Embedded Files
Overview
Overview
The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay. An assessment of this reflection process is made under criterion E (Engagement) using the Reflections on planning and progress form.
The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.
“Extended Essay Website (First Exams 2018).” Online Curriculum Centre, International Baccalaureate, 25 Feb. 2016, ibpublishing.ibo.org/extendedessay/apps/dpapp.
IB EE Guidelines
IB EE Guidelines
IB Diploma Programme Extended Essay Page
Find the new online IB Extended Essay guide, videos to show conferencing and process work, and copies of assessed student work (exemplars). For a pdf of the 2018 EE Guide, click here.
Learn more about the IB Approaches to Learning, which are the essential underlying skills used throughout the IB academic core: Thinking skills, Communication skills, Social skills, Self-management skills (including Organization skills and Affective skills), and Research skills
Research & Library Resources
Research & Library Resources
SHS Library Sources and Subscriptions
Find links to all SHS library research subscriptions on our Library Database page. If you need a password for access, find the access password guide in our Google Classroom under the "about" tab. Always evaluate the value and limitations of the sources you use for research!
Research & Inquiry Process & Resources
Find links to our SHS information literacy guides: strategies for evaluating sources, MLA, note taking, forming questions, source choices, and understanding the research process.
Effective Citing and Referencing
Find the IB page on why, what, when, and how to document source material used in research.
Key Features of the Extended Essay
Key Features of the Extended Essay
The extended essay is compulsory for all students taking the Diploma Programme and is an option for course students.
A student must achieve a D grade or higher to be awarded the Diploma.
The extended essay is externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma.
The extended essay process helps prepare students for success at university and in other pathways beyond the Diploma Programme.
When choosing a subject for the extended essay, students must consult the list of available Diploma Programme subjects published in the Handbook of procedures for the Diploma Programme for the session in question.
The extended essay is a piece of independent research on a topic chosen by the student in consultation with a supervisor in the school.
It is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words.
It is the result of approximately 40 hours of work by the student.
Students are supported by a supervision process recommended to be 3–5 hours, which includes three mandatory reflection sessions.
The third and final mandatory reflection session is the viva voce, which is a concluding interview with the supervising teacher.
“Extended Essay Website (First Exams 2018).” Online Curriculum Centre, International Baccalaureate, 25 Feb. 2016, ibpublishing.ibo.org/extendedessay/apps/dpapp.
The Student-Supervisor Relationship
The Student-Supervisor Relationship
The first reflection session
The first reflection session
Students are encouraged to include in their RRS examples of initial topic exploration, possible sources and methods, preliminary research questions and their personal reactions to the issues.
In attending their first reflection session with their supervisor, students can use notes made in the RRS as the basis for discussion as well as to demonstrate the progress students have made in the research process.
The interim reflection session
The interim reflection session
As their RRS develops, students can demonstrate the progress of their thinking, the development of their argument and raise any questions they may have with their supervisor.
At this stage the RRS may include reactions to readings, progress in the timeline for completion of the extended essay, a possible outline of arguments, challenges encountered and the strategies used to overcome them.
The final reflection session—viva voce
The final reflection session—viva voce
During the viva voce, which takes place at the completion of the extended essay process, the RRS can form the basis for discussion about the process of completing the essay. Students can show what they have learned about the topic, the research process followed, their own learning, as well as outlining new questions they have uncovered. Most importantly, during the viva voce the RRS may help to highlight the personal significance of the work to the student and ultimately contribute to the supervisor's report.
Students can use the RRS to prepare for their reflection sessions with their supervisors.
“Supporting the Extended Essay” Extended Essay Guide, International Baccalaureate, 25 Feb. 2016, https://ibpublishing.ibo.org/extendedessay/apps/dpapp/guide.html?doc=d_0_eeyyy_gui_1602_1_e&part=3&chapter=3§ion=1.
TIP: The Research Reflection Space (RSS)
TIP: The Research Reflection Space (RSS)
While use of the RRS is not mandated, the IB considers the development of the RRS an essential element of good reflective practice as it will help the student to not only scaffold the extended essay process but also to build skills which transcend the task itself and prepare the student for university study and beyond.
A well-used RRS will aid the reflection sessions students have with their supervisor, as elements of it can be used to stimulate and inform discussion. This will help students to move towards a more evaluative understanding of the research process and the choices they make as part of this.
Finally, the RRS will contribute to a richer and more personally rewarding experience with the extended essay overall.
Roles and Responsibilities - Who does what?
Roles and Responsibilities - Who does what?
Choose a subject from the available extended essay list. See Diploma Programme coordinator or extended essay coordinator for details.
Ensure that the starting point for your essay is a subject that is available, or in the case of the world studies extended essay, an issue of global, contemporary significance within one of the six world studies themes.
Observe the regulations with regard to the extended essay, including the IB’s ethical guidelines.
Read and understand the subject-specific requirements for the subject in which you intend to complete your extended essay, including the interpretation of the assessment criteria.
