"There is a reason they call it the Core." Because it is important for you - not just as a content delivery system, but getting you towards that IB goal - a well-rounded individual. You learn more about yourself through the Core than any DP subject, in my own opinion. This is where you get to see what you are capable of on your own - not just relying on us to tell you what you're supposed to know.  This is making you a better person.

From the EE Guide: "This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the title and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay."

What does that mean? This is looking:

•  The quality of your topic and research question itself - is it going to be effective? Does the topic and question itself lead towards a more thorough essay (more of this topic will be discussed in class in the next month.) 

• Is the research question appropriate - For example, is the topic sufficiently focused to be adequately addressed within the requirements of the task (is this a question that is too much for 4000 words, or too little)? 

• Is the research question clearly stated - Is the focus of the research question maintained throughout the essay (or is too much of your essay drifting off-topic)?  

• Is research is planned and appropriate methods of data collection (methodology) chosen and identified? Explaining your methodology is important in every subject- how are you going to explain and analyze this topic and research?

• is your research and sources appropriate? What kind of primary/secondary sources are you using? 

From the EE Guide: "This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts. "

What does that mean?

• Is the research question being investigated is put into the context of the subject? Are you explaining and showing enough evidence to show how this topic relates to your chosen subject? 

• Are you using the knowledge and understanding of the topic you got from the class itself? This is why we highly, highly recommend doing a topic and subject you are taking. If you are not using the kind of concepts and knowledge from the class itself, it will show.

• Are you resources/methods assessed here in terms of their appropriateness to the research question? Are you explaining how and why your evidence is useful to answer your question?

The big one. The one section that gives you twice as many points as any other.  Which should mean that it is the most important, if you choose to think of it this way.  It is looking at your critical thinking skills when tackling your research question. 

What does this mean?

• Is your selection and application of the research presented relevant and appropriate to the research question (or is too much, again, going off topic?) 

• Are you using your sources/methods appropriately to help explain and advance your argument?

• Is your analysis of the research is effective and focused on the research question (is too much of your analysis just relying on "I say its this way, so it is true?")

• Is your discussion of the research developing a clear and coherent reasoned argument?

• Do you have a critical evaluation of the arguments presented in the essay (you aren't cherry-picking data to make your argument seem stronger in the essay, but instead actively exploring the counterclaim and refuting it.)

• If your final outcome was unexpected , can you explain why it differs from your original assumption/hypothesis?

AKA, my job! Well, most of my job, as EE coordinator. Presentation is where we make sure that everything looks like how an EE is supposed to look like. Because the points for this section are not, in some ways, related to the content of the EE, it is important to check and double check your first drafts and submissions to see if they have done things like:

• Do you have a title page with the appropriate information in it? (topic, subject, research question, etc.)

• Do you have a table to contents with page numbers to the right sections? (all essays should have page numbers.)

• Do you have each section your subject is supposed to have?

• Do you have citations? Both in-text and otherwise. We will talk about different citation styles in class later, but if you continue to use MLA for the EE as well, that is perfectly fine.

• Is it in a respectable font? No COMIC SANS please.

• Does every table or figure have a label saying what it is?

• Is the word count you say on the front page correct? Is this essay 4,000 words or less?? 

• Did you check for spelling errors? Please do so. Grammarly doesn't count. 

There part of the rubric...isn't part of the extended essay at all! Instead, this is the reflection work you complete on Managebac. It also has a word limit - 500 words combined for all three (we will go into more detail about this when we begin writing these.)

The reflections are not just a summary of the research work or how much you have done so far, but also your feelings of the entire process. Similar to the CAS reflections you have completed, but more focused on one specific thing: self-evaluation of your work thus far.

Part of these reflections include the 3 meetings with your EE supervisor. You cannot complete these reflections until you complete this meeting.  The last thing you will write for this entire process is the 3rd and final reflection after the viva voce (by voice). 

Things to consider for this section:

• Have you demonstrated your engagement with your research topic and the research process?  

• Have you highlighted challenges you faced and how you overcame them?  

• Will the examiner get a sense of your intellectual and skills development?  

• Will the examiner get a sense of your creativity and intellectual initiative?  

• Will the examiner get a sense of how you responded to actions and ideas in the research process? 

Notice how most of these bullet points are aimed towards the examiner/grader for this - this, along with the supervisors comments, help prove there was no academic misconduct to complete the essay.