources relevant to the research question.
Primary versus secondary sources
The sole use of secondary sources is permitted and will allow students access to all levels of the EE assessment criteria. These sources include published ethnographic research and other relevant anthropological literature. Many successful essays are based solely on published data.
Primary data produced by students may be used as a supplementary research strategy, but must not be the focus of the essay. In particular, students are not permitted to use the data collected for their internal assessment task in an EE.
Analysis and evaluation
Students should apply analytical and evaluative skills appropriate to the subject, with an understanding of the implications and the context of their research. They should also acknowledge their sources and use subject-specific terminology.
Students’ references to relevant anthropological concepts, theories and ethnographic studies must be integrated throughout the essay. These form the basis for the development of an argument in response to the research question.
The essay should go beyond description and include the student’s own original analysis and identification of underlying patterns and causes. It must not merely summarize others’ research findings. Research and claims should be carefully evaluated, and students’ assertions should always be supported by evidence that is drawn from anthropological studies.
All the ethnographic data selected should be analysed in their social, cultural, political and historical contexts and explicit reference made to ethical issues involved. This applies to both published ethnographic materials and the student’s own fieldwork, where undertaken.
Comparative projects
Research strategies involving two or more societies may call for greater narrowing of the research focus than a study in a single society.
For example, a comparative analysis of Mexican and US views of death is too broad. The topic could be narrowed down by focusing on specific subgroups of each society and a few well-chosen contrasting points. From these, the student would identify underlying patterns and causes.
Successful essays:
show initiative in demonstrating how to approach anthropologically a topic of interest
consistently place their research questions within an anthropological frame of reference
produce balanced, nuanced arguments
develop a critical approach to their own research and the work they cite.
Students should keep these considerations in mind when selecting a topic, defining a research question and developing an argument. Frequent reference to the assessment criteria by both the supervisor and the student will help keep a sharper focus on the project.
An extended essay (EE) in visual arts gives students an opportunity to undertake research in an area of the visual arts of particular interest to them.
The visual arts are here broadly defined also to include architecture, design and contemporary forms of visual culture.
The outcome of the research should be a coherent and structured piece of writing, with well-integrated and appropriate illustrations, and which effectively addresses a particular research question appropriate to the visual arts.
The research may be generated or inspired by the student’s direct experiences of creating visual artworks, or by their interest in the work of a particular artist, style or period. This might be related to the student’s own cultural context or another cultural context.
Personal contact with artists, curators and other active participants in the visual arts is encouraged, as is the use of local and primary sources.
The EE topic may relate to an area of the Diploma Programme visual arts course, but students can also choose to explore other areas of the subject. Crucially, the topic must reflect their particular interest and enthusiasm within the visual arts.
Sources of ideas may include:
the student’s own art-making processes and resolved pieces
the student’s visual arts journal.
Topics to avoid
A topic that a student can answer by summarizing general secondary sources, such as universal art history textbooks and encyclopedias.
A topic that is likely to lead to an EE that is essentially narrative or descriptive in nature, such as one that covers many aspects of art history or particularly long periods of time.
Biographical studies of artists—unless they address a specific research question so that the student can arrive at a particular, and preferably personal, conclusion.
Visual arts and other subjects
The topic must relate directly to the visual arts. Students may find that they need to submit their essay under another subject. For example:
Essays on “green” architecture that focus on technology rather than esthetic considerations would be better submitted under environmental systems and societies.
Essays about film that do not focus on the visual aspects probably belong under film studies.
Once they have their research question, students should make a research plan. The plan should be flexible enough to allow the students to explore the topic in a creative manner. They should not be afraid to take risks throughout the research process: originality is encouraged, as is the use of a number of different research models.
It is vital that the methodology of the EE is tailored to the research question and allows for an in-depth exploration.
Many different approaches to the research question can be appropriate, for instance:
use of primary sources (artworks and artists) and secondary sources (material about the visual arts) in order to establish and appraise varying interpretations
analysing secondary sources in order to explore and explain particular aspects of the visual arts
using primary source material for analysis, with emphasis on a particular aspect of visual arts
collecting and analysing reproductions of artworks, possibly leading to a comparison of similar or different images.
Students should also demonstrate awareness of other issues surrounding the artworks studied.
Do I show an awareness of the value and limitations of the art I am studying through analysing its origin and purpose?
Do I show a consistently good artistic understanding in setting the research question into context and addressing it fully and effectively?
Relevant outcomes of this analysis should be integrated into a well-substantiated argument.
With what evidence do I support my comments and conclusions?
Is this evidence relevant and well founded, and not based simply on my preconceptions?
The emphasis of the EE should always be on written analysis, interpretation, evaluation and the construction and development of a sound argument.
Visual reference material
The inclusion and discussion of appropriate visual reference material is mandatory. Such material must, however, be directly supportive of, and relevant to, the analysis or argument. Images should be appropriately presented and acknowledged and should appear in the body of the essay, as close as possible to the first reference.
In order to promote personal involvement in the EE, the use of local and primary sources should be encouraged wherever possible. Where students do not have access to primary sources they may rely on high-quality reproductions or images of sources.
Students are expected to evaluate critically the resources consulted during the process of writing the EE by asking themselves the following questions.
Which sources are vital to the support of my ideas, opinions and assertions?
Which sources do not contribute to the analysis?
Finally, an EE in visual arts is a formal essay, so students must pay careful attention to the requirements of the assessment criteria. Frequent reference to the assessment criteria by both the supervisor and the student will help keep a sharper focus on the project.
An EE in world studies gives students the opportunity to undertake an interdisciplinary study of an issue of contemporary global significance.
'Interdisciplinary' in this context refers to research that draws on the methods, concepts and theories of two DP subjects. It is strongly recommended that students are undertaking a course of study in at least one of the subjects chosen for their essay.
'Contemporary' in this context refers to events that took place during the student’s lifetime.
Students are required to
identify an issue of global importance
identify a local manifestation of the issue of global importance
develop a clear rationale for taking an interdisciplinary approach and use the conceptual framework and vocabulary of two DP subjects.
This provides an opportunity for students to conduct independent interdisciplinary research (not necessarily primary research) that draws on DP subjects and integrates them to produce a coherent and insightful analysis of the global issue they choose to investigate. (It should be noted that law and education are not DP subjects.)
World studies EEs are registered in one of six areas of study (not the same as the DP subjects):
Conflict, peace and security
Culture, language and identity
Environmental and/or economic sustainability
Equality and inequality
Health and development
Science, technology and society.
Many topics are potentially suitable for a world studies EE. The chosen topic must:
address an issue of global significance
invite an interdisciplinary approach.
The most successful topics reveal connections between specific or local places, people, phenomena or experiences and the larger global framework in which they take place.
Topics must invite a critical examination of the issue in light of relevant theories, methods and arguments in two subjects.
When choosing a topic, students should remember that it must encourage analysis and evaluation rather than description, unsupported generalizations and value judgments.