Meet all internal deadlines set by your school in relation to the extended essay.
Understand concepts related to academic honesty, including plagiarism and collusion, for example, and ensure that you have acknowledged all sources of information and ideas in a consistent manner. This also includes understanding the implications of the General regulations: Diploma Programme should there be a breach of these.
Attend three mandatory reflection sessions with your supervisor, the last of which is the viva voce.
Record your reflections on the Reflections on planning and progress form for submission as part of the assessment of criterion E (engagement).
Undertake three mandatory reflection sessions with each student they are supervising
Sign and date each reflection summarized on the Reflections on planning and progress form and provide comments at the end of the process. If the form and essay are submitted via the eCoursework system, then it is deemed signed and authenticated. A blank or unsubmitted RPPF will score a 0 for criterion E.
Provide students with advice and guidance in the skills of undertaking research
Encourage and support students throughout the research and writing of the extended essay
Discuss the choice of topic with each student and, in particular, help to formulate a well-focused research question which is suitable to the subject of registration and ensure that the chosen research question satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues
Be familiar with the regulations governing the extended essay and the assessment criteria, and gives copies of these to students
Monitor the progress of the extended essay to offer guidance and to ensure that the essay is the student’s own work (this may include presenting a section of the essay for supervisor comment)
Read and comment on one draft only of the extended essay (but do not edit the draft); this should take place after the interim reflection session, but before the final reflection session, the viva voce
Ensure that the final version of the essay is handed in before the final reflection session (viva voce) takes place, and that no changes are made to it subsequently
Read the final version and, in conjunction with the viva voce, confirm its authenticity.
Oversee the scheduling of the extended essay process
Offer lessons and workshops in information literacy and research skills
Build partnerships with public and university libraries
Act as a supervisor for extended essay students, if appropriately qualified
Support students in terms of accessing adequate print and online sources
Help train students and teachers on using the extended essay guidelines and information
Provide guidance to students on how to format a formal essay using word processing software
Support and provide guidance to students on how to develop the Researcher’s reflection space
Provide training and support on the concept of academic honesty, including an introduction to how to cite correctly and consistently.
BUT MAY NOT: Comment on any part of the essay if they are not the supervisor; propose or revise research questions; undertake searches for information on behalf of students beyond guiding them on how to use search systems; provide a pre-formatted template for the extended essay; or correct bibliographies or citations.
Ensure that extended essays conform to the regulations outlined in the Handbook of procedures for the Diploma Programme.
Ensure that students select the subject for their extended essays from the list of available subjects for the May or November session in question (in the Handbook of procedures for the Diploma Programme) before choosing a topic.
Ensure that each student has an appropriately qualified supervisor, who is a teacher within the school.
Introduce, explain and support the reflection process.
Provide supervisors and students with the general and subject-specific information and guidelines for the extended essay contained in this guide and the accompanying teacher support material. Current classroom code: zoafee
Ensure that the Reflections on planning and progress form (RPPF) is completed and signed by the student and supervisor and submitted to the IB with the essay for assessment under criterion E by the deadline stated in the Handbook of procedures for the Diploma Programme.
Provide exemplars of extended essays to supervisors and students.
Ensure that supervisors and students are familiar with the IB documents Academic honesty in the IB educational context and Effective citing and referencing.
Explain to students the importance of the extended essay in the overall context of the Diploma Programme, including the requirement to achieve a D grade or higher in order to be awarded the Diploma.
Explain to students that they will be expected to spend up to 40 hours on their extended essay.
“Supporting the Extended Essay” Extended Essay Guide, International Baccalaureate, 25 Feb. 2016, https://ibpublishing.ibo.org/extendedessay/apps/dpapp/guide.html?doc=d_0_eeyyy_gui_1602_1_e&part=3&chapter=3§ion=1.
Junior Year Timeline
Junior Year Timeline
November - Choose subjects and narrow topic choices; Create student-supervisor assignments; Review EE guide
January - Read for understanding, keywords, and issues; Develop research question
March - REFLECTION SESSION 1 (question, sources, plans)
April - Research and read
May - Plan argument; outline; cite sources
June - EE CAFE - PRESENT ARGUMENT AND EVIDENCE
July - Gather final evidence; Write essay draft
Senior Year Timeline
Senior Year Timeline
August - Gather final evidence; Write essay draft
September - FULL DRAFT DUE; Review, format, and clarify trouble areas - REFLECTION SESSION 2 (process, evidence, and argument)
October - FORMAL IMPROVED DRAFT DUE
November - REVIEW DRAFT WITH SUPERVISOR
December - FINAL DRAFT DUE
January - REFLECTION SESSION 3 (viva voce)
February - Supervisors submit estimated grades and comments
Contact Information
Contact Information
Cheryl Gosselin, MEd, NBCT
Cheryl Gosselin, MEd, NBCT
SHS IB EE Coordinator & Librarian
Sumner High School, Sumner WA 98390
cheryl_gosselin@sumnersd.org
